Development Of Cognitive Skills Research Articles

Impacts of COVID-19 on Neuropsychomotor Development From the Perspective of the International Classification of Functioning, Disability and Health in a Case Series of Children Aged 4 to 24 Months Assessed in Land and Aquatic Settings.

Mitigation measures the pandemic caused by the coronavirus disease 2019 (COVID-19) can change neuropsychomotor development (NPMD), diminishing adaptation, learning, and physical and cognitive development skills. Biopsychosocial screening in this scenario requires specific physical therapy assessment for each intervention setting, with validated scales. Hence, the objective of this study was to analyze the consequences of the COVID-19 pandemic on NPMD based on a case series in 4-to-24-month-old children assessed on land and in water. Case series descriptive study, based on physical therapy assessments with the Alberta Infant Motor Scale (AIMS), Developmental Screening Test (Denver II), and Adaptation of the Aquatic Functional Assessment Scale for Babies (AFAS-BABY©). AIMS classified 8 children as typical NPMD and 5 as suspect NPMD, while Denver II classified 10 children as typical NPMD, 3 as questionable NPMD, and 2 as delayed NPMD. AFAS-BABY© created a qualitative profile, relating it to the land assessments. Thus, the consequences of the COVID-19 pandemic on NPMD were analyzed based on a case series in 4-to-24-month-old children assessed on land and in water.

INTERACTIVE METHODS ROLE IN THE DEVELOPMENT OF STUDENTS’ COGNITIVE ABILITIES

This article will focus on one of the most important issues in the field of education today, as the development of cognitive abilities of students using interactive methods. Since the ability to learn and develop skills depends on the methods used in teaching, the professional competence of teachers in developing the cognitive abilities of students is also important in teaching. Therefore, this study presents some methods and examples of gaming activities for the development of cognitive abilities and skills of students.

Modeling authentic multivariate assessment in art and design teacher education curriculum

Assessment is a critical construct in programing and instruction. It is one of the means of accountability that is conceived within the broader context of authentic performance. This paper discusses assessment strategies that are being used in art and design teacher education programmes amid ongoing curricula reforms in teachers' colleges in Zimbabwe. Findings reveal that colleges are using diverse assessment strategies to index student performance. These include critique of student exhibitions, portfolio assessment, pre-issue examinations, and controlled examinations, all of which are operationalised within an internal and external moderation framework and dialogical engagement among stakeholders. The study proposes the inclusion of candidate interviews and deliberate student self-assessment as part of a comprehensive art programme to enhance the development of higher-order cognitive and metacognitive skills that are critical in enhancing aesthetic judgment and performative art.

Особенности проявлений высших психических функций у актеров в виртуальной реальности

Background. The study of the professional activities of actors from the standpoint of modern psychological theories is an urgent task for psychology of art. In particular, the question of whether there is a significant difference in the functioning of cognitive processes in actors as a result of training in acting techniques is considered. The answer can be revealed not only by classical measurements of the development of higher mental functions using standardized methods, but also, to a large extent, by the assessment of cognitive abilities in special conditions of virtual reality. Objectives. The study is aimed at measuring success parameters for actors performing tasks to assess the level of cognitive functioning in virtual reality in comparison with a group of students who are not actors. Methods. During the experiment, the control (students who are not actors) and experimental (novice actors) groups were asked to complete tasks to assess the level of cognitive functioning in two-dimensional and virtual reality formats. In order to do this, the experiment participants first performed two-dimensional tests to assess visual attention and working memory, and then did tasks to assess attention and memory in the HTC Vive Pro virtual reality helmet in a special virtual environment “Upgrade VR”. Sample. Two groups of subjects took part in the experiment. The experimental group consisted of 10 students of the O. Tabakov School (average age 17 years). The control group included 20 subjects (18 women, 2 men, average age 18 years) — students of the Faculty of Psychology at Lomonosov Moscow State University. Results. Comparing the performance of actors before and after immersion in virtual reality on two-dimensional computerized task assessing working memory, no significant differences were found (t = –1.35, df = 9, p = 0.209). Also, no significant differences were found when comparing the results of actors performing tasks to assess attention parameters (t = –0.070, df = 9, p = 0.946). When comparing the results of actors and students in performing tasks in virtual reality, significant differences were revealed in the success of completing a spatial orientation task (t = –4.44, df = 28, p < 0.001) and a task assessing working memory (t = –2.34, df = 28, p = 0.027). In addition, significant differences were identified in the average success rates in completing two-dimensional tasks between actors and students before immersion in VR according to the results of the N-back technique (t = 2.4, df = 28, p < 0.023) and the SART technique (t = –3.95, df = 28, p < 0.001). Conclusions. The study revealed differences in parameters of cognitive functioning between actors and students, especially noticeable when performing tasks in virtual reality related to spatial orientation and working memory. The use of virtual reality allows you to simulate a stage situation and create training conditions for the development of cognitive skills, reactions to unexpected events and emotional expression of actors. The results of the study showed that the use of digital technologies in art opens up new opportunities for the creative process and for the construction of unique artistic images.

Cognitive self-efficacy in schizophrenia: Questionnaire construction and its relation with social functioning

Social functioning or social adjustment is a general term used to refer to the ability of individuals to meet socially defined roles such as homemaker, worker, student, spouse, family member, or friend. In schizophrenia, the patient's social functioning is impaired. Social functioning tends to worsen due to impairment in cognitive functions, and it is a primary target for various rehabilitation programs for schizophrenia. In cognitive remediation therapies, much attention is paid to cognitive skill development rather than cognitive self-efficacy, possibly due to a dearth of systematic studies in this area. The objective of the current study was to explore cognitive self-efficacy in association with verbal working memory and demographic variables as predictors of social functioning. The research was classified into two studies: Phase-I dealt with construction of a questionnaire measuring cognitive self-efficacy (CSE). Psychometric properties of the questionnaire were tested on 100 patients with schizophrenia. In phase II, 150 patients diagnosed with schizophrenia according to ICD-10 were taken from the department of psychiatry of different postgraduate hospitals in Kolkata. CSE questionnaire, positive and negative symptoms scale for schizophrenia (PANSS), Schizophrenia Research Foundation (SCARF) India-Social Functioning Index (SCARF-SFI), and backward digit span test were administered. Linear regression analysis showed that CSE was a strong predictor in predicting social functioning. Cognitive Self-efficacy questionnaire was developed and validated.

АКТУАЛЬНІ ПРОБЛЕМИ ПРОЄКТУВАННЯ БАГАТОФУНКЦІОНАЛЬНИХШКІЛ-ІНТЕРНАТІВ У КОНТЕКСТІ СТРАТЕГІЇ ДЕІНСТИТУАЛІЗАЦІЇ

The article examines the problems of designing multifunctional boarding schools in the context of the de-institutionalization strategy, which involves a significant reduction in their number and a significant reorganization of space. The need for a significant revision of approaches to the design of alternative care facilities for children and their possible options is considered. A range of problems related to the design of multifunctional boarding schools in the context of the deinstitutionalization strategy is outlined, including the need for a significant change in the regulatory framework, and the creation of project concepts for a community-oriented institution of alternative care for children deprived of parental care. Two fundamental theoretical-practical directions, arising from the strategy of deinstitutionalization, are defined – inclusive and exclusive. Inclusive refers to a set of analytical and design measures aimed at placing care space within the framework of existing urban planning structures. Exclusive means a set of analytical and design measures related to the design of separate, relatively isolated structures, which will therefore require additional adaptation measures to the requirements of the deinstitutionalization strategy. As part of the exclusive direction, three aspects of the spatial organization are highlighted: communicational, personal, and developing. Communicative means project activity aimed at improving interaction within the children’s team, forming the values of trust, empathy, and solidarity. The personal aspect involves theoretical and practical efforts aimed at ensuring a sufficient amount of attention is given to a particular pupil and promoting the formation of his/her integral individuality. The developmental aspect largely depends on the previous two, has a more traditional character, and is aimed at the development of cognitive, educational, and competence skills.

Parents’ (dis)satisfaction with schools: evidence from longitudinal administrative data from Spain

ABSTRACT This study uses longitudinal census data to explore the correlates of school satisfaction among parents of 3rd and 6th grade students from the Canary Islands, a large administrative region in Spain. We use logistic regression to model parental dissatisfaction with their children’s school and teachers. Our results illustrate how parents value academic performance in reading and mathematics equally, while also placing equal emphasis on the development of cognitive and non-cognitive skills. Yet, we find that what matters the most to parents is their children’s happiness at school, rather than their educational progress. We also find that teachers may be able to improve parental satisfaction by providing regular feedback to parents about their children’s progress. Lastly, we discuss some implications for schools to meet parental needs; for example, schools should promote activities such as specialised workshops for parents on various topics ranging from child development to emotional development, stress management and self-confidence.

Employing Robotics in Education to Enhance Cognitive Development—A Pilot Study

(1) Background: Info-communication technology (ICT) offers opportunities for innovations in teaching and learning methods, bringing significant changes in the world of pedagogy. The field called educational robotics is both a motivational basis for teaching and learning coding and programming, and a tool for linking STEM (Science, Technology, Engineering, and Mathematics) fields. Moreover, it might contribute to the development of cognitive and social skills. The aim of the present paper is to report on a pilot study at the intersection of neurodiversity and educational robotics. (2) Methods: The pilot study was part of a larger project, namely Robotics for the Inclusive Development of Atypical and Typical Children (RIDE). A pre-test/post-test design was used to examine the development of different cognitive processes in sixth-grade students, such as computational thinking (CT), spatial relations, visuo-constructive ability, attention, and reading ability, in relation to a robotics development program employed in the classroom. (3) Results: The results suggest a general improvement on nearly all measures. Specifically, participants’ performance improved significantly from pre-test to post-test in the visuo-constructive abilities test, they made significantly fewer reading errors, and improved substantially in their reading comprehension. (4) Conclusions: The RIDE project’s curriculum development has resulted in a highly innovative, sustainable, and inclusive package of pedagogical methods, and the pilot research shows promising results regarding the implementation of robotics in education.

Contingent conversations build more than language: How communicative interactions in toddlerhood relate to preschool executive function skills.

High-quality communicative interactions between caregivers and children provide a foundation for children's social and cognitive skills. Although most studies examining these types of interactions focus on child language outcomes, this paper takes another tack. It examines whether communicative, dyadic interactions might also relate to child executive function (EF) skills and whether child language might mediate this relation. Using a subset of data from the NICHD Study of Early Child Care and Youth Development, dyadic interactions between 2-year-olds and their mothers were coded for three behaviors: symbol-infused joint engagement, routines and rituals, and fluency and connectedness. Child language was assessed at age 3 and three facets of EF (self-regulation, sustained attention, and verbal working memory) were assessed at age 4.5. Structural equation modeling showed that dyadic interaction related to later child sustained attention and verbal working memory, indirectly through child language and directly related with child self-regulation. This suggests that communicative interactions with caregivers that include both verbal and non-verbal elements relate to child EF, in part through child language. Our findings have implications for the role of caregiver interactions in the development of language and cognitive skills more broadly. RESEARCH HIGHLIGHTS: Using structural equation modeling, we examined how communicative interactions between caregivers and toddlers relate to preschool executive function skills Communicative interactions relate to later language which in turn relates to sustained attention and verbal working memory in preschool Communicative interactions relate directly to self-regulation in preschool Associations between communicative interactions, language, and executive function vary across facets of executive function and may not be unidirectional.

The effectiveness of scenario-based virtual laboratory simulations to improve learning outcomes and scientific report writing skills.

The use of virtual laboratory simulations in various disciplines, which provide important educational benefits, has increased. Several studies show that laboratory activities, including scenario-based virtual laboratory simulation (SB-VLS), stimulate cognitive and non-cognitive skills. However, the effects of the SB-VLS when integrated into molecular biology courses, on the development of cognitive skills, such as scientific report writing skills, remain unexplored. A pre-post-test, randomized, quasi-experimental design was used. Thirty-five female students were randomly assigned to experimental or control groups. The control group (n = 17) attended a traditional lecture and video lab demonstration (VLD), while the experimental group (n = 18) participated in SB-VLS on molecular cloning. Findings revealed statistically significant differences, with large effects sizes in the SB-VLS group between pre- and post-test in intrinsic motivation (2.9 vs 3.86, p = 0.042, Cohen's d = 4.17), self-efficacy (3.31 vs 3.85, p = 0.002, Cohen's d = 1.071), and knowledge gain scales (50.93 vs 75.93, p = 0.001, Cohen's d = 1.46). Moreover, between-group effect sizes of the experimental and control groups were also large for intrinsic motivation (dppc2 = 1.441), self-efficacy (dppc2 = 0.766), and knowledge (dppc2 = 1.147), indicating that the effect of the SB-VLS was significant, which may be due to the activities and techniques used in SB-VLS to develop learning outcomes. Additionally, the SB-VLS group had statistically better lab report scores as compared to the control group (3.92 vs. 4.72, p < 0.0001). Collectively, our data show that SB-VLS is an innovative teaching strategy and an effective tool for developing non-cognitive and cognitive skills, especially scientific report writing skills.

THE EDUCATIONAL LEVEL OF THE FAMILY AND THE COGNITIVE DEVELOPMENT IN CHILDHOOD

In this study we aim to analyze the influence which the educational level of a family has on the cognitive development, in general, and on the inductive reasoning in particular, during the early school years. In this regard, we selected 215 students whose parents have secondary education and 117 with higher education and we applied two tests to children from primary schools in order to test the level of cognitive development (TIR and PTONI). The results gathered prove that parents have a significant influence on the development of cognitive skills.

Attentional Engagement and Disengagement Differences for Circumscribed Interest Objects in Young Chinese Children with Autism.

The current study aimed to investigate attentional processing differences for circumscribed interest (CI) and non-CI objects in young Chinese children with autism spectrum condition (ASC) and typically developing (TD) controls. In Experiment 1, a visual preference task explored attentional allocation to cartoon CI and non-CI materials between the two groups. We found that ASC children (n = 22, 4.95 ± 0.59 years) exhibited a preference for CI-related objects compared to non-CI objects, and this effect was absent in the TD children (n = 22, 5.14 ± 0.44 years). Experiment 2 utilized the traditional gap-overlap paradigm (GOP) to investigate attentional disengagement from CI or non-CI items in both groups (ASC: n = 20, 5.92 ± 1.13 years; TD: n = 25, 5.77 ± 0.77 years). There were no group or stimulus interactions in this study. Experiment 3 adopted a modified GOP (MGOP) to further explore disengagement in the two groups (ASC: n = 20, 5.54 ± 0.95 years; TD: n = 24, 5.75 ± 0.52 years), and the results suggested that exogenous disengagement performance was preserved in the ASC group, but the children with ASC exhibited increased endogenous attentional disengagement compared to TD peers. Moreover, endogenous disengagement was influenced further in the presence of CI-related objects in the ASC children. The current results have implications for understanding how the nature of engagement and disengagement processes can contribute to differences in the development of core cognitive skills in young children with ASC.

Life skills development and transfer amongst socially vulnerable adults through sports: a systematic review

ABSTRACT This systematic review aims to provide an overview of the current knowledge regarding life skills development (LSD) and life skills transfer (LST) in sports programs serving adults in a socially vulnerable position. It identifies factors influencing LSD and LST in these sports programs, as well as possible differences in this regard between the various subgroups of social vulnerability. Potentially relevant studies were identified by searches of five databases, complemented by backward and forward snowballing. The 26 articles included reported the development of cognitive, emotional and/or social skills amongst socially vulnerable adults through participation in a sports program. In 20 studies, transfer was reported for at least one of the life skills developed. Potential factors that may influence the process of LSD and LST were related to the individual, the staff, the program design, the inherent demands of sport, a safe environment and social cohesion. Some differences in LSD and LST were found between subgroups of social vulnerable adults. However, because some subgroups were hardly represented, a comparison was difficult to make. This review showed that sports programs have the potential to help socially vulnerable adults develop and transfer life skills. Recommendations for future research are given.

Using Robotics to Support the Acquisition of STEM and 21st-Century Competencies: Promising (and Practical) Directions

To enhance how educators use robotics to support the development of STEM and 21st century competencies, we report findings from focus groups and interviews with 133 elementary teachers and 46 elementary students, 19 video-recorded classroom observations, and a teacher survey from Ontario, Canada. We find that teachers use robotics in a variety of ways to support the development of cognitive, interpersonal, and intrapersonal skills. Despite the potential benefits, our participants identified several factors that limit the adoption of robotics teaching and learning on a wider scale, including insufficient curriculum and assessment integration, resources, and professional development and support. We provide practical policy guidelines to support the broader integration of robotics and reflect on how these recommendations may inform teaching and learning in a (post-) COVID-19 classroom.

GRAMMAR VIDEO LESSONS TO FOSTER INDEPENDENT LEARNERS IN THE ENGLISH AS A FOREIGN LANGUAGE CLASSROOM

This research analyzes the impact of the implementation of the flipped classroom to improve the low development of cognitive skills in the stu- dents and to promote the autonomous learning in 30 English as a Foreign Language (EFL) students Level Four in the English Center at Escuela Superior Politécnica de Chimborazo through grammar video lessons. The proposal consisted of eight grammar video lessons based on the syllabus designed for this level. These videos became both: a valuable tool to foster independent learning and a strategy to flip the traditional classroom, which allowed additional time to work on practical activities in the classroom, considering that the theory was studied outside the classroom. The instruments applied in this research project are as initial survey, a satisfaction survey, a pre-test, and a post-test. The initial survey and the pre-test determined the necessity students had to consolidate their knowledge regarding grammar and apply those contents in a real life context. The post- test results revealed that there was a meaningful improvement in the level of grammar knowledge, which is demonstrated in the results analysis and interpretation. Once the study ended, the students concluded that the grammar video lessons are effective and useful to achieve independence in learning the English grammar rules. Students who were part of the intervention reached a level of autonomous learning which influenced mark- edly in the students grades as showed in the interpretation and analysis of the results. Additionally, students felt motivated because they had less “homework.” Thus, it is concluded that the grammar video lessons foster independent learning.

IMPACT OF PLAYING CHESS ON COGNITIVE SKILLS IN SCHOOLS UNDER CHESS ASSOCIATION OF AMPARA DISTRICT, SRI LANKA

The primary purpose of this study is to investigate the impact of playing chess on cognitive skills in schools under the chess association of Ampara district. A quantitative research approach was followed to analyze that respective objective under the chess association of Ampara district and identify the strategies chess players and coaches can take to improvise the impact of playing chess among the school students. Thirty students as an experimental group and thirty students as an control group from schools participated in this study. The experimental group underwent a ninety minutes of chess practice three-day per week over three months and the control group student’s regularly attended school activities after class. The experimental group’s performance on the test was not different from the control group’s performance. However, as per the statistical analysis control group, students achieved 50.13 on average while the experimental group students achieved 51.47 on average in the pre-test exam. In the post-test exam control group, students achieved 51.20 on average while in the experimental group students achieved 64.27 as on average. Based on the result there is a significant improvement in the cognitive skills of the experimental group after the chess training (p=0.000) and there is no significant improvement in the cognitive skills in the control group (p=0.174). Which shows the improvement in the cognitive skills of the students who are playing chess compared to the non-playing chess students. Moreover, all chess-related pupils should concentrate on the publicity of chess among the school students and give their full support to the best outcome for chess-playing students for their development of cognitive skills. Hence, the investigator successfully identified the impact of playing chess on the development of cognitive skills in schools under the chess association of Ampara district.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0567/a.php" alt="Hit counter" /></p>

Comparative satisfaction and effectiveness of virtual simulation and usual supervised work for postpartum hemorrhage management: a crossover randomized controlled trial

BackgroundBecause virtual simulation promotes learning and cognitive skill development, it may be useful for teaching students to manage postpartum hemorrhage (PPH) and its complex decision algorithm.ObjectiveThis study aimed to compare the satisfaction and effectiveness of virtual simulation with usual supervised work in producing knowledge and satisfaction.MethodsThis two-center two-stage crossover randomized controlled trial included student midwives. One group underwent the virtual simulation intervention in the first period (January 2018) and the usual supervised classroom work in the second (May 2018); the other group followed the reverse chronology. Satisfaction was the primary outcome. The secondary outcome was knowledge of the PPH management algorithm, assessed by responses to a case vignette after each intervention session.ResultsThe virtual simulation -supervised work (VS-SW) chronology was allocated to 48 students, and its inverse (SW-VS) to 47; Satisfaction was significantly higher for the virtual simulation for its overall grade (6.8 vs. 6.1, P = 0.009), engagingness (very good 82.1% vs. 24.3%, P < 0.001), and ease of use (very good 77.9% vs. 46.1%, P < 0.001). Knowledge did not differ between the two groups (respectively, 89.5% versus 83.5%, P = 0.3).ConclusionSatisfaction is higher with virtual simulation without lowering knowledge scores, which argues for the use of such innovative teaching strategies. This could lead to an increase in students’ motivation to learn.

Survey of Junior High School Athletic Learning Quality

The objective of this research is to determine the effectiveness of athletic learning in junior high school. This descriptive study employs a mixed method design, combining quantitative and qualitative data as primary and secondary data. This study sample consisted of 100 junior high school physical education teachers in Yogyakarta and East Java who were chosen as the best athletic development centers in Indonesia based on the results of the O2SN competition for junior high schools over the previous five years. This research instrument, known as QPE, is an online questionnaire based on Walter King Yan Ho's (Quality Physical Education). The results showed that: (1) Quality teaching of the 6 indicators asked, 43.5 percent chose the answer Yes and as many as 56.5 percent chose the answer No. (2) Skill Development Bodily Awareness of the eight indicators tested, 45.5 percent chose Yes and 54.5 percent chose No. (3) Cognitive Skill Development: Of the five indicators asked, 40.8 percent chose Yes, while 59.2 percent chose No. (4) Habituated Behavior out of the four indicators tested, 51.5 percent chose Yes and 48.5 percent chose No. According to the findings of this study, the majority of respondents still find it difficult to meet the quality of physical education learning for athletic material because the average

Manitos a Trabajar” learning workshops for the Luis Ulpiano de la Torre Educational Unit.

It has been scientifically proven that the first years of life are crucial to promote the development of cognitive, affective, emotional, motor and language skills in infants, therefore, initial education plays a decisive role in this area; Thinking about this, the present research aims to promote the use of learning environments in Initial Education through the application of pedagogical workshops to teachers and children. As for the study, it was mixed type and the level of research was descriptive with a field, pre-experimental design. The result of its implementation reflected that initially the children had 53% psycho-academic progress and at the end they reached 93% progress.

Problem-situation training of future teachers for heuristic information transformations in thinking

The research seeks an optimal design of the educational environment in university education, ensuring the priority and sustainable development of cognitive skills underlying the research competence of students and their relationship with heuristic transformations in thinking as an opportunity to integrate information and develop information models within the constructivist paradigm. The main types of problems in problem-situation learning are reviewed and a relationship between students’ preferences for problems of different degrees of structure and information transformations in thinking, as a segment of the core research competence is tested. In the course of the empirical study, a system of practical problems was applied, using a transition approach from solving well-structured to solving unstructured or poorly structured problems, and the possibility of student choice was implemented. Thus, based on the tendency towards initiative and independence, heuristic transformations can be explored and used to form pathways towards the development of students' research competence. Keywords: future teachers, heuristic information transformations, problem-situated learning, research competence, university education.