Comparing the effectiveness of education by software on the improvement of cognitive functions and math performance of students with learning disorders with mathematics deficiency

2015 ◽  
Vol 6 (1) ◽  
pp. 177-180
Author(s):  
Niloufar Mikaeeli ◽  
Mohammad Ali Ghasemi Nejad ◽  
Ruhollah Heydari ◽  
Seyed Teymour Seyedi Asl
Keyword(s):  
Cognitive Functions ◽  
Learning Disorders ◽  
Math Performance

Relations of Cognitive Functions Associated with the Frontal Lobes and Learning Disorders in Children

1996 ◽  
Vol 79 (1) ◽  
pp. 323-333 ◽  
Author(s):  
James N. Wolfe
Keyword(s):  
Cognitive Processes ◽  
Cognitive Functions ◽  
Learning Disabled ◽  
Frontal Lobes ◽  
Academic Skills ◽  
Learning Disorders ◽  
High Demand ◽  
New Information ◽  
Relationship Of ◽  
The Relationship

Various cognitive processes associated with the frontal lobes and their influence upon learning and learning disorders in children were investigated. Subjects were 29 7- to 12-yr.-old boys and girls. Analysis of variance suggested that, as a group, the learning-disabled children scored lower on tasks with a high demand for selective attention, ability to inhibit interference, sequential reasoning, and integration and organization of new information—cognitive functions commonly attributed to the frontal lobes. The relationship of these cognitive functions to acquisition of basic academic skills is discussed.

Training cognitive functions of children with Specific Learning Disorders with the HapHop-Physio exer-learning game: A pilot study (Preprint)

2020 ◽  
Author(s):  
Carolina Rico-Olarte ◽  
Nathalia V Narváez-Muñoz ◽  
Diego López ◽  
Linda Becker ◽  
Luz Ángela Tovar-Ruiz
Keyword(s):  
Pilot Study ◽  
Cognitive Functions ◽  
Cognitive Rehabilitation ◽  
Learning Disorders ◽  
Cognitive Profile ◽  
Memory And Attention ◽  
The Third ◽  
Third Phase ◽  
Learning Game ◽  
Specific Learning

BACKGROUND The HapHop-Physio exer-learning game is a cognitive rehabilitation program for children with learning disorders. It focuses on the training of memory and attention functions. Like any other health technology, HapHop-Physio has to be proven to be effective and appropriate compared to conventional methods for enhancing the essential cognitive skills for learning. OBJECTIVE This study aimed to determine the changes in the cognitive domains of memory and attention after receiving treatment with the HapHop-Physio application. METHODS A quasi-experimental pilot study was conducted in three phases, with 14 children suffering from Specific Learning Disorders. In the first phase, the cognitive profile of children was obtained to assess the level of attention and the cognitive memory functions in four domains: auditory-verbal memory, visual memory, visual attention, and auditory attention. The second phase consisted of training cognitive functions of children with the HapHop-Physio application. A revaluation of the cognitive profile of the children was the third phase of the study. RESULTS On average, children's cognitive profile increased by 16% when comparing data from the first and the third phase of the study. Statistically, there is a significant difference between the performance of the cognitive profile before and after treatment with HapHop-Physio. CONCLUSIONS With the obtained results, HapHop-Physio is an effective technological support tool for cognitive rehabilitation therapies in children with Specific Learning Disorders or disorders of school skills, which has been tested in a clinical environment with the supervision on of a specialist. Moreover, the game encourages reading and writing processes and motivate children's adherence to the therapies due to the gamification methodology.

Language processing is not a race against time

2016 ◽  
Vol 39 ◽  
Author(s):  
Giosuè Baggio ◽  
Carmelo M. Vicario
Keyword(s):  
Information Processing ◽  
Human Brain ◽  
Language Processing ◽  
Cognitive Functions ◽  
Memory Systems ◽  
Language System ◽  
Moderating Factors

AbstractWe agree with Christiansen & Chater (C&C) that language processing and acquisition are tightly constrained by the limits of sensory and memory systems. However, the human brain supports a range of cognitive functions that mitigate the effects of information processing bottlenecks. The language system is partly organised around these moderating factors, not just around restrictions on storage and computation.

Malfunctional Reorganization in the Developing Limbo-Prefrontal System in Animals: Implications for Human Psychoses?

2001 ◽  
Vol 12 (1) ◽  
pp. 8-14
Author(s):  
Gertraud Teuchert-Noodt ◽  
Ralf R. Dawirs
Keyword(s):  
Prefrontal Cortex ◽  
Mental Disorders ◽  
Dentate Gyrus ◽  
Cognitive Functions ◽  
Experimental Approach ◽  
Regulatory Mechanisms ◽  
Hippocampal Dentate Gyrus ◽  
Non Invasive ◽  
Invasive Method ◽  
Activity Dependent

Abstract: Neuroplasticity research in connection with mental disorders has recently bridged the gap between basic neurobiology and applied neuropsychology. A non-invasive method in the gerbil (Meriones unguiculus) - the restricted versus enriched breading and the systemically applied single methamphetamine dose - offers an experimental approach to investigate psychoses. Acts of intervening affirm an activity dependent malfunctional reorganization in the prefrontal cortex and in the hippocampal dentate gyrus and reveal the dopamine position as being critical for the disruption of interactions between the areas concerned. From the extent of plasticity effects the probability and risk of psycho-cognitive development may be derived. Advance may be expected from insights into regulatory mechanisms of neurogenesis in the hippocampal dentate gyrus which is obviously to meet the necessary requirements to promote psycho-cognitive functions/malfunctions via the limbo-prefrontal circuit.

Linguistische Fairness und differentielle Validität des Auditiven Wortlisten Lerntests (AWLT) bei Demenz vom Alzheimer-Typ

Diagnostica ◽  
2019 ◽  
Vol 65 (4) ◽  
pp. 193-204
Author(s):  
Johannes Baltasar Hessler ◽  
David Brieber ◽  
Johanna Egle ◽  
Georg Mandler ◽  
Thomas Jahn
Keyword(s):  
Cognitive Functions ◽  
Kognitive Funktionen ◽  
Alzheimer Demenz ◽  
Test Sets

Zusammenfassung. Der Auditive Wortlisten Lerntest (AWLT) ist Teil des Test-Sets Kognitive Funktionen Demenz (CFD; Cognitive Functions Dementia) im Rahmen des Wiener Testsystems (WTS). Der AWLT wurde entlang neurolinguistischer Kriterien entwickelt, um Interaktionen zwischen dem kognitiven Status der Testpersonen und den linguistischen Eigenschaften der Lernliste zu reduzieren. Anhand einer nach Alter, Bildung und Geschlecht parallelisierten Stichprobe von gesunden Probandinnen und Probanden ( N = 44) und Patientinnen und Patienten mit Alzheimer Demenz ( N = 44) wurde mit ANOVAs für Messwiederholungen überprüft, inwieweit dieses Konstruktionsziel erreicht wurde. Weiter wurde die Fähigkeit der Hauptvariablen des AWLT untersucht, zwischen diesen Gruppen zu unterscheiden. Es traten Interaktionen mit geringer Effektstärke zwischen linguistischen Eigenschaften und der Diagnose auf. Die Hauptvariablen trennten mit großen Effektstärken Patientinnen und Patienten von Gesunden. Der AWLT scheint bei vergleichbarer differenzieller Validität linguistisch fairer als ähnliche Instrumente zu sein.

Caffeine and Placebo Expectation

2007 ◽  
Vol 21 (2) ◽  
pp. 91-99 ◽  
Author(s):  
Yunfeng Sun ◽  
Yinling Zhang ◽  
Ning He ◽  
Xufeng Liu ◽  
Danmin Miao
Keyword(s):  
Blood Pressure ◽  
Heart Rate ◽  
Sleep Deprivation ◽  
Cognitive Performance ◽  
Cognitive Functions ◽  
Cardiovascular Regulation ◽  
Double Blind ◽  
Positive Effects ◽  
Pressure Tests ◽  
Healthy Males

Abstract. Caffeine placebo expectation seems to improve vigilance and cognitive performance. This study investigated the effect of caffeine and placebo expectation on vigilance and cognitive performance during 28 h sleep deprivation. Ten healthy males volunteered to take part in the double-blind, cross-over study, which required participants to complete five treatment periods of 28 h separated by 1-week wash-out intervals. The treatments were no substance (Control); caffeine 200 mg at 00:00 (C200); placebo 200 mg at 00:00 (P200); twice caffeine 200 mg at 00:00 and 04:00 (C200-C200); caffeine 200 mg at 00:00 and placebo 200 mg at 04:00 (C200-P200). Participants were told that all capsules were caffeine and given information about the effects of caffeine to increase expectation. Vigilance was assessed by a three-letter cancellation test, cognitive functions by the continuous addition test and Stroop test, and cardiovascular regulation by heart rate and blood pressure. Tests were performed bihourly from 00:00 to 10:00 of the second day. Results indicated that C200-P200 and C200-C200 were more alert (p < .05) than Control and P200. Their cognitive functions were higher (p < .05) than Control and P200. Also, C200-P200 scored higher than C200 in the letter cancellation task (p < .05). No test showed any significant differences between C200-P200 and C200-C200. The results demonstrated that the combination of caffeine 200 mg and placebo 200 mg expectation exerted prolonged positive effects on vigilance and cognitive performance.

Error Analysis in Neuropsychological Assessment of Verbal Memory and Learning

1995 ◽  
Vol 11 (1) ◽  
pp. 21-28 ◽  
Author(s):  
Dietmar Heubrock
Keyword(s):  
Error Analysis ◽  
Verbal Memory ◽  
Verbal Learning ◽  
Learning Disorders ◽  
Memory And Learning ◽  
Auditory Verbal Learning Test ◽  
Additional Information ◽  
Auditory Verbal Learning ◽  
Accurate Picture ◽  
Learning Test

Performance on a German version of the Rey Auditory-Verbal Learning Test (AVLT) was investigated for 64 juvenile patients who were subdivided in 6 clinical groups. In addition to standard evaluation of AVLT protocols which is usually confined to items recalled correctly, an error analysis was performed. Differentiating between total errors (TE), repetition errors (RE), and misnamings (ME), substantial differences between clinical groups could be demonstrated. It is argued that error analysis of verbal memory and learning enriches the understanding of neuropsychological syndromes, and provides additional information for diagnostic and clinical use. Thus, it is possible to gain a more accurate picture so that patients can be appropriately retrained, and research into the functional causes of memory and learning disorders can be intensified.

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