High-level Cognition Research Articles

Concepts and Compositionality: In Search of the Brain's Language of Thought.

Imagine Genghis Khan, Aretha Franklin, and the Cleveland Cavaliers performing an opera on Maui. This silly sentence makes a serious point: As humans, we can flexibly generate and comprehend an unbounded number of complex ideas. Little is known, however, about how our brains accomplish this. Here we assemble clues from disparate areas of cognitive neuroscience, integrating recent research on language, memory, episodic simulation, and computational models of high-level cognition. Our review is framed by Fodor's classic language of thought hypothesis, according to which our minds employ an amodal, language-like system for combining and recombining simple concepts to form more complex thoughts. Here, we highlight emerging work on combinatorial processes in the brain and consider this work's relation to the language of thought. We review evidence for distinct, but complementary, contributions of map-like representations in subregions of the default mode network and sentence-like representations of conceptual relations in regions of the temporal and prefrontal cortex.

Cell class-specific modulation of attentional signals by acetylcholine in macaque frontal eye field

Attention is critical to high-level cognition, and attentional deficits are a hallmark of cognitive dysfunction. A key transmitter for attentional control is acetylcholine, but its cellular actions in attention-controlling areas remain poorly understood. Here we delineate how muscarinic and nicotinic receptors affect basic neuronal excitability and attentional control signals in different cell types in macaque frontal eye field. We found that broad spiking and narrow spiking cells both require muscarinic and nicotinic receptors for normal excitability, thereby affecting ongoing or stimulus-driven activity. Attentional control signals depended on muscarinic, not nicotinic receptors in broad spiking cells, while they depended on both muscarinic and nicotinic receptors in narrow spiking cells. Cluster analysis revealed that muscarinic and nicotinic effects on attentional control signals were highly selective even for different subclasses of narrow spiking cells and of broad spiking cells. These results demonstrate that cholinergic receptors are critical to establish attentional control signals in the frontal eye field in a cell type-specific manner.

Detecting Brain Activity Following a Verbal Command in Patients With Disorders of Consciousness.

BackgroundThe accurate assessment of patients with disorders of consciousness (DOC) is a challenge to most experienced clinicians. As a potential clinical tool, functional magnetic resonance imaging (fMRI) could detect residual awareness without the need for the patients’ actual motor responses.MethodsWe adopted a simple active fMRI motor paradigm (hand raising) to detect residual awareness in these patients. Twenty-nine patients were recruited. They met the diagnosis of minimally conscious state (MCS) (male = 6, female = 2; n = 8), vegetative state/unresponsive wakefulness syndrome (VS/UWS) (male = 17, female = 4; n = 21).ResultsWe analyzed the command-following responses for robust evidence of statistically reliable markers of motor execution, similar to those found in 15 healthy controls. Of the 29 patients, four (two MCS, two VS/UWS) could adjust their brain activity to the “hand-raising” command, and they showed activation in motor-related regions (which could not be discovered in the own-name task).ConclusionLongitudinal behavioral assessments showed that, of these four patients, two in a VS/UWS recovered to MCS and one from MCS recovered to MCS+ (i.e., showed command following). In patients with no response to hand raising task, six VS/UWS and three MCS ones showed recovery in follow-up procedure. The simple active fMRI “hand-raising” task can elicit brain activation in patients with DOC, similar to those observed in healthy volunteers. Activity of the motor-related network may be taken as an indicator of high-level cognition that cannot be discerned through conventional behavioral assessment.

Effectiveness of Cerebellar Circuitry Modulation in Schizophrenia: A Systematic Review.

Structural and functional abnormalities of the cerebellum have been observed in schizophrenia since the first neuroimaging studies. More recently, the functions of the cerebellum have been extended beyond sensorimotor control to include participation in higher-level cognition and affective regulation. Consistently, the "cognitive dysmetria" theory posits that dysfunctions of cortical-subcortical-cerebellar circuitry may be crucial for the pathogenesis of different clinical features of schizophrenia. This conceptual framework offers a set of testable hypotheses, now that various tools to exert direct modulation of cerebellar activity are available. We conducted a systematic review of studies examining the effects of cerebellar modulation in schizophrenia. Two independent authors conducted a search within PubMed for articles published up to April 2019 and identified 10 studies (three randomized controlled trials, two open-label studies, two case reports, one preclinical study) describing the effects of cerebellar circuitry modulation in patients with schizophrenia or animal models. The majority of interventions were uncontrolled and used stimulation of the cerebellar vermis, using transcranial magnetic stimulation or transcranial direct-current stimulation. Most studies detected improvements after cerebellar modulation. Clinical changes mostly pertained the domains of negative symptoms, depressive symptoms and cognitive functions. In conclusion, few studies examined the effects of cerebellar modulation in schizophrenia but yielded promising results. This approach may hold therapeutic potential, pending further methodologically robust replication.

Finding the “odd one out”: Memory color effects and the logic of appearance

Can what we know change what we see? A line of research stretching back nearly a century suggests that knowing an object’s canonical color can alter its visual appearance, such that objectively gray bananas appear to be tinged with yellow, and objectively orange hearts appear redder than they really are. Such “memory color” effects have constituted the strongest and most complete evidence that basic sensory processing can be penetrated by higher-level knowledge, and have contributed to theories of object perception in psychology, neuroscience, and philosophy. Are such phenomena truly perceptual? Or could they instead reflect shifts in judgments and responses without altering online color perception? Here, we take a novel approach to this question by exploiting a “logic” that is inherent in visual processing but that higher-level cognition often cannot follow. In four experiments spanning both classical and contemporary work, we exhaust the predictions of memory color theories, by exploring scenarios where memory color accounts generate tortuous and difficult-to-grasp hypotheses that should nevertheless be easily accommodated by visual processing. We show that such conditions eliminate or even reverse memory color effects in ways unaccounted-for by their underlying theories—especially in a novel “odd one out” paradigm that may help distinguish visual appearance from higher-level judgment in a powerful and general way. We suggest that prior knowledge can influence color judgments in real and robust ways, but that such influences may not truly reflect changes in visual appearance per se. We further discuss the general utility of this approach for isolating perception from judgment, both for memory color effects and beyond.

Motor-Cognitive Neural Network Communication Underlies Walking Speed in Community-Dwelling Older Adults.

While walking was once thought to be a highly automated process, it requires higher-level cognition with older age. Like other cognitive tasks, it also becomes further challenged with increased cognitive load (e.g., the addition of an unrelated dual task) and often results in poorer performance (e.g., slower speed). It is not well known, however, how intrinsic neural network communication relates to walking speed, nor to this “cost” to gait performance; i.e., “dual-task cost (DTC).” The current study investigates the relationship between network connectivity, using resting-state functional MRI (rs-fMRI), and individual differences in older adult walking speed. Fifty participants (35 females; 84 ± 4.5 years) from the MOBILIZE Boston Study cohort underwent an MRI protocol and completed a gait assessment during two conditions: walking quietly at a preferred pace and while concurrently performing a serial subtraction task. Within and between neural network connectivity measures were calculated from rs-fMRI and were correlated with walking speeds and the DTC (i.e., the percent change in speed between conditions). Among the rs-fMRI correlates, faster walking was associated with increased connectivity between motor and cognitive networks and decreased connectivity between limbic and cognitive networks. Smaller DTC was associated with increased connectivity within the motor network and increased connectivity between the ventral attention and executive networks. These findings support the importance of both motor network integrity as well as inter-network connectivity amongst higher-level cognitive networks in older adults’ ability to maintain mobility, particularly under dual-task (DT) conditions.

IMPROVING PAYAKUMBUH ELEMENTARY TEACHERS' ABILITY IN DESIGNING MATHEMATICAL HIGHER ORDER THINKING SKILLS PROBLEMS

The 2015 PISA (Program for international students assessment) results put Indonesia in 65th position out of 72 countries. The results show that the mathematical abilities of Indonesian students are still very low. These low abilities include. : (1) understanding complex information; (2) theory, analysis and problem solving; (3) use of tools, procedures and problem solving; and (4) conducting an investigation. These four abilities are known as high-order thinking skills (HOTS). Similar conditions are also found in the city of Payakumbuh. Based on interviews with several elementary school teachers from Payakumbuh it was revealed that students were not used to solving problems that demanded HOTS because in general teachers are also not trained to design mathematical problems with high cognitive levels. They tend to give questions at low level. As a result, this is not developing students' mathematical abilities. Based on this, a community partnership program was implemented with the aim of increasing the ability of elementary school teachers to design questions to assess HOTS. The activity partners were high school elementary school teachers in Groups 1 and 3 of Payakumbuh, which numbered 55 people. Activities are packaged in the form of a combination of workshops and implementation in schools. In the workshop, the teachers were given knowledge and skills in designing HOTS questions by the resource person. Next, the teachers in groups designed HOTS questions. The questions that have been designed by the teacher are validated together, then tested to students in grades IV, V, and VI. Based on the collected data, it is known that there was an increase in the ability of high-class teachers in Elementary Groups 1 and 3 of Payakumbuh in solving HOTS questions. The ability of the teachers to design HOTS questions also increased, although some of the questions that were designed were still slightly above the application (few still want high analysis, evaluating, or creating).

Multimedia Crowdsourcing With Bounded Rationality: A Cognitive Hierarchy Perspective

In multimedia crowdsourcing, the requester's quality requirements and reward decisions will affect the workers' task selection strategies and the quality of their multimedia contributions. In this paper, we present a first study on how the workers' bounded cognitive rationality interacts with and affects the decisions and performance of a multimedia crowdsourcing system. Specifically, we consider a two-stage model, where a requester first determines the reward and the quality requirement for each task, and the workers select the tasks to accomplish accordingly. First, we consider the benchmark case where users are fully rational, and derive the requester's optimal rewards and quality requirements for the tasks. Furthermore, we focus on the more practical bounded rational case by modeling the workers' task selection behaviors using the cognitive hierarchy theory. Comparing with the fully rational benchmark, we show that the requester can increase her profit by taking advantage of the workers' bounded cognitive rationality, especially when the workers' population is large or the workers' average cognitive level is low. When the workers' average cognitive level is very high, however, the equilibrium under the practical bounded rational model converges to that under the benchmark fully rational model. It is because the workers at different levels make decisions sequentially and high cognitive level workers can accurately predict other users' strategies. Under both the fully and bounded rational models, we show that if workers are heterogeneous but one type of workers (either the high or the low quality) dominates the platform, the requester cannot make a higher profit by setting different quality requirements for different tasks.

Analysis of students’ mistakes in solving system of linear equation in three variables: A case on HOTS problems

One of the serious mathematics problem faced by students happen when it relates to Higher Order Thinking Skills (HOTS) type which is compulsary of 2013 Curriculum. The purpose of this research is to describe the analysis of these types of students’ mistakes in solving mathematics problem of linear equation in three variables which used Higher Order Thinking Skills (HOTS) at SMAN Rambipuji Jember. The method used in this research is qualitative descriptive which describe the analysis' result on type of students mistakes based on Newman error indicator in terms of the students' cognitive level. The results showed that students with high cognitive level experiencing all kinds of errors with tendency to make a mistake on process error and writing the final answer. While students with moderate cognitive level is experiencing four types of errors, they are errors to understand the problem, transform problem, process error, and writing the final answer. Students with low cognitive level experience three types of errors, they are transformation problem errors, process errors, and error in writing final answer with tendency to experiencing these three types of errors in problem completion.

MONODISCIPLINARITY IN SCIENCE VERSUS TRANSDISCIPLINARITY IN STEM EDUCATION

Contemporary society of the fourth industrial revolution (Industry 4.0) increasingly requires the education system (i.e., the school) to train competent, creative and proactive professionals who will be able to solve real life problems. If society is to achieve this, some key paradigm changes must occur in education. The school must first prepare a competence-based curriculum and, secondly, school practice should move away from subject-based teaching, towards an interdisciplinary STEM teaching approach. Obviously, to support this, modern learning environments and ICT solutions and tools have to be used. However, since the interdisciplinary STEM approach has already been implemented and integrated, it can be said that a new, integrated science discipline (STEM) has already emerged, together with a transdisciplinary approach to STEM learning and teaching. In the present research, a concrete case of designing, developing and producing a solar chimney was used to demonstrate an integrated approach to learning and teaching, while emphasizing especially the advantages of such an interdisciplinary (transdisciplinary) approach to teaching Science, Technology, Engineering and Mathematic content. The empirical research shows that such an approach produces incomparably better results, especially on higher cognitive levels, in comparison to traditional approaches to learning and teaching. Keywords: industry 4.0, interdisciplinarity, solar chimney, STEM, transdisciplinarity.

CORRELATION OF AGRICULTURAL SCIENCE TEACHERS’ QUALIFICATION AND THEIR COGNITION

The study correlates agricultural science teacher’s qualification and their levels of cognition. Two objectives, two research questions and one hypothesis were formulated to guide the study. The study adopted descriptive-correlational survey research designs. The population was all the 168graduates’ teachers teaching agricultural science in the public secondary schools of Bauchi state, Nigeria. A stratified random sampling technique was used to select 120 teachers. Florida taxonomy of cognitive behaviour was used as instrument for data collection and was pilot tested using thirty (30) Agricultural science teachers outside the study area and obtained a reliability coefficient of 0.98. The instrument was administered to the selected respondent for data collection. The data collected were analysed using descriptive statistics and pearson product moment correlation. The results revealed that agricultural science teachers with bachelor degree exhibit higher level of cognition than teachers with master’s degree at both lower and higher cognitive levels with both teachers teaching at lower cognitive level. There was no significant relationship between secondary school agricultural science teacher’s qualification and their level of cognition. It was recommended that Agricultural science teachers should be send for in service training to upgrade on the six levels of cognitions (knowledge and comprehension, application, analysis, synthesis, and evaluation).

2095-P: Association between Markers of Neuro and Systemic Inflammation and Cognitive Function in Obesity

Obesity is associated with alterations in brain structure and cognitive impairment. The mechanisms underlying obesity related decline in cognitive function are not well understood. Obesity related chronic systemic inflammation is postulated to be one of the potential mechanisms leading to cognitive dysfunction. It is unknown whether inflammation impacts brain areas important for higher level cognition such as the anterior cingulate cortex (ACC). Elevated myo-inositol (Ins), as measured by magnetic resonance spectroscopy (MRS), may be a marker of neuroinflammation and reflects activated astrocytes and microglia. We hypothesized that obese subjects (OB) will have higher ACC Ins compared to normal weight controls (CON) and that higher Ins will be associated with elevated blood inflammatory markers and reduced cognitive performance. We examined neurochemical profile from a 24x24x12mm3 voxel over the ACC using 1H MRS at 3 and 7 Tesla (T), in 5 nondiabetic OB (age 33 ± 5 years, BMI 43 ± 6 kg/m2) and 4 CON (age 36 ± 3 years, BMI 23 ± 3 kg/m2). Subjects also underwent cognitive testing and measurement of blood inflammatory markers. MR spectra were quantified using LCModel and the concentrations are expressed as a ratio to total creatine (tCr). There was a strong trend of higher Ins/tCr in ACC in OB compared to CON both at 3T (0.96 ± 0.06 vs. 0.88 ± 0.05, p =0.07) and 7T (0.91 ± 0.07 vs. 0.83 ± 0.08, p =0.17). Pearson correlations were used to test the relationship between Ins/tCr and markers of inflammation among all subjects. Higher blood inflammatory markers were associated with higher Ins/tCr (3T) in ACC (CRP, r=.74, p= 0.04; TNF α, r=.89, p=0.003) and with low levels of crystallized ability as measured by the NIH Toolbox Cognition Battery (CRP, r=-.73, p=0.03). Higher ACC Ins/tCr was also associated with poorer performance on a measure of fine motor coordination (r=.93, p=0.001). These data support the hypothesis that inflammation may contribute to the pathogenesis of brain and cognitive alterations in obesity. Disclosure A. Khan: None. J.M. Joers: None. M. Luciana: None. N. Rubin: None. Y. Siddiqui: None. S. Mangia: None. L.E. Eberly: None. S. Ikramuddin: Research Support; Self; Medtronic. E.R. Seaquist: Advisory Panel; Self; Eli Lilly and Company, Zucara Therapeutics Inc. Consultant; Self; 360 Consulting, MannKind Corporation. Research Support; Self; Eli Lilly and Company, JDRF, National Institutes of Health. Other Relationship; Self; American Diabetes Association, Sanofi, WebMD. G. Oz: None. A. Moheet: None. Funding National Institutes of Health

Neural entrainment is associated with subjective groove and complexity for performed but not mechanical musical rhythms

Both movement and neural activity in humans can be entrained by the regularities of an external stimulus, such as the beat of musical rhythms. Neural entrainment to auditory rhythms supports temporal perception, and is enhanced by selective attention and by hierarchical temporal structure imposed on rhythms. However, it is not known how neural entrainment to rhythms is related to the subjective experience of groove (the desire to move along with music or rhythm), the perception of a regular beat, the perception of complexity, and the experience of pleasure. In two experiments, we used musical rhythms (from Steve Reich’s Clapping Music) to investigate whether rhythms that are performed by humans (with naturally variable timing) and rhythms that are mechanical (with precise timing), elicit differences in (1) neural entrainment, as measured by inter-trial phase coherence, and (2) subjective ratings of the complexity, preference, groove, and beat strength of rhythms. We also combined results from the two experiments to investigate relationships between neural entrainment and subjective perception of musical rhythms. We found that mechanical rhythms elicited a greater degree of neural entrainment than performed rhythms, likely due to the greater temporal precision in the stimulus, and the two types only elicited different ratings for some individual rhythms. Neural entrainment to performed rhythms, but not to mechanical ones, correlated with subjective desire to move and subjective complexity. These data, therefore, suggest multiple interacting influences on neural entrainment to rhythms, from low-level stimulus properties to high-level cognition and perception.

Fostering the transfer of empirical engineering knowledge under technological paradigm shift: An experimental study in conceptual design

Knowledge transfer is a frequently-used method for novice engineers to rapidly adapt themselves to a related new technological paradigm. However, due to different types in knowledge transfer, it remains divergent about the mechanism and motivation, leading to the chaos in tackling the low-quality and low-efficiency transfer process. This study concentrated on the individual-level transfer of empirical engineering knowledge (EEK) in product designers’ mind triggered by technological paradigm shift, trying to accelerate the process and improve the result. Based on concept-knowledge model and eye-tracking data, this paper proposed a two-phase protocol and implements it in a practical case of conceptual design. Three factors of designers, prior cognitive level, utilization of the stimulus materials, and self-directed learning willingness, were evaluated and investigated. Results of 82 engineering students and young scholars showed that all three factors significantly impacted the validity and integrity of transferred EEK, and the efficiency of EEK transfer process. Specifically, key concepts in the stimulus materials, and creativity and initiative in learning willingness improved the validity and integrity. Non-essential words and too complex drawings lowered the efficiency. High cognitive level had side-effects on the transfer. These results inferred that the transfer of EEK could be fostered by wisely reusing past experience, selectively utilizing stimulus materials, and actively promoting learning willingness, which helps the designers to perform better in product design innovation.

Dysfunction of Magnocellular/dorsal Processing Stream in Schizophrenia

Background:Patients with schizophrenia show not only cognitive, but also perceptual deficits. Perceptual deficits may affect different sensory modalities. Among these, the impairment of visual information processing is of particular relevance as demonstrated by the high incidence of visual disturbances. In recent years, the study of neurophysiological mechanisms that underlie visuo-perceptual, -spatial and -motor disorders in schizophrenia has increasingly attracted the interest of researchers.Objective:The study aims to review the existent literature on magnocellular/dorsal (occipitoparietal) visual processing stream impairment in schizophrenia. The impairment of relatively early stages of visual information processing was examined using experimental paradigms such as backward masking, contrast sensitivity, contour detection, and perceptual closure. The deficits of late processing stages were detected by examining visuo-spatial and -motor abilities.Results:Neurophysiological and behavioral studies support the existence of deficits in the processing of visual information along the magnocellular/dorsal pathway. These deficits appear to affect both early and late stages of visual information processing.Conclusion:The existence of disturbances in the early processing of visual information along the magnocellular/dorsal pathway is strongly supported by neurophysiological and behavioral observations. Early magnocellular dysfunction may provide a substrate for late dorsal processing impairment as well as higher-level cognition deficits.

Synaptic Wiring of Corticostriatal Circuits in Basal Ganglia: Insights into the Pathogenesis of Neuropsychiatric Disorders.

The striatum is a key hub in the basal ganglia for processing neural information from the sensory, motor, and limbic cortices. The massive and diverse cortical inputs entering the striatum allow the basal ganglia to perform a repertoire of neurological functions ranging from basic level of motor control to high level of cognition. The heterogeneity of the corticostriatal circuits, however, also renders the system susceptible to a repertoire of neurological diseases. Clinical and animal model studies have indicated that defective development of the corticostriatal circuits is linked to various neuropsychiatric disorders, including attention-deficit hyperactivity disorder (ADHD), Tourette syndrome, obsessive-compulsive disorder (OCD), autism spectrum disorder (ASD), and schizophrenia. Importantly, many neuropsychiatric disease-risk genes have been found to form the molecular building blocks of the circuit wiring at the synaptic level. It is therefore imperative to understand how corticostriatal connectivity is established during development. Here, we review the construction during development of these corticostriatal circuits at the synaptic level, which should provide important insights into the pathogenesis of neuropsychiatric disorders related to the basal ganglia and help the development of appropriate therapies for these diseases.

On Fodor's First Law of the Nonexistence of Cognitive Science.

In his enormously influential The Modularity of Mind, Jerry Fodor (1983) proposed that the mind was divided into input modules and central processes. Much subsequent research focused on the modules and whether processes like speech perception or spatial vision are truly modular. Much less attention has been given to Fodor's writing on the central processes, what would today be called higher-level cognition. In "Fodor's First Law of the Nonexistence of Cognitive Science," he argued that central processes are "bad candidates for scientific study" and would resist attempts at empirical analysis. This essay evaluates his argument for this remarkable claim, concluding that although central processes may well be "messier" than input modules, this does not mean that they cannot be studied and understood. The article briefly reviews the scientific progress made in understanding central processes in the 35years since the book was published, showing that Fodor's prediction is clearly falsified by massive advances in topics like decision making and analogy. The essay concludes that Fodor's Law was not based on a clear argument for why the complexities of central systems could not be studied but was likely based on intuitions and preferences that were common in psychology at the time.

From deed to word: gapless and kink-free enactivism

In their most recent book, Evolving Enactivism: Basic Minds Meet Content (MIT 2017), Dan Hutto and Eric Myin claim to give a complete and gapless naturalistic account of cognition, but it comes with a kink. The kink being that content-involving cognition has special properties found nowhere else in nature, making it the case that minds capable of contentful thought differ in kind, in this key respect, from more basic minds. Contra Hutto and Myin, I argue that content-involving practices are themselves simply a further extension of action and do not therefore warrant being called ‘different in kind’ or ‘kinky’. With the help of Ludwig Wittgenstein and John V. Canfield, I show that Enactivism meets the challenge of explaining higher-level cognition; and, contra continuity sceptics, offer ‘a philosophically cogent and empirically respectable account’ of how human minds can emerge from nonhuman minds.

Evaluating Course Goals to Achieve High-Order Assignments

ABSTRACTAs the arts are integral to shaping our culture, rigorous education that will prepare art students to create compelling artworks is necessary. Employing a tool such as Bloom's Taxonomy aids instructors in creating assignments that fulfill high-order concerns in the art-writing classroom. Because writing is one way for would-be artists to shape ideas and create complex thoughts, the art-writing classroom, as a precursor to the art world, challenges students to perform at high cognitive levels. Pedagogy employed in art-writing classrooms across the curriculum allows for criticality that results in sophisticated reasoning.

Assessing Self‐assessment in Anatomy

IntroductionFormative self‐assessments are frequently utilized in anatomy courses to gauge learning. Self‐assessment tools have been demonstrated to improve student learning and performance on exams. However, few studies have assessed how specific elements, such as the inclusion of visual components, Bloom's taxonomy level, and the degree of topic integration, influence the efficacy of self‐assessments in an anatomy course.AimThis study retrospectively examined the relationships between self‐assessment construction characteristics, exam construction characteristics, and student exam performance. Specifically, 1) What elements of exam question construction correlated with performance? and 2) What elements of self‐assessment questions correlated with performance on corresponding exam questions?MethodsSelf‐assessment and exam questions administered during the Clinical Anatomy Block at the University of Arizona College of Medicine ‐ Phoenix from 2014–2018 for the Thorax and Abdomen and Pelvis and Lower Extremity units were examined. Self‐assessment questions were distributed to students via email, while exams took place in the anatomy laboratory, with a majority of questions incorporating structures on the donors, images, or anatomical models. For all questions, the constituent learning objectives, use of visual components, Bloom's taxonomy level, and degree of topic integration were noted. Exam performance data were collected for each class as the percentage correct for each question. These variables were entered into linear multiple regression models to assess their relationship to student performance for individual learning objectives. Because no individually identifiable data were utilized in this study, IRB approval was waived by the University of Arizona Office of Research, Discovery & Innovation (Protocol #: 1810045386).ResultsRegression analysis indicates that having visual components in exam questions is negatively associated with performance (t = −5.53, p <0.00). Conversely, a higher average Bloom's level for targeted learning objectives in self‐assessments (t = 2.02, p = 0.04), and a greater number of image‐based questions (t = 2.33, p = 0.02) are positively correlated with performance on corresponding exam questions.ConclusionsThese findings provide evidence that elements of self‐assessment construction, such as a visual component and a higher cognitive level, influence student exam performance when the exam format also incorporates these elements.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.