scholarly journals Measuring the Occupational Impact of AI: Tasks, Cognitive Abilities and AI Benchmarks

2021 ◽  
Vol 71 ◽  
pp. 191-236
Author(s):  
Songül Tolan ◽  
Annarosa Pesole ◽  
Fernando Martínez-Plumed ◽  
Enrique Fernández-Macías ◽  
José Hernández-Orallo ◽  
...  
Keyword(s):  
Auditory Processing ◽  
Cognitive Abilities ◽  
Science Literature ◽  
Sensorimotor Interaction ◽  
Advanced Economies ◽  
Work Tasks ◽  
Labour Input ◽  
Generic Tasks ◽  
Research Intensity ◽  
The Impact

In this paper we develop a framework for analysing the impact of Artificial Intelligence (AI) on occupations. This framework maps 59 generic tasks from worker surveys and an occupational database to 14 cognitive abilities (that we extract from the cognitive science literature) and these to a comprehensive list of 328 AI benchmarks used to evaluate research intensity across a broad range of different AI areas. The use of cognitive abilities as an intermediate layer, instead of mapping work tasks to AI benchmarks directly, allows for an identification of potential AI exposure for tasks for which AI applications have not been explicitly created. An application of our framework to occupational databases gives insights into the abilities through which AI is most likely to affect jobs and allows for a ranking of occupations with respect to AI exposure. Moreover, we show that some jobs that were not known to be affected by previous waves of automation may now be subject to higher AI exposure. Finally, we find that some of the abilities where AI research is currently very intense are linked to tasks with comparatively limited labour input in the labour markets of advanced economies (e.g., visual and auditory processing using deep learning, and sensorimotor interaction through (deep) reinforcement learning). This article appears in the special track on AI and Society.

Subjective Fatigue in Children and Adults

2018 ◽  
pp. 184-208
Author(s):  
Saransh Jain ◽  
Suma Raju
Keyword(s):  
Quality Of Life ◽  
Auditory Processing ◽  
Cognitive Abilities ◽  
Direct Link ◽  
Physical Fatigue ◽  
Social Emotional ◽  
Top Down ◽  
Auditory Cognition ◽  
The Impact

Fatigue is a common yet poorly understood topic. The psychological, physiological, social, emotional, and cognitive wellbeing of a person may be affected due to fatigue. Despite a century of research in understanding the effect of fatigue on human systems, there is no concrete explanation as how fatigue affects the perception of speech. Fatigue impairs auditory cognition and the reduced cognitive abilities further increase mental and physical fatigue. Since cognition is markedly affected in individuals experiencing mental fatigue, its consequences are widespread. According to the top-down approach of auditory processing, there is a direct link between cognition and speech perception. Thus, in the present chapter, the influence of fatigue on perception is reviewed. It is noted that the impact of fatigue on cognition and quality of life is different for children and adults. Training in music, meditation, and exposure to more than one language are some of the measures that help to reduce the effect of fatigue and improve cognitive abilities in both children as well as in adults.

The Impact of Auditory Processing and Cognitive Abilities in Children

2015 ◽  
Vol 36 (5) ◽  
pp. 527-542 ◽  
Author(s):  
Dani Tomlin ◽  
Harvey Dillon ◽  
Mridula Sharma ◽  
Gary Rance
Keyword(s):  
Auditory Processing ◽  
Cognitive Abilities ◽  
The Impact

scholarly journals The impact of cognitive abilities Academy of effective leadership in the areas of organizational development A Case Study in the University of Tikrit

2016 ◽  
Vol 2 (2) ◽  
pp. 294
Author(s):  
Fayaq Mashal Qadoori
Keyword(s):  
Organizational Development ◽  
Cognitive Abilities ◽  
Educational Organizations ◽  
Educational Organization ◽  
Academic Leaders ◽  
Work Tasks ◽  
University Colleges ◽  
The Difference ◽  
The University ◽  
The Impact

The research aims at determining the correlation and effect between the(Cognitive abilities of leadership) and(The areas of organizational development) , has been applied at(Tikrit University)  Through a form questionnaire distributed to(34) academic leaders of (University colleges). (SPSS) program is applied for the purpose of analyzing the data collected from the specimen. Generally, the research tries to find answers the following questions: Is there a perception among the strategic minds in the researched the importance of cognitive abilities and areas of organizational development for their organizations educational organization? Is there a correlation between the impact of the strategic thinker capabilities and the development of educational organization in the surveyed areas of relationship?. The research found a set of conclusions and the most important is; The difference in academic leaders in philosophy and decisions lead to variation and differences in the effectiveness of the adopted development areas by educational organizations. proven a decrease in the level of contribution to the effectiveness of cognitive abilities in the areas of organizational development in spite of moral influence. . In addition, it provides a set of proposals. The most important to reconsider building academic work tasks of leadership in educational organizations and to contain their contents and ambitions .Make the dimensions of a standard cognitive abilities to those prescribed in the leadership of the organized labor.

The Impact of Neurotherapy on College Students' Cognitive Abilities and Emotions

2008 ◽  
Author(s):  
Krista K. Fritson ◽  
Theresa A. Wadkins ◽  
Pat Gerdes ◽  
David Hof
Keyword(s):  
College Students ◽  
Cognitive Abilities ◽  
The Impact

The impact of a music education program on meta-musical awareness, logical-mathematical, and notational skills in preschoolers

2021 ◽  
pp. 025576142110272
Author(s):  
Oriana Incognito ◽  
Laura Scaccioni ◽  
Giuliana Pinto
Keyword(s):  
Music Education ◽  
Education Program ◽  
Cognitive Abilities ◽  
Musical Training ◽  
Control Group ◽  
Transfer Of Knowledge ◽  
General Domain ◽  
Music Program ◽  
Before And After ◽  
The Impact

A number of studies suggest a link between musical training and both specific and general cognitive abilities, but despite some positive results, there is disagreement about which abilities are improved. This study aims to investigate the effects of a music education program both on a domain-specific competence (meta-musical awareness), and on general domain competences, that is, cognitive abilities (logical-mathematical) and symbolic-linguistic abilities (notational). Twenty 4- to 6-year-old children participated in the research, divided into two groups (experimental and control) and the measures were administered at two different times, before and after a 6-month music program (for the experimental group) and after a sports training program (for the control group). Children performed meta-musical awareness tasks, logical-mathematical tasks, and emergent-alphabetization tasks. Non-parametric statistics show that a music program significantly improves the development of notational skills and meta-musical awareness while not the development of logical-mathematical skills. These results show that a musical program increases children’s meta-musical awareness, and their ability to acquire the notational ability involved in the invented writing of words and numbers. On the contrary, it does not affect the development of logical skills. The results are discussed in terms of transfer of knowledge processes and of specific versus general domain effects of a musical program.

scholarly journals Building capacity for implementation—the KT Challenge

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Agnes T. Black ◽  
Marla Steinberg ◽  
Amanda E. Chisholm ◽  
Kristi Coldwell ◽  
Alison M. Hoens ◽  
...  
Keyword(s):  
Health Care ◽  
Patient Care ◽  
Health Care Professionals ◽  
Qualitative Data ◽  
Practice Change ◽  
Evidence Based ◽  
Science Literature ◽  
Health Care Settings ◽  
Improvement Programs ◽  
The Impact

Abstract Background The KT Challenge program supports health care professionals to effectively implement evidence-based practices. Unlike other knowledge translation (KT) programs, this program is grounded in capacity building, focuses on health care professionals (HCPs), and uses a multi-component intervention. This study presents the evaluation of the KT Challenge program to assess the impact on uptake, KT capacity, and practice change. Methods The evaluation used a mixed-methods retrospective pre-post design involving surveys and review of documents such as teams’ final reports. Online surveys collecting both quantitative and qualitative data were deployed at four time points (after both workshops, 6 months into implementation, and at the end of the 2-year funded projects) to measure KT capacity (knowledge, skills, and confidence) and impact on practice change. Qualitative data was analyzed using a general inductive approach and quantitative data was analyzed using non-parametric statistics. Results Participants reported statistically significant increases in knowledge and confidence across both workshops, at the 6-month mark of their projects, and at the end of their projects. In addition, at the 6-month check-in, practitioners reported statistically significant improvements in their ability to implement practice changes. In the first cohort of the program, of the teams who were able to complete their projects, half were able to show demonstrable practice changes. Conclusions The KT Challenge was successful in improving the capacity of HCPs to implement evidence-based practice changes and has begun to show demonstrable improvements in a number of practice areas. The program is relevant to a variety of HCPs working in diverse practice settings and is relatively inexpensive to implement. Like all practice improvement programs in health care settings, a number of challenges emerged stemming from the high turnover of staff and the limited capacity of some practitioners to take on anything beyond direct patient care. Efforts to address these challenges have been added to subsequent cohorts of the program and ongoing evaluation will examine if they are successful. The KT Challenge program has continued to garner great interest among practitioners, even in the midst of dealing with the COVID-19 pandemic, and shows promise for organizations looking for better ways to mobilize knowledge to improve patient care and empower staff. This study contributes to the implementation science literature by providing a description and evaluation of a new model for embedding KT practice skills in health care settings.

scholarly journals Working Memory, Fluid Reasoning, and Complex Problem Solving: Different Results Explained by the Brunswik Symmetry

2021 ◽  
Vol 9 (1) ◽  
pp. 5
Author(s):  
André Kretzschmar ◽  
Stephan Nebe
Keyword(s):  
Working Memory ◽  
Problem Solving ◽  
Cognitive Abilities ◽  
Latent Variables ◽  
Complex Problem ◽  
Equation Modeling ◽  
Complex Problem Solving ◽  
Symmetry Principle ◽  
Fluid Reasoning ◽  
The Impact

In order to investigate the nature of complex problem solving (CPS) within the nomological network of cognitive abilities, few studies have simultantiously considered working memory and intelligence, and results are inconsistent. The Brunswik symmetry principle was recently discussed as a possible explanation for the inconsistent findings because the operationalizations differed greatly between the studies. Following this assumption, 16 different combinations of operationalizations of working memory and fluid reasoning were examined in the present study (N = 152). Based on structural equation modeling with single-indicator latent variables (i.e., corrected for measurement error), it was found that working memory incrementally explained CPS variance above and beyond fluid reasoning in only 2 of 16 conditions. However, according to the Brunswik symmetry principle, both conditions can be interpreted as an asymmetrical (unfair) comparison, in which working memory was artificially favored over fluid reasoning. We conclude that there is little evidence that working memory plays a unique role in solving complex problems independent of fluid reasoning. Furthermore, the impact of the Brunswik symmetry principle was clearly demonstrated as the explained variance in CPS varied between 4 and 31%, depending on which operationalizations of working memory and fluid reasoning were considered. We argue that future studies investigating the interplay of cognitive abilities will benefit if the Brunswik principle is taken into account.

scholarly journals Cable Tensile Forces Associated to Winch Design in Tethered Harvesting Operations: A Case Study from the Pacific North West

Forests ◽  
2021 ◽  
Vol 12 (7) ◽  
pp. 827
Author(s):  
Omar Mologni ◽  
Eric D. T. Nance ◽  
C. Kevin Lyons ◽  
Luca Marchi ◽  
Stefano Grigolato ◽  
...  
Keyword(s):  
Endurance Limit ◽  
Tensile Force ◽  
Force Analysis ◽  
North West ◽  
The Pacific ◽  
Work Tasks ◽  
Tensile Forces ◽  
System Activation ◽  
The Impact

Cable tensile forces in winch-assist harvesting have been investigated in order to assess the safety concerns of the technology. However, the literature is lacking, particularly in regards to the impact of winch design. In this study, a Summit Winch Assist tethering a feller-director on ground slopes up to 77% was monitored for four days. The cable tensile forces were simultaneously recorded at the harvesting and anchor machine at a frequency of 100 Hz. Cameras and GNSS devices enabled a time study of the operations and the recording of machine positions. Winch functionality and design were disclosed by the manufacturer and used for the interpretation of the results. The cable tensile forces reached 296 kN at the harvesting machine and 260 kN at the anchor machine. The slow negotiation of obstacles while moving downhill recorded the highest peaks, mainly due to threshold settings of the winch in the brake system activation. Lower but significant peaks were also recorded during stationary work tasks. The peaks, however, were limited to a few events and never exceeded the endurance limit of the cable. Overall, the study confirmed recent findings in cable tensile force analysis of active winch-assist operations and provided evidence of the underlaying mechanisms that contribute to cable tensile forces.

scholarly journals Using the Concept of Game-Based Learning in Education

2020 ◽  
Vol 15 (14) ◽  
pp. 53
Author(s):  
Zi-Yu Liu ◽  
Zaffar Ahmed Shaikh ◽  
Farida Gazizova
Keyword(s):  
Cognitive Abilities ◽  
Teaching Practice ◽  
Negative Impact ◽  
Effective Means ◽  
Educational Material ◽  
Educational Game ◽  
Control Group ◽  
Game Based Learning ◽  
School Students ◽  
The Impact

A modern school deals with a generation of students who were born and grown up in a digital environment and require other teaching methods. Changes in the technological and social conditions of modern society need new professional skills, which are often called “21st century skills”. These skills should be devel-oped starting from the primary school, as they are psychological and behavioural, rather than practical. Game-based learning and gamification are effective means of such skills development. The use of video games in teaching practice is studied multifaceted, along with formats and requirements of educational game, methods for effectiveness assessment, and the effect of games on students. The controver-sial nature of game-based learning effect on students require deeper research, as the increase in motivation and learning efficiency cannot be disputed, as well as the negative impact of a long gaming on cognitive abilities, emotional state and social skills of students. The study tested both an increase in the motivation and attraction of school students for the learning process, and the impact on the prac-tical results of information assimilation. There was conducted a survey on the re-sults of the application of game training to determine the motivation and attraction of students. Likewise, we counted time, spent by the study and control group, for mastering the main educational material and the post-class study of game content and the educational material it presents. A comparative test was conducted on the results of educational material comprehension to determine the effectiveness of the methodology in mastering knowledge. The group, with game-based learning and gamification applied, showed an increase in motivation and attraction to learning, students paid additional efforts for assimilating the material studied, and also showed significantly higher learning outcomes compared to the control group.

When do job insecure employees adapt to change?

2019 ◽  
Vol 25 (3) ◽  
pp. 271-286 ◽  
Author(s):  
Kristi N. Lavigne ◽  
Victoria L. Whitaker ◽  
Dustin K. Jundt ◽  
Mindy K. Shoss
Keyword(s):  
Job Insecurity ◽  
Small Sample ◽  
Adaptive Performance ◽  
Work Behaviors ◽  
Content Type ◽  
Work Tasks ◽  
Main Effect ◽  
Low Levels ◽  
The Impact ◽  
The Relationship

Purpose The purpose of this paper is to examine the relationship between job insecurity and adaptive performance (AP), contingent on changes to core work tasks, which we position as a situational cue to employees regarding important work behaviors. Design/methodology/approach Employees and their supervisors were invited to participate in the study. Supervisors were asked to provide ratings of employees’ AP and changes to core tasks; employees reported on job insecurity. Findings As predicted, changes to core tasks moderated the relationship between job insecurity and AP. Job insecurity was negatively related to AP for those experiencing low levels of change, but was not related to AP for those experiencing high levels of change. Counter to expectations, no main effect of job insecurity was found. Research limitations/implications This study employed a fairly small sample of workers from two organizations, which could limit generalizability. Practical implications The study identifies changes to core tasks as a boundary condition for the job insecurity–AP relationship. Findings suggest that organizations may not observe deleterious consequences of job insecurity on AP when changes to core tasks are high. Originality/value Few researchers have examined boundary conditions of the impact of job insecurity on AP. Furthermore, inconsistent findings regarding the link between job insecurity and AP have emerged. This study fills the gap and expands upon previous research by examining changes to core tasks as a condition under which job insecurity does not pose an issue for AP.

Sign in / Sign up

Export Citation Format

Share Document