Associations between private speech, behavioral self-regulation, and cognitive abilities

2014 ◽  
Vol 39 (6) ◽  
pp. 508-518 ◽  
Author(s):  
Tuija Aro ◽  
Anna-Maija Poikkeus ◽  
Marja-Leena Laakso ◽  
Asko Tolvanen ◽  
Timo Ahonen
Keyword(s):  
Test Performance ◽  
Cognitive Abilities ◽  
Self Regulation ◽  
Private Speech ◽  
Preschool Teacher ◽  
Neurocognitive Tests ◽  
Neurocognitive Test

We examined the associations between 5-year-old children’s private speech, behavioural self-regulation, and cognitive abilities. Behavioural self-regulation was assessed using parental and preschool teacher questionnaires. Cognitive abilities (i.e., language, inhibition, planning and fluency, and memory) were assessed with neurocognitive tests, and the effectiveness of private speech (i.e., whether the child performs better when using speech than when not using speech) with the Hammer Task. About 43% of the children used private speech spontaneously, and about 76% performed better on the Hammer Task when they used speech. Associations between behavioural self-regulation and speech effectiveness were few, but all cognitive scores were significantly associated with the speech effectiveness score, i.e., the poorer the child’s neurocognitive test performance was, the more he/she benefited from using speech. The findings lend support to the relevance of children’s cognitive abilities when seeking understanding on the development, use, and effectiveness of private speech.

scholarly journals B-15 Engagement in Cognitively-Demanding Activities in Daily Life is Associated with Neurocognitive Test Performance and Perceived Cognitive Difficulties Among Adults With and Without HIV

2019 ◽  
Vol 34 (6) ◽  
pp. 959-960
Author(s):  
E Paolillo ◽  
M Hussain ◽  
R Moore ◽  
D Moore ◽  
R Heaton
Keyword(s):  
Test Performance ◽  
Cognitive Abilities ◽  
Neurocognitive Impairment ◽  
Self Report ◽  
Daily Activities ◽  
Continuous Variables ◽  
Everyday Functioning ◽  
Total Frequency ◽  
Cognitive Difficulties ◽  
Neurocognitive Test

Abstract Objective Assessing daily activities is important for understanding how cognitive abilities affect everyday functioning. We evaluated a new measure capturing engagement in cognitively-demanding activities among people with and without HIV, and examined associations with neurocognitive test performance and perceived cognitive difficulties. Method Participants included 79 adults (59 HIV+, 20 HIV-) enrolled in studies at UCSD (mean age = 55.1; SD = 13.1). Domain-specific composite scaled scores measured neurocognitive functioning as continuous variables. Demographically-corrected global deficit scores determined neurocognitive impairment. Perceived cognitive difficulties were self-reported via the Everyday Cognition scale (ECog). The newly created, self-report Frequency and Difficulty of Activities Scale (FDAS) measured frequency of engagement in 27 cognitively-demanding activities [0 = Never to 10 = Once a day or more] in the last month. FDAS “total frequency score” sums all frequency ratings. Participants also rated difficulty performing each FDAS activity [0 = Not at all to 10 = Extremely]. FDAS “difficult-activity score” sums frequency ratings only for activities that participants identified as difficult for them (i.e., difficulty rating >75th percentile of sample). Results Higher FDAS total frequency scores correlated with better verbal fluency (r = 0.26, p = 0.019) and processing speed (r = 0.24, p = 0.030). Multiple regression revealed a significant interaction between cognitive impairment and frequency of engagement in difficult activities (b = 0.34, 95%CI = 0.18-0.50, p < 0.001), such that higher FDAS difficult-activity scores related to more perceived cognitive difficulties only among cognitively impaired participants. Conclusion This study explored use of a new measure of complex daily activities to aid neuropsychological interpretation. Results suggest that effects of neurocognitive impairment on perceived cognitive difficulties may only be apparent if individuals are attempting to perform challenging everyday tasks.

scholarly journals Detecting the significance of changes in performance on the Stroop Color-Word Test, Rey's Verbal Learning Test, and the Letter Digit Substitution Test: The regression-based change approach

2007 ◽  
Vol 14 (1) ◽  
pp. 71-80 ◽  
Author(s):  
WIM VAN DER ELST ◽  
MARTIN P.J. VAN BOXTEL ◽  
GERARD J.P. VAN BREUKELEN ◽  
JELLE JOLLES
Keyword(s):  
Test Performance ◽  
Cognitive Abilities ◽  
Color Word ◽  
Verbal Learning ◽  
Change Score ◽  
Total Recall ◽  
Word Test ◽  
Age Related ◽  
Stroop Color Word Test ◽  
Learning Test

Serial neuropsychological assessment is often conducted to monitor changes in the cognitive abilities of individuals over time. Because practice effects occur and the reliability of test scores is less than perfect, it is difficult to judge whether varying test results should be attributed to chance trends or to real changes in underlying cognitive abilities. In a large sample of adults (age range, 49–81 years), we evaluated the influence of age, gender, and education on test–retest changes in performance after 3 years on Rey's Verbal Learning Test (VLT), the Stroop Color-Word Test (SCWT), and the Letter Digit Substitution Test (LDST). A new statistical method was applied to assess the significance of changes in test performance (i.e., the regression-based change method). The results showed that test–retest changes differed as a function of age for the VLT Total recall 1–3, VLT Total recall 1–5, VLT Delayed recall, and LDST measures. An age × gender interaction was found for the SCWT Interference change score, suggesting that the age-related decline in executive functioning after 3 years was more pronounced for males than for females. A normative change table with appropriate corrections for the relevant independent variables was established. (JINS, 2008,14, 71–80.)

scholarly journals A Comparative Meta-Analysis of the Effects of Concussion on a Computerized Neurocognitive Test and Self-Reported Symptoms

2017 ◽  
Vol 52 (9) ◽  
pp. 834-846 ◽  
Author(s):  
Bara Alsalaheen ◽  
Kayla Stockdale ◽  
Dana Pechumer ◽  
Steven P. Broglio ◽  
Gregory F. Marchetti
Keyword(s):  
Test Performance ◽  
Fixed Effects ◽  
Data Extraction ◽  
Meta Analysis ◽  
Cognitive Testing ◽  
Cognitive Test ◽  
Fixed Effects Model ◽  
Symptom Scale ◽  
Additional Information ◽  
Neurocognitive Test

Context:  Meta-analyses examining construct-specific cognitive impairment concurrently with self-reported symptoms postconcussion are sparse. Objective:  To review the literature on the effects of concussion on construct-specific neurocognitive declines and to compare them with self-reported symptoms before 1 week and between 1 and 3 weeks postconcussion. Data Sources:  Relevant studies in PubMed, CINAHL, and PsycINFO published from January 1, 1999 through November 30, 2015. Study Selection:  Studies were included if participants completed the Immediate Post-Concussion Assessment and Cognitive Testing (ImPACT) before and after concussion and if test performance and Postconcussion Symptom Scale (PCSS) scores were reported at both times. Data Extraction:  After reviewing the full texts, we extracted data from 17 studies consisting of 29 independent samples; therefore, this meta-analysis consisted of 1777 unique participants. Data Synthesis:  The Hedges g effect size (ES) was estimated. A random-effects or fixed-effects model was used based on heterogeneity findings. When heterogeneity was present, we used meta-regression to assess unexplained between-studies variance. Within the first week of injury, the ESs were small to moderate for cognitive declines, ranging from −0.43 (95% confidence interval [CI] = −0.52, −0.35) to −0.67 (95% CI = −0.77, −0.58), and large for the PCSS score (Hedges g = −0.81; 95% CI = −0.91, −0.71). After 1 week, the ESs for cognitive declines (Hedges g range = −0.25 [95% CI = −0.35, −0.15] to −0.37 [95% CI = −0.55, −0.19]) and PCSS score (Hedges g = −0.38; 95% CI = −0.53, −0.22) were also small. Within 2 weeks of injury, PCSS score and time since injury weakly moderated the cognitive ES. Conclusions:  When a neurocognitive test was administered within 1 week of injury, the ES was larger for self-reported symptoms than for ImPACT scores generated at the same session. After 1 week of injury, the ESs for ImPACT and PCSS scores were comparable. If the athlete reports symptoms within 1 week of injury, administering a cognitive test does not appear to offer additional information to the clinician. However, if the athlete does not report symptoms postconcussion, cognitive testing may inform the clinical management of the injury.

scholarly journals Project Based Learning (PBL) as a Promising Challenge of Teaching Mathematics

1970 ◽  
pp. 379-409
Author(s):  
Miri Hilai
Keyword(s):  
Cognitive Abilities ◽  
Self Regulation ◽  
Project Based Learning ◽  
Teaching Mathematics ◽  
Mathematical Skills ◽  
The Past ◽  
Innovative Learning ◽  
Different Populations ◽  
Individualized Teaching ◽  
Teaching Learning

Mathematics has always presented a challenge, both for teachers and for pupils, all around the world. Teachers of mathematics of all time periods are interested in having their pupils master the mathematical skills and love math. They deliberate on ways of teaching-learning, because of the tremendous gaps in their pupils’ cognitive abilities and their non-uniform abilities to pay attention and to concentrate. It appears that the main solution in the frontal mathematics lessons is offered to the average pupils, but the main goal is to provide a solution for the entire classroom population. Over the years I have searched for different ways beyond frontal and individualized teaching, so that I could provide a solution for populations with different needs in the mathematics lessons. My search for alternative ways derived also from the need to promote the achievements and to boost the motivation, interest, curiosity, and enjoyment in the learning of mathematics. Contemporary research indicates that there is practical innovative learning which is active and involving; it is called project-based learning (PBL). PBL provides a solution for the improvement of the performances in mathematics, for the motivation of the pupils, and for the inspiration of interest and curiosity in and enjoyment from this field of knowledge. From my experience as a teacher in the past and from the reports of my students in the Gordon Academic College for Education in the PBL course, in such teaching a solution is provided for the different populations in the class. The pupils are engaged in learning in practical and realistic projects that are relevant to their lives. They are more active and autonomous, work cooperatively, and develop patterns of behaviour of independence in learning, self-orientation, and self-regulation. These skills and patterns of behaviour are important to their lives as adults and cultivate the six functions of the learner that are derived from the curriculum in Israel: sensory-motor, self-direction in learning and in its management, intrapersonal and interpersonal, cognitive and meta-cognitive.

scholarly journals Function of private singing in instrumental music learning: A multiple case study of self-regulation and embodiment

2018 ◽  
Vol 23 (4) ◽  
pp. 442-464 ◽  
Author(s):  
Amalia Casas-Mas ◽  
Guadalupe López-Íñiguez ◽  
Juan Ignacio Pozo ◽  
Ignacio Montero
Keyword(s):  
Instrumental Music ◽  
Self Regulation ◽  
Approaches To Learning ◽  
Multiple Case Study ◽  
Private Speech ◽  
String Instruments ◽  
Multiple Case ◽  
One To One ◽  
The One

The aim of this article is to explore a range of largely embodied vocalisations and sounds produced by learners of string instruments and how they relate to the potential self-regulatory use provided by such vocalisations. This type of “singing” while learning to play an instrument may have similarities to the use of private speech in other types of learning tasks. This report describes a multiple case study based on the naturalistic observation of learners playing string instruments in different situations. We observed private rehearsals by six adult guitarists from different music cultures (classical, flamenco and jazz) who had different approaches to learning (traditional and constructivist). In addition, we observed the one-to-one lessons of a constructivist cello teacher with a 7-year-old beginner and a 12-year-old student. All sessions were recorded. We applied the System for Analysing the Practice of Instrumental Lessons to the video lessons and/or practices and participant discourse for constant comparative analysis across all categories and participants. From the theoretical framework of private speech, we identified a set of qualities in private singing, such as whistling, humming, and guttural sounds, with different levels of audibility. Self-guidance and self-regulation appeared to be the functions underlying both psychomotor learning and reflective-emotional learning from an embodiment approach. Guitar learners from popular urban cultures seemed to use less explicit singing expression than classical guitar learners, the explicitness of which may be related to the instructional use of the notational system. In the one-to-one cello lessons, we observed a process of increasing internalisation from the younger to the older student. Both results are consistent with the literature on private speech, indicating that this process is a natural process of internalisation at higher literacy levels. Singing is not as frequent in music lessons as might be expected, and it is even less frequently used as a reflective tool or understood as an embodied process. The examples provided in this article shed light on the multiplicity of applications and on the potential benefits of private singing in instructional contexts as a powerful learning tool.

Regression-Based Norms and Validation of the Cambridge Neuropsychological Test Automated Battery among Community-Living Older Adults in Singapore

2021 ◽  
Author(s):  
Savannah K H Siew ◽  
Madeline F Y Han ◽  
Rathi Mahendran ◽  
Junhong Yu
Keyword(s):  
Older Adults ◽  
Concurrent Validity ◽  
Normative Data ◽  
Neuropsychological Test ◽  
Community Living ◽  
Clinical Settings ◽  
Neurocognitive Tests ◽  
Expected Performance ◽  
Education Levels ◽  
Neurocognitive Test

Abstract Objective The Cambridge Neuropsychological Test Automated Battery (CANTAB) is widely used in research and clinical settings. However, little is known about the use of the CANTAB in the local aging context. This study aimed to develop normative data for various CANTAB measures in community-living older adults in Singapore. Normative data were built using the regression-based approach. A secondary aim was to examine the concurrent validity of CANTAB measures with their traditional neurocognitive test counterparts. Method A total of 210 older adults (Mage = 67.27 years, SD = 5.45) from an existing cohort study completed standard neurocognitive tests and a CANTAB battery. A total of 160 were normal aging, 46 diagnosed with Mild Cognitive Impairment (MCI), and one diagnosed with Dementia. Older adults with MCI and Dementia were not included in the calculation of norms but were included in other analyses. For the CANTAB battery, regression-based norms were generated for each CANTAB measure, with age, sex, and education included as covariates. Concurrent validity was examined by correlating the CANTAB measures with their traditional neurocognitive counterparts. Results As expected, performance across most CANTAB measures declined significantly with increasing age and decreasing education levels. There were no significant effects of sex on most CANTAB measures. Our study also showed that some CANTAB measures demonstrated good concurrent validity as they significantly correlated with their traditional neurocognitive test counterparts. Conclusions We have developed age, sex, and education-specific CANTAB norms for use in the local aging context. The advantages and challenges of using the CANTAB in the local aging context are discussed.

scholarly journals Linking ecology and cognition: does ecological specialisation predict cognitive test performance?

2020 ◽  
Vol 74 (12) ◽  
Author(s):  
Johanna Henke-von der Malsburg ◽  
Peter M. Kappeler ◽  
Claudia Fichtel
Keyword(s):  
Cognitive Performance ◽  
Test Performance ◽  
Cognitive Abilities ◽  
Social Intelligence ◽  
Brain Size ◽  
Relevant Literature ◽  
Interspecific Variation ◽  
Habitat Characteristics ◽  
Cognitive Test ◽  
Ecological Processes

AbstractVariation in cognitive abilities is thought to be linked to variation in brain size, which varies across species with either social factors (Social Intelligence Hypothesis) or ecological challenges (Ecological Intelligence Hypothesis). However, the nature of the ecological processes invoked by the Ecological Intelligence Hypothesis, like adaptations to certain habitat characteristics or dietary requirements, remains relatively poorly known. Here, we review comparative studies that experimentally investigated interspecific variation in cognitive performance in relation to a species’ degree of ecological specialisation. Overall, the relevant literature was biased towards studies of mammals and birds as well as studies focusing on ecological challenges related to diet. We separated ecological challenges into those related to searching for food, accessing a food item and memorising food locations. We found interspecific variation in cognitive performance that can be explained by adaptations to different foraging styles. Species-specific adaptations to certain ecological conditions, like food patch distribution, characteristics of food items or seasonality also broadly predicted variation in cognitive abilities. A species’ innovative problem-solving and spatial processing ability, for example, could be explained by its use of specific foraging techniques or search strategies, respectively. Further, habitat generalists were more likely to outperform habitat specialists. Hence, we found evidence that ecological adaptations and cognitive performance are linked and that the classification concept of ecological specialisation can explain variation in cognitive performance only with regard to habitat, but not dietary specialisation.

Influence of Test Environment, Age, Sex, and Sport on Baseline Computerized Neurocognitive Test Performance

2019 ◽  
Vol 47 (13) ◽  
pp. 3263-3269 ◽  
Author(s):  
Jonathan French ◽  
Patrick Huber ◽  
Joseph McShane ◽  
Cyndi L. Holland ◽  
Robert J. Elbin ◽  
...  
Keyword(s):  
Test Performance ◽  
Symptom Severity ◽  
Test Validity ◽  
Outreach Program ◽  
Age Group ◽  
Testing Environment ◽  
Severity Scores ◽  
Sport Type ◽  
Neurocognitive Test ◽  
The Individual

Background: Baseline computerized testing is a common component of concussion assessments, and the testing environment has been suggested to influence test performance and validity. Purpose: To compare concussion baseline computerized neurocognitive test performance and validity among adolescent athletes based on testing environment (group, individual), age group (10-12, 13-15, 16-18 years), sex (male, female), and sport type (collision/combat, contact, noncontact). Study Design: Cohort study; Level of evidence, 3. Methods: Through a concussion community outreach program, participants completed baseline computerized neurocognitive testing using Immediate Post-Concussion Assessment and Cognitive Testing (ImPACT). A total of 2845 athletes aged 10 to 18 years completed the baseline assessment. A total of 2241 (79%) athletes completed baseline testing in a group environment, and 604 (21%) completed testing in an individual environment. A random subsample of 500 athletes from each group was selected for statistical comparison. Results: No significant differences were supported in baseline computerized neurocognitive test performance between the group and individual administration environments. Test validity was statistically similar across testing environment, age group, and sex. However, patients of older age (16-18 years), female sex, and collision/combat and contact sports performed better on ImPACT. There were differences in total symptom severity scores ( t = 2.19, df = 998, P = .03), with participants in the group testing environment reporting lower total symptom severity scores than those in the individual testing environment. The rates of invalid tests were low across all age groups, averaging from 4.0% in the 10- to 12-year age group to 4.8% in the 13- to 15-year age group. Conclusion: The findings indicated that concussion baseline neurocognitive test performance is similar when administered in group and individual testing environments. However, differences based on age group, sex, and sport type should be considered when interpreting baseline computerized neurocognitive test scores. The finding of higher symptom scores in older adolescents in the individual testing environment suggests that they may be less forthcoming about symptoms in a group setting.

scholarly journals Participation in Organized Sports and Self-Organized Physical Activity: Associations with Developmental Factors

2019 ◽  
Vol 16 (4) ◽  
pp. 585 ◽  
Author(s):  
Nora Wiium ◽  
Reidar Säfvenbom
Keyword(s):  
Physical Activity ◽  
Cognitive Abilities ◽  
Self Regulation ◽  
Well Being ◽  
Free Play ◽  
Organized Activities ◽  
Organized Sports ◽  
Developmental Factors ◽  
Self Organized ◽  
Healthy Growth

Engagement in organized sports is associated with developmental factors, such as, healthy growth, cognitive abilities, psychological well-being and lower substance use. Research also suggest that the spontaneous free play that characterises self-organized physical activity (PA) provides young people with opportunities to learn social skills, such as self-regulation and conflict-resolution skills. We assessed associations between participation in the two activity types and several demographics along with developmental factors (e.g., body mass index (BMI)). Data was from a representative sample of 2060 students attending 38 schools in Norway (mean age (Mage) = 15.29, standard deviation (SD) = 1.51; 52% females). Results indicated that while engagement in organized sports was more related to developmental factors, relative to self-organized PA, engaging concurrently in both activities for at least an hour a week was more developmentally beneficial than engaging only in one for the same amount of time. Thus, PA programmes for students will enhance their effectiveness if they focus on structured activities but also self-organized activities where students can coordinate themselves.

scholarly journals Neuropsychology of Illiteracy

1993 ◽  
Vol 6 (2) ◽  
pp. 107-112 ◽  
Author(s):  
M. Rosselli
Keyword(s):  
Test Performance ◽  
Cognitive Abilities ◽  
Neuropsychological Tests ◽  
Neuropsychological Test ◽  
Cognitive Activity ◽  
Hemispheric Dominance ◽  
Brain Pathology ◽  
Brain Organization ◽  
Cultural Variables ◽  
Cognitive Sequelae

It is proposed that analysis of illiteracy can not only discern the influence of schooling background on neuropsychological test performance, but also contributes to obtaining a better understanding about the cerebral organization of cognitive activity. Brain organization of cognition, and cognitive sequelae of brain pathology in illiterates are reviewed. It is concluded that: (1) cognitive abilities, as measured by standard neuropsychological tests, are significantly influenced by schooling background; and (2) educational and cultural variables may affect the degree (albeit, not the direction) of hemispheric dominance for language, and other cognitive abilities. A more bilateral representation of cognitive abilities in illiterates is hypothesized.

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