Research on the Influence of MOOC on the Development of College Students’ Cognitive Skills

2022 ◽  
Vol 12 (01) ◽  
pp. 168-173
Author(s):  
炀 胡
Keyword(s):  
College Students ◽  
Cognitive Skills

scholarly journals Simulation of dyslexia. How literacy and cognitive skills can help distinguish college students with dyslexia from malingerers

PLoS ONE ◽  
2018 ◽  
Vol 13 (5) ◽  
pp. e0196903 ◽  
Author(s):  
Madelon van den Boer ◽  
Elise H. de Bree ◽  
Peter F. de Jong
Keyword(s):  
College Students ◽  
Cognitive Skills

Lateral Preference and Cognitive Skills: An Indirect Test

1982 ◽  
Vol 54 (3) ◽  
pp. 787-792 ◽  
Author(s):  
Stanley Coren ◽  
Clare Porac
Keyword(s):  
College Students ◽  
Cognitive Skills ◽  
The Other ◽  
Academic Major ◽  
Indirect Test ◽  
Lateral Preference ◽  
Cerebral Lateralization ◽  
Language Functions ◽  
Language And Literature

Lateral preferences as manifest in handedness, footedness, eyedness, and earedness were assessed in 497 college students. Consistent right-handedness was most prevalent in students majoring in the language and literature areas, however, no relationships between academic major and the other indexes of lateral preference were found. This result is discussed in light of implications for cerebral lateralization of language functions.

Assessing introductory college students' higher cognitive skills

1978 ◽  
Vol 55 (10) ◽  
pp. 650 ◽  
Author(s):  
Drew H. Wolfe ◽  
Henry W. Heikkinen
Keyword(s):  
College Students ◽  
Cognitive Skills ◽  
Introductory College

scholarly journals Non-Cognitive Skills In College Medical Students Admissions

2021 ◽  
Author(s):  
edward simmons
Keyword(s):  
College Students ◽  
Medical Students ◽  
Literature Review ◽  
Personality Traits ◽  
Cognitive Skills ◽  
Dropout Rate ◽  
Self Control

The topic of this literature review is the effects of non-cognitive, and cognitive skills in college students, and how it correlates to admissions. Assessing personality traits for college students has been high criticized. The examination of college medical students can be strictly autonomous. Studying College medical studying while looking at their admissions, grades, curriculum, dropout rate, and other things like self-disciple, self-control, and optimism can all lead to performance in college.

Effects of Parental Deafness and Early Exposure to Manual Communication on the Cognitive Skills, English Language Skill, and Field Independence of Young Deaf Adults

1983 ◽  
Vol 26 (4) ◽  
pp. 588-594 ◽  
Author(s):  
Ila Parasnis
Keyword(s):  
College Students ◽  
Sign Language ◽  
Cognitive Skills ◽  
Speech Intelligibility ◽  
English Language ◽  
Control Group ◽  
Language Group ◽  
Early Exposure ◽  
Field Independence ◽  
Communication Performance

Congenitally deaf college students with deaf parents who were native ASL signers (the ASL group) were compared to congenitally deaf college students who learned to sign between the ages of 6 and 12 years and who had hearing parents (the Delayed sign language group) on tests of cognitive skills, the cognitive style of field independence/dependence, and English language presented and produced through spoken, written, and sign modes. A control group of hearing college students was also included in the study. Differential effects of parental deafness and early exposure to manual communication, generally reported for deaf children, were not observed in the cognitive and communication performance of the experimental subjects. Furthermore, the Delayed sign language group performed significantly better than the ASL group on tests of speech perception and speech intelligibility. No differences on tests on cognitive skills were observed between the deaf and hearing subjects or between males and females. However, deaf females in both groups were more field dependent than deaf males and hearing females, while deaf males did not differ from hearing males. A test of speech reception skill was the only predictor of field independence for the ASL group while a test of cognitive skills was the only predictor of field independence for the other two groups.

Discovering Neurotechnology with Tom Budzynski

Biofeedback ◽  
2011 ◽  
Vol 39 (4) ◽  
pp. 152-153
Author(s):  
Robert Austin
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Research And Development ◽  
Potential Application ◽  
Cognitive Skills ◽  
Clinical Context ◽  
Light Stimulation ◽  
Sound Stimulation ◽  
Flicker Stimulation ◽  
Preliminary Research

This article summarizes projects and experiences the author shared with Thomas Budzynski over two decades of friendship and collaboration. Examples include a variety of sound and light stimulation systems, including Budzynski's use of such devices in a clinical context; his Hemifield project; and subliminal audio techniques. The author discusses Budzynski's role as director of research for SynchroMed, LLC, a small Seattle-based neurotechnology research and development company. His work there culminated in a two-university study of the effects of light and sound stimulation and GSR biofeedback on the academic performance of college students. Finally, some of Budzynski's ongoing preliminary research ideas are described. These include high/low alpha ratios and their potential application to the enhancement of cognitive skills and Budzynski's “brain brightening” concept, which used multifrequency flicker stimulation intended to evoke broadband shifts in electroencephalogram spectral activation.

scholarly journals Cognitive Skills Development among Transfer College Students: An Analysis by Student Gender and Race

2015 ◽  
Vol 2 (2) ◽  
pp. 117 ◽  
Author(s):  
David Edens ◽  
Heather Dy ◽  
James Dalske ◽  
Cassandra Strain
Keyword(s):  
College Students ◽  
Regression Analysis ◽  
Transfer Students ◽  
Cognitive Skills ◽  
Skills Development ◽  
Men And Women ◽  
Gender And Race ◽  
Student Gender ◽  
Analysis Models

The purpose of the study is to improve the understanding of transfer college students, by examining the patterns in and predictors of cognitive skills development among transfer college students. Moreover, this study examined how such patterns and predictors differ by student’s gender and race within this population. Results found that men and women transfer students have differing cognitive skills gains after transferring to a 4-year institution. Results also indicated that there are differences in the cognitive skills gained in college by transfer students from various races. Finally, using regression analysis, models were developed to predict the variance in cognitive skills development for transfer students. Models were able to 33% and 46% of the variance in cognitive skills gains, when evaluated by gender or ethnicity.

Effectiveness of Collaborative Learning for Improving False Beginners’ Grammar Skills and Self-efficacy

2021 ◽  
Author(s):  
Kazuko Shiota ◽  
Keyword(s):  
College Students ◽  
Collaborative Learning ◽  
Self Efficacy ◽  
Cognitive Skills ◽  
Remedial Education ◽  
English Grammar ◽  
English Classes ◽  
Poor Outcomes ◽  
Education And Development ◽  
Learning English

Abstract: Prior studies indicate that many Japanese college students remain at the beginner level even after studying English for six years. Also, their self-efficacy is low, which hinders their improvement. Generally, grammar classes are taught in a traditional way, that is, one-way teacher centered, and students are supposed to copy what is written on a blackboard while listening to teachers’ instruction and memorizing grammar rules. In such grammar classes, false beginners have had little successful experience. Traditional teaching methods are intended to provide remedial education in many colleges but might result in poor outcomes and even be counterproductive. According to Bandura (1977), self-efficacy drives actions that are necessary to achieve desired results, and he classified the concepts of self-efficacy into the following four categories: (1) performance accomplishment, (2) vicarious learning, (3) verbal encouragement, and (4) emotional state. For improving false beginners’ English skills, self-efficacy matters. So, for college students still at the beginner level, what would be the ideal method of learning English grammar? How should teachers help them? What if collaborative learning is introduced? In collaborative learning, two or more people learn together. In contrast to individual learners, collaborative learners gain advantages from one another’s resources and skills (e.g., asking one another for information, evaluating one another's ideas, monitoring one another’s work). Under such a circumstance, learners can make it easier to accomplish tasks by encouraging each other. They see a successful peer as a future ideal self, and then they can sense possibilities for themselves, i.e., self-efficacy. In fact, beginners’ low meta-cognitive skills (Sakai, 2011) prevent them from improving their English skills. However, because collaborative learning might be a solution effective than individual learning in achieving critical thinking (Oxford, 1997). More so than in other subjects, collaborative learning is actively conducted in English classes, e.g., conversation practice in pairs, peer feedback on writings, presentations, and group discussions, but there are few pedagogical reports on collaborative learning from grammar classes. In this small poster presentation for the 16th Education and Development Conference, (1) the effectiveness of collaborative activities in Japan for learning grammar will be overviewed, and (2) other options that could improve false beginners’ self-efficacy in learning English grammar are discussed to provide directions for further research. Keywords: Collaborative/Cooperative Learning, False-beginner, grammar, self-efficacy, meta-cognitive skills

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