Advances in understanding cognition and learning in cattle

2021 ◽  
pp. 17-36
Author(s):  
Maria Vilain Rørvang ◽  
◽  
Christian Nawroth ◽  
Keyword(s):  
Cognitive Development ◽  
Physical Properties ◽  
Work Environment ◽  
Current Knowledge ◽  
Group Cohesion ◽  
Spatial Cues ◽  
Cognitive Capacities ◽  
Long Period ◽  
Cognition And Learning ◽  
Learning And Cognition

Understanding the cognitive capacities of cattle is central when designing husbandry environments and developing handling regimes. This chapter outlines the current knowledge on cattle learning and cognition, with special emphasis on their socio-cognitive capacities. Cattle easily learn features and spatial cues and can remember these for a long period of time. They are also highly trainable and can be taught complex tasks. While there is a gap in knowledge of how cattle recognise the physical properties of their environment, there is a good understanding about their social discrimination and recognition skills, all of which are of high relevance for maintaining group cohesion. Applied research should focus on how husbandry environments and daily management routines can be adapted to foster cattle’s cognitive development. By using their cognitive capacities in the conceptualisation of handling regimes, we may further ensure a safer work environment for handlers whilst at the same time safeguard the welfare of the animals.

scholarly journals Current knowledge about physical properties of innovative probiotic spray-dried powders produced with lactose-free milk and prebiotics

LWT ◽  
2021 ◽  
pp. 112175
Author(s):  
Adriana Dantas ◽  
Silvani Verruck ◽  
Maria Helena Machado Canella ◽  
Bruna Marchesan Maran ◽  
Fabio Seigi Murakami ◽  
...  
Keyword(s):  
Physical Properties ◽  
Current Knowledge ◽  
Spray Dried

scholarly journals Long-term neurodevelopment in children born with esophageal atresia: a systematic review

2021 ◽  
Author(s):  
Camille E van Hoorn ◽  
Chantal A ten Kate ◽  
Andre B Rietman ◽  
Leontien C C Toussaint-Duyster ◽  
Robert Jan Stolker ◽  
...  
Keyword(s):  
Cognitive Development ◽  
Motor Function ◽  
Esophageal Atresia ◽  
Current Knowledge ◽  
Neurodevelopmental Outcome ◽  
Cognitive Outcome ◽  
Term Outcome ◽  
Long Term Outcome ◽  
The One

Summary Background Although the survival rate of esophageal atresia (EA) has increased to over 90%, the risk of functional long-term neurodevelopmental deficits is uncertain. Studies on long-term outcomes of children with EA show conflicting results. Therefore, we provide an overview of the current knowledge on the long-term neurodevelopmental outcome of children with EA. Methods We performed a structured literature search in Embase, Medline Ovid, Web of Science, Cochrane CENTRAL, and Google scholar on November 8, 2020 with the keywords ‘esophageal atresia’, ‘long-term outcome’, ‘motor development’, ‘cognitive development’, and ‘neurodevelopment’. Results The initial search identified 945 studies, of which 15 were included. Five of these published outcomes of multiple tests or tested at multiple ages. Regarding infants, one of six studies found impaired neurodevelopment at 1 year of age. Regarding preschoolers, two of five studies found impaired neurodevelopment; the one study assessing cognitive development found normal cognitive outcome. Both studies on motor function reported impairment. Regarding school-agers, the one study on neurodevelopmental outcome reported impairment. Cognitive impairment was found in two out of four studies, and motor function was impaired in both studies studying motor function. Conclusions Long-term neurodevelopment of children born with EA has been assessed with various instruments, with contrasting results. Impairments were mostly found in motor function, but also in cognitive performance. Generally, the long-term outcome of these children is reason for concern. Structured, multidisciplinary long-term follow-up programs for children born with EA would allow to timely detect neurodevelopmental impairments and to intervene, if necessary.

Cognitive Early Education

2020 ◽  
Author(s):  
H. Carl Haywood
Keyword(s):  
Information Processing ◽  
Cognitive Development ◽  
Problem Solving ◽  
Executive Functions ◽  
Early Education ◽  
Self Regulation ◽  
Learning Tools ◽  
Mediated Learning ◽  
Cognition And Learning ◽  
The Mind

Cognitive early education, for children between ages 3 and 6 years, is designed to help learners develop and apply logic tools of systematic thinking, perceiving, learning, and problem-solving, usually as supplements to the content-oriented preschool and kindergarten curricula. Key concepts in cognitive early education include metacognition, executive functions, motivation, cognition, and learning. Most programs of cognitive early education are based on conceptions of cognitive development attributed to Jean Piaget, Lev S. Vygotsky, A. R. Luria, and Reuven Feuerstein. Piagetians and neoPiagetians hold that children must construct their personal repertoire of basic thinking processes on the basis of their early experience at gathering, assimilating, and reconciling knowledge. Vygotskians and neoVygotskians believe that cognitive development comes about through adults’ mediation of basic learning tools, which children internalize and apply. Adherents to Feuerstein’s concepts likewise accord a prominent role to mediated learning experiences. Followers of Luria believe that important styles of information processing underlie learning processes. Most programs emphasize, to varying degrees, habits of metacognition, that is, thinking about one’s own thinking as well as selecting and applying learning and problem-solving strategies. An important subset of metacognition is development and application of executive functions: self-regulation, management of one’s intellectual resources. Helping children to develop the motivation to learn and to derive satisfaction from information processing and learning is an important aspect of cognitive early education. Widely used programs of cognitive early education include Tools of the Mind, Bright Start, FIE-Basic, Des Procedures aux Concepts (DPC), PREP/COGENT, and Systematic Concept Teaching.

Physical properties of γ Doradus pulsating stars and their relationship with long-period δ Scuti variables

2019 ◽  
Vol 19 (1) ◽  
pp. 001 ◽  
Author(s):  
Sheng-Bang Qian ◽  
Lin-Jia Li ◽  
Jia-Jia He ◽  
Jia Zhang ◽  
Li-Ying Zhu ◽  
...  
Keyword(s):  
Physical Properties ◽  
Pulsating Stars ◽  
Long Period

scholarly journals Physical properties of V1329 Cygni

1982 ◽  
Vol 70 ◽  
pp. 169-171
Author(s):  
T. Iijima
Keyword(s):  
Light Curve ◽  
Physical Properties ◽  
Type Systems ◽  
Mass Function ◽  
Eclipsing Binary ◽  
Long Period ◽  
Binary Model

In this paper, I shall present another model for V1329 Cyg. Grygar et al. (1979) proposed a long period eclipsing binary model consisting of a massive M giant and a hot component. Some problems, however, have remained on the binary model. Namely, the mass function is too large, the amplitude of the light variations changes from period to period, the light curve differs from that of Algol type systems and is similar to long period binaries, and so on (Iijima et al. 1981). It has been believed that some peculiarities in the system could explain those problems. Recently however, some phenomena which are inconsistent with the binary model were observed (Iijima and Mammano 1981).

scholarly journals La Relation Entre Le Bilinguisme Precoce Et Les Capacites Cognitives Chez Les Enfants Ages De 5 A 6 Ans

2016 ◽  
Vol 12 (26) ◽  
pp. 150
Author(s):  
Saliha Bouzid Baa
Keyword(s):  
Cognitive Development ◽  
Visual Memory ◽  
Field Work ◽  
The Other ◽  
Cognitive Capacities ◽  
Other Hand ◽  
The One ◽  
The Relationship

The objective of this paper is to present results of a field work in which the aim was to examine the relationship between precocious bilingualism and certain cognitive capacities in 5 and 6 years old children. The cognitive capacities we took into account are attention, visual memory and intelligence. The obtained results permitted to conclude that bilingualism does not constitute an obstacle to the child’s cognitive development on the one hand, and that there is no difference between the bilingual and the monolingual at the advantage of monolinguals on the other hand that lead to the development of certain cognitive capacities namely memory.

scholarly journals Buku Saku Pencegahan Stunting sebagai Alternatif Media dalam Meningkatkan Pengetahuan Ibu

2021 ◽  
Vol 5 (2) ◽  
pp. 300-304
Author(s):  
Indah Purnama Sari ◽  
Inoy Trisnaini ◽  
Yustini Ardillah ◽  
Sulistiawati Sulistiawati
Keyword(s):  
Cognitive Development ◽  
Human Resources ◽  
Brain Development ◽  
Growth Disorders ◽  
Test Results ◽  
Nutritional Knowledge ◽  
Knowledge Test ◽  
Long Period ◽  
Post Test

Stunting is a chronic malnutrition problem that is caused by the lack of consumption of nutritious food in a long period of time, resulting in growth disorders in children, namely the length of the child is lower or shorter than the standard of age. Stunting on childrens has an impact on brain development disruption by delaying children's motor and cognitive development thereby reducing the quality of Indonesian human resources. The purpose of this activity was to increase the mother's nutritional knowledge in Seberang Ulu I District, Palembang through the provision and explanation of stunting pocket handbooks. The implementation of this activity was through home visits to every household that has a under two years. Knowledge test results showed a significant increase from pre-test and post-test means.  This activites showed that the pocket handbook was effective in increasing mother's nutritional knowledge (p<0,05).

The Oxford Handbook of Deaf Studies in Learning and Cognition

2020 ◽  
Keyword(s):  
Cognitive Development ◽  
Developmental Psychology ◽  
Theory And Practice ◽  
Deaf Children ◽  
Deaf Studies ◽  
Social Emotional ◽  
Art Research ◽  
Learning And Cognition ◽  
Hearing Children ◽  
International Experts

In recent years, the intersection of cognitive psychology, developmental psychology, and neuroscience regarding deaf individuals has received increasing attention from a variety of academic and educational audiences. Both research and pedagogy have addressed questions about whether deaf children learn in the same ways that hearing children learn, how signed languages and spoken languages might affect different aspects of cognition and cognitive development, and the ways in which hearing loss influences how the brain processes and retains information. There are now several preliminary answers to these questions, but there has been no single forum in which research into learning and cognition is brought together. The Oxford Handbook of Deaf Studies in Learning and Cognition aims to provide this shared forum, focusing exclusively on learning, cognition, and cognitive development from theoretical, psychological, biological, linguistic, social-emotional, and educational perspectives. Each chapter includes state-of-the-art research conducted and reviewed by international experts in the area. Drawing the research together, this volume allows synergy among ideas that possess the potential to move research, theory, and practice forward.

Deaf Studies in Learning and Cognition

2020 ◽  
pp. xviii-17
Author(s):  
Marc Marschark ◽  
Harry Knoors
Keyword(s):  
Hard Of Hearing ◽  
Developmental Psychology ◽  
Practical Interest ◽  
Cognitive Factors ◽  
Individual Family ◽  
Similarities And Differences ◽  
Cognition And Learning ◽  
Learning And Cognition ◽  
Hearing Children ◽  
The Brain

The intersection of cognitive psychology, developmental psychology, and neuroscience with regard to deaf and hard-of-hearing (DHH) individuals recently has received increasing attention from academic and educational audiences. Research and pedagogy associated with this nexus have focused largely on questions about whether DHH children learn in the same ways as hearing children, how signed languages and spoken languages might affect different aspects of cognition and cognitive development, and ways in which hearing loss influences the way that the brain processes and retains information. Frequently overlooked are interactions among various developmental and cognitive factors, as well as ways in which they are influenced by various individual, family, and environmental factors. This chapter addresses several areas of research on cognition and learning among DHH individuals, identifying gaps in our knowledge, illuminating some faulty assumptions, and pointing out broader implications of similarities and differences in DHH and hearing individuals of theoretical and practical interest.

scholarly journals How Lifestyle Factors Affect Cognitive and Executive Function and the Ability to Learn in Children

Nutrients ◽  
2019 ◽  
Vol 11 (8) ◽  
pp. 1953 ◽  
Author(s):  
Jamie Jirout ◽  
Jennifer LoCasale-Crouch ◽  
Khara Turnbull ◽  
Yin Gu ◽  
Mayaris Cubides ◽  
...  
Keyword(s):  
Physical Activity ◽  
Animal Studies ◽  
Current Knowledge ◽  
Basic Research ◽  
Lifestyle Factors ◽  
Optimal Learning ◽  
School Feeding ◽  
Holistic Approaches ◽  
Thematic Review ◽  
Cognition And Learning

In today’s research environment, children’s diet, physical activity, and other lifestyle factors are commonly studied in the context of health, independent of their effect on cognition and learning. Moreover, there is little overlap between the two literatures, although it is reasonable to expect that the lifestyle factors explored in the health-focused research are intertwined with cognition and learning processes. This thematic review provides an overview of knowledge connecting the selected lifestyle factors of diet, physical activity, and sleep hygiene to children’s cognition and learning. Research from studies of diet and nutrition, physical activity and fitness, sleep, and broader influences of cultural and socioeconomic factors related to health and learning, were summarized to offer examples of research that integrate lifestyle factors and cognition with learning. The literature review demonstrates that the associations and causal relationships between these factors are vastly understudied. As a result, current knowledge on predictors of optimal cognition and learning is incomplete, and likely lacks understanding of many critical facts and relationships, their interactions, and the nature of their relationships, such as there being mediating or confounding factors that could provide important knowledge to increase the efficacy of learning-focused interventions. This review provides information focused on studies in children. Although basic research in cells or animal studies are available and indicate a number of possible physiological pathways, inclusion of those data would distract from the fact that there is a significant gap in knowledge on lifestyle factors and optimal learning in children. In a climate where childcare and school feeding policies are continuously discussed, this thematic review aims to provide an impulse for discussion and a call for more holistic approaches to support child development.

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