Cognitive Factors Related to Computer Programming and Software Productivity

1983 ◽  
Vol 27 (7) ◽  
pp. 647-651 ◽  
Author(s):  
Woodrow Barfield ◽  
William K. LeBold ◽  
Gavriel Salvendy ◽  
Sogand Shodja
Keyword(s):  
Cognitive Skills ◽  
Computer Programming ◽  
Work Environments ◽  
Cognitive Factors ◽  
Cognitive Variables ◽  
Mathematical Skills ◽  
Mathematical Abilities ◽  
Software Productivity ◽  
Computer Proficiency ◽  
Ability Tests

The significance of software productivity is discussed and methods to increase computer programming productivity are reviewed. The range of performance capabilities of computer programmers in academic work environments based on several cognitive variables are delineated. Results reveal that for 90 percent of the population these ranges can vary from a low of 1:2 to a high of 1:99. Mathematical abilities are shown to predict up to 25 percent of the variance accounting for computer programming proficiency. Also combined chemistry and mathematical skills can predict up to 40 percent of the variance in computer programming proficiency. Basic Cognitive Skills, as measured by standard cognitive ability tests, are not shown to be helpful in predicting programming proficiency, whereas chunking appears to be a useful method for determining computer proficiency.

Cognitive factors related to computer programming and software productivity

1983 ◽  
Author(s):  
Woodrow Barfield ◽  
William K. LeBold ◽  
Gavriel Salvendy ◽  
Sogand Shodja
Keyword(s):  
Computer Programming ◽  
Cognitive Factors ◽  
Software Productivity

Cognitive factors explain inter-cultural variations of abilities in rhythm perception: The case of the Roma minority

2018 ◽  
Vol 47 (5) ◽  
pp. 757-766 ◽  
Author(s):  
Dacian Dorin Dolean ◽  
Ioana Tincas
Keyword(s):  
Empirical Evidence ◽  
Cognitive Skills ◽  
Cognitive Factors ◽  
Cognitive Variables ◽  
Musical Ability ◽  
Rhythm Perception ◽  
Popular Belief ◽  
Cultural Variations

This study aimed to determine what role cognitive factors play in inter-cultural variations of rhythm perception and to assess whether the stereotype of enhanced musical abilities in the Roma minority is supported by empirical evidence. The rhythm perception of 487 Roma and non-Roma children was assessed comparatively, while controlling for cognitive skills. Contrary to popular belief, the rhythm perception of Roma children was lower than that of their non-Roma peers; however, this difference in performance was explained fully by cognitive variables. The results indicate that further comparative investigations of rhythm perception across cultures should account for cognitive factors, and that the reported enhanced musical ability of the Roma minority is a stereotype that is not supported by empirical evidence.

scholarly journals The Relationship Between Mathematical Abilities and Phonological Awareness Skills in Greek Students

2021 ◽  
Author(s):  
Anastasia Kourti ◽  
Warmington Warmington
Keyword(s):  
Regression Analysis ◽  
Phonological Awareness ◽  
Rapid Automatized Naming ◽  
International Literature ◽  
Greek Language ◽  
Mathematical Skills ◽  
Verbal Iq ◽  
Mathematical Abilities ◽  
Reading Abilities ◽  
The Relationship

Background: Research indicates that phonological awareness is correlated to mathematical abilities. There are, however, little evidence in Greek language. Purpose: The purpose of this research is to identify whether there is a relationship between phonological awareness (PA) and mathematical skills in monolingual Greek 1st Graders. Although Greek language differs from English in morphology and phoneme-grapheme correspondence, similar findings are expected as in international literature. Method: The present study assessed 45 children, students of 1st Grade in non-verbal IQ, reading, Rapid Automatized Naming (RAN), Phonological Awareness (PA) and mathematical skills. Results and conclusions: Correlation analysis showed that there is a significant correlate between mathematical abilities and PA, and RAN. In addition, mathematical skills correlate to reading abilities and age of the participant. Regression analysis also revealed a correlation between mathematical abilities and PA, and RAN.

Towards a better understanding of the link between executive functions, early literacy, and emergent mathematical abilities

2018 ◽  
Vol 21 (2) ◽  
pp. 238-268 ◽  
Author(s):  
Mila Schwarz ◽  
Shelley Shaul
Keyword(s):  
Early Literacy ◽  
Cognitive Skills ◽  
Preschool Age ◽  
Orthographic Knowledge ◽  
Academic Difficulties ◽  
Domain Specific ◽  
Mathematical Abilities ◽  
Wide Range ◽  
Component Task ◽  
Word Writing

Abstract The aim of the current study was two-fold. It aimed (i) to examine how a multi-component task, as well as more specific executive function (EF) tasks, are related to a wide range of early literacy (phonological awareness, orthographic knowledge, word writing) and emergent mathematical abilities; and (ii) to broaden our understanding of the similar (domain-general) or differential (domain-specific) nature of these relations. The study was conducted in the northern part of Israel. Our results indicated that the multi-component task Head-Toes-Knees-Shoulders, which taps most EF components (attentional control, inhibition, shifting, and working memory) significantly contributed to most domains of preschool academic development. These included orthographic knowledge and emergent mathematical abilities even after controlling for the role of background cognitive skills. The findings showed that EF tasks have domain-general predictive power for pre-academic abilities that are less automatic and require more effortful processing of information such as word writing at preschool age. Moreover, our results provide clear empirical evidence for the psychometric validity of the multi-component task as a tool that can assess individual differences in EFs for the early identification of children at risk for academic difficulties. This finding can contribute to practitioners searching for an ecologically valid, age-appropriate, and age-sensitive measure of EF abilities as a diagnostic tool.

scholarly journals A Neuropsychological Approach of Developmental Dyscalculia and a Screening Test Via a Web Application

2017 ◽  
Vol 7 (4) ◽  
pp. 51 ◽  
Author(s):  
Nikolaos Christos Zygouris ◽  
Filippos Vlachos ◽  
Antonios N. Dadaliaris ◽  
Panagiotis Oikonomou ◽  
Georgios I Stamoulis ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
Statistical Analysis ◽  
Cognitive Skills ◽  
Web Application ◽  
Comparison Group ◽  
Research Protocol ◽  
Female Age ◽  
Developmental Dyscalculia ◽  
Mathematical Abilities ◽  
Age Range

Traditional definitions of Developmental Dyscalculia state that a child must substantially underachieve on mathematical abilities tests relative to the level expected given age, education and intelligence. However, cognitive developmental neuropsychological studies nowadays suggest that not only core numerical but also cognitive skills of children with developmental dyscalculia present deficits. The main aim of the research protocol was to construct a battery of six tests that can be delivered by computer in order to screen children’s arithmetic and cognitive skills. The hypothesis of the study was that children that are already diagnosed by paper and pencil tests as dyscalculic will present lower scores and larger time latencies not only in arithmetical but also in executive function tasks. A total of 134 right handed children (74 male and 60 female, age range 8 – 12 years) participated in this study. The students with disorders in mathematics (N= 67, 37 male and 30 female age range 8 – 12 years M= 10.15 SD=1.10) had a statement of dyscalculia after assessment at a Centre of Diagnosis, Assessment and Support, as it is required by Greek Law. A comparison group without any learning disabilities was individually matched with the dyscalculic group according to age, sex and grade (N=67, 37 male and 30 female, age range 8 – 12 years old, M=10.24 SD=1.12). Statistical analysis revealed that children with dyscalculia had statistically significant lower mean scores of correct answers and larger time latencies in all tasks compared to their average peers that participated in the comparison group.`

The Influence of the Realistic Mathematics Education Approach and Early Mathematical Ability to Mathematical Literacy

2018 ◽  
Vol 6 (04) ◽  
Author(s):  
Andi Permana Sutisna ◽  
Agus Setyo Budi ◽  
Anton Noornia
Keyword(s):  
Mathematics Education ◽  
Mathematical Ability ◽  
Realistic Mathematics Education ◽  
Mathematical Literacy ◽  
Mathematical Skills ◽  
Group Design ◽  
Mathematical Abilities ◽  
Realistic Mathematics ◽  
Class Viii ◽  
Level 2

This research is based on the low level of Indonesian students mathematical literacy test released by PISA in 2015. The purpose of this research is to examine the influence of Realistic Mathematics Education Approach and the earlymathematical ability to mathematical literacy in statistical materials. This research uses group design by level 2 x 2. This study was conducted in students of class VIII. The result of this research shows that there is influence of Realistic Mathematics Education Approach and early mathematical ability to mathematical literacy on statistical matter. Beside that, the Realistic Mathematics Education Approach not only increases mathematical literacy in students with high early mathematical skills, but also in students with low early mathematical abilities.

Cardiopulmonary capacity and psychological factors are related to return to work in orthopedic rehabilitation patients

2020 ◽  
pp. 135910532091394
Author(s):  
Robin Rinn ◽  
Yiqun Gan ◽  
Amanda Whittal ◽  
Sonia Lippke
Keyword(s):  
Oxygen Consumption ◽  
Anaerobic Threshold ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Medical Rehabilitation ◽  
Cognitive Factors ◽  
Cognitive Variables ◽  
Physiological Variables ◽  
Orthopedic Rehabilitation ◽  
Returning To Work

Health psychology sheds light on the process of returning to work after sick leave and subsequent medical rehabilitation. A 15-month longitudinal study with N = 201 orthopedic rehabilitation patients is reported. It examined whether and how both physiological health (e.g. body mass index and oxygen reabsorption) and psychological/social-cognitive factors (e.g. self-efficacy and social support) are related to returning to work. It was found that social-cognitive and physiological variables, such as oxygen consumption at anaerobic threshold, are important for returning to work. While physical activity was significantly correlated with social-cognitive variables, it was not significantly correlated directly with returning to work. Results suggest that self-efficacy and oxygen consumption at anaerobic threshold should be improved during medical rehabilitation.

scholarly journals Spontaneous perception of numerosity in pre-school children

2019 ◽  
Vol 286 (1906) ◽  
pp. 20191245 ◽  
Author(s):  
G. Anobile ◽  
G. Guerrini ◽  
D. C. Burr ◽  
M. Monti ◽  
B. Del Lucchese ◽  
...  
Keyword(s):  
Developmental Stage ◽  
School Children ◽  
Strong Evidence ◽  
Number Sense ◽  
Early Developmental Stage ◽  
Mathematical Skills ◽  
Mathematical Abilities ◽  
Mathematical Teaching ◽  
Early Developmental

There is strong evidence that humans can make rough estimates of the numerosity of a set of items, almost from birth. However, as numerosity covaries with many non-numerical variables, the idea of a direct number sense has been challenged. Here we applied two different psychophysical paradigms to demonstrate the spontaneous perception of numerosity in a cohort of young pre-school children. The results of both tasks showed that even at that early developmental stage, humans spontaneously base the perceptual choice on numerosity, rather than on area or density. Precision in one of these tasks predicted mathematical abilities. The results reinforce strongly the idea of a primary number sense and provide further evidence linking mathematical skills to the sensory precision of the spontaneous number sense, rather than to mechanisms involved in handling explicit numerosity judgements or extensive exposure to mathematical teaching.

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