scholarly journals Oculomotor strategies do not vary under increasing levels of cognitive demand

2021 ◽  
Vol 21 (9) ◽  
pp. 2797
Author(s):  
Kerri Walter ◽  
Peter Bex
Keyword(s):  
Cognitive Demand

scholarly journals Breakfast: A Crucial Meal for Adolescents’ Cognitive Performance According to Their Nutritional Status. The Cogni-Action Project

Nutrients ◽  
2021 ◽  
Vol 13 (4) ◽  
pp. 1320
Author(s):  
Humberto Peña-Jorquera ◽  
Valentina Campos-Núñez ◽  
Kabir P. Sadarangani ◽  
Gerson Ferrari ◽  
Carlos Jorquera-Aguilera ◽  
...  
Keyword(s):  
Nutritional Status ◽  
Cognitive Performance ◽  
Cognitive Demand ◽  
Positive Association ◽  
Peak Height ◽  
The Body ◽  
Height Velocity ◽  
Peak Height Velocity ◽  
High Quality ◽  
Action Project

This study aimed to determine whether pupils who have breakfast just before a cognitive demand, do not regularly skip breakfast, and consume a high-quality breakfast present higher cognitive performance than those who do not; furthermore, to establish differences according to their nutritional status. In this study, 1181 Chilean adolescents aged 10–14 years participated. A global cognitive score was computed through eight tasks, and the body mass index z-score (BMIz) was calculated using a growth reference for school-aged adolescents. The characteristics of breakfast were self-reported. Analyses of covariance were performed to determine differences in cognitive performance according to BMIz groups adjusted to sex, peak height velocity, physical fitness global score, and their schools. A positive association was found in adolescents’ cognitive performance when they had breakfast just before cognitive tasks, did not regularly skip breakfast, presented at least two breakfast quality components, and included dairy products. No significant differences were found between breakfast components, including cereal/bread and fruits/fruit juice. Finally, pupils who were overweight/obese who declared that they skipped breakfast regularly presented a lower cognitive performance than their normal-BMIz peers. These findings suggest that adolescents who have breakfast just prior to a cognitive demand and regularly have a high quality breakfast have better cognitive performance than those who do not. Educative nutritional strategies should be prioritized, especially in “breakfast skippers” adolescents living with overweight/obesity.

scholarly journals A qualitative analysis of perceptions of fluency in second language French

2016 ◽  
Vol 54 (2) ◽  
Author(s):  
Yvonne Préfontaine ◽  
Judit Kormos
Keyword(s):  
Second Language ◽  
Adult Learners ◽  
Qualitative Analysis ◽  
Quantitative Research ◽  
Qualitative Methodology ◽  
Quantitative Methods ◽  
Native Speaker ◽  
Cognitive Demand ◽  
Word Choice ◽  
Speech Features

AbstractIn the field of second language (L2) fluency, there is a common adherence to quantitative methods to examine characteristics and features of speech. This study extends the field by reporting on an investigation that analyzed native-speaker listeners’ perceptions of L2 fluency in French from a qualitative perspective. Three untrained judges rated students’ performance on speech tasks varying in cognitive demand and provided justifications for their perceptions of fluency. The goal of the research was to examine the factors that affect raters’ evaluations of fluency in response to three oral performances from 40 adult learners of French of varying proficiency. Qualitative analysis revealed that the main speech features that influenced native listeners’ perceptions of L2 fluency were speed, rhythm, pause phenomena, self-correction and efficiency/effortlessness in word choice, but also in target-like rhythm and prosody. The results of using such qualitative methodology highlights the important role that rhythm plays in fluency judgements in syllable-timed languages such as French, a factor which has not always been given much prominence in previous L2 fluency quantitative research.

scholarly journals Locating the difference: A comparison of pedagogic strategies in high and low performing schools

2013 ◽  
Vol 3 (2) ◽  
pp. 35
Author(s):  
Kaylianne Rialda Aploon-Zokufa
Keyword(s):  
School Performance ◽  
Positive Impact ◽  
Cognitive Demand ◽  
Western Cape ◽  
Lower Income ◽  
Research Project ◽  
Low Performing Schools ◽  
The Difference ◽  
Grade 3 ◽  
Research Studies

A number of research studies have suggested that specific pedagogic strategies can have a positive impact on learning, and in turn, have a positive impact on school performance, in particular for children being schooled in disadvantaged contexts. This analysis describes and measures how four of these pedagogic strategies identified in research – the pacing of a lesson, the sequence and coherence of a lesson, cognitive demand and the nature of feedback within a lesson – are displayed in higher and lower performing schools located in lower-income communities in the Western Cape. The analysis forms part of a broader research project, SPADE (Schools Performing Above Demographic Expectation), and is based on fifteen video-recorded Grade 3 numeracy lessons. The analysis suggests a relationship between specific pedagogic strategies and higher performance for individual learners and for schools. The analysis also identifies further effective pedagogic strategies in higher performing schools in lower-income communities.

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