High-level Cognition Research Articles

The Flow of Analytical Thinking High Cognitive Level Students In Mathematics Problem Solving

Analytical thinking ability Students in understanding and solving problems have not been specifically evaluated. Teachers still do not know how students solve problems using the thought process analytical, so it is not easy to make improvements in determining the right learning strategy for the concept. Study this uncover plot think analytical cognitive level students in non-routine mathematics problem solving based on stages Polya use approach qualitative for investigating mental level student at SMAN 1 Ngunut Tulungagung. Data analysis about Miles and Huberman includes data reduction, data presentation, and withdrawal conclusion. Research results show plot cognitive level student analytical thinking tall in complete problem through Step Polya (1) Understanding problem: differentiate; mention by verbally known and asked; write with mathematical models, and explain the relationship. (2) Planning solution: Organizing; state problem to in a mathematical model, choose draft math, choose a solution strategy from problem mathematics with write on the sheet work, explain the need state return problem to in the mathematical model, able explain the concept and able explain the chosen strategy. (3) Do plan solution: use draft selected math in complete problem mathematics, use the chosen strategy in solution, explain results solution by what was asked, and (4) Seeing return solution: prove the solution right, the exciting conclusion from results solution.

Evaluation of Cultural Ecosystem Service Functions in National Parks from the Perspective of Benefits of Community Residents

The ecosystem of national parks bears some cultural features. How the cultural ecosystem service functions are perceived by the public and how the cultural ecosystem service functions shape the public’s cognition have become urgent scientific questions. This paper performs a case analysis on the Qianjiangyuan National Park System Pilot Area, a representative national park in China, which clarifies the main types of cultural ecosystem service functions from the perspective of the landscape aesthetics benefits of community residents, and analyze the varied impacts of demographics on functional cognition. On this basis, the entropy weight method was adopted to evaluate the importance of each function. Fuzzy comprehensive evaluation was employed to assess the composite level of the cultural service functions. The results show that: (1) the community residents value the benefits brought by the national park the most in terms of the ecological improvement function, and the situation is consistent across the four towns/townships; by contrast, the community residents attach the least importance to the benefits in terms of system governance function. (2) Except for the years of local residence, the community residents’ cognition of different cultural ecosystem service functions may vary significantly, owing to factors like gender, age, education level, occupation, and annual mean income. (3) Concerning the importance of functional indices, the importance scores of the natural experience functions, humanistic concern functions, and social service functions are 0.3286, 0.3503, and 0.3211, respectively. The community residents had a moderate to high level of cognition for the cultural ecosystem service functions (3.99). The different types of functions can be sorted by effectiveness as: the social service functions (4.11) > natural experience functions (4.03) > humanistic concern functions (3.86). The research results provide a reference for improving the management level of national parks, and ease the increasingly prominent contradiction between people and land.

Cognitive Ability Level and Academic Achievement of Senior Secondary Students in physics in Akwa Ibom North-west district.

This study investigates the influence of cognitive ability on academic achievement among senior secondary two students in Physics in Akwa Ibom North -West District. A quasi experimental pre-test post-test non-randomised control group design was adopted for the study. Two research questions and two null hypotheses were formulated to guide the study. Physics Achievement Test (PAT) and Cognitive Ability Test (CAT) instruments were used for data collection from sample size of 91 students. The instruments were validated by three experts. A reliability of 0.73 for PAT and 0.74 for CAT were obtained with split half method using Pearson Product Moment Correlation, which were converted using Spearman Brown formula to have reliability co-efficient of 0.84 and 0.85 respectively. Mean and Standard Deviation were used in answering all the research questions and Analysis of Covariant was used for testing all the hypotheses at 0.05 significant level. The results obtained show that Students with low cognitive ability level performed significantly better than those with high and average cognitive ability level, male students with average cognitive ability level significantly performed better than those with high and low cognitive ability and female with low cognitive ability level performed significantly better than those with high and average cognitive ability level. It is therefore concluded that students academic achievement is not entirely dependent on high cognitive ability level. It was therefore recommended that educational administrators and teachers should use the appropriate teaching techniques to get the best out of students without necessarily considering their cognitive ability levels.

Comparative plasma metabolomic analysis to identify biomarkers for lead-induced cognitive impairment

BackgroundLead (Pb), an environmental neurotoxicant, is known to induce cognitive impairment. Neuroinflammation and oxidative stress in the brain tissue are common pathogenetic links to Pb-induced cognitive impairment. There are no existing biomarkers to evaluate Pb-reduced cognition. Plasma metabolites are the readout of the biological functions of the host, making it a potential biomarker for assessing heavy metal-induced cognitive impairment. MethodsThe present report aims to identify the plasma metabolite changes under conditions of high plasma Pb levels and low cognition. ResultsWe conducted a comparative plasma metabolomic analysis on two groups of adults those with low plasma Pb level and high cognition vs. those with high plasma Pb level and low cognition and identified 20 dysregulated metabolites. In addition, we found a significant reduction in docosahexaenoic acid, glycoursodeoxycholic acid, and arachidonic acid, and significant induction of p-cresol sulfate and phenylacetyl-l-glutamine. Gene Ontology enrichment analysis highlighted the importance of these plasma metabolites in brain functions and neurodegenerative diseases such as Parkinson's disease. ConclusionsThe findings of this report provide novel insights into the use of plasma metabolites to assess metal-induced cognitive impairment.

Effects of mind-body exercises on cognitive impairment in people with Parkinson's disease: A mini-review.

Parkinson's disease (PD) is an important health problem caused by the degeneration of brain neurons. Bradykinesia and lower balance ability seriously affect the quality of life of people with PD. Non-motor symptoms, such as cognitive impairment, accompany the course of the disease but still lack sufficient attention. In general, drugs combined with cognitive training are the most common ways to improve cognitive impairment in people with PD. However, long-term use of psychiatric drugs may lead to side effects such as brain death and movement disorders. Recently, mindfulness has been used by researchers in the treatment of cognitive impairment, because healthy older adults who engage in mind-body exercises for a long time have higher cognitive levels than normal aging populations. Mind-body exercise, as a therapy that combines concentration, breath control, and physical activity, is beneficial for improving practitioners' brain and mental health. Mind-body exercises such as Tai Chi, yoga, dance, and Pilates can improve cognitive performance in older adults with or without cognitive impairment. Therefore, mind-body exercise may be a feasible strategy for the treatment of cognitive impairment in people with PD. This study summarizes the latest evidence that mind-body exercises including Tai Chi, Qigong, yoga, and dance improve cognitive impairment associated with PD. We also explored the limitations of current mind-body exercise research, aiming to provide new ideas for improving mind-body exercise as a strategy to alleviate cognitive impairment in people with PD.

Using enaction to evolve from pre-Covid to post-Covid pedagogy: a case study with South African mathematics teachers.

The Covid-19 pandemic and subsequent national lockdown in South Africa induced a rapid, albeit challenging, implementation of blended learning (with a strong online focus) at all educational levels. During this time, a group of teachers were involved in a specialised computer integrated education course, preparing them for the design and implementation of technologically enhanced modes of teaching. In this research we considered the positive impact of the situation during the pandemic on these mathematics teachers’ practice, as well as their conceptualisation of the way forward for technology enhanced mathematics education. We conducted an explorative survey study, employing an enactivist approach, to investigate their experiences of addressing procedural and conceptual aspects of mathematics education, as well as their observations of learners’ reactions to these changed practices. Our findings show that participants experienced their exposure to technology as creating an environment they foresee will have a lasting impact on their teaching practice. Participants emphasised the importance of using educational technology meaningfully as a cognitive tool that allows for learners to learn with the technology and not from the technology, which impacts on the importance of learner-centred teaching strategies and the development of high cognitive level interactive learning activities.

Keterampilan Bertanya dengan Pembelajaran PQ4R (Preview, Question, Read, Reflect, Recite, and Review)

Learning in the 21st century emphasizes student activity in the learning process. This activity is not only physically active but also mentally active, especially active for scientific thinking. One indicator of the activity is the high intensity of students in asking questions and the quality of questions asked by students. The research conducted in Class IV MI Subulussalam Pucangsimo, Bandarkedungmulyo District, Jombang Regency, aims to analyze students' questioning skills by learning PQ4R on plant parts. This research was conducted using a descriptive research method with an observation instrument that analyzed students' questions both in quantity and quality. The results showed that students' quantitative questioning skills reached 70%, namely 17 students who were actively asking questions. As for the quality, low cognitive level questions still dominate with a percentage of 88% of all questions asked. Therefore, the questioning skills with PQ4R Learning are classified as good with the achievement of the highest level of asking questions at the high cognitive question level at the analysis stage, there is a need for habituation and improvement of high-level questioning skills so that questions are more weighty to discuss and discuss, at the end students' asking skills will also improve better.

EFL Teachers’ Perceptions of Teacher Appraisal

The purpose of this study was to examine EFL teachers’ perceptions of teacher appraisal in terms of its purpose, methods, and criteria. Data for this study were collected from 20 EFL teachers who were given a questionnaire asking them to indicate to what extent they agreed with a total of 44 statements in a Likert-style format, with space to write their comments. Basic statistical analysis of responses revealed several characteristics that many teachers considered to reflect effective teacher appraisal. In terms of purpose, teachers seemed to lean more towards conducting appraisals for professional improvement purposes than making personnel decisions. As for methods, teachers seemed to prefer to be evaluated by their supervisors, whether in terms of classroom observation or evaluation of their written work (tests, portfolios, etc.), to being evaluated by non-EFL supervisors, students, or external evaluators (whether in terms of classroom observation, questionnaires or asking them to take tests). As for evaluation criteria, the results revealed that teachers strongly agreed with most of the evaluation criteria in the literature but were less enthusiastic about such criteria as knowledge of learning theories, use of visual aids, and using higher cognitive levels in discussions and examinations.

Reviewing the Influences of Teacher Discourse Techniques on Students’ Learning

This paper aims to examine the influence of teacher discourse techniques on student learning. Four speaking skills will be mainly reviewed: intonation, repetition, and wait time. The research is informed by the fact that speaking consumes a large portion of student-teacher interactions. Thus, the quality of such interactions, especially in questioning, can be improved using the appropriate intonation, repetition, and wait time. The study was completed using a qualitative research design. The data presented were obtained from secondary materials. The study used multiple approaches to address the research problem. The methods used in the current paper were referred from previous studies that had investigated intonation, repetition, and wait time as speaking skills in classroom interactions. The paper also collected data and findings from various studies to analyze the research problem. The review suggests that long wait time is better positioned to improve student learning. This is especially true for learning concepts at a high cognitive level, which requires critical thinking. Additionally, using the conducive and unconducive questions with falling and rising tones also has a high potential for improving student learning. The grammatical, benign neglect, and interpersonal approaches were found to have their inherent limitations. The review also supports the idea that repetition can advance student learning. The findings indicate that repetitions can be used to draw attention, as well as create learning habits, and many other objectives relevant to student learning. The findings of the study are consistent with the ideas and evidence presented in the literature review. The findings confirm that with the right speaking skills, students learning can be highly improved. Perhaps the major limitation of the research is that it used secondary data.

Relationship between cognitive ability and predictors for age at the time of autism spectrum disorder diagnosis

The rising prevalence of autism spectrum disorder (ASD) has increased awareness of the need for early diagnosis and intervention; however, not all children are diagnosed at preschool age. In the literature, findings regarding factors that may play a role in later diagnosis are inconsistent. Presence or absence of intellectual disability is a possible factor. This study aimed to identify factors associated with later diagnosis of ASD among children grouped according to low and high cognitive levels. Data of children who were previously diagnosed with ASD between 2002 and 2016 at a national autism center were analyzed. Better cognitive ability, having more siblings, and previous diagnosis of attention-deficit/hyperactivity disorder were predictors of later diagnosis among the entire cohort. Children exhibiting lower cognitive levels (LC-ASD; DQ/IQ < 70; n = 209) were diagnosed much earlier. Among this group, later ASD diagnosis was predicted by poorer adaptive behavior, more severe restricted and repetitive behaviors, and previous diagnosis of epilepsy. In the higher cognitive level group (HC-ASD; DQ/IQ ≥ 70; n = 321), familial variables and more severe social impairments were predictors of later ASD diagnosis. Clinicians should be aware of variables that may affect ASD diagnostic age among children with varying cognitive abilities.

A generic neural factor linking resting-state neural dynamics and the brain's response to unexpectedness in multilevel cognition.

The brain's response to change is fundamental to learning and adaptation; this implies the presence of a universal neural mechanism under various contexts. We hypothesized that this mechanism manifests in neural activity patterns across low and high levels of cognition during task processing as well as in resting-state neural dynamics, because both these elements are different facets of the same dynamical system. We tested our hypothesis by (i) characterizing (a) the neural response to changes in low-level continuous information stream and unexpectedness at different cognitive levels and (b) the spontaneous neural dynamics in resting state, and (ii) examining the associations among the dynamics according to cross-individual variability (n= 200). Our results showed that the brain's response magnitude was monotonically correlated with the magnitude of information fluctuation in a low-level task, forming a simple psychophysical function; moreover, this effect was found to be associated with the brain's response to unexpectedness in high-level cognitive tasks (including language processing). These coherent multilevel neural effects in task processing were also shown to be strongly associated with resting-state neural dynamics characterized by the waxing and waning of Alpha oscillation. Taken together, our results revealed large-scale consistency between the neural dynamic system and multilevel cognition.

The interaction between infant negative emotionality and cognition predicts ADHD-related behaviors in toddlerhood

Attention-deficit/hyperactivity disorder (ADHD) is a highly prevalent disorder commonly identified in childhood. Affective and cognitive characteristics that are identifiable as early as infancy could be signals of risk for developing ADHD. Specifically, the interplay between emotionality and cognition may be important in predicting early symptoms of ADHD. This study examined the independent and interactive effects of infant negative emotionality and cognition on the development of inattention and hyperactivity/impulsivity in toddlerhood among infants at high and low familial likelihood for ADHD. Participants were 64 infants (M = 8.7, SD = 1.8) at high (n = 32) and low (n = 32) familial likelihood for ADHD, defined as at least one parent with ADHD or two parents without ADHD, respectively. Negative emotionality and cognition in infancy were assessed using the Infant Behavior Questionnaire and the Bayley’s Scales of Infant and Toddler Development, and ADHD symptoms were assessed at toddler follow-up (M= 20.0, SD= 3.2) using the Child Behavior Checklist. Accounting for the quality of parent-child interaction, infants’ negative emotionality (β = .033, p = .938) and cognition (β = .006, p = .884) did not independently predict toddlers’ ADHD-related behaviors, but their interaction did (β = .110, p = .019). For infants with higher levels of cognition (>95th percentile), higher negative emotionality predicted more ADHD-related behaviorss. For infants with lower levels of cognition (<11th percentile), higher negative emotionality predicted fewer ADHD-related behaviors. There may be two affective-cognitive pathways to inattention and hyperactivity/impulsivity in toddlerhood. The combination of higher levels of negative emotionality and cognition may result in greater frustration when goals are blocked, resulting in the expression of dysregulated behaviors (i.e., ADHD symptoms). Alternatively, low levels of negative emotionality and cognition combined may lead to dysregulation that is primarily cognitive in nature (such as the inattention symptoms of ADHD). Investigating affective and cognitive processes simultaneously may be important for increasing understanding of the early signals of ADHD risk.

In Search of a Neural Model for Serial Order: A Brain Theory for Memory Development and Higher Level Cognition

In order to keep trace of information and grow up, the infant brain has to resolve the problem about where old information is located and how to index new ones. We propose that the immature prefrontal cortex (PFC) uses its primary functionality of detecting hierarchical patterns in temporal signals as a second feature to organize the spatial ordering of the cortical networks in the developing brain itself. Our hypothesis is that the PFC detects the hierarchical structure in temporal sequences in the shape of ordinal patterns and uses them to index information hierarchically in different parts of the brain. Henceforth, we propose that this mechanism for detecting ordinal patterns participates also in the hierarchical organization of the brain during development; i.e., the bootstrapping of the connectome. By doing so, it gives the tools to the language-ready brain for manipulating abstract knowledge and for planning temporally ordered information; i.e., the emergence of causality and symbolic thinking. In this position paper, we will review several neural models from the literature that support serial ordering and propose an original one. We will confront then our ideas with evidence from developmental, behavioral, and brain results.

Reasoning skills of children aged between 4 and 6 years in repeating pattern tasks

In this study, it was aimed to investigate 4-to-6-year-old children's reasoning skills appearing in pattern tasks. 55 children studying in the classes of four different pre-school classes participated in the study. A classroom teaching experiment was conducted to examine the development of children's reasoning skills in pattern tasks. Both qualitative data and quantitative data were collected. Qualitative data consists of video and audio recordings of children's pattern tasks and pattern worksheets. Quantitative data includes the database of scoring children's pattern studies according to the pattern structure scheme proposed by Clements and Sarama (2009). The reasoning levels of children in pattern tasks were analyzed using the Winsteps Rasch software. In the pattern tasks included in the study, the reasoning skills of children were addressed with Wright Map and were supported by direct quotations from children's pattern activities. It was observed that children could do copying and expansion activities easily in pattern tasks. In abstraction tasks, reasoning skills with a high cognitive level were effective. Based on the study results, it has been concluded that younger children's reasoning skills are effective and can be developed when they are exposed to pattern tasks.

Avian cognition and the implications for captive parrot welfare

AbstractPreviously assumed to be unintelligent animals, many species of birds display high levels of cognition and may even possess conscious awareness. In particular, both corvids and parrots have been the focus of cognitive research including studies on problem-solving, social intelligence, and sentience. Despite their similar neural architecture and cognitive abilities, the laws regarding these two families of birds differ greatly. In the United States, it is illegal to keep corvids as pets. Parrots, however, are one of the most commonly kept pets in America, although their care in captivity remains largely unregulated. Captive parrots suffer from a number of medical and psychological issues and experience high rates of neglect and abandonment. At the same time, wild parrot populations are dwindling due both to habitat loss and capture for the pet trade. This review examines the novel findings on avian cognition and applies them to the potential ethical implications of keeping parrots in captivity. In addition, suggestions for future directions are presented, including the development of legislation to protect captive and wild parrots.

Effects of academic achievement and group composition on the quality of student-generated questions and online procedural prompt usage patterns

This study aims to examine if and how academic achievement and gender group composition affect the quality of online SGQ and the use patterns of procedural prompts provided to support SGQ activities. Forty-one university sophomores enrolled in an English as a foreign language class participated in a four-week study. All questions generated were categorized based on the revised Bloom’s taxonomy for quality evaluation, and a content analysis along the set of integrated online procedural prompts was conducted to reveal usage patterns. Five key findings were obtained: First, the provision of the online procedural prompts served as an efficacious learning scaffold to help the participants at both high- and low-academic achievement levels generate the most questions at high-cognitive levels. Second, based on the results of the Fisher’s exact test, no significant relationships were found between academic achievement and the quality of SGQ. Third, the participants in the all-male and mixed-gender groups generated the majority of their questions at high-cognitive levels, whereas the all-female group generated an equal number of questions at both low- and high-cognitive levels. Fourth, no significant relationships between the gender group composition and the quality of SGQ were found according to the chi-square test of independence. Fifth, the results of the content analysis revealed that while some same usage patterns related to online procedural prompts were exhibited by students at both low- and high-academic achievement levels and with different gender group compositions, slightly different usage patterns were observed.

Disentangling relations between attention to the eyes and empathy.

Social interactions involve an interplay between lower-level social perceptual biases and higher-level cognition and affect. One particularly important building block of social interaction is attention to others' eyes. Previous research has found links between individual differences in eye-looking and complex social capacities, including empathy. Such research, however, has predominately used nonnaturalistic stimuli and has not addressed the directional relation between these processes. In this study, a large sample of adults (N = 164) were eye-tracked while watching naturalistic videos of complex social interactions. Additionally, participants completed measures of empathy and spontaneous and explicit mentalizing. To disentangle relations between variables, participants were assigned to one of three conditions: first, a baseline condition with no instructions; second, an eye-looking condition, where participants were told to look at the eyes of the characters; and, third, an empathy condition, where participants were told to become involved with the characters' thoughts and feelings. In the baseline condition, we found no relation between mentalizing and eye-looking, yet found that eye-looking and empathy were positively related. Inducing one behavior, however, did not affect the other. That is, participants in the eye-looking condition showed increased eye-looking but not increased empathy, and participants in the empathy condition scored more highly on empathy and mentalizing measures with no corresponding changes in eye-looking. These results suggest that the relations between visual attention and social cognition are complex and difficult to manipulate. Future research should examine the developmental links between these behaviors, as understanding their emergence has implications for social disabilities and interventions. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

The Analysis of Communication Skills on Biology Learning Process with Creative Learning in Senior High School

This article discusses how high school students' creative learning in Biology learning to improve Communication Skills. Creative learning is learning that puts the teacher forward in facilitating learning activities, so that the learning atmosphere is conducive. Communication Skills is the extent of the use of the mind in solving problems by using its thinking skills at a higher cognitive level. This type of research is development research (Research and Development), which is used as concrete evidence in increasing Communication Skills with creative learning involving 10 schools, both public and private schools, and 10 Biology subject teachers as a needs analysis. Retrieval of need assessment data using a questionnaire technique through Google Form given to high school biology teachers. The results of the need assessment show that teachers who always improve students' creative learning by 70%, implementation of the Problem Solving learning model by 30%. Teachers still have difficulties in implementing Problem Solving learning to improve creative learning by 80%. Conclusion SCICR learning can be used to increase Communication Skills and creative thinking in students. Teachers still have difficulties in implementing Problem Solving learning to improve creative learning by 80%. Conclusion SCICR learning can be used to increase Communication Skills and creative thinking in students. Teachers still have difficulties in implementing Problem Solving learning to improve creative learning by 80%. Conclusion SCICR learning can be used to increase Communication Skills and creative thinking in students.

The Analysis of Communication Skills on Biology Learning Process with Creative Learning in Senior High School

This article discusses how high school students' creative learning in Biology learning to improve Communication Skills. Creative learning is learning that puts the teacher forward in facilitating learning activities, so that the learning atmosphere is conducive. Communication Skills is the extent of the use of the mind in solving problems by using its thinking skills at a higher cognitive level. This type of research is development research (Research and Development), which is used as concrete evidence in increasing Communication Skills with creative learning involving 10 schools, both public and private schools, and 10 Biology subject teachers as a needs analysis. Retrieval of need assessment data using a questionnaire technique through Google Form given to high school biology teachers. The results of the need assessment show that teachers who always improve students' creative learning by 70%, implementation of the Problem Solving learning model by 30%. Teachers still have difficulties in implementing Problem Solving learning to improve creative learning by 80%. Conclusion SCICR learning can be used to increase Communication Skills and creative thinking in students. Teachers still have difficulties in implementing Problem Solving learning to improve creative learning by 80%. Conclusion SCICR learning can be used to increase Communication Skills and creative thinking in students. Teachers still have difficulties in implementing Problem Solving learning to improve creative learning by 80%. Conclusion SCICR learning can be used to increase Communication Skills and creative thinking in students.

No evidence for embodiment: The motor system is not needed to keep action verbs in working memory

Increasing evidence implicates the sensorimotor systems with high-level cognition, but the extent to which these systems play a functional role remains debated. Using an elegant design, Shebani and Pulvermüller (2013) reported that carrying out a demanding rhythmic task with the hands led to selective impairment of working memory for hand-related words (e.g., clap), while carrying out the same task with the feet led to selective memory impairment for foot-related words (e.g., kick). Such a striking double dissociation is acknowledged even by critics to constitute strong evidence for an embodied account of working memory. Here, we report on an attempt at a direct replication of this important finding. We followed a sequential sampling design and stopped data collection at N = 77 (more than five times the original sample size), at which point the evidence for the lack of the critical selective interference effect was very strong (BF01 = 91). This finding constitutes strong evidence against a functional contribution of the motor system to keeping action verbs in working memory. Our finding fits into the larger emerging picture in the field of embodied cognition that sensorimotor simulations are neither required nor automatic in high-level cognitive processes, but that they may play a role depending on the task. Importantly, we invite researchers to engage in transparent, high-powered, and fully pre-registered experiments like the present one to ensure the field advances on a solid basis.