Development Of Cognitive Skills Research Articles

Content Analysis of the EFL Textbook Units According to Bloom’s Taxonomy: Between Theory and Practice

Content Analysis of the EFL Textbook Units According to Bloom’s Taxonomy: Between Theory and Practice

Cornerball: a new alternative sport proposal for school physical education.

Physical Education has had to evolve and change throughout history to adapt to the demands of society. As a result, teachers have had to seek pedagogical alternatives to ensure that students are active, motivated, and engaged in the classroom. This approach allows for the development of motor, cognitive, and socio-emotional skills in students, ultimately contributing to the holistic development of the individual, which is the primary goal of education. Out of this intrinsic need for Physical Education, Alternative Sports have emerged, providing opportunities for different types of learning compared to more traditional sports. Cornerball, a hybrid between split-court and wall-based sports, played in a somewhat unique playing area-a 90° corner, is introduced with the aim of offering a new Alternative Sport. The objective of this descriptive study is to present a new pedagogical proposal designed for the educational context, highlighting its characteristics and fundamental aspects to consider, such as rules, the playing field, participants, and methodological strategies for its implementation within a Physical Education classroom. Therefore, the aims and purposes of this work are to describe a new sports game so that in the future, more detailed and specific empirical studies can be proposed.

Caregiver reactions to babbling organize turn-taking interactions: Facilitative effects of vocal versus non-vocal responses.

Turn-taking interactions are foundational to the development of social, communicative, and cognitive skills. In infants, vocal turn-taking experience is predictive of infants' socioemotional and language development. However, different forms of turn-taking interactions may have different effects on infant vocalizing. It is presently unknown how caregiver vocal, non-vocal and multimodal responses to infant vocalizations compare in extending caregiver-infant vocal turn-taking bouts. In bouts that begin with an infant vocalization, responses that maintain versus change the communicative modality may differentially affect the likelihood of further infant vocalizing. No studies have examined how caregiver response modalities that either matched or differed from the infant acoustic (vocal) modality might affect the temporal structure of vocal turn-taking beyond the initial serve-and-return exchanges. We video-recorded free-play sessions of 51 caregivers with their 9-month-old infants. Caregivers responded to babbling most often with vocalizations. In turn, caregiver vocal responses were significantly more likely to elicit subsequent infant babbling. Bouts following an initial caregiver vocal response contained significantly more turns than those following a non-vocal or multimodal response. Thus prelinguistic turn-taking is sensitive to the modality of caregivers' responses. Future research should investigate if such sensitivity is grounded in attentional constraints, which may influence the structure of turn-taking interactions.

Learning and Memory Impairments With Attention-Deficit/Hyperactivity Disorder

ADHD is a common chronic neurodevelopmental disorder and is characterized by persistent inattention, hyperactivity, impulsivity and are often accompanied by learning and memory impairment. Great evidence has shown that learning and memory impairment of ADHD plays an important role in its executive function deficits, which seriously affects the development of academic, cognitive and daily social skills and will cause a serious burden on families and society. With the increasing attention paid to learning and memory impairment in ADHD, relevant research is gradually increasing. In this article, we will present the current research results of learning and memory impairment in ADHD from the following aspects. Firstly, the animal models of ADHD, which display the core symptoms of ADHD as well as with learning and memory impairment. Secondly, the molecular mechanism of has explored, including some neurotransmitters, receptors, RNAs, etc. Thirdly, the susceptibility gene of ADHD related to the learning and impairment in order to have a more comprehensive understanding of the pathogenesis. Key words: Learning and memory • ADHD • Review

Cognitive and effective skill development with literature

This article gives information about the essence of critical thinking for diverse viewpoints which is vital in today's world. The significance of literature in skill development is multifaceted and profound. It not only shapes our cognitive abilities but also cultivates essential active skills, fostering personal growth and societal understanding.

Ecological dynamics approach in physical education to promote cognitive skills development

The aim of this paper is to carry out a theoretical transposition of the principles of the ecological dynamic approach in the field of physical and sports education, aimed at defining educational approaches capable of promoting an effective acquisition of cognitive skills, through the practice of physical activity and sport. Physical education, according to an ecological dynamics perspective, considers the performer a complex adaptive system, which interacts with the environments in a functionally integrated way, underlining the interrelationship between motor processes, cognitive and perceptive functions. The cognitive area of Life Skills (Cognitive Life Skills, CLS), divided by the WHO, into decision making, problem solving, creative thinking and critical thinking processes, can be framed as an intrinsic part of goal-directed behaviour influenced by functional constraints determined by individual-environment interaction. Therefore, physical and sport activity practiced according to the principles of the ecological dynamic approach can be configured as an elective tool to promote the development of cognitive skills. In this article, the relevant theories of ecological dynamics are discussed and recent empirical data on the perceptual-cognitive processes which are activated through the practice of physical education and sport are described to underline the potential of such practices for the development of cognitive skills. The development of this specific theoretical transposition represents a starting point for the definition and experimentation of ecological dynamic interventions designed with the aim of investigating the effects of physical and sporting activity on the development of cognitive skills for life.

Identifying the Quality of Lower-Grade Primary School Rhythmic Activity Learning

This study aims to determine the quality of learning Physical Education Sports and Health (PJOK) material on rhythmic activities implemented by PJOK teachers. This research includes descriptive research using a mixed method design by combining quantitative data as the primary data and qualitative as secondary data. The sample of this study was 116 elementary physical education teachers in DIY using a random sampling method. This research instrument uses an online questionnaire adopting the QPE (Quality Physical Education) instrument, modified according to research needs. There are three variables and 19 questions in this instrument, with the results namely (1) Quality teaching as many as six indicators, of all respondents there were 39% respondents chose the answer Yes, and as many as 61% chose the answer No. (2) Skill Development and Bodily Physical Education as many as six indicators. (2) Skill Development and Bodily Awareness as many as eight indicators, 42% of respondents chose the answer Yes, and 58% chose the answer No. (3) Cognitive Skill Development as many as five indicators, 37% of respondents chose the answer Yes, and 63% chose the answer No. The results illustrate that most respondents still choose Yes, and 63% choose No. These results illustrate that most respondents still cannot correctly fulfill the quality of rhythmic activity learning due to various factors according to the qualitative data presented in each variable, with the average data of the answer "yes" of 39%, which is in the category of poor quality. Keywords: Quality of Learning, Rhythmic Activity, Lower Primary School.

A Critical Appraisal: Elementary School Coding Education Effectiveness with Scratch in Alignment with Cognitive Development, Analyzed through Piagetian Lens

The digitalization has revolutionized the education sector by integrating technology and bringing about significant changes. Computational Thinking (CT), an indispensable skill for the 21st century, has now become an integral part of school curricula in several countries worldwide. Focused on enhancing CT skills, programming education, especially through Scratch, Scratch simplifies programming concepts, making it suitable for elementary school children aged 7 to 11 years. Aligned with Piaget's concrete operational stage, emphasizing organized and rational thinking. Hence, this study aims to delve deeper into how Scratch programming education can meet the cognitive developmental needs of children in this phase. The research methodology used is a literature review, employing data from textbooks, journals, scholarly articles, and literature reviews that contain concepts central to the research focus. The data analysis involves collecting relevant research findings, organizing, and systematically recording information. The results indicate that Scratch not only provides a platform for learning programming but also supports the development of concrete operational cognitive skills taught in Piaget's theory. Through creativity in designing Scratch projects, children can apply and strengthen their understanding of concepts such as seriation, classification, reversibility, conservation, and the elimination of egocentrism. But, it's essential to consider an approach tailored to the developmental characteristics of children when designing programming education at the elementary level. This study is expected to provide concise guidance for educators and policymakers in formulating programming education that optimally fosters cognitive development in elementary school children.

Blooming and pruning: learning from mistakes with memristive synapses

Blooming and pruning is one of the most important developmental mechanisms of the biological brain in the first years of life, enabling it to adapt its network structure to the demands of the environment. The mechanism is thought to be fundamental for the development of cognitive skills. Inspired by this, Chialvo and Bak proposed in 1999 a learning scheme that learns from mistakes by eliminating from the initial surplus of synaptic connections those that lead to an undesirable outcome. Here, this idea is implemented in a neuromorphic circuit scheme using CMOS integrated HfO2-based memristive devices. The implemented two-layer neural network learns in a self-organized manner without positive reinforcement and exploits the inherent variability of the memristive devices. This approach provides hardware, local, and energy-efficient learning. A combined experimental and simulation-based parameter study is presented to find the relevant system and device parameters leading to a compact and robust memristive neuromorphic circuit that can handle association tasks.

Enriching Minds: The Gifted Education Landscape in the Syrian Arab Republic

Promoting the education of talented and gifted students is a crucial aspect of establishing a strong society focused on scientific knowledge. This praxis article delves into the implementation of strategies in the Syrian Arab Republic to support and identify gifted students, focusing on initiatives such as the Syrian Scientific Olympiad, the National Centre for Distinguished Students, and Academic Programs for Distinguished Students. Data collection methods utilized in this study shed light on the outcomes of these initiatives and measures taken to promote gifted education in Syria. The analysis of this data provides insights into the impact of these programs on gifted students in crisis-stricken regions. The study emphasizes the significant role played by the Distinction and Creativity Agency in nurturing exceptional talents and fostering personal growth. Overall, the support provided to gifted students contributes to cognitive advancement, psychological well-being, and skill development, enhancing their overall well-being and paving the way for successful futures. The government's commitment to supporting gifted education in the Syrian Arab Republic reflects its dedication to promoting talent and creativity in the Arab region.

Chinese University Students' Growth in Critical Thinking: Accounting for School Transition and Selection Effects

Evaluating cognitive ability and skills development in higher education presents challenges because the focal outcome often serves as, or at least is reflected in, selection criteria for college admission decisions. Additionally, the baseline abilities and skills gained from earlier educational experiences impact students' further learning outcomes. To address these challenges, we propose an integrated framework for estimating students' growth that accounts for lasting transition effects and varying selection effects. Using a nationally representative longitudinal sample of Chinese university students, we found that students experienced medium-sized growth (0.67) in critical thinking skills, with a large effect size observed for evaluating the reasoning of an argument, a medium effect size for evaluating argument implications, and no significant growth in evaluating argument credibility. Our estimates of transition effects showed that the impact of earlier education experience on students' critical thinking growth diminished in the college years. After controlling students' socioeconomic status and the college entrance examination scores, we found that the within-university advantage in the college entrance examination served as a factor in explaining the university impacts on students’ critical thinking. Our findings provide rich insights into improving the evaluation of critical thinking skills in Chinese universities, and our illustrative framework can also be applied to similar education contexts.

Early Childhood Development and Social Mobility in China

Purpose Infancy and early childhood are critical stages for the development of both cognitive and socioemotional skills, which are predictive of subsequent academic success, labor market outcomes, and socioeconomic achievement. Empirical research both in China and in other countries has revealed that nurturing quality is increasingly divergent among social classes, leading to intergenerational accumulation of advantage/disadvantage, declining social mobility, and exacerbating class inequality. The article aims to systematically examine existing theoretical and empirical research on early childhood development and social mobility and provide a holistic comparative and analytical framework for future research in the context of China. Design/Approach/Methods This article systematically reviews relevant theories and empirical research in the field and provides preliminary findings of early childhood education investment in China, using the data from the China Family Panel Studies (CFPS). Specifically, the article focuses on the differences in early childhood education investment and child development among families of different socioeconomic statuses and discusses the potential impact of these differences on children's future development. Findings The findings of this study reveal distinct patterns in early childhood education investment and child development across diverse socioeconomic strata in China. China's initiatives to enhance children's education and human capital have robust theoretical foundations and timely policy implications. However, despite the ongoing efforts, early childhood parenting and education programs lack systematic research, emphasizing the urgent need for intervention programs and comprehensive databases to inform evidence-based policymaking. Originality/Value The article concludes with a comprehensive analytical framework for the study of early childhood development and social mobility in China, which has implications for promoting human capital investment and facilitating social mobility.

Update on the use of gamified educational resources in the development of cognitive skills

Introduction: the use of game elements and game design techniques in content unrelated to the same is known as gamification. It is likely that gamified environments generate a fruitful scenario to evoke complex processes within higher nervous activity and thus develop cognitive skills. This facilitates its application for educational purposes. The objective was to characterize the use of gamified educational resources in the development of cognitive skills. Method: a total of 27 articles in Spanish and English were reviewed, from Pubmed, Scielo and Scopus; using as keywords: gamification, game, cognition, being more than 50% of the last five years.Result: gamification improves the services in which it is applied through playful experiences, it can positively influence aspects of the student experience such as level of interest, intellectual intensity and intrinsic motivation, by providing opportunities for autonomy, relationship and competition. There is a strong need for further exploration and experimentation to provide a gamified design that meets user preferences, tailored to individual characteristics. Conclusions: Gamified educational environments facilitate learning like a game. Through gamification it seems to increase motivation, commitment, active interaction, level of interest, critical thinking, intellectual intensity and intrinsic motivation. The effectiveness of gamification largely depends on the use of different game features and how they are implemented

Investigation of the Strategies to Regulate the Usage of AI Chatbots in Higher Education: Harmonizing Pedagogical Innovation and Cognitive Skill Development

This study investigates the strategies for regulating the usage of AI chatbots in higher education to harmonize pedagogical innovation and cognitive skill development among graduate students. The study adopts a qualitative methodology that involves semi-structured interviews with 12 lecturers from 11 Zimbabwean universities. The findings reveal that although AI chatbots present opportunities to enhance learning experiences and cognitive skill development, their usage by graduate students presents challenges that require regulation. Negative perceptions of using AI chatbots by graduate students included cheating, plagiarism, and reduced interaction. Positive perceptions had research flexibility and cheapness. To regulate AI chatbot usage in higher education, lecturers employed active learning strategies and tailor-made coursework. At the same time, universities implemented Viva Voce and AI software detectors to discourage cheating and plagiarism. The study contributes to the literature on AI chatbots in education by highlighting the importance of cultural and social factors in their integration. The findings provide practical implications for educators and institutions in regulating the usage of AI chatbots in higher education, thus promoting cognitive skill development while avoiding their negative impact.

Vertical stratification and seasonality of fecal indicator bacteria in New York City playground sandboxes

Sandboxes in public play spaces afford a crucial opportunity for urban children to engage in naturalistic play that fosters development of cognitive, social, and motor skills. As open pits, sandboxes in New York City public playgrounds are potentially exposed to fecal inputs from various sources, including wild and domestic animals. A longitudinal study of thirteen sandboxes located in public playgrounds on the east side of Manhattan reveals ubiquity of the fecal indicator bacteria enterococci and Escherichia coli through all seasons. The highest concentrations of bacteria occur in surface sand (n = 42; mean enterococci 230 MPN/g and E. coli 182 MPN/g dry weight), with significantly lower levels at depths below the surface (n = 35; mean enterococci 21 MPN/g and E. coli 12 MPN/g dry weight), a stratification consistent with fecal loading at the surface. Generalized linear mixed models indicate that sand depth (surface vs. underlayers) is the most influential variable affecting bacterial levels (P <0.001 for both enterococci and E. coli), followed by sampling season (P <0.001 for both). Bacterial concentrations do not vary significantly as a function of playground location or ZIP code within the study area. Children’s exposure while playing in sandboxes likely reaches 105 enterococci and 104E. coli in a typical play period. Microbial source tracking to identify fecal hosts reveals dog, bird, and human biomarkers in low concentrations. Open sandbox microcosms installed at ground level in the urban environment of Manhattan are fouled by enterococci and E. coli within two weeks, while adjacent closed microcosms exhibit no fecal contamination over a 33-day sampling period. Collectively, our results indicate that increasing the frequency of sand refills and covering sandboxes during times of disuse would be straightforward management strategies to mitigate fecal contamination in playground sandboxes.

Associations between physical activity and development in preschool-aged children born

ObjectiveTo investigate the effect of physical activity (PA) on development (motor, cognitive, social-emotional) in children 4–5 years old born <30 weeks’ gestation, and to describe subgroups of children at risk...

Integrating technology and special education: innovative approaches to teaching Autism

This research addressed the integration of technology in special education, focusing specifically on the teaching of students with autism. The main objective was to examine innovative technological approaches applied to special education and assess their effectiveness in the educational process of individuals with autism. Using a literature review methodology, several studies and articles discussing the use of technologies such as digital games, virtual reality, flipped classroom, and collaborative learning in the context of special education were analyzed. The results revealed the significant impact of these technologies on improving engagement and the development of social and cognitive skills in students with autism. However, challenges such as accessibility, costs, and the need for specific educator training were identified. Future perspectives indicate an optimistic scenario, with the continuous evolution of educational technologies promoting increasingly personalized and inclusive approaches. The study concluded by emphasizing the importance of technology as a valuable resource in the education of individuals with autism, despite the existing challenges.

Integración de las TICs en el aula: Un análisis de su impacto en el rendimiento académico

The incorporation of Information and Communication Technologies (ICTs) in education has revolutionized teaching and learning. This article analyzes the impact of ICTs on academic performance, highlighting their benefits, such as improved comprehension and retention of content, development of cognitive and metacognitive skills, and positive influence on grades. However, it is stressed that the mere presence of technology does not guarantee optimal results. Factors such as teacher training, quality of educational software, connectivity and attitudes towards ICTs are determinants in their success. Educational policies and institutional guidelines also play a crucial role in promoting these tools. As the world becomes digitized, it is essential that institutions and educators adapt to maximize the benefits of ICT, preparing students for the challenges of the future with relevant skills. In conclusion, the effective integration of ICTs in the classroom is an investment in the educational future and in the integral development of students.

Exploring graduate students’ perception and adoption of AI chatbots in Zimbabwe: Balancing pedagogical innovation and development of higher-order cognitive skills

Exploring graduate students’ perception and adoption of AI chatbots in Zimbabwe: Balancing pedagogical innovation and development of higher-order cognitive skills

It's all in the stars: The Chinese zodiac and the effects of parental investments on offspring's cognitive and noncognitive skill development

AbstractParental investments in children's cognitive and noncognitive outcomes are deeply important to policymakers. However, because parental investments are arguably endogenous, estimating their importance empirically poses a challenge. To address this challenge, this paper exploits a rich and novel dataset, the China Family Panel Studies, and proposes a culture‐specific instrumental variable based on the Chinese zodiac. By comparing the outcomes of children born just before and just after the cutoff for a “lucky” (or ‘unlucky’) zodiac sign, we find that parents' investments have significant effects on offspring's development of both cognitive and noncognitive skills.