Cognitive Progress Research Articles

Global burden of anemia and cause among children under five years 1990-2019: findings from the global burden of disease study 2019.

Anemia represents a significant global health issue affecting numerous children and women, characterized by diminished hemoglobin levels that may impede cognitive and developmental progress. Although commonly attributed to iron deficiency, the etiology of anemia in this demographic is multifaceted, encompassing nutritional, genetic, and infectious contributors. Nonetheless, there is a lack of high-quality data on anemia prevalence and causes analysis among children under 5 years. The aim of this study was to provide a comprehensive global assessment of the burden of anemia and its causes among children under 5 years, using data from the Global Burden of Disease Study 2019. This investigation utilized data from the Global Burden of Disease Study (GBD) 2019 to assess the prevalence and years lived with disability (YLD) attributable to anemia in children under five from 1990 to 2019. Analyses were conducted to delineate age-specific YLD, prevalence rates, and etiological factors, with stratification by gender and Socio-Demographic Index (SDI). In 2019, anemia imposed a substantial global burden on children under five, with a reported YLD of 1,252.88 (95% UI: 831.62-1,831.34) per 100,000 population. The prevalence of moderate anemia was highest at 985.46 (95% UI: 646.24-1,450.49) per 100,000, surpassing both severe anemia at 197.82 (95% UI: 132.53-277.80) per 100,000 and mild anemia at 69.59 (95% UI: 24.62-152.53) per 100,000. Globally, the total prevalence was 39,517.75 (95% UI: 38,784.81 - 40,239.62) cases per 100,000 population. Notably, disparities were evident between genders, with males demonstrating higher YLD and prevalence rates than females. Iron deficiency emerged as the leading cause globally, with significant contributions from hemoglobinopathies and other nutritional deficiencies. Regions with a low Socio-Demographic Index, particularly sub-Saharan Africa and South Asia, exhibited the most pronounced burdens. Despite a declining trend over three decades, persistent regional and gender-based disparities highlight the necessity for continuous and focused public health interventions. The burden of anemia among children under five continues to be considerable, marked by stark regional and socioeconomic disparities. These findings underscore the urgent need for advanced nutritional and healthcare strategies tailored to alleviate anemia in this vulnerable population, with a particular emphasis on regions exhibiting low SDIs. The sustained prevalence of high anemia rates in these areas underscores the imperative for persistent, localized intervention efforts.

Online professional development and cognitive growth: A quantitative analysis for special education educators

This research quantitatively examines how online professional development (OPD) affects cognitive development in special education instructors. 100 individuals took part in outpatient department activities for six months, undergoing cognitive ability examinations before and after the intervention. Descriptive statistics, paired samples t-tests, multiple regression analysis, analysis of covariance (ANCOVA), and Pearson correlation coefficients were used to analyze the data. The findings show a significant rise in post-test scores on the Cognitive Abilities Test (CAT) after taking part in the OPD program. Years of experience and education level were important indicators of cognitive progress, emphasizing the significance of individual traits. Moreover, those with greater expertise and advanced levels of education often had better marks on the post-test. The results highlight the significance of cognitive growth as a crucial result of professional development for special education instructors, adding to the existing knowledge base. The research suggests giving priority to cognitive growth in professional development programs, customizing programs to meet individual requirements, and offering continuous support to educators. Future studies should investigate how OPD impacts cognitive development and analyze its lasting consequences on teacher efficacy and student results.

Pre-critical and Giant Post-Freezing and Pre-Melting Effects for Dielectric Properties in a Binary Mixture of Limited Miscibility

This report presents the results of dielectric studies in a nitrobenzene–decane critical mixture in the homogeneous liquid, biphasic mesophase, and the solid crystal phase. It focuses on detecting critical effects in the broad surrounding of the critical consolute temperature and pre-melting and post-freezing effects in the solid crystal phase. The strong manifestation of the diameter critical anomaly in the biphasic domain and the Mossotti catastrophe type pre-melting and post-freezing effects in the solid phase are evidenced. Studies include the puzzling low-frequency (LF) domain related to translational processes. The real part of electric conductivity, in LF limit, is well portrayed by the super-Arrhenius-type equation in the homogenous liquid and solid phases. The obtained experimental evidence can be significant for the cognitive progress of the still puzzling melting/freezing canonic discontinuous transition.

Regulation of emotions in project-based collaborative learning: an empirical study in academic English classrooms.

In spite of the increasing popularity of project-based collaborative learning (PBCL) as a pedagogy, real successful collaboration cannot always be achieved due to the cognitive, motivational and social emotional challenges students encounter during collaboration. Recognizing the challenges and developing regulation strategies to cope with the challenges at both individual and group level is essential for successful collaboration. In the last decades, a growing interest has been developed around socially shared regulation of emotions and how it is interwoven with self-regulation and co-regulation. However, capturing the process of students' emotional challenges and regulations in a long and dynamic project proves difficult and there remains a paucity of evidence on how co-regulation and socially-shared regulation co-occur with learners' cognitive and emotional progress in project-based collaborative learning. The purpose of the present study is to investigate and identify what kind of social emotional challenges students encountered during PBCL and how they regulate themselves and the groups in order to finish the projects. A quasi-experimental research design was adopted in an academic English classroom, with thirty-eight students self-reporting their challenges and regulations three times after finishing each of the projects. The results of qualitative analysis plus a case study of two groups indicate that students encounter a variety of social emotional challenges and employed different levels of co-regulation and socially shared regulation in addition to self-regulation, leading to varying collaboration results and experiences. The findings of the study offer insights into the emotional regulation in PBCL and shed light for future design of pedagogical interventions aiming at supporting socially shared regulation.

Gradual de-idealisation and progress in political science: a case study

This article contributes to the discussion regarding the relationship between idealisation, de-idealisation and cognitive scientific progress. In this, I raise the question of the significance of the gradual de-idealisation procedure for constructing political science theories. I show that conceptions that assume the reversibility of the idealisation process can be an extremely useful theoretical perspective in reconstructions of political science modelling and analyses of scientific progress in political science. I base my position on the results of the methodological reconstruction of Richard Jankowski’s theory of voting. My reconstruction and results of empirical studies show that by gradually removing simplifying assumptions, models can emerge that more accurately identify the determinants of the voting decision and the corresponding relationships. In the case I analysed, the transition from coarse-grained to fine-grained models likely demarcates the line of scientific progress.

The role of the family in the lives of children with SEN

The choice of this topic is motivated by the crucial relevance of family support in the context of the development of children with Special Educational Needs (SEN). In the current educational paradigm, the family is an essential nucleus in facilitating the cognitive, emotional and social progress of these children. The contribution of the family in building a strong foundation of support and motivation can decisively influence the developmental path and social integration of children with ESD. It is therefore imperative to explore in depth the function of the family in the context of these children's lives, as the literature has consistently illustrated the beneficial impact of family involvement on their social, emotional and academic development. Families are catalytic agents in promoting self-confidence, autonomy and adaptability, as well as being a vital support in navigating the intrinsic challenges associated with ASD. This study aims to deepen our understanding of family dynamics and their essential contribution to the education of children with ASD, recognizing the central role they play in shaping their educational and social trajectories. Adopting a holistic perspective in the education of children with ESD requires a synergy between the family, educational institutions and professionals from various fields. A detailed understanding of the role and contribution of the family can facilitate the development of optimised educational strategies and the setting of convergent educational goals aimed at holistically supporting children's development. In addition, the family is a fundamental pillar in promoting the social integration and inclusion of children with ESC. Through family networks, children are supported in developing social skills, establishing interpersonal links and actively participating in community initiatives. This underlines the need for an integrated approach, where family, school and community work closely together to ensure an inclusive and developmental environment for children with SEN.

Postoperative cognitive dysfunction-current research progress.

Postoperative cognitive dysfunction (POCD) commonly occurs after surgery, particularly in elderly individuals. It is characterized by a notable decline in cognitive performance, encompassing memory, attention, coordination, orientation, verbal fluency, and executive function. This reduction in cognitive abilities contributes to extended hospital stays and heightened mortality. The prevalence of POCD can reach 40% within 1 week following cardiovascular surgery and remains as high as 17% 3 months post-surgery. Furthermore, POCD exacerbates the long-term risk of Alzheimer's disease (AD). As a result, numerous studies have been conducted to investigate the molecular mechanisms underlying POCD and potential preventive strategies. This article provides a review of the research progress on POCD.

Sports in Early Childhood for Optimal Holistic Development: A Comprehensive Exploration of MKSE

The purpose of this study was to find out how an understanding of sports activities affects the overall development of young children, with a focus on motor development, cognitive, social and emotional well-being. The research was conducted through a mixed approach by conducting qualitative interviews, direct observations, and quantitative surveys with children, parents, and teachers. The results showed that children's motor development, cognitive progress, social skills and emotional well-being were positively correlated with children's sports understanding. This study has practical consequences, including the suggestion that sports activities should be incorporated into early childhood education to enhance their overall growth. This study provides the basis for a more comprehensive approach to education, providing a better understanding of the role of sport in optimizing children's development in the early stages of their development. Highlights: Holistic Influence: Examining sports understanding's broad impact on early childhood development, encompassing motor skills, cognition, and socio-emotional well-being. Robust Analysis: Employing qualitative interviews, direct observations, and quantitative surveys with children, parents, and teachers to provide a multifaceted understanding of the relationship. Educational Integration: Positive correlations between sports comprehension and motor development, cognitive progress, social skills, and emotional well-being underscore the need for incorporating sports activities into early childhood education. Keywords: Early Childhood, Sports Understanding, Holistic Development, Motor Skills, Cognitive Progress

Latest research in nootropic therapy of patients with chronic cerebral circulation insufficiency.

Aim: To analyze latest research on the usage of choline alfoscerate and ethylmethylhydroxypyridine succinate (EMHPS) as nootropic therapy for patients with chronic cerebral circulation insufficiency (CCCI). Materials and Methods: Bibliosemantic, comparative and system analysis methods were used in the study. The proposed recommendations are developed on the basis of the analysis of modern literature, the results of randomized studies and meta-analyses, authoritative studies devoted to the study of the CCCI problem. Conclusions: The combination of EMHPS with choline alfoscerate for the complex treatment of CCCI and associated syndromes improves the functions of the endothelium, leads to asthenic syndrome, indicators of stress, depression and anxiety decreasing has a positive effect on the cognitive impairment and complications' progress reduction.

ІСТОРИКО-МЕТОДОЛОГІЧНІ ОСНОВИ ТРАКТУВАННЯ ІСТИНИ ПРЕДСТАВНИКАМИ АКАДЕМІЧНОЇ ФІЛОСОФСЬКОЇ КУЛЬТУРИ УКРАЇНИ ДРУГОЇ ПОЛОВИНИ ХХ СТОЛІТТЯ РАДЯНСЬКОЇ ДОБИ

B a c k g r o u n d . The current research focuses on Ukraine's academic philosophical culture in the second half of the 20th century during the Soviet era, emphasising the historical and methodological bases of truth interpretation by its representatives. Using descriptive methodology and comparative analysis, it was found that the Ukrainian academic philosophy of this period, represented here by the legacy of recognised figures often referred to in the philosophical literature as the Kyiv School of Philosophy, is a revival of philosophy in Ukraine based on so-called "authentic" Marxism-Leninism. M e t h o d s . In particular, to analyse the concept of truth, representatives of the Ukrainian academic philosophical culture of the studied period employed the dialectical method, which is interpreted in dialectical materialism through the concept of the "development" of the material universe. Specifically, within this dialectics of nature, dialectical negation is considered a stage of object development in which the achievements of the earlier stages are not eliminated but rather "removed" – contained within it. R e s u l t s . The interpretation of logic as a theoretical reflection of historical patterns in theoretical form enabled them to define truth as correspondence to reality and analyse it through the lens of the dialectical inter-transformation of the categories of subjective and objective, relative and absolute. The application of the dialectical method to the concepts of "relative" and "absolute" resulted in the identification of "relatively absolute," "absolutely relative" truth, and the opposition of the "relatively absolute truth" to the "absolutely absolute truth." They regard the latter – absolutely absolute truth – as an unreachable ideal that serves as a regulative principle, the pursuit of which promotes cognitive progress through the accumulation of partial, relative truths. C o n c l u s i o n s . Thus, in the second half of the 20th century, during the Soviet era, representatives of Ukraine's academic philosophical culture employed dialectical materialism methodology to define the concept of truth, allowing them to justify the process of cognition as complex and endless. At the same time, as representatives of that era's academic philosophy have emphasised, on the path to achieving relative truths, in addition to objective dialectical contradictions, there are also subjective formal-logical errors and mistakes that can only be distinguished from objective contradictions through practical verification.

“DINO Vs. DINI” educational game to increase children's cognitive abilities—what are its level elements?

Games designed for children have the potential to serve as educational tools, incorporating learning components that promote engagement and facilitate the child's cognitive and developmental progress, tailored to their specific age group. The significance of Early Childhood Cognitive Abilities is in their association with everyday tasks and functions. The promotion of cognitive development in individuals with AUD necessitates the provision of many opportunities for cognitive stimulation. Children must attain fundamental competencies commensurate with their chronological age in cognitive development. The objective of developing this educational game is to assist early childhood education (PAUD) teachers and parents in delivering instruction through imaginative and inventive simulations. This study employs the Research and Development (R&D) technique, utilizing a 4D model. The instructional game incorporates many level features that assess difficulty, accuracy, memory, and thinking abilities. This educational game encompasses four distinct learning modules tailored for early infant development. These modules include word completion exercises, counting activities, picture guessing tasks, color identification exercises, and competitive elements. The utilization of educational games is anticipated to facilitate the enhancement of children's cognitive capacities, thereby preparing them for the subsequent stages of their primary education.

Scientific Scepticism and Epistemic Justification: Revisiting the Higher Values of Contextualistic Pluralism

Scientific scepticism, fundamentally, questions the veracity and epistemic value of claims not supported by scientific evidence. Motivated by the assumption that only the empirical investigation of reality leads to the truth, the scientific sceptics maintain that only scientific method is best suited for this purpose. Claims found to be wanting in scientific evidence are considered untrue, and of little or no epistemic consequence. Using the analytical and critical methods, this paper interrogates this epistemic criterion of justification of scientific scepticism. It shows the inherent epistemic deficits in this criterion of the scientific sceptics, and how absolutizing its demands in such a manner as to undermine the veracity and epistemic significance of claims outside the mainstream discipline of science is not only to entrap themselves in many epistemic burdens, but to sink under the weight of criteriological egocentrism, detrimental to cognitive progress. As a credible alternative, this paper explores the epistemic fecundity of contextualistic pluralism – the pluralism of contextually underwritten cognitive positions – in case of truth and knowledge justification. It concludes with emphasis on the relevance of this approach to epistemic justification in our age of interculturality, by shifting the focus of philosophical thinking from identity to diversity. Keywords: Scientific, Scepticism, Knowledge, Contextualistic Pluralism, Truth, Empirical.

Influencing postgraduates’ cognition in research methodology via active-interactive PowerPoint-based learning strategy

The rationale of this study was the paradigm shift due to the integration of the educational research methodology course into the curriculum of mathematics postgraduates. However, in most literature reported for postgraduates of education, social, and other science disciplines, who have often enrolled for it, the pedagogics of these curricula have not yet appropriately embedded in the content in a well-structured manner. Because postgraduates poorly conceived research methodology theories, they have been highly challenged in executing their research projects. This study aimed to examine the influence of the active-collaborative PowerPoint-based approach on postgraduates’ cognitive knowledge progress in achievement tests and writing and peer presentation skills on open-ended tasks. The mixed methods in a one-group pre-/post-test pre-experimental design were used. Data were collected using the five-point Likert scale questionnaire, achievement test and open-ended questions and analyzed through descriptive statistics, paired samples t-test and thematic analysis techniques. The findings reveal that the active-collaborative learning strategy highly contributed to postgraduates’ progress in cognitive performance on the achievement test as there was a statistically significant difference between post-test and pre-test scores; t(<i>33</i>)=<i>17.3</i>; p<<i>0.05</i>; η<sup>2</sup>=0.9. Postgraduates’ conception, understanding, justification, and discourse towards writing and peer presentation on open-ended tasks were not substantial.

A forward-looking vision for the path of translation for justice

This study is part of a series of research, contributions, and presentations we conduct in the field of translation, legislation, and linguistic planning. Interested individuals in this field may find that they all share the same title, as we have chosen a common main title for them, which is "Regarding Translation...". Due to the unity of the subject, subheadings emerge for each topic and each study. As part of the ongoing series of academic sessions on translation, I am addressing the subject. This is in line with one of the objectives of the conference, which aims to enhance intellectual perspectives on knowledge and promote scientific and cognitive progress in the Arab and Islamic world. This exclusive research is presented at the international scientific conference titled "Recent Advancements in Cognitive Preservation in Light of Interdisciplinary Studies," which is scheduled to be held at the prestigious University of Fes. Our research topic revolves around the specialization of translation in the context of justice. It is a descriptive study that illustrates the purpose of establishing this important specialized field and the methodology for practicing translation within the context of justice as a forward-looking vision for a pioneering project that concerns translation in the context of justice. The aim of this study is to outline the path for students, graduates, and beginners working in this field as a reference that can be added to the shelves of both digital and physical libraries, accessible to the younger generations for them to explore the accomplishments and achievements in the field within the justice sector. It also serves as an opportunity to become acquainted with this important specialized field within the justice sector and to establish a connection between academic training programs and the job market, catering to the increasing demands of professionals. It is an opportunity to enhance coordination between academics, university professors, and decision-making centers. Therefore, it is an applied study inspired by field experience, aimed at laying its initial foundations and disseminating it as a pioneering experience within the justice sector at the national level and across the Arab world.

Degree of satisfaction with family functioning, using the APGAR scale

Introduction: The family is the first social nucleus. There are different types of families constituted by beliefs, customs, values, and behaviors. The family APGAR is an instrument for evaluating family functionality. The role of the family during childhood is transcendental for cognitive, mental, and social progress since at this stage it allows offering protection, attention, and teaching to strengthen their progress. Aim: Analyze the degree of satisfaction in relation to the level of Family Functioning, through the application of the APGAR Test. Methodology: A study with a quantitative, non-experimental, correlational, and cross-sectional approach was carried out, where we worked with a population of adults and older adults that included 140 families, residing in urban and rural areas of the province of Cañar - Ecuador, selected through non-probability sampling. The APGAR scale was used to evaluate the perception of family functioning and the relationship between its members, the components are evaluated through three closed questions with a Likert-type rating score and the results describe a functional family, with mild dysfunction and severe dysfunction. Statistical analyzes were performed using SPSS.21. Results:140 families participated, with key informants, adults from 18 to 85 years (m42.7), an average of 4.11 family members, and 69.3% are families residing in rural areas. Regarding family functionality, 80.7% are in the highly functional range; In relation to the question. Do you feel that your family loves you?, 82.1% present with the item Almost always, as well as the highest mean score of 1.76. In the questions posed, it is evident that there is a statistically significant correlation p-value of 0.000, considering a p-value of < 0.05. Conclusion: Each family is formed by different social nuclei since it has its own identity, interrelationships, and intergenerational. The study shows a close correlation between the degree of satisfaction almost always and high functionality among families.

Perkembangan Kognitif Mahasiswa pada Masa Dewasa Awal

The purpose of writing this article is to analyze the cognitive development of students in early adulthood. This type of research is literature study. Qualitative research is inductive using a flexible research design, data collection techniques in the form of documentation, data validity testing using triangulai, and data analysis techniques using content analysis. The results of this study indicate that there are many changes in the cognitive development of students in early adulthood, due to experiences that are supported by the cerebral cortex, especially the forebrain. Cognitive progress and brain growth of students in early adulthood are most fundamentally triggered by various major events experienced by students in life and while studying in college, which initially students' way of thinking is based on Piaget's theory, namely formal operational and experiencing a shift to post-formal which is relative and reflective. Perry is multi-minded, more relative thinking, and full relativism. Gisela is pragmatic thinking and cognitive complexity. Schaie phase achieves achievement and responsibility.

Implementasi Teori Perkembangan Kognitif Jean Piaget Pada Anak Usia Dini

Jean Piaget's theory of cognitive development is one theory that explains how children adapt to the environment and interpret objects and events around them. Piaget stated that children's intelligence or cognitive abilities change and progress through four stages. While early childhood development is the progress experienced by children as a whole, both in terms of physical to emotional development. The purpose of this study was to determine the theory of cognitive development that occurs in early childhood. Both in the form of understanding cognitive development, factors that influence children's cognitive development, stages in children's cognitive development, children's cognitive development methods, appropriate education for early childhood and developmental theory in early childhood. In this study, the author uses a library research approach or literature study. To find data on literacy studies, you can refer to books, research journals, scientific papers, and published articles. From this study, the results of the theory of cognitive development are related to involving understanding based on knowledge that seems real and comes from experience. And the most appropriate learning applied in early childhood education is the student center model. The student center learning method is a child or student-centered learning model.

Research on Interdisciplinary Education of Chinese Universities in the Digital Economy

In recent years, in response to the continuous development of the global digital economy, Chinese universities have focused on training "digital+economy" composite talents, constantly developing interdisciplinary education, and exploring new paths and methods. This essay analyzes interdisciplinary education curriculum improvement, teaching method innovation, situational awareness education and evaluation criteria. In the aspect of curriculum improvement, we should integrate two or more subjects' knowledge and thinking modes to promote students' cognitive progress, depending on disciplines, solution of practical problems and research, and focus on the solution of complicated topics or problems and comprehensive understanding. Teaching methods ought to strengthen high-level and comprehensive thinking skills to help students establish a complete knowledge system and more research-based practice projects between different disciplines. Environmental awareness education needs to build a professional development community for teachers, focus on the "renewal" of knowledge, maintain an empty cup mentality and invest in research and cooperation in front of new concepts. In terms of the evaluation system, evaluation standards should be formulated to monitor students' knowledge and ability at different stages and ensure that students reach corresponding standards.

Time-varying exposure analysis of the relationship between sustained natural dentition and cognitive decline.

Tooth loss and cognitive decline progress over time and influence each other. This study estimated the impact of sustaining natural dentition on cognitive function in U.S. adults, accounting for the fact that dental and cognitive statuses change over time. Data from adults aged ≥51 years who participated in five waves of the Health and Retirement Study from 2004 to 2016 (n=10,953) were analysed. The impact of retaining some natural teeth from 2006 to 2012 on cognitive function score (0-27) and cognitive impairment (defined as having a cognitive function score of <12) in 2016 was evaluated using the doubly robust targeted maximum likelihood estimation method by considering both time-invariant and time-varying confounders, including cognitive function at baseline and during follow-up. Respondents with some natural teeth between 2006 and 2012 had a 0.40 point (95% confidence interval [CI]: 0.10-0.71) higher cognitive function score and 3.27 percentage point (95% CI: 0.11-6.66) lower cognitive impairment prevalence in 2016 than those with complete tooth loss. Considering past cognitive function assessed at multiple time points, sustained natural dentition was associated with better cognitive function.

A Literature Review of How Children Secure Attachment Predict Better Academic Performance

Parental attachment theory provides the fundamental theory for how children have been emotionally bonded with their primary caregiver. This attachment was found to be critical in children’s cognitive and social-emotional progress. How proximity children’s attachment with primary caregivers will directly influence their attachment style. The current research aimed to discover whether securely attached children predict higher academic performance among primary school children. Secure attachment refers to children who have developed a secure, comfortable and confident with the primary caregivers, which enables these children to securely explore the world. Securely attachment children were found to outperform insecure attachment children in mathematics, reading, and verbal skills, these abilities could be traced from the preschool period. The underlying reason why secure attached children outperform is due to their better attention skills, more independent in problem-solving during the study, and higher study motivation. Suggestions have also been widely discovered in the current study that sensitive parenting is the most critical in forming a secure attachment. By studying this, educational assistance could be applied to support children with insecure attachment and educate parents who want to improve their children’s academic scores.