Classification and Prediction of Human Cognitive Skills Using EEG Signals

Detecting the cognitive profiles of learners is an important step towards personalized and adaptive learning. Electroencephalograms (EEG) have been used to detect the subject’s emotional and cognitive states. In this paper, an approach for detecting two cognitive skills, focused attention and working memory, using EEG signals is proposed. The proposed approach consists of the following main steps: first, subjects undergo a scientifically-validated cognitive assessment test that stimulates and measures their full cognitive profile while putting on a 14-channel wearable EEG headset. Second, the scores of focused attention and working memory are extracted and encoded for a classification problem. Third, the collected EEG data are analyzed and a total of 280 time- and frequency-domain features are extracted. Fourth, several classifiers were trained to correctly classify and predict three levels (low, average, and high) of the two cognitive skills. The classification accuracies that were obtained on 86 subjects were 84% and 81% for the focused attention and working memory, respectively. In comparison with similar approaches, the obtained results indicate the generalizability and suitability of the proposed approach for the detection of these two skills. Thus, the presented approach can be used as a step towards adaptive learning where real-time adaptation is to be done according to the predicted levels of the measured cognitive skills.

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Go Climb a Tree (to Improve Cognitive Skills)

ASHA Leader ◽

10.1044/leader.rib2.20102015.16 ◽

2015 ◽

Vol 20 (10) ◽

pp. 16-16

Keyword(s):

Cognitive Skills

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After Dismissal: Examining the Language, Literacy, and Cognitive Skills of Children With Remediated Speech Sound Disorders

Perspectives on School-Based Issues ◽

10.1044/sbi16.2.50 ◽

2015 ◽

Vol 16 (2) ◽

pp. 50-59 ◽

Cited By ~ 6

Author(s):

Kelly Farquharson

Keyword(s):

Public Schools ◽

Speech Production ◽

Cognitive Skills ◽

Speech Sound ◽

Typically Developing ◽

Speech Sound Disorders ◽

Academic Difficulties ◽

The Public ◽

Age Appropriate ◽

Language Literacy

Speech sound disorders are a complex and often persistent disorder in young children. For many children, therapy results in successful remediation of the errored productions as well as age-appropriate literacy and academic progress. However, for some children, while they may attain age-appropriate speech production skills, they later have academic difficulties. For SLPs in the public schools, these children present as challenging in terms of both continuing treatment as well as in terms of caseload management. What happens after dismissal? Have these children truly acquired adequate speech production skills? Do they have lingering language, literacy, and cognitive deficits? The purpose of this article is to describe the language, literacy, and cognitive features of a small group of children with remediated speech sound disorders compared to their typically developing peers.

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Complexity Measures of Brain Electrophysiological Activity

Journal of Psychophysiology ◽

10.1027/0269-8803/a000024 ◽

2010 ◽

Vol 24 (2) ◽

pp. 131-135 ◽

Cited By ~ 5

Author(s):

Włodzimierz Klonowski ◽

Pawel Stepien ◽

Robert Stepien

Keyword(s):

Brain Activity ◽

Deterministic Chaos ◽

Epileptic Seizures ◽

Eeg Signal ◽

Eeg Signals ◽

Complexity Measures ◽

Electrophysiological Activity ◽

Signal Complexity ◽

Physiological Sleep ◽

The Brain

Over 20 years ago, Watt and Hameroff (1987 ) suggested that consciousness may be described as a manifestation of deterministic chaos in the brain/mind. To analyze EEG-signal complexity, we used Higuchi’s fractal dimension in time domain and symbolic analysis methods. Our results of analysis of EEG-signals under anesthesia, during physiological sleep, and during epileptic seizures lead to a conclusion similar to that of Watt and Hameroff: Brain activity, measured by complexity of the EEG-signal, diminishes (becomes less chaotic) when consciousness is being “switched off”. So, consciousness may be described as a manifestation of deterministic chaos in the brain/mind.

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Re-conceptualizing Machiavellianism and Social-Cognitive Skills

Journal of Individual Differences ◽

10.1027/1614-0001/a000340 ◽

2020 ◽

pp. 1-8

Author(s):

William Hart ◽

Christopher J. Breeden ◽

Charlotte Kinrade

Keyword(s):

Cognitive Skills ◽

Person Perception ◽

Social Cognitive ◽

Cognitive Skill ◽

Prediction Skill ◽

Current Evidence ◽

College Sample ◽

Social Prediction

Abstract. Machiavellianism is presumed to encompass advanced social-cognitive skill, but research has generally suggested that Machiavellian individuals are rather deficient in social-cognitive skill. However, previous research on the matter has been limited to measures of (a) Machiavellianism that are unidimensional and saturated with both antagonism and disinhibition and measures (b) only one type of social-cognitive skill. Using a large college sample ( N = 461), we examined how various dimensions of Machiavellianism relate to two types of social-cognitive skill: person-perception skill and general social prediction skill. Consistent with some prior theorizing, the planful dimension of Machiavellianism was positively related to both person-perception and general social prediction skills; antagonistic dimensions of Machiavellianism were negatively related to both skills; either agentic or cynical dimensions of Machiavellianism were generally unrelated to both skills. Overall, the current evidence suggests a complicated relationship between Machiavellianism and social-cognitive skill because Machiavellianism encompasses features that blend deficiency, proficiency, and average levels of social-cognitive skills.

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