High-level Cognition Research Articles

\u201cBreaThink\u201d: breathing affects production and perception of quantities

Cognition is shaped by signals from outside and within the body. Following recent evidence of interoceptive signals modulating higher-level cognition, we examined whether breathing changes the production and perception of quantities. In Experiment 1, 22 adults verbally produced on average larger random numbers after inhaling than after exhaling. In Experiment 2, 24 further adults estimated the numerosity of dot patterns that were briefly shown after either inhaling or exhaling. Again, we obtained on average larger responses following inhalation than exhalation. These converging results extend models of situated cognition according to which higher-level cognition is sensitive to transient interoceptive states.

Alterations in neural oscillations related to working memory deficit in temporal lobe epilepsy

ObjectiveWorking memory (WM) is critical for higher level cognition, but the underlying neural mechanisms are not fully understood. Impaired WM affects routine daily activities and is observed in patients with temporal lobe epilepsy (TLE). This study investigated neural oscillations associated with different WM phases, to determine the specific neural activity linked with the phases of WM impairment. MethodsPatients with TLE (n = 52) and healthy volunteers (n = 35) completed a WM task, during which 34-channel electroencephalogram signals were recorded. Characteristic neural oscillation patterns during each WM phase were compared between the 2 groups. ResultsPatients with TLE showed decreased theta power during the encoding phase of WM, which was associated with reduced accuracy in the WM task. Altered theta power in the frontal region of the brain during the encoding phase was associated with a longer reaction time. ConclusionsAlterations in theta oscillation are related to WM impairment in patients with TLE and may serve as an early marker for evaluating WM deficits. SignificanceThis study provides an early marker for evaluating WM deficits in TLE.

Dog visits in nursing homes - increase complexity or keep it simple? A randomised controlled study.

To compare the immediate response of nursing home residents to dog visits with or without an activity, and the impact of cognitive ability. In a randomly controlled trial, 174 nursing home residents were allocated to 12 bi-weekly 10-minute visits: either ordinary dog visits (D, n = 57, 49 analysed), dog visits with an activity (DA, n = 56, 48 analysed), or visits with activity but no dog (A, n = 61, 54 analysed). We recorded frequency and duration of residents' verbal and physical interactions with the dog and persons. Data were analysed in three periods of four visits (period 1-3) as binomial variables (generalised linear models) or durations (non-parametric statistics). Both visit type and impairment level affected the likelihood of interacting with the dog (D and DA). In some periods increased cognitive impairment lowered odds of touching the dog in DA visits (period 1: F1,85 = 5.17, P < 0.05) and talking to it directly (period 1: F1,90 = 4.60, P < 0.05; period 3: F1,87 = 5.34, P < 0.05). Throughout, residents talked less to persons during DA visits compared to D and A (P = 0.01-0.05), and level of cognitive impairment correlated negatively with talk duration (P < 0.001). Generally, high cognitive impairment level lowered odds of interacting with (period 1: F1,89 = 7.89, P < 0.01; period 2: F1,97 = 6.76, P = 0.01; period 3: F1,92 = 13.57, P < 0.001) and talking about the activities (period 1: F1,89 = 13.78, P <0.001; period 2: F1,88 = 3.27, P = 0.07; period 3: F1,86 = 3.88, P = 0.05). Visits without specific activities stimulated residents to interact with the dog, whereas increasing the complexity of dog visits by adding activities resulted in less interaction with the dog for severely impaired residents. The optimal dog visit for the less cognitively impaired residents could include activities and thereby a possibility to interact with the dog in different ways, whereas for severely impaired residents, just being with the dog seems more appropriate.

The Application of Bloom’s Taxonomy to Higher Education Examination Questions in Physics

Examination papers were analysed using a methodology based on Bloom’s Taxonomy to identify the cognitive skills required to complete questions and compare these to the cognition necessary for graduate skills. This research found that examinations access mainly mid to low-level cognition such as recall and apply, while competencies required by employers tend to need higher-level cognition such as synthesis and creation, which are not as commonly tested through examinations. This paper proposes that careful design of examination questions using different measurable verbs could be more effective at encouraging development of higher-level metacognitive skills in formal examinations.

Difficulty Index and Cognitive Skills of English Textbook for Senior High School

This study explored the difficulty index, the terms for the category for reading text level, and cognitive levels of reading texts in the English textbook, Interlanguage, for Senior High School grade 12. The primary aim was to determine the extent to which the degree of the available different categories of reading text levels included the cognitive level of questions. Through the readability test formulas for difficulty index and a checklist based on revised Bloom Taxonomy for cognitive skills, 11 reading texts completed with 56 reading comprehension questions were analyzed. The result revealed that the Interlanguage textbook contained four different categories of reading level such as difficult, fairly difficult, plain, and fairly easy to read. The textbook had in the average category of fairly difficult to read for difficulty index and contained fewer HOTS–based questions than LOTS ones (34% &lt; 66%). Besides, higher reading text levels included fewer HOTS-based questions than those of lower ones. This means a higher level of cognitive skill of questions may appear in any text with a different level of difficulty index. This suggests that the English textbook should be revised to have more HOTS-based question items for developing the students’ high cognitive levels.

Comprehensive analysis of depression-related factors among middle-aged residents in Japan, an Eastern culture: A cross-sectional study.

There is a need to comprehensively identify depression-related factors, including individual and socioeconomic factors, in each country or cultural area, to consider effective measures to address depression within communities. However, there are not enough studies on middle-aged residents in Japan or other Eastern countries to currently achieve this. Thus, the aim of this study was to comprehensively identify factors related to depression in middle-aged residents in Japan, an Eastern country.The study design was cross-sectional. A questionnaire survey was conducted among all community residents aged 40 to 59 in a rural municipality in Western Japan. The questionnaire contained items on demographic characteristics, psychological factors, health-related behaviors, and socioeconomic factors. A Chi-Squared test or Fisher exact test was used to analyze the relationships between depression and each assessed factor. Next, a logistic regression analysis was performed to identify comprehensive relationships between depression and its related factors.Data from 362 participants were analyzed. The average age was 51.5 years; 148 were male. A Chi-Squared test or Fisher exact test demonstrated that many psychological factors, health-related behaviors, and socioeconomic factors ware significantly related to depression. A logistic regression analysis showed that depression was significantly associated with male gender, low sense of coherence, high cognitive stress levels, low help-seeking behavior, poor quality sleep, and a lack of hobbies. Nagelkerke R2 was 51%.This study revealed through multivariate analysis that depression was primarily associated with personal behavioral and psychological factors in Japan, an Eastern country with a holistic cultural background. This result is consistent with findings from Western countries. This study can contribute the promotion and evaluation of preventive measures for depression in Eastern culture that focus on individual behavioral and psychological factors.

To What Extent Do Teachers of Gifted Students Identify Inner and Intermodal Relations in Knowledge Representation?

Gifted students get bored of reading authoritative and descriptive multimodal texts. They need coherent, explanatory, and interactive texts. Moreover, because of the pandemic, gifted students took courses online, and teachers had to conduct their lessons on digital online tools with multimodal representations. They posted supplementary teaching materials as multimodal texts to the students. Hence, teachers of gifted students should pay attention to inner and intermodal relations to meet the needs of gifted students and support their learning experience. The research aims at examining to what extent teachers of gifted students identify inner and intermodal relations because before designing these relations, the teacher should recognize these types of relations. The educational descriptive case study was applied. Six experienced primary school teachers were involved. The data were analyzed via content analysis. The results showed that teachers just identified the primitive level of inner and intermodal relations. The conclusion can be drawn that several educational design research should be increased to construct professional development courses for teachers about this issue. Learning and applying inner and intermodal relations are crucial for teachers of gifted students, in addition to having curiosity, they have a high cognitive level in different areas, thus they demand advanced forms of multimodal texts.

The self in context: brain systems linking mental and physical health.

Increasing evidence suggests that mental health and physical health are linked by neural systems that jointly regulate somatic physiology and high-level cognition. Key systems include the ventromedial prefrontal cortex and the related default-mode network. These systems help to construct models of the 'self-in-context', compressing information across time and sensory modalities into conceptions of the underlying causes of experience. Self-in-context models endow events with personal meaning and allow predictive control over behaviour and peripheral physiology, including autonomic, neuroendocrine and immune function. They guide learning from experience and the formation of narratives about the self and one's world. Disorders of mental and physical health, especially those with high co-occurrence and convergent alterations in the functionality of the ventromedial prefrontal cortex and the default-mode network, could benefit from interventions focused on understanding and shaping mindsets and beliefs about the self, illness and treatment.

Embracing pivotal teaching moments: elementary teachers’ role in advancing high cognitive levels of mathematics discourse

The study of pivotal teaching moments (PTMs) offers significant insights into mathematics classroom interactions. PTMs are student-generated instances within a lesson that provide opportunities for teachers to modify planned instruction (Stockero & Van Zoest, 2013). Given the importance of interactions and discourse in students’ mathematical growth and understanding, we examine them in the context of PTM episode triples. PTM episode triples consist of three main elements: (1) a PTM, (2) a teacher response to the PTM, and (3) the immediately ensuing student utterance. Analysis of data from nine elementary mathematics lessons shows that teacher responses that explicitly “pursued students’ thinking” elicited significantly higher cognitive levels of student discourse than teachers who "ignored or dismissed" PTMs or simply "acknowledged [PTMs] but continued as planned." While many researchers have focused on PTM episode “doubles” (combinations of student-generated interruptions and the teacher’s response), no studies to our knowledge have addressed PTM episode “triples” as we have. Implications of these findings prove helpful for identifying concrete ways that educators can increase the cognitive level of student discourse within their classrooms. Further, our integration and modification of existing theory and frameworks for analyzing PTM episode triples—incorporating the relationship between PTMs and teachers’ responses to them, on the one hand, and the cognitive level of the ensuing student utterance, on the other hand—are a unique contribution to the field and provide a method by which researchers and educators can study classroom practice.

From convolutional neural networks to models of higher-level cognition (and back again).

The remarkable successes of convolutional neural networks (CNNs) in modern computer vision are by now well known, and they are increasingly being explored as computational models of the human visual system. In this paper, we ask whether CNNs might also provide a basis for modeling higher‐level cognition, focusing on the core phenomena of similarity and categorization. The most important advance comes from the ability of CNNs to learn high‐dimensional representations of complex naturalistic images, substantially extending the scope of traditional cognitive models that were previously only evaluated with simple artificial stimuli. In all cases, the most successful combinations arise when CNN representations are used with cognitive models that have the capacity to transform them to better fit human behavior. One consequence of these insights is a toolkit for the integration of cognitively motivated constraints back into CNN training paradigms in computer vision and machine learning, and we review cases where this leads to improved performance. A second consequence is a roadmap for how CNNs and cognitive models can be more fully integrated in the future, allowing for flexible end‐to‐end algorithms that can learn representations from data while still retaining the structured behavior characteristic of human cognition.

Attention in Skilled Behavior: an Argument for Pluralism

Peak human performance—whether of Olympic athletes, Nobel prize winners, or you cooking the best dish you’ve ever made—depends on skill. Skill is at the heart of what it means to excel. Yet, the fixity of skilled behavior can sometimes make it seem a lower-level activity, more akin to the movements of an invertebrate or a machine. Peak performance in elite athletes is often described, for example, as “automatic” by those athletes: “The most frequent response from participants (eight athletes and one coach) when describing the execution of a peak performance was the automatic execution of performance” (Anderson et al. 2014). While the automaticity of skilled behavior is widely acknowledged, some worry that too much automaticity in skill would challenge its ability to exhibit human excellence. And so two camps have developed: those who focus on the automaticity of skilled behavior, the “habitualists,” and those who focus on the higher-level cognition behind peak performance, the “intellectualists.” We take a different tack. We argue that skilled behavior weaves together automaticity and higher-level cognition, which we call “pluralism.” That is, we argue that automaticity and higher-level cognition are both normal features of skilled behavior that benefit skilled behavior. This view is hinted at in other quotes about automaticity in skill—while expert gamers describe themselves as “playing with” automaticity (Taylor and Elam 2018), expert musicians are said to balance automaticity with creativity through performance cues: “Performance cues allow the musician to attend to some aspects of the performance while allowing others to be executed automatically” (Chaffin and Logan 2006). We describe in this paper three ways that higher-level cognition and automaticity are woven together. The first two, level pluralism and synchronic pluralism, are described in other papers, albeit under different cover. We take our contribution to be both distinguishing the three forms and contributing the third, diachronic pluralism. In fact, we find that diachronic pluralism presents the strongest case against habitualism and intellectualism, especially when considered through the example of strategic automaticity. In each case of pluralism, we use research on the presence or absence of attention (e.g., in mind wandering) to explore the presence or absence of higher-level cognition in skilled behavior.

The Dynamic Regulatory Role of miR-132 in Adult Hippocampal Neurogenesis and Neural Stem Cell Development

Introduction: Neurogenesis and neural stem cell development in the adult hippocampus remains an understudied and controversial area of research. These processes are known to be regulated by the dynamic interplay of transcription factors, cell-niche signalling, and recently, microRNAs. microRNA-132 (miR-132) is one example of a miRNA that offers critical insight into neurogenesis and neural stem cell development. The aim of this study was to systematically review the current literature regarding the role of miR-132-mediated post-transcriptional regulation of adult hippocampal neurogenesis (AHN) and neural stem cell (NSC) development. Methods: The literature search consisted of research articles found in PubMed, MEDLINE, Google Scholar, Cochrane, and Scopus databases using combinations of the Medical Subject Headings (MeSH) keywords “micro-RNA 132”, “miR-132”, “adult hippocampal neurogenesis”, and “neural stem cell development” to filter initial results. The study abstracted data in regards to the modalities of miR-132-mediated post-transcriptional regulation and the histophysiological implications associated with AHN and NSC development. Results: miR-132 has been implicated in mediating AHN as well as NSC differentiation and integration into the adult hippocampal dentate gyrus. Knockdown and overexpression of micro-RNA 132 in studies have demonstrated that miR-132 acts as a regulator of several downstream pathways and biochemical targets, including p250-GAP, methyl CpG-binding protein 2, AMPA glutamate receptors, and the RAS/MAPK axon signaling pathway. The fine-tuned modulation of neuronal plasticity associated with miR-132 suggests a role in higher level cognition, learning, and neurodegeneration within the context of Alzheimer’s disease. Discussion: The findings that miR-132 serves as a regulator of AHN and NSC development have significant clinical implications, specifically towards better understanding the pathological basis of neurodegenerative disorders as well as the development of novel miRNA-based therapeutics. Conclusion: The systematic review aggregated key findings on multiple potential biochemical targets and downstream feedback regulation pathways associated with miR-132 expression. Further research is needed to elucidate the mechanism of each pathway and the potential interplay between multiple proteins regulated by miR-132 that are associated with clinical disorders such as Alzheimer’s disease.

The effectiveness of physics learning tools based on discovery model with cognitive conflict approach toward student’s conceptual mastery

The Discovery learning model with the conflict cognitive approach is a teaching model designed to help students develop thinking skills by involving contradictory problems. The combination of the learning model with this approach means that the stages of the discovery learning model are combined with the learning stages of the cognitive conflict approach. This study aims to measure the effectiveness of discovery model learning tools with a cognitive conflict approach to students’ mastery of concepts. The research was a quasi-experiment with one group pretest and posttest. The population of the study was the students of class 10th grade high school in the city of Mataram with a sample of 65 students. Data collection using the test method. The test instrument used was a mastery of the concept in the form of 25 multiple-choice questions. The data collected were analyzed using the N-Gain score. The results showed that the use of discovery model physics learning tools with the cognitive conflict approach was effective to improve students’ conceptual mastery. The highest increase in concept mastery is in the sub-material of business with the highest cognitive level, namely remembering and understanding.

Quality of online self-management resources for adults living with primary brain cancer, and their carers: a systematic environmental scan

BackgroundA primary brain cancer diagnosis is a distressing, life changing event. It adversely affects the quality of life for the person living with brain cancer and their families (‘carers’). Timely access to evidence-based information is critical to enabling people living with brain cancer, and their carers, to self-manage the devastating impacts of this disease.MethodA systematic environmental scan of web-based resources. A depersonalised search for online English-language resources published from 2009 to December 2019 and designed for adults (> 25 years of age), living with primary brain cancer, was undertaken using the Google search engine. The online information was classified according to: 1) the step on the cancer care continuum; 2) self-management domains (PRISMS taxonomy); 3) basic information disclosure (Silberg criteria); 4) independent quality verification (HonCode); 5) reliability of disease and treatment information (DISCERN Sections 1 and 2); and readability (Flesch-Kincaid reading grade).ResultsA total of 119 online resources were identified, most originating in England (n = 49); Australia (n = 27); or the USA (n = 27). The majority of resources related to active treatment (n = 76), without addressing recurrence (n = 3), survivorship (n = 1) or palliative care needs (n = 13). Few online resources directly provided self-management advice for adults living with brain cancer or their carers. Just over a fifth (n = 26, 22%) were underpinned by verifiable evidence. Only one quarter of organisations producing resources were HonCode certified (n = 9, 24%). The median resource reliability as measured by Section 1, DISCERN tool, was 56%. A median of 8.8 years of education was required to understand these online resources.ConclusionsMore targeted online information is needed to provide people affected by brain cancer with practical self-management advice. Resources need to better address patient and carer needs related to: rehabilitation, managing behavioural changes, survivorship and living with uncertainty; recurrence; and transition to palliative care. Developing online resources that don’t require a high level of literacy and/or cognition are also required.

Ventromedial Prefrontal Cortex Drives the Prioritization of Self-Associated Stimuli in Working Memory.

Humans show a pervasive bias for processing self- over other-related information, including in working memory (WM), where people prioritize the maintenance of self- (over other-) associated cues. To elucidate the neural mechanisms underlying this self-bias, we paired a self- versus other-associated spatial WM task with fMRI and transcranial direct current stimulation (tDCS) of human participants of both sexes. Maintaining self- (over other-) associated cues resulted in enhanced activity in classic WM regions (frontoparietal cortex), and in superior multivoxel pattern decoding of the cue locations from visual cortex. Moreover, ventromedial PFC (VMPFC) displayed enhanced functional connectivity with WM regions during maintenance of self-associated cues, which predicted individuals' behavioral self-prioritization effects. In a follow-up tDCS experiment, we targeted VMPFC with excitatory (anodal), inhibitory (cathodal), or sham tDCS. Cathodal tDCS eliminated the self-prioritization effect. These findings provide strong converging evidence for a causal role of VMPFC in driving self-prioritization effects in WM and provide a unique window into the interaction between social, self-referential processing and high-level cognitive control processes.SIGNIFICANCE STATEMENT People have a strong tendency to attend to self-related stimuli, such as their names. This self-bias extends to the automatic prioritization of arbitrarily self-associated stimuli held in working memory. Since working memory is central to high-level cognition, this bias could influence how we make decisions. It is therefore important to understand the underlying brain mechanisms. Here, we used neuroimaging and noninvasive neurostimulation techniques to show that the source of self-bias in working memory is the ventromedial PFC, which modulates activity in frontoparietal brain regions to produce prioritized representations of self-associated stimuli in sensory cortex. This work thus reveals a brain circuit underlying the socially motivated (self-referential) biasing of high-level cognitive processing.

Case study: A selective tactile naming deficit for letters and numbers due to interhemispheric disconnection

The role of white matter pathways in cognition is a topic of active investigation that is vital to both the fields of clinical neurology and cognitive neuroscience. White matter pathways provide critical connectivity amongst numerous specialized brain regions thereby enabling higher level cognition. While the effects of dissections and lesions of the corpus callosum have been reported, it is less understood how unilateral focal white matter lesions may impact cognitive processes. Here, we report a unique case study in which a small left lateralized stroke in the white matter adjacent to the body of the corpus callosum selectively impaired the ability to name letters and numbers presented to the ipsilesional, left hand. Naming of letters, numbers and objects was tested in both the visual and tactile modalities in both hands. Diffusion-weighted imaging showed a marked reduction in white matter pathway integrity through the body of the corpus callosum. Clinically, this case highlights the significant impact that a focal white matter lesion can have on higher-level cognition, specifically the integration of verbal and tactile information. Moreover, this case adds to prior reports on tactile agnosia by including DTI imaging data and emphasizing the role that white matter pathways through the body of the corpus callosum play in integrating tactile input from the right hemisphere with verbal naming capabilities of the left hemisphere. Finally, the findings also provoke fresh insight into alternative strategies for rehabilitating cognitive functioning when structural connectivity may be compromised.

Assessing the educational impact of cognitive level of MCQ and SEQ on learning approaches of dental students.

Objectives:MCQ’s and SEQ’s are the most widely used assessment tool in dental colleges across Pakistan. This study explores the impact of assessment tool: MCQ’s and SEQ’s on learning approach of dental students and also identifies correlation between these assessment tools and deep & surface learning approaches in integrated and discipline based curriculum.Methods:A quantitative co-relational study was conducted in 2018 on 2nd and 4th year dental students. A pre-validated “Revised Study Process Questionnaire” was used. Spearman’s rho correlation coefficient and Wilcoxon signed ranks test were applied to determine the relationship between learning approaches and assessment tools. Internal consistency was calculated by Cronbach’s alpha.Results:Ninety six students out of one hundred and fifty completed the questionnaire. Correlation test showed that surface approach correlates significantly with MCQ’s (0.73) while no co-relation exists with SEQ’s (-0.14) in our study. Deep approach has a strong and significant correlation with SEQ’s (0.80) as compared to MCQ’s (0.056).Conclusion:Assessment tool has an impact on learning approaches used by the students. It was concluded that students used to prefer deep learning approach while preparing for SEQ’s as they were designed at higher cognitive level, whereas, they preferred surface approach while preparing for MCQ’s as they were developed at low cognitive order.

Стратегии помощи взрослым с РАС. Построение романтических, интимных отношений и семейной жизни

This paper further examines unique aspects of emotional life of adults with ASD and challenges and rewards of building long-term romantic and family relationships. Psychotherapeutic methods of choice, DIRFloortime and mentalization, are aimed at forming, maintenance and flexible repair of the interpersonal relationship: DIRFloortime offers play- and affect-based strategies and helps to build interpersonal relationship, while mentalization techniques provide metacognitive intervention and serve as scaffolding for emotional thinking and higher-level cognition. Techniques of Floortime play, Socratic questions and collateral work proved to be effective. Clinical vignettes illustrate moving the entire family up towards more effective and harmonious co-regulated interaction with corrections to sensory triggers, elements of psychoeducation about self-regulation, and direct self-regulation individual coaching. Coregulating affect, raising self-awareness, demonstrating relationship building and repair, as well as interest in the other in the course of playful interaction; waiting and gently prodding into the emotionally meaningful subjects helps the therapist to help adult autists to erect the societal support system.

Students' prior knowledge and threshold concepts in a first-year biology course: The lecturer as middleman

Constructive alignment focuses on alignment between curriculum, learning outcomes, teaching activities, and assessment. This study argues that for lecturers to set intended learner-centred outcomes, they need insight into students’ prior knowledge of a discipline’s threshold concepts. Little is known about how a syllabus’s assumptions of prior knowledge match up to what first- year students know. Yet this insight is necessary; new knowledge is built on existing knowledge, and learning is about moving to higher cognitive levels. To gain this insight, at the start of the 2018 academic year, 292 first year biology students voluntarily answered two formative, online multiple-choice assessments on DNA and RNA synthesis. The responses showcased their knowledge gaps versus what the syllabus expected. Data analysis of their responses was used to shape teaching activities. This study extends constructive alignment by showing how quality teaching in content-dense disciplines such as biology further requires that lecturers gauge students’ prior knowledge.

Implementation and Evaluation of a Serious Game for Working Memory Enhancement

The amount of information which can be stored in the human brain is limited and dependent on memory capacity. Over the last few years there has been a trend in training cognitive skills, not only to prevent cognitive decline, which is inevitable as a person grows older, but also to increase or at least preserve mental abilities that will allow a person to function at a higher cognitive level. Memory is one of those key aspects among cognitive skills that has a significant role in a person’s mental performance. Specifically, focus is given to Working Memory (WM), as evidence has shown that it can be increased by applying targeted interventions. An intervention program like this is the main object of this current paper. Using a Serious Game (SG), we designed and created a video game which targets WM training. Its effectiveness was tested and evaluated through an evaluation process where forty people participated in a seven-week training program. Post-results showed that participants had an increase in their WM performance, especially those who had lower scores at the pre-test, while those with high pre-test scores just preserved their initial status. Additionally, all participants agreed that the game is fun and enjoyable to play and that it helps them to increase WM performance.