Cognitive Skills Research Articles

General skills amidst the details: alternative learning objectives and a framework of competencies for human anatomy.

The field of anatomy is often seen by nonanatomists as concerned primarily with the tasks of locating, naming, and describing structures; these tasks, in turn, are often assumed to require only lower-order cognitive skills (LOCSs), i.e., the Knowledge or Comprehension levels of Bloom's taxonomy. Many nonanatomists may thus believe that studying anatomy does not develop transferable higher-order cognitive skills. Published lists of anatomy learning objectives (LOs) might reinforce this view by focusing attention on numerous details of specific structures and regions. To explore this issue further, we have analyzed the structure of published peer-reviewed LOs by characterizing their organization (single-tiered or multi-tiered), inclusion of function, use of action verbs, and dependence on or independence of context. Our results suggest that previously published LO lists, despite their value, may not fully showcase opportunities for students to develop higher-order skills. In the hope of stimulating further discussion and scholarship, we present here a two-tiered framework of human anatomy competencies, i.e., generalizable skills beyond straightforward recognition and memorization. This framework, which is intended to be both student-facing and faculty-facing, illustrates how anatomy courses may be reframed as opportunities to think critically and develop sophisticated, professionally relevant skills.NEW & NOTEWORTHY Although skilled anatomists know that anatomy is much more than memorization, nonanatomists are often unsure how to emphasize general skills and problem-solving in their teaching of the subject. Here we show how a multi-tiered approach to defining and assessing learning objectives (LOs) can reframe anatomy courses as more than long lists of structures to remember.

Effectiveness of Novel Drug Delivery System using Curcumin in Alzheimer's Disease.

Alzheimer's disease (AD) is a form of brain degeneration that gradually impairs a person's memory and cognitive skills, eventually making it harder for them to perform everyday activities. Its pathophysiology has been attributed to the deposition of amyloid β (Aβ), neurofibrillary tangles (NFT), and α-synuclein (A-s) in some cases. Presently, 4 drugs have been approved for the treatment. They are Donepezil, Rivastigmine, Galantamine and Memantine. The first three are acetylcholinesterase inhibitors, while memantine is an NMDA receptor antagonist. Even though these medications are successful in treating mild to moderate Alzheimer's disease, they have not been able to reverse the disease or even slow its progression completely. Hence, natural products are gaining more popularity due to the advantage of the multitarget intervention effect. The most investigated spice, Curcuma longa's bioactive component, curcumin, has demonstrated anti-amyloid, anti-NFT, and anti-Lewy body properties and substantial antiinflammatory, antioxidant, and antiapoptotic properties. However, its proven neuroprotective activity is hampered by many factors, such as poor water solubility and bioavailability. Therefore, many novel formulations have been designed to improve its bioavailability with methods such as 1) Micellar Solubilization, 2) Cyclodextrin Complexation, 3) Crystal Modification, and 4) Particle Size Reduction, etc. The current chapter aims to summarize various novel formulations of curcumin and their effectiveness in treating AD.

Serious games are more than just games.

Serious games (SG) or educational games are complete games designed for a specific purpose that fulfill both their classic function of entertainment and promote the learning of specific concepts or skills and optimize health care in general. In the pediatric setting, these games combine strategies to educate about health issues, promote healthy behaviors, provide therapy or medical treatment. SG have been shown to promote adherence to treatment in children with chronic diseases, reduce anxiety in those undergoing invasive medical procedures, and stimulate the development of cognitive, emotional, or psychomotor skills. However, it is important to emphasize that the success of SG in pediatrics depends to a large extent on game quality, their design based on clear objectives, and their accurate adaptation to the individual needs and preferences of patients.

“High empathic response but low interest”: Machiavellianism and its neurostructural basis relate to perceived risk of social exclusion and workplace deviance

The manipulative, exploitative, and indifferent behavior of individuals with high scores on the trait of Machiavellianism attracts research interest in their cognitive and affective emphathic skills; however, the findings are contradictory. We explored the neurostructural substrates of Machiavellianism using voxel-based morphometry analysis with a large sample of 202 full-time employees. Consistent with our expectation, the association of Machiavellianism and its neurostructural basis with the perceived risk of social exclusion were supported whereas that with workplace deviance were not fully supported; the results only showed a significant relationship between Machiavellianism and organizational deviance at the trait level. Our results together provide novel insights into Machiavellianism by highlighting the perspective of “High empathic response but low interest”; namely, individuals with high Machiavellianism possess affective empathic capacity, but they do not care about others.

The influence of students’ personality traits and their parents’ parenting style on Romanian students’ performance in science subjects from secondary to doctoral level

ABSTRACT With the exponential growth of technological innovation, new positions in science, technology, engineering, and mathematics (STEM) are emerging. Employees face new job demands, requiring more technical and mathematical capabilities than before. Educating the population in science subjects is becoming increasingly important, as is making science subjects available to students and identifying factors influencing the development of logical thinking, the basis of STEM subjects. This paper focuses on identifying significant relationships between students’ personality traits, their parents’ parenting style and students’ performance in STEM subjects in high school and college, within Urie Bronfenbrenner’s ecological systems framework. Using a questionnaire with standardized constructs, we surveyed Romanian students from a technical university and found that certain personality traits and parenting styles are significant mainly for the student’s performance in STEM subjects in high school, and these significant relationships differ for female students, compared to male students, possibly as a result of local cultural gender views. Our society aims to increase the participation of general public and female students in STEM majors and jobs, and our study informs the audience on how a student’s microsystem can nurture or hinder the development of logical thinking, as the basis of cognitive skills and performance in STEM fields.

Examining the Transition from Single Words to Phrase Speech in Children with ASD: A Systematic Review.

"Functional speech" by 5years of age is widely established as increasing the probability of long-term positive outcomes across a range of domains for autistic individuals. While terms such as "functional" or "useful" speech are often used, what defines these terms is not well established. Furthermore, most research focusing on language development has emphasized the transition from little or no language to use of single words, but much less is known about the transition from single words to phrase speech, which could be equally important. The verb lexicon is foundational to the development of simple, generative phrases and has been linked to prosocial behaviors and general developmental outcomes including better social communication skills, socioemotional reciprocity, and nonverbal communication in autistic children. The current systematic review synthesized information from 20 independent samples to characterize autistic children who transitioned from single words to phrase speech. On average, 48% of the pooled sample transitioned to phrase speech during the study periods. Results were highly variable across studies. Participants under the age of 5years were more likely to transition to phrases than participants over the age of 5. Though average standard scores were above 50, children who transitioned to phrases generally demonstrated below average adaptive and cognitive skills and moderate-high ASD symptomatology. Variable measures of cognition made it difficult to ascertain patterns in cognitive skills; nonetheless, nonverbal IQ emerged as a salient predictor of the transition to phrases across studies. More research is needed to better understand who transitions beyond single words, clinical benchmarks on the way to generative phrase speech and the factors that predict this transition. Such information can be used to inform clinical decision making and develop or improve targeted interventions based on individual communication profiles. This could make the use of phrases more likely for a greater number of autistic individuals, increasing the likelihood that these individuals communicate independently and effectively with others.

Exploring the dynamics of ultrasound training in medical education: current trends, debates, and approaches to didactics and hands-on learning.

Medical education, especially in ultrasound training, is undergoing significant changes. This study examines practical issues in ultrasound medical education, emphasizing state-of-the-art teaching methods, their effectiveness, and implementation challenges. The study analyzed advancements in ultrasound education, including randomized controlled trials comparing peer-to-peer teaching with traditional faculty-led instruction. It evaluated the effectiveness of collaborative small-group training and group size impact in simulation-based training. The study also assessed practical training components outlined in the WFUMB Position Paper Part II. Findings indicate that peer-to-peer and collaborative small-group training are effective and cost-efficient. Group size did not significantly affect training outcomes. Key practical training elements, including early hands-on sessions and exposure to various equipment, substantially improved learning outcomes. Simulation tools like virtual reality (VR), augmented reality (AR), and phantoms were crucial for teaching standardized procedures and rare pathologies. Challenges identified include developing robust image acquisition skills, scarcity of qualified student tutors, and the need for reliable ultrasound skill assessment methods. Integrating peer-to-peer teaching and advanced simulation technologies significantly advances ultrasound medical education. These methods enhance cognitive and psychomotor skills but also present challenges such as ensuring quality education and developing effective assessment methods. Future research should compare different simulation tools and establish objective ultrasound proficiency assessment criteria. Continual method evaluation and improvement are essential for effective and standardized ultrasound training, ultimately enhancing patient care and clinical outcomes.

An Exploration of The Influences of Childhood Socioeconomic Status on Neural Development and Functioning

The review of literature examines the relationship between socioeconomic status and neurological development according to current studies. This article specifically investigates how the socioeconomic status of childhood influences the development of the brain and cognitive functioning even into adulthood. The measurements of socioeconomic status like education, household income, and neighborhood demographics are each found to independently influence neural development, thus affecting cognitive functioning. This article investigates how factors of socioeconomic status affect specific brain structures and cognitive functions. Low socioeconomic status was found to negatively impact neural development and hinder cognitive abilities and growth. High parental education specifically is linked to greater cognitive functioning and skills as it contributes to greater cognitive enrichment in the home and healthier habits like nutrition. The volume of brain structures like the amygdala, hippocampus, prefrontal cortex, overall surface area, and cortical thickness of the brain are all impacted by socioeconomic measures. Socioeconomic stressors are associated with poor behavioral outcomes, attention deficits, poor language, and weakened executive functioning. Neighborhood quality contributes greatly to socioeconomic stressors which have an impact on brain reactivity, behavioral intensity, and selective attention. Racial and ethnic minorities are often disadvantaged in neighborhood quality and overall socioeconomic status. Various studies expound upon the significant relationship between the socioeconomic status and neurological development of racial and ethnic minorities. Journal articles, empirical studies, etc. propose home, school, and policy-based interventions to bridge the developmental gaps between low and high-socioeconomic standing children and adolescents. Such studies can be applied to educational modifications and other forms of cognitive enrichment.

The macrostructure of narratives produced by children acquiring Finnish Sign Language.

This article investigates the narrative skills of children acquiring Finnish Sign Language (FinSL). Producing a narrative requires vocabulary, the ability to form sentences, and cognitive skills to construct actions in a logical order for the recipient to understand the story. Research has shown that narrative skills are an excellent way of observing a child's language skills, for they reflect both grammatical language skills and the ability to use the language in situationally appropriate ways. This study was conducted using the FinSL Narrative Skills Production Test assessment to observe how narrative skills develop in children between the ages of 4 and 11 who acquire FinSL in their natural language environments. The results show that the narrative skills of children acquiring FinSL develop following the same guidelines found in other signed and spoken languages. Narrative structure and content increase with age.

Enhancing Analytical and Critical Thinking Skills through Reflective and Collaborative Learning: A Quasi-Experimental Study

In the context of contemporary higher education, cultivating students' analytical and critical thinking capabilities is essential for their achievement in both academic and professional arenas. Conventional pedagogical approaches frequently fail to adequately support the advancement of these sophisticated cognitive competencies. Recent studies suggest that reflective and collaborative learning methodologies can significantly strengthen these skills. Nevertheless, there remains a paucity of research concerning the overall effects of these educational strategies on university students. This initial investigation seeks to fill this void by assessing a blended instructional model that combines reflective and collaborative learning techniques to enhance the analytical and critical thinking abilities of students at Yunnan University of Traditional Chinese Medicine. The results indicate that this holistic approach not only improves cognitive skills but also fosters a more engaging and effective educational atmosphere. This research provides empirical validation for the incorporation of reflective and collaborative learning, offering valuable insights for curriculum design and instructional practices within higher education.

Effects of football training on cognitive performance in children and adolescents: a meta-analytic review

BackgroundThe cognitive development of children and adolescents is crucial for their academic success and overall well-being. Physical activity has been linked to improved cognitive performance, but the specific effects of football training on cognitive function in this population remain unclear. This meta-analytic review aimed to comprehensively evaluate the impact of football training on cognitive performance in children and adolescents.MethodsLiterature was searched through PubMed, PsycINFO, SPORTDiscus, Embase, and Web of Science. Eligible studies were randomized controlled trials (RCTs) or crossover designs assessing cognitive performance following football training interventions. Outcome measures included attention, inhibitory control, and working memory. Data synthesis and meta-analysis were performed to determine the overall effect sizes.ResultsTwelve studies were included in the meta-analysis, comprising 1,574 children and 94 adolescents. Football training demonstrated moderate, statistically significant effects on attention (Hedges’ g = −0.77, p = 0.01), inhibitory control (Hedges’ g = −0.67, p = 0.02), and working memory (Hedges’ g = −0.44, p = 0.03). The findings suggest that football training positively influences cognitive performance in children and adolescents.ConclusionFootball training holds promise for enhancing cognitive function in children and adolescents, particularly in attention, inhibitory control, and working memory. Theoretical frameworks emphasizing environmental enrichment, cardiovascular fitness, and cognitive component skills help elucidate the underlying mechanisms. Future research should explore how football training compares to other sports and assess whether integrative drills that combine cognitive elements with skill practice offer greater cognitive benefits than skill training alone. These insights support the inclusion of football in educational programs to foster cognitive development.

It's not just about skills: Adopting a motivation‐informed approach to instruction with adolescents

AbstractAn issue devoted to foundational skills and adolescents might center the cognitive skills and practices most needed to accelerate learning. While an understanding of these—whether multisyllabic decoding, fostering comprehension through discussion, or argumentative writing—is important, in this article, we advocate for the importance of attending to principles of motivation. After defining motivation within the context of adolescent literacy instruction, we summarize representative research on the topic. We then present four guiding principles for teachers, each accompanied by practical examples for classroom application.

Tact Training with Augmentative Gestural Support for Language Disorder and Challenging Behaviors: A Case Study in an Italian Community-Based Setting

Background: Gestures or manual signing are valid options for augmentative and alternative communication. However, the data in the literature are limited to a few neurodevelopmental disorders, and less is known about its application in the community setting. Objectives: This case report explores the feasibility and preliminary efficacy of tact training with augmentative gestural support intervention for a child affected by a language disorder with challenging behaviors in a community setting. Methods: Baseline assessments were conducted using the Verbal Behavior Milestone Assessment and Placement Program (VB-MAPP) and Griffiths Mental Developmental Scale-III (GMDS-III). The patient received six months of standard treatment, consisting of neuropsychomotor and speech therapy each twice a week, with improved cooperation in proposed activities, but no improvement in language. Afterward, a total of 24 sessions of tact training with augmentative gestural support interventions were performed. Data were collected by two independent observers and analyzed to measure language and behavioral outcomes. Results: VB-MAPP scores increased form minimal communication and social interaction at T0 (baseline) to improved compliance but unchanged language skills at T1 (after standard therapy). After tack training with augmentative gestural support (T2), VB-MAPP scores showed significant improvements, with notable increases in verbal operants, independence in communication, and intersubjectivity skills. GMDS-III scores at T2 also demonstrated growth in social, communicative, and cognitive skills. Additionally, challenging behaviors were reduced by more than 70% and nearly resolved by the end of the intervention. Conclusions: Personalized approaches appear to be essential for interventions tailored to developmental age. Further research is needed to determine the effectiveness of these approaches for other neurodevelopmental disorders, identify patient characteristics that may be predictors of outcomes to tailor the intervention, and explore the generalization of the results obtained with these strategies.

Validity Evidence for Endoscopic Ultrasound Competency Assessment Tools: A Systematic Review

Background and aims: Competent endoscopic ultrasound (EUS) performance requires a combination of technical, cognitive, and non-technical skills. Direct observation assessment tools can be employed to enhance learning and ascertain clinical competence; however, there is a need to systematically evaluate validity evidence supporting their use. We aimed to evaluate the validity evidence of competency assessment tools for EUS and examine their educational utility. Methods: We systematically searched five databases and grey literature for studies investigating EUS competency assessment tools from inception to May 2023. Data on validity evidence across five domains (content, response process, internal structure, relations to other variables, and consequences) were extracted and graded (maximum score 15). We evaluated educational utility using the Accreditation Council for Graduate Medical Education framework and methodological quality using the Medical Education Research Quality Instrument (MERSQI). Results: From 2081 records, we identified 5 EUS assessment tools from 10 studies. All tools are formative assessments intended to guide learning, with 4 employed in clinical settings. Validity evidence scores ranged from 3 to 12. The EUS and ERCP Skills Assessment Tool (TEESAT), Global Assessment of Performance and Skills in EUS (GAPS-EUS), and the EUS Assessment Tool (EUSAT) had the strongest validity evidence with scores of 12, 10, and 10, respectively. Overall educational utility was high given ease of tool use. MERSQI scores ranged from 9.5-12 (maximum score 13.5). Conclusions: The TEESAT, GAPS-EUS, and EUSAT demonstrate strong validity evidence for formative assessment of EUS and are easily implemented in educational settings to monitor progress and support learning.

Facilitating Students' Cognitive Engagement in Online Asynchronous Discussion Within a Remote English Foreign Language Learning Environment

This study examined the cognitive presence of students in an asynchronous online discussion in the Second Language Acquisition (SLA) course. The course combined synchronous meetings through Zoom sessions to support student participation in asynchronous discussions. The study involved a cohort of 36 participants from the two remote extended campuses of Pattimura University in Maluku. Through content analysis, two key aspects were examined: (1) student participation rates, and (2) the extent of students’ cognitive presence within the discussions. The content analysis findings revealed that although each student made a minimum of two contributions per topic during online asynchronous discussions, they exhibited a moderately high level of cognition, incorporating problem recognition, exploration, integration, and solution, not only in individual messages but also in the overall exchange of information within the discussion thread. These findings suggest that a combination of synchronous meetings through Zoom sessions, tailored prompts, feedback, and social interactions enhances students' active engagement and utilization of cognitive skills in online asynchronous discussions. Keywords: online asynchronous discussion, English foreign language learning, cognitive presence

The Role of Spatial Ability in Academic Success: The Impact of the Integrated Hybrid Training Program in Architecture and Engineering Higher Education

Spatial ability (SA) is a critical cognitive skill across various disciplines, particularly in architecture and engineering. This research, comprising two main studies, investigates the relationship between SA and academic performance among first-year students. The first study examines the impact of the targeted Integrated Hybrid Training (IHT) SA intervention on the achievements of two main groups: engineering (electrical, software, and chemical) students and architecture students. The results indicate that, while the intervention significantly improved SA, the impact on academic performance varied. Architecture students, whose curriculum relies heavily on spatial reasoning, showed significant gains in courses such as studio design, with higher SA scores correlating with improved grades. Engineering students exhibited SA improvement without corresponding gains in the first-year core courses like calculus and physics. The second study focuses on architecture students who did not receive the intervention, revealing a strong positive correlation between inherent SA and success in architecture-specific courses. Correlation coefficients (r) ranged from 0.46 to 0.67, with adjusted p-values between 0.007 and 0.024, underscoring SA’s importance in architecture. These findings suggest that integrating SA training into architectural education can enhance academic performance, while disciplines might benefit from specialized SA training introduced or expanded in later years. This research contributes to educational theory by demonstrating SA’s impact across disciplines and supports the development of customized SA training programs. Future studies should explore long-term benefits, advanced SA training technologies, and individual differences in response to spatial interventions, providing insights for curriculum development in spatially demanding fields.

Technology-Based Interventions for Autism Spectrum Disorder: A Systematic Review

Introduction: Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterized by deficits in social communication and repetitive behaviors. Its prevalence has steadily increased, with the CDC reporting a rise from 1 in 100 children in 2006 to 1 in 44 in the United States by 2021. ASD manifests in a spectrum of symptoms, requiring tailored interventions to address each child's unique needs. Recent advancements in technology have shown promise in aiding children with ASD, particularly through robotics and socially assistive robots (SARs). This systematic review explores the impact of technology-based interventions on children with ASD, assessing their efficacy in enhancing social skills, communication, and behavior regulation. Methodology: This review followed PRISMA guidelines, screening 46,580 articles across databases such as PubMed, Cochrane, Science Direct, Google Scholar, and PsychInfo. After applying inclusion and exclusion criteria, 254 studies were selected for in-depth review. The review focused on technology-based interventions, including robotics and socially assistive robots, with MeSH terms such as "Technology," "Artificial Intelligence," "Autism Spectrum Disorder," and "ASD." Results: Technology-based interventions, particularly SARs, demonstrated significant improvements in social interaction, emotional regulation, and communication for children with ASD. Robots such as LEGO Mindstorms and "Kaspar" were effective in enhancing eye contact, cooperation, and emotional recognition. However, results varied depending on the type of technology used, study design, and participant characteristics. Conclusion: While technology-based interventions hold promise for children with ASD, further research is needed to standardize intervention protocols, dosage, and long-term outcomes. These tools offer a non-invasive, scalable solution for enhancing social and cognitive skills, but variability in study designs limits definitive conclusions. Keywords: Autism Spectrum Disorder, Technology, Robotics, Socially Assistive Robots, Communication, Cognitive Skills, Applied Behavioral Analysis

The Funnel Transformative Model of Science Education

This theoretical paper proposes a model to address the multifaceted challenges of science education by integrating two evidence-based approaches: the Learner-Generated Digital Media (LGDM) projects framework and the Cognitive Acceleration through Science Education (CASE) framework. The Model is analogous to a funnel, with its wide top representing the broad field of science education and its narrow bottom symbolising transformative learning. It leverages LGDM’s self-regulation benefits and CASE’s structured five-stage approach – Concrete Preparation, Cognitive Conflict, Social Construction, Metacognition, and Bridging. The model categorises the complexity of science learning into six critical pillars: lack of conceptual understanding, cognitive challenges, language barriers, lack of hands-on learning, lack of robust assessments, and social issues. Applying the Funnel Model aims to develop cognitive skills, enhance learning strategies, and foster practical skills. This paper presents the Funnel Model and discusses a methodological approach to validation using Design-Based Research (DBR). The research plans to address three key questions to refine and enhance the Funnel Model in improving science education outcomes.

Using problematic situations in natural science lessons as a strategy for developing students' cognitive skills

Using problematic situations in natural science lessons as a strategy for developing students' cognitive skills

Cognitive and self-regulation skills for employment among people with brain injury: A comparison of employed and non-employed people using mixed analysis.

Employment for people with brain injuries is challenging, and identifying the factors that can be improved by rehabilitation and establishing appropriate intervention methods are imperative. To examine whether differences in cognitive functions and self-regulation skills exist between employed and non-employed people with brain injuries. In addition, we explored the self-regulation skills characteristic of employed people by qualitatively comparing them to those of non-employed people. Using a mixed research method, demographic data, neuropsychological tests, self-efficacy, and self-regulation skills were compared between 38 people with brain injuries (16 employed and 22 unemployed) in the community. Subsequently, self-regulation skills were assessed by the Self-Regulation Skills Interview (SRSI), and participants' responses were qualitatively compared. No significant differences were observed in demographic data and neuropsychological tests, but employed people showed significantly better SRSI scores than unemployed people (p < 0.01). The qualitative analysis of the SRSI showed that employed people recognised themselves as having more specific symptoms than unemployed people. For example, they recognised the behaviour 'when having more than one errand, forgetting it', whereas non-employed people only recognised the category 'failure of prospective memory'. Furthermore, employed people reviewed their behaviour and developed ingenious coping strategies, such as 'looking back on appointments that have been made', 'writing down as soon as having a schedule', whereas unemployed people only exhibited categories such as 'writing schedules on the cell phone'. Self-regulation skills, such as recognising specific symptoms and developing relevant coping strategies, are effective for gaining employment.