Levels Of Cognitive Ability Research Articles

Child's legal personality: actualization of opportunities and their limitations

The subject of this research is the concept of a child’s legal capacity in an interdisciplinary context and the validity of various approaches for determining the essence and scope of a child’s legal capacity in terms of Russian public and private legislation and to provide suggestions for improvement.Methodology: The authors’ general research methods for cognition are: analysis, synthesis, and abstraction. This research is also based on legal acts and judicial practice, as well as on the opinions of scientists.Results: On the one hand, differentiations in terms of the essence, structure and scope of a child’s legal capacity within the branches of Russian law are justified according to the specifics of their subject and methods of legal regulation. On the other hand, the differences in approaches presented in them, especially according to age criterion, are far from universally justified, and this is especially characteristic of the active component of legal personality – or legal capacity. Thus, 14 and 16 are the ages of legal capacity in terms of constitutional law; 6, 14 and 16 for civil law; 14, 15 and 16 for labour law; 15 for medical law; 10, 14, 15, 16 for family law; etc. The law on education does not indicate any age benchmarks, being oriented towards the school education periods. At the same time, the lower boundaries of ‘minimal legal capacity’ are established only for the sake of civil legal relations and administrative and criminal liability. In other cases, in the assessment of a child’s ability to make legally significant decisions, the law enforcement officer considers a child’s individual psychological characteristics. Typically this approach proves to be correct. Psychological data indicate the development of an acceptable level of cognitive ability by the age of 12; therefore, the formally enshrined concept of child consent to certain legally significant acts beginning at the age of 10 requires discussion and possible adjustment. The ages of 14 and 16 as starting points for basic elements of the legal capacity (legal personality) are reasonable and must be applied systematically; other intermediate solutions are not justified. In terms of a generally correct decision with regard to the moment when the age of legal capacity begins, it would be reasonable to correlate this with the protection of a child’s interests before his/her birth. There is no unified approach to understanding a child’s ability to perform legal duties: in civil law such ability is denied, while in other legal spheres it exists. As for family law, it should be assimilated into the general group. Conclusions: the concept of a child’s legal capacity requires systematization and enhancement as a prerequisite for a reasonable and justified arrangement of children's world – both within the family and in the public sphere.

Découvrir le fauteuil roulant électrique en établissement pour personnes adultes polyhandicapées : une opportunité de stimulation cognitive

Adults with severe cerebral palsy and restricted autonomy are able to engage in meaningful activities suitable for their locomotor abilities and appropriate to stimulate their cognitive skills. Experimental assistive mobility with an electric wheelchair is one example. Here, we present seven case reports of adults with multiple and severe disabilities, living in institutions. They were proposed training sessions, guided by a multidisciplinary team and dedicated to the discovery of using an electric wheelchair. We show that the learning milestones that are described in children with motor deficiency when beginning to use an electric wheelchair are also observed in our adults. For each individual, depending on the severity of his/her neurological damage, this experiment revealed the level (exploratory or operative) of cognitive ability that was reached after training. For all of them, the discovery of a self-initiated mobility was a source of intense emotional and attentional mobilisation.

THE INFLUENCE OF SCIENCE AND IPS DEPARTMENT ON LEARNING OUTCOMES IN CLASS XI STUDENTS IN CITIZENSHIP EDUCATION.

In this study, the factors causing differences in students' abilities were focused on the intelligence factor used by the school to place students in the Science and Social Studies specialization group. This difference in placement was based on cognitive ability, and student interest carried out by the school. Schools still consider the division of the second major to be more critical based on moderate to low levels of cognitive abilities, so students are in the social studies class group, while moderate to high cognitive abilities are in the science class group. Citizenship education subjects are divided into two groups, where the groups have been divided based on students' cognitive abilities. In this group condition, the two social studies and science class groups should have a different impact on student learning outcomes. Is the justification that the Social Studies class group, which is grouped based on medium to low cognitive abilities, has lower student end-of-semester exam results than the Science class group, or is it the other way around? This research is included in the quasi-experimental research with a purposive sampling technique. This research was conducted on class XII high school students majoring in science and social studies. Data collection techniques for learning outcomes use good descriptions to measure knowledge or skills. The data analysis technique used is non-parametric (Mann-Whitney U Test). The results of the research show that the learning outcomes of students majoring in civic education in social studies are lower than those majoring in natural sciences, or the learning outcomes of students majoring in natural sciences are higher in citizenship education than students majoring in social studies.

Age, Resources, and Emotion Regulation Need in Daily-Life Emotional Contexts.

The Strengths and Vulnerabilities Integration model (Charles, 2010) suggests older adults experience difficulty regulating emotions with high-arousal negative stimuli due to decreases in resources. We investigate relationships among age, physical and cognitive resources, emotional experience, and perceived emotion regulation (ER) needs. Participants aged 25-85 (N=290) completed assessments of cognitive ability and physical health. In an experience sampling procedure (6x per day for 10days), participants reported their momentary emotion experience and perceived need to regulate their emotions. Regardless of arousal level, negative emotion was associated with higher ER need and positive emotion was associated with lower ER need. This pro-hedonic orientation was stronger among older adults and individuals with more cognitive resources. In contrast to predictions, older adults in poor physical health who experience high levels of high-arousal negative emotion on average reported lower ER need compared with younger adults in poor physical health. However, older adults with lower cognitive resources who experience high levels of high-arousal negative emotion on average reported higher ER need. Findings suggest that younger age and lower levels of cognitive ability are linked to less perceived need to regulate negative emotional states. Physical vulnerabilities also may dampen the perceived need for regulating high-arousal negative emotions, but only among older adults. Age-related shifts in resources and emotional goals may influence the likelihood that individuals are motivated to engage in ER, as well as the effectiveness of those efforts.

Differential associations between scale-free neural dynamics and different levels of cognitive ability.

As indicators of cognitive function, scale-free neural dynamics are gaining increasing attention in cognitive neuroscience. Although the functional relevance of scale-free dynamics has been extensively reported, one fundamental question about its association with cognitive ability remains unanswered: is the association universal across a wide spectrum of cognitive abilities or confined to specific domains? Based on dual-process theory, we designed two categories of tasks to analyze two types of cognitive processes-automatic and controlled-and examined their associations with scale-free neural dynamics characterized from resting-state electroencephalography (EEG) recordings obtained from a large sample of human adults (N=102). Our results showed that resting-state scale-free neural dynamics did not predict individuals' behavioral performance in tasks that primarily engaged the automatic process but did so in tasks that primarily engaged the controlled process. In addition, by fitting the scale-free parameters separately in different frequency bands, we found that the cognitive association of scale-free dynamics was more strongly manifested in higher-band EEG spectrum. Our findings indicate that resting-state scale-free dynamics are not universal neural indicators for all cognitive abilities but are mainly associated with high-level cognition that entails controlled processes. This finding is compatible with the widely claimed role of scale-free dynamics in reflecting properties of complex dynamic systems.

Worker autonomy and performance: Evidence from a real‐effort experiment

AbstractWorker flexibility in effort allocation is a crucial factor for productivity and optimal job design. This paper runs a real‐effort experiment that manipulates both the degree and type of autonomy individuals have in scheduling their effort, and it examines the causal effects of these manipulations on final performance. The main findings come from comparing subjects with different levels of cognitive ability. Using individual data on scheduling decisions, I find significant baseline differences in performance and effort‐allocation strategies between high‐ and low‐cognitive ability subjects. Moreover, the experiment shows that high‐ability individuals reach higher performance when they have full scheduling flexibility while limiting any task‐ordering possibility increases the performance of low‐ability individuals. Overall, this paper provides new and robust evidence on the importance of cognitive ability in explaining effort‐allocation decisions, and it identifies job design interventions to increase the performance of high‐ and low‐ability workers.

The relationship of cognitive abilities and motor proficiency in preschool children – pilot study

Introduction: This study aimed to evaluate the relationship between cognitive abilities and motor skills in a selected group of preschool children. Material and methods: We measured 56 children (27 girls, 29 boys; average age 5.97±0.42). The level of motor proficiency was measured using the short version of the BOT-2 test, and cognitive abilities were measured using the colored trail making test for children. Results: Girls scored better on all test items, and the observed differences were not statistically significant, except for the difference in fine manual control. For this category, the results for girls were significantly better than those for boys (p<0.01). The effect size of the observed differences in cognitive and motor skill levels between girls and boys had a large effect. The results showed a strong correlation between the level of cognitive abilities and the level of motor profieciency in preschool children (r=0.61; p<0.01) in the whole group as well as when assessing correlations separately for the group of boys (r=0.64; p<0.01) and the group of girls (r=0.50; p<0.01). Moderate to moderately strong correlations have been proved between the level of cognitive ability and the level of motor profieciency in particial motor categories: manual coordination (r=0.65; p<0.01), fine manual control (r=0.52; p<0.01), and body coordination (r=0.50; p<0.01). The relationship between the level of cognitive ability, strength, and agility was weak (r=0.34; p<0.05). Considering all test limits, the process of testing, and preschool age specifics, we can state that there is a strong correlation between motor and cognitive abilities. Conclusions: Motor and cognitive ability development are closely related. The results of this study demonstrated the importance of complex development and early screening. The results of this study can serve as another useful insight related to previous claims in the field of the development of cognitive abilities and motor proficiency.

INTERNET LITERACY FROM GRANDCHILDREN OR YOUNGER GENERATION: A NEW DIRECTION FOR GERONTECHNOLOGY

Abstract Internet literacy offers a modern set of tools that can help older adults achieve the three pillars of successful aging, especially in the post-pandemic world. In the United States, older adults have shown significant growth in the usage of the internet and online services. However, information and social connectivity for older adults with lower incomes and education levels still lag. The current pandemic raises the public question of whether internet access and education should be deemed as a basic human right. Internet access is even more critical for older adults who need additional technology access and training, tailored to fit their varying experience, disability, and cognitive ability levels. The pandemic has demanded numerous technological skills for daily life: videoconferencing to carry on work, ordering groceries, taking exercise classes online, talking to family members and healthcare providers, and now registering for vaccination. Thus older adults need help with technology use more than ever. We need awareness of the “digital divide” and collaboration from designers, developers, services, products, and programs or interventions from various public and private sources. Identifying social and logistical barriers to technology literacy, we propose a conceptual model of using intergenerational training strategies to ameliorate the digital divide experienced by older adults. In this paper, we will review successful intergenerational programs like Students to Seniors, and Zoomers to Boomers, and introduce a similar model for internet literacy. The intergenerational mentoring model is advocated due to its wide-ranging potential benefits for both the older generation and the younger generation.

Predictors of longitudinal cognitive ageing from age 70 to 82 including APOE e4 status, early-life and lifestyle factors: the Lothian Birth Cohort 1936

Discovering why some people’s cognitive abilities decline more than others is a key challenge for cognitive ageing research. The most effective strategy may be to address multiple risk factors from across the life-course simultaneously in relation to robust longitudinal cognitive data. We conducted a 12-year follow-up of 1091 (at age 70) men and women from the longitudinal Lothian Birth Cohort 1936 study. Comprehensive repeated cognitive measures of visuospatial ability, processing speed, memory, verbal ability, and a general cognitive factor were collected over five assessments (age 70, 73, 76, 79, and 82 years) and analysed using multivariate latent growth curve modelling. Fifteen life-course variables were used to predict variation in cognitive ability levels at age 70 and cognitive slopes from age 70 to 82. Only APOE e4 carrier status was found to be reliably informative of general- and domain-specific cognitive decline, despite there being many life-course correlates of cognitive level at age 70. APOE e4 carriers had significantly steeper slopes across all three fluid cognitive domains compared with non-carriers, especially for memory (β = −0.234, p < 0.001) and general cognitive function (β = −0.246, p < 0.001), denoting a widening gap in cognitive functioning with increasing age. Our findings suggest that when many other candidate predictors of cognitive ageing slope are entered en masse, their unique contributions account for relatively small proportions of variance, beyond variation in APOE e4 status. We conclude that APOE e4 status is important for identifying those at greater risk for accelerated cognitive ageing, even among ostensibly healthy individuals.

Education and Cognitive Function in the United States and Mexico

AbstractBackgroundEducation is associated with level of cognitive ability and may improve cognition by building cognitive reserve and improving health and socioeconomic status (SES) throughout life. This analysis evaluates consistency of associations between education and cognitive domains in the United States and Mexico and asks whether associations can be explained by late‐life health and SES.MethodData includes adults age 50+ from the MexCog in Mexico (n = 2,042) and the Harmonized Cognitive Assessment Protocol (HCAP) in the United States (n = 3,267). Associations between years of education and factor scores for several cognitive domain were estimated separately for each country, with and without adjustment for multiple chronic conditions, income, and wealth.ResultIn gender/age adjusted models, a year of education was associated with having 0.11 (memory), 0.14 (executive function), 0.14 (language), and 0.13 (visuospatial) standard deviations higher cognition in the MexCog and 0.12 (memory), 0.14 (executive function) and 0.13 (language) 0.10 (visuospatial), and 0.07 (orientation) standard deviations higher cognition in the HCAP. Further adjustment for chronic conditions, income, and wealth did not affect the size or statistical significance of estimates in either country.ConclusionEducation positively related with cognition across all domains similarly in the United States and Mexico. Results suggest a direct effect of education on cognitive ability that is not eliminated by reducing educational disparities in later life health and SES.

Ongoing trends of human intelligence

The aim of the study is to estimate the most recent trends of intelligence world-wide. We find that the most recent studies report mainly positive Flynn effects in economically less developed countries, but trivial and frequently negative Flynn effects in the economically most advanced countries. This is confirmed by an analysis of 48 countries in the 2000–2018 PISA tests, showing that high pre-existing IQ and school achievement are the best predictors of declining test scores. IQ gaps between countries are still large (e.g., 19 IQ points in PISA between East Asia and South Asia) but are diminishing world-wide. We predict that these trends, observed in adolescents today, will reduce cognitive gaps between the working-age populations of countries and world regions during coming decades. As is predicted by the well-established relationship between intelligence and economic growth, there is already evidence that the ongoing cognitive convergence is paralleled by global economic convergence. These developments raise questions as to how long this cognitive and economic convergence will continue, whether it will eliminate cognitive and economic gaps between countries entirely, and whether a condition with high levels of cognitive ability and economic prosperity is sustainable long-term.

A Study on Task-based Elementary English Speaking Classes using the Metaverse Platform ‘Gather.town’

Objectives The purpose of this study is to present a teaching plan using a metaverse that allows elementary school learners to immerse themselves in learning with interest and interest as a task-oriented activity that can provide learners with opportunities to directly use English. Accordingly, a plan for elementary English speaking class was presented using Gather.town, one of the metaverse platforms. Methods For this purpose, this study first investigated current task-based instruction models and reformulated a task performance model for elementary English classes. For the task-based class design, the task-based instruction model of Willis (1996) and Skehan (1996) was modified to fit the purpose of this study, and according to the class development, it consisted of the pre-task stage (task introduction), task performance stage (speaking practice), and post-task stage (presentation). As a task-based activity for each stage, a lesson design method using Gather.town was introduced. Results The functions of Gather.town that can be utilized in each stage were introduced, and the class development and activity methods using the functions were presented. The metaverse-using class design model presented in this study can be used in whole or in part as a class operation plan according to the judgment of the teacher, considering elementary school students' cognitive development ability, task performance, proficiency, and English level. Conclusions Through realistic speaking tasks using metaverse, learners' immersion in the task situation can be increased, and it is expected to bring positive effects in terms of learners' interest in class and usefulness in learning to speak. In addition, the educational use of metaverse is expected to provide an opportunity to increase interest in English and improve the listening and speaking skills of English, which is a target language, by practicing English in an elementary English class environment where there are few opportunities to use English directly.

Health literacy among older adults 77+ in Sweden

Abstract Background Health literacy (HL) is an essential component of an individual’s ability to gain access to, understand and use information to improve and maintain good health and is an important prerequisite for managing health and care needs. Therefore, knowledge on older people’s HL is vital to meet the care needs of the rapidly aging population efficiently and equitably. Knowledge on HL in the older population is limited, both in an international perspective and in Sweden. Challenges linked to limited HL are expected to increase with advanced age, emphasizing the importance of conducting a study using a nationally representative sample of older adults. The aim of the study was to explore the level of HL in older adults living in Sweden. Methods A cross sectional study using data from the Swedish Panel Study of Living Conditions of the Oldest Old (SWEOLD), which is a nationally representative sample of the Swedish population aged 77+ years (N = 1500). SWEOLD covers areas such as health, socioeconomic and social factors. HL is assessed with the communicative and critical health literacy scale. The data was collected through telephone interviews in fall 2021 and spring 2022. Respondents not able to answer themselves were excluded. Results Preliminary results show that 49 % of the participating adults aged 77+ have limited HL. HL was significantly associated with age (77-85 years OR: 1.80; 86+ OR: 3.04), education level (OR: 1.76), vision (OR: 2.40) and cognitive ability (OR: 0.88). HL was not significantly associated with sex. Conclusions These preliminary results shows that a large proportion of Swedish older people might face difficulties related to accessing, understanding, appraising, and applying health information in ways which promote and maintain good health, and stresses the importance of examining the topic in greater detail. Key messages • A high proportion of older adults in Sweden have limited health literacy. • Health literacy among older adults in Sweden varies with age, level of education, vision and cognitive ability.

Only the smartest? Motivating job characteristics for all ability levels and their impact on job satisfaction

AbstractUsing Program for the International Assessment of Adult Competencies data, we explore the relation between cognitive ability, proxied by an explicit test of individual numeracy level and the reported satisfaction of individuals with their job. The paper identifies a relation of individual cognitive ability on job satisfaction interacting with some characteristics of the job related to job complexity, namely job autonomy and learning opportunity in the workplace. We found that individuals with different levels of cognitive ability exhibit different levels of job satisfaction depending on how much learning and job autonomy allows their employment. Individuals with low level of cognitive ability enjoy more their job autonomy than individuals in the top of the ability distribution. The learning effect brings the most profits to the utility of workers from the middle quartiles. Finally, planning is most enjoyed at the top of the distribution. We discuss the implication of these findings from a practical perspective.

An fMRI intervention study of creative mathematical reasoning: behavioral and brain effects across different levels of cognitive ability

BackgroundMany learning methods of mathematical reasoning encourage imitative procedures (algorithmic reasoning, AR) instead of more constructive reasoning processes (creative mathematical reasoning, CMR). Recent research suggest that learning with CMR compared to AR leads to better performance and differential brain activity during a subsequent test. Here, we considered the role of individual differences in cognitive ability in relation to effects of CMR. MethodsWe employed a within-subject intervention (N=72, MAge=18.0) followed by a brain-imaging session (fMRI) one week later. A battery of cognitive tests preceded the intervention. Participants were divided into three cognitive ability groups based on their cognitive score (low, intermediate and high). ResultsOn mathematical tasks previously practiced with CMR compared to AR we observed better performance, and higher brain activity in key regions for mathematical cognition such as left angular gyrus and left inferior/middle frontal gyrus. The CMR-effects did not interact with cognitive ability, albeit the effects on performance were driven by the intermediate and high cognitive ability groups. ConclusionsEncouraging pupils to engage in constructive processes when learning mathematical reasoning confers lasting learning effects on brain activation, independent of cognitive ability. However, the lack of a CMR-effect on performance for the low cognitive ability group suggest future studies should focus on individualized learning interventions, allowing more opportunities for effortful struggle with CMR.

Integral development of coordination and cognitive abilities of basketball players in groups of initial training

Purpose: to determine the impact of the application of experimental methods on the integral development of coordination and cognitive abilities of young basketball players 6-7 years old. Material: the study was attended by 23 kids aged 6-7 years. Children were divided into two groups, 11 kids into control group and 12 kids into experimental group. Results: in the experimental group, as a result of the application of the developed methodology, was seen a significant improvement in the results of the "Romberg test", "running to numbered balls", "shuttle run 4x9m with a basketball ball", "Kopylov test", the latent time of a simple visual motor reaction, latent time of complex visual-motor reaction in "choosing two elements from three", "choosing a point in space", the number of errors in the test "choosing two elements from three". Conclusions: was seen the positive influence of the developed technique on the level of coordination and cognitive abilities of young basketball players.

Analysis of Students' Cognitive, Affective and Psychomotor Aspects of Accounting Materials as an Information System Subject of Service Company Accounting Cycle

This study aims to find out how the level of cognitive, affective and psychomotor abilities of students in learning accounting material as an information system by class XI students of Christian Private Vocational Schools BNKP Gunungsitoli. This type of research is research. The type of data used is a type of quantitative data and the data is obtained by carrying out learning achievement tests on students. The sample in this study were 21 students of class XI at Christian Private Vocational School BNKP Gunungsitoli. To determine the level of affective and psychomotor abilities used observation tables. From the results of the research conducted, it was found that overall students' cognitive abilities in accounting material as an information system were classified as Good material mastery category (71.83%) with a low level of difficulty (28.17%). The level of students' affective abilities is categorized as Good with a score of (74) while the level of students' psychomotor abilities is categorized as skilled with an acquisition of a score (72).

Social Media News Use and COVID-19 Misinformation Engagement: Survey Study.

BackgroundSocial media is widely used as a source of news and information regarding COVID-19. However, the abundance of misinformation on social media platforms has raised concerns regarding the spreading infodemic. Accordingly, many have questioned the utility and impact of social media news use on users’ engagement with (mis)information.ObjectiveThis study offers a conceptual framework for how social media news use influences COVID-19 misinformation engagement. More specifically, we examined how news consumption on social media leads to COVID-19 misinformation sharing by inducing belief in such misinformation. We further explored if the effects of social media news use on COVID-19 misinformation engagement depend on individual differences in cognition and personality traits.MethodsWe used data from an online survey panel administered by a survey agency (Qualtrics) in Singapore. The survey was conducted in March 2022, and 500 respondents answered the survey. All participants were older than 21 years and provided consent before taking part in the study. We used linear regression, mediation, and moderated mediation analyses to explore the proposed relationships between social media news use, cognitive ability, personality traits, and COVID-19 misinformation belief and sharing intentions.ResultsThe results suggested that those who frequently used social media for news consumption were more likely to believe COVID-19 misinformation and share it on social media. Further probing the mechanism suggested that social media news use translated into sharing intent via the perceived accuracy of misinformation. Simply put, social media news users shared COVID-19 misinformation because they believed it to be accurate. We also found that those with high levels of extraversion than those with low levels were more likely to perceive the misinformation to be accurate and share it. Those with high levels of neuroticism and openness than those with low levels were also likely to perceive the misinformation to be accurate. Finally, it was observed that personality traits did not significantly influence misinformation sharing at higher levels of cognitive ability, but low cognitive users largely drove misinformation sharing across personality traits.ConclusionsThe reliance on social media platforms for news consumption during the COVID-19 pandemic has amplified, with dire consequences for misinformation sharing. This study shows that increased social media news consumption is associated with believing and sharing COVID-19 misinformation, with low cognitive users being the most vulnerable. We offer recommendations to newsmakers, social media moderators, and policymakers toward efforts in limiting COVID-19 misinformation propagation and safeguarding citizens.

Predictors of maternal knowledge on early childhood development in highly marginalized communities in Mexico: Implications for public policy

IntroductionEfforts to identify the predictors of maternal knowledge on Early Child Development (ECD) have proven inconclusive thus far, particularly with respect to socially deprived contexts in Low- and Middle-Income Countries (LMICs). We quantified the extent of ECD knowledge among mothers who were the primary caregivers of 0–38-month-old infants in marginalized communities in Mexico. We also explored the characteristics of the children, both individually and with regard to their households, given the influence of these factors on childhood development. MethodsWe analyzed primary data obtained through a questionnaire administered to mothers who were the primary caregivers of 1045 girls and boys 0–38 months of age. The instrument was specifically designed for our study in order to explore the knowledge of participants about physical, neurological and psycho-affective development during childhood. We performed fractional regression analysis to assess the predictors of ECD knowledge. ResultsThe mean score of maternal ECD knowledge increased with their age and schooling as well as with their levels of cognitive ability and self-esteem. Irrespective of age at first birth, mean knowledge was relatively high for women with high school education and low for women with elementary or no formal education, a gradient with respect to age at fist birth was more marked among women with middle school education. ECD knowledge scores increased among mothers from households enjoying higher socioeconomic levels and from households with health insurance. Scores were lower for indigenous households regardless of their participation in social programs. ConclusionPublic policies on ECD should promote programs that are not only adapted to specific contexts, but also designed to improve shared child-rearing, early childhood care and as well as psycho-emotional education skills as a pathway to healthier ECD. The participation of families and communities in sensitive childhood care should form part of multisectoral programs involving education, health and wellbeing.

Ambiguity preference, social learning and adoption of soil testing and formula fertilization technology

This paper explores the impact of ambiguity preference and social learning on farmers' new technology adoption. The results show that (1) Ambiguity preference has a significant impact on farmers adoption of soil testing and formula fertilization technology, and the influence of ambiguity preference on soil testing technology adoption is more significant than on formula fertilization technology. (2) The impacts of social learning on farmers' adoption of soil testing technology and formula fertilization technology are significantly positive. (3) The adoption possibility of soil testing and formula fertilization technology demonstrates heterogeneity in different levels of farmers' cognitive abilities and ages, which indicates that ambiguity preference and social learning could positively promote farmers' soil testing and formula fertilization technology adoption, and the impact of social learning in elder farmers are more obvious. Overall, this research provides a micro foundation and policy recommendations for household soil testing and formula fertilization technology promotion in rural China and sheds light upon how the government can formulate relevant policies to promote green environmental development.