Cognitive Assessment System Research Articles

PASS Theory and Movement Disorders: Methodology for Assessment and Intervention.

Executive dysfunction appears to be a significant secondary characteristic frequently linked with movement disorders. Planning is a high-level cognitive process integral to our executive functions. Children who show deficits in their planning ability usually have difficulties in making decisions or problem-solving, such as initiating tasks or mentally organizing a project, and monitoring and controlling their behavior effectively. These difficulties can significantly impact their academic performance and daily functioning even in adulthood. However, the existing research on the relationships between motor performance and planning abilities is limited and inconsistent. This study aimed to explore the potential associations between motor and planning skills in 30 preschool-aged children with Developmental Coordination Disorder (DCD) and 30 healthy controls matched for age, including utilizing the PASS theory and Cognitive Assessment System (CAS). The findings highlighted balance, total motor score, and planned codes as the primary factors distinguishing the two groups. A significant Pearson's correlation was observed between the overall MABC-2 scores and the subdomain scores, along with the Planning Scale indices for both groups, suggesting a substantial relationship between these assessments. Among the Planned codes items, the most notable predictor of overall motor performance in children was identified. Furthermore, the total score for Planned Connections emerged as the most robust predictor for tasks associated with manual dexterity. The relationship between motor skills and executive functions in early childhood plays a vital role in the development of early intervention strategies that utilize cognitive-motor tools.

Strategies Used by Puerto Rican Children in the Cognitive Assessment System and Their Relationship with Planning Performance.

Studies involving the Cognitive Assessment System (CAS) planning scale typically use only the subtest and scale scores without assessing the strategies employed by the participants. This study addressed this gap and examined the planning strategies used by children in the CAS2: Spanish version and their relationship with planning performance. We conducted an exploratory cross-sectional study with 26 Puerto Rican children aged 8 to 11. Results showed that no strategies were consistently used by participants according to examinees' reports (f = 0-46%), but examiners observed consistent use of some strategies such as "coded left to right, top to bottom", f = 92%; "scanned the page for the next number or letter", f = 100%. Welch's t-tests did not show relationships between participants' performance and the strategies observed by examiners, | mean differences | = 0.05-0.81, ps ≥ 0.05, nor with the strategies reported by participants, | mean differences | = 0.05-1.69, ps ≥ 0.05. These findings suggest that although the examiners may observe the use of strategies, the examinees are unaware of the strategies they use, and the strategies used are not associated with their performance. Future studies are needed to confirm these findings.

Exploring Cognitive Skills and Academic Outcomes of Poverty-Affected English Language Learners in Indian Primary Schools

This study investigates the cognitive performance of primary school children in India who are English Language Learners (ELL) and live in poverty. Cognitive performance was assessed using the Das-Naglieri Cognitive Assessment System (CAS2 was not constructed). There is a scarcity of studies on participants who are both ELL and live in poverty, and many such children are often found to be intellectually deficient. This study examines the performance in PASS measures (Planning, Attention, Simultaneous, Successive) and their correlation with academic achievement, particularly in reading and mathematics. We assessed the performance of 80 primary school students residing in slum areas (mean age: 9.8 years), matched in age and grade with 70 regular school students from areas outside the slum (mean age: 9.11 years). It was hypothesized that ELL regular school students would exhibit average Das-Naglieri CAS scores as per established American norms.

Effects of virtual reality-based cognitive training for adolescents with depressive episodes: A pilot randomized controlled study

Cognitive impairment is a common symptom in depression, yet few intervention strategies target adolescents. This study investigated the effects of an attention and working memory cognitive training system based on virtual reality (VRCT) in adolescents with mild to moderate depressive episodes. Adolescents with depression were randomized into a VR training group (VRG, n = 47) or a waitlist control group (WT, n = 46). The VR training consisted of three 10-min tasks per session, conducted three sessions per week for 20 sessions over 7 weeks. Forty-four healthy adolescents participated as a comparison group for baseline cognitive assessment. Cognitive functions and depressive symptoms were assessed using the Das-Naglieri cognitive assessment system, driven by the Planning, Attention, Simultaneous, and Successive (PASS) processing theory, and the Hamilton Depression Rating Scale-24 at pre- and post-intervention. Baseline results indicated significantly lower cognitive scores in patients compared to healthy adolescents. Post-intervention, the VRG demonstrated significant improvements in all four cognitive scales (effect sizes 0.56 to 0.76) and a significant reduction in depressive symptoms compared to the WT. These findings suggest that VRCT holds potential for improving cognitive impairments and alleviating depressive symptoms in adolescents with depression. Further large-scale and follow-up studies are necessary to confirm long-term benefits.

PASS Theory of Intelligence and Its Measurement Using the Cognitive Assessment System, 2nd Edition.

The goal of this paper was to describe the context within which the PASS theory of intelligence was conceived and the reasons why this theory was used to guide the construction of the Cognitive Assessment System and the several versions of the Cognitive Assessment System, 2nd Edition. We also discuss validity issues such as equitable assessment of intelligence, using PASS scores to examine a pattern of strengths and weaknesses related to academic variability and diagnosis, and the utility of PASS scores for intervention. We provide summaries of the research that informs our suggestions that intelligence testing should be theory-based, not constrained by the seminal work of test developers in the early 1900s, and neurocognitive processes should be measured based on brain function.

Integration of Cognitive Technology in Learning Assessment and Evaluation

The integration of technology in education, especially cognitive technology, is important to increase the efficiency and effectiveness of the learning assessment and evaluation process. Cognitive technology, which combines artificial intelligence and machine learning, offers new possibilities for adapting and personalizing learning experiences. However, its use in learning assessment is still limited and requires further investigation to identify its effectiveness. This research aims to analyze and evaluate the role of cognitive technology in learning assessment and evaluation. The main objective is to determine the extent to which this technology can improve the accuracy and relevance of feedback provided to students and explore the potential for improving learning outcomes through adapting learning content based on assessment data. This research uses quantitative methods with an experimental design. The research sample involved students at a university who used a cognitive technology-based assessment system during one academic semester. The results show that using cognitive technology in assessment can improve accuracy in diagnosing learning weaknesses and provide more personalized and timely feedback. Additionally, students who took assessments with cognitive technology showed greater improvements in academic achievement compared to a control group that did not use similar technology. This research concludes that integrating cognitive technology in learning assessment and evaluation offers great potential to improve the educational process by providing more relevant and personalized feedback. This technology supports teachers in identifying individual learning needs and helps students understand their weaknesses, facilitating more effective and efficient learning. Keywords: The integration of technology in education, especially cognitive technology, is important to increase the efficiency and effectiveness of the learning assessment and evaluation process. Cognitive technology, which combines artificial intelligence and machine learning, offers new possibilities for adapting and personalizing learning experiences. However, its use in learning assessment is still limited and requires further investigation to identify its effectiveness. This research aims to analyze and evaluate the role of cognitive technology in learning assessment and evaluation. The main objective is to determine the extent to which this technology can improve the accuracy and relevance of feedback provided to students and explore the potential for improving learning outcomes through adapting learning content based on assessment data. This research uses quantitative methods with an experimental design. The research sample involved students at a university who used a cognitive technology-based assessment system during one academic semester. The results show that using cognitive technology in assessment can improve accuracy in diagnosing learning weaknesses and provide more personalized and timely feedback. Additionally, students who took assessments with cognitive technology showed greater improvements in academic achievement compared to a control group that did not use similar technology. This research concludes that integrating cognitive technology in learning assessment and evaluation offers great potential to improve the educational process by providing more relevant and personalized feedback. This technology supports teachers in identifying individual learning needs and helps students understand their weaknesses, facilitating more effective and efficient learning.

Improvement in simultaneous processing through metacognitive instruction

This study presents the improvement generated in simultaneous processing by the application of metacognitive instruction to 3rd grade primary education students. A pre-post-follow-up test design was used. The sample consisted of 30 students from one classroom. Two groups were formed; an intervention group comprising students in the classroom who presented difficulties in simultaneous processing, showing a cognitive weakness that compromises reading comprehension, and a comparison group comprising the rest of the students in the class. The instruments used were the Das-Naglieri Cognitive Assessment System (DN CAS), Assessment of Reading Comprehension (ACL) test and the Reading Awareness Scale (ESCOLA). The groups were equivalent in socioeconomic and cultural status and in successive processing. Reading and study variables were used as differentiators: simultaneous processing and reading awareness. A metacognitive training program based on the Planning Facilitation method was applied to the intervention group. The comparison group followed the usual curricular activities of the classroom and for the education level, according to the traditional teaching model. The program was implemented in 48 sessions over 12 weeks. After the intervention, the group with weakness improved significantly in simultaneous processing and reading awareness; the comparison group did not show any change in their initial scores. The metacognitive instruction that facilitates discussion between students and reflective verbalization about reading tasks promotes improvement in reading awareness and in the simultaneous processing necessary for reading comprehension.

Design of Household Cognitive Level Assessment System Based on Grip Force and Finger Force Distribution.

In this paper we designed a household cognitive level assessment system based on finger force distribution. The system evaluates the user's current cognitive level according to the degree of matching between the characteristics of user's grip force and finger force distribution data and the characteristics in the database. The system based on finger force distribution will greatly reduce the space and economic cost of household cognitive level assessment.

Reading Aloud and the Use of CAS-2 Battery to Assess Cognitive Skills Improvement

Background. Research has suggested that exposure to reading can act positively on vocabulary development and other cognitive skills required in the early-school years. This paper presents the results of a quasi-experimental study that analyses the relationship between exposure to reading aloud to children and the development of basic cognitive skills, which are essential from the first days of school for the acquisition of all subsequent learning. This research has two objectives: first, to highlight the benefits of reading aloud in the first years of schooling, with particular reference to cognitive skills; second, to propose the Cognitive Assessment System Second Edition (CAS-2) as an instrument able to monitor and quantify the cognitive effects of this practice. Methods. This research involved a sample of 152 children from primary schools in Italy. After thorough teacher training on the proposed method of reading aloud, the teachers undertook daily reading training for approximately 3 months. The children in the experimental and control groups underwent ex ante and ex post individual administration of the CAS-2 test. A mixed model with a 2 × 2 design was used to verify the effect of the training. Results. With regard to the first aim, this study confirmed the hypotheses by highlighting the benefits of reading aloud training. The results on the Full CAS-2 Scale show significant increases in the experimental group compared to the control group. Furthermore, the improvement of the experimental group is evident in all the sub-dimensions investigated (Planning, Attention, Simultaneous, Successive). Conclusions. These results confirm the effect of reading aloud on cognitive skills development and the sensitivity of the CAS-2 as an instrument to detect its effects. Future research could explore the use of the CAS-2 battery in student populations of higher school grades, as well as observe the stability of the benefits over time.

Efficacy of a metacognitive intervention programme on reading comprehension in third grade students

This study examined the efficacy of a metacognitive intervention programme in a classroom group of 33 third-grade students. Two groups were formed: the intervention group with students in the classroom who showed reading delay and cognitive attention processes (n=8) and the comparison group (n=25). In the intervention group, a planning facilitation programme was implemented that aimed to improve inhibition processes and, correspondingly, overall reading comprehension indices. The Das-Naglieri: Cognitive Assessment System (D.N: CAS; Naglieri & Das, 1997) was used to measure attention processes. For reading processes, the Catalan et al. (2010) Reading Comprehension Assessment (ACL) test was used. The measurements were taken at pre-test, post-test, and follow-up. The results showed that the intervention group equalled the comparison group in reading comprehension and significantly improved in inhibition processes in the post and follow-up measures. It is concluded that the programme has had an impact on improving inhibition processes when facing reading activities.

The Relation Between Cognitive Processes and Problem-Solving Performances of Preschoolers

The aim of this study is to examine the relationship between the cognitive processing levels of preschool children and their problem-solving skills. The Cognitive Assessment System (CAS), developed by Naglieri and Das (1997) and adapted into Turkish by Ergin (2003), was used to determine the cognitive processing levels of children. A puzzle completion task was given to determine problem-solving strategies of the participant children. The age range of 21 children in the study group was between 5 and 6, with an average age of 5.61 months. According to the coding of the researcher 11 positive and 4 negative puzzle completion strategies that were used by children, were determined. A canonical correlation analysis was conducted using positive and negative strategies as predictors of problem-solving skills to evaluate the multivariate shared relationship between cognitive processes and problem-solving. The results indicated the explanatory percentage of the Planning dimension of cognitive processes on positive strategies was found to be higher than the Attention, Simultaneous and Successive dimensions.

A multi-source behavioral and physiological recording system for cognitive assessment

Cognitive assessment has a broad application prospect, including estimate of childhood neuro development and maturation, diagnosis of neurodegenerative diseases, and selection for special profession. With the development of computer technique and behavioral recording sensors, the method of cognitive assessment has been replaced from paper scale test to human–computer interaction. We can not only obtain the results of tasks, but also make it possible to acquire multiple behavioral and physiological data during the task. However, there is still a strong challenge of recording multi-source data synchronously during multi-dimensional cognitive assessments. Therefore, we built a multi-source cognitive assessment system can record multi-pattern behavioral and physiological data and feedback at different spatiotemporal levels. Under this system, we developed a multi-source diagnostic toolset for cognitive assessment, including eye tracking, hand movement, EEG and human–computer interaction data during the cognitive task. 238 participants with different mental disorders were assessed using this system. The results showed that our diagnostic toolset can be used to study the behavioral abnormalities of patients with mental disorders through the characteristics of multi-source data. Furthermore, this system can provide some objective diagnostic criteria such as behavioral characters and EEG features for diagnosis of mental disorders.

Alterations of brain gray matter volume in children with obstructive sleep apnea.

Obstructive sleep apnea (OSA) seriously affects the children's cognitive functions, but the neuroimaging mechanism of cognitive impairment is still unclear. The purpose of our study was to explore the difference in brain local gray matter volume (GMV) between children with OSA and non-OSA, and the correlation between the difference regions of brain gray matter volume and cognitive, the severity of OSA. Eighty-three children aged 8-13 years were recruited in our study, 52 children were diagnosed as OSA by polysomnography, and 31 as the non-OSA. All the subjects were underwent high-resolution 3-dimensional T1-weighted magnetic resonance images. The voxel-based morphometry (VBM) was be used to analyse the local GMV. The Das-Naglieri cognitive assessment system (DN: CAS) was used to assess the subjects' cognitive. The difference of local GMV between the two groups was analyzed by two-sample T-test. The PSG variables and the scores of DN: CAS between the OSA group and non-OSA group were compared by independent samples t-tests. Pearson correlation was used to calculate the association between the difference areas of gray matter volumes in brain and DN: CAS scores, obstructive apnea/hypopnea index (OAHI, an index of the severity of OSA). The gray matter volume of the right Middle Frontal Gyrus (MFG_R) in OSA children were larger than the non-OSA children, and the OSA children had lower scores of the Word Series in DN: CAS. There was negative correlation between the scores of Expressive Attention in DN: CAS and the gray matter volume of the right middle frontal gyrus, and it was no significantly correlation between OAHI and the gray matter volume of the right middle frontal gyrus. Our results suggest that the development of gray matter volume in frontal cortex, which associated with attention, were sensitive to the effects of OSA, provides neuroimaging evidence for cognitive impairment in children with OSA.

Efficacy analysis of virtual reality-based training for activities of daily living and functional task training in stroke patients: A single-subject study.

Virtual reality (VR)-based training for functions such as cognition, upper extremities, balancing, and activities of daily living (ADL) has been used on stroke patients, and its efficacy has been reported. However, no comparison has been made between the efficacy of VR-based training for daily activities that exactly reproduces ADL and functional training. Therefore, this study sought to analyze the difference in independency enhancement of VR-based training for daily activities compared to cognitive and motor functional training. This study was conducted on 4 patients who have been diagnosed with stroke and are currently receiving rehabilitation therapy in G hospital located in the city of Gwangju, using A-B-A'-B' design from single-subject experimental designs. Intervention was performed in 2 ways: application of VR-based training for daily activities after the application of cognitive and motor function training; and application of cognitive and motor function training after the application of VR-based training for daily activities. The Assessment of Motor and Process Skills, Computer Cognitive Screening Assessment System, Box and Block Test, and Grip and Pinch Strength Test were used to measure the changes in the performance of daily activities, cognitive function, and upper extremities function. The results confirmed that the performance of daily activities, cognitive function, and upper extremities function was improved after the application of VR-based intervention. In addition, the efficacy of independency enhancement was maximized by the early approach of training for daily activities at the time of VR-based intervention in stroke patients. VR-based intervention of training for daily activities and functional training can be considered to benefit the improvement of the performance of daily activities, cognitive function, and upper extremities function in stroke patients. In addition, although functional training was also effective in enhancing independency and functional improvement in stroke patients, an early approach to training for ADL based on tasks with objectives was deemed to be more effective.

Vestibular cognition assessment system: Tablet-based computerized visuospatial abilities test battery.

The vestibular system is anatomically connected to extensive regions of the cerebral cortex, hippocampus, and amygdala. However, studies focusing on the impact of vestibular impairment on visuospatial cognition ability are limited. This study aimed to develop a mobile tablet-based vestibular cognitive assessment system (VCAS), enhance the dynamic and three-dimensional (3D) nature of the test conditions, and comprehensively evaluate the visuospatial cognitive ability of patients with vestibular dysfunction. First, the VCAS assessment dimensions (spatial memory, spatial navigation, and mental rotation) and test content (weeding, maze, card rotation, and 3D driving tests) were determined based on expert interviews. Second, VCAS was developed based on Unity3D, using the C# language and ILruntime hot update framework development technology, combined with the A* algorithm, prime tree algorithm, and dynamic route rendering. Further, the online test was built using relevant game business logic. Finally, healthy controls (HC) and 78 patients with vertigo (VP) were recruited for the VCAS test. The validity of VCAS was verified using the test results of random controls. In the weeding test, the HC group had a significantly longer span and faster velocity backward than did the VP group. In the 12 × 12 maze, statistically significant differences in step and time were observed between the two groups, with VP taking longer time and more steps. In the mental rotation task, no significant difference was observed between the two groups. Similarly, no significant difference was found in the performance of the two groups on maps 2, 3, and 4 in the 3D driving task. Thus, impaired visuospatial cognition in patients with vestibular dysfunction is primarily related to spatial memory and navigation. VCAS is a clinically applicable visuospatial cognitive ability test for VP.

Development of a Cognitive Assessment System with Scratch:

Development of a Cognitive Assessment System with Scratch:

Characteristics of Event-related Potentials during a Target Selection Task with Fingerspelling Images

We have been developing a cognitive assessment system based on an electroencephalography (EEG)-based brain-machine interface (BMI) that uses event-related potentials (ERPs) as a virtual “Mind Switch.” ERPs reflect temporal changes in attention and are also known as potential biomarkers for assessing cognitive function. We recorded EEG data from 10 healthy subjects who performed target-selection tasks based upon the visual discrimination of fingerspelling images with or without motor responses (key release). We found differential responses between target and non-target images, which were quantitatively evaluated by the decoding accuracy of the target. We also found that ERPs were enhanced when accompanied by key releases, which might indicate that a more attentive state was involved. These results suggest that fingerspelling images are a feasible tool for cognitive assessment. Future studies should be conducted to demonstrate the applicability of our system in preventing frailty in older people.

A Preliminary Study on the Correlation Factor Analysis of Language Cognitive Assessment System Based on Scale Construction

This paper explores the 12 dimensions of language cognition assessment system using factor analysis. Principal component analysis and correlation analysis of factors within the system were conducted on the language cognition assessment system. Factor analysis and principal component analysis: KMO: 0.934, weak bias correlation, suitable for factor analysis, and the contribution of principal component variance was 79.837%, respectively. The correlations between the 12 factors ranged from 0.611-0.903. The correlation values between the remaining 11 factor assignments and the total score of the system were higher than the correlations between the subscales. The system is constructed with good structural validity, but the correlations between the factors are strong. It is suggested that the indicators be combined or the form of the questions be modified to provide guidance for the modification of the language cognition assessment system.

The Performance of Saccade Tasks Correlates with Cognitive Test Scores in Elderly Population: Evidence for the Usefulness of Oculomotor Tests in Cognitive Assessment

Background: Among the elderly, dementia is a common and disabling disorder with primary manifestations of cognitive impairments. Diagnosis and intervention in its early stages is the key to effective treatment. Nowadays, the test of cognitive function relies mainly on neuropsychological tests, such as the Mini-Mental State Examination (MMSE) and Montreal Cognitive Assessment (MoCA). However, they have noticeable shortcomings, e.g., the biases of subjective judgments from physicians and the cost of the labor of these well-trained physicians. Thus, advanced and objective methods are urgently needed to evaluate cognitive functions. Methods: We developed a cognitive assessment system through measuring the saccadic eye movements in three tasks. The cognitive functions were evaluated by both our system and the neuropsychological tests in 310 subjects, and the evaluating results were directly compared. Results: In general, most saccadic parameters correlate well with the MMSE and MoCA scores. Moreover, some subjects with high MMSE and MoCA scores have high error rates in performing these three saccadic tasks due to various errors. The primary error types vary among tasks, indicating that different tasks assess certain specific brain functions preferentially. Thus, to improve the accuracy of evaluation through saccadic tasks, we built a weighted model to combine the saccadic parameters of the three saccadic tasks, and our model showed a good diagnosis performance in detecting patients with cognitive impairment. Conclusion: The comprehensive analysis of saccadic parameters in multiple tasks could be a reliable, objective, and sensitive method to evaluate cognitive function and thus to help diagnose cognitive impairments.

Planning processing in ADHD with comorbid reading disabilities is worse than in ADHD: Based on Das-Naglieri Cognitive Assessment System.

ObjectiveTo explore and compare the cognitive processing weakness of children with Attention deficit hyperactivity disorder (ADHD) and comorbid reading disabilities (RD) (ADHD+RD) and children with ADHD only using the Das-Naglieri Cognitive Assessment System (DN:CAS).MethodsEighty-eight children with ADHD who visited the hospital for the first time from September 2021 to November 2021 and had a Full scale intelligence quotient (IQ) of ≥85 on the Wechsler Intelligence Scale for Children revised in China (C-WISC) were selected (Age: 6–12 years; Grade: 2–6). Based on comorbidity with RD and the subtypes of ADHD (e.g., Inattention dominant type, ADHD-I, Hyperactivity/Impulse dominant type, ADHD-H and Combined type, ADHD-C), these children were divided into the ADHD+RD group (n = 30) and ADHD group (n = 58) as well as the corresponding subgroups. Clinical data on gender, age, grade, IQ scores, and DN:CAS processing scores were compared between both groups/subgroups. Spearman's correlation test was used for correlation analysis of results of interest.ResultsNo differences in age, grade, male-to-female ratio, verbal IQ, performance IQ, and full scale IQ were observed between the ADHD+RD group and ADHD group as well as the corresponding subgroups (P > 0.05). Children in the ADHD-C+RD subgroup had lower scores in Planning processing of DN:CAS than those in the ADHD-C subgroup (P = 0.040). However, there were no significant difference between the ADHD-I+RD subgroup and ADHD-I subgroup in Planning scores of DN:CAS assessment; The grade of ADHD-C+RD and ADHD-I+RD subgroups were positively correlated with the Planning scores of DN: CAS (r = 0.599, P = 0.030 and r = 0.508, P = 0.044, respectively). The grade of ADHD-C subgroup was positively correlated with the Planning and Simultaneous processing scores of DN: CAS (r = 0.409, P = 0.042 and r = 0.406, P = 0.044, respectively).ConclusionOur study confirmed that children of ADHD-C with comorbid RD have a more severe Planning processing weakness compared to children with ADHD-C only. Among the children of ADHD-C+RD, ADHD-I+RD and ADHD-C, such a Planning processing impairment may improve with increasing educational skills.