The Relationship of Cognitive Processes With Reading and Mathematics Achievement in Intellectually Gifted Children

Currently, studies aimed at assessing the emotional state and cognitive processes associated with the processing of emotionally determined information in patients with ischemic stroke, as well as finding the relationship between them are particularly relevant, mainly for the subsequent optimization of the therapeutic process. In order to identify the features of the emotional state and cognitive processes, a group of patients with ischemic stroke in the acute period in the amount of 25 people was examined. It was established that in patients with a lesion in the anterior cortex, depressive states in the acute period of stroke are more pronounced. Patients successfully reproduce emotionally significant words in comparison with neutral words; an interrelation between the level of anxiety and depression was found, which indicates that these states are comorbid. But, in turn, the relationship of the severity of anxiety and depression with the cognitive processes of recognition and reproduction, as well as differences in mnestic and gnostic activity in patients with different levels of anxiety and depression were not identified. After the treatment with Semax an improvement was noted.

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Understanding Statistics Cognition

Assessing and Measuring Statistics Cognition in Higher Education Online Environments - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-2420-5.ch002 ◽

2017 ◽

pp. 10-56

Keyword(s):

Cognitive Processes ◽

New Approach ◽

Relationship Of ◽

The Relationship

This chapter focuses on understanding the use of and relationship among the features of statistics cognition: literacy, reasoning, and thinking. We argue that research on statistics cognition is fragmented, which is problematic for understanding how these constructs can be unified to support education. We then review methods of quantifying cognitions, involving studies which have attempted to categorize and parse cognitive processes. This information is then used to synthesize a new approach to understanding statistics cognition, proposing a model which makes specific predictions about the relationship of these features. The model and definitions of cognitions presented in this chapter are used as a basis of discussion cognition throughout the remainder of the book.

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The Predictive Validity of Classroom Observations: Do Teachers’ Framework for Teaching Scores Predict Kindergarteners’ Achievement and Motivation?

American Educational Research Journal ◽

10.3102/0002831219891409 ◽

2019 ◽

Vol 57 (5) ◽

pp. 2021-2058 ◽

Cited By ~ 1

Author(s):

Helen Patrick ◽

Panayota Mantzicopoulos ◽

Brian F. French

Keyword(s):

Mathematics Achievement ◽

Multilevel Analysis ◽

Predictive Validity ◽

Kindergarten Teachers ◽

Classroom Observations ◽

Framework For Teaching ◽

Criterion Referenced ◽

And Mathematics ◽

Reading And Mathematics

We used multilevel analysis to examine the predictive validity of scores from the Framework for Teaching (FFT), the observation measure used most often to evaluate teachers’ instruction. We investigated how well 81 kindergarten teachers’ FFT scores for eight reading and eight mathematics lessons observed throughout the year predicted students’ year-end achievement and motivation in reading and mathematics, controlling for students’ sex, ethnicity, and achievement entering kindergarten. Standardized reading and mathematics achievement were each predicted by FFT scores; however, they accounted for very little of the overall variance in students’ achievement: 2.5% for reading and 1.3% for mathematics. Neither students’ end-of-year criterion-referenced achievement nor motivation were predicted by FFT scores.

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The relationship between brain structure and proficiency in reading and mathematics in children, adolescents, and emerging adults

Developmental Cognitive Neuroscience ◽

10.1016/j.dcn.2020.100856 ◽

2020 ◽

Vol 45 ◽

pp. 100856

Author(s):

G.A. Torre ◽

A.A. Matejko ◽

G.F Eden

Keyword(s):

Emerging Adults ◽

Brain Structure ◽

And Mathematics ◽

The Relationship ◽

Reading And Mathematics

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Developing a Multisemester Interwoven Dynamic Systems Project to Foster Learning and Retention of STEM Material

Innovations in Engineering Education: Mechanical Engineering Education, Mechanical Engineering/Mechanical Engineering Technology Department Heads ◽

10.1115/imece2004-61034 ◽

2004 ◽

Cited By ~ 1

Author(s):

Peter Avitabile ◽

Stephen Pennell ◽

John White

Keyword(s):

Dynamic Systems ◽

Basic Material ◽

Mathematical Methods ◽

Introductory Courses ◽

New Approach ◽

Science Technology ◽

Educational Career ◽

And Mathematics ◽

Relationship Of ◽

The Relationship

Students generally do not understand how basic STEM (Science, Technology, Engineering and Mathematics) material fits into all of their engineering courses. Basic material is presented in introductory courses but the relationship of the material to subsequent courses is unclear to the student since the practical relevance of the material is not necessarily presented. Students generally hit the “reset button” after each course not realizing the importance of basic STEM material. The capstone experience is supposed to “tie all the pieces together” but this occurs too late in the student’s educational career. A new multisemester interwoven dynamic systems project has been initiated to better integrate the material from differential equations, mathematical methods, laboratory measurements and dynamic systems across several semesters/courses so that the students can better understand the relationship of basic STEM material to an ongoing problem. This paper highlights the overall concept to be addressed by the new approach. The description of the project and modules under development are discussed.

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Age-related decline in executive function as a hallmark of cognitive ageing in primates: an overview of cognitive and neurobiological studies

Philosophical Transactions of the Royal Society B Biological Sciences ◽

10.1098/rstb.2019.0618 ◽

2020 ◽

Vol 375 (1811) ◽

pp. 20190618 ◽

Cited By ~ 3

Author(s):

Agnès Lacreuse ◽

Naftali Raz ◽

Daniel Schmidtke ◽

William D. Hopkins ◽

James G. Herndon

Keyword(s):

Executive Function ◽

Age Differences ◽

Cognitive Processes ◽

Life Histories ◽

Primate Species ◽

Cognitive Ageing ◽

Age Related ◽

Relationship Of ◽

The Relationship ◽

Ageing Brain

Executive function (EF) is a complex construct that reflects multiple higher-order cognitive processes such as planning, updating, inhibiting and set-shifting. Decline in these functions is a hallmark of cognitive ageing in humans, and age differences and changes in EF correlate with age-related differences and changes in association cortices, particularly the prefrontal areas. Here, we review evidence for age-related decline in EF and associated neurobiological changes in prosimians, New World and Old World monkeys, apes and humans. While EF declines with age in all primate species studied, the relationship of this decline with age-related alterations in the prefrontal cortex remains unclear, owing to the scarcity of neurobiological studies focusing on the ageing brain in most primate species. In addition, the influence of sex, vascular and metabolic risk, and hormonal status has rarely been considered. We outline several methodological limitations and challenges with the goal of producing a comprehensive integration of cognitive and neurobiological data across species and elucidating how ageing shapes neurocognitive trajectories in primates with different life histories, lifespans and brain architectures. Such comparative investigations are critical for fostering translational research and understanding healthy and pathological ageing in our own species. This article is part of the theme issue ‘Evolution of the primate ageing process’.

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