Dissertations / Theses on the topic 'Assessor cognition'
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Hayashi, Misato. "Cognitive development in chimpanzees assessed by object manipulation." 京都大学 (Kyoto University), 2007. http://hdl.handle.net/2433/136963.
Full textYeates, Peter. "Relatively idiosyncratic : exploring variations in assessors' performance judgements within medical education." Thesis, University of Manchester, 2013. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:186130.
Full textWhittington, Melena Sue. "Aspired cognitive level of instruction, assessed cognitive level of instruction and attitude toward teaching at higher cognitive levels." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1303143729.
Full textPetrovic, Predrag. "Cognitive mechanisms in pain processing : assessed with functional imaging methods /." Stockholm, 2002. http://diss.kib.ki.se/2002/91-7349-283-3.
Full textSaleem, Majid M. "Investigation into cognitive function in first episode psychosis and chronic schizophrenia patients. An investigation into cognitive deficits associated with first episode psychosis and chronic schizophrenia patients in South Asian and Caucasian populations as assessed by the Cambridge Neuropsychological Test Automated Battery (CANTAB)." Thesis, University of Bradford, 2012. http://hdl.handle.net/10454/5689.
Full textSaleem, Majid Mohammed. "Investigation into cognitive function in first episode psychosis and chronic schizophrenia patients : an investigation into cognitive deficits associated with first episode psychosis and chronic schizophrenia patients in South Asian and Caucasian populations as assessed by the Cambridge Neuropsychological Test Automated Battery (CANTAB)." Thesis, University of Bradford, 2012. http://hdl.handle.net/10454/5689.
Full textMacdonald, Sarah. "Variables associated with cognitive impairment in adults who misuse alcohol as assessed by the Addenbrooke’s Cognitive Examination (revised)." Thesis, University of Glasgow, 2012. http://theses.gla.ac.uk/3609/.
Full textMcAllister, Kathryn Anne Lucretia. "Development and validation of touchscreen automated tasks to assess cognition in preclinical models of schizophrenia." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610570.
Full textContreras, Rodríguez Oren 1985. "Neural networks connecting emotion and cognition assessed in psychopaths, cocaine users and obsessive-compulsive disorder using MRI." Doctoral thesis, Universitat Pompeu Fabra, 2013. http://hdl.handle.net/10803/283481.
Full textEl processament de les emocions és fonamental per una correcta socialització, unes bones relacions interpersonals, una pressa de decisions competent i en general, per una bona regulació de la conducta en funció del context específic. Un processament emocional adequat depèn del funcionament satisfactori i equilibrat de xarxes cerebrals formades per regions emocionals, cognitives i perceptives que responen i integren informació emocional per tal de guiar la conducta amb èxit. Les tècniques de ressonància magnètica funcional permeten obtenir mesures directes, de forma no invasiva, dels mecanismes cerebrals que sustenten els processos emocionals, així com també del funcionament del cervell en repòs. Aquesta tesi té per a objectiu identificar alteracions funcionals dins les xarxes cerebrals que processen les emocions i les connecten amb processos cognitius en psicòpates i en dues condicions clíniques, consumidors de cocaïna i trastorn obsessiu compulsiu, amb les que mostra trets conductuals comuns i diferencials. A grans trets, els cinc estudis que es presenten constitueixen un pas endavant en la caracterització de la resposta cerebral a les diferents situacions emocionals i com canvis en aquests patrons de resposta poden comprometre conductes flexibles i adaptatives en diferents patologies.
Wong, Chung-shun, and 黃忠信. "Using a cognitive approach to assess achievement in secondary school mathematics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B42574274.
Full textWong, Chung-shun. "Using a cognitive approach to assess achievement in secondary school mathematics." Click to view the E-thesis via HKUTO, 1994. http://sunzi.lib.hku.hk/hkuto/record/B42574274.
Full textCummings, Andrea Mueller. "The Use of Item Response Theory to Assess Adults' Postdiction Accuracy." Digital Archive @ GSU, 2006. http://digitalarchive.gsu.edu/epse_diss/42.
Full textChan, Fiona. "Development of matrices abstract reasoning items to assess fluid intelligence." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/277914.
Full textRobinson, Andrew Christopher. "Pathological correlates of cognitive impairment and dementia in a longitudinally assessed cohort of elderly people." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/pathological-correlates-of-cognitive-impairment-and-dementia-in-a-longitudinally-assessed-cohort-of-elderly-people(cdec650d-057b-4b38-b2e5-6e76c3cb6216).html.
Full textDelotterie, David. "Translational potential of the touchscreen-based methodology to assess cognitive abilities in mice." Thesis, Strasbourg, 2014. http://www.theses.fr/2014STRAJ048/document.
Full textThis thesis work aimed to specify the potential of an innovative methodology latterly adapted in mice from neuropsychological tasks used in Humans. After the optimization of 3 assays (PAL, VMCL, PVD) taxing various cognitive functions in animals, different behavioral studies have gradually revealed: (1) the putative existence of proactive interferences over consecutive learnings in touchscreen tasks; (2) no acquisition deficit in Tg2576 mice (a transgenic model of Alzheimer’s Disease) in these paradigms, whatever the amyloid load considered; (3) the specific involvement of the dorsal striatum during the acquisition of VMCL and PAL tasks and the key role of the hippocampus during the recall of the latter task. As exemplified by the PAL task, our results suggest that despite momentous efforts in order to ensure the translational feature of touchscreen cognitive tasks, certain adaptations inherent to each species deeply influence the nature of underlying neurobiological substrates
Chung-Yan, Gregory A. "Using the Thorndike model to assess the fairness of cognitive ability tests for personnel selection." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ47317.pdf.
Full textMantilla, Lagos Carla Eugenia, and De La Fuente María Ximena Sologuren. "Criteria to assess efficiency: Psychoanalysts, cognitive behavioral, rational emotive behavior, and psychoanalytical therapists speak up." Pontificia Universidad Católica del Perú, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/100126.
Full textEl artículo explora los criterios para evaluar la eficiencia de los tratamientos psicoterapéuticos individuales con adultos desde la perspectiva de cuaarenta profesionales representativos de cuatro tipos de intervención clínica: psicoterapias conductual-cognitiva, psicoanalítica y racional-emotiva, y psicoanálisis. Asimismo, busca conocer las similitudes y diferencias entre estos tipos de intervención con respecto a dichos criterios. Para ello, se construyó y aplicó una entrevista semiestructurada que explora las consideraciones acerca de la eficiencia del tratamiento. Del análisis cualitativo de datos, se obtuvieron doce temas de análisis con sus correspondientes categorías de respuesta, los cuales fueron sometidos a un análisis estadístico descriptivo y de correspondencia. Los criterios encontrados son numerosos y variados. Las diferencias halladas entre los cuatro grupos se relacionan con la naturaleza del trabajo terapéutico de cada uno y con el paradigma teórico que los define. Los psicoanalistas y los psicoterapeutas conductuales cognitivos constituyen los grupos que más se diferencian entre sí.
Ohrt, Torbjörn. "Cognitive dysfunction : assessed by questionnaires in a population sample and in patients with affective or anxiety disorders before, during and after treatment /." Linköping, 1999. http://www.bibl.liu.se/liupubl/disp/disp99/med601s.htm.
Full textZimasa, Tatjana. "The influence of mood and cognitive load on driver performance : using multiple measures to assess safety." Thesis, University of Leeds, 2018. http://etheses.whiterose.ac.uk/22189/.
Full textSnell, Carolyn. "A Daily Phone Diary Procedure to Assess Behavioral Engagement in the Treatment of Adolescent Anxiety and Depressive Disorders." Scholarly Repository, 2011. http://scholarlyrepository.miami.edu/oa_dissertations/700.
Full textShehab, Maryam. "Use of novel sensors to assess human exposure to airborne pollutants and its effects on cognitive performance." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8161/.
Full textHollister, Debra Lee. "Is there a difference in learning styles of honors versus non-honors students as assessed by the GEFT?" Doctoral diss., University of Central Florida, 2001. http://digital.library.ucf.edu/cdm/ref/collection/RTD/id/23649.
Full textThe goal of this research was ti find if there was a discernable difference in the preferred learning style of an honors student versus a non-honors student based on the Group Embedded Figures Test. Although many instructors use the lecture method to teach, it many not be the most productive tool for students to learn. The information from this study could be of help when an instructor is preparing to instruct a group of students in an honors, AP (advanced placement) or gifted class as to determine what activites would provide the best retention of material. The results of this study were analyzed to examine the variables of being an honors or non-honors student, gender, age, ethnicity, degree being persued and being a full time or part time student. According to the Chi2 analysis, it was found that there is no one lerning style that is preferred by students who take honors classes versus other students. It was also discovered that gender, age, ethnicity, degree being pursued and being either a full time or part time student did not impact preferred learning style for the students on the East Campus of Valencia Community College. Suggested use for this study would be to inform instructors and faculty that there is no one learning style preferred by the honors student. This information can not be reiterated enough to ensure that students are given many different types of opportunities to successfully accomplish their academic goals.
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Douglas, Walter. "Exploring the potential of an inventory based on social cognitive career theory to assess preparedness for the postsecondary transition." Thesis, University of Dundee, 2016. https://discovery.dundee.ac.uk/en/studentTheses/d021ea43-4589-4ab8-a5f5-7476eb631d05.
Full textMyhr, Gail. "Targeting attachment in the cognitive behavioural therapy of obsessive compulsive disorder : using single case time series experiments to assess efficacy." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=80338.
Full textBoth participants improved symptomatically with standard CBT. Attachment-related interventions did not add to efficacy of symptom reduction, but did facilitate cognitive change, especially core beliefs about vulnerability, and reduced daily levels of anxiety in both participants. For resistant individuals with OCD, the targeting of attachment-related thoughts, behaviour and feelings in therapy may facilitate change---a finding consistent with hypothetical links between attachment insecurity, core views about one's vulnerability and predisposition to anxiety.
Kang, Min Ju. "Quality of Mother-Child Interaction Assessed by the Emotional Availability Scale: Associations With Maternal Psychological Well-Being, Child Behavior Problems and Child Cognitive Functioning." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1124158815.
Full textSonnleitner, Philipp [Verfasser]. "The Potential of Complex Problem Solving Scenarios to Assess Students' Cognitive Abilities: : Development, Validation, and Fairness of the Genetics Lab / Philipp Sonnleitner." Berlin : Freie Universität Berlin, 2015. http://d-nb.info/1075757665/34.
Full textDawson, Heather S. "Constructing an Effective Measurement Tool to Assess the Self-Efficacy of Preservice Teachers for Teaching Students with Disabilities." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1218492377.
Full textOh, Kyunghui. "Use of Reading Strategy to Assess Reading Medium Effectiveness: Application to Determine the Effects of Reading Medium and Generation in an Active Reading Task." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/51227.
Full textAlthough the act of reading is primarily a cognitive process, there are relatively few comprehensive empirical reports on how the use of different reading media impacts cognitive processes like reading strategies. Moreover, researchers have rarely considered generational differences, even though generation-specific reading practices could significantly affect readers\' current reading practices using different media.
Therefore, the overall objective of this research was to develop and evaluate a new method to test the effectiveness of reading medium in terms of supporting design and evaluation. Specifically, this research examined how reading strategies can be used as a process measure. The research consisted of three parts: (1) investigating readers\' use of reading strategies using different types of media, (2) identifying the relationship between readers\' use of reading strategies and their performance and subjective response, and (3) identifying the relationship between readers\' use of reading strategies and cognitive load. Resultant findings are expected to improve how we measure the effectiveness of electronic reading media.
First, readers\' use of reading strategies for different types of media was examined and associated generational differences were investigated. A laboratory experiment was conducted in which three generations of participants (Baby Boomers, Generation X, and Generation Y) were asked to perform an active reading task (a simulated work-related reading task) with three types of media (paper, computer, and iPad). Readers\' uses of reading strategies were identified from task observation and Retrospective Think Aloud (RTA) sessions. Quantitative analyses revealed significant differences in readers\' use of reading strategies, and which depended on both the type of media and individual attributes (generation). Detailed qualitative analyses were conducted to help explain the underlying reasons for these differences in the use of reading strategies.
Second, based on the identified reading strategies, the relationships between readers\' use of reading strategies and their performance and subjective responses were examined. Such outcome measures have traditionally been used to assess the efficacy of different reading media. However, previous studies have generated conflicting results and did not clearly demonstrate the underlying aspects that influence readers\' performance and subjective responses. The results of this study showed a clear association between readers\' use of reading strategies and their performance and subjective responses. Accordingly, it was revealed that participants who used the reading strategies they developed in their formative period exhibited higher subjective responses.
Third, again based on the identified reading strategies, the association between readers\' use of reading strategies and cognitive load was examined. Reading from electronic media has been regarded as requiring more cognitive resources than reading from paper. However, it has not been well understood precisely which aspects of reading from different media actually influence cognitive load in terms of cognitive and metacognitive perspectives. The results reported herein showed an association between reading strategies and cognitive load. Therefore, this study revealed that the use of reading strategies was critical to their cognitive load.
Overall, this research demonstrated how reading strategies could be used as process measures to assess the effectiveness of specific media for active reading activities. The way in which people interact with a text (readers\' use of reading strategies) was affected by the medium, as well as by generation-specific reading practices. The extent to which reading strategies can explain reading differences was confirmed, by investigating the associations between readers\' use of reading strategies and other measures. These findings can contribute to the design of reading media and help to determine the most suitable reading media for active reading activities (e.g., work-related reading activities). In addition, the findings also support the importance of culturally situated experience for non-routine cognitive activities and the use of an integrated approach that takes into account both cognitive and cultural aspects in designing human-computer interaction for non-routine cognitive activities.
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Barrett, Blake. "Drug Courts Work, but How? Preliminary Development of a Measure to Assess Drug Court Structure and Processes." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/2998.
Full textNedelec, Yvan. "How to best assess duration perception in the lab and the wild? : an exploratory journey into measuring time perception in train travels, and challenging the automaticity of duration deviance with neuroimaging." Electronic Thesis or Diss., Sorbonne université, 2024. https://accesdistant.sorbonne-universite.fr/login?url=https://theses-intra.sorbonne-universite.fr/2024SORUS157.pdf.
Full textTemporal cognition refers to our ability to estimate and use temporal information ranging from a scale of milliseconds to several hours. Although a large amount of experimental work has been performed in the laboratory to identify which factors (e.g., attention, emotion) influence our perception of duration, it is unclear whether these results generalize to our daily-life experiences. This fundamental and historical issue in experimental psychology refers to the “real-world or lab” dilemma, whereby laboratory constraints required to obtain reliable behavioral measurements question their ecological validity. My thesis work confronts this dilemma by aiming at exporting laboratory experiments used for duration perception research to an ecological and urban context: train travels.In the lab, I first used electroencephalography (EEG) to explore and titrate a neural marker of automatic duration encoding, the mismatch negativity (MMN). The MMN automatically detects deviances and has been reported for changes in duration. Herein, I wanted to use the MMN as an implicit and automatic marker of duration encoding for use in trains. I tested several experimental protocols to characterize and replicate the duration MMN, including testing different duration scales (N = 23) in rhythmic or non-rhythmic contexts (N = 29). However, my work challenges the robustness of the previous duration MMN reports and discusses whether prior experimental work truly made the case for the existence of a duration MMN.In the train, using questionnaire approach, I explored the estimation of duration, distance, and speed and their relationship across train journeys (N = 247). I found that participants correctly estimated the elapsed duration and the distance traveled, exhibiting a regression effect near the halfway point of the travel. Participants were less accurate for speed estimates, that did not predict duration nor distance estimates from the other magnitude. Additionally, sensory information available onboard had little effect on duration and distance estimation. Instead, several results suggest that distance was estimated using duration and the a priori knowledge of the journey, supporting the use of a temporal cognitive map.In sum, my PhD thesis shows examples of the benefits of the ecological approach, ranging from challenging accepted findings to discovering new specific observations from everyday life. This work opens new avenues of research, both in the laboratory and in more ecological contexts, which will provide a better understanding duration perception mechanism
Білова, Марія Олексіївна, Мария Алексеевна Белова, and Mariia Oleksiivna Bilova. "Системний аналіз еколого-соціально-економічних об'єктів для визначення комплексної оцінки рівня екологічної безпеки." Thesis, Національний технічний університет “Харківський полiтехнiчний інститут”, 2017. http://essuir.sumdu.edu.ua/handle/123456789/52053.
Full textВ диссертационной работе определены основные пути усовершенствования системы комплексной оценки уровня экологической безопасности состояния природно-техногенных объектов с определением факторов дестабилизации, способов регулирования их экологического качества. Проанализированы основные положения системы экологической безопасности с позиций устойчивого развития системных образований, основные подходы к разработке информационно-методического обеспечения систем поддержки принятия решений по вопросам экологической безопасности. Задача оценки уровня экологической безопасности систем окружающей среды рассмотрена в контексте соответствия совокупности экологических характеристик принятым требованиям поддержки функциональности природных систем. Оценка уровня экологической безопасности состояния сложных объектов определяется как комплексный критерий качества по экологическим, эколого-социальным и эколого-экономическим аспектам исследования устойчивого развития, комплексная характеристика состояния систем и процессов, составляющих функциональность объекта исследования. В основу методов комплексного исследования сложных объектов положены принципы общей теории систем, логико-математических моделей, компараторной идентификации, когнитивного анализа. Разработка модели системного объекта исследования и автоматизация практического применения предложенного методического обеспечения для оценки уровня состояния экологической безопасности поддерживается информационно-программной составляющей исследования, разработанной в среде Microsoft Visual Studio 2010 на языке C#. Продемонстрирована перспективность реализации комплексного подхода для решения практических задач по оценке уровня экологической безопасности природно-техногенных объектов исследования. Обоснованы теоретико-практические положения дальнейшего развития методов графологического моделирования сложных систем вида «система – окружающая среда (ОС)», метода компараторной идентификации в применении к концепции устойчивого развития. Сформировано методическое обеспечение комплексного исследования уровня экологической безопасности в контексте концепции устойчивого развития природно-техногенных объектов с определением факторов дестабилизации и механизмов регулирования качества «система –ОС» по данным локального, регионального и глобального экомониторинга. В работе обоснованы теоретико-практические положения для оценки уровня экологической безопасности «исходное состояние – (система – ОС) – изменения – процесс – конечное состояние системы» на основе дальнейшего развития метода компараторной идентификации, методов графологического моделирования «система – ОС» – топологические графы и когнитивного анализа. Сформирован информационно-программный комплекс решения задач оценки уровня экологической безопасности системных объектов, определению несоответствия рассматриваемых параметров требованиям допустимого уровня экологического качества. Предложено дальнейшее развитие информационно-программного обеспечения системы по оценке состояния сложных объектов различного уровня организации для определения механизмов регулирования экологической безопасности. Представлены результаты практического применения методического обеспечения для проведения многофакторного анализа и комплексной оценки уровня экологической безопасности различных систем «объект – окружающая среда»: предприятий, районов Харьковской области, регионов Украины в рамках концепции устойчивого развития по требованиям ООН относительно качества состояния страны и обеспечения ее эколого-социально-экономического благополучия.
In the thesis, the basic ways to improve the integrated system complex objects` safety state evaluation with the destabilization factors identification, mechanisms of their environmental sustainable development regulation are determined. The information and methodological support of ecological safety identification from the sustainable development system entities standpoint, the main approaches to further development of complex analytical system support of ecological and socio-economic objects state of conformity in terms of implementing the sustainable development concept are analyzed. Methodological support of current researches in ecological safety system in the sustainable development context at the account of a complex hierarchical research object structure of and identifying destabilization factors of its condition through an integrated application of graphological modeling, systems analysis, comparator identification and cognitive analysis is given. A comprehensive information and methodological support for environmental safety assessment of complex system groups in solving problems of ecological quality for local, regional and global monitoring is proposed. The information software for complex research of the ecological and socio-economic objects state is proposed in order to solve practical problems of the natural and man-made objects safety level assessment.
Kim, Minjeong Baylor Amy L. "The effects of the assessor and assessee's roles on preservice teachers' metacognitive awareness, performance, and attitude in a technology-related design task." Diss., 2005. http://etd.lib.fsu.edu/theses/available/etd-06012005-052217.
Full textAdvisor: Dr. Amy L. Baylor, Florida State University, College of Education, Dept. of Educational Psychology and Learning Systems. Title and description from dissertation home page (viewed Sept. 21, 2005). Document formatted into pages; contains x, 150 pages. Includes bibliographical references.
(9782456), Anita Bowman. "Simulation-based Ultrasound in Sonographer Education: A Retrospective Evaluation Case Study." Thesis, 2025. https://figshare.com/articles/thesis/Simulation-based_Ultrasound_in_Sonographer_Education_A_Retrospective_Evaluation_Case_Study/29105708.
Full textSonographers are practice-based medical imaging professionals who perform diagnostic ultrasound examinations. Australia has a sonographer shortage that risks patients’ timely access to ultrasound services. Limited access to practical training in clinical departments is cited as the predominant cause of the shortage. Educational change, such as practical training using simulation-based ultrasound, may provide a solution. Simulation-based ultrasound is a teaching method used to educate medical students to ultrasound proficiency, however it is not broadly integrated within Australian sonography curricula. Research into the value and impact of ultrasound simulation on prequalification sonographer students’ learning is limited.
This research aims to determine the value and impact of simulation-based ultrasound training on prequalification sonographer students’ anatomical knowledge, ultrasound (skill) performance, and professional behaviour. Two literature reviews were undertaken. The first review of grey literature was undertaken to identify issues impacting the sonographer workforce shortage and any educational response. The second review of published literature determined the value and impact of simulation-based ultrasound on students’ learning. The first review revealed a decade of growth in sonographer student numbers but increasing demand that ensured the persistence of workforce shortage. Educational responses included two new models of sonographer education with integrated simulation-based ultrasound training. The second review revealed the positive value and impact of simulation-based ultrasound on students’ learning of anatomical knowledge and ultrasound performance. Research rarely included sonographer students as participants, ultrasound simulation outcomes for professional behaviour, or evaluation of the transfer of students’ learning to the clinical workplace. Research into these evidentiary gaps is a prerequisite to the widespread adoption of simulation-based ultrasound into sonographer education.
This thesis undertakes an evaluative case study methodology. The case was the simulation-based ultrasound education integrated into the sonographer students’ curriculum at Central Queensland University (CQUniversity), Queensland, Australia. The case study sought to evaluate the outcomes of simulation-based ultrasound training within a five-year timeframe. Methods of data collection and analysis were threefold, comprising qualitative analysis of student surveys, and both quantitative, and qualitative, analyses of university archival data that reported clinical supervisor-assessors’ numeric ratings, and written comments. The student participants were limited to prequalification students enrolled at CQUniversity.
Research findings demonstrated the positive impact on and efficacious transfer of post-simulation sonographer students’ ultrasound performance and professional behaviour to the clinical workplace. Secondly, they demonstrated sonographer and radiographer students’ positive perception of the value of ultrasound scanning (in a simulated setting) as an anatomical teaching method. Other findings included that the clinical transfer of learnt skills and behaviours was non-uniform; deliberate practice appeared to improve transferability; and factors were identified that influenced sonographer assessors’ judgements of post-simulation competence. Such evidence is critical to the validation, adoption, assessment, and integration of simulation-based ultrasound into sonographer education curricula. Simulation-based ultrasound training has the potential to enhance clinical outcomes, professional identity development, workplace relationships, clinical workflow, and patient well-being during the early stages of ultrasound education, while reducing staff turnover, and litigation risks. Implementation of simulation-based ultrasound could potentially increase clinical training capacity and thereby improve sonographer workforce supply. In turn, this would reduce the training burden on clinical staff.
Lesk, Valerie E., Syadiah Nor Wan Shamsuddin, Elizabeth R. Walters, and Hassan Ugail. "Using a virtual environment to assess cognition in the elderly." 2014. http://hdl.handle.net/10454/8005.
Full textEarly diagnosis of Alzheimer’s disease (AD) is essential if treatments are to be administered at an earlier point in time before neurons degenerate to a stage beyond repair. In order for early detection to occur tools used to detect the disorder must be sensitive to the earliest of cognitive impairments. Virtual reality (VR) technology offers opportunities to provide products which attempt to mimic daily life situations, as much as is possible, within the computational environment. This may be useful for the detection of cognitive difficulties. We develop a virtual simulation designed to assess visuospatial memory in order to investigate cognitive function in a group of healthy elderly participants and those with a mild cognitive impairment. Participants were required to guide themselves along a virtual path to reach a virtual destination which they were required to remember. The preliminary results indicate that this virtual simulation has the potential to be used for detection of early AD since significant correlations of scores on the virtual environment with existing neuropsychological tests were found. Furthermore, the test discriminated between healthy elderly participants and those with a mild cognitive impairment (MCI).
Jones, Rashaad Ennis Theophus. "The development of an emergency crisis management simulation to assess the impact a fuzzy cognitive map decision-aid has on team cognition and team decision-making." 2006. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-1476/index.html.
Full textRoake-Barefoot, Muriel Janet. "The relationship between the cognitive style and assessed performance in retailing." Thesis, 2015. http://hdl.handle.net/10539/19208.
Full textSorensen, Lisa. "The development of callosal efficiency as assessed by cognitive and behavioral indices /." 1999. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:9951841.
Full textChang, Tien-min, and 張天民. "A Study on the Assess of Environmental Education Cognition in Senior High School students." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/36464369817798740961.
Full text國立中央大學
環境工程研究所
102
The main purpose of the present research is to evaluate the environmental education cognition for senior high schools students. To achieve the purpose of the present study, relevant publications were abundantly reviewed and organized at first. Then 2 rounds of Delphi method were conducted to develop the formal test. The senior high school students were sampled randomly in this research. A total of 3,305 valid tests were collected, equal to a return rate of 80.78%. Through descriptive statistics method, t-test, one-way ANOVA, two-way ANOVA and one-way MANOVA analysis, the present study give valuable results summarized as follow. First, the reliability and validity of the “Environmental education cognition” tests are persuasive. Each subtest’s reliability can reach 0.73 (P<0.001); and 2 rounds of Delphi expert method establish the validity for the test. Second, there is a significant difference in the environmental education cognition of senior high school students from different background. It is apparent that the average score of cognition for male students is higher than the femaile students, the average score for the upper grade students is higher than the lower grade students; and the senior high school students is higher than the vocational high school students. Third, the test used 3,305 effective samples to create the Norm, which can effectively assess any high school students in the field of "Social”, "Nature" and "Living" in environmental cognition.
Lewandowski, Linda Ann. "Development of a tool to assess cognitive mastery of stress in children: A pilot study." 1988. https://scholarworks.umass.edu/dissertations/AAI8823726.
Full textTitman, Rebecca. "Saccadic eye movement tasks assess central nervous system dysfunction and cognitive improvements in children with fetal alcohol spectrum disorders." Thesis, 2010. http://hdl.handle.net/1974/5970.
Full textThesis (Master, Neuroscience Studies) -- Queen's University, 2010-08-17 09:55:59.382
Westphal, Elizabeth. "Development of a projective technique to assess experience of attachment in middle childhood a pilot study /." 2007. http://eprints.vu.edu.au/1408/1/westphal.pdf.
Full textChuang, Ching-Pu, and 莊敬璞. "Using Emotion Recognition Technology to Assess the Effects of Interactive Animation Multimedia Materials on Learning Emotion, Cognitive Load and Learning Performance." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/63376694166371230542.
Full text國立臺灣師範大學
應用電子科技學系
100
Animated, interactive multimedia learning materials can encourage dialog and interaction between learners and the materials themselves, providing superior visual effects and assisting in the promotion of interest in learning. Therefore, these types of materials are currently at the forefront in the design of multimedia learning materials. Investigating the influence of these materials on the emotions, cognitive load, and learning effectiveness of learners of different genders and cognitive style is helpful in adjusting the design of the materials; thereby reducing the cognitive load on learners, engendering healthy learning emotions, and improving learning effectiveness. Therefore, this study used the emotional pressure-sensing device emWave and a cognitive load scale to examine the influence of animated, interactive multimedia learning materials on the learning emotions, learning effectiveness, and cognitive loads of learners, and whether differences in these factors exist among learners with Visualizer / Verbalizer cognitive styles of learning, and between learners of different genders. The results of this study indicated that a significant correlation existed between the learning emotions and cognitive loads of learners with high cognitive loads when using animated, interactive learning materials. The difficulty in the components of the cognitive load can predict positive or negative emotions. Significant differences also existed between the overall cognitive loads and emotions of learners of different genders with high cognitive loads. In addition, significant discrepancies existed in the cognitive loads of learners with differing learning styles.
Westphal, Elizabeth. "Development of a projective technique to assess experience of attachment in middle childhood: a pilot study." Thesis, 2007. https://vuir.vu.edu.au/1408/.
Full textHoleyšovská, Kateřina. "Problematika reliability a validity u dynamické diagnostiky." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-373720.
Full textNowlin, Donald. "The development and validation of an instrument to assess cognitive domain status of preservice and inservice elementary teachers in the division of rational numbers /." 1990. http://hdl.handle.net/1957/11953.
Full textAbich, Julian. "Investigating the universality and comprehensive ability of measures to assess the state of workload." Doctoral diss., 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6051.
Full textPh.D.
Doctorate
Industrial Engineering and Management Systems
Engineering and Computer Science
Modeling & Simulation; Engineering
Tong, Sih-Yu, and 童思瑜. "Applications of Semi-automatic Bonfire program on measuring dendritic morphology to assess neurotoxicity of 3,5-dimethylaniline and its metabolite in primary neuron cultures and the protective effect of Ganoderma tsugae on cognitive dysfunction in d-galactose aged rats." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/75200929501622255085.
Full text中原大學
生物醫學工程研究所
105
PartⅠ Abstract The development of the nervous system is a highly complex process, which includes neuron generation, migration, organization and patterning. Disruption of these steps results in malformation of the brain. In recent years, many studies have found that synthetic compounds and environmental toxicants have potential risks to neurodevelopment. Monocyclic aromatic amines (MAAs) are a group of chemicals presence in the environment from multiple sources via tobacco smoke, dyes, rubber, textiles, and gasoline and coal combustion. MAAs are potential carcinogenesis, particularly 3,5-dimethylanilie (3,5-DMA) , which is highly associated with bladder cancers. The possible mechanism of action in MAA-induced mutagenicity is likely to be through redox cycling of bio-metabolized compound, which would generate covalent DNA adducts and induce the production of free radicals, which might lead to cell death. Although some aromatic amines are defined as risk factors for carcinogenesis, little is known about the neurotoxic risk in central nervous system created by 3,5-DMA exposures. We therefore hypothesized that 3,5-DMA and its metabolites may cause the oxidative damage to the cultured cortical neurons and then perturb their dendritic morphogenesis. We therefore investigated the cortical cell and neuron viability, and ROS generation of 3,5-DMA and 3,5-DMA with liver abstract S9, and its main metabolite, 3,5-dimethylaminophenol (3,5-DMAP) in in vitro primary cortical cultures. We found that in the presence of S9, 3,5-DMA showed more toxic comparing to the absence condition, indicating that a combination of 3,5-DMA and its metabolites were produced by the metabolic reaction of S9. Accordingly, the following investigation will focus on the effects of 3,5-DMA plus S9 and its main metabolite, 3,5-DMAP. In comparison with 3,5-DMA with S9, 3,5-DMAP had the highest potency in inducing neuronal toxicity. Since 3,5-DMA and its metabolites induced the production of ROS, we therefore tested whether ROS scavenger, n-acetyl cysteine (NAC) , could prevent the neurons from the oxidative damage. The data show that NAC can effectively reducethe intracellular ROS production and rescue neural death. PartⅡ Abstract The aging of cells and tissues is intrinsic factors (genes) and the external environment (such as heat, cold, disease, lack of nutrients and other factors) causes. Neural aging is a progressive loss of physiological functions and metabolic processes, which is always accompanied by the occurrence of several neurodegenerative diseases, like Dementia, Parkinson’s and Alzheimer’s diseases. Oxidative damage caused by free radical is one of the well-known theories that contributes to the aging process. Brain is highly sensitive to oxidative stress because of high metabolic rate and low antioxidant ability. Ganoderma Tsugae, a mushroom used in traditional Chinese medicine, has been used to promote health and longevity for centuries in the Asia. G. tsugae and its fruiting body, spores, mycelia, have been used to successfully treat hepatitis, immunomodulatory, anti-viral effects and cancers. D -galactose (D-gal) is a reducing sugar that can produce ROS during its metabolism in vivo. D-gal animal model can imitate many characters of nature brain aging. To address whether Traditional Chinese medicine (TCM) Ganoderma tsugae DMSO extract (GTDE) could reduce the aging caused oxidative damage and learning and memory deficits. Rats will be dived into four groups: (1) control group:PBS injection (s.c.);(2) GTDE group: 200μg/kg GTDE orally;(3) Chemical aging without GTDE group:100 mg/kg D-galactose injection (s.c.);(4) Chemical aging with GTDE group: 100 mg/kg D-galactose injection (s.c.) and GTDE orally. The total experimental time is 25 weeks. We have found that GTDE have effects degree of awareness and anxiety by open field test; Aging causes the impairment in recognition memory in Novel object and location recognition test; Morris water maze results show that consecutive GTDE significantly improves the spatial memory in D-gal induced aging rats. We found that GTDE decreased the high AGEs level in aging rats brain, indicating that it ameliorated the oxidative damage in the brain induced by D-gal over exposure. Moreover, there is a significantly reduction in antioxidant enzyme (SOD-1、catalase) and BDNF expression in D-gal aged rats, and GTDE is able to increases antioxidant enzyme and BDNF expression. Meanwhile, Meanwhile, GMI modulated the 4HNE and NLRP3 proliferation in response to aging. In summary, GTDE can improve cognitive dysfunction, and regulates oxidative/inflammatory response aging.