Cognitive Tools Research Articles

What makes representations good representations for science education? A teacher-oriented summary of significant findings and a practical guideline for the transfer into teaching

Abstract Existing instructional materials for chemistry offer a huge range of different external representations that can be used by chemistry teachers to support students’ understanding of chemical concepts like the concept structure of matter. In science, different kinds of representations are usually combined forming multiple external representations. Examples are combinations of texts, pictures, figures, diagrams, graphs, tables, schemes etc. However, these multiple external representations often have problematic features and/or do not meet students’ subject-related learning needs. For example, many external representations do not take different representational levels into account and/or mix information on the macroscopic level with those from the submicroscopic level. Such representations have the potential to favor students’ misconceptions who often struggle with separating different representational levels. Therefore, it is important to highlight crucial characteristics of external representations that potentially facilitate students’ learning of chemical concepts at lower secondary schools (age group 10–14). When chemistry teachers consider and reflect crucial characteristics of representations and adapt existing external representations or develop new ones, these new representations can become powerful cognitive tools helping to make instruction in chemistry more effective and coherent. This article answers the question What makes representations good representations in science education? by describing features of effective learning with decisive characteristics of multiple external representations and highlighting these characteristics by means of concrete examples from chemistry learning. Finally, an online tool will be outlined that can help teachers to improve multiple external representations for use in chemistry classes.

Drawing as a versatile cognitive tool.

Drawing is a cognitive tool that makes the invisible contents of mental life visible. Humans use this tool to produce a remarkable variety of pictures, from realistic portraits to schematic diagrams. Despite this variety and the prevalence of drawn images, the psychological mechanisms that enable drawings to be so versatile have yet to be fully explored. In this Review, we synthesize contemporary work in multiple areas of psychology, computer science and neuroscience that examines the cognitive processes involved in drawing production and comprehension. This body of findings suggests that the balance of contributions from perception, memory and social inference during drawing production varies depending on the situation, resulting in some drawings that are more realistic and other drawings that are more abstract. We also consider the use of drawings as a research tool for investigating various aspects of cognition, as well as the role that drawing has in facilitating learning and communication. Taken together, information about how drawings are used in different contexts illuminates the central role of visually grounded abstractions in human thought and behaviour.

The MINDSET Study: Co-Designing Training for Interpreters in Dementia and Cognitive Assessments.

There is a growing demand for interpreter-mediated cognitive assessments for dementia. However, most interpreters lack specialist knowledge of dementia and cognitive assessment tools. This can negatively affect the way instructions and responses are conveyed between clinicians and patients, undermining clinicians' ability to accurately assess for cognitive impairment. This article reports on the co-design of an online dementia training package, MINDSET, which aims to address this gap. Two iterative online co-design workshops were conducted in October and November 2021, using a World Café approach. Sixteen clinicians, interpreters, and multilingual family carers of a person with dementia participated. Based on these workshops, training and assessment materials were developed and tested with 12 interpreters from April to June 2022. The training package comprises online modules: 1) Knowledge of Dementia and Australia's Aged Care System, 2) Briefings and Introductions, 3) Interpreting Skills, 4) Interpreting Ethics, and 5) Cross-cultural Communication. The codesign process highlighted divergent perspectives between clinicians and interpreters on an interpreter's role during a cognitive assessment, but it also facilitated negotiation and consensus building, which enriched the training content. The training is now developed and will be evaluated in a randomized control trial and subsequent implementation study.

Neuropsychological Assessment in Patients with Traumatic Brain Injury: A Comprehensive Review with Clinical Recommendations.

Traumatic brain injury is damage to the brain occurring after birth, often resulting in the deterioration of cognitive, behavioural, and emotional functions. Neuropsychological evaluation can assist clinicians to better assess the patient's clinical condition, reach differential diagnoses, and develop interventional strategies. However, considering the multiple rating scales available, it is not easy to establish which tool is most suitable for the different brain injury conditions. The aim of this review is to investigate and describe the most used neurocognitive assessment tools in patients with traumatic brain injury to provide clinicians with clear indications on their use in clinical practice. Indeed, during the acute phase, after the head trauma, alertness and wakefulness of the patients affected by a disorder of consciousness can be assessed using different scales, such as the Coma Recovery Scale-Revised. In both postacute and chronic phases after traumatic brain injury, general cognitive assessment tools (such as the Mini Mental State Examination) or more specific cognitive tests (e.g., Wisconsin Card Sorting Test and Trail Making Test) could be administered according to the patient's functional status. In this way, clinicians may be aware of the patient's neuropsychological and cognitive level, so they can guarantee a personalized and tailored rehabilitation approach in this frail patient population.

The impact of disease modifying therapies on cognitive functions typically impaired in multiple sclerosis patients: a clinician's review.

Over the last few decades clinicians have become aware that cognitive impairment might be a major cause of disability, loss of employment and poor quality of life in patients suffering from multiple sclerosis [MS].The impact of disease modifying therapies [DMTs] on cognition is still a matter of debate. Theoretically, DMTs could exert a substantial beneficial effect by means of reducing neuroinflammation and brain atrophy, which are established correlates of cognitive dysfunction. The aim of the study was to review the evidence concerning the effect of DMTs on cognitive functions. PubMed, Scopus, and the European Committee for Treatment and Research in Multiple Sclerosis [ECTRIMS] Library were searched for articles concerning the pediatric and adult populations of patients with multiple sclerosis, including clinical trials and RWD, where psychometric results were analyzed as secondary or exploratory endpoints. We reviewed a total of 44 studies that were found by our search strategy, analyzed the psychological tests that were applied, the length of the follow-up, and possible limitations. We pointed out the difficulties associated with assessing of DMTs' effects on cognitive functions, and pitfalls in cognitive tools used for evaluating of MS patients. There is a need to highlight this aspect of MS therapies, and to collect adequate data to make informed therapeutic decisions, to improve our understanding of MS-related cognitive dysfunction and provide new therapeutic targets.

African philosophy for successful integration of technology in higher education

AbstractDue partly to the multimodal and multiscalar nature of technology applications, there lacks theories to explain successful technology integration in teaching and learning in higher education. Such multidisciplinary theories developed primarily within Western contexts as behaviourism, cognitivism, constructivism, connectivism, collaborationism, TPACK framework and authentic learning theory have been used to underpin technology‐enhanced teaching and learning globally. However, their primary focus on basic education and their sensitivity to contextual reality seem to restrict their salience and fecundity to successfully explain technology integration in higher education in the Global South, including Africa. For more contextual relevance and significance, the embodiment in curricula and pedagogy of African knowledge systems and emerging societal needs and challenges is thus critical. Drawing on Asabiyya and Ubuntu humanistic philosophies respectively from Northern and Southern Africa and Yoruba empiricist and Zara Yacob rationalist epistemologies from Western and Eastern Africa, this study proposes African philosophical perspectives to underpin technology integration in higher education. The epistemologies define the nature of student and faculty engagements and strategies, whereas the humanistic philosophies offer values that could guide ethical technology use and engagement. Technologies are conceived alternatively as knowledge banks, communication media and cognitive tools to think through and with. Implications for further research and practice are identified. Practitioner notesWhat is already known about this topic Multidisciplinary theories developed primarily within Western contexts are used to underpin technology‐enhanced teaching and learning globally. Their primary focus on basic education and their sensitivity to socio‐cultural and economic contextual reality restrict their salience and fecundity to successfully explain technology integration in teaching and learning in higher education in the Global South, including Africa. African philosophical, theoretical, conceptual and methodological thinking is critical for successful technology integration. What this paper adds This study interrogated how African philosophies of humanity and knowledge could support successful technology integration in teaching and learning in Africa. Drawing on Asabiyya and Ubuntu philosophies, respectively, from Northern and Southern Africa, the study proposes strategies for making the oppressive faculty–student relationships rampant in African campuses more humane and emancipatory. Drawing on Yoruba empiricist and Zara Yacob rationalist epistemological orientations from Western and Eastern Africa, this study proposes strategies for supporting truly engaging and empowering pedagogies within technology‐enhanced spaces. Implications for practice and/or policy The purpose of education in successful technology‐enhanced spaces needs to aim at improving student capacities and skills for further learning and to ensure full participation in practice communities within and outside higher education. The content of education or curriculum needs to primarily embody African/local philosophical, theoretical, conceptual and methodological thinking, as well as emerging community needs and challenges. The method of education and student assessment need to support and promote the cultivation of student skills and capabilities as well as values and ethics highly needed in their communities and beyond.

APPLICATION OF QR-GENERATOR AS AN INNOVATIVE MEANS OF FORMING EDUCATIONAL CONTENT FOR FUTURE SPECIALISTS IN TECHNOLOGICAL EDUCATION

The peculiarities of the implementation of the educational process in secondary and higher education institutions under martial law are characterized. The need to adapt educational content to modern realities is indicated. The relevance of the use of innovative means of training future specialists in technological education, as well as high school students in the lessons of labor training (technology) is substantiated. The potential possibilities of the QR-generator as an innovative means of educational activity of participants in the educational process of secondary and higher education institutions are outlined. The methodical aspects of its application in the process of creating a teacher’s (lecturer’s) V-card, as well as the project activities of future technological education specialists are determined. An experimental study of the effectiveness of the use of the QR-generator in the educational process of secondary and higher education institutions was conducted. The conclusions from the conducted research are substantiated: the use of the QR code generator in educational technological activities increases the interest of pupils and students in learning the educational material. It will also allow to increase the level of prestige of educational subjects of labor training and technologies in secondary education institutions, as well as increase the effectiveness of the educational process, mastering the strategy of project activity, independent choice of the mode of educational activity, organizational forms and methods of education. The option of replacing illustrative and explanatory teaching methods with a variety of different types of educational activities, focused on the active use of information and communication technologies as tools of cognition and self-cognition, tools of research, construction, measurement and formalization of knowledge is proposed.

Multi-Intelligence English Teaching Model Based on Distance and Open Education

Distance education between the student and the teacher through online sessions can make it difficult for a student who does not understand a concept to ask for clarification. Lack of a physical campus or social pressure from peers can demotivate students from completing their assignments. The framework of multi-intelligence English teaching based on cloud technology (MIET-CT) is introduced to solve these kinds of issues. The method of blended learning (BL) combines in-person instruction with digital resources to improve distance and open education by examining the efficacy of a learning strategy, with an emphasis on collaborative and autonomous learning (CAL) by artificial intelligence (AI). Cloud technology can potentially encourage students' independent learning as a cognitive tool by providing a cloud platform and multimedia instruction by domain modeling. As a result, various English teaching styles have been shown to increase student's motivation to learn and provide more impressive classroom results than conventional methods.

The validation of the Italian version of multiple sclerosis neuropsychological screening questionnaire in Huntington's disease.

Multiple sclerosis neuropsychological questionnaire (MSNQ) is a brief questionnaire useful forscreening patient's and informant's self-perception of cognitive dysfunctions in daily life activities. Our study aims toevaluate the MSNQ validity in Huntington's disease (HD) mutation carriers and to correlate MSNQ scores withneurological, cognitive, and behavioral variables. The study was conducted on a sample of 107 subjects from presymptomatic to the middle stage of HDrecruited at LIRH Foundation and C.S.S. Mendel Institute in Rome. Unified Huntington's Disease Rating Scale(UHDRS), an internationally standardized and validated scale, was used to evaluate motor, functional cognitive,and behavioral domains. Our results showed that in HD subjects, MSNQ has a unidimensional factor structure. Correlationalanalyses indicated a good correlation between the MSNQ-patient version (MSNQ-p) and clinical variables,specifically with cognitive dysfunction and behavioral alterations. Moreover, higher scores in MSNQ-p wereassociated with higher motor disease and functional impairment showing that patients in advanced stage of HDperceive a greater cognitive impairment. These results confirm the questionnaire's reliability. The present study demonstrates the validity and adaptability of MSNQ in the HD populationproposing it as a cognitive tool during routine clinical follow-ups, although further research is needed to determinean optimal cut-off score for this measure.

A Machine-Learning-Based Motor and Cognitive Assessment Tool Using In-Game Data from the GAME2AWE Platform

With age, a decline in motor and cognitive functionality is inevitable, and it greatly affects the quality of life of the elderly and their ability to live independently. Early detection of these types of decline can enable timely interventions and support for maintaining functional independence and improving overall well-being. This paper explores the potential of the GAME2AWE platform in assessing the motor and cognitive condition of seniors based on their in-game performance data. The proposed methodology involves developing machine learning models to explore the predictive power of features that are derived from the data collected during gameplay on the GAME2AWE platform. Through a study involving fifteen elderly participants, we demonstrate that utilizing in-game data can achieve a high classification performance when predicting the motor and cognitive states. Various machine learning techniques were used but Random Forest outperformed the other models, achieving a classification accuracy ranging from 93.6% for cognitive screening to 95.6% for motor assessment. These results highlight the potential of using exergames within a technology-rich environment as an effective means of capturing the health status of seniors. This approach opens up new possibilities for objective and non-invasive health assessment, facilitating early detections and interventions to improve the well-being of seniors.

Usability and feasibility of a digital cognitive screening tool measuring older adults’ early postoperative neurocognitive recovery: a protocol for a pilot study

IntroductionDelayed neurocognitive recovery, also identified as early postoperative cognitive decline (POCD), is a common complication after surgery, with advanced age being the most important risk factor. As the geriatric population...

Dementia Prevalence and Risk Factors: Data From Rural Tanzania.

The burden of dementia is increasing in sub-Saharan Africa (SSA), but there are limited epidemiological data on dementia in SSA. This study investigated the prevalence and associations of dementia in older adults (less than 60y) attending the outpatient department of Mount Meru Hospital in Tanzania. This one-phase cross-sectional study screened a sample using the Identification of Dementia in Elderly Africans (IDEA) cognitive screening tool. Those that screened as having possible and probable dementia were further assessed, and diagnosis of dementia was made according to the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM-IV). Demographic and risk factor data were collected. Within those screened, 57/1141 (5.0%) (95% CI: 3.7-6.3) had dementia. Female sex [odds ratio (OR)=2.778, 95% CI: 1.074-7.189], having never attended school (OR=6.088, 95% CI: 1.360-27.256), alcohol (U/wk) (OR=1.080, 95% CI: 1.016-1.149), uncorrected visual impairment (OR=4.260, 95% CI: 1.623-11.180), body mass index <18.5kg/m 2 (OR=6.588, 95% CI: 2.089-20.775), and stroke (OR=15.790, 95% CI: 3.48-74.475) were found to be significantly, independently associated with dementia. The prevalence of dementia in this population is similar to a recent community-based rate in Tanzania and lower than a hospital-based rate in Senegal. This is the first time the association between visual impairment and dementia has been reported in SSA. Other associations are in keeping with previous literature.

Mine or Alien? The Experience of Body and Corporeality in Sudden Vision Loss

RESEARCH OBJECTIVE: The goal of the article is to describe the specific perceptions of corporeality of an adult who experiences sudden loss of vision. Special emphasis is put on the process of creating a new representation of one’s body.&#x0D; THE RESEARCH PROBLEM AND METHODS: The text focuses on the issues of deconstructing one’s self-image due to the change in experiencing one’s body, temporary incapability of performing daily activities, and problems with avoiding pain and discomfort. A literature search and analysis were conducted.&#x0D; THE PROCESS OF ARGUMENTATION: The main consequences of vision loss in adulthood are presented. A process of creating a new representation of one’s own body is described in reference to the concept of the stages of adjustment to vision loss.&#x0D; RESEARCH RESULTS: When comparing the current appearance and functionality of their body to the situation from before vision loss, persons with acquired vision impairment have a sense of alienation of their body. Along with the loss of vision as a basic cognitive tool, they experience disintegration of their physical “self,” loss of confidence in their other senses, and overall bodily inadequacy. The negative approach to their own corporeality tends to be reinforced by reactions of other people.&#x0D; CONCLUSIONS, INNOVATIONS AND RECOMMENDATIONS: The attitudes and emotions towards one’s body influence the dynamics of adjustment to vision loss, including the motivation of a blind person to actively participate in the rehabilitation process. Psychological rehabilitation should support a person who is losing vision in deconstructing the corporeal ‘self’ and reintegrating a new body image. The issue of the changing body image in the situation of sudden vision loss in adulthood has not been sufficiently researched. There is a need to undertake studies focused on this issue.

Философия или история философии: анализ инверсивных отношений

The article examines the current situation related to the prospects for further development of philosophical knowledge. It is pointed out that in the interpretation of a number of authors, philosophy is now actually reduced to the history of philosophy, turning into a purely historical discipline. Philosophical thought boils down to the analysis and systematization of what was created before, but not to the free search and creation directed to the future. The current situation has been created due to the practice in which every thought does not arise by itself, but is necessarily based on previously expressed thoughts. Philosophy deals mainly not with the actual, but with the previously described and interpreted reality. Therefore, it is almost impossible for modern philosophers to create on virgin soil. In addition, the amount of philosophical knowledge has reached such a volume that it is almost impossible to keep it within individual human memory. A significant part of philosophical research at present is actually aimed at studying the history of philosophy, while such works sometimes do not contain their own thoughts at all. This situation is considered in philosophy as a systemic inversion: the service, subordinate element of the system acquires a dominant meaning in it. Of course, the role of the history of philosophy in this discipline itself cannot be disputed. Philosophy is a kind of cumulative knowledge in which the past is inseparable from the present and the future. However, it is impossible to identify the history of philosophy with philosophy itself, because this approach closes any path leading to the future for philosophical thought. It is implied that philosophers from now on should be engaged exclusively in rethinking what was created earlier. The further development of philosophical thought with this approach is actually denied. However, Aristotle pointed out that even the complete denial of philosophy implies the use of philosophical argumentation, and therefore, willingly or unwittingly forces one to accept the existence of a philosophical discipline. The most important point is that philosophy is a discipline of interest not only for philosophers themselves. Philosophy is not a ‘toy for philosophers’, it is a cognitive tool that is in demand in all other areas of human knowledge. And since science and practice as a whole continue to develop, philosophy will remain in demand precisely as a living, developing discipline, and not as a frozen collection of accumulated thoughts.

FlexCDMs: A Web-based Platform for Cognitive Diagnostic Data Analysis

Cognitive diagnosis is an important component of modern measurement theory and has received widespread attention from researchers in the fields of education and psychological measurement. Existing cognitive diagnosis analysis tools rely on professional software packages (such as R packages), which creates significant challenges for users, especially those who are not familiar with computer programming. To remove this technical barrier, our team has developed a web-based, user-friendly platform, named flexCDMs, for cognitive diagnosis data analysis. This article describes the features of the platform, the functional modules, the implemented cognitive diagnosis models (CDMs) and algorithms, and illustrates the operations of the platform. This platform can be used to analyze data based on various cognitive diagnosis models, carry out Q-matrix theory, model-data fit tests, parameter estimation, quality analysis of cognitive diagnostic tests, differential item functioning (DIF) detection, and Q-matrix modification. It produces various charts and graphs to report results. It is a powerful, yet easy to use cognitive diagnosis data analysis tool. The website for the flexCDMs platform is: http://111.230.233.68:1001/?Id=false&amp;Block

PENGEMBANGAN ALAT EVALUASI KOGNITIF BERBASIS ISPRING SUITE 9 PADA MATERI LARUTAN PENYANGGA DI SMA NEGERI 9 KOTA BENGKULU

This research was a research and development to produce a cognitive evaluation tool based on iSpring Suite 9. The purpose of this study was to determine the feasibility of items and a cognitive evaluation tool based on iSpring Suite 9 on buffer solution material in terms of the assessment of material experts and media experts, knowing the validity empirical and reliability of the items on the cognitive evaluation tool based on iSpring Suite 9 on buffer solution material, and knowing the results of implementing the cognitive evaluation tool based on iSpring Suite 9 on buffer solution material in class XI MIPA 1 SMA Negeri 9 Bengkulu City. The development model used was the ADDIE development model which consists analysis, design, development, implementation, and evaluation. This research was conducted at SMA Negeri 9 Bengkulu City with the research subjects being 10 students of class XI MIPA 1 for small-scale trials and 30 students of class XI MIPA 1 for field testing. The results obtained (1) the feasibility level of cognitive evaluation tools on the material aspect was 94.25% and from the media aspect was 90.83% or in the very feasible category, (2) based on the results of empirical validation obtained 20 valid items, (3) based on the reliability test obtained a coefficient of 0.951 which was included in the very high category, (4) based on the results of the implementation of the cognitive evaluation tool applied in the classroom, it was proven that it can be used to measure student learning outcomes with a mastery percentage of 83.3%.

The Effect of E-Scaffolding in Guided Inquiry Learning on Concept Understanding in Reaction Rate Material

Understanding the concept of an object is needed by students, because the understanding of a concept applies in general so that students can solve more complex problems. This study aims to determine the effect of E-scaffolding in guided inquiry learning on conceptual understanding of reaction rate in class XI IPA MAN 1 Indragiri Hilir E-scaffolding is cognitive assistance in electronic form that given in the guided inquiry learning stage as a cognitive tool to support students. The quasi-experimental research method is used to see the effect of E-scaffolding in guided inquiry learning on conceptual understanding in the control class and the experimental class. The results of the two-way ANOVA hypothesis test with a significance value (0.000) &lt;0.05 indicate that there is a difference in conceptual understanding between the control class and the experimental class. Thus, E-scaffolding can be used as a cognitive assistance for students who have difficulty doing inquiry and cannot be completed independently while in the zone of proximal development (ZPD).

Clinicians' views on cognitive assessment with Aboriginal Australians.

A shortage of standardised cognitive assessment tools for use with Aboriginal Australians is evident. Clinicians also miss the range of guidelines necessary to inform test selection and interpretation for all Aboriginal clients. This mixed methods study examines clinicians' confidence, views and current practices when conducting cognitive assessments with Aboriginal Australian clients. Clinicians were asked about factors that influence their likelihood of using standardised testing in Aboriginal vs non-Indigenous Australian people. Twenty-one health professionals with experience conducting cognitive assessments with Aboriginal and non-Aboriginal Australians participated. Clinicians were presented with a series of different scenarios per the client's level of education and language of origin via an online survey. Clinicians rated their likelihood and confidence using standardised cognitive assessment for each scenario. Open-ended questions captured clinicians' views and information about their current clinical practices. Clients' age, education and language of origin influence the likelihood of clinicians' use of standardised cognitive assessment measures with Aboriginal people. Overall, clinicians reported feeling only slightly more confident working with non-Indigenous clients than Aboriginal clients. Qualitative data indicate a lack of consistency regarding test selection. Clinicians expressed concerns about the validity of available cognitive assessment tools for use with Aboriginal Australians and the absence of evidence to assist decision-making. Cited barriers included language, educational attainment and cultural factors.

Assessing the Relationship Between Digital Trail Making Test Performance and IT Task Performance: Empirical Study.

Cognitive functional ability affects the accessibility of IT and is thus something that should be controlled for in user experience (UX) research. However, many cognitive function assessment batteries are long and complex, making them impractical for use in conventional experimental time frames. Therefore, there is a need for a short and reliable cognitive assessment that has discriminant validity for cognitive functions needed for general IT tasks. One potential candidate is the Trail Making Test (TMT). This study investigated the usefulness of a digital TMT as a cognitive profiling tool in IT-related UX research by assessing its predictive validity on general IT task performance and exploring its discriminant validity according to discrete cognitive functions required to perform the IT task. A digital TMT (parts A and B) named Axon was administered to 27 healthy participants, followed by administration of 5 IT tasks in the form of CAPTCHAs (Completely Automated Public Turing tests to Tell Computers and Humans Apart). The discrete cognitive functions required to perform each CAPTCHA were rated by trained evaluators. To further explain and cross-validate our results, the original TMT and 2 psychological assessments of visuomotor and short-term memory function were administered. Axon A and B were administrable in less than 5 minutes, and overall performance was significantly predictive of general IT task performance (F5,19=6.352; P=.001; Λ=0.374). This result was driven by performance on Axon B (F5,19=3.382; P=.02; Λ=0.529), particularly for IT tasks involving the combination of executive processing with visual object and pattern recognition. Furthermore, Axon was cross-validated with the original TMT (Pcorr=.001 and Pcorr=.017 for A and B, respectively) and visuomotor and short-term memory tasks. The results demonstrate that variance in IT task performance among an age-homogenous neurotypical population can be related to intersubject variance in cognitive function as assessed by Axon. Although Axon's predictive validity seemed stronger for tasks involving the combination of executive function with visual object and pattern recognition, these cognitive functions are arguably relevant to the majority of IT interfaces. Considering its short administration time and remote implementability, the Axon digital TMT demonstrates the potential to be a useful cognitive profiling tool for IT-based UX research.

Does Cognitive Impairment Impact Motor Learning? A Scoping Review of Elderly Individuals With Alzheimer's Disease and Mild Cognitive Impairment.

Individuals with cognitive impairment may have motor learning deficits due to the high engagement of cognitive mechanisms during motor skill acquisition. We conducted a scoping review to address the quality of current research on the relationship between cognitive impairments (i.e., deficits in attention, memory, planning and executive functions) and motor learning among older adults with Alzheimer's Disease or Mild Cognitive Impairment. After screening thousands of articles, we selected 15 studies describing cognitive assessment tools, experimental designs, and the severity of cognitive impairment. Although seven studies reported that cognitive impairment impaired motor learning, most studies included a high risk of bias. We identified multiple assessment tools across these studies that make comparisons among findings difficult. Future research in this area should focus on the influence of increased practice days during motor learning acquisition and incorporate both retention and transfer tests. Cognitive assessments should target the specific cognitive skills or deficits most closely related to the motor learning process.