scholarly journals Effect of education on listening comprehension of sentences on healthy elderly: analysis of number of correct responses and task execution time

CoDAS ◽  
2017 ◽  
Vol 29 (6) ◽  
Author(s):  
Marcela Lima Silagi ◽  
Camila Maia Rabelo ◽  
Eliane Schochat ◽  
Letícia Lessa Mansur
Keyword(s):  
Educational Level ◽  
Execution Time ◽  
Listening Comprehension ◽  
Formal Education ◽  
Temporal Analysis ◽  
Task Execution ◽  
Healthy Elderly ◽  
Low Education ◽  
Low Educated ◽  
And Task

ABSTRACT Purpose To analyze the effect of education on sentence listening comprehension on cognitively healthy elderly. Methods A total of 111 healthy elderly, aged 60-80 years of both genders were divided into two groups according to educational level: low education (0-8 years of formal education) and high education (≥9 years of formal education). The participants were assessed using the Revised Token Test, an instrument that supports the evaluation of auditory comprehension of orders with different working memory and syntactic complexity demands. The indicators used for performance analysis were the number of correct responses (accuracy analysis) and task execution time (temporal analysis) in the different blocks. Results The low educated group had a lower number of correct responses than the high educated group on all blocks of the test. In the temporal analysis, participants with low education had longer execution time for commands on the first four blocks related to working memory. However, the two groups had similar execution time for blocks more related to syntactic comprehension. Conclusion Education influenced sentence listening comprehension on elderly. Temporal analysis allowed to infer over the relationship between comprehension and other cognitive abilities, and to observe that the low educated elderly did not use effective compensation strategies to improve their performances on the task. Therefore, low educational level, associated with aging, may potentialize the risks for language decline.

scholarly journals Language skills differences between adults without formal education and low formal education

2022 ◽  
Vol 35 (1) ◽  
Author(s):  
Ariane Pereira ◽  
Karin Zazo Ortiz
Keyword(s):  
Oral Language ◽  
Formal Education ◽  
Primary Objective ◽  
Auditory Comprehension ◽  
Language Performance ◽  
Study Results ◽  
Low Education ◽  
Language Assessment Battery ◽  
Low Educated ◽  
The Impact

Abstract Background The influence of education on cognition has been extensively researched, particularly in countries with high levels of illiteracy. However, the impact of low education in all cognitive functions appears to differ. Regarding to language, the effects of education on many linguistic tasks—supported by different processing—remain unclear. The primary objective of this study was to determine whether oral language task performance differs among individuals with no formal and low-educated subjects, as measured by the Brazilian Montreal-Toulouse Language Assessment Battery (MTL-BR). This is the only language battery available for use in Brazil, but lacks normative data for illiterate individuals. The secondary objective was to gather data for use as clinical parameters in assessing persons with aphasia (PWA) not exposed to a formal education. Methods A total of 30 healthy illiterate individuals aged 34–60 years were assessed. All participants underwent the MTL-BR Battery, excluding its written communication tasks. The data obtained in the present study were compared against results of a previous investigation of individuals with 1–4 years of education evaluated using the same MTL-BR instrument. Results Statistically significant differences in performance were found between non-formal education and the low-educated (2–4 years) groups on the tasks Auditory Comprehension, Repetition, Orthographic/Phonological Fluency, Number dictation, Reading of numbers and also on simple numerical calculations. Conclusion The study results showed that individuals with no formal education/illiterate had worse performance than low-education individuals on some of the language tasks of the MTL-Br Battery, suggesting that each year of education impacts cognitive-language performance. Also, data were obtained which can serve as a guide for PWA not exposed to a formal education.

scholarly journals Cambridge Cognitive Examination: performance of healthy elderly Brazilians with low education levels

2009 ◽  
Vol 25 (8) ◽  
pp. 1774-1780 ◽  
Author(s):  
Irene de Freitas Henriques Moreira ◽  
Roberto Alves Lourenço ◽  
Claudia Soares ◽  
Eliasz Engelhardt ◽  
Jerson Laks
Keyword(s):  
Cognitive Assessment ◽  
Normative Data ◽  
Formal Education ◽  
Normal Subjects ◽  
Educational Levels ◽  
Healthy Elderly ◽  
Significant Difference ◽  
Low Education ◽  
Education Levels ◽  
The Mean

This study aimed to estimate the quartile distribution on the cognitive assessment of normal elderly with low education as measured by the Cambridge Cognitive Examination (CAMCOG). A sample of 292 elderly (> 65 years of age), screened for dementia and depression, were assessed using the CAMCOG. The CAMCOG scores of normal subjects (n = 206) were stratified according to age (65-69, 70-74, 75-79, > 80) and schooling (illiterate, 1-4, and > 5 years of formal education). Mean age was 72.8 (± 3.5) and mean schooling was 3.5 years (± 3). The mean score on the CAMCOG was 71 (± 12.7). The scores at the first quartile for illiterate/1-4 years of schooling were 58/62 (65-69 years), 52/63 (70-74 years), 48/67 (75-79 years) and 46/64 (> 80 years), respectively. There was a significant difference in the CAMCOG quartiles according to education and age. This study provides normative data on the CAMCOG of elderly people with low educational levels which may be clinically useful.

scholarly journals Intellectual demand and formal education as: cognitive protection factors in Alzheimer's disease

2010 ◽  
Vol 4 (4) ◽  
pp. 320-324 ◽  
Author(s):  
José Roberto Wajman ◽  
Paulo Henrique Ferreira F. Bertolucci
Keyword(s):  
Alzheimer’S Disease ◽  
Alzheimer's Disease ◽  
Educational Level ◽  
Formal Education ◽  
Cognitive Reserve ◽  
Functional Evaluation ◽  
Functional Scale ◽  
Low Education ◽  
Lower Education ◽  
Professional Occupation

Abstract To investigate the possible association between educational level and previous professional occupation, and objective cognitive and functional evaluation in a sample of elderly patients with Alzheimer's disease. Methods: Through retrospective analysis of medical files, 174 patients with probable Alzheimer disease were randomly selected, classified and submitted to analysis according to previous professional occupation and years of formal education. Results: Subjects with lower education and less intellectually-demanding occupations performed worse than higher educated subjects in all cognitive subtests and on the functional scale. Conclusions: Results indicate that not only the total years of education, but also professional occupation has an impact on cognition and functioning in accordance with the hypothesis of cognitive reserve. Our findings confirmed this hypothesis, where subjects with higher education/ higher intellectual demand manifested first symptoms later than low education/ low intellectual demand subjects, with the latter group also exhibiting faster disease progression.

Manipulation and Task Execution by Humanoids

2018 ◽  
pp. 1633-1655
Author(s):  
Kensuke Harada ◽  
Máximo A. Roa
Keyword(s):  
Task Execution ◽  
And Task

scholarly journals The role of education in mini-mental state examination: a study in Northeast Brazil

2004 ◽  
Vol 62 (2a) ◽  
pp. 206-211 ◽  
Author(s):  
Paulo Roberto de Brito-Marques ◽  
José Eulálio Cabral-Filho
Keyword(s):  
Mental State ◽  
Formal Education ◽  
Mini Mental State Examination ◽  
False Negative ◽  
Low Education ◽  
Main Effects ◽  
State Examination ◽  
Better Than ◽  
Total Test

BACKGROUND: There is evidence that schooling can influence performance in cognitive assessement tests. In developing countries, formal education is limited for most people. The use of tests such as Mini-Mental State Examination (MMSE), could have an adverse effect on the evaluation of illiterate and low education individuals. OBJECTIVE: To propose a new version of MMSE as a screening test to assess Illiterate and low education people. METHOD: A study was carried out enrolling 232 individuals, aged 60 or more of low and middle socio-economic classes. Three groups were studied: Illiterate;1-4 schooling years; 5-8 schooling years. The new version (MMSEmo) consisted of modifications in copy and calculation items of the adapted MMSE (MMSEad) to Portuguese language. The maximum possible score was the same in the two versions: total, 30; copy, 1 and calculation, 5. RESULTS: In the total test score ANOVA detected main effects for education and test, as well as an interaction between these factors: higher schooling individuals performed better than lower schooling ones in both test versions; scores in MMSE-mo were higher than in MMSE-ad in every schooling group. CONCLUSION: Higher schooling levels improve the perfomance in both test versions, the copy and calculation items contributing to this improvement. This might depend on cultural factors. The use of MMSE-mo in illiterate and low school individuals could prevent false positive and false negative cognitive evaluations.

scholarly journals Data-Intensive Task Scheduling for Heterogeneous Big Data Analytics in IoT System

Energies ◽  
2020 ◽  
Vol 13 (17) ◽  
pp. 4508
Author(s):  
Xin Li ◽  
Liangyuan Wang ◽  
Jemal H. Abawajy ◽  
Xiaolin Qin ◽  
Giovanni Pau ◽  
...  
Keyword(s):  
Big Data ◽  
Data Analysis ◽  
Task Scheduling ◽  
Execution Time ◽  
Data Centers ◽  
Big Data Analysis ◽  
Data Locality ◽  
Data Migration ◽  
Task Execution ◽  
Task Execution Time

Efficient big data analysis is critical to support applications or services in Internet of Things (IoT) system, especially for the time-intensive services. Hence, the data center may host heterogeneous big data analysis tasks for multiple IoT systems. It is a challenging problem since the data centers usually need to schedule a large number of periodic or online tasks in a short time. In this paper, we investigate the heterogeneous task scheduling problem to reduce the global task execution time, which is also an efficient method to reduce energy consumption for data centers. We establish the task execution for heterogeneous tasks respectively based on the data locality feature, which also indicate the relationship among the tasks, data blocks and servers. We propose a heterogeneous task scheduling algorithm with data migration. The core idea of the algorithm is to maximize the efficiency by comparing the cost between remote task execution and data migration, which could improve the data locality and reduce task execution time. We conduct extensive simulations and the experimental results show that our algorithm has better performance than the traditional methods, and data migration actually works to reduce th overall task execution time. The algorithm also shows acceptable fairness for the heterogeneous tasks.

scholarly journals Normative data for healthy elderly on the phonemic verbal fluency task - FAS

2009 ◽  
Vol 3 (1) ◽  
pp. 55-60 ◽  
Author(s):  
Thais Helena Machado ◽  
Helenice Charchat Fichman ◽  
Etelvina Lucas Santos ◽  
Viviane Amaral Carvalho ◽  
Patrícia Paes Fialho ◽  
...  
Keyword(s):  
Test Performance ◽  
Educational Level ◽  
Verbal Fluency ◽  
Normative Data ◽  
Age Groups ◽  
The Elderly ◽  
Verbal Fluency Task ◽  
Healthy Elderly ◽  
Phonemic Verbal Fluency ◽  
Student’S T

Abstract Phonemic verbal fluency tests assess the production of words beginning with specific letters. Of these letters, the most frequently used are F, A and S. It is a sensitive test for assessing frontal lobe functions. Objective: To provide normative data for the elderly Brazilian population on the FAS test and to investigate the effects of age and schooling on test performance. Methods: The individuals were divided into three age groups (60-69, 70-79 and ³80 years), and into four groups according to education (1-3, 4-7, 8-11 and ³12 years). All subjects were assessed by the Mini Mental State Examination and the FAS. Data were analyzed with Student's t test, ANOVA, simple linear regression and Spearman's correlation. Results: We evaluated 345 cognitively healthy volunteers, 66.66% being female, aged 60 to 93 years, with an educational level ranging from one to 24 years. The average (number of items) ±SD for the whole sample was 28.28±11.53. No significant effect of gender was observed (p=0.5). Performance on the MMSE and education exerted a direct influence on FAS scores (p<0.001), with education being the most significant factor. A positive correlation was found between FAS and the MMSE (r=0.404; p<0.001). Conclusion: The performance of Brazilian elderly on the phonemic verbal fluency tests-FAS is significantly influenced by education, where individuals with higher educational level present better performance than those with fewer years of schooling. Age and gender did not prove significant with the FAS.

scholarly journals An Efficient Technique for Virtual Machine Clustering and Communications Using Task-Based Scheduling in Cloud Computing

2021 ◽  
Vol 2021 ◽  
pp. 1-15
Author(s):  
C. Saravanakumar ◽  
M. Geetha ◽  
S. Manoj Kumar ◽  
S. Manikandan ◽  
C. Arun ◽  
...  
Keyword(s):  
Cloud Computing ◽  
Virtual Machine ◽  
High Availability ◽  
Performance Parameters ◽  
Task Execution ◽  
User Tasks ◽  
Cloud User ◽  
Computing Models ◽  
Bucket Size ◽  
And Task

Cloud computing models use virtual machine (VM) clusters for protecting resources from failure with backup capability. Cloud user tasks are scheduled by selecting suitable resources for executing the task in the VM cluster. Existing VM clustering processes suffer from issues like preconfiguration, downtime, complex backup process, and disaster management. VM infrastructure provides the high availability resources with dynamic and on-demand configuration. The proposed methodology supports VM clustering process to place and allocate VM based on the requesting task size with bandwidth level to enhance the efficiency and availability. The proposed clustering process is classified as preclustering and postclustering based on the migration. Task and bandwidth classification process classifies tasks with adequate bandwidth for execution in a VM cluster. The mapping of bandwidth to VM is done based on the availability of the VM in the cluster. The VM clustering process uses different performance parameters like lifetime of VM, utilization of VM, bucket size, and task execution time. The main objective of the proposed VM clustering is that it maps the task with suitable VM with bandwidth for achieving high availability and reliability. It reduces task execution and allocated time when compared to existing algorithms.

scholarly journals Trust your Abilities More than the Stereotype: Effect of Gender-stereotype Threat and Task Difficulty on Word Production, Clustering, and Switching in Letter Fluency

2020 ◽  
Vol 28 (4) ◽  
Author(s):  
Sri Wulandari Wulandari ◽  
Donny Hendrawan
Keyword(s):  
Stereotype Threat ◽  
Cognitive Processes ◽  
Educational Level ◽  
Task Difficulty ◽  
Gender Stereotype ◽  
Cognitive Tasks ◽  
Actual Performance ◽  
Men And Women ◽  
Undergraduate Men ◽  
And Task

Gender-stereotype threat consistently accounts for underperformance phenomena experienced by women on male-stereotyped cognitive tasks. However, only a few studies have examined how the threat is affecting performance on female-stereotyped cognitive tasks, such as letter fluency. The present study examined whether variations in the cues to activate stereotype threat and the level of task difficulty would affect the letter fluency performance of undergraduate men and women (<em>n</em> = 168) and the underlying cognitive processes of this performance (i.e., switching, clustering). The results indicated participants held beliefs about women&rsquo;s superiority in this task. However, threat-activation cues did not affect production of correct words, errors, clustering, or switching in men and women. Task difficulty affected the number of correct words, yet it did not interact with the stereotype threat-activation cues. Finally, participants&rsquo; actual performance was related to their self-rating perception about their ability instead of the stereotyping they perceived. The effect of self-efficacy, educational level, and individuals&rsquo; susceptibilities should be taken into account when studying the effects of stereotype threat.

scholarly journals In-Lecture Media Use and Academic Performance: Investigating Demographic and Intentional Moderators

2018 ◽  
Vol 30 (1) ◽  
Author(s):  
Douglas A. Parry ◽  
Daniel B. Le Roux
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Digital Media ◽  
Empirical Investigation ◽  
Media Use ◽  
Significant Negative Correlation ◽  
Task Execution ◽  
Communication Processes ◽  
Undergraduate University Students ◽  
And Task

The growing prevalence of continuous media use among university students in lecture environments has potential for detrimental effects. In this study we investigate the relationships between in-lecture media use and academic performance. Previous studies have shown that students frequently engage with digital media whilst in university lectures. Moreover, multitasking imposes cognitive costs detrimental to learning and task execution. We propose, accordingly, that the constant distractions created by digital media, interrupt the thought and communication processes of students during lectures and, subsequently, obstruct their ability to learn. To test this proposition we conducted a survey-based empirical investigation of digital media use and academic performance among undergraduate university students. A significant negative correlation was found between the number of in-lecture media use instances and academic performance. Furthermore, this effect was found to be pervasive independent of individual demographic factors and the intention with which a medium was used.

Sign in / Sign up

Export Citation Format

Share Document