Low Cognitive Level Research Articles

Application of Computer Multimedia Technology in English Teaching in Higher Vocational Colleges

The application of computer multimedia in English Language Teaching (ELT) in higher vocational colleges has greatly promoted its teaching reform and development. However, there are still many deficiencies and problems in the process of using multimedia technology in ELT in most vocational colleges, such as the lack of attention to multimedia tech, low cognitive level, and poor information literacy of teachers and so on. Based on this, this paper first analyzes the ELT model of computer multimedia technology, then studies the construction of computer multimedia ELT system, and finally gives the application strategy of computer multimedia technology in Higher Vocational ELT.

Do depressive symptoms link chronic diseases to cognition among older adults? Evidence from the Health and Retirement Study in the United States

BackgroundFew studies have assessed psychological pathways that connect the association between non-psychotropic chronic disease and cognition. We assessed the extent to which the association between the two was mediated by depressive symptoms in older adults. MethodsData came from waves 10–13 (2010–2016) of the Health and Retirement Study in the United States (7,651 men and 10,248 women). Multilevel path analysis, allowing for random intercepts and slopes, was employed to estimate the extent to which depressive symptoms mediated the total effect of a chronic disease on cognition. ResultsWe found that the presence of stroke, high blood pressure, diabetes, heart problems, and comorbidity, in both men and women, and lung disease in women, was associated with lower levels of cognition. The total effects of chronic diseases on cognition were partially mediated through depressive symptoms. Depressive symptoms mediated approximately 19%–39% and 23%–54% of the total effects of chronic diseases on cognition in men and women, respectively. LimitationsWe relied on self-reported diagnoses of diseases and depressive symptoms. Our use of a multilevel path analysis with random slopes precluded the inclusion of binary/categorical dependent variables, and the estimation of standardized beta values. ConclusionsTo understand the cognitive challenges that chronically ill older adults face, practitioners and policymakers should consider not just the direct symptoms related to chronic diseases, but also the often overlooked psychological conditions faced by older adults.

Does the working alliance mediate the therapist competence-outcome relationship in cognitive behavior therapy for depression?

Objective: This study examined whether the working alliance mediated the effect of therapist competence on subsequent depression symptomology during Cognitive Behavioral Therapy (CBT). We also tested the potential moderation effect of alliance on subsequent depressive symptomology, based on participants’ cognitive aptitude. Method: A total of 86 sessions were coded as the prediction interval across 50 patient-therapist dyads (age M = 39.22, SD = 8.78; 76% female). While accounting for prior depression, competence, and alliance levels, predictors were assessed early treatment (session 1; n = 45 sessions), mid-treatment (session 12; n = 41 sessions), and depressive symptomology was assessed at the subsequent session to the predictor assessments to investigate within-session variability of process variables. Results: Mediation analysis revealed that the effect of early treatment therapist competence on symptom change was mediated by alliance (indirect effect: β = −.17, 95% percentile bootstrap CI [−.32, −.01]). The positive association involving early treatment alliance and next session outcome was conditional upon low cognitive aptitude levels. Conclusions: Our result offers preliminary support for alliance as a mediator of the effect of competence, and that alliance-outcome relations vary as a function of client aptitude. These novel findings require replication and extension.

Comprehensible instructions from assistive robots for older adults with or without cognitive impairment

ABSTRACT The purpose of this study was to reveal comprehensible instructions from an assistive robot for older adults, across cognitive levels and characteristics. Participants included 19 older adults with or without cognitive impairment. We administered cognitive tests assessing all major domains (e.g., memory and attention). Participants were required to listen to robot instructions carefully, and perform three activities of daily living (e.g., taking medicine) with three different types of instructions. In instruction pattern 1 (IP1), the robot informed seniors of the task in one sentence, while in instruction patterns 2 and 3 (IP2 and IP3), the steps of each activity were split into two and three sentences, respectively. Participants with lower cognitive level showed lower task performance with IP1, whereas almost all participants completed tasks with IP2 and IP3. Cognitive domains such as working memory significantly affected task performances. Participants with lower attention made mistakes in taking their medicine. The results imply that step-by-step instructions should be used for older people with lower levels of cognitive function, especially working memory, and repeated instructions may be required for lower attention. Types of instruction should be selected depending on cognitive characteristics.

Inequality of educational opportunity at time of schooling predicts cognitive functioning in later adulthood

ObjectivesOur understanding of how societal conditions and educational policies influence cognitive development across the life course is improving. We tested the extent to which inequality of educational opportunity (IEO), the country- and cohort-specific correlation of parents' and their offspring's length of schooling, offers systematically different opportunities to contribute to cognitive development, which in turn influences cognitive abilities up to older ages. MethodsA total of 46,972 individuals of three cohorts born 1940–63 from 16 European countries and Israel provided up to six cognitive assessments and information on covariates in the SHARE survey 2004–2017. Individual-level data were linked to indicators of IEO at time of schooling, and economic, health, and human development, provided by World Bank, WHO, and the UN. ResultsIn multilevel (mixed-effects) models with random individual and country-cohort effects and adjusted for a large set of confounders, higher IEO was associated with lower levels of cognitive functioning in men and women. Interaction analyses suggested lower cognitive levels particularly of women who were schooled in higher IEO contexts and had lower educational attainment. Associations with rate of change in cognitive functioning were present only in women, however there was little clinically relevant cognitive decline across the window of observation. Result patterns were mostly consistent after including additional contextual indicators, and in a subsample with childhood information. DiscussionFindings suggest that IEO is able to substantially influence cognitive development with long-lasting impacts. Lower-educated women of the cohorts under investigation may have been particularly vulnerable to high-inequality educational contexts.

Linking AM-PAC Cognition to PROMIS Cognitive Function

ObjectiveTo link the Activity Measure for Post-Acute Care (AM-PAC) Applied Cognition to the Patient-Reported Outcomes Measurement Information System (PROMIS) Cognitive Function, allowing for a common metric across scales. DesignCross-sectional survey study. SettingOutpatient rehabilitation clinics. ParticipantsConsecutive sample of 500 participants (N=500) aged ≥18 years presenting for outpatient therapy (physical, occupation, speech). InterventionsNot applicable. Main Outcome MeasuresAM-PAC Medicare and Generic Cognition short forms and PROMIS Cognitive Function items representing the PROMIS Cognitive Function item bank. ResultsThe calibration of 25 AM-PAC cognition items with 11 fixed PROMIS cognitive function item parameters using item-response theory indicated that items were measuring the same underlying construct (cognition). Both scales measured a wide range of functioning. The AM-PAC Generic Cognitive assessment showed more reliability with lower levels of cognition, whereas the PROMIS Cognitive Function full-item bank was more reliable across a larger distribution of scores. Data were appropriate for a fixed-anchor item response theory–based crosswalk and AM-PAC Cognition raw scores were mapped onto the PROMIS metric. ConclusionsThe crosswalk developed in this study allows for converting scores from the AM-PAC Applied Cognition to the PROMIS Cognitive Function scale.

A Systematic Review of Augmented Reality Applications in Language Learning

Augmented reality (AR) is one of the emerging technologies gradually venturing into the education field. Although AR is strongly linked to subjects related to Science, Mathematics, and Technology in schools and tertiary education, there is no mention of AR in non-technical subjects, such as language. Thus, this study aims to discover the AR application trends in language learning and the language skills prevalent in AR usage. In this systematic literature review, AR-related research in language learning began in 2016 and has continued to be on the rise. Furthermore, the preferred language skills used with AR technology required lower cognitive levels, such as identifying words, understanding meanings, and spelling, and pronouncing words. Based on the gap indicating the rare usage of AR for more complex and critical language skills, such as reading and writing, this study hopes to enlighten the researchers, educators, and application developers to focus on developing AR applications for languages other than English, incorporate higher-order learning outcomes in the language learning activities, and pursue qualitative investigations.

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

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

Environmental factors related to sleep latency among inpatients in rehabilitation wards according to functional independence measure cognitive scores.

No study has investigated sleep-related environmental factors in patients according to their functional independence measure (FIM) cognitive scores. The aim of this study is to examine the associations between environmental factors such as noise and sleep latency according to the FIM cognitive scores among inpatients in rehabilitation wards. This is a prospective longitudinal study. This study measured the sleep state using a bed-based actigraphy, environmental data from Environmental Sensor®, and medical record information of 33 inpatients in the rehabilitation wards during 2018. A linear mixed-effect model was used to analyse the associations between sleep latency and environmental factors. Participants were grouped according to high or low FIM cognitive scores. The average patient age was 77.2 ± 10.9 years, and 48.5% were male. In the high FIM cognitive score group, the loudness and frequency of noise exceeding 40 dB during sleep latency were significantly associated with sleep latency. In the low FIM cognitive score group, only the noise frequency was associated with sleep latency, and intra-individual variance was larger than that of the high group. These findings suggest that providing night care with attention to subdued noise is important, particularly for patients with low cognitive functional independence levels measured by the FIM cognitive score.

Prevalence and Factors for Anxiety during the COVID-19 Pandemic among College Students in China.

Background: Knowledge of the impact of COVID-19 on the mental health of college students remains limited. Our aim is to investigate the prevalence of anxiety and explore the potential risk and protective factors of anxiety. Methods: A cross-sectional survey was adopted and a total of 24,678 college students were included from Zhengzhou, Henan Province, China, during February, 2020. Anxiety was assessed by using the Generalized Anxiety Disorder tool (GAD-7). Multiple logistic regression models were established for exploring potential factors of anxiety. Results: The overall prevalence of anxiety was 7.3%. After adjusting for potential confounders, sex, place of residence, worried level, fear level, cognitive levels, and behavior status were found to be associated with anxiety (p < 0.05). Students with positive preventive behaviors showed a protective effect against the anxiety symptoms compared to those with negative preventive behaviors. In contrast to the high-cognition category, participants at a low cognitive level were 14.9% more likely to present anxiety symptoms. Conclusion: This large-scale study assessed the prevalence of anxiety and its potential influencing factors among college students. It suggests that the government could strengthen health education related to COVID-19 and supervise the performance of preventive behaviors to handle anxiety.

The Development of Historical Competencies in Secondary Education: A Study Based on the Analysis of Sources in Spanish and Italian History Textbooks

This work presents the results of research whose main objective was to analyze the sources present in Geography and History textbooks used in Spain and Italy in secondary education, as well as how they were designed for use by the teaching staff of this subject. This research was carried out for the benefit of teachers and for the improvement of the teaching-learning process. The sample was configured on the basis of a rigorous analysis of textbooks belonging to relevant publishers in Spain and Italy, whose selection was made using a quantitative and descriptive research method based on the interpretative paradigm, with the help of an SPSS statistical program. As for the main results obtained, the data indicated that the tasks requested from students (based on the use or analysis of sources) are of a low cognitive level, which makes it difficult to learn critical and reflective historical thinking. Finally, it was concluded that for students to strengthen the development and acquisition of critical thinking, the use of textbooks must be integrated with other, more active resources and more participatory teaching strategies, putting both competency-based teaching and its assessment in quarantine.

Trajectories of child cognitive development during ages 0\u20133 in rural Western China: prevalence, risk factors and links to preschool-age cognition

BackgroundCognitive development after age three tends to be stable and can therefore predict cognitive skills in later childhood. However, there is evidence that cognitive development is less stable before age three. In rural China, research has found large shares of children under age three are developmentally delayed, yet little is known about the trajectories of cognitive development between 0 and 3 years of age or how developmental trajectories predict later cognitive skills. This study seeks to describe the trajectories of child cognitive development between the ages of 0–3 years and examine how different trajectories predict cognitive development at preschool age.MethodsWe collected three waves of longitudinal panel data from 1245 children in rural Western China. Child cognitive development was measured by the Bayley Scales of Infant Development when the child was 6–12 months and 22–30 months, and by the Wechsler Preschool and Primary Scale of Intelligence-Fourth Edition when the child was 49–65 months. We used the two measures of cognitive development before age three to determine the trajectories of child cognitive development.ResultsOf the children, 39% were never cognitively delayed; 13% were persistently delayed; 7% experienced improving cognitive development; and 41% experienced deteriorating development before age 3. Compared to children who had never experienced cognitive delay, children with persistent cognitive delay and those with deteriorating development before age 3 had significantly lower cognitive scores at preschool age. Children with improving development before age 3 showed similar levels of cognition at preschool age as children who had never experienced cognitive delay.ConclusionsLarge shares of children under age 3 in rural Western China show deteriorating cognitive development from infancy to toddlerhood, which predict lower levels of cognition at preschool age. Policymakers should invest in improving cognitive development before age 3 to prevent long-term poor cognition among China’s rural children.

Hippocampal shape across the healthy lifespan and its relationship with cognition

The study of the hippocampus across the healthy adult lifespan has rendered inconsistent findings. While volumetric measurements have often been a popular technique for analysis, more advanced morphometric techniques have demonstrated compelling results that highlight the importance and improved specificity of shape-based measures. Here, the MAGeT Brain algorithm was applied on 134 healthy individuals aged 18–81 years old to extract hippocampal subfield volumes and hippocampal shape measurements, namely: local surface area (SA) and displacement. We used linear-, second- or third-order natural splines to examine the relationships between hippocampal measures and age. In addition, partial least squares analyses were performed to relate volume and shape measurements with cognitive and demographic information. Volumetric results indicated a relative preservation of the right cornus ammonis 1 with age and a global volume reduction linked with older age, female sex, lower levels of education and cognitive performance. Vertex-wise analysis demonstrated an SA preservation in the anterior hippocampus with a peak during the sixth decade, while the posterior hippocampal SA gradually decreased across lifespan. Overall, SA decrease was linked to older age, female sex and, to a lesser extent lower levels of education and cognitive performance. Outward displacement in the lateral hippocampus and inward displacement in the medial hippocampus were enlarged with older age, lower levels of cognition and education, indicating an accentuation of the hippocampal “C” shape with age. Taken together, our findings suggest that vertex-wise analyses have higher spatial specifity and that sex, education, and cognition are implicated in the differential impact of age on hippocampal subregions throughout its anteroposterior and medial-lateral axes. This article is part of the Virtual Special Issue titled COGNITIVE NEU- ROSCIENCE OF HEALTHY AND PATHOLOGICAL AGING. The full issue can be found on ScienceDirect at https://www.sciencedirect.com/journal/neurobiology-of-aging/special-issue/105379XPWJP.

Rats with elevated genetic risk for metabolic syndrome exhibit cognitive deficiencies when young

Metabolic syndrome (MetS) is a known risk factor for cognitive decline. Using polygenic rat models selectively bred for high and low intrinsic exercise capacity and simultaneously modelling as low and high innate risk factor for MetS respectively, we have previously shown that adult animals with lower exercise capacity/higher MetS risk perform poorly in tasks requiring flexible cognition. However, it is not known whether these deficits in cognition are present already at young age. Also, it is unclear whether the high risk genome is related also to lower-level cognition, such as sensory gating measured as prepulse inhibition. In this study, young and adult (5-8 weeks and ~9 months) rats selectively bred for 36 generations as High-Capacity Runners (HCR) or Low-Capacity Runners (LCR) were tested for behavior in an open field task, modulation of startle reflex, and spatial learning in a T-maze. HCR rats were more active in the open field than LCR rats independent of age. Responses to the startle stimulus habituated to the same extent in LCR compared to HCR rats when young, but as adults, stronger habituation was seen in the HCR animals. The prepulse inhibition of startle response was equally strong in young HCR and LCR animals but the effect was shorter lasting in HCR animals. In T-maze, adult HCR animals unexpectedly showed attenuated learning, but we interpret this finding to stem from differences in motivation rather than learning ability. Overall, in the LCR rats with the risk genome for poor aerobic fitness and MetS, indications of compromised cognitive function are present already at a young age.

Banco de leche humana (BLH): una estrategia de apoyo para la atención de neonatos

Introducción: la lactancia maternal ha demostrado grandes beneficios en el recién nacido, hay factores que afectan la correcta lactancia, por lo que se crearon los bancos de leche materna, desde el 2007 Colombia hace parte de esta iniciativa en pro de la niñez, Objetivo: identificar los usos del Banco de Leche Humana de la ESE Hospital San Rafael de Fusagasugá en el periodo comprendido entre julio 2012 a junio del 2017. Metodología: estudio descriptivo de corte transversal, con muestra de 1282 nacidos entre 2012 y 2016 que utilizaron el banco de leche materna. Resultados: Dentro de los factores que llevaron al uso del BLH en estos menores están, baja producción de leche materna en el 53,7%; cirugía materna 3,5%; mamá con bajo nivel cognitivo en el 0,2% de los casos; succión leve o pobre en el 9,6% de los nacidos; madre ausente 0,4%; recién nacido requirió hospitalización en el 4,6%; presencia de pezón invertido o plano 2,5%; labio leporino 0,5%. Conclusión: Se pudo determinar cómo el 22,7% de los niños que nacieron en el municipio necesitaron el servicio del banco de leche materna, logrando visualizar las necesidad del mismo en el municipio y brindando la oportunidad que estos niños que necesitaban de dicho suplemento lo pudieran obtener de manera adecuada y en la misma zona de nacimiento sin necesidad de desplazarse con las subsiguientes consecuencias que ellos desencadena en la familia y en el mismo recién nacido.&#x0D; Palabras clave: lactancia materna, Bajo peso, banco de leche humana

Cognitive tasks in the core content areas: Factors that influence students' technology use in high‐school classrooms

AbstractPrior studies have focused on general technology use and technology use in domain‐general applications and quantity of technology use. Recent evidence suggests that investigations should consider how technology is used in more contextually specific ways, including how technology is used for various cognitive tasks in specific classrooms. The purpose of this study was to examine the ways in which classroom content area and student goal orientation have a coordinated influence for how students used technology to support learning. The sample included high school students in a Midwestern state who were surveyed on their motivation and how they used technology to support learning. The study employed hierarchical linear modelling to examine how goal orientation and classroom content area predicted various levels of Bloom's Digital Taxonomy. Students who adopted mastery‐oriented goals were more likely to use technology for various cognitive tasks, especially those at higher levels of complexity. Lastly, the association between mastery goal orientation and some aspects of technology use was conditioned on content area, although effect sizes were small. This study showed that, overall, technology is used differentially across four core content areas. Students in mathematics classrooms used technology less, however much of technology use was evident at lower cognitive levels. Second, students' goal orientation, and in particular their mastery goals influence how technology is used across content areas, and this is marginally conditioned on content area. Technology use should match the instructional context to maximize technology use and students' goal orientation.

COGNITIVE LEVEL OF MCQS IN PHARMACOLOGY

Introduction: Medical universities have started MCQs as assessment tools in various disciplines for the last few years.However, maintaining the standards and quality of these MCQs is very much necessary. This study aims to evaluatethe quality of MCQs by determining the level of cognition of Pharmacology exams at Bacha Khan Medical College.Study Design: a Cross-sectional study the cognitive level of MCQ”Duration and place of study: department of Pharmacology Bacha Khan Medical College Mardan, from Jan2014 to Jan 2015Methods: This analytical study evaluated the quality of MCQs used in the final pharmacology exams at BachaKhan Medical College. The cognitive Levels of MCQs (C1, C2, C3) were evaluated.Results: A total of 100 MCQs were analyzed. The cognitive cost of the MCQs’ cognitive level was at recall level(C1) (70%). MCQs in C2 were 30%. There were no MCQs at the C3 level.Conclusion: Most of the items were at a low (C1) level of cognition. A structured faculty development program,along with the development of test blueprints, is recommended to improve the quality of MCQs. A fully dedicated,honest, full-time staff in sufficient numbers with enough time, space, planning, and material resources is needed tocarry out this purpose.Key Words: Assessment, MCQs Quality, Evaluation, Cognitive level.

The Decision-Making Ability of 10th Grade Students in an Arab Community in Israel to Preserve Sea Turtles

This study examined Arab high-school students’ decision-making ability (their cognitive level) regarding a sea turtle conservation issue in relation to three independent variables: the proximity of their residence to the sea, the type of residence (city or village), and their gender. The study population consisted of tenth-grade students in high schools from the Arab sector: from urban localities, rural localities, localities close to the sea, and localities far from the sea. The main findings of the study are as follows: (1) The average Arab student’s decision-making ability is low. Most Arab students were found to have a low cognitive level. (2) A clear difference exists between students from localities close to the sea and those far from the sea. Students from localities close to the sea had greater decision-making ability. (3) A clear difference exists between students from urban localities and those from rural localities. Students from urban areas had more decision-making ability. A significant difference exists between boys and girls: girls had more decision-making ability. The main conclusion from the study is that the cognitive level of Arab students’ decision-making ability in the context of sea turtle conservation is low. This finding indicates that traditional teaching in the Arab education system does not promote, develop, and improve this ability. Most of the time the teacher asks questions and is situated in the center of the activity. Students noted that their teachers tend to involve them in lessons, but not enough in class discussions.

Evaluation of a 3D-MC examination format in anatomy

IntroductionThe quality of education in medical anatomy is a fundamental pillar of good clinical practice. Current reforms of the medical curriculum have resulted in major methodological changes in the teaching and testing of anatomy. A number of recent studies have however described a decrease in positive metrics of anatomical knowledge among students so taught. It has been suggested that the reduced anatomical knowledge measured in these studies may endanger patient safety. As proxy measures of exam quality, evaluation of the levels of students ‘achievement in the examinations, assessment of the subjectively perceived level of question difficulty and analysis of exam satisfaction are each suitable parameters of investigation of medical education. Material and methodsTo address these issues with regard to medical education at the Charité-Universitätsmedizin Berlin, we have analyzed students’ levels of achievement in the anatomical Three Dimensional Multiple Choice (hereafter, 3D-MC)-examination of 2,015 students matriculated in medical studies from Summer Semester of 2014 through Summer Semester of 2017. We either compared students’ achievement levels of identical 3D-MC questions using models or prepared anatomical specimen. Furthermore, we have analyzed the type and frequency of cognitive levels used in the anatomical questions in relation to the students’ level of achievement. Finally, we conducted an anonymous survey to measure students’ (n = 207) and instructors’ (n = 16) satisfaction with the 3D-MC-examination in comparison to other employed anatomical testing strategies. ResultsStudents’ achievement is significantly enhanced with anatomical questions using models relative to those utilizing anatomical specimen. Over 80% of the anatomical questions in the 3D-MC-examinations assessed the lowest cognitive levels and higher cognitive question levels were accompanied by a significant decrease of the levels of students’ performance. Our survey further revealed that both, students and instructors preferred the practical examinations in anatomy and that the difficulty levels of the 3D-MC-examination was perceived as being the lowest in comparison to the other anatomical testing strategies. DiscussionTesting levels of anatomical understanding using anatomical models is not comparable to human specimen, and thus using specimen before models should be preferred to learn and test close to an authentic medical situation. The application of anatomical models and low cognitive question levels in the examination reduces the subjectively perceived level of difficulty, encourages superficial learning, and therefore decreases the retention of anatomical knowledge. ConclusionAlthough students and instructors prefer practical examinations in anatomy, the current development does not reflect these results. Therefore, it would be recommendable to rethink the development of anatomical testing strategies based on the existing evidence.

An investigation of the questions mathematics teachers use on exams

The extent to which the targeted outcomes in education are achieved can be determined by the educational assessment process. Although various alternative ways of assessment have arisen in recent decades, written examinations are still widely used by teachers. This study aims to determine the quality of the questions used by middle school mathematics teachers on exams. Program for International Student Assessment (PISA) proficiency levels framework constitutes the theoretical framework of the study, in which the document analysis method is adopted. In this study, where a total of 1252 written questions were examined, it was observed that teachers mostly preferred open-ended questions in terms of question types. The analysis of the questions in terms of proficiency level showed that teachers mostly preferred the questions at Level 1 and Level 2 at low cognitive level. Level 5 and Level 6 questions were never encountered at all grade levels. In the light of results, some suggestions are made for further research.