Cognitive Capacity Research Articles

Evaluating factors affecting sexual abuse prevention education for primary school students according to the life skills approach

This comprehensive study delves into the intricate factors influencing sexual abuse prevention education for elementary school students, capturing insights from diverse stakeholders, including 423 students, 115 teachers, and 423 parents. Employing a Likert scale, the research evaluates various dimensions, shedding light on the nuanced dynamics that shape prevention programs. The results reveal that student-related factors, encompassing positive behavior, cognitive capacity, personality traits, and knowledge levels, received moderately positive mean scores. This underscores the significant contribution of inherent qualities and cognitive abilities of primary school students to the effectiveness of sexual abuse prevention education. Moving to family-related factors, parents’ extensive knowledge and understanding garnered a positive mean score of 2.91, signifying a favorable impact, while financial considerations received a slightly lower mean score of 2.92. Notably, parental educational methods and the inclination to delegate educational responsibilities to schools scored higher at 2.99 each, underscoring the influential role parents play in shaping their children's perspectives on sexual abuse prevention. Within the school environment, positive interactions between teachers and students stood out with a mean score of 2.97, emphasizing the pivotal role of supportive teacher-student relationships in facilitating effective sexual abuse prevention education. Societal factors exhibited varying influences, with local customs, culture, and social psychology receiving a mean score of 2.91, indicating a moderately positive impact. However, the development of the internet and information channels scored lower at 2.60, revealing potential challenges in adapting prevention education to the evolving landscape of online information dissemination. These nuanced findings contribute to a deeper understanding of the multifaceted factors shaping sexual abuse prevention education for elementary school students, providing a foundation for evidence-based interventions and policy decisions.

The impact of neural emotion reactivity and regulation on the association between depression and suicide ideation in high-risk adults

BackgroundDepression is closely related to suicidal ideation (SI); however, it is unclear who is most vulnerable to SI within the context of depression. Research suggests that individual differences in emotion reactivity and regulation may be potential moderators of the link between depression and SI. Therefore, the current study tested this hypothesis using objective markers of emotion reactivity and volitional cognitive regulation capacity during functional magnetic resonance imaging (fMRI). MethodsAdults (n = 91) with active SI completed validated self-report measures of current depressive symptoms and SI severity. Participants completed an fMRI task designed to probe neural response to aversive stimuli and during cognitive reappraisal – a form of volitional emotion regulation. Activation of the amygdala during aversive emotion reactivity was measured. Activation of ventrolateral, dorsolateral, and dorsomedial prefrontal cortex (vlPFC, dlPFC, and dmPFC) during cognitive reappraisal were also measured. A series of hierarchical linear regressions testing the unique and interactive effects of depression symptoms and neural activation on severity of SI were conducted. ResultsAnalyses revealed a depression x amygdala activation interaction. The positive association between depression and SI severity was more robust in the context of high amygdala reactivity than low amygdala reactivity. Analyses also indicated there was no PFC activity (neural cognitive reappraisal) by depression interaction. LimitationsPsychoactive medications were allowed and all participants endorsed suicidal intent. ConclusionStrategies aimed at targeting exaggerated emotion reactivity within the context of depression may be beneficial.

Is it possible for people to develop a sense of empathy toward humanoid robots and establish meaningful relationships with them?

Empathy can be described as the ability to adopt another person's perspective and comprehend, feel, share, and respond to their emotional experiences. Empathy plays an important role in these relationships and is constructed in human-robot interaction (HRI). This systematic review focuses on studies investigating human empathy toward robots. We intend to define empathy as the cognitive capacity of humans to perceive robots as equipped with emotional and psychological states. We conducted a systematic search of peer-reviewed articles using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. We searched Scopus, PubMed, Web of Science, and Embase databases. All articles were reviewed based on the titles, abstracts, and full texts by two investigators (EM and CS) who independently performed data collection. The researchers read the full-text articles deemed suitable for the study, and in cases of disagreement regarding the inclusion and exclusion criteria, the final decision was made by a third researcher (VLB). The electronic search identified 484 articles. After reading the full texts of the selected publications and applying the predefined inclusion criteria, we selected 11 articles that met our inclusion criteria. Robots that could identify and respond appropriately to the emotional states of humans seemed to evoke empathy. In addition, empathy tended to grow more when the robots exhibited anthropomorphic traits. Humanoid robots can be programmed to understand and react to human emotions and simulate empathetic responses; however, they are not endowed with the same innate capacity for empathy as humans.

Integrating Task-Based and Differentiated Instruction (DI) to Overcome Language Learning Challenges

This research aims to overcome language learning difficulties faced by students with special needs by applying a task-based approach and differentiated learning (DI). Qualitative methods are used in analyzing data. The research took place at a special school at SLB Negeri 2 Denpasar. SLB Negeri 2 Denpasar is a special school for children with hearing impairments. In this remarkable school, students would learn to communicate by reading the movements of their lips. Primary data in this research refers to the exact information obtained from student grades and academic tests. The treatment is modified according to the children's cognitive capacities. The results showed that task-based and differentiated learning (DI) are effective techniques in supporting students with special needs. High school students with special needs require a different type of parental guidance. Students with special needs can receive learning support by limiting choices and guiding choices. Providing autonomy for students to engage in task-based learning can facilitate higher student learning.

Non-voluntary BCI explantation: assessing possible neurorights violations in light of contrasting mental ontologies

In research involving patients with implantable brain–computer interfaces (BCIs), there is a regulatory gap concerning post-trial responsibilities and duties of sponsors and investigators towards implanted patients. In this article, we...

Sex-specific discrimination of familiar and unfamiliar mates in the Tokay gecko

Social animals need to keep track of other individuals in their group to be able to adjust their behaviour accordingly and facilitate group cohesion. This recognition ability varies across species and is influenced by cognitive capacities such as learning and memory. In reptiles, particularly Squamates (lizards, snakes, and worm lizards), chemical communication is pivotal for territoriality, reproduction, and other social interactions. However, the cognitive processes underlying these social interactions remain understudied. In our study, we examined the ability of male and female Tokay geckos (Gekko gecko) to chemically differentiate familiar and unfamiliar mating partners. Our findings suggest that both sexes can make this distinction, with males responding more to the odour of a familiar mate, and females responding more to unfamiliar mates. The lizards maintained their discriminatory abilities for two to three weeks but not up to six weeks after separation. This research highlights the efficacy of using odours as social stimuli for investigating social cognition in lizards, a promising avenue to better understand social cognition in these animals.

Keeping cognition kinky: a reply to Moyal-Sharrock on contentful cognition and its origins

AbstractAdvocates of radical enactivism maintain that contentful cognition is kinky, and that we need a kinky explanation of its natural origins (Hutto & Satne 2017, Hutto, D. D., & Myin, E. (2017). Evolving enactivism. MIT Press.). In advancing this idea, they maintain that there are qualitatively important cognitive differences between creatures capable of full-fledged contentful thought and speech and those which are not. Moreover, they maintain that the capacity for full-fledged contentful cognition needs special kind of explanation – it needs an explanation that isn’t a simple tale of the mere elaboration or embellishment of prior existing forms of cognition. Moyal-Sharrock (2021a, 2021b) rejects the need to introduce kinks of either sort. This contribution responds to her critical assessment, defending the radical enactivist stance on the need to keep contentful cognition kinky.

Understanding the physical literacy development of 8- to 12-year-old children living with chronic medical conditions: A comprehensive, mixed methods inquiry.

Physical literacy is a concept used to describe the combined physical, affective and cognitive capacities facilitating an active lifestyle. Physical activity participation is essential for children living with chronic medical conditions, but knowledge of physical literacy among this group is scarce. An explanatory, sequential mixed methods design was used to comprehensively describe the physical literacies of children with chronic medical conditions (CMCs). Participants were recruited from paediatric cardiology, respirology/cystic fibrosis, neurology, haematology and endocrinology outpatient clinics. All participants completed the Canadian Assessment of Physical Literacy (2nd Edition), and those with higher and lower scores were invited to a semi-structured interview. A deductive-inductive thematic analysis was applied using Margaret Whitehead's conceptualization of physical literacy. Using normative strata, 80.0% of the 99 children assessed (mean age = 9.97 ± 1.3years, 48% girls) were considered beginning or progressing in their overall physical literacy (mean score = 56.5 ± 13.8/100). Meanwhile, physical literacy informed participants' approach to new, active experiences and may have contributed to a strong sense of self. There was a significant difference between endocrinology and haematology patients on total physical literacy score (p = 0.03) but not domain scores. Participants scored high on motivation/confidence (mean = 22.9 ± 5.0/30) but obtained low physical competence (mean = 11.8 ± 5.6/30) and daily behaviour scores (n = 72, mean = 15.5 ± 7.1/30). Main themes represent salient experiences of children with CMCs within the domains of physical literacy, including their need to evaluate active contexts, self-regulate activity intensity and manage physical limitations. Children with CMCs can achieve recommended levels of physical literacy without meeting normative standards for physical competence. Participants would benefit from a physical literacy intervention that targets the development of bodily self-regulation skills and risk evaluation in active settings.

Development and Validation of the Tablet-Based ERAL Nonverbal Intelligence Test 5-17 (ERAL-NIT)

Intelligence has been extensively explored across various disciplines such as psychology, cognitive science, and neurology. Countless scholars have delved into understanding why certain individuals exhibit higher mental acuity and knowledge. Consequently, numerous studies aim to unveil the essence of intelligence and gauge human cognitive capacity. This study introduces and validates the ERAL Nonverbal Intelligence Test (ERAL-NIT) for children aged 5 to 17. Unlike many existing tests, ERAL-NIT is nonverbal, accommodating diverse linguistic backgrounds. Moreover, it incorporates parental assessments, enhancing its holistic approach. Administered via tablet with specialized software, ERAL-NIT provides comprehensive reports to practitioners and families. Its development integrates analyses of hemispheric specialization and executive functions of different brain areas. Content validity is ensured through expert input, while criterion validity is established by comparing results with established assessments and medical diagnoses. ERAL-NIT yields insights into pervasive developmental disorders, specific learning disabilities, attention deficits, and language disorders, thereby enriching diagnostic practices.

The impact of regular workouts and fitness on psychological health and cognitive growth in adolescents

Adolescents' general Mental Health (MH), that involves factors like emotional stability, self-esteem, coping mechanisms, and the absence of MH conditions like depression and anxiety, is referred to as Psychological Health (PH). It includes elements that support resilient and healthy mental functioning. This study demonstrates exercise's role in fostering PH and Cognitive Growth (CG) throughout this critical development period. The beneficial effects of Regular Workouts (RW) on PH include decreased depressive and anxiety symptoms, better stress management, increased self-esteem, and body image, and better sleep. There are 163 adolescents aged 15 to 16 who took part in the study. This study assessed that a group of adolescents' Physical Activity (PA) and Physical Fitness (PF) correlated with their CG and psychosocial functioning. The research variables were measured using the General Self-Efficacy (GSE) Scale, the D2 Attention Test, the Form 5 Self-Concept Questionnaire (AF5), and the General Health Questionnaire (GHQ-28). The study findings suggested a beneficial association between PA and PF and the cognitive and psychosocial functioning of the investigated adolescents. Adolescents that exercised more, for instance, performed better on tests of Processing Speed, general self-efficacy (SE) and in selective attention, additionally, test results used to evaluate cognitive capacity and psychosocial factors were best predicted by cardio-respiratory fitness. Because of the consequences for different aspects of adolescent health and development, these results emphasize the need to encourage PA among adolescents.

Textsortenspezifische Abhängigkeit der Schreibflüssigkeit bei Grundschulkindern

Abstract An essential prerequisite for a fully developed writing ability is the effortless mastery of lower-level writing skills. These include, in particular, writing fluency, since fluent writing frees up sufficient cognitive capacity for other demanding higher-order processes of text production, such as planning and revising a text or tailoring it to a particular audience. Despite its relevance, writing fluency – in contrast to reading fluency – has so far only played a minor role in both writing research and classroom practice. This article first defines the construct of writing fluency and then elaborates on its two components: transcription fluency and text generation fluency. While transcription fluency is fairly well defined in the existing literature, text generation fluency remains underspecified, particularly from a linguistic point of view. How ideas are fluently translated into language is not sufficiently addressed by cognitive models of writing processes. It remains unclear which linguistic knowledge is most relevant for writing processes; what is known is that part of it is knowledge of genre-specific text patterns. Within the framework of an explorative empirical study, the influence of different text genres on the text generation fluency of primary school students was investigated to shed more light on this component. We found that text genre has an influence on text generation fluency, in particular in more competent writers, whereas there appears to be no such influence in weaker writers. The latter can be explained by the fact that in texts of weaker writers, the content appears to have been written more associatively and that there are hardly any genre-specific patterns and linguistic elements irrespective of the text genre they were asked to produce.

Between Mind and Body? Psychoneuroimmunology, Psychology, and Cognitive Science

Abstract Over the past half century, our best scientific understanding of the immune system has been transformed. The immune system has turned out to be extremely sophisticated, densely connected to the central nervous system and cognitive capacities, deeply involved in the production of behavior, and responsive to different kinds of psychosocial event. Such results have rendered the immune system part of the subject-matter of psychology and cognitive science. I argue that such results, alongside the history of psychoneuroimmunology, give us good reason to be skeptical about the characterization of cognitive science and psychology as studying the mind and the mental.

Exploring the Value of an Assessment for the Professional Coaching of Residents.

Background Research on how tools can support coaching of residents is lacking. We hypothesized that an electronic assessment (EA) tool presently applied in selection for residency training, which measures cognitive capacities, personality, motivational drivers, and competencies, could be a valuable tool to support coaching of residents. Objective This study explored the value and limitations, as perceived by residents and coaches, of using the EA to facilitate a single coaching session. Methods This qualitative study took place in the East-Netherlands Training District from August 2022 to April 2023. Volunteer residents and professionally trained coaches engaged in a single coaching session, using the EA. A purposive sample of 7 residents in different training years from 3 specialties were recruited via the training secretariats. Individual interviews with residents were conducted 1 week and 3 months after the coaching session. Data collection ceased when data sufficiency was considered reached. A focus group interview was held with the 3 participating coaches. Thematic analysis was employed to identify themes. Results Participants considered the EA a supportive tool, but not the core focus in the coaching process. Coaching sessions remained guided by residents' individual needs. The EA was considered supportive in fostering residents' self-reflection and awareness, accelerating the coaching process by enhancing preparedness and fostering familiarity among residents and coaches. The perceived value of the EA for the coaching process was affected by residents' and coaches' attitudes toward the tool. Conclusions The EA played a supportive but nonprominent role in the coaching of residents.

Efficacy of Therapeutic Letters for Grieving Peers After Teen Suicide

Adolescents grieving the loss of a peer to suicide experience a significant decline in their quality of life. Among the various approaches undertaken to facilitate emotional processing and resilience in these adolescents, therapeutic letter writing has emerged as a promising avenue. This literature review seeks to examine the efficacy of therapeutic letters as an intervention for grief following teen suicide. Specifically, this review examines the impact of this method on emotional processing, meaning-making, and long-term adjustment to the loss. The review also considers the potential challenges and ethical concerns associated with implementing therapeutic letters, including issues of confidentiality and the cognitive capacities of adolescents. In conclusion, this literature review highlights the significant promise and complex nuances of using therapeutic letters for adolescence grief counseling. As clinicians strive to offer more comprehensive and compassionate care to adolescents dealing with loss due to teen suicide, therapeutic letters can assist them in doing so.

Neuropsychological Cognition and Attitude Towards Mathematics as Predictors of Resilience among Mathematics Pre-service Teachers

Resilience is a constructive cognitive capacity that is susceptible to enhancement. It involves the intricate journey and outcome of an individual effectively adapting to arduous or demanding life circumstances, primarily through behavioral, emotional, and cognitive adaptability and accommodation to pressures originating internally and externally. The resilience of an individual plays a pivotal role in achieving professional accomplishments as it impacts aspects such as job opportunities, advancement in the workplace, and overall prospects for career growth. The main purpose of the study is to identify the variable among neuropsychological cognition and attitude towards mathematics that best predicts resilience of mathematics pre-service teachers, who are enrolled within the academic year 2023-2024 at Agusan del Sur State College of Agriculture and Technology. The findings indicate a noteworthy positive association between Neuropsychological Cognition and Attitude Towards Mathematics with Resilience. Additionally, Neuropsychological Cognition emerges as the most reliable predictor of resilience among pre-service Mathematics teachers.

The impact of fatigue on people with multiple sclerosis in Morocco.

Multiple sclerosis (MS), fatigue is among the leading clinical symptoms. It is one of the most disabling symptoms for most MS people. This research measures the prevalence of fatigue and its impact on the physical, cognitive, and psychosocial abilities of individuals with MS in Morocco. This cross-sectional and descriptive study included 152 participants. Data were collected via an online survey using the snowball method, incorporating sociodemographic characteristics and the Arabic version of the Modified Fatigue Impact Scale. According to the results, 89.4% of respondents experienced pathological fatigue, with an average score of 65.52 (± 18.00). There was a significant relationship between pathological fatigue, age (p = 0.0324), and clinical phenotype (p = 0.041). Fatigue negatively impacted participants' physical, cognitive, and psychological capacities, with average scores of 70.38 (± 8.15), 62.28 (± 10.23), and 73.87 (± 1.86), respectively. The results of our study confirmed a high prevalence of fatigue among people with MS in Morocco. Sustained research in this field remains crucial, as it enables the formulation of strategies aimed at enhancing the quality of life for those impacted by MS. This study is the first in Morocco to examine fatigue prevalence in people with MS and its impact on their physical, cognitive, and psychosocial abilities. High fatigue levels hinder the integration of people with MS into professional and student life. The findings emphasize the need for effective symptom and fatigue management.

The Influence of Problem Based Learning on Problem Solving Ability in Science Materials in Elementary Schools

Problem solving abilities have a significant role in increasing students' cognitive capacity, however, there are still difficulties in developing these skills. This research aims to assess the influence of the Problem Based Learning Model on students' problem solving abilities. This research is a quasi-experimental quantitative type with a pretest-posttest control group design. Fourth semester students in classes C and D of the PGSD Study Program were taken as samples using the Purposive Sampling technique. Data was collected through a research instrument in the form of a problem solving ability test in the Elementary School Science Learning Materials course. The results of hypothesis analysis using the Mann-Whitney test show the Asymp value. Sig. (2-tailed) is 0.000, which is smaller than 0.005. Therefore, it can be concluded that Hypothesis is Accepted. This means that there are differences between the experimental class which uses the PBL model and the control class with conventional learning. Thus, it can be concluded that the PBL model has an influence on the problem solving abilities of PGSD students.

The Role of Family Physicians in Children's Sleep.

Sleep holds significant importance for maintaining health and aiding in illness recovery. Its deprivation impacts all human organ systems, from cognitive function, social interaction, and work capacity to cellular regeneration and immune function. Therefore, sleep plays a crucial role in our body and maintaining health and well-being. Given its importance and close relationship with the neurodevelopment and growth of children and adolescents, this topic is highly significant in pediatric and adolescent health consultations. Family physicians, due to their proximity and understanding of the individual within their family, have the prerogative to contribute to family literacy, empower them, and significantly enhance the quality of life and overall health.

Mindful Meditation: A Potential Effective Therapeutic in Clinical Practice

Mindful meditation, a practice that entails directing one’s attention to the current moment without forming judgments, has been acknowledged as a potentially efficacious therapeutic intervention in clinical settings. Evidence indicates that mindfulness-based interventions can effectively assist individuals in coping with a range of mental health conditions, including anxiety, depression, and stress. Through the cultivation of enhanced self-awareness and emotional control via mindfulness practices, individuals have the potential to experience a decrease in symptoms, an increase in well-being, and an overall improvement in their quality of life. Furthermore, practicing mindfulness meditation can result in alterations in the structure and functioning of the brain, which are linked to improved cognitive capacities and emotional regulation. Integrating mindful meditation into clinical practice can offer patients valuable strategies for dealing with difficult situations and enhancing their long-term mental well-being and resilient ability.

Dissociation of focal and large-scale inhibitory functions in the older adults: A multimodal MRI study

BackgroundThe decline of inhibitory in cognitive aging is linked to reduced cognitive and mental capacities in older adults. However, this decline often shows inconsistent clinical presentations, suggesting varied impacts on different inhibition-related tasks. Inhibitory control, a multifaceted construct, involves various types of inhibition. Understanding these components is crucial for comprehending how aging affects inhibitory functions. Our research investigates the influences of aging on large-scale and focal-scale inhibitory and examines the relationship with brain markers. MethodsWe examined the impact of aging on inhibitory in 18 younger (20–35 years) and 17 older adults (65–85 years) using focal and large-scale inhibition tasks. The Gabor task assessed focal-scale inhibition, while the Stop Signal Task (SST) evaluated large-scale inhibition. Participants underwent neuropsychological assessments and MRI scans, including magnetic resonance spectroscopy (MRS) and structural and resting fMRI. ResultsOlder adults exhibited a marked decline in inhibitory function, with slower SST responses indicating compromised large-scale inhibition. Conversely, the Gabor task showed no significant age-related changes. MRS findings revealed decreased levels of GABA, glutamate, glutamine, and NAA in the pre-SMA, correlating with observed large-scale inhibition in older adults. Additionally, pre-SMA seed-based functional connectivity analysis showed reduced brain network connections in older adults, potentially contributing to inhibitory control deficits. ConclusionsOur study elucidates the differential effects of aging on inhibitory functions. While large-scale inhibition is more vulnerable to aging, focal-scale inhibition is relatively preserved. These findings highlight the importance of targeted cognitive interventions and underscore the necessity of a multifaceted approach in aging research.