scholarly journals If you could read my mind–an experimental beauty-contest game with children

2021 ◽  
Author(s):  
Henning Hermes ◽  
Daniel Schunk
Keyword(s):  
Cognitive Skills ◽  
Strategic Interaction ◽  
School Age ◽  
Successful Performance ◽  
Dominated Strategies ◽  
Beauty Contest ◽  
Over Time ◽  
Interaction Skills

AbstractWe develop a new design for the experimental beauty-contest game (BCG) that is suitable for children in school age and test it with 114 schoolchildren aged 9–11 years as well as with adults. In addition, we collect a measure for cognitive skills to link these abilities with successful performance in the game. Results demonstrate that children can successfully understand and play a BCG. Choices start at a slightly higher level than those of adults but learning over time and depth of reasoning are largely comparable with the results of studies run with adults. Cognitive skills, measured as fluid IQ, are predictive only of whether children choose weakly dominated strategies but are neither associated with lower choices in the first round nor with successful performance in the BCG. In the implementation of our new design of the BCG with adults we find results largely in line with behavior in the classical BCG. Our new design for the experimental BCG allows to study the development of strategic interaction skills starting already in school age.

scholarly journals Assessing and Documenting the Cognitive Performance of Family Medicine Residents Practicing Outpatient Medicine

2014 ◽  
Vol 6 (3) ◽  
pp. 526-531 ◽  
Author(s):  
Allen F. Shaughnessy ◽  
Katherine T. Chang ◽  
Jennifer Sparks ◽  
Molly Cohen-Osher ◽  
Joseph Gravel
Keyword(s):  
Family Medicine ◽  
Cognitive Performance ◽  
Cognitive Skills ◽  
Medical Knowledge ◽  
Time Consistency ◽  
Faculty Members ◽  
Knowledge Domain ◽  
Ambulatory Medicine ◽  
The Individual ◽  
Over Time

Abstract Background Development of cognitive skills for competent medical practice is a goal of residency education. Cognitive skills must be developed for many different clinical situations. Innovation We developed the Resident Cognitive Skills Documentation (CogDoc) as a method for capturing faculty members' real-time assessment of residents' cognitive performance while they precepted them in a family medicine office. The tool captures 3 dimensions of cognitive skills: medical knowledge, understanding, and its application. This article describes CogDoc development, our experience with its use, and its reliability and feasibility. Methods After development and pilot-testing, we introduced the CogDoc at a single training site, collecting all completed forms for 14 months to determine completion rate, competence development over time, consistency among preceptors, and resident use of the data. Results Thirty-eight faculty members completed 5021 CogDoc forms, documenting 29% of all patient visits by 33 residents. Competency was documented in all entrustable professional activities. Competence was statistically different among residents of different years of training for all 3 dimensions and progressively increased within all residency classes over time. Reliability scores were high: 0.9204 for the medical knowledge domain, 0.9405 for understanding, and 0.9414 for application. Almost every resident reported accessing the individual forms or summaries documenting their performance. Conclusions The CogDoc approach allows for ongoing assessment and documentation of resident competence, and, when compiled over time, depicts a comprehensive assessment of residents' cognitive development and ability to make decisions in ambulatory medicine. This approach meets criteria for an acceptable tool for assessing cognitive skills.

scholarly journals A Bayesian Level-k Model in n-Person Games

2020 ◽  
Author(s):  
Teck-Hua Ho ◽  
So-Eun Park ◽  
Xuanming Su
Keyword(s):  
Experimental Data ◽  
Adaptive Learning ◽  
Choice Behavior ◽  
Cournot Oligopoly ◽  
Unified Framework ◽  
Dynamic Choice ◽  
Beauty Contest ◽  
Standard Models ◽  
Private Value ◽  
Over Time

In standard models of iterative thinking, players choose a fixed rule level from a fixed rule hierarchy. Nonequilibrium behavior emerges when players do not perform enough thinking steps. Existing approaches, however, are inherently static. This paper introduces a Bayesian level-k model, in which level-0 players adjust their actions in response to historical game play, whereas higher-level thinkers update their beliefs on opponents’ rule levels and best respond with different rule levels over time. As a consequence, players choose a dynamic rule level (i.e., sophisticated learning) from a varying rule hierarchy (i.e., adaptive learning). We apply our model to existing experimental data on three distinct games: the p-beauty contest, Cournot oligopoly, and private-value auction. We find that both types of learning are significant in p-beauty contest games, but only adaptive learning is significant in the Cournot oligopoly, and only sophisticated learning is significant in the private-value auction. We conclude that it is useful to have a unified framework that incorporates both types of learning to explain dynamic choice behavior across different settings. This paper was accepted by Manel Baucells, decision analysis.

scholarly journals Executive Functions and Attention in Childhood Epilepsies: A Neuropsychological Hallmark of Dysfunction?

2020 ◽  
pp. 1-13
Author(s):  
Elisa Cainelli ◽  
Jacopo Favaro ◽  
Pietro De Carli ◽  
Concetta Luisi ◽  
Alessandra Simonelli ◽  
...  
Keyword(s):  
Executive Functions ◽  
Cognitive Skills ◽  
Multilevel Models ◽  
Statistical Significance ◽  
Illness Duration ◽  
Neuropsychological Profile ◽  
Ameliorative Effect ◽  
Neuropsychological Functions ◽  
Patients With Epilepsy ◽  
Over Time

Abstract Objective: Patients with epilepsy are at risk for several lifetime problems, in which neuropsychological impairments may represent an impacting factor. We evaluated the neuropsychological functions in children suffering from three main epilepsy categories. Further, we analyzed the longitudinal evolution of the neuropsychological profile over time. Methods: Patients undergoing neuropsychological evaluation at our Department from 2012 to 2018 were identified retrospectively. We selected patients aged 6–16 years and with at least two evaluations. Three epilepsy categories were considered: focal/structural, focal self-limited, and idiopathic generalized. Each evaluation included the same structured assessment of main neuropsychological domains. The effect of the epilepsy category, illness duration, seizure status, and medication was computed in multilevel models. Results: We identified 103 patients (focal self-limited = 27; focal/structural = 51; and idiopathic generalized = 25), for 233 evaluations. The majority of deficits were reported in attention and executive functions (>30% of patients); the results were dichotomized to obtain global indexes. Multilevel models showed a trend toward statistical significance of category of epilepsy on the global executive index and of illness duration on global attention index. Illness duration predicted the scores of executive and attention tasks, while category and medication predicted executive task performance. Focal/structural epilepsies mostly affected the executive domain, with deficits persisting over time. By contrast, an ameliorative effect of illness duration for attention was documented in all epilepsies. Conclusions: This study offers lacking information about the evolution of deficits in time, the role of epilepsy category, and possible psychological implications for high-order cognitive skills, central in several social and academic problems.

The significance of grit from social support and health determinants

2019 ◽  
Vol 20 (1) ◽  
pp. 47-62
Author(s):  
Whitney Key ◽  
Jang Ho Park ◽  
Philip Young P Hong
Keyword(s):  
Social Support ◽  
Academic Success ◽  
Workforce Development ◽  
Low Income ◽  
Cognitive Skills ◽  
School Age Children ◽  
Health Determinants ◽  
School Age ◽  
Job Seeking ◽  
Employment Goals

Non-cognitive skills are known to be influenced by the environment, especially regarding health and social support. One emerging non-cognitive skill is grit that can be defined as a success measure among low-income adults. It has been studied mostly among school-age children as it relates to academic success however little attention has paid to grit in workforce development. This is important to recognize as two identifiers for workforce success are social support and health. This paper aims to investigate the effects of health and social support on grit. Regression analysis was completed on 520 low-income, job seeking adults. A series of multiple regression results indicate that social support and health—physical, emotional, and general—have statistically significant independently and combined effects on grit. This finding is important for workforce development practitioners to understand when working with job seeking clients who are having difficulty in demonstrating the necessary tenacity to continue the path to achieve employment goals. 

Effects of antiparasitic treatment on dynamically and statically tested cognitive skills over time

2006 ◽  
Vol 27 (6) ◽  
pp. 499-526 ◽  
Author(s):  
Elena L. Grigorenko ◽  
Robert J. Sternberg ◽  
Matthew Jukes ◽  
Katie Alcock ◽  
Jane Lambo ◽  
...  
Keyword(s):  
Cognitive Skills ◽  
Antiparasitic Treatment ◽  
Over Time

Behavioral inhibition and anxiety disorders: Multiple levels of a resilience process

2007 ◽  
Vol 19 (3) ◽  
pp. 729-746 ◽  
Author(s):  
Kathryn Amey Degnan ◽  
Nathan A. Fox
Keyword(s):  
Social Behavior ◽  
Behavioral Inhibition ◽  
Individual Characteristics ◽  
School Age Children ◽  
School Age ◽  
Infants And Toddlers ◽  
Resilience Process ◽  
Withdrawal Motivation ◽  
Multiple Levels ◽  
Over Time

Behavioral inhibition is reported to be one of the most stable temperamental characteristics in childhood. However, there is also evidence for discontinuity of this trait, with infants and toddlers who were extremely inhibited displaying less withdrawn social behavior as school-age children or adolescents. There are many possible explanations for the discontinuity in this temperament over time. They include the development of adaptive attention and regulatory skills, the influence of particular styles of parenting or caregiving contexts, and individual characteristics of the child such as their level of approach–withdrawal motivation or their gender. These discontinuous trajectories of behaviorally inhibited children and the factors that form them are discussed as examples of the resilience process.

scholarly journals Papers on pragmasemantics

2009 ◽  
Vol 51 ◽  
pp. 216
Author(s):  
Anton Benz ◽  
Reinhard Blutner
Keyword(s):  
Game Theory ◽  
Natural Language ◽  
Optimality Theory ◽  
Cognitive Skills ◽  
Research Programme ◽  
Strategic Interaction ◽  
Mathematical Framework ◽  
Game Theoretic ◽  
Bidirectional Optimality Theory ◽  
Game Theoretic Pragmatics

Optimality theory as used in linguistics (Prince & Smolensky, 1993/2004; Smolensky & Legendre, 2006) and cognitive psychology (Gigerenzer & Selten, 2001) is a theoretical framework that aims to integrate constraint based knowledge representation systems, generative grammar, cognitive skills, and aspects of neural network processing. In the last years considerable progress was made to overcome the artificial separation between the disciplines of linguistic on the one hand which are mainly concerned with the description of natural language competences and the psychological disciplines on the other hand which are interested in real language performance. The semantics and pragmatics of natural language is a research topic that is asking for an integration of philosophical, linguistic, psycholinguistic aspects, including its neural underpinning. Especially recent work on experimental pragmatics (e.g. Noveck & Sperber, 2005; Garrett & Harnish, 2007) has shown that real progress in the area of pragmatics isn’t possible without using data from all available domains including data from language acquisition and actual language generation and comprehension performance. It is a conceivable research programme to use the optimality theoretic framework in order to realize the integration. Game theoretic pragmatics is a relatively young development in pragmatics. The idea to view communication as a strategic interaction between speaker and hearer is not new. It is already present in Grice' (1975) classical paper on conversational implicatures. What game theory offers is a mathematical framework in which strategic interaction can be precisely described. It is a leading paradigm in economics as witnessed by a series of Nobel prizes in the field. It is also of growing importance to other disciplines of the social sciences. In linguistics, its main applications have been so far pragmatics and theoretical typology. For pragmatics, game theory promises a firm foundation, and a rigor which hopefully will allow studying pragmatic phenomena with the same precision as that achieved in formal semantics. The development of game theoretic pragmatics is closely connected to the development of bidirectional optimality theory (Blutner, 2000). It can be easily seen that the game theoretic notion of a Nash equilibrium and the optimality theoretic notion of a strongly optimal form-meaning pair are closely related to each other. The main impulse that bidirectional optimality theory gave to research on game theoretic pragmatics stemmed from serious empirical problems that resulted from interpreting the principle of weak optimality as a synchronic interpretation principle. In this volume, we have collected papers that are concerned with several aspects of game and optimality theoretic approaches to pragmatics.  

scholarly journals Developing interactional repertoires in the classroom through dynamic strategic interactio scenarios

2020 ◽  
Author(s):  
Rémi A. van Compernolle ◽  
Nuria Ballesteros Soria
Keyword(s):  
Small Groups ◽  
Strategic Interaction ◽  
Three Dimensions ◽  
Task Repetition ◽  
Immediate Feedback ◽  
Single Class ◽  
Class Meeting ◽  
Repertoire Development ◽  
Over Time

In this article, we report on the implementation of Dynamic Strategic Interaction Scenario tasks as one approach to developing L2 learners’ interactional repertoires. The tasks involve pre-task planning, a performance, and immediate feedback during a whole-class debriefing discussion. We focus specifically on the appropriation of turn allocation devices within a single class meeting in which three small groups performed the same scenario. We show how the first group’s performance prompted a focus on turn allocation during their debriefing, and how the subsequent groups were able to build on the feedback in their own performances. We discuss our findings and their implications for research and pedagogy along three dimensions: 1) the role of feedback as mediation in the debriefing discussions; 2) the contribution of task repetition from a group-as-collective perspective; and 3) the documentation of interactional repertoire development over time.

scholarly journals Analysis of Changes in Physical Strength over Time in Recent School-Age Students: Proposal for Multi-year Span Evaluation Chart with the O Model

2021 ◽  
Vol 9 (1) ◽  
pp. 17
Author(s):  
Ken-ichi Watanabe ◽  
Katsunori Fujii ◽  
Keiko Abe ◽  
Yuki Kani ◽  
Kan-ichi Mimura
Keyword(s):  
School Age ◽  
Physical Strength ◽  
Over Time

scholarly journals Od biernego odbiorcy do aktywnego mediakreatora – małe dzieci i TIK w świetle badań własnych

2018 ◽  
pp. 143-160
Author(s):  
AGNIESZKA IWANICKA
Keyword(s):  
New Technologies ◽  
Media Content ◽  
School Age ◽  
Small Children ◽  
Early School ◽  
The Family ◽  
The Media ◽  
Early School Age ◽  
Family Home ◽  
Over Time

Agnieszka Iwanicka, Od biernego odbiorcy do aktywnego mediakreatora – małe dzieci i TIK w świetle badań własnych [From passive recipients to active mediacreators: small children and ICT in the light of own studies]. Interdyscyplinarne Konteksty Pedagogiki Specjalnej, nr 23, Poznań 2018. Pp. 143-160. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.23.08 Small children show a lot of media activity: they are perfectly capable of handling new technologies, they have been using them since the first years of their life. What activities they show depends on the family home and the behaviors they observe with their parents. With their support and providing positive patterns, the child can become not only a passive media user, but also an active media content creator, a kind of mediacreator, which over time will have a real impact on the reality in which he grows up. In the article, I present some of the results of the my research, in which I checked what role the media plays in the life of a child in an early school age. I try to answer the question, what media activities are displayed by children – whether it is only passive and imitative, or maybe they are actively creating media content.

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