scholarly journals Intellectual Readiness for School in Senior Preschoolers: case of Correctional and Developmental Program "School is Waiting"

2021 ◽  
Vol 2021 (4) ◽  
pp. 309-318
Author(s):  
Nadezhda Pechatnova ◽  
Elena Nekrasova
Keyword(s):  
Cognitive Processes ◽  
Auditory Perception ◽  
Cognitive Skills ◽  
Development Program ◽  
Test Group ◽  
Control Group ◽  
Long Term Memory ◽  
Cognitive Readiness ◽  
Developmental Program

Cognitive readiness is a level of cognitive skills sufficient for systematic learning. It includes cognitive processes (perception, memory, thinking, imagination, and speech), knowledge, skills, motivation, etc. The research featured cognitive readiness for primary school in senior preschoolers after a special correction and development program "School is Waiting", which was based on a series of games. The program proved to be highly effective as tested by L. S. Kolmogorova’s diagnostic program "Readiness for School". Children in the test group received a higher total score for knowledge, long-term memory, auditory perception, speech, imagination, etc. than those in the control group.

scholarly journals PITCH MEMORY AND EXPOSURE EFFECTS: Statistical learning and the effects of implicit "absolute pitch" on the perception and evaluation of music

2018 ◽  
Author(s):  
Moshe Shay Ben-Haim ◽  
Zohar Eitan ◽  
Eran Chajut
Keyword(s):  
Cognitive Processes ◽  
Musical Training ◽  
Absolute Pitch ◽  
Considerable Proportion ◽  
Long Term Memory ◽  
Frequency Of Occurrence ◽  
Auditory Cognition ◽  
Musical Cognition ◽  
Pitch Frequency

Recent studies indicate that the ability to represent absolute pitch values in long-term memory (LTM), long believed to be the possession of a small minority of trained musicians endowed with "absolute pitch" (AP), is in fact shared to some extent by a considerable proportion of the population. The current study examined whether this newly discovered ability affects aspects of music and auditory cognition, particularly pitch learning and evaluation. Our starting points are two well established premises: (1) frequency of occurrence has an influence on the way we process stimuli; (2) in Western music, some pitches and musical keys are much more frequent than others. Based on these premises, we hypothesize that if absolute pitch values are indeed represented in LTM, pitch frequency of occurrence in music would significantly affect cognitive processes, in particular pitch learning and evaluation. Two experiments were designed to test this hypothesis in participants with no AP, most with little or no musical training. Experiment 1 demonstrated a faster response and a learning advantage for frequent pitches over infrequent pitches in an identification task. In Experiment 2 participants evaluated infrequent pitches as more pleasing than frequent pitches when presented in isolation. These results suggest that absolute pitch representation in memory may play a substantial, hitherto unacknowledged role in auditory (and specifically musical) cognition.

scholarly journals Prenatal Exposure to Cadmium During Organogenesis Impairs Memory in Young Rats

2019 ◽  
Vol 38 (4) ◽  
pp. 312-318 ◽  
Author(s):  
Fernanda Gumilar ◽  
Cristina Bras ◽  
Patricia Aggio ◽  
Sergio Domínguez ◽  
Mariana Bartos ◽  
...  
Keyword(s):  
Spatial Memory ◽  
Radial Maze ◽  
Inhibitory Avoidance ◽  
Male Offspring ◽  
Control Group ◽  
Long Term Memory ◽  
Pregnant Rats ◽  
Term Memory ◽  
Step Down

Pregnant rats were treated with 0.3 and 0.6 mg cadmium (CdCl2)/kg injected subcutaneously on a daily basis from gestational day 7 to day 15 (organogenesis period). One control group was not injected and other received saline. The 45-day-old offspring were tested in a step-down inhibitory avoidance to evaluate short-term and long-term memory and in a radial maze for the study of spatial memory. These studies showed that gestational exposure to 0.6 mg Cd/kg produced in the male offspring a significant impairment in the retention of long-term memory evaluated 24 hours after training in the step-down inhibitory avoidance. The radial maze also demonstrated that the male offspring prenatally exposed to 0.6 mg Cd presented a significant deficit in the retention of spatial memory evaluated 42 days after training. These results demonstrate that the exposure to Cd during organogenesis may affect the retention of some types of memory.

Benefits of training working memory in amnestic mild cognitive impairment: specific and transfer effects

2012 ◽  
Vol 25 (4) ◽  
pp. 617-626 ◽  
Author(s):  
Barbara Carretti ◽  
Erika Borella ◽  
Silvia Fostinelli ◽  
Michela Zavagnin
Keyword(s):  
Working Memory ◽  
Cognitive Impairment ◽  
Mild Cognitive Impairment ◽  
Fluid Intelligence ◽  
Amnestic Mild Cognitive Impairment ◽  
Control Group ◽  
Long Term Memory ◽  
Transfer Effects ◽  
Memory Problems

ABSTRACTBackground:A growing number of studies are attempting to understand how effective cognitive interventions may be for patients with amnestic mild cognitive impairment (aMCI), particularly in relation to their memory problems.Methods:The present study aimed to explore the benefits of a working memory (WM) training program in aMCI patients. Patients (N= 20) were randomly assigned to two training programs: the experimental group practiced with a verbal WM task, while the active control group conducted educational activities on memory.Results:Results showed that the aMCI patients completing the WM training obtained specific gains in the task trained with some transfer effects on other WM measures (visuospatial WM) and on processes involved in or related to WM, e.g. fluid intelligence (the Cattell test) and long-term memory. This was not the case for the aMCI control group, who experienced only a very limited improvement.Conclusion:This pilot study suggests that WM training could be a valuable method for improving cognitive performance in aMCI patients, possibly delaying the onset of Alzheimer's disease.

scholarly journals Neurofeedback Training Improves Long-Term Memory Performance

2021 ◽  
Author(s):  
Yu-Hsuan Tseng ◽  
Kaori Tamura ◽  
Tsuyoshi Okamoto
Keyword(s):  
Semantic Memory ◽  
Theta Rhythm ◽  
Brain Activity ◽  
Human Life ◽  
Memory Performance ◽  
Control Group ◽  
Long Term Memory ◽  
Term Memory ◽  
Beta Power

Abstract Understanding and improving memory is vital to enhance human life. Theta rhythm is associated with memory consolidation and coding, but the trainability and effects on long-term memory of theta rhythm are unknown. This study investigates the ability to improve long-term memory using a neurofeedback (NFB) technique reflecting the theta/low-beta power ratio on an electroencephalogram (EEG). Our study consisted of three stages: First, the long-term memory of participants was measured. In the second stage, the participants in the NFB group received three days of theta/low-beta NFB training. In the third stage, the long-term memory was measured again. The NFB group had better long-term memory than the control group and significant differences in brain activity between episodic and semantic memory during the recall tests were revealed. These findings suggest that it is possible to improve the long-term memory abilities through theta/low-beta NFB training, which also improves episodic and semantic memory.

scholarly journals The influence of active learning and submicrorepresentations on 14-year-old students’ understanding of the alkaline earth metal concepts

2021 ◽  
pp. 71-71
Author(s):  
Grm Wissiak ◽  
Iztok Devetak
Keyword(s):  
Treatment Group ◽  
Active Learning ◽  
Alkaline Earth ◽  
Science Curriculum ◽  
Earth Metal ◽  
Control Group ◽  
Long Term Memory ◽  
Chemical Concepts ◽  
The Impact

This study aimed to examine the impact of two different approaches on students? understanding of selected chemical concepts. The first treatment group was taught by a method comprising guided active learning demonstrations, and the second treatment group was exposed to guided active learning demonstrations with explanations at the submicroscopic level. In a control group, the selected topic was taught without guided active learning demonstrations and without explanations at the submicroscopic level. The instruments used in this research included the test of logical thinking (TOLT), Knowledge Pre-Test (KPT), two achievement tests (AT-1 and AT-2) and a questionnaire for students. One hundred and seventy-one students (average age 13.9 years) participated in the study. The results indicate that both approaches (i.e. guided active learning demonstrations and guided active learning demonstrations with explanations at submicroscopic level) are more effective than only symbolic teaching. It can be concluded from the results that students? knowledge, obtained by either method that includes guided active learning, is retained in the students? long-term memory. Some suggestions for implications for the primary science curriculum are also discussed.

scholarly journals The role of microRNAs in learning and long-term memory

2020 ◽  
Vol 24 (8) ◽  
pp. 885-896
Author(s):  
L. N. Grinkevich
Keyword(s):  
Cognitive Processes ◽  
Regulation Of Gene Expression ◽  
Memory Formation ◽  
Learning Ability ◽  
Long Term Memory ◽  
Term Memory ◽  
Microrna Biogenesis ◽  
The Brain

The mechanisms of long-term memory formation and ways to improve it (in the case of its impairment) remain an extremely difficult problem yet to be solved. Over the recent years, much attention has been paid to microRNAs in this regard. MicroRNAs are unique endogenous non-coding RNAs about 22 nucleotides in length; each can regulate translation of hundreds of messenger RNA targets, thereby controlling entire gene networks. MicroRNAs are widely represented in the central nervous system. A large number of studies are currently being conducted to investigate the role of microRNAs in the brain functioning. A number of microRNAs have been shown to be involved in the process of synaptic plasticity, as well as in the long-term memory formation. Disruption of microRNA biogenesis leads to significant cognitive dysfunctions. Moreover, impaired microRNA biogenesis is one of the causes of the pathogenesis of mental disorders, neurodegenerative illnesses and senile dementia, which are often accompanied by deterioration in the learning ability and by memory impairment. Optimistic predictions are made that microRNAs can be used as targets for therapeutic treatment and for diagnosing the above pathologies. The importance of applications related to microRNAs significantly raises interest in studying their functions in the brain. Thus, this review is focused on the role of microRNAs in cognitive processes. It describes microRNA biogenesis and the role of miRNAs in the regulation of gene expression, as well as the latest achievements in studying the functional role of microRNAs in learning and in long-term memory formation, depending on the activation or inhibition of their expression. The review presents summarized data on the effect of impaired microRNA biogenesis on long-term memory formation, including those associated with sleep deprivation. In addition, analysis is provided of the current literature related to the prospects of improving cognitive processes by influencing microRNA biogenesis via the use of CRISPR/Cas9 technologies and active mental and physical exercises.

scholarly journals Teori Pembelajaran Kognivistik dan Aplikasinya dalam Pendidikan Islam

2021 ◽  
Vol 10 (2) ◽  
pp. 204-217
Author(s):  
Khoirotul Ni'amah ◽  
Hafidzulloh S M
Keyword(s):  
Cognitive Processes ◽  
Learning Process ◽  
Cognitive Theory ◽  
Short Term Memory ◽  
Cognitive Learning ◽  
Long Term Memory ◽  
Term Memory ◽  
Library Research ◽  
Advanced Organizer

Learning theory will make easier for educators to carry out the form of learning that will be implemented. This article will review the theory of cognitive learning and will provide a complete understanding and explanation so that it can be applied in learning activities. This study uses a qualitative approach and includes library research. The author tries and strives to collect library data related to the cognitive theory of J. Bruner, Ausubel, and Robert M. Gagne and their actualization in Islamic Education learning enriched from several academic sources both from books, scientific articles, previous studies and other scientific writings that related to the topic of this article. The results of this study are the cognitive theory developed by J. Bruner states cognitive processes are enactive, iconic, and symbolic; Ausubel said cognitive processes occur. Advanced organizer (initial arrangement), progressive differentiation, Reconciliation reconciliation (integrative reconciliation), consolidation; Robert M. Gagne states that cognitive processes are through receptors, sensory registers, short-term memory, long-term memory, and response generators. The learning process according to cognitivism is through the stages of assimilation, accommodation, and equilibration, namely the learning process is more directed. This is adjusted to the age of the students, so the stages are enactive, econic, and symbolic.

scholarly journals Prophylactic Bilateral Central Neck Dissection Should Be Evaluated Based on Prospective Study of 581 PTC Patients

2021 ◽  
Author(s):  
Shouyi YAN ◽  
Jiafan Yu ◽  
wenxin zhao ◽  
Bo WANG ◽  
Liyong ZHANG
Keyword(s):  
Lymph Node ◽  
Lymph Node Dissection ◽  
Test Group ◽  
Control Group ◽  
Node Dissection ◽  
Central Lymph Node ◽  
Central Lymph Node Dissection ◽  
Node Metastasis ◽  
Central Lymph

Abstract Background: Prophylactic central lymph node dissection (PCND) had been a basic consensus for patients with papillary thyroid carcinoma in China. However, unilateral or bilateral central lymph node dissection (CND)was still controversial. This study aimed at investigating the safety and long-term benefit for the patients with bilateral central lymph node dissection (BCCD). Methods: 581 patients were enrolled and divided randomly into the test and control groups according to a different range of CND. 285 patients were prospectively assigned to undergo lobe thyroidectomy plus BCND in the test group, in comparison 296 patients were assigned to undergo lobe thyroidectomy plus ipsilateral central lymph node dissection (ICND) in the control group. Results: We found that the numbers of total LN and N1a in the test group were higher than that of the control group (p=0.002), but there was no difference in the number of metastasized lymph nodes (p=0.857) and tumor recurrence (p=0.308). Additionally, in the aspect of postoperative complication (1 day after surgery), the serum levels of parathyroid hormone in the BCND group were lower than that in the ICND group (P =0.010), and the numbers of transient laryngeal nerve palsy were higher than that(p=0.033). meanwhile we further found that tumors size larger than 1cm and tumor side lymph node metastasis were related to the contralateral lymph node metastasis. Conclusion: BCND resulted in more positive lymph nodes and complications while did not change the patient's long-term prognosis. It may be an alternative for patients with tumor sizes larger than 1cm in large medical centers.

Effect of Teaching Using Whole Brain Instruction on Accounting Learning

2011 ◽  
pp. 261-282
Author(s):  
Li-Tze Lee ◽  
Jason C. Hung
Keyword(s):  
Treatment Group ◽  
Learning Styles ◽  
Control Group ◽  
Long Term Memory ◽  
Whole Brain ◽  
Learning Retention ◽  
Interaction Factor ◽  
Significant Difference ◽  
Brain Processing

McCarthy (1985) constructed the 4MAT teaching model, an eight step instrument developed in 1980, by synthesizing Dewey’s experiential learning, Kolb’s four learning styles, Jung’s personality types, as well as Bogen’s left mode and right mode of brain processing preferences. An important implication of this model is that learning retention is improved in the whole brain treatment group and thus this model is effective in retaining learning information as long term memory. Specifically, when examine the effectiveness of student scoring levels (high, median, and low), the results indicated that retention improved across all levels in the treatment group while results were inconsistent in the control group. When examine academic achievement and attitudes, interaction factor of both school and method showed a statistically significant difference.

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