Conservatism and liberalism predict performance in two nonideological cognitive tasks

2017 ◽  
Vol 36 (2) ◽  
pp. 49-59 ◽  
Author(s):  
Rodolpho Talaisys Bernabel ◽  
Amâncio Oliveira
Keyword(s):  
Cognitive Skills ◽  
Cognitive Tasks ◽  
Intuitive Thinking ◽  
Experimental Findings ◽  
Cognitive Environment

Intuitive thinking would argue that political or ideological orientation does not correlate with nonpolitical decisions, and certainly not with nonideological cognitive tasks. However, that is what happens in some cases. Previous neuropolitics studies have found that liberals are more adept at dealing with novel information than conservatives. This finding suggests that conservatives and liberals possess different cognitive skills. For the purposes of this article, two studies were executed to test whether this difference remained in alternative environmental settings. To this end, two novel cognitive tasks were designed in which one type of ideology or another was privileged according to the cognitive environment created by the tasks. Experimental findings indicate that liberals committed fewer errors than conservatives in one kind of cognitive environment, while conservatives scored higher in another.

scholarly journals How Interventions Might Improve Cognition in Healthy Older Adults

2013 ◽  
Vol 5 (3) ◽  
pp. 72-82
Author(s):  
Elizabeth M. Zelinski
Keyword(s):  
Functional Assessment ◽  
Functional Ability ◽  
Cognitive Skills ◽  
Functional Outcomes ◽  
Healthy Aging ◽  
Narrow Range ◽  
Cognitive Tasks ◽  
Healthy Older Adults ◽  
The Third ◽  
Everyday Activities

Many of the cognitive declines in healthy aging are moderated by experience, suggesting that interventions may be beneficial. Goals for aging outcomes include improving performance on untrained tasks, remediating observed cognitive declines, and ensuring preservation of functional ability. This selective review evaluates current progress towards these goals. Most research focuses on untrained tasks. Interventions associated with this outcome include games and exercises practicing specific cognitive skills, as well as aerobic exercise, and modestly benefit a relatively narrow range of cognitive tasks. Few studies have directly tested improvements in tasks on which individuals have been shown to experience longitudinal decline, so this goal has not been realized, though remediation can be examined rather easily. Little work has been done to develop psychometrically strong functional outcomes that could be used to test preservation of independence in everyday activities. Virtual reality approaches to functional assessment show promise for achieving the third goal.

scholarly journals Enhancing the power of understanding

2021 ◽  
Vol 01 (01) ◽  
pp. 13-15
Author(s):  
Asoka S. Karunananda ◽  
Keyword(s):  
Cognitive Skills ◽  
Vital Role ◽  
Cognitive Capacity ◽  
Cognitive Tasks ◽  
Ultimate Truth ◽  
The World ◽  
The Subject ◽  
Second Year ◽  
The Buddha ◽  
Reading Activities

Power of understanding is a rewarding cognitive capacity required for all of us from early childhood to the highest level of intellectual settings. Among other things, the concept of understanding plays a vital role in education. When I was a second-year undergraduate, I was so curious to know why some of my colleagues could understand subjects much faster than the others, and this curiosity compelled me to research on how understanding manifests in our minds. My literature review revealed that the ultimate happiness/truth stated in Buddhism is a matter of understanding the world differently from the way we do it generally. Literature also showed that many people in Buddha’s time understood the ultimate truth while listening to the discourse of the Buddha. Those who could not understand a matter then and there had to develop certain cognitive skills through various cognitive tasks such as further listening, discussing, thinking, and meditating. This is equally applicable to our educational settings as well because some students understand the subject matter during the lecture itself, while the others need involve in additional reading activities, discussions, tutorial work, and so on.

High-Ecological Cognitive Intervention to Improve Cognitive Skills and Cognitive–Functional Performance for Older Adults With Mild Cognitive Impairment

2021 ◽  
Vol 75 (5) ◽  
Author(s):  
Ling-Hui Chang ◽  
Po-Yen Chen ◽  
Jye Wang ◽  
Bin-Huei Shih ◽  
Yu-Hsuan Tseng ◽  
...  
Keyword(s):  
Cognitive Skills ◽  
Functional Performance ◽  
Intervention Group ◽  
Cognitive Intervention ◽  
Cognitive Tasks ◽  
Control Group ◽  
Delayed Recall ◽  
Immediate Memory ◽  
Immediate Recall ◽  
Weekly Group

Importance: Evidence of the effectiveness of cognitive activity and preparatory tasks in improving the cognitive skills and functional performance of people with cognitive decline is limited. Objective: To examine the efficacy of a high-ecological cognitive intervention. Design: Quasi-experimental, pretest–posttest design with nonequivalent control. Setting: Community. Participants: Older adults with mild cognitive impairment from two senior centers. Intervention: Twelve 90-min weekly group sessions of a high-ecological cognitive intervention using simulated everyday cognitive tasks (experimental group) and of nutrition education (active control group). Outcomes and Measures: Cognitive skills were measured with the Color Trails Test (CTT), the Contextual Memory Test (CMT; Immediate Recall [CMT–Im] and Delayed Recall [CMT–De] tasks), and the Wechsler Adult Intelligence Scale–Fourth Edition Digit Span subtest (Digits Forward and Digits Backward). Cognitive–functional performance was measured with the Rivermead Behavioural Memory Test–Third Edition (RBMT–3; Immediate Recall [RBMT–3–Im] and Delayed Recall [RBMT–3–De] tasks) and the Cognitive Failures Questionnaire (CFQ). Results: Thirty-seven participants (M age = 70.84 yr; 70.3% women) met the inclusion criteria for analysis (20 participants in the intervention group, 17 participants in the control group). Multivariate linear regression showed that the intervention group improved significantly more than the control group on the CTT, CMT–Im, and RBMT–3–Im but not on the CMT–De, RBMT–3–De, and CFQ. Conclusions and Relevance: Twelve 90-min weekly group sessions of a high-ecological cognitive intervention improved attention, executive function, immediate memory, and objective cognitive–functional performance with immediate-memory task demands. What This Article Adds: Carefully designed and structured simulated everyday cognitive tasks can be used as a cognitive training agent to improve both cognitive skills and objective cognitive–functional performance. The effectiveness of group-based cognitive interventions depends on the skills of occupational therapy practitioners in activity analysis and grading.

scholarly journals Early undernutrition as a cause of changes in phonological processing skills

Revista CEFAC ◽  
2019 ◽  
Vol 21 (3) ◽  
Author(s):  
Patrícia Aparecida Zuanetti ◽  
Maria Fernanda Laus ◽  
Sebastião de Sousa Almeida ◽  
Marisa Tomoe Hebihara Fukuda
Keyword(s):  
Working Memory ◽  
Phonological Awareness ◽  
School Performance ◽  
Phonological Processing ◽  
Cognitive Skills ◽  
Written Language ◽  
Cognitive Tasks ◽  
Phonological Working Memory ◽  
Nutritional Recovery ◽  
History Of

ABSTRACT Purpose: to determine whether undernutrition in the first years of life affects the phonological awareness skills, the phonological working memory and the school performance of children. Methods: the participants were children with a history of moderate/severe undernutrition during their first years of life (G1) who achieved nutritional recovery (n = 15). The performance of G1 in different cognitive tasks (phonological awareness at the syllable and phoneme level, phonological working memory - repetition of digits and pseudowords, and reading, writing and arithmetic activities) was compared to that of children with school difficulties (G2) (n = 15) and without school difficulties (G3) (n = 15), all eutrophic ones. Results: the performance of G1 was worse than that of the other two groups in all tasks evaluated (mean score of G1, G2 and G3 and p-values: phonological awareness: 31, 41, 57 - 0.01; repetition of direct order digits: 18, 23, 28 - 0.001; writing: 4, 10, 22 - 0.001; reading: 26, 45, 65-0.001; arithmetic: 4, 7, 11- 0.001). Conclusion: the results demonstrate that undernutrition affected the cognitive development, causing changes in important cognitive skills for the development of written language.

scholarly journals The concept of student cognitive culture: Definition and conditions for development

2020 ◽  
Vol 21 (10) ◽  
pp. 89-115 ◽  
Author(s):  
L. V. Astakhova
Keyword(s):  
Cognitive Skills ◽  
Classical Model ◽  
Practical Significance ◽  
Quality Of Higher Education ◽  
It Education ◽  
Innovative Economy ◽  
Definition Of ◽  
Types Of Information ◽  
Cognitive Environment ◽  
High Level

Introduction. Nowadays, knowledge is the main resource for the innovative economy. In the information society, there is the contradiction between the gradually increasing flow of new information and the inability of users to understand it. Education, including higher vocational training, should play a key role in bridging that cognitive gap. However, the current educational standards and programmes of universities, as well as the lower level of cognitive skills and students’ competencies, do not meet the requirement to solve the global problem related to the processes for changing the knowledge structure and total informatisation of human activities. In particular, against the background of the achievements of modern epistemology, there is still no scientific-based interpretation of the student cognitive culture, which formative factors have not been also identified yet.The aim of the present article is to define the concept of cognitive culture of a university student and the conditions for its development.Methodology and research methods. The methodological framework of the research is based on cognitive, informative and cultural approaches to the discussed problem. The analytical-synthetic method and the method of comparative analysis were applied in the course of the research.Results and scientific novelty. The definition of a student cognitive culture is defined on the basis of the modern principles of cognitive functioning and its subjects (unity of consciousness, unconscious and activity; co-evolution of individual, collective and social, etc.), as well as the classical model of knowledge transformation. Student involvement in all types of information activities is substantiated as the main criterion for assessing cognitive culture maturity. A technocognitive environment with integrative character is considered as the condition for development and achievement of a high level of student cognitive culture. The version of structural technocognitive environment is proposed and the content of each of the components is described.Practical significance. The present research material is primarily addressed to the specialists involved in improving the quality of higher education. The main provisions of the article and the author’s conclusions can be employed as a theoretical basis to organise the cognitive environment at the university. To further the present research, the author intends to identify the specifics of the development of student cognitive culture in various educational fields, as well as to investigate the computer component of the student internal thinking as a part of his or her cognitive culture. 

scholarly journals The Role of Infographics for the Development of Skills for Cognitive Modeling in Education

2018 ◽  
Vol 13 (01) ◽  
pp. 82 ◽  
Author(s):  
Ivo Damyanov ◽  
Nikolay Tsankov
Keyword(s):  
Cognitive Abilities ◽  
Cognitive Skills ◽  
Cognitive Modeling ◽  
Visual Literacy ◽  
Cognitive Tasks ◽  
Visual Images ◽  
Contemporary Culture ◽  
Research Libraries ◽  
Modeling Process

Contemporary culture is a visual culture. Visual images become the predominant form of communication. Students should be visually literate and be able to read and use visual language, to decode, interpret and evaluate visual messages successfully, and, last but not least, to encode and compose meaningful visual communication. The combination of modeling with other methods in scientific knowledge increases its potential as a cognitive method. Infographics can play a significant role in the process as tool or target according to the age and cognitive abilities of the students. Information images (infographics) are visual representations of information, data or knowledge. The use of infographics as a modeling method can develop different cognitive skills such as interpretation, analysis, assessment, conclusion, explanation, which are all part of the modeling process. In fact, they can be a tool for achieving the next stage of literacy - visual literacy. All this necessitates the exploration of infographics as an instrument in the development of a comprehensive system of cognitive tasks in education related to the formation of skills for modeling. In the paper, six types of cognitive tasks in education are analyzed as well as their relation to the visual literacy competence standards approved by the Association of College & Research Libraries. A comparison of freely available infographics tools is provided and the suitability of different infographics templates is discussed.

Dual coding theory and the mental lexicon

2010 ◽  
Vol 5 (2) ◽  
pp. 205-230 ◽  
Author(s):  
Allan Paivio
Keyword(s):  
Cognitive Skills ◽  
Coding Theory ◽  
Mental Representations ◽  
Mental Lexicon ◽  
Dual Coding ◽  
Cognitive Tasks ◽  
Abstract Form ◽  
Common Coding ◽  
The Common ◽  
And Performance

The dual coding theoretical (DCT) approach to the mental lexicon differs radically from standard approaches to the concept in linguistics and psychology. The differences are related to a long-standing dispute concerning the nature of the mental representations that mediate perception, comprehension, and performance in cognitive tasks. The issue contrasts what have been described as common coding and multiple coding views of mental representations. The common coding view is that a single, abstract form of representation underlies language and other cognitive skills. The standard approach to the mental lexicon is in that category. The multiple coding interpretation is that mental representations are modality specific and multimodal. The DCT view of the mental lexicon is in that camp. The general theories are first summarized; subsequently, their approaches to the mental lexicon and its relation to cognition are compared.

Method, Judgement, and Clinical Reasoning

1999 ◽  
Vol 16 (1) ◽  
pp. 4-9 ◽  
Author(s):  
Tony Ward
Keyword(s):  
Cognitive Skills ◽  
Clinical Decision Making ◽  
Clinical Decision ◽  
The Other ◽  
Cognitive Tasks ◽  
Sources Of Knowledge ◽  
Wide Range ◽  
Gut Feelings ◽  
Cognitive Continuum ◽  
The One

AbstractResearchers have tended to take one of two mutually exclusive positions concerning the nature and status of clinical decision-making. On the one hand, clinicians are urged to be more rigorous and analytical when assessing a client, to disregard their intuitions and instead utilise explicit rules and algorithms. On the other hand, they are counselled to regard their “gut feelings” as valuable sources of knowledge about clients. As a way of reconciling these two perspectives, it is important to acknowledge that clinical psychologists are confronted with a wide range of assessment and clinical tasks that vary in their degree of structure. Therefore, in order to effectively manage the diverse tasks they face during a typical assessment, they need to possess a wide range of cognitive skills. These skills, and their associated cognitive tasks, will span the cognitive continuum from the intuitive to the analytical poles (Hammond, 1996).

Evaluation of Cognitive Skill Degradation in Flight Planning

2020 ◽  
Vol 14 (4) ◽  
pp. 263-287
Author(s):  
Katherine M. Volz ◽  
Michael C. Dorneich
Keyword(s):  
Cognitive Skills ◽  
Cognitive Task ◽  
Empirical Evaluation ◽  
Cognitive Skill ◽  
Performance Degradation ◽  
Cognitive Tasks ◽  
Flight Planning ◽  
Automation Systems ◽  
Manual Group ◽  
Over Time

This work aimed to identify cognitive skills associated with flight planning, suggest which skills might be susceptible to skill degradation, and investigate the effects of cognitive skill degradation over time. Information automation systems offload cognitive tasks to reduce workload and error. However, the same phenomena seen with physical skill degradation in highly automated aircrafts may also occur when automating cognitive tasks. Two studies were conducted. An applied cognitive task analysis identified cognitive skills in flight planning. An empirical evaluation examined whether some of those skills were susceptible to cognitive skill degradation over time when using automation. Participants were placed into three groups. After conducting a flight planning task manually, groups differed in the next three practice trials: manual, alternating between manual and automation, or only with automation. Finally, all groups conducted the task manually again. Trials were separated by 2 weeks. The automation group showed the most performance degradation and highest workload, while the manual group showed the least performance degradation and least workload. Automation use did not provide the practice needed to mitigate cognitive skill degradation. Analysis of the impacts of information automation on cognitive performance is a first step in understanding the root causes of errors and developing mitigations.

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