Cognitive Skills Research Articles

Investigating Students' Clinical Experiences of Learning the Nursing Process Using an Integrated Teaching-Learning Method at Shahid Qazi Tabatabaei Hospital: A Qualitative Content Analysis

Introduction: Integrated teaching-learning methods have demonstrated potential in enhancing students' cognitive skills and, subsequently, the quality of patient care. This qualitative study aimed to explore the learning experiences of nursing students engaged in an integrated teaching-learning method during their clinical education in oncology nursing. Method: : Semi-structured interviews were conducted with 19 nursing students who had completed a clinical training program in oncology nursing using an integrated teaching-learning method. Conventional qualitative content analysis was employed to analyze the data, identifying sub-categories and categories related to students' experiences. Results: The analysis revealed four main categories: (1) sustained cognitive learning, (2) non-cognitive learning, (3) application of learned concepts in real-world situations, and (4) students' suggestions for improving the learning of the nursing process. Conclusion: The findings suggest that an integrated teaching-learning method, implemented as a creative and student-centered approach at the bedside, effectively enhances both cognitive and non-cognitive skills, facilitating the practical application of learned concepts. To fully leverage the benefits of this method, its implementation should be expanded across clinical education units, starting in lower semesters. Simultaneously, optimizing real-world clinical education environments will further accelerate positive educational outcomes, enhancing students' cognitive and non-cognitive skills and creating a foundation for applying learned concepts in clinical practice.

Women’s Entrepreneurial Intentions: A Case From Madhesh Based On Skill

This study investigates the impact of financial skills on women's entrepreneurial intentions in Madhesh Province. Specifically, it examines how cognitive skills, numerical ability, financial literacy, behavioral traits, risk tolerance, and entrepreneurial self-efficacy influence these intentions. A quantitative research design was employed using a survey with a sample of 385 female respondents, including students, job holders, and entrepreneurs. Data were collected through structured questionnaires distributed via mail and social media. The analysis utilized descriptive statistics, correlation, and multiple regression to assess the relationships between financial skills and entrepreneurial intentions. The analysis reveals that financial literacy and behavioral traits are significant predictors of women's entrepreneurial intentions in Madhesh Province. Conversely, cognitive skills, numerical ability, risk tolerance, and entrepreneurial self-efficacy do not show a statistically significant impact. The study confirms the validity of the regression model through collinearity statistics, ensuring robust results. The findings underscore the importance of financial literacy and behavioral traits in shaping women's entrepreneurial intentions. To promote female entrepreneurship, it is recommended to focus on enhancing financial education and developing key behavioral traits. The study contributes to the literature by highlighting region-specific factors affecting women’s entrepreneurial aspirations and suggests tailored interventions for fostering female-led ventures in Madhesh Province.

Otava mental skill for sports 3 - validation and gender invariance for the portuguese version

The aim of the study was to validate the Portuguese version of the Ottawa Mental Skills Assessment Tool (OMSAT 3p) through confirmatory factor analyses of the measurement model, and gender invariance. A total of 524 Portuguese athletes (male and female) aged between 12 and 42 years old, participated in this study (M = 19.21; SD = 5.46). The main results show that the psychometric qualities of the 48-item OMSAT 3 are adequate and that it has acceptable validity, allowing it to assess Foundation Skills (SRMR = 0.042, CFI = 0.999, TLI = 0.998, RMSEA = 0.008 and χ2 /df = 1.46), Psychosomatic Skills (SRMR = 0.056, CFI = 0.979, TLI = 0.975, RMSEA = 0.042 and χ2 /df = 1.93) and Cognitive Skills (SRMR = 0.058, CFI = 0.973, TLI = 0.968, RMSEA = 0.044 and χ2 /df =1.99). This version also showed adequate values for configural, metric and scalar invariance by gender (ΔCFI < 0.01) (ΔRMSEA <0,01). The Portuguese version of the OMSAT 3 can be used with reasonable confidence to assess psychological skills in a sports context. Keywords: Confirmatory Factor Analysis; OMSAT 3; Psychological Skills, Foundation Skills; Psychosomatic Skills; Cognitive Skills

Hippotherapy Used in Medical Recovery

Hippotherapy, also known as equine-assisted therapy, falls into the category of alternative therapies that involve human-horse interaction for therapeutic purposes. Horse therapies are especially used for children with various physical, cognitive, and emotional disorders. They can also be successfully used with adults and the elderly. The horse's movement is what stimulates the development of motor skills, balance, and coordination. Direct interaction with the horse, including caring for it, riding, and other related activities, is effective in developing social, emotional, and cognitive skills in both children and adults, as well as in the elderly. Hippotherapy encourages self-confidence, concentration, and motor coordination, making it suitable for people who are anxious, antisocial, depressed, have language difficulties, or low self-esteem. Studies highlight that the presence of horses changes the frequency of the human brain, with subjects becoming more aware and focused when around horses. Horses help therapy beneficiaries stay connected to the present, becoming more aware of their experiences. Additionally, patients learn to pay more attention to the feelings and nonverbal language transmitted by the being they come into contact with. Numerous studies show that horseback riding improves balance, coordination, and reflexes, induces muscle relaxation, reduces spasticity, increases joint mobility, and improves respiratory function and blood circulation. The main objective of the paper is to identify therapies that use horses for patients diagnosed with various conditions, the benefits of these therapies on patients' motor skills, and their effects on patients' mental state. Additionally, we aim to identify horse-related activities that enhance concentration, help address behavioral issues, and facilitate patients' integration into social groups.

Predicting Adolescent Arithmetic and Reading Dysfluency.

The long-term negative consequences of learning difficulties have been acknowledged. Nonetheless, research is still scarce regarding the prediction of adolescent difficulties in reading and arithmetic skills. The present study examines at which age phase and with what kind of constellation of parent- and child-related factors can adolescent difficulties in arithmetic and/or reading fluency be successfully predicted. A sample of Finnish children (N = 941) was followed from the onset of kindergarten (at age 6) through adolescence (ages 13-16). Children's cognitive skills were assessed in kindergarten, and arithmetic and reading fluency were examined in Grades 2, 4, 6, 7, and 9. Parents' self-report data were collected on their own learning difficulties and educational level. Scoring below the 16th percentile in both Grades 7 and 9 was set as the criterion for dysfluency either in reading (N = 87, 9.2%) or arithmetic (N = 84, 8.9%). Adolescent dysfluency in both domains was moderately predicted by parental measures and kindergarten cognitive skills. Although adding school-age fluency measures clearly increased both the predictability and specificity of models up to Grade 4 for both skills, knowledge of letters' names, counting, and visuospatial skills remained unique predictors of dysfluency in adolescence.

CMN: a co-designed neural architecture search for efficient computing-in-memory-based mixture-of-experts

Artificial intelligence (AI) has experienced substantial advancements recently, notably with the advent of large-scale language models (LLMs) employing mixture-of-experts (MoE) techniques, exhibiting human-like cognitive skills. As a promising hardware solution for edge MoE implementations, the computing-in-memory (CIM) architecture collocates memory and computing within a single device, significantly reducing the data movement and the associated energy consumption. However, due to diverse edge application scenarios and constraints, determining the optimal network structures for MoE, such as the expert’s location, quantity, and dimension on CIM systems remains elusive. To this end, we introduce a software-hardware co-designed neural architecture search (NAS) framework, CIM-based MoE NAS (CMN), focusing on identifying a high-performing MoE structure under specific hardware constraints. The results of the NYUD-v2 dataset segmentation on the RRAM (SRAM) CIM system reveal that CMN can discover optimized MoE configurations under energy, latency, and performance constraints, achieving 29.67× (43.10×) energy savings, 175.44×(109.89×) speedup, and 12.24× smaller model size compared to the baseline MoE-enabled Visual Transformer, respectively. This co-design opens up an avenue toward high-performance MoE deployments in edge CIM systems.

Competence in Unsustainability Resolution—A New Paradigm

Environmental unsustainability in coupled human–nature systems is accumulating. Yet, there is no accreditation requirement for unsustainability resolution competency in higher education. Thus, a new and complete representation of the pedagogy for unsustainability resolution competence has been induced, using what is already available and working. The nature of unsustainability problems points to collaboration and holism attitudes. Resolution requires social skills, namely participation, perspective taking, and the generation of social capital, and cognitive skills, namely project management, knowledge building, and modeling. Resolution is scaffolded in three successive steps during the collaborative process within a systems approach: (i) collapse complexity; (ii) select a path/trajectory; and (iii) operationalize a plan. The hierarchically cumulative abilities toward unsustainability resolution competence are to source data and information about the coupled human–nature system (SEARCH); simplify the dynamics of the human–nature system (SIMULATE); generate and test alternative paths and end points for the coupled human–nature system (STRATEGIZE); chose a favorable path among the available alternatives (SELECT); operationalize the favorable path into a plan (strategy–program–project) with measurable management and policy objectives (IMPLEMENT); and develop criteria/indicators to monitor and adjust when necessary the implementation of the plan toward system goals (STEER). For each one of these learning objectives, the Bloom’s taxonomy and a progression from behaviorist through cognitivist to constructivist tools apply. The development of mastery requires the comparison and contrast of many similar cases with the same unsustainability problem and project-based learning with specific cases for deep learning. In this way, it is the resolutions of unsustainability in human–nature systems that will be accumulating.

Effectiveness of Two Models of Telerehabilitation in Improving Recovery from Subacute Upper Limb Disability after Stroke: Robotic vs. Non-Robotic.

Finding innovative digital solutions is fundamental to ensure prompt and continuous care for patients with chronic neurological disorders, whose demand for rehabilitation also in home-based settings is steadily increasing. The aim is to verify the safety and the effectiveness of two telerehabilitation (TR) models in improving recovery from subacute upper limb (UL) disability after stroke, with and without a robotic device. One hundred nineteen subjects with subacute post-stroke UL disability were assessed for eligibility. Of them, 30 patients were enrolled in the study and randomly assigned to either the Robotic Group (RG), undergoing a 20-session TR program, using a robotic device, or the Non-Robotic Group (NRG), undergoing a 20-session TR program without robotics. Clinical evaluations were measured at baseline (T0) and post-intervention (T1, 5 weeks after baseline), and included assessments of quality of life, motor skills, and clinical/functional status. The primary outcome measure was the World Health Organization Disability Assessment Schedule 2.0, evaluating the change in perceived disability. Statistical analysis shows that patients of both groups improved significantly over time in all domains analyzed (mean decrease from baseline in the WHODAS 2.0 of 6.09 ± 2.62% for the NRG, and of 0.76 ± 2.21% for the RG), with a greater improvement of patients in the NRG in motor (Fugl-Meyer Assessment Upper Extremity-motor function, Box and Block Test) and cognitive skills (Trail Making Test-A). This study highlights the potential of TR programs to transform stroke rehabilitation by enhancing accessibility and patient-centered care, promoting autonomy, improving adherence, and leading to better outcomes and quality of life for stroke survivors.

“Taking This Course Triggered a Change in Me”: First-Generation Students’ Reported Outcomes From a Self-Regulated Learning Course

ABSTRACT This qualitative case study explored first-generation students’ self-reported outcomes from participating in a self-regulated learning course. Self-regulated learning is the process of planning, implementing, and evaluating one’s learning skills and strategies in the affective, behavioral, and cognitive domains. I analyzed four semesters’ worth of written coursework from 46 students, resulting in four key themes: increasing metacognition, adopting and practicing effective academic skills, shifting mind-set and self-talk, and defining personally meaningful success. The results suggest first-generation students may benefit from asset-based, proactive academic success interventions that address both cognitive and non-cognitive skills. Practical strategies for teaching are addressed.

Artificial intelligence in academic writing: composing a for-and-against essay

Over the past years, Artificial Intelligence (AI) and Chat Generative Pre-Trained Transformer (ChatGPT) as its type have been extensively investigated and proved to be effectually employed within various spheres including education, offering promising opportunities for enhancing teaching and learning processes. However, the realization of these opportunities within the realm of Academic Writing (AW) instruction have not yet been thoroughly studied. Therefore, this article addresses this matter and exposes the results of a conducted analysis of the potential for integrating ChatGPT into AW instruction within the University curriculum. Specifically, it focuses on the issue of teaching master students how to create a successful for-and-against academic essay. Besides, the aim of this article is to develop an overarching framework for the incremental incorporation of ChatGPT into the AW course. To achieve this aim, the article resorts to such methods as theoretical positioning, comparative analysis, and qualitative research. Accordingly, the presented study expounds on the phenomenon of ChatGPT, its attributes, merits, and shortcomings, while also outlining the notion, features, key elements, and stages of producing for-and-against academic essays. In addition, it delineates the possibilities of ChatGPT’s application at various stages of essay writing, which may appear challenging for students. Furthermore, it recognizes potential drawbacks of ChatGPT, such as the risk of its overutilization and overreliance, which may result in obliterating students’ cognitive capabilities and AW skills. The presented study also underscores the necessity for additional immersion in the matter under discussion to address the issue related to long-term effects of integrating ChatGPT into AW instruction. Ultimately, the article sheds light on the AI’s dynamic integration in modern educational settings and provides implications for further research in this field.

A mathematical formulation of learner cognition for personalised learning experiences

The paper focuses on the assessment of cognitive skills within Virtual Learning Environments (VLEs). In response to the global shift to remote learning amid the COVID-19 pandemic, VLEs, which include learning management systems (LMS) and online collaboration platforms, gained prominence. The proposed work leverages an established Cattell–Horn–Carroll (CHC) theory to propose eight metrics, which collectively form a part of Cognitive Evaluation Metrics (CEM). The proposed metrics introduce a novel computational approach for multimode evaluation of learners’ cognitive abilities for each learning task within a learning environment. The paper details the formalism for the evaluation of the metrics and makes a contribution towards the potential of the proposed methodology to evaluate cognitive abilities. Additionally, the work implements CEM integration into the learner module of a Game-Based Learning (GBL) environment. Analysis of simulations in the GBL environment, along with statistical analysis, provides insights into the normal distribution of cognitive metrics. This reveals diverse ranges in various abilities such as long or short term memory, working memory, reasoning, attention, and processing speed. The paper also explores the impact of virtual assistants, which highlights their limited relevance to enhance cognitive abilities but serve as valuable on-demand support resources.

MEASURING GLOBALIZATION: ANALYZING INTERNATIONALIZATION OF HIGHER EDUCATION (IOHE) THROUGH STEM EDUCATION IN PAKISTAN

The concepts of 'internationalization' and 'globalization' are closely intertwined, impacting both tangible and intangible aspects of higher education. Internationalization refers to the internal transformations that occur within an educational setting as a result of frequent cross-border interactions within a local governmental system. Currently, developing countries like Pakistan are adapting and shaping their higher education systems in response to the global knowledge economy but neglecting the introduction of STEM education in the areas of social sciences like mathematics, statistics, entrepreneurship, IT, and other courses that are considered the need of time may leads to lack social scientist’s ability to estimate & forecasting and critically evaluate the situations as these deficiencies lead to reduce the cognitive skill of the workforce. This qualitative study employed Wallenstein’s World System analysis framework to examine student mobility and educational policy aspects in Pakistan critically. The findings suggest that the internationalization of higher education may lead to unequal exchange of educational services between core and peripheral countries in the global system.

Posse (Predict, Organize, Search, Summarize, Evaluate) in Esl Classroom for Enhanced Cognitive Skills

Posse (Predict, Organize, Search, Summarize, Evaluate) in Esl Classroom for Enhanced Cognitive Skills

Digital simulations as a pedagogical tool: How ready are Fiji year‐11 science teachers?

AbstractBackgroundDigital simulations are emerging technologies in science education that allow students to visualise abstract concepts and enable science teachers to conduct laboratory work/experiments online.ObjectiveTo determine teacher readiness, the study focused on their cognitive skills and knowledge and perceptions of the use of digital simulations as a pedagogical tool incorporating an intervention in its research design.MethodsThe theoretical framework of this study combines the modified Technology Acceptance Model with the Cognitive Theory of Multimedia Learning. Snowball sampling was used to recruit 10 chemistry teachers from secondary schools and a mixed methods sequential explanatory research design was adopted. The data was collected through survey, interview, pre‐test and post‐test results before and after the intervention (training).ResultsScience teachers perceive digital simulations as valuable and easy to use and are ready to use them in future lessons. An increase in cognitive knowledge and skills coupled with a positive mindset was noted after the training. The teachers indicated the need for training and support at all levels to successfully integrate digital simulations in their classrooms. Additionally, parents' engagement to enhance their awareness of such initiatives was deemed crucial for their support.ConclusionsThe study calls for a rethinking and a revision of science curriculum, policies and enhancement of infrastructure/general resources to support technology‐enabled learning, teaching and assessment practices in science classrooms; a continuous professional development program for teachers to keep up with the changing needs of 21st‐century education is imperative.

Investigation on Factors Affecting Cognitive Skills in Detection of Driving Fatigue

Road safety is a worldwide concern where a high number of fatalities and injuries are caused by traffic accidents. One major issue contributing to these incidents is driving while fatigued, which has been recognized as a contributing factor to accidents in many countries. Being tired while driving is a state that encompasses both physical and mental exhaustion and can greatly impair a person's ability to drive safely. Fatigue negatively affects a driver's cognitive abilities, resulting in decreased performance behind the wheel. The aim of this study is to analyse the effect of driving duration, body mass index (BMI), types of roads and gender factor in causing fatigue while driving. Cognitive skills of drivers while driving was measured through the electroencephalogram (EEG) signal gathered from Emotiv EPOC device to measure brain activity. Relationship between cognitive skills and fatigue signalling is then analysed using regression analysis in Design-Expert software. Results indicated that as mental fatigue increases, there is a noticeable decrease in the relative power of beta rhythm, supporting previous research findings. Results on correlation show that the longer the drivers drove, the wearier they become. Obese people experience more fatigue when driving than those with a normal or overweight BMI. Driving on straight roads resulted in greater fatigue compared to driving on winding ones, with female participants indicating higher levels of tiredness than male participants. These insights are crucial for road safety authorities to tailor their supervision methods based on individual characteristics and to design effective driver fatigue warnings.

Mobile Assistive Technology for Dyslexic Children: A Significant Review

In recent years, mobile assistive technology has emerged as a promising tool for supporting dyslexic children in their educational journey. This systematic review presents a comprehensive review of the literature on the utilization and effectiveness of mobile assistive technology in enhancing the learning experiences of dyslexic children. The review examines various types of mobile assistive technology and delves into the ways in which these technologies are tailored to meet the unique needs of dyslexic children. The article also explores the benefits and limitations of mobile assistive technology, shedding light on its potential to enhance reading, writing, and overall cognitive skills in dyslexic children. The systematic search of academic databases using Scopus, Web of Science and ERIC database yielded a comprehensive selection of studies and articles related to mobile assistive technology. After applied advanced searching approach using keywords which are mobile assistive technology, mobile technology, mobile application, mobile learning, dyslexia, the analysis revealed that e-learning played a pivotal role in maintaining educational continuity during the pandemic, offering flexibility and remote access to learning resources. The final finding data is (n=13) which review identified key themes, including the challenges of the digital divide, pedagogical adaptations, and the importance of educator preparedness. Expect validation decide to divide into four themes which is (1) Mobile Applications for Dyslexia Support, (2) Multisensory and Multilingual Approaches for Dyslexia Support, (3) Individualized Learning for Dyslexia Support and (4) Intervention and Stakeholders Perspectives. This significant review consolidates current knowledge on the use of mobile assistive technology, highlighting its potential to transform the educational landscape for this vulnerable population. As mobile assistive technology continues to evolve, it holds great promise for enhancing the educational prospects of dyslexic children, ultimately helping them unlock their full potential.

Integration of the brain jogging program in physical education on the cognitive abilities of elementary school students

Background. Developing children's cognitive since childhood is very important for parents so that children can develop optimally. There are many benefits if children have good cognitive abilities or skills, such as reasoning and solving problems they face better. Cognitive abilities are very important for children because they are a provision in living everyday life and working as adults. Purpose. Therefore, this study aimed to look into how brain jogging affected elementary school school students' cognitive capacities. Material and methods. An experimental methodology with a pretest-posttest-one-group design was employed in this investigation. The research instrument used was the Intelligenz Structure Test (IST) which was used as a memory test; the Digit Symbol Substitution Test (DSST) was used to test attention; and the Grid Concentration Test (GCT) was used to test concentration. The sample in this study were elementary school students with an average age of 10-11 years who joined six elementary schools in Sumedang Regency, Indonesia, totaling 75 people, consisting of 40 boys and 35 girls. Non-probability sampling with the purposive sampling method, or purposive sampling only, was used. That is, the location of the sample is close to the research location. Results. Based on the calculation of the hypothesis test using the Paired Sample t-test, the difference in the average pre-test and post-test data from the child's cognitive ability through the IST test obtained a P-value of 0.000. Then the DSST test obtained a P-value of 0.000, and the GCT test obtained a P-value of 0.000. Thus, there is a difference between the average pre-test and post-test scores indicated by a P-value less than 0.05. Conclusions. The results of this study prove that the brain jogging program significantly affects the cognitive abilities of elementary school children. The significant effect is because the brain jogging program focuses on several coordination activities that lead to mental processes related to abilities in the form of general recognition, which is mental and is marked by the representation of an object in a person's mental picture, whether in the form of symbols, responses, ideas or ideas, and values ​​or considerations.

Data base of Cognitive functions and their relation to balance and agility in athletes from differents sports branches

Successful performance in each sport requires high ability in various features, including motor and perceptual-cognitive skills. This study aimed to compare the balance and agility in athletes from several sports branches to find out how cognitive functions relate to these parameters. Seventy-three individuals aged 18-30 were included in this prospective-descriptive study. In the assessment of cognition, Montreal Cognitive Assessment Scale, d2 Test of Attention, and a Bassin Anticipation Timer Device were used. While Prokin-TecnoBody was used to measure the balance skills, Illinois Agility Test (IAT) was used for agility. IAT times showed positive weak correlations with both the absolute error-score (AES) at 8mph (r=0.260, p=0.040) and mediolateral balance score (ML)(r=0.255, p=0.043). While there was a negative weak correlation between AES at 3mph and anteroposterior score of balance (r=-0.267, p=0.035), we found positive weak correlation between AES at 8mph and ML of balance (r=0.253, p=0.046). It was found that the IAT scores of the sedentary group were significantly lower than athletes (p=0.000). According to AES at 3mph, there were significant differences between tennis players and both sedentary and volleyball players (p=0.008, p=0.002, respectively). When the AES at 8mph compared, the only statistically significant difference was between tennis players and sedentary (p=0.008). In conclusion, this study shows how cognitive functions, particularly coincidence anticipation timing (CAT), correlate with essential physical performance factors like agility and balance across different sport branches, suggesting that improving cognitive skills could enhance overall athletic performance and inform mental training strategies in sports. It is recommended that future sports science research focus on enhancing CAT through targeted training programs.

From task-general towards task-specific cognitive operations in a few minutes? Working memory performance as an adaptive process.

Measurement of cognitive functions is typically based on the implicit assumption that the mental architecture underlying cognitive task performance is constant throughout the task. In contrast, skill learning theory implies that cognitively demanding task performance is an adaptive process that progresses from initial heavy engagement of effortful and task-general metacognitive and executive control processes towards more automatic and task-specific performance. However, this hypothesis is rarely applied to the short time spans of traditional cognitive tasks such as working memory (WM) tasks. We utilised longitudinal structural equation models on two well-powered data sets to test the hypothesis that the initial stages of WM task performances load heavily on a task-general g-factor and then start to diverge towards factors specific to task structure. In line with the hypothesis, data from the first experiment (N = 296) were successfully fitted in a model with task-initial unity of the WM paradigm-specific latent factors, after which their intercorrelations started to diverge. The second experiment (N = 201) replicated this pattern except for one paradigm-specific latent factor. These preliminary results suggest that the processes underlying WM task performance tend to progress rapidly from more task-general towards task-specific, in line with the cognitive skill learning framework. Such task-internal dynamics has important implications for the measurement of complex cognitive functions.

Opportunities and Challenges for the Professional Development of College Teachers in the Intelligent Era

This paper explores the significance, opportunities, and challenges presented by the intelligent era for the professional development of college teachers. We categorize teachers' professional development into four key dimensions: professional concepts, knowledge, skills, and emotional intelligence. The intelligent era offers various opportunities, including the innovation of teaching methodologies, the transformation of educational paradigms, and the evolution of learning styles. However, it also poses significant challenges, such as the redefinition of teachers' identities, the transition from fragmented to systematic knowledge, and the increasing demands for digital literacy and higher-order cognitive skills. In response to these dynamics, it is imperative for college educators to actively engage with these changes and continuously enhance their professionalism to effectively guide the evolution of education.