Differences in General Cognitive Abilities and Domain-Specific Skills of Higher- and Lower-Achieving Students in Stoichiometry

2014 ◽  
Vol 91 (7) ◽  
pp. 961-968 ◽  
Author(s):  
Ozcan Gulacar ◽  
Ingo Eilks ◽  
Charles R. Bowman
Keyword(s):  
Cognitive Abilities ◽  
Domain Specific

scholarly journals Effects of Tamoxifen and Raloxifene on Memory and Other Cognitive Abilities: Cognition in the Study of Tamoxifen and Raloxifene

2009 ◽  
Vol 27 (31) ◽  
pp. 5144-5152 ◽  
Author(s):  
Claudine Legault ◽  
Pauline M. Maki ◽  
Susan M. Resnick ◽  
Laura Coker ◽  
Patricia Hogan ◽  
...  
Keyword(s):  
Breast Cancer ◽  
Cognitive Function ◽  
Postmenopausal Women ◽  
Cognitive Abilities ◽  
Cognitive Aging ◽  
Cognitive Test ◽  
Domain Specific ◽  
Estrogen Receptor Modulators ◽  
Increased Risk ◽  
The One

Purpose To compare the effects of two selective estrogen receptor modulators, tamoxifen and raloxifene, on global and domain-specific cognitive function. Patients and Methods The National Surgical Adjuvant Breast and Bowel Project's Study of Tamoxifen and Raloxifene (STAR) study was a randomized clinical trial of tamoxifen 20 mg/d or raloxifene 60 mg/d in healthy postmenopausal women at increased risk of breast cancer. The 1,498 women who were randomly assigned in STAR were age 65 years and older, were not diagnosed with dementia, and were enrolled onto the Cognition in the Study of Tamoxifen and Raloxifene (Co-STAR) trial, beginning 18 months after STAR enrollment started. A cognitive test battery modeled after the one used in the Women's Health Initiative Study of Cognitive Aging (WHISCA) was administered. Technicians were centrally trained to administer the battery and recertified every 6 months. Analyses were conducted on all participants and on 273 women who completed the first cognitive battery before they started taking their medications. Results Overall, there were no significant differences in adjusted mean cognitive scores between the two treatment groups across visits. There were significant time effects across the three visits for some of the cognitive measures. Similar results were obtained for the subset of women with true baseline measures. Conclusion Tamoxifen and raloxifene are associated with similar patterns of cognitive function in postmenopausal women at increased risk of breast cancer. Future comparisons between these findings and patterns of cognitive function in hormone therapy and placebo groups in WHISCA should provide additional insights into the effects of tamoxifen and raloxifene on cognitive function in older women.

OP 6. Stimulating the brain while playing a computer-based maths game to enhance domain-specific and domain-general cognitive abilities

2013 ◽  
Vol 124 (10) ◽  
pp. e58-e59 ◽  
Author(s):  
C.Y. Looi ◽  
M. Duta ◽  
S. Huber ◽  
H.-C. Nuerk ◽  
R. Cohen Kadosh
Keyword(s):  
Cognitive Abilities ◽  
Domain Specific ◽  
Computer Based ◽  
The Brain

Melissa Bowerman & Stephen Levinson (eds.), Language acquisition and conceptual development. Cambridge: Cambridge University Press, 2001. Pp. ix, 602. Hb. $100.00, pb. $35.00.

2002 ◽  
Vol 32 (1) ◽  
pp. 105-109
Author(s):  
Edith L. Bavin
Keyword(s):  
Language Acquisition ◽  
Cognitive Abilities ◽  
Conceptual Development ◽  
Cambridge University ◽  
Domain Specific ◽  
Language Structure ◽  
Form Function ◽  
Relational Concepts ◽  
Theoretical Issues

This volume, dedicated to Martin Braine, is the outcome of a conference held at the Max Plank Institute in Nijmegen in 1995. The first of four parts covers general theoretical issues; part 2 focuses specifically on word learning, particularly nouns; in part 3, entities, individuation and quantification are examined; and in part 4, relational concepts in form-function mapping, with a focus on the influence of language-specific properties. Two main issues link the nineteen chapters: whether concepts are language-independent or constructed through language, and the role of experience in conceptual development. As emphasized by the editors in the introduction, past attempts to relate cognitive and linguistic development have not been too successful, possibly because of the focus on language structure within theoretical linguistics. Recent research on the domain-specific cognitive abilities of infants and on semantic and cross-linguistic aspects of language acquisition have provided new insights, and thus it is timely to reexamine the links.

Lesion Mapping of Cognitive Abilities of Contributing to Domain-Specific Intelligence

NeuroImage ◽  
2009 ◽  
Vol 47 ◽  
pp. S89
Author(s):  
JP Gläscher ◽  
D Tranel ◽  
LK Paul ◽  
D Rudrauf ◽  
C Rorden ◽  
...  
Keyword(s):  
Cognitive Abilities ◽  
Domain Specific ◽  
Lesion Mapping

scholarly journals Intra-individual variation in performance on novel variants of similar tasks influences single factor explanations of general cognitive processes

2018 ◽  
Vol 5 (7) ◽  
pp. 171919 ◽  
Author(s):  
Jayden O. van Horik ◽  
Ellis J. G. Langley ◽  
Mark A. Whiteside ◽  
Philippa R. Laker ◽  
Joah R. Madden
Keyword(s):  
Cognitive Processes ◽  
Individual Variation ◽  
Cognitive Abilities ◽  
Principal Axis ◽  
Single Factor ◽  
Diverse Range ◽  
Domain Specific ◽  
Novel Variants ◽  
Principal Axis Factor Analysis ◽  
Individual Consistency

Intra-individual variation in performance within and across cognitive domains may confound interpretations of both domain-general and domain-specific abilities. Such variation is rarely considered in animal test batteries. We investigate individual consistency in performance by presenting pheasant chicks ( n  = 31), raised under standardized conditions, with nine different cognitive tasks. Among these tasks were two replicated novel variants of colour learning and colour reversal problems, tests of positional learning and memory, as well as two different tasks that captured multiple putative measures of inhibitory control and motor-related performance. These task variants were also used to compare subjects' performance on alternative test batteries comprised of different task combinations. Subjects’ performance improved with experience, yet we found relatively little consistency in their performance, both within similar tasks using different paradigms and across different tasks. Parallel analysis revealed non-significant factors when all nine tasks were included in a principal axis factor analysis. However, when different combinations of six of the nine tasks were included in principal axis factoring, 14 of 84 combinations revealed significant main factors, explaining between 28 and 35% of the variance in task performance. While comparable findings have been suggested to reflect domain-general intelligence in other species, we found no evidence to suggest that a single factor encompassed a diverse range of cognitive abilities in pheasants. Instead, we reveal how single factor explanations of cognitive processes can be influenced by test battery composition and intra-individual variation in performance across tasks. Our findings highlight the importance of conducting multiple tests within specific domains to ensure robust cognitive measures are obtained.

The prognostic value of domain-specific cognitive abilities in acute first-ever stroke

Neurology ◽  
2005 ◽  
Vol 64 (5) ◽  
pp. 821-827 ◽  
Author(s):  
G. M.S. Nys ◽  
M. J.E. van Zandvoort ◽  
P. L.M. de Kort ◽  
H. B. van der Worp ◽  
B. P.W. Jansen ◽  
...  
Keyword(s):  
Cognitive Abilities ◽  
Prognostic Value ◽  
Domain Specific ◽  
Specific Cognitive Abilities

Musical expertise, musical style, and visual attention

2021 ◽  
pp. 030573562098888
Author(s):  
Pétur Jónasson ◽  
Árni Kristjánsson ◽  
Ómar I. Jóhannesson
Keyword(s):  
Cognitive Abilities ◽  
Visual Information ◽  
Change Blindness ◽  
Contemporary Music ◽  
American Football ◽  
Specific Information ◽  
Musical Style ◽  
Attentional Function ◽  
Domain Specific ◽  
The Difference

Research has repeatedly demonstrated that people with experience within a particular domain have exceptional cognitive abilities for domain-specific information. Chess masters, for instance, are far better at memorizing visually presented chess positions than amateurs, and professional American football experts are highly sensitive to semantic changes in domain-related scenes. However, for non-domain-related material, experts’ performance becomes similar to novice performance. But how does this apply to music? We compared experienced musicians’ and novices’ attentional function and visual working memory using the change blindness flicker paradigm. The task was to detect minor changes between two otherwise identical music scores of differing styles: traditional (C-major, regular rhythms), contemporary (atonal, irregular rhythms), and random (nonsense music). We expected that (1) experienced musicians would detect changes faster, (2) the between-group difference would be larger for traditional than contemporary music, and (3) the groups’ performance would be more similar for random music. The experienced musicians detected changes significantly faster in both the contemporary and traditional music material, whereas the difference was nonsignificant for the random condition. The difference between groups was largest for contemporary music, despite its higher level of complexity. We discuss these results in relation to existing literature on expertise in visual information processing.

The Cognitive-Affective-Motivation Model of Learning (CAMML): Standing on the Shoulders of Giants

2021 ◽  
pp. 082957352110542
Author(s):  
Kevin S. McGrew
Keyword(s):  
School Psychologists ◽  
Cognitive Abilities ◽  
Self Regulation ◽  
Chc Theory ◽  
Specific Domain ◽  
Self Regulated Learning ◽  
Domain Specific ◽  
Readiness To Learn ◽  
The Mind ◽  
Motivation Model

The Cognitive-Affective-Motivation Model of Learning (CAMML) is a proposed framework for integrating contemporary motivation, affective (Big 5 personality) and cognitive (CHC theory) constructs in the practice of school psychologists (SPs). The central tenet of this article is that SPs need to integrate motivation alongside affective and cognitive constructs vis-à-vis an updated trilogy-of-the-mind (cognitive, conative, affective) model of intellectual functioning. CAMML builds on Richard Snow’s seminal research on academic aptitudes—which are not synonymous with cognitive abilities. Learning aptitude complexes are academic domain-specific cognitive abilities and personal investment mechanisms (motivation and self-regulation) that collectively produce a student’s readiness to learn in a specific domain. CAMML incorporates the “crossing the Rubicon” commitment pathway model of motivated self-regulated learning. It is recommended SPs take a fresh look at motivation theory, constructs, and research, embedded in the CAMML aptitude framework, by going back-to-the-future guided by the wisdom of giants from the field of cognition, intelligence, and educational psychology.

scholarly journals Are there geniuses among the apes?

2012 ◽  
Vol 367 (1603) ◽  
pp. 2753-2761 ◽  
Author(s):  
Esther Herrmann ◽  
Josep Call
Keyword(s):  
Individual Differences ◽  
Tool Use ◽  
Cognitive Abilities ◽  
General Intelligence ◽  
Factors Affecting ◽  
Domain Specific ◽  
Multiple Tasks ◽  
Multiple Species ◽  
The Individual ◽  
Factors Affecting Performance

We are often asked whether some apes are smarter than others. Here we used two individual-based datasets on cognitive abilities to answer this question and to elucidate the structure of individual differences. We identified some individuals who consistently scored well across multiple tasks, and even one individual who could be classified as exceptional when compared with her conspecifics. However, we found no general intelligence factor. Instead, we detected some clusters of certain abilities, including inferences, learning and perhaps a tool-use and quantities cluster. Thus, apes in general and chimpanzees in particular present a pattern characterized by the existence of some smart animals but no evidence of a general intelligence factor. This conclusion contrasts with previous studies that have found evidence of a g factor in primates. However, those studies have used group-based as opposed to the individual-based data used here, which means that the two sets of analyses are not directly comparable. We advocate an approach based on testing multiple individuals (of multiple species) on multiple tasks that capture cognitive, motivational and temperament factors affecting performance. One of the advantages of this approach is that it may contribute to reconcile the general and domain-specific views on primate intelligence.

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