Terms Of Cognitive Factors Research Articles

PBL Using AI Technology-based Learning Tools in a College English Class

This study aims to develop and implement a PBL framework using AI technology-based learning tools, namely, Naver Papago, Google Translate, and Grammarly. The six-week framework was embedded into a General English course at a university, and a total of 20 students participated in the study. After collecting 19 students’ questionnaires and 4 sets of group journals in which 20 students participated in four groups, the data were analyzed in order to investigate the students’ English learning experiences through the General English course. The findings are as follows. The students had positive English learning experiences in terms of cognitive factors, affective factors, satisfaction, linguistic factors, knowledge construction, and reflective practices. On the other hand, the students had negative learning experiences in relation to the inadequate quality of AI technology-based tools and the rather over-reliance on the tools. The study concludes with some pedagogical implications: the inclusion of a student-initiated grammar session involving feedback provided by Grammarly, and English language practices involving speaking and writing, both of which should serve to lower the over-reliance of the technology-based tools.

Immersive virtual reality in AECO/FM to enhance education: Systematic literature review and future directions

AbstractImmersive virtual reality (IVR) is considered as an effective and efficient instructional tool for architecture, engineering, construction, operation, and facility management (AECO/FM) education. However, it is essential to systematically evaluate them to obtain consolidated evidence on the impact of IVR applications. Thus, the aim of this article is to present the state‐of‐the‐art on all AECO/FM use cases, including learning theories/models, all key factors, and experimental design, and to suggest future directions for IVR research. This review follows a systematic literature review methodology to analyze 79 papers between 2013 and 2022. The results show that learning theories/models are not sufficiently applied. There is consensus that IVR influences affective factors positively. It is necessary to consider task type, task complexity, virtual environment design, and ergonomics of IVR tools in terms of cognitive factors. Cognitive/affective factors associated with learning performance should be examined in depth to develop more effective learning methods. Future studies should design and conduct experimental procedures with more scientific rigor.

Objectively measured physical activity, sedentary time, extracurricular habits, and IQ in 7 to 8 years old children

The effects of an active lifestyle including extracurricular habits on children’s cognitive function are topics of health and human development, besides that the maintenance of sedentary behavior seems to be related to cognitive function. Considering an active lifestyle, studies present mixed results in terms of cognitive factors, physical activity exposures and tests applied. Existent studies identified that objectively measured physical activity should be more explored to further help elucidate these results since this type of measure assessed by accelerometer provides accurate time spent in free-living daily physical activity. Moreover, children who spend time in specific sedentary activities and have active extracurricular habits present higher academic achievement. Therefore, it was conducted a cross-sectional study in 609 children at 7 and 8 years old from Pelotas, Brazil. WASI scale was applied to evaluate intelligence; total IQ, verbal IQ and execution IQ were considered. Reading practice was associated with verbal IQ and execution IQ and extracurricular physical activities were associated with execution IQ. Accelerometer analyses indicate an association for sedentary time and total IQ and execution IQ. Light PA was inversely associated with execution IQ. Moderate PA was inversely associated with execution IQ and vigorous PA was not associated with IQ. Significant associations were found in the analyses between sedentary time, physical activity, and cognitive function.

Tobacco Use among Adult Muslims in the United States

Background: Compared with the general United States (US) population, Muslims in the US exhibit elevated rates of tobacco use. As a result, they might be at a higher risk for preventive disease and premature death as compared with the general US population. Objective: This study investigated the Social Cognitive Theory (SCT) factors that are associated with tobacco use among a sample of adult Muslims in the US. Methods: Data were collected (November 2016–March 2017) using a cross-sectional, on-line survey from a convenience sample of adult (≥ 18 years) US Muslims. Participants with a lung cancer history were excluded. Associations between SCT factors and tobacco use were investigated with bivariate analyses and multinomial logistic regression models. Results: Eligible participants (n = 271) from 30 states completed the survey; 52.8% reported current tobacco use. A higher rate of current tobacco use was reported by men (62.8%) as compared to women (41.3%), x2(1, N = 271) = 12.49, p < .001. In terms of cognitive factors, individuals who (1) expected more personal consequences for tobacco use on health, and (2) had more confidence regarding ability to abstain from tobacco use, were less likely to report current tobacco use. In terms of environmental factors, individuals whose family members did not use tobacco were less likely to report current tobacco use. Conclusion: The study findings suggest that family-oriented interventions emphasizing self-efficacy and personal consequences to prevent tobacco use can potentially be effective in reducing tobacco use rates in the adult US Muslim population.

Who Succeeds at Dental School? Factors Predicting Students’ Academic Performance in a Dental School in Republic of Korea

The purpose of this study was to examine what cognitive and non-cognitive factors were responsible for predicting the academic performance of dental students in a dental school in the Republic of Korea. This school is one of those in Korea that now require applicants to have a bachelor's degree. In terms of cognitive factors, students' undergraduate grade point average (GPA) and Dental Education Eligibility Test (DEET) scores were used, while surveys were conducted to evaluate four non-cognitive measures: locus of control, self-esteem, self-directed learning, and interpersonal skills. A total of 353 students matriculating at Seoul National University School of Dentistry in 2005, 2006, 2007, and 2008 consented to the collection of records and completed the surveys. The main finding was that applicants who scored higher on internal locus of control and self-efficacy were more likely to be academically successful dental students. Self-directed learning was significantly associated with students ranked in the top 50 percent in cumulative GPA. However, students' interpersonal skills were negatively related to their academic performance. In particular, students' lack of achievement could be predicted by monitoring their first-year GPA. Therefore, the identification of those factors to predict dental school performance has implications for the dental curriculum and effective pedagogy in dental education.

Mathematics Anxiety Factors and Their Influence on Performance in Mathematics in Selected International Schools in Bangkok

The objectives of this study were: 1) To determine the level of Performance in Mathematics of Grade 4 students in selected international schools in Bangkok in terms of Knowledge skills, Comprehension skills, Application skills, Analysis skills, Synthesis Skills, and Evaluation skills; 2) To determine the level of Mathematics Anxiety of Grade 4 students in terms of Cognitive factors, Psychological factors, Physical factors, and Environmental factors; 3) To investigate the influence of Math Anxiety factors on Performance in Mathematics. The study utilized the descriptive method. The instrument employed for collecting the data was a Math Anxiety Opinionnaire (MARS) developed by Richardson and Suinn (1972), and its many shorter derivations (Alexander &amp; Martray, 1989; Plake &amp; Parker, 1982; Rounds &amp;Hendel, 1980; Suinn &amp; Winston, 2003). The Math Test was based on the curriculum of Grade 4. The statistics used for the treatment of the data were mean, standard deviation(s.d.), standard error mean (s.e.mean), coefficient of variation(C.V.),rank and ANOVA. The results showed that the highest level of Performance in Mathematics is in the Comprehension skills and the lowest is Knowledge skills. Environmental factors produce the highest level of anxiety among the students. Physical factors had the highest influence on Performance in Mathematics.

Where Does One Look When Viewing Artwork in a Museum?

Four participants viewed artwork (5 abstract and 9 representational paintings) displayed in a museum, while wearing a portable eye tracker. We tested whether features in the paintings would determine the viewers' saccade-fixation patterns and viewing times. Participants produced unique eye-movement patterns that varied with each painting, regardless of genre. Some fixations clustered on features, predefined as informative of a narrative illustrated by the painting, whereas other fixations fell on homogenous patches of color; however, the features selected for fixation varied considerably across viewers and paintings. Participants' mean fixation durations for abstract artwork increased as viewing time progressed, suggesting that eye movement patterns change over time. Participants' aesthetic judgments of the paintings were not significantly correlated with fixation durations or viewing time, contrary to our predictions. Results are discussed in terms of cognitive factors that may influence eye movements made when viewing artwork in a real-world setting.

Metacognition, working memory, and thought suppression in acute stress disorder

The present study examined factors hypothesised to be related to thought suppression ability in a sample of acutely traumatised individuals (N = 56) with and without acute stress disorder (ASD; non-ASD). Participants' ability to suppress thoughts of their traumatic experience and a neutral stimulus was tested, and working memory ability, fluid and crystallised intelligence were assessed. Participants also completed self-report measures of mood, acute stress symptoms, trauma-related cognitions and suppression tendency. As expected, ASD participants experienced difficulty in suppressing memories of their traumatic experience. Contrary to prediction, working memory performance was not related to intrusion frequency during suppression, and inconsistent findings were observed in terms of trauma-related beliefs. These findings are discussed in terms of cognitive factors that may be associated with thought suppression ability and the implications for understanding intrusive cognition in post-traumatic stress disorders.

Virtual reality study of paranoid thinking in the general population

Judging whether we can trust other people is central to social interaction, despite being error-prone. A fear of others can be instilled by the contemporary political and social climate. Unfounded mistrust is called paranoia, and in severe forms is a central symptom of schizophrenia. To demonstrate that individuals without severe mental illness in the general population experience unfounded paranoid thoughts, and to determine factors predictive of paranoia using the first laboratory method of capturing the experience. Two hundred members of the general public were comprehensively assessed, and then entered a virtual reality train ride populated by neutral characters. Ordinal logistic regressions (controlling for age, gender, ethnicity, education, intellectual functioning, socio-economic status, train use, playing of computer games) were used to determine predictors of paranoia. The majority agreed that the characters were neutral, or even thought they were friendly. However, a substantial minority reported paranoid concerns. Paranoia was strongly predicted by anxiety, worry, perceptual anomalies and cognitive inflexibility. This is the most unambiguous demonstration of paranoid ideation in the general public so far. Paranoia can be understood in terms of cognitive factors. The use of virtual reality should lead to rapid advances in the understanding of paranoia.

Assessing students' ethical development in computing with the defining issues test

PurposeThe purpose of this research paper is to examine the early stages of a research project aimed at evaluating the pedagogic effectiveness of a teaching module in computing ethics.Design/methodology/approachScores of students' cognitive capabilities to make moral judgements were measured before and after they had taken the module by means of the “Defining Issues Test” (DIT). This is a standard test of students' capability to make moral judgement based on the work of Lawrence Kohlberg. Interviews were then used to help understand the results of the test.FindingsResults revealed low mean scores of post‐conventional (P Score) thinking skills and wide variation in overall scores of capability for moral judgement. Interviews with the students about the course and the test revealed the importance of understanding students' beliefs about the importance of ethics in interpreting the results.Research limitations/implicationsDifficulties in matching “before and after” results for each subject limited the sample size in what was an early step in the overall research project.Practical implicationsThe results point towards the importance of addressing students' own understanding of the importance of ethics when teaching computing ethics.Originality/valueThe paper reveals some of the limitations of tests of capabilities for moral judgement which rely on strongly individualistic notions of ethics. It enables a new appreciation to be made of the strengths and weaknesses of assessing student moral development in higher education in terms of cognitive factors.

A psychological comparison of temporomandibular disorder and chronic daily headache: are there targets for therapeutic interventions?

Temporomandibular disorder (TMD) and chronic daily headache (CDH) are chronic problems affecting the head and face. The aim of this study was to compare TMD and CDH, in terms of cognitive factors, including illness perceptions and coping strategies. A total of 102 patients, 18 to 70 years of age, classified into 2 groups, TMD or CDH, were recruited in this study from a variety of centres in London. On initial consultation patients underwent clinical examination and were asked to complete 8 questionnaires and checklists evaluating mental and psychological state. Six months later, identical questionnaires were posted to all patients; response rate was 76% and 65% for the TMD and CDH patients, respectively. The data were then analyzed to assess different targets for therapeutic interventions. At first observation, TMD patients were found to have more clinical signs: localized increased jaw sounds, limited mouth opening, arthralgia, and myalgia during palpation, however, the duration of pain was higher in the CDH group. Significant differences (P < .01) in terms of psychological distress, were identified between the 2 groups. The CDH group scored higher in 3/3 bands of the Toronto Alexithymia Scale, indicating difficulty expressing emotion; the consequence band of the Illness Perceptions Questionnaire, indicating they were less likely to expect a cure; and were more likely to catastrophize as shown by the Coping Strategies Questionnaire. The 2/4 bands of the McGill Pain Questionnaire showed that CDH group had more severe pain and more depression as measured by the Hospital Anxiety and Depression Scale. TMD patients scored higher in the control band of the Coping Strategies Questionnaire indicating greater control over pain. However, at 6-month follow-up, the only significant difference (P < .01) was in the physiological band of the Illness Perception Questionnaire, the CDH group scored higher. However, this is probably of limited clinical significance. There were no significant differences except in the depression part of the Hospital Anxiety and Depression Scale, the headache group scored higher. Temporomandibular disorder was reported to be less painful, more controllable, and possibly less responsive to reassurance. This study suggests that differences in cognitive findings between the 2 groups of patients are not sustained over time. Initially, the headache patients catastrophized, were more distressed, and more depressed. However, these differences disappeared at follow-up. Significant correlations between perceived performance ("timeline" IPQ); disability and anxious mood; perceived consequence with disability and depressed mood; and catastrophizing (CSG) with pain, disability, and anxious mood present possible targets for therapeutic intervention.

Peritraumatic and persistent panic attacks in acute stress disorder

This study examined the prevalence of peritraumatic and persistent panic symptoms following trauma. Survivors of civilian trauma ( n=30) with either acute stress disorder (ASD) or no acute stress disorder (non-ASD) were administered the Panic Module of the Structured Clinical Interview for DSM-IV (SCID). Participants also completed the Impact of Event Scale, Acute Stress Disorder Scale, Beck Depression Inventory, Beck Anxiety Inventory, and the Anxiety Sensitivity Index. Panic attacks were experienced by 77% of participants during their trauma, and 47% reported recurrent panic attacks post-trauma. ASD participants demonstrated more panic symptoms during and after their trauma than non-ASD participants. Posttraumatic panic was most strongly associated with anxiety sensitivity. These findings are discussed in terms of cognitive factors that may mediate posttrauma panic and treatment implications for managing posttraumatic anxiety. There is increasing evidence that panic attacks play a role in psychopathological response to trauma. A significant proportion of people with panic disorder report a history of trauma ( David, Giron, & Mellman, 1995; Falsetti, Resnick, Dansky, Lydiard, & Kilpatrick, 1995; Silove, 1987). Moreover, two-thirds of trauma survivors report panic attacks within the previous 2 weeks ( Falsetti & Resnick, 1997). There is also evidence that people with posttraumatic stress disorder (PTSD) display elevated levels of anxiety sensitivity ( Taylor, Koch, & McNally, 1992). Recent attention has focused on acute panic reactions because of proposals that panic during trauma may condition trauma-related cues to subsequent panic ( Falsetti, Resnick, Dansky, Lydiard & Kilpatrick, 1995). There is evidence that panic attacks occur in 53–90% of trauma survivors during the traumatic experience ( Bryant & Panasetis, 2001; Resnick, Falsetti, Kilpatrick, & Foy, 1994). Further, people with acute stress disorder (ASD) are more likely to report peritraumatic panic attacks than non-ASD individuals. ASD is a useful framework in which to investigate the role of panic in posttraumatic stress because ASD describes acute responses to trauma that are strongly predictive of chronic PTSD ( Bryant & Harvey, 1998; Harvey & Bryant, 1998). This study investigated the relationship between peritraumatic panic and ongoing panic attacks following trauma. Specifically, we indexed panic attacks during trauma and subsequent to trauma in trauma survivors with and without ASD. We also indexed the extent to which distorted interpretations about somatic sensations may be associated with panic attacks following trauma. We considered that the strong evidence that maladaptive appraisals of somatic sensations mediate panic ( McNally, 1994) is directly relevant to posttraumatic panic. We hypothesized that ASD participants would report more peritraumatic and persistent panic than non-ASD participants, and that this panic would be associated with dysfunctional interpretations about somatic stimuli.

Sentence comprehension abilities throughout the adult life span.

Sentence comprehension abilities of adults ranging in age from 18 to 80 years were compared as they enacted, through an object-manipulation task, the meanings of spoken sentences containing relative clauses. A decline in performance was observed beginning with subjects in their 60s. Those in their 70s not only erred more frequently than younger subjects, but also made errors of a more serious nature. Great variability was observed within age groups, some of which was accounted for by Vocabulary and Digit Span scores and by educational level. Even after adjustment for the relevant variables, scores for the older groups were bimodally distributed. These results are discussed in terms of cognitive factors underlying sentence comprehension.