Further Normative Data on Tests Measuring Flexibility in Cognitive Processes

1965 ◽  
Vol 17 (3) ◽  
pp. 683-686 ◽  
Author(s):  
Francis J. Kelly ◽  
Stephen Hunka ◽  
Rodney Conklin
Keyword(s):  
High School ◽  
Cognitive Processes ◽  
Normative Data ◽  
Naming Task ◽  
Object Naming ◽  
Convergent Thinking ◽  
University Of Alberta ◽  
Two Measures ◽  
Flexibility Measures

Two University of Alberta samples and two high school samples were administered two measures of flexibility (Associations IV and Object Naming). Two measures of anxiety and convergent thinking data were obtained for three of the samples. The Alberta samples tended to score lower on Associations IV than an Illinois sample. Split-half reliability of the Associations IV task yielded Spearman-Brown correlations ranging from .60 to .75. The Alberta sample tended to score higher on the Object Naming task by comparison with the Illinois sample. The split-half reliability of Object Naming, however, indicates a questionable relationship between parts (Spearman-Brown Formula rs range from .15 to .57). Anxiety tended to facilitate performance among older Ss and hinder performance among the younger Ss. The two flexibility measures correlated more strongly with measures of convergent thinking than with each other.

Note on Normative Data of Tests Measuring Flexibility in Cognitive Processes

1964 ◽  
Vol 14 (3) ◽  
pp. 741-742 ◽  
Author(s):  
Allen Jack Edwards ◽  
Paula Parks
Keyword(s):  
Sex Differences ◽  
Cognitive Processes ◽  
Normative Data ◽  
Correlation Coefficients ◽  
Object Naming ◽  
Thought Process ◽  
Total Group ◽  
Two Measures

Using 149 undergraduates, normative data were gathered on two measures of flexibility in the thought process, Guilford's Association IV and Object Naming. The distributions of scores were positively displaced, with differences between means being small and statistically non-significant. Product-moment correlation coefficients were statistically significant ( p = .01) for the total group, for men, and for women. No sex differences were found.

Reliability of Selected Tests of Flexibility in Cognitive Processes

1966 ◽  
Vol 19 (3_suppl) ◽  
pp. 1267-1270 ◽  
Author(s):  
Allen Jack Edwards
Keyword(s):  
Cognitive Processes ◽  
Total Sample ◽  
Object Naming ◽  
Two Measures ◽  
Reliability Coefficients

Reliability coefficients were computed on two measures of flexibility in thinking (Associations IV and Object Naming) for a total sample of 113 Ss. Estimated reliabilities for test-retest were .746 for Associations IV and .611 for Object Naming. Split-half reliabilities were .707 and .717 for two separate administrations of Associations IV while for Object Naming the estimated reliabilities were .382 and .441. Intra-scorer coefficients were in the .90s while inter-scorer rs ranged from .801 to .942.

Reaction Time and Brain Waves in Omitted Stimulus Tasks

2010 ◽  
Vol 24 (1) ◽  
pp. 1-6 ◽  
Author(s):  
Oscar H. Hernández ◽  
Muriel Vogel-Sprott
Keyword(s):  
Reaction Time ◽  
Cognitive Processes ◽  
Young Male ◽  
Event Related Potential ◽  
Auditory Stimuli ◽  
Motor Action ◽  
Cognitive Component ◽  
Sensory Modalities ◽  
Two Measures ◽  
Somatosensory Stimuli

A missing stimulus task requires an immediate response to the omission of a regular recurrent stimulus. The task evokes a subclass of event-related potential known as omitted stimulus potential (OSP), which reflects some cognitive processes such as expectancy. The behavioral response to a missing stimulus is referred to as omitted stimulus reaction time (RT). This total RT measure is known to include cognitive and motor components. The cognitive component (premotor RT) is measured by the time from the missing stimulus until the onset of motor action. The motor RT component is measured by the time from the onset of muscle action until the completion of the response. Previous research showed that RT is faster to auditory than to visual stimuli, and that the premotor of RT to a missing auditory stimulus is correlated with the duration of an OSP. Although this observation suggests that similar cognitive processes might underlie these two measures, no research has tested this possibility. If similar cognitive processes are involved in the premotor RT and OSP duration, these two measures should be correlated in visual and somatosensory modalities, and the premotor RT to missing auditory stimuli should be fastest. This hypothesis was tested in 17 young male volunteers who performed a missing stimulus task, who were presented with trains of auditory, visual, and somatosensory stimuli and the OSP and RT measures were recorded. The results showed that premotor RT and OSP duration were consistently related, and that both measures were shorter with respect to auditory stimuli than to visual or somatosensory stimuli. This provides the first evidence that the premotor RT is related to an attribute of the OSP in all three sensory modalities.

Differential Effects of Executive Processes on Working Memory

2016 ◽  
Vol 37 (4) ◽  
pp. 239-249
Author(s):  
Xuezhu Ren ◽  
Tengfei Wang ◽  
Karl Schweizer ◽  
Jing Guo
Keyword(s):  
Working Memory ◽  
Cognitive Processes ◽  
Latent Variable ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Attention Control ◽  
Executive Processes ◽  
Differential Effects ◽  
Prepotent Response ◽  
Two Measures

Abstract. Although attention control accounts for a unique portion of the variance in working memory capacity (WMC), the way in which attention control contributes to WMC has not been thoroughly specified. The current work focused on fractionating attention control into distinctly different executive processes and examined to what extent key processes of attention control including updating, shifting, and prepotent response inhibition were related to WMC and whether these relations were different. A number of 216 university students completed experimental tasks of attention control and two measures of WMC. Latent variable analyses were employed for separating and modeling each process and their effects on WMC. The results showed that both the accuracy of updating and shifting were substantially related to WMC while the link from the accuracy of inhibition to WMC was insignificant; on the other hand, only the speed of shifting had a moderate effect on WMC while neither the speed of updating nor the speed of inhibition showed significant effect on WMC. The results suggest that these key processes of attention control exhibit differential effects on individual differences in WMC. The approach that combined experimental manipulations and statistical modeling constitutes a promising way of investigating cognitive processes.

Application of Components of the Massachusetts’ Sports Concussion Regulations to All Students With Concussion: A Survey of School Nurses

2018 ◽  
Vol 36 (4) ◽  
pp. 265-271 ◽  
Author(s):  
Holly Hackman ◽  
Jonathan Howland ◽  
Alyssa Taylor ◽  
Linda Brown ◽  
Mary Ann Gapinski ◽  
...  
Keyword(s):  
High School ◽  
Confidence Interval ◽  
Focus Groups ◽  
Odds Ratio ◽  
School Nurses ◽  
Sports Concussion ◽  
Medical Clearance ◽  
Return To Learn ◽  
Two Measures ◽  
Academic Implications

Appropriate management by schools of all students with a concussion, regardless of the cause, has not received the same attention as sports-related concussions. Focus groups conducted with Massachusetts School Nurses in 2015 found that some had applied protocols required in the state’s sports concussion regulations to all students with concussion, not just student athletes. We surveyed high school nurses in Massachusetts to examine (1) the extent of this practice and (2) the extent to which protocols for all students with concussion are included in school policies. Of 168 (74%) responding, 94% applied the return-to-learn and play, and medical clearance requirements to all students with concussion, regardless of how or where the concussion occurred and 77% reported their school’s policy required these protocols for all students with concussion. A significant association (odds ratio: 13.3, 95% confidence interval [2.4, 72.8], p <.01) existed between the two measures. These findings have important clinical and academic implications.

scholarly journals Educational Opportunities for New Information Technologies in Teaching Foreign Language in High School

2019 ◽  
Vol 5 (4) ◽  
pp. 448-451
Author(s):  
L. Aripzhanova ◽  
M. Mukhitdinova
Keyword(s):  
High School ◽  
Foreign Language ◽  
Cognitive Processes ◽  
Information Technologies ◽  
Professional Training ◽  
Information Age ◽  
Educational Opportunities ◽  
The Internet ◽  
New Information ◽  
Use Of The Internet

The article deals with the use of the Internet in teaching a foreign language. With the advent of the information age, both the scheme of knowledge transfer and the model of the learning process are changing sharply, which requires the improvement of professional training from the position of activation of cognitive processes.

Cognitive Processes and Creative Lateral Thinking in Students of the Naval School of Peru

2021 ◽  
Vol 19 (5) ◽  
pp. 10-17
Author(s):  
Hector Santa Maria Relaiza ◽  
Doris Fuster-Guillen ◽  
Yolvi Ocana-Fernandez ◽  
Patricia Edith Guillen Aparicio ◽  
Freddy Antonio Ochoa Tataje
Keyword(s):  
High School ◽  
High School Students ◽  
Experimental Design ◽  
Data Collection ◽  
Cognitive Processes ◽  
School Students ◽  
Cross Sectional ◽  
Probabilistic Sampling ◽  
The Individual ◽  
Lateral Thinking

The present research focused on identifying the influence of cognitive processes in the creative lateral thinking of high school students. The work was developed under the positivist paradigm; it was classified as basic, of explanatory level, with quantitative approach, non-experimental design and cross-sectional. The sample, calculated through probabilistic sampling, consisted of 221 students. Two data collection instruments were used: the cognitive processes questionnaire and the lateral thinking questionnaire, which were subjected to content validity by expert judgment and reliability and internal consistency analysis by Cronbach's alpha, reaching values of 0.908 and 0.802, respectively. The analysis of verification by Spearman's rho obtained was 0.762, which determined the significant influence between cognitive processes and lateral thinking. It was concluded that, if procedures and actions that lead to the acquisition of knowledge in a constructive way and by discovery are practiced, creative and perceptive lateral thinking would be developed; then the individual would exhibit imagination and creative behaviors.

Developing and Validating a High School Version of the Robotics Motivated Strategies for Learning Questionnaire

2017 ◽  
Vol 7 (2) ◽  
pp. 20-34 ◽  
Author(s):  
Yuan Ten Huang ◽  
Eric Zhi-Feng Liu ◽  
Chun Hung Lin ◽  
Pey-Yan Liou
Keyword(s):  
High School ◽  
Factor Analysis ◽  
High School Students ◽  
Exploratory Factor Analysis ◽  
Cognitive Processes ◽  
The Self ◽  
Learning Performance ◽  
School Students ◽  
Considerable Research ◽  
The World

Robotics has become a crucial domain in technology education, helping students to improve their abilities in assembly and programming. Despite the considerable research that has gone into the learning performance associated with robotics, little work has been done on the cognitive processes involved in learning this subject. The purpose of this study was to develop an instrument (based on the theoretical framework of MSLQ), with which to evaluate the motivation of high school students to learn robotics and the strategies they employ. Fifty participants in the open category competition of the World Robot Olympiad 2010 completed the self-reported questionnaire (RMSLQ-HS). Thirteen factors and fifty one items were extracted using exploratory factor analysis. Implications for the educational application of robotics and research suggestions related to RMSLQ are also discussed.

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