scholarly journals DIFFERENCES IN THE STRUCTURE OF COGNITIVE ABILITIES BETWEEN FEMALE AND MALE STUDENTS OF THE HIGH SCHOOL IN ARILJE

2019 ◽  
Vol 34 (6) ◽  
pp. 1723-1726
Author(s):  
Ranko Davidović
Keyword(s):  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Alternative Hypothesis ◽  
Male Students ◽  
Perceptual Identification ◽  
Parallel Processor ◽  
Perceptual Factor ◽  
Processor Efficiency ◽  
Perceptual Reasoning ◽  
Basic Version

Cognitive (intellectual) processes are, on the basis of Plato's psychological trinoma (cognition - affection - connection), the most intensively studied processes in psychology. Intelligence, as the center of these processes, despite serious efforts, remained insufficiently known. The proof of this statement is the existence of numerous conceptions about the types of cognitive functioning.Cognitive abilities were measured in the first lessons,the presence of psychologists, subject teachers and authors of this research. All of the administered tests are essentially speed tests, so respondents do not have time to contact and communicate with other respondents. A battery of KOG-3 tests was used to assess cognitive ability (Wolf, Momirović, and Džamonja 1992).The KOG-3 battery is the minimum battery for evaluating the performance of a perceptual, serial, and parallel processor. The version of that battery was used to achieve the basic goal, ie. to determine the level of general cognitive ability. The battery consists of three tests:Image Comparison Test (IT1), the basic version was designed by Thurstone. The test is designed as a test of the general perceptual factor, which is in fact a synthesis of primary factors of perceptual identification, perceptual analysis and perceptual structuring. The completiontime is limited to 4 minutes.Synonym test (AL4), the basic version was designed by Wels. The test is constructed as a test of verbal comprehension. The completiontime is limited to 2 minutes andVisual Specialization Test(S1), the basic version was designed by Reuchlin and Valin. The test is designed as a classical multiple choice special test. The completiontime is limited to 8 minutes.The aim of this research is to identify and determine the specificity of the cognitive abilities of latent dimensions, as well as their differences, between female and male students in relation to gender.On the basis of the formulated problem, the subject matter and the established general and partial goals, the basic alternative hypothesis was put forward:H2. The structure of female and male students' cognitive abilities will provide unambiguous evidence thatis of hierarchical type, with thegeneral cognitive factor at the top, below which are the three primary cognitive factors, defined as:efficiency of perceptual processor (perceptual reasoning), IT-1; parallel processor efficiency (ability to spot, relate, and correlate), SI-1, and serial processor efficiency (symbolic reasoning). AL-4.H5 - No statistically significant differences in the analyzed cognitive abilities are expected between students of different gender and age.

MENINGKATKAN KEMAMPUAN KOGNITIF MELALUI AKTIVITAS SENI MUSIK TERHADAP ANAK KELOMPOK B DI TK. ADINDA CAHAYA CIMAHI

2018 ◽  
Vol 1 (3) ◽  
pp. 14
Author(s):  
Nurpuri Waraswati ◽  
Rini Andriani
Keyword(s):  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Present Method ◽  
Evaluation Research ◽  
Music Learning ◽  
Learning Time ◽  
Childhood Education ◽  
Research Questions ◽  
Art Activities ◽  
Basic Ability

Early Childhood Education (PAUD) implements education that refers to all the basic aspects or abilities that are developing in the child. The basic ability of children is very interesting to be studied, one of them cognitive abilities of children. It is raised in connection with the lack of cognitive abilities in Adinda Cahaya kindergarten with the present method mainly through the activity of the art of music. The existing formulation in this study is "The activity of music art that can improve the cognitive abilities of children". The purpose of this study is to describe the cognitive abilities of children in music art activities.. There are six levels of cognitive ability: knowledge, understanding, application of analysis, synthesis and evaluation. Research questions are 1). How does music activity and music learning time to support the development of children's cognitive abilities? 2. How does the child's memory of what the teacher has taught in music art activities? 3) How are children's development related to cognitive ability? The conclusion is that the study of music art gives a positive and influential effect on the child's cognitive development that will stimulate brain development and emotional intelligence.

scholarly journals Longitudinal Associations Between Loneliness and Cognitive Ability in the Lothian Birth Cohort 1936

2018 ◽  
Vol 74 (8) ◽  
pp. 1376-1386 ◽  
Author(s):  
Judith A Okely ◽  
Ian J Deary
Keyword(s):  
Cognitive Ability ◽  
Birth Cohort ◽  
Processing Speed ◽  
Verbal Memory ◽  
Cognitive Abilities ◽  
Birth Cohort Study ◽  
Visuospatial Ability ◽  
Lothian Birth Cohort ◽  
Longitudinal Associations ◽  
Reciprocal Associations

Abstract Objectives Loneliness is associated with poorer cognitive function in old age; however, the direction of this association is unknown. We tested for reciprocal associations between loneliness and the cognitive ability domains of processing speed, visuospatial ability, verbal memory, and crystallized ability. Method We used three triennial waves of longitudinal data from the Lothian Birth Cohort Study 1936, and tested for cross-lagged associations between loneliness and cognitive abilities using cross-lagged panel models. Results Better processing speed, visuospatial ability, or crystallized ability at age 73, was associated with less positive changes in loneliness between ages 73 and 76; however, these associations were not replicated between ages 76 and 79. Loneliness at ages 73 and 76 did not predict subsequent changes in cognitive abilities. Discussion Our findings indicate an association between cognitive ability and loneliness, such that individuals with lower cognitive abilities at age 73 may be at a slightly higher risk of becoming lonely. However, we did not find support for the hypothesis that loneliness causes a decline in cognitive health.

scholarly journals Do nonword repetition errors in children with specific language impairment reflect a weakness in an unidentified skill specific to nonword repetition or a deficit in simultaneous processing?

2006 ◽  
Vol 27 (4) ◽  
pp. 569-573 ◽  
Author(s):  
Klara Marton
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Cognitive Abilities ◽  
Alternative Hypothesis ◽  
Nonword Repetition ◽  
Specific Language ◽  
Speech Stimuli ◽  
Simultaneous Processing ◽  
Error Analyses ◽  
Double Deficit

This Commentary supports Gathercole's (2006) proposal on a double deficit in children with specific language impairment (SLI). The author suggests that these children have a limited phonological storage combined with a particular problem of processing novel speech stimuli. According to Gathercole, there are three areas of skill contributing to memory for nonwords: general cognitive abilities, phonological storage, and an unidentified skill specific to nonword repetition. The focus of this Commentary is to examine whether these children's nonword repetition performance is influenced by an unidentified skill or some other processes. An alternative hypothesis is that the nonword repetition errors observed in children with SLI are related to one of their main weaknesses, to their difficulties in simultaneous processing of information. Evidence for this argument comes from our recent studies: from error analyses data and from findings on nonword repetition with stimuli that included meaningful parts (monosyllabic real words).

scholarly journals The Significant Connection between Communicative Competence and Cognitive Ability in Speaking English of English Debating Team

Humaniora ◽  
2018 ◽  
Vol 9 (2) ◽  
pp. 149
Author(s):  
Prima Dona Hapsari ◽  
F.A. Wisnu Wirawan
Keyword(s):  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Quantitative Research ◽  
Communicative Competence ◽  
Qualitative And Quantitative ◽  
Depth Interview ◽  
Speaking Skill ◽  
English Speaking ◽  
Descriptive Method ◽  
Speaking Skills

The purposes of the research were to find out whether the communicative competence in English speaking skills had a significant relationship with students' cognitive abilities was English speaking skill the most important achievement. How cognitive abilities and communicative competencies in English speaking skills were managed for the primary purposes of the English debating team. This research combined both qualitative and quantitative research. It used a descriptive method by distributing questionnaire, doing a survey, using observation, and doing an in-depth interview as the methods to collect data. The informants were twelve students who participated in the national teams of English Debating Championship of Institut Seni Indonesia Yogyakarta from 2013-2017. The results of this research reveal that there is a significant connection between communicative competence and cognitive ability in which cognitive ability has an important impact on thinking, critical analysis, and creativity. Furthermore, cognitive ability gives a direct influence on communicative competence in speaking English. This communicative competence is reflected in the ability to produce critical-intellectual andcommunicative-factual sentences in doing the analysis and giving the argumentation.

scholarly journals The Cognitive Underpinnings of Multiply-Constrained Problem Solving

2019 ◽  
Author(s):  
Derek Ellis ◽  
Gene Arnold Brewer ◽  
Matthew Kyle Robison
Keyword(s):  
Working Memory ◽  
Problem Solving ◽  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Attention Control ◽  
Crystallized Intelligence ◽  
Constrained Problems ◽  
Constrained Problem ◽  
Analytical Strategies ◽  
Fluid And Crystallized Intelligence

An individual encounters problem of varying difficulty every day. Each problem may include a different number of constraints. Multiply-constrained problems, such as the compound remote associates, are commonly used to study problem solving. Since their development, multiply-constrained problems have been related to creativity and insight. Moreover, research has investigated the cognitive abilities underlying problem solving abilities. In the present study we sought to fully evaluate a range of cognitive abilities (i.e., working memory, attention control, episodic and semantic memory, and fluid and crystallized intelligence) previously associated with multiply-constrained problem solving. Additionally, we sought to determine whether problem solving ability and strategies (analytical or insightful) were task specific or domain general through the use of novel problem solving tasks (TriBond and Location Bond). Multiply-constrained problem solving abilities were shown to be domain general, solutions derived through insightful strategies were more often correct than those derived through analytical strategies, and crystallized intelligence was the only cognitive ability that provided unique predictive value after accounting for all other abilities.

Family background, cognitive abilities, and personality as predictors of education and occupational attainment across two generations

1993 ◽  
Vol 25 (2) ◽  
pp. 259-276 ◽  
Author(s):  
Craig T. Nagoshi ◽  
Ronald C. Johnson ◽  
Kelly Ann M. Honbo
Keyword(s):  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Family Study ◽  
Family Background ◽  
Social Attitudes ◽  
Occupational Attainment ◽  
Two Generations ◽  
Japanese Ancestry ◽  
Racial Ethnic ◽  
Male Subjects

SummaryThis study reports on the relative influences of parental attainment and cognitive ability and subjects’ own cognitive ability, personality, and social attitudes on the educational and occupational attainments and incomes of 183 Generation 3 subjects of Caucasian ancestry and 186 of Japanese ancestry originally tested in 1972–76 in the Hawaii Family Study of Cognition (HFSC) and re-tested in 1987–88. In contrast to earlier reports of sex differences in the influence of Generation 2 attainment and on Generation 3 attainment when these offspring were younger, family background had a trivial influence and own cognitive ability had a substantial influence on educational attainment for both racial/ethnic groups and both sexes. For income, however, own cognitive ability was only a significant predictor for male subjects. Within-family correlational analyses also supported this sex difference in influences on attainment.

What Is IQ? Life Beyond “General Intelligence”

2019 ◽  
Vol 28 (2) ◽  
pp. 189-194 ◽  
Author(s):  
Kristof Kovacs ◽  
Andrew R. A. Conway
Keyword(s):  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Latent Trait ◽  
Cognitive Activity ◽  
General Intelligence ◽  
General Cognitive Ability ◽  
Neural Basis ◽  
Standard View ◽  
Different Content ◽  
Recent Account

For more than a century, the standard view in the field of human intelligence has been that there is a “general intelligence” that permeates all human cognitive activity. This general cognitive ability is supposed to explain the positive manifold, the finding that intelligence tests with different content all correlate. Yet there is a lack of consensus regarding the psychological or neural basis of such an ability. A recent account, process-overlap theory, explains the positive manifold without proposing general intelligence. As a consequence of the theory, IQ is redefined as an emergent formative construct rather than a reflective latent trait. This implies that IQ should be interpreted as an index of specific cognitive abilities rather than the reflection of an underlying general cognitive ability.

scholarly journals Individual learning phenotypes drive collective behavior

2020 ◽  
Vol 117 (30) ◽  
pp. 17949-17956 ◽  
Author(s):  
Chelsea N. Cook ◽  
Natalie J. Lemanski ◽  
Thiago Mosqueiro ◽  
Cahit Ozturk ◽  
Jürgen Gadau ◽  
...  
Keyword(s):  
Individual Differences ◽  
Social Interactions ◽  
Cognitive Ability ◽  
Honey Bee ◽  
Collective Behavior ◽  
Cognitive Abilities ◽  
Learning Behavior ◽  
Collective Foraging ◽  
Familiar Stimuli ◽  
Bee Colonies

Individual differences in learning can influence how animals respond to and communicate about their environment, which may nonlinearly shape how a social group accomplishes a collective task. There are few empirical examples of how differences in collective dynamics emerge from variation among individuals in cognition. Here, we use a naturally variable and heritable learning behavior called latent inhibition (LI) to show that interactions among individuals that differ in this cognitive ability drive collective foraging behavior in honey bee colonies. We artificially selected two distinct phenotypes: high-LI bees that ignore previously familiar stimuli in favor of novel ones and low-LI bees that learn familiar and novel stimuli equally well. We then provided colonies differentially composed of different ratios of these phenotypes with a choice between familiar and novel feeders. Colonies of predominantly high-LI individuals preferred to visit familiar food locations, while low-LI colonies visited novel and familiar food locations equally. Interestingly, in colonies of mixed learning phenotypes, the low-LI individuals showed a preference to visiting familiar feeders, which contrasts with their behavior when in a uniform low-LI group. We show that the shift in feeder preference of low-LI bees is driven by foragers of the high-LI phenotype dancing more intensely and attracting more followers. Our results reveal that cognitive abilities of individuals and their social interactions, which we argue relate to differences in attention, drive emergent collective outcomes.

scholarly journals Genetic Underpinnings of Increased BMI and Its Association With Late Midlife Cognitive Abilities

2020 ◽  
Vol 6 ◽  
pp. 233372142092526
Author(s):  
Hong Xian ◽  
Brian Boutwell ◽  
Chandra A. Reynolds ◽  
Daphne Lew ◽  
Mark Logue ◽  
...  
Keyword(s):  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Later Life ◽  
Risk Scores ◽  
Linear Regression Models ◽  
Cognitive Domains ◽  
Memory Processing ◽  
Visual Spatial ◽  
Bmi Trajectories ◽  
Multilevel Linear Regression

Objectives: First, we test for differences in various cognitive abilities across trajectories of body mass index (BMI) over the later life course. Second, we examine whether genetic risk factors for unhealthy BMIs—assessed via polygenic risk scores (PRS)—predict cognitive abilities in late-life. Methods: The study used a longitudinal sample of Vietnam veteran males to explore the associations between BMI trajectories, measured across four time points, and later cognitive abilities. The sample of 977 individuals was drawn from the Vietnam Era Twin Study of Aging. Cognitive abilities evaluated included executive function, abstract reasoning, episodic memory, processing speed, verbal fluency, and visual spatial ability. Multilevel linear regression models were used to estimate the associations between BMI trajectories and cognitive abilities. Then, BMI PRS was added to the models to evaluate polygenic associations with cognitive abilities. Results: There were no significant differences in cognitive ability between any of the BMI trajectory groups. There was a significant inverse relationship between BMI-PRS and several cognitive ability measures. Discussion: While no associations emerged for BMI trajectories and cognitive abilities at the phenotypic levels, BMI PRS measures did correlate with key cognitive domains. Our results suggest possible polygenic linkages cutting across key components of the central and peripheral nervous system.

scholarly journals Towards a Model of Valued Human Cognitive Abilities: An African Perspective Based on a Systematic Review

2020 ◽  
Vol 11 ◽  
Author(s):  
Seth Oppong
Keyword(s):  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Cultural Psychology ◽  
Empirical Studies ◽  
Human Society ◽  
African Philosophy ◽  
Ethnographic Studies ◽  
African Perspective ◽  
Anglo American ◽  
Theory Research

Studies that investigate cognitive ability in African children and estimate the general cognitive abilities of African adults tend to work with existing models of intelligence. However, African philosophy and empirical studies in cross-cultural psychology have demonstrated that conceptualizations of human cognitive ability vary with location. This paper begins with the assumption that the existing Anglo-American models of cognitive abilities are valuable but limited in their capacity to account for the various conceptualizations of valued cognitive abilities in different human societies. On the basis of this assumption, I employ extant empirical evidence generated through ethnographic studies across Africa to formulate what an African model of valued human cognitive ability ought to be. The output of this formulation has been so christened a model of valued cognitive ability in order to draw attention to the fact that models of cognitive abilities have currency and values in each human society. This value allocation is expected to influence which elements of cognitive ability each human society will promote and develop. In addition, implications for theory, research and praxes are discussed.

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