Development Of Cognitive Skills Research Articles

Conducta autolesiva e ideación suicida en la adolescencia: desafíos en la Educación Profesional y Tecnológica

This article aims to communicate the results of the research entitled “Pedagogy of presence applied to the prevention of suicidal ideation and self-harm in adolescence”, developed at the Federal Institute of Rondônia. The objectives of the study were to contribute to the pedagogical management of the problem of suicidal ideation and self-harming behavior in adolescents, through theoretical reflection and transfer of two educational products. The research was developed in a qualitative approach, based on the Educational Action Research methodology. The results indicate that the school is both a factor of stress and illness and it has the potential to contribute to the promotion of students' mental health, self-care and care for others. It is argued that an omnilateral training, supported by the Pedagogy of Presence is capable of favoring the understanding of the structural and conjunctural factors of our time - which favors the reduction of personal frustrations, the flexibilization of the notions of failure and success among adolescents, and the development of cognitive and socio-emotional skills, in addition to what has been stimulated by neoliberal education reforms.

The effects of educational games on the development of some cognitive skills in children aged (4-5) years

The research problem was the importance of the acquisition of these skills for the child, especially in the early stages of his life, since the researcher noticed that some children have weaknesses in their cognitive abilities. This led him to study this important aspect and look for the reasons that lead to the development of such weakness by determining the level of their cognitive abilities. Then he should work to develop them through a program of educational games and benefit from some games in the development of this important aspect in the child's life. The aim of the study is to create a program of educational games for the development of cognitive skills of children in Riyadh aged 4-5 years and to determine the effect of a program of educational games in the development of these cognitive skills. According to the findings, the educational games program had a positive impact on developing the cognitive abilities of Riyadh children aged (4-5) years, and there is a clear preference for the program prepared in developing those abilities in Riyadh children aged (4-5) years between the control and experimental groups. In favor of empiricism, the researcher recommended the use of educational games in kindergartens due to their importance in developing children's cognitive abilities.

Barriers and Benefits: Student–Faculty Interaction Shaped by Institutional Racism

Using structural equation modeling, this study identifies the direct and indirect relationships among campus diversity climate, faculty attitudes, student–faculty interaction, and cognitive skills development, examining how the relationships differ by students’ race/ethnicity. With data from the University of California Undergraduate Experience Survey (UCUES) and a sample of 28,688 junior and senior students across 10 campuses, findings showed that Students of Color found faculty to be less accessible, the diversity climate less respectful, and faculty’s treatment of students less equitable than their White peers perceived them to be. These disparities hindered more frequent interactions between Students of Color and faculty, ultimately resulting in less gains in cognitive development for this population. Findings from the study suggest that faculty play a key role in cognitive skills development for Students of Color.

School Readiness Test and Intelligence in Preschool as Predictors of Middle School Success: Result of an Eight-Year Longitudinal Study.

Research has shown that the development of cognitive and social skills in preschool predicts school readiness in kindergarten. However, most longitudinal studies are short-term, tracking children’s development only through the early elementary school years. This study aims to investigate the long-term impact of preschool predictors, intelligence, and mothers’ education on grade six school performance. This study presents the results of an eight-year-long longitudinal study. The sample includes 202 Hungarian children (89 boys) from a disadvantaged region of southeastern Hungary. The independent variables were the preschool measures: DIFER (Diagnostic System for Assessing Development), a widely used, standardized school readiness test that measures cognitive and social skills; the Raven intelligence test; and socioeconomic status. The dependent variables in grade six were: National Standardized tests in math and reading (NABC, National Assessment of Basic Competencies) and school grades (GPA). Cronbach’s alpha reliability of each test is above 0.76. Correlations and a series of multiple regressions were used for analysis. All three independent variables have significant predictive power for school performance in sixth grade. DIFER skills were the best predictors for reading achievement, intelligence for math achievement, and GPA was best predicted by mothers’ education. The results show that developing preschool skills, mothers’ education and IQ in preschool are essential to long-term learning success.

Exploring the impact of postponing core clerkships on future performance

ABSTRACT Despite the many clerkship models of medical education, all can be considered a form of experiential learning. Experiential learning is a complex pedagogical approach involving the development of cognitive skills in an environment with a unique culture with multiple stakeholders, which may impact learner motivation, confidence, and other noncognitive drivers of success. Students may delay the transition to the clerkship year for myriad reasons, and the intricate nature of experiential learning suggested this may impact student performance. This retrospective, observational study investigated the impact of clerkship postponement by measuring subsequent clerkship performance. Pre-clerkship and third-year clerkship performance were analyzed for three cohorts of students (classes of 2018, 2019, and 2020, N = 274) where students had the option to delay the start of their clerkship year. A mixed analysis of variance (ANOVA) and paired t-tests were conducted to compare academic performance over time among students who did and did not delay. Across three cohorts of students, 12% delayed the start of the clerkship year (N = 33). Regardless of prior academic performance, these students experienced a significant reduction in clerkship grades compared to their non-delaying peers. Delaying the start of the clerkship year may have negative durable effects on future academic performance. This information should be kept in mind for student advisement.

Asociación entre el uso de medios electrónicos, hitos del desarrollo y lenguaje en infantes

The use of electronic media has increased in early childhood. During early childhood, language and motor skills are important for the development of other cognitive skills. Therefore, it becomes essential to study how the use of screens is associated with these important skills in the first years of life. The objective of the following research was to describe the use of electronic media (i. e., TV, cellphone and tablet) and its association with language and developmental milestones in the first years of life. Participants were 253 primary caregivers of infants between 2 to 48 months (M = 30.17 months, SD = 10.82, female = 124). Parental reports of infant media use, motor and language development milestones, the MacArthur-Bates Communicative Development Inventory (CDI) and the Permanent Household Survey (EPH) for sociodemographic variables were used. The results showed that, on average, infants began to use screens during the first year of life at an average of one hour per day with TV as the most used medium and video viewing as the activity they did the most. The number of hours of devices usage was positively associated with lexical density and sentence use. Furthermore, starting device use at a later age was associated with lower scores in language reports and later milestones of motor and language development. No differences were found based on the type of device content and sociodemographic variables. Results indicate that the excessive use of screens could affect some early skills, although it is necessary to investigate the context in which they are used. https://doi.org/10.16888/interd.2022.39.3.9

Association between fundamental motor skills and executive function in preschool children: A cross-sectional study.

ObjectiveThe main purpose of this study was to explore the association between early fundamental motor skills (FMS) and executive function (EF) in preschool children.MethodsA total of 394 young children (4.07 ± 0.76 years) were evaluated. The FMS and EF were evaluated using the Test of Gross Motor Development-2 (TGMD-2) and the NIH Toolbox Cognition Battery (NTCB), respectively.ResultsTotal FMS score was moderately and positively correlated with total EF score (r = 0.33, p < 0.001) and was a significant predictor of total EF score (β = 0.37, p < 0.001). Specifically, locomotor skills were significant predictors of inhibition control (β = 0.21, p < 0.001), working memory (β = 0.18, p < 0.01), and cognitive flexibility (β = 0.24, p < 0.001), while object control skills were only significant predictors of inhibition control (β = 0.17, p < 0.01).ConclusionFMS were significantly and positively correlated with EF and were significant predictors of EF. Early childhood policymakers, preschool teachers, and researchers should take these connections seriously and implement appropriate complex motor intervention programs in future teaching to stimulate the development of both motor and higher-order cognitive skills in preschool children.

Sensory Processing and Occupational Participation

ABSTRACT Children with atypical sensory integration have difficulty responding to the processing and/or organization of sensory information, this disability affects functional participation in routines and activities of daily living. Participation is defined as involvement in life situations, it is essential to promote life experiences and the development of sensorimotor, cognitive, and social skills. Improving these skills, in turn, allows children to fully participate in age-appropriate activities and occupations. This study aimed to investigate the putative association between sensory processing and occupational participation in children with neurotypical development. Parents or caregivers of 186 children, aged between 6 and 10 years old, completed the Sensory Profile Caregiver Questionnaires (SPCQ) and the Participation in Childhood Occupations Questionnaire (PICO-Q). Surprisingly, 80 children (43%) presented atypical sensory integration. This sub-group presented several associations between the SPCQ and the areas evaluated by PICO-Q, suggesting an association between sensory processing and occupational participation. We suggest that it is important to carry out screenings for sensory integration in preschool children, to promote better occupational participation in school-aged children.

Reforms in higher education in India

The world is transforming quickly, with it, the requirement for universal access to top-notch higher education. The present shift toward higher quality is the most effective way of developing and maximizing our country's vast talent pool. The new National Education Policy is being created to address the challenges of making every higher education institution a reputable and best institution for higher education. It is in shambles, and there is a lack of emphasis on cognitive skill development and learning outcomes. Higher education helps to shape a nation that is enlightened, socially conscious, ethical, knowledgeable, and skilled in devising and implementing effective solutions to its problems. The proposed reforms in India's Higher Education System, regulatory structure, and teaching pedagogy are analysed in this paper. The expenditures of various countries on education, including SAARC and BRICS, were also compared to their respective GDPs.

DESIGN SKILLS WORKSHOPS AND EXAMPLES OF GOOD PRACTICE

Developed countries in the world are introducing new reforms, especially in education, integrated with the 21st-century skills that many organizations have announced. In line with these goals, one of the targets set by the Ministry of National Education in our country with the 2023 Vision Document is design skill workshops. The aim of this study is to determine the criteria for establishing the Design and Skill Workshops targeted with the 2023 Vision Document in primary and secondary schools and to present a scientific study on how to create them in schools with application examples. The first stage of the study is the type of descriptive analysis. The criteria of the two workshops determined in the first stage were determined by expert opinions and the workshops were tried to be established in the school determined within the framework of these criteria. In order to achieve these aims of the research, quantitative and qualitative data were collected and analyzed. The qualitative data obtained in the research were used to explain the quantitative data and to ensure internal consistency. For this reason, "exploratory sequential design", one of the mixed research methods, was used in the research. For this reason, after the establishment of two sample workshops in Stage 2, the knowledge and skills of the students who received training from this workshop were analyzed with post-application self-evaluation forms, and the letters containing their feelings and thoughts about the workshops were analyzed with the Maxqda 2020 program. Thus, the results about the effectiveness of the workshop establishment criteria in gaining skills were revealed and evaluated. According to the findings obtained in the workshop studies; It has been seen that the students enjoy the workshops, improve their self-confidence, and contribute to the development of psychomotor, cognitive, affective and language skills. It has been seen that design and skill workshops have important contributions to students' acquisition of targeted 21st-century skills. It has been seen that the targeted gains in the modular programs developed in the workshops are gained by the students and reveal their existing skills of the students. The criteria of the workshop, which is planned to be opened according to the possibilities, should be determined by considering the interests, wishes and abilities of the students in schools, and workshops should be established in parallel with this criterion and carried out by teachers who are experts in their fields.

The impact of sex chromosome trisomies (XXX, XXY, XYY) on gaze towards faces and affect recognition: a cross-sectional eye tracking study

BackgroundAbout 1:650–1000 children are born with an extra X or Y chromosome (47,XXX; 47,XXY; 47,XYY), which results in a sex chromosome trisomy (SCT). This international cross-sectional study was designed to investigate gaze towards faces and affect recognition during early life of children with SCT, with the aim to find indicators for support and treatment.MethodsA group of 101 children with SCT (aged 1–7 years old; Mage= 3.7 years) was included in this study, as well as a population-based sample of 98 children without SCT (Mage= 3.7). Eye gaze patterns to faces were measured using an eye tracking method that quantifies first fixations and fixation durations on eyes of static faces and fixation durations on eyes and faces in a dynamic paradigm (with two conditions: single face and multiple faces). Affect recognition was measured using the subtest Affect Recognition of the NEPSY-II neuropsychological test battery. Recruitment and assessment took place in the Netherlands and the USA.ResultsEye tracking results reveal that children with SCT show lower proportion fixation duration on faces already from the age of 3 years, compared to children without SCT. Also, impairments in the clinical range for affect recognition were found (32.2% of the SCT group scored in the well below average range). ConclusionsThese results highlight the importance to further explore the development of social cognitive skills of children with SCT in a longitudinal design, the monitoring of affect recognition skills, and the implementation of (preventive) interventions aiming to support the development of attention to social important information and affect recognition.

Adolescent's time use and skills development: Do cognitive and non-cognitive skills differ?

This study looks at the association of adolescent’s time use on the acquisition of cognitive and non-cognitive (psychological and social) skills, thus contributing to the literature on parental investment and skills development. Specifically, using data relating to adolescent’s time spent on school, study, sleep, and play, we investigate how these relate to cognitive and non-cognitive skills of older Indian children. For cognitive skills we use Peabody Picture Vocabulary Test (PPVT), which is a well-accepted measure of verbal intelligence. For non-cognitive skills, we construct a self-esteem variable using pride and shame questions; and a resilience variable using questions pertaining to whether an adolescent can get external help for coping with problems. Our results suggest that time use in all four types of activity has a positive association in the development of cognitive skills but competing associations when it comes to non-cognitive skills. We conclude that parental inputs into skills development, such as guidance about adolescent’s time-use, are likely to have a differential association depending on the kind of skills being developed.

The Development of Cognitive and Noncognitive Skills in Students in the Autonomous Province of Trento

The analysis of what human capital (HC) is has a long history and culminates in the acknowledgment that HC and its growth are very important for both cognitive education (cognitive skills (CSs)) and personal life (noncognitive skills (NCSs)) and that CSs and NCSs have a strong reciprocal relationship, as studies by Heckman demonstrated. The present contribution (following Heckman’s approach) analyzed the relationship between CSs and NCSs in a sample of middle school students in the Autonomous Province of Trento. The second goal of the research was to verify whether educational teaching behaviors improved students’ personalities. Aside from the use of administrative data (INVALSI data, 2015 and 2018), one survey was administered in the 2018–2019 schooling year to verify the relationship between NCSs and CSs. Moreover, we sought to determine whether education teaching behavior improved the students’ personalities (1522 students in 25 schools) and whether programs could enhance NCSs. Methodological tools for the analysis involved the generalized least squares approach to answer the first question and a difference-in-differences model for the second. The main results showed that the levels of NCSs affected the ability to learn and improve CSs; a challenging teaching approach, especially if accompanied by programs improving its quality, had positive results. Finally, the research suggested that a wider, national-based survey following students from primary to secondary school would allow for a greater understanding of the dynamics of CSs and NCSs.

THE IMPACT OF PHYSICAL ACTIVITY IN DEVELOPMENT OF COGNITIVE AND NON-COGNITIVE SKILLS OF PHYSICAL EDUCATION STUDENTS

This study aimed to find out the impact of physical activity in development of cognitive and non-cognitive skills of the physical education students. All male and female physical education students at northern Panjab were the population of current study. Thus, there is dire need to carry-out pragmatic research on theme of sports education and its relationship with cognitive and non-cognitive skills. The Likert scale was used for data collection which cover all aspect of sports and validity and reliability was done accordingly. The collected data was then put into SPSS to tabulate and arrange the data to attain the desired results. Findings of this study revealed that the score of participants and non-participants at both ends between male and female was different. Findings further revealed that the physical activity played a partial role between sports, cognitive and non-cognitive skills among youth of physical education. The physical activity was tested positive and significant in relationship with sports and cognitive skills. This study thus confirmed the significant connection between physical activity and sports in-between cognitive and non-cognitive skills.

EXAMINATION OF EXECUTIVE FUNCTIONS AFFECTING SPORTS PERFORMANCE IN THE CONTEXT OF ATHLETE EXPERIENCE

Introduction: In our research, we investigated the components, executive functions, and cognitive abilities underlying decision-making in sports performance using a computer-based test system. To define the athlete experience, we classified athletes according to an exact, unambiguous definition following international terminology, based on their performance, achievement, playing age, and sport's popularity. We hypothesize that team athlete with significant athletic experience will perform better on the executive function test. &#x0D; Methods: A cross-sectional study was conducted on team athletes N=52. The VTS-DT test was used to measure executive function. The classification of athlete experience was based on an internationally accepted taxonomy defined with scientific precision (SWANNN, 2015). &#x0D; Results: When classified by athlete experience, the athletes we studied fell into amateur and elite categories. The DT/S2 scores of the two groups were compared based on each factor. We obtained trend-like correlations for the factors 'number of reactions', 'number of stimulations,' and 'number of good responses. Correlation analysis was performed between the factors on a group-by-group basis. When examining the relationship between reaction time, we found that there is a strong relationship with the number of stimulations (amateurs: r = -0.80; elite athletes: r = -0.87) since the faster someone is (i.e., the less reaction time), the more times they can respond to stimulations. Looking at the results for elite athletes, we also observe a moderately strong relationship between reaction time and the number of good responses (r = -0.68). We may suggest that experienced athletes could produce better responses faster than less professional athletes.&#x0D; Conclusions: Our hypotheses were partially confirmed, as we found a trend-like correlation that elite athletes scored higher on the DT test, which examined athletes' executive functions in a complex, adaptive way. Our research demonstrates that, on the one hand, it is worthwhile for coaches to build on experienced athletes when assembling a team, in addition to the momentum of young athletes, and that the development of executive functions and cognitive skills can improve the performance of athletes.

Development of English Grammatical Competence Through the Use of the Project Method

The paper considers the features of applying the project method as the latest pedagogical technology in the process of developing English grammar skills in students of philological specialities. The relevance of the study is conditioned by the need to find an effective methodology for implementing video projects (a type of project method) in teachers’ universities. The purpose of the study is to find out the effectiveness of using video project technology to improve the grammatical competence of philology students. In the course of the study, the method of critical analysis of literature was applied to investigate the goals, methods, and means of project technology and to formulate the conclusions; the method of scientific observation of the educational process contributed to the direct observation of students’ activities; the method of studying and generalising the experience of teachers revealed methodological techniques and methods in the development of proper grammar skills of students; the questionnaire method helped to establish the level of knowledge of students about the ways of learning and teaching a foreign language; the experimental method was used to prove the research hypothesis; the method of systematisation and generalisation was used in the analysis of findings. It is found that the essence of the concept of grammatical competence of a philology student consists in a set of knowledge about the grammatical organisation of the language system, and in the ability to operate with this knowledge in a certain speech activity. It is proved that by improving grammar, students develop their speech competencies — in reading, writing, listening, and speaking. The expediency of using information and communication technologies in studying English grammar, especially in distance learning, is substantiated. The use of the project method is proposed to improve the grammatical and informational skills of future foreign language teachers. It is confirmed that this method stimulates the development of cognitive and creative skills of students, is based on the systematic organisation of searches of a problem-based educational nature, encourages the independent acquisition of Information, its comprehension, and application in practice. In addition, project technology helps students acquire teamwork skills, careful planning, and increased motivation to improve their own communication competence

VECA: A New Benchmark and Toolkit for General Cognitive Development

The developmental approach, simulating a cognitive development of a human, arises as a way to nurture a human-level commonsense and overcome the limitations of data-driven approaches. However, neither a virtual environment nor an evaluation platform exists for the overall development of core cognitive skills. We present the VECA(Virtual Environment for Cognitive Assessment), which consists of two main components: (i) a first benchmark to assess the overall cognitive development of an AI agent, and (ii) a novel toolkit to generate diverse and distinct cognitive tasks. VECA benchmark virtually implements the cognitive scale of Bayley Scales of Infant and Toddler Development-IV(Bayley-4), the gold-standard developmental assessment for human infants and toddlers. Our VECA toolkit provides a human toddler-like embodied agent with various human-like perceptual features crucial to human cognitive development, e.g., binocular vision, 3D-spatial audio, and tactile receptors. We compare several modern RL algorithms on our VECA benchmark and seek their limitations in modeling human-like cognitive development. We further analyze the validity of the VECA benchmark, as well as the effect of human-like sensory characteristics on cognitive skills.

Expertise en écriture académique – entre acculturation et conscience disciplinaire

As an intellectual task, academic writing is not reducible solely to language skills or adequate writing tech-niques. The paper aims to compare the research results related to the cognitive and discursive aspects of expertise in academic writing to determine the key elements that contribute to its special character. These elements are intended to lay the foundation for the teaching of academic writing in tertiary education. The analysis focuses on the development of cognitive skills among novice researchers.

Language policy and planning in the teaching of native languages in Pakistan

ABSTRACT The teaching of native languages is seen as being key to the development of cognitive skills, better academic performance in early grades and a resource for linguistic (re)vitalization and cultural revival. This study examines the institutional challenges in teaching and learning native languages in Pakistan. The study uses teachers’ agency through the public sphere paradigm as a theoretical framework to investigate the concerns and opinions of teachers and their agency regarding the challenges to native languages policy. The majority of teachers overwhelmingly support native languages, and endorse their importance in education, particularly in the development of cognitive skills and better academic performance. However, several institutional challenges hold back the teaching of native languages in public schools in Pakistan. The participants argue that native languages need an effective language-in-education policy. In addition, students, teachers and parents are not likely to deem native languages as resources until they gain some economic value. The study suggests that the current policy regarding native languages should be reviewed and refashioned considering their importance to students’ academic performance. Further, a dynamic policy-making mechanism is proposed where stakeholders at every level are able to coordinate in policy formulation and its effective implementation.

Mobile Applications in Education

The purpose of the study is to consider the features of the use of mobile applications for the development of professional competencies, in particular cognitive skills, and their general impact on the effectiveness of learning. There were 845 students from 2 countries participating in the research. The students were divided into two groups: one group was trained in accordance with the curriculum developed based on mobile applications while the curriculum of the second group was not changed. The results of the reinterview showed a significant increase in the cognitive abilities of respondents in Group 1 as 81% of them indicated a strong effect of the use of mobile applications on the development of cognitive skills. The analysis of the results also showed an increase in the students' motivation to use mobile applications as compared to the survey conducted at the first stage the list of professional competencies and percentage changed.