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1
Hayashi, Misato. "Cognitive development in chimpanzees assessed by object manipulation." 京都大学 (Kyoto University), 2007. http://hdl.handle.net/2433/136963.
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Yeates, 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.
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Background: Whilst direct-observation, workplace-based (or performance) assessments, sit at the conceptual epitome of assessment within medical education, their overall utility is limited by high-inter-assessor score variability. We conceptualised this issue as one of problematic judgements by assessors. Existing literature and evidence about judgements within performance appraisal and impression formation, as well as the small evolving literature on raters’ cognition within medical education, provided the theoretical context to study assessor’s judgement processes.Methods and Results: In this thesis we present three studies. The first study adopted an exploratory approach to studying assessors’ judgements in direct observation performance assessments, by asking assessors to describe their thoughts whilst assessing standard videoed performances by junior doctors. Comments and follow up interviews were analysed qualitatively using grounded theory principles. Results showed that assessors attributed different levels of salience to different aspects of performances, understood criteria differently (often comparing performance against other trainees) and expressed their judgements in unique narrative language. Consequently assessors’ judgements were comparatively idiosyncratic, or unique.The two subsequent follow up studies used experimental, internet based, experimental designs to further investigate the comparative judgements demonstrated in study 1. In study 2, participants were primed with either good or poor performances prior to watching intermediate (borderline) performances. In study 3 a similar design was employed but participants watched identical performances in either increasing or decreasing levels of proficiency. Collectively, the results of these two studies showed that recent experiences influenced assessors’ judgements, repeatedly showing a contrast effect (performances were scored unduly differently from earlier performances). These effects were greater than participants’ consistent tendency to be either lenient or stringent and occurred at multiple levels of performance. The effect appeared to be robust despite our attempting to reduce participants’ reliance on the immediate context. Moreover, assessors appeared to lack insight into the effect on their judgements.Discussion: Collectively, these results indicate that assessors score variations can be substantially explained by idiosyncrasy in cognitive representations of the judgement task, and susceptibility to contrast effects through comparative judgements. Moreover, assessors appear to be incapable of judging in absolute terms, instead judging normatively. These findings have important implications for theory and practice and suggest numerous further lines of research.
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Whittington, 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.
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Petrovic, Predrag. "Cognitive mechanisms in pain processing : assessed with functional imaging methods /." Stockholm, 2002. http://diss.kib.ki.se/2002/91-7349-283-3.
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Saleem, 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.
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Rationale
Cognitive deficits are now recognised as a major symptom of
schizophrenia with a number of studies reporting profound deficits in
cognitive function in both chronic and first episode patients. Recent
advances in cognitive remediation therapy have provided the opportunity
for patients to improve their cognitive function and therefore improve their
functional outcome.
Aim
The aim of the present study was to investigate cognitive deficits using the
Cambridge Neuropsychological Test Automated Battery (CANTAB®) in
first episode psychosis and chronic schizophrenia patients. In the first
episode population the effect of ethnicity on cognition was also examined.
In the chronic schizophrenia study comparisons between severity of
deficits with first episode psychosis patients were also made. The effects
of cognitive remediation therapy were also examined in a sample of first
episode patients.
Methods
A total of 35 patients and 30 healthy controls were recruited into the first
episode study, 17 patients and 17 controls into the chronic schizophrenia
study and 11 patients into the cognitive remediation study. The first
episode psychosis patients were recruited from the Bradford and Airedale
Early Intervention Service and the chronic patients from the Leeds
Partnership NHS Foundation Trust. The control subjects were matched as
closely as possible in terms of intelligence and demographics to the
patient groups. The Wechsler Test of Adult Reading (WTAR) was used to
estimate subjects pre-morbid IQ. The severity of symptoms was assessed
using the Positive and Negative Syndrome Scale (PANSS). All subjects
who took part in the study completed a comprehensive battery of
neuropsychological tests from the CANTAB®. Patients in the cognitive
remediation study participated in group therapy sessions using X-cog®.
Results
There were no significant differences found between There were no significant differences found between patients and controls
in relation to intelligence or demographics in all studies. The effect of
ethnicity was shown to be not significant in the first episode study. Results
show that patients performed significantly worse than controls across all
iv
cognitive domains tested in all studies. A correlation between negative
symptoms and executive function was found in both first episode and
chronic schizophrenia patients. Comparisons between first episode
psychosis and chronic schizophrenia patients in cognition showed no
significant differences, however significant differences were found in levels
of negative symptoms and age between the two groups with chronic
patients scoring higher on negative symptoms and being older. In the
cognitive remediation study a significant improvement was observed in
patients in the domain of executive function and a reduction in negative
symptoms following completion of the intervention.
Conclusion
First episode and chronic schizophrenia patients display significant
cognitive deficits across all domains when tested using the CANTAB®.
Some of these deficits appear to be independent of the length of the
illness but dependent on negative symptoms. This study demonstrates
that cognitive deficits exist across all patient groups regardless of age,
gender, pre-morbid IQ, years in education and ethnicity. Cognitive
remediation therapy has also been shown to be effective in improving
cognitive functioning in patients.
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Saleem, 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.
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Rationale Cognitive deficits are now recognised as a major symptom of schizophrenia with a number of studies reporting profound deficits in cognitive function in both chronic and first episode patients. Recent advances in cognitive remediation therapy have provided the opportunity for patients to improve their cognitive function and therefore improve their functional outcome. Aim The aim of the present study was to investigate cognitive deficits using the Cambridge Neuropsychological Test Automated Battery (CANTAB®) in first episode psychosis and chronic schizophrenia patients. In the first episode population the effect of ethnicity on cognition was also examined. In the chronic schizophrenia study comparisons between severity of deficits with first episode psychosis patients were also made. The effects of cognitive remediation therapy were also examined in a sample of first episode patients. Methods A total of 35 patients and 30 healthy controls were recruited into the first episode study, 17 patients and 17 controls into the chronic schizophrenia study and 11 patients into the cognitive remediation study. The first episode psychosis patients were recruited from the Bradford and Airedale Early Intervention Service and the chronic patients from the Leeds Partnership NHS Foundation Trust. The control subjects were matched as closely as possible in terms of intelligence and demographics to the patient groups. The Wechsler Test of Adult Reading (WTAR) was used to estimate subjects pre-morbid IQ. The severity of symptoms was assessed using the Positive and Negative Syndrome Scale (PANSS). All subjects who took part in the study completed a comprehensive battery of neuropsychological tests from the CANTAB®. Patients in the cognitive remediation study participated in group therapy sessions using X-cog®. Results There were no significant differences found between There were no significant differences found between patients and controls in relation to intelligence or demographics in all studies. The effect of ethnicity was shown to be not significant in the first episode study. Results show that patients performed significantly worse than controls across all iv cognitive domains tested in all studies. A correlation between negative symptoms and executive function was found in both first episode and chronic schizophrenia patients. Comparisons between first episode psychosis and chronic schizophrenia patients in cognition showed no significant differences, however significant differences were found in levels of negative symptoms and age between the two groups with chronic patients scoring higher on negative symptoms and being older. In the cognitive remediation study a significant improvement was observed in patients in the domain of executive function and a reduction in negative symptoms following completion of the intervention. Conclusion First episode and chronic schizophrenia patients display significant cognitive deficits across all domains when tested using the CANTAB®. Some of these deficits appear to be independent of the length of the illness but dependent on negative symptoms. This study demonstrates that cognitive deficits exist across all patient groups regardless of age, gender, pre-morbid IQ, years in education and ethnicity. Cognitive remediation therapy has also been shown to be effective in improving cognitive functioning in patients.
7
Macdonald, 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/.
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Background:The Addenbrooke’s Cognitive Examination-Revised (ACE-R) is a widely used screening tool for Dementia. Although it is recommended for use in detecting cognitive impairment in people who misuse alcohol (Scottish Government 2007), the ACE-R has not been validated with this population. This study compared the performance of a group of people who misuse alcohol on the ACE-R with published normative data. The study examines whether deficits in ACE-R performance are associated with previous experience of a withdrawal from alcohol, duration of alcohol use and units consumed per week. Methods:Data from 77 attendees at the Alcohol Liaison Service in NHS Ayrshire and Arran who had completed the ACE-R was extracted from an existing database and included in the study. The ALS group ACE-R total and domain scores were compared to those of the original validation control group used by Mioshi et al (2006). Using independent t–tests, differences in overall ACE-R performance and domain performance were examined. Independent t-tests were also used to determine the impact of previous withdrawal on ACE-R scores. Correlation analyses and multiple regression were used to examine relationships between aspects of drinking history (previous withdrawal, duration of use and units consumed per week) and ACE-R outcome. Results:Total ACE-R scores, memory and fluency domain scores were significantly lower in the ALS group compared to normative data (p<0.001) It was not possible compare attention, language and visuospatial domain scores between groups as parametric assumptions were not met and only mean control group data was available. Attendees with a history of alcohol withdrawal had significantly poorer scores on the domain of attention compared to those who had not (p=0.009). They appeared to have lower overall ACE-R scores although this differnce was not significant (p=0.128). This analysis was underpowered. Longer duration of alcohol drinking was associated with lower verbal fluency (r=-0.362), lower memory (r=-0.239) and lower visuospatial (rs=-0.234) domain scores. Units consumed weekly were not significantly associated with any ACE-R domain score or total score. Longer duration of alcohol use and previous withdrawal experience together accounted for 10% of the variance in ACE-R total scores (p=0.02). Conclusion:It is likely that most people who chronically and hazardously misuse alcohol will experience persisting cognitive impairment. The ACE-R appears to be a good measure for the assessment such difficulties in this population. This study suggests that it is not possible to accurately judge the severity of cognitive impairment in people who drink hazardously on the basis of duration of alcohol use and previous withdrawal experience alone. The study has methodological limitations and more rigorous research examining the use of the ACE-R with this population is necessary.
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McAllister, 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.
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Contreras, 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.
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Emotional processing is fundamental for normal socialization, interpersonal interactions,
successful decision-making and overall to self-regulate behavior according to each
context. Adequate emotional processing relies in the satisfactory and balance function
within certain brain networks of coactivated emotional, cognitive and perceptual regions
that respond and integrate the emotional information to successfully guide behavior.
Magnetic resonance techniques provide a method to directly non-invasively challenge
whole-brain processes underlying diverse emotional processes as well as brain functional
activity during rest. The present thesis aims at identifying functional alterations within the
brain networks processing emotion and connecting emotion with cognition in
psychopathic individuals, along with two clinical populations showing common or opposite
behavioral features such as cocaine dependence and obsessive-compulsive disorder.
Overall, the five studies presented herein constitute a step forward in the characterization
of how the brain responds to emotional situations and how changes in this response
pattern may compromise flexible and advantageous behaviors across pathologies.El 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.
10
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.
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Wong, 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.
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Cummings, Andrea Mueller. "The Use of Item Response Theory to Assess Adults' Postdiction Accuracy." Digital Archive @ GSU, 2006. http://digitalarchive.gsu.edu/epse_diss/42.
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Researchers interested in metacognition of text comprehension (metacomprehension) have investigated both a knowledge and a monitoring component. Knowledge of comprehension consists of one’s awareness of person, strategy, and task variables and is investigated primarily through interviews and questionnaires. Monitoring of comprehension consists of two equally important abilities: evaluation and regulation. Evaluation involves adults’ ability to assess their understanding during reading, whereas regulation involves their ability to use compensatory strategies to resolve comprehension failures. Monitoring of comprehension is assessed through a variety of paradigms, such as on-line performance measures, error detection, and calibration. Researchers interested in adults’ evaluation ability have frequently employed a calibration paradigm in which adults are asked to take a comprehension test after reading one or more passages and make confidence judgments about their future test performance (predictions) or past test performance (postdictions). Findings indicate that adults are generally poor at evaluating their comprehension, and that a number of variables may influence their performance. However, findings have often been inconsistent, and a clearer picture of adults’ ability is needed. Item Response Theory (IRT) is a modern psychometric approach that has been successfully applied in psychological and educational research. An IRT-based comprehension test may provide a better measure of comprehension than those used in prior research. The main purpose of this study was to develop an IRT-based comprehension test for use in calibration studies. Students were also asked to report their guessing behavior, which was analyzed to determine if guessing influenced postdiction accuracy. Undergraduate and graduate students (n = 1,006) completed a comprehension test, made postdictions after each item, and reported their guessing behavior. Calibration accuracy was measured by comparing students’ test scores and postdictions. Factor analysis and a scree test were used to determine unidimensionality of the data, and chi square statistics were used to determine item fit. The comprehension test was found to be appropriate for distinguishing students at the low end of the ability continuum, but additional items need to be developed to discriminate among students at higher ability levels. Guessing scores were moderately, but significantly (p < .01) correlated with both comprehension performance and postdiction accuracy.
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Chan, 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.
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Matrices reasoning tests, which contain missing pieces in matrices that participants attempt to figure out, are one of the most popular types of tests to measure general intelligence. This thesis introduces several methods to develop matrices items, and presents them in different test forms to assess general intelligence. Part 1 introduces the development of a matrices test with reference to Carpenter’s five rules of Raven’s Progressive Matrices. The test items developed were administered together with the Standard Ravens’ Progressive Matrices (SPM). Results based on confirmatory factor analysis and inter-item correlation demonstrate good construct validity and reliability. Item characteristics are explored with Item-Response Theory (IRT) analyses. Part 2 introduces the development of a large item bank with multiple alternatives for each SPM item, with reference to the item components of the original SPM. Results showed satisfactory test validity and reliability when using the alternative items in a test. Findings also support the hypothesis that the combination of item components accounts for item difficulty. The work lays the foundation for the future development of computer adaptive versions of Raven’s Progressive Matrices. Part 3 introduces the development of an automatic matrix item generator and illustrates the results of the analyses of the items generated using the distribution-of-three rule. Psychometric properties of the items generated are explored to support the validity of the generator. Figural complexity, features, and the frequency at which certain rules were used are discussed to account for the difficulty of the items. Results of further analyses to explore the underlying factors of the difficulty of the generated items are presented and discussed. Results showed that the suggested factors explain a substantial amount of the variance of item difficulty, but are insufficient to predict the item difficulty. Adaptive on-the-fly item generation is yet to be possible for the test at this stage. Overall, the methods for creating matrices reasoning tests introduced in the dissertation provide a useful reference for research on abstract reasoning and fluid intelligence measurements. Implications for other areas of psychometric research are also discussed.
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Robinson, 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.
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Background: Community- or population-based longitudinal studies with brain donation end points offer an opportunity to examine correlations between pathology and clinical state prior to death. Discriminating the earliest signs of dementing disorders, such as Alzheimer’s disease (AD), is imperative to determine early interventions and treatments. Objectives: The principle aims of the study were: To define pathological boundaries between findings that are clinically relevant and those that are not. To identify known risk factors for dementia and assess their predictive capabilities on pathological outcome. To determine whether there are clinical predictors that define pathological outcome when made years in advance of illness and death. Methods and design: Using the first 89 donated brains from The University of Manchester Longitudinal Study of Cognition in Normal Healthy Old Age, immunohistochemical techniques were employed to assess the neuropathological profile of the cohort including CERAD and Braak stage. The presence of dementia risk factors was assessed by questionnaire and correlated with presence and severity of pathology. Cognitive test scores collected many years prior to death were correlated with extent of AD pathology at death. Results: The neuropathology of the examined cohort correlated well with the established literature and affirms that the cohort is typical and representative. Cognitive impairment in life correlated strongly with all pathologies found at post-mortem. Cardiovascular and genetic risk factors were found to be the main influences that drive the pathogenesis of neurodegenerative diseases such as AD. The Memory Circle test had the ability to independently distinguish between individuals who were considered none/low risk of AD and medium/high risk of AD. The mean length of time between conduction of the test and death was 21.3 years (± 3.5) placing the predictive testing period within the preclinical and prodromal AD phase. Conclusions and implications: Results suggest it may be possible to predict the ultimate development of AD pathology over 20 years before death using a simple cognitive test. The present work may facilitate early interventions, therapeutics and treatments for AD by identifying at risk and minimally affected (in pathological terms) individuals in whom the prospects of halting or even reversing disease would become realistic.
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Delotterie, David. "Translational potential of the touchscreen-based methodology to assess cognitive abilities in mice." Thesis, Strasbourg, 2014. http://www.theses.fr/2014STRAJ048/document.
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Ce travail visait à évaluer le potentiel d’une méthodologie innovante récemment adaptée à la Souris sur la base de tests neuropsychologiques utilisés en clinique humaine. Après optimisation de 3 tâches (PAL, VMCL, PVD) ciblant différentes fonctions cognitives chez l’animal, nos études ont établi : (1) l’existence possible d’interférences proactives lors d’apprentissages consécutifs ; (2) l’absence de déficit d’acquisition chez les souris de la lignée Tg2576 (modèle transgénique de la maladie d’Alzheimer), quelle que soit l’étendue de la charge amyloïde ; (3) l’implication spécifique du striatum dorsal lors de l’acquisition des tâches de VMCL et PAL, et celle de l’hippocampe lors du rappel de cette dernière tâche. Ces derniers résultats suggèrent qu’en dépit des efforts déployés pour s’assurer du caractère translationnel d’une tâche cognitive dans le paradigme du touchscreen, certaines adaptations inhérentes à chaque espèce influencent profondément les bases neurobiologiques associéesThis 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
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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.
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Mantilla, 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.
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The article explores the criteria used to assess the efficiency of individual psychotherapeutic treat-ments with adults. In doing so it used the perspective of 40 professionals that represent 4 types of clinical interventions: cognitive behavioral, psychoanalytic, rational emotive psychotherapies, and psychoanalysis. In addition, it seeks to identify the similarities and differences among these with regards to above-mentioned criteria. A semi-structured interview was built and applied, exploring considerations on the efficiency of the treatments. The qualitative analysis resulted in twelve analysis topics and its corresponding answer categories. These were analyzed through descriptive and correspondence statistics. These criteria are numerous and highly variegated. Differences among the 4 groups are related to the nature of each therapeutic focus and its underlying theoretical paradigm. Psychoanalysts and cognitive behavioral therapists are the groups that aremost differentiated between each other.El 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.
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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.
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Zimasa, 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/.
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Emotions and moods are an inevitable part of human life. Previous research suggests that positive and negative moods affect human performance in many aspects: decision making, perception, reasoning and memory. The influence of mood on drivers’ behaviour has been studied to a less extent and mainly with respect to negative emotions. The studies reported in this thesis are based on psychological theories regarding the differences in the effects of positive and negative moods on information processing and mind wandering. The thesis describes two studies: a desktop study and a driving simulator study, which measure drivers’ responses to the actions of other traffic, their observational patterns and driving behaviours in a variety of scenarios. The effects of neutral, happy, sad and angry moods were studied. The simulator study also investigated possible ways to disconnect drivers’ minds from mood induced mind wandering by using different types of cognitive load. The results suggest that mood valence and arousal have different effects on driving safety, with negative moods resulting in the most dangerous driving. In order to draw conclusions about the effect of mood, a combination of multiple measures (e.g. glance patterns, driving performance and drivers’ physiological measures) should be analysed. The results also suggest that some amount of cognitive load, applied while driving, can have a positive effect on drivers’ attention. Further research is needed to establish the amount and type of the cognitive load necessary to improve drivers’ ability to maintain their attention on the driving task. Studies with a larger number of participants and field studies are needed to validate the findings. It is suggested that the findings are used to improve in-car assistance systems able to both detect the harmful effects of a driver’s emotional state and re-direct their attention to the primary task of driving.
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Snell, 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.
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Anxiety and depressive disorders are common conditions for adolescents and are associated with significant impairments in functioning. Cognitive behavior therapy (CBT) is an effective treatment modality for these youth, and the behavioral components of CBT protocols, in particular, are thought to be one of the active mechanisms through which positive symptom changes are produced. However, few procedures are available to measure the behavioral changes taking place in adolescents’ daily lives as they make therapeutic progress. This study examined adolescents’ “behavioral engagement” throughout treatment, a construct defined as time spent in social, athletic and academic activities. Behavioral engagement was measured using the Daily Phone Diary (DPD), a validated measure of daily activities utilized in the child health literature, which employs the principles of Ecological Momentary Assessment (EMA). Twenty-four adolescents reported each activity they engaged in throughout the day, in chronological order, over the past 24 hours. Participants were diverse in their ages, ethnicities, socioeconomic statuses and internalizing disorder diagnoses. Activities were reported during phone calls scheduled before, during, and after treatment using a transdiagnostic formulation of CBT and, for a randomized subset of the sample (N=8), both before and following a Waitlist comparison condition. Results indicated that “behavioral engagement” is a construct that is measurable and that daily phone diaries are an acceptable method of data collection for this population. Based on theoretical and empirical literature, three key categories of activities on the DPD comprised behavioral engagement: 1) Time spent socially engaged with others; 2) Time spent on any physical or athletic activity; and 3) Time doing homework. Results supported good inter-rater reliability and potentially reasonable test-retest reliability; data collection via the DPD was feasible and acceptable in this context. Tests of convergent validity with other measures of anxiety and depressive symptoms suggested that prior to treatment, more time spent in some activity categories was associated with more internalizing symptoms for those with anxiety disorders only, but fewer internalizing symptoms for those with depression as well as anxiety. Tests of convergent validity with other measures of weekly mood were promising. Future studies will explore alternate definitions of behavioral engagement, examine this construct in a larger sample that has completed a full course of CBT, and explore this construct’s potential role as a mediator of clinical improvement.
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Shehab, 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/.
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Exposure to air pollution can cause adverse health effects, may also adversely affect the central nervous system and affect cognitive performance. Epidemiological studies depend on central site monitors as surrogates to assess personal exposure to air pollution, which can be inaccurate because they do not assess personal exposure in a variety of activities and microenvironments. This thesis aims to assess the level of misclassification in data from central site monitors by using portable modern sensors with high temporal resolution to characterize personal inhaled doses of BC, PM2.5, and UFP, and compare the measurements with surrogate exposure metrics. It also seeks to identify contributing activities and sources associated with the highest concentrations of the three pollutants, and to determine the contribution of these activities and microenvironments to personal exposure, and to study the impact of short-term exposure to air pollution on cognitive function. The first finding is that central site monitors are not a good surrogate for personal exposure. Secondly, travelling in vehicles is linked to the highest concentrations of the three pollutants, while other outdoors activities and outdoors commuting are linked to the highest concentrations of BC and PM2.5, cooking is linked to the highest concentrations of UFP, and activities and time spent indoors are the highest contributors to personal exposure. Thirdly, the results provide strong evidence that short-term exposure to PM2.5 from candle burning and commuting has an adverse effect on cognitive performance.
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Hollister, 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.
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University of Central Florida College of Education ThesisThe 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.
Ed.D.;
Doctorate;
Instructional Programs
Education;
Educational Foundations
98 p.
ix, 98 leaves, bound : ill. ; 28 cm.
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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.
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Background. The study was prompted by observation that failure to obtain a positive postsecondary destination is significantly more prevalent in young people living in areas of greater social deprivation, and in males rather than females. Previous studies have shown that this could be linked to differences in social cognitive factors. However, these studies have been mainly correlational and no comprehensive assessment instrument was found to assess preparedness for the postsecondary transition. Aims. The present study examines senior high school student’s perceptions of the personal, behavioural and environmental factors that affect them as they prepare to leave school. It reveals the structure of these factors and how they vary with regard to social deprivation and gender. Sample. The participants were 1044 senior high school students (573 males and 471 females) who attended six urban high schools. Method. A pre-empirical, 50-item assessment instrument was constructed based on the literature review to identify the wide range of factors previously shown to be relevant to achievement of a positive postsecondary destination. This was then administered to participants. Results. Factor analysis indicated that young people’s perceptions about leaving school were best represented by thirteen factors. An ANOVA model indicated that young people living in areas of higher deprivation reported significantly lower levels of positive postsecondary destination self-efficacy belief, less experience of vicarious career success, less performance of career development tasks, greater perception of career barriers, greater endorsement of a fixed career mindset, and fewer career scaffolding attachments. Males, compared to females, reported less experience of past career success, and fewer career scaffolding attachments. However, despite being at greater risk of a negative postsecondary destination, males reported higher levels of positive postsecondary destination self-efficacy belief, greater experience of positive career-related emotional arousal, greater ability to set career goals, and greater levels of career optimism. Conclusion. Twelve significant main effects on the measured social cognitive factors have the potential to contribute to an explanation of why failure to obtain a positive postsecondary destination is more prevalent in young people living in areas of greater social deprivation, and in males rather than females. A new assessment instrument has been produced to inform an ongoing exploratory process to design, target and evaluate educational interventions to improve postsecondary destinations for all. Increasing internal consistency, external validity and generalisability of findings are all desirable. Some future interventions are proposed on the basis of the results, including greater use of positive career role models in career development programmes, career mindset retraining for high school students, and psycho-education on attachment-fostering behaviours for parents and professionals.
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Myhr, 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.
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Repeated time series single case experiments were used to test if attachment-related interventions added to the efficacy of cognitive behavioural therapy (CBT) for treatment-resistant obsessive compulsive disorder (OCD) in two insecurely attached individuals. We developed a method for formulating cases with respect to attachment, and delineating specific, attachment-related interventions. The baseline treatment phase consisted of standard CBT and the intervention phase featured the addition of attachment-related interventions. Clinically significant change was assessed using Jacobson's method, and times series data was analyzed using overfitted ARIMA modeling.Both 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.
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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.
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Sonnleitner, 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.
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Dawson, 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.
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Oh, 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.
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Advances in computer technology have hastened the development and dissemination of a wide range of electronic media into the workplace and educational settings. Electronic media offer many advantages, including quicker access to information and easier information sharing among professions. However, electronic reading media have still not been well integrated into these settings, especially for non-routine cognitive tasks like active reading. Conflicting results from different measures (e.g., performance, preference) have been reported regarding their efficacy. Despite the fact that there are no significant performance differences between reading from paper and reading from electronic media, people still show a preference for reading from paper and resist changes in the workplace, which often results in the abandonment of electronic reading media. Therefore, in order to maximize the potential benefits from electronic reading media, researchers and designers need more valid ways to assess the effectiveness of electronic reading media than relying on existing methods using outcome-based measures of reading. Although 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.
Ph. D.
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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.
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The high prevalence of substance use disorders is well-documented among criminal offenders. Drug courts are specialty judicial programs designed to: 1) improve public safety outcomes; 2) reduce criminal recidivism and substance abuse among offenders with substance use disorders; and 3) better utilize scarce criminal justice and treatment resources. Drug courts operate through partnerships between the criminal justice, behavioral health and public health systems. Offenders participate in an intensive regimen of substance abuse treatment and case management while under close judicial supervision. Drug courts' effectiveness in reducing criminal recidivism and drug use has been documented through numerous primary studies as well as meta-analytic reviews. The task remains now to determine the causal mechanisms of drug courts.
The current study conducted preliminary activities to develop a measure to assess drug court structures and practices based upon the Ten Key Components of drug courts (NADCP, 1997). The creation and use of such a measure is necessary to the understanding of how drug courts work, why and how best to invest scarce judicial and treatment resources to optimize drug court participant and program outcomes. An iterative process was conducted such that results from previous activities informed subsequent steps in the measurement development process. Participants consisted of a convenience sample of drug court personnel at three local drug courts as well as academic experts in drug courts and measurement.
Preliminary measurement development activities included: 1) a comprehensive review of the literature; 2) semi-structured interviews with key stakeholders to inform item development; 3) construction of a draft survey protocol; 4) expert reviews of the draft survey protocol and initial item pool to assess item construct and content validity, response format and clarity; 5) pile sort activity, wherein participants sorted items into piles, one for each measure sub-construct and one `other' pile; 6) exploratory factor analyses based on a joint-proportion matrix derived from pile sort activity data on which items best represent measure sub-constructs; 7) cognitive interviews completed by key stakeholders to review items retained from exploratory factor analyses; and 8) final revisions to the item pool based upon results from cognitive interviews.
The item pool developed through the current research will be used as the basis for a future large-scale pilot test to determine the true factor structure underlying the preliminary measure developed. Results of this future research are expected to identify similarities and differences in the underlying factor structure compared to the Ten Key Components.
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Nedelec, 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.
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La cognition temporelle fait référence à notre capacité à estimer et utiliser des informations temporelles allant de quelques millisecondes à plusieurs heures. Bien qu'un grand nombre de travaux expérimentaux aient été réalisés en laboratoire pour identifier les facteurs (par exemple, l'attention, l'émotion) qui influencent notre perception de la durée, il n'est pas certain que ces résultats s'appliquent à nos expériences de la vie quotidienne. Cette question fondamentale et historique en psychologie expérimentale renvoie au dilemme "monde réel vs laboratoire", selon lequel les contraintes de laboratoire nécessaires à l'obtention de mesures comportementales fiables remettent en question leurs validités écologiques. Mon travail de thèse confronte ce dilemme en visant à exporter les expériences de laboratoire utilisées pour la recherche sur la perception de la durée dans un contexte écologique : les voyages en train. En laboratoire, j'ai d'abord utilisé l'électroencéphalographie (EEG) pour étudier et titrer un marqueur neuronal de l'encodage automatique de la durée, la négativité de discordance (MMN). La MMN détecte automatiquement les changements dans l'environnement sensoriel et a été rapportée pour des changements de durée. Ici, je cherchais initialement à utiliser la MMN comme marqueur implicite et automatique de l'encodage de la durée afin de l'utiliser dans les trains. J'ai testé plusieurs protocoles expérimentaux pour caractériser et reproduire la MMN de la durée, notamment en testant différentes échelles de durée (N = 23) dans des contextes rythmiques ou non rythmiques (N = 29). Mes résultats remettent en question la robustesse des travaux précédents sur la MMN de la durée. Cette observation corrobore avec ma revue de littérature qui examine si les précédentes études ont réellement démontré l'existence d'un MMN de la durée (par le biais d'une revue de littérature). Dans la situation écologique d'un train, à l'aide d'un questionnaire, j'ai étudié l'estimation de la durée, de la distance et de la vitesse, ainsi que leur relation au cours d'un voyage en train (N = 247). J'ai constaté que les participants estimaient correctement la durée écoulée et la distance parcourue, avec un point de régression situé vers la moitié du trajet. Les estimations de vitesse étaient moins précises et ne permettaient pas de prédire les estimations de durée ni de distance à partir de l'autre magnitude. De plus, les informations sensorielles disponibles à bord du train ont eu très peu d'effet sur les estimations de durée et de distance. Au contraire, plusieurs autres résultats suggèrent que la distance a été estimée à partir des estimations de durée et les connaissances a priori du voyage. Cela soutient l'hypothèse que les participants ont utilisé un mécanisme de carte cognitive temporelle, plutôt qu'un mécanisme de magnitude basé sur les sens, pour leurs estimations.En résumé, mon doctorat montre des exemples de l'apport de l'approche écologique en neuroscience cognitive, allant de la remise en question des résultats couramment acceptés dans la littérature, à la découverte de nouvelles observations spécifiques de contexte de la vie de tous les jours. Ces travaux ouvrent de nouvelles pistes de recherche en laboratoire et en contexte plus écologique, qui permettront de mieux comprendre les mécanismes de représentation de la durée, afin de préciser l'organisation et la représentation du temps de manière plus globaleTemporal 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
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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.
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У дисертаційній роботі визначені основні шляхи удосконалення комплексної системи оцінювання рівня безпеки стану складних об’єктів з виявленням факторів їх дестабілізації, механізмів регулювання їх екологічного сталого розвитку. Проаналізовано системи інформаційно-методичного забезпечення ідентифікації рівня екологічної безпеки з позицій сталого розвитку системних утворень, основні підходи подальшого розвитку комплексної аналітичної системи з оцінювання відповідності стану еколого-соціально-економічних об’єктів рівню екологічної безпеки в умовах реалізації концепції сталого розвитку. Надано методичне забезпечення сучасних досліджень у системі екологічної безпеки у контексті концепції сталого розвитку при врахуванні складної ієрархічної структури об’єкта дослідження та виявленні факторів дестабілізації його стану на основі комплексного застосування методів графологічного моделювання, системного аналізу, компараторної ідентифікації і когнітивного аналізу.
Запропоновано комплексне інформаційно-методичне забезпечення оцінки рівня екологічної безпеки системних угруповань при розв’язанні задач екологічної якості за результатами локального, регіонального і глобального моніторингу. Практичні завдання з комплексної оцінки рівня екологічної безпеки природно-техногенних об’єктів вирішуються завдяки інформаційно-програмному забезпеченню досліджень еколого-соціально-економічних систем.В 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.
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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.
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Thesis (Ph. D.)--Florida State University, 2005.Advisor: 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.
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(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.
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Sonographers 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.
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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.
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YesEarly 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).
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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.
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Roake-Barefoot, Muriel Janet. "The relationship between the cognitive style and assessed performance in retailing." Thesis, 2015. http://hdl.handle.net/10539/19208.
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Sorensen, 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.
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Chang, 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.
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碩士國立中央大學
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.
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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.
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The process of mastery of major stressors in children has been much less studied than similar processes in adults. The purpose of this pilot study was to develop and to conduct beginning testing of a new psychological measure to assess the construct of cognitive mastery of stressful events in children, i.e., the Child Cognitive Mastery Scale (CCMS). First, 22 situations involving forced-choice responses were developed around three previously-identified domains: safety and security, just and controllable world, and self-view and pictures portraying these situations were drawn. Then, 56 children, ages 6 to 11 were tested with the CCMS and a depression measure. Twenty-one children were re-tested 7 to 10 days later with the CCMS. Teachers provided ratings of school achievement and parents provided information regarding stressful life events and the child's overall behavior. Results showed evidence of overall test-retest reliability and beginning evidence of inter-administrator reliability. The results also identified some initial "hints" at discriminative and construct validity and seemed, for the most part, to confirm the projective assumption that the childrens' responses would reflect their own views of the world and of themselves. This initial pilot study provided some encouraging information regarding the psychometric properties of the CCMS as well as information regarding needed revisions and some directions for further evaluation and development.
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Titman, 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.
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Background: The central nervous system (CNS) dysfunction resulting from prenatal alcohol exposure (PAE) is the most debilitating aspect of fetal alcohol spectrum disorders (FASDs). Affected children exhibit numerous cognitive and behavioural deficits which can severely affect quality of life. As the diagnosis of FASDs often requires specially trained physicians, there is a need for sensitive and specific tools that screen PAE-related CNS dysfunction in order to identify individuals who require further consultation. Additionally, objective measures of intervention end-points are critical to assess potential treatments for this population. As saccadic eye movement behaviours reflect the integrity of multiple brain structures, a battery of oculomotor tasks may serve both these functions. This study sought to test the hypothesis that oculomotor performance in FASD would differ from typically developing children and would allow the objective measure of cognitive improvements resulting from a strength-based motor skills intervention. Methods: A cohort of 31 children with FASD, and 31 age- and sex-matched controls completed prosaccade, antisaccade, delayed memory-guided sequential (DMS) and predictive eye movement tasks. Additionally, a selection of these children were involved in an intervention study and therefore tested on three separate occasions using the eye movement tasks and computerized neuropsychological tests. Results: Compared to controls, children with FASDs elicited increased direction and anticipatory errors in the antisaccade task, increased timing and sequence errors in the DMS task, and increased anticipatory and decreased express saccades in the predictive task. The FASD group also exhibited an increase in the error of saccade trajectories in the pro- and antisaccade tasks, in addition to increased velocities of
visually-guided saccades in the predictive task. Furthermore, those involved in the intervention study improved in measures of response inhibition in the DMS task. Conclusion: This study indicates that frontostriatal and cerebellar dysfunction can be assessed in children with FASDs using a battery of eye movement tasks. In addition, children involved in the strength-based motor skills intervention improved in the ability to perform complex oculomotor tasks. These findings suggest that select eye movement tasks may be utilized to identify CNS dysfunction in FASD and to measure cognitive improvements resulting from behavioural interventions.Thesis (Master, Neuroscience Studies) -- Queen's University, 2010-08-17 09:55:59.382
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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.
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Research on attachment in human relationships has flourished with the development and validation of measures of attachment for infants, small children and adults, and, more recently, adolescents. However, research on attachment in middle childhood has been limited by relatively less attention to the development of relevant assessment techniques for this age group. At the same time, despite recognition of the powerful impact of attachment on overall child functioning, its assessment in clinical work has been hampered. Existing techniques for this age group rely on direct observation of actual behaviour, parent or child self-report of actual or hypothetical behaviour, or the interpretation of doll play in response to suggested specific situations of stress or separation. The present research represents the development of a more versatile technique for assessing quality of attachment in middle childhood, the 'Child’s Experience of Attachment Technique (CEAT)'. Design and piloting of this projective tool involved a number of steps. First, an in-depth exploration of relevant literature, particularly that relating to internal working models of attachment, was undertaken. On this basis, a series of ten ambiguous pencil drawings of children in various social situations was devised. Employing a storytelling technique, these drawings were trialled with a non-clinical sample of five boys and five girls, aged 6-12 years of age. The data collected enabled the stimulus drawings to be evaluated and refined, and a scheme for coding responses in the stories elicited to be created. The development of a coding scheme that could reflect some of the complexity of coexisting internal working models of attachment was the main thrust of this research. A revised set of stimulus drawings and the coding scheme were designed and piloted with a non-clinical sample of 20 girls and 20 boys, and with a clinical sample of 10 boys receiving psychotherapy for severe behavioural difficulties. When the matched samples were compared using the CEAT, the clinical group was found to have significantly lower security of attachment scores than the non-clinical group, as hypothesised. These results gave a preliminary indication of appropriate concurrent validity of the CEAT and its coding scheme. In addition, the CEAT provided rich multifaceted qualitative information concerning participants’ internal representations of attachment. Overall, findings suggested that further investigation of the reliability and validity of the CEAT is warranted.
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Chuang, 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 textAbstract:
碩士國立臺灣師範大學
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.
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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 textAbstract:
Research on attachment in human relationships has flourished with the development and validation of measures of attachment for infants, small children and adults, and, more recently, adolescents. However, research on attachment in middle childhood has been limited by relatively less attention to the development of relevant assessment techniques for this age group. At the same time, despite recognition of the powerful impact of attachment on overall child functioning, its assessment in clinical work has been hampered. Existing techniques for this age group rely on direct observation of actual behaviour, parent or child self-report of actual or hypothetical behaviour, or the interpretation of doll play in response to suggested specific situations of stress or separation. The present research represents the development of a more versatile technique for assessing quality of attachment in middle childhood, the 'Child’s Experience of Attachment Technique (CEAT)'. Design and piloting of this projective tool involved a number of steps. First, an in-depth exploration of relevant literature, particularly that relating to internal working models of attachment, was undertaken. On this basis, a series of ten ambiguous pencil drawings of children in various social situations was devised. Employing a storytelling technique, these drawings were trialled with a non-clinical sample of five boys and five girls, aged 6-12 years of age. The data collected enabled the stimulus drawings to be evaluated and refined, and a scheme for coding responses in the stories elicited to be created. The development of a coding scheme that could reflect some of the complexity of coexisting internal working models of attachment was the main thrust of this research. A revised set of stimulus drawings and the coding scheme were designed and piloted with a non-clinical sample of 20 girls and 20 boys, and with a clinical sample of 10 boys receiving psychotherapy for severe behavioural difficulties. When the matched samples were compared using the CEAT, the clinical group was found to have significantly lower security of attachment scores than the non-clinical group, as hypothesised. These results gave a preliminary indication of appropriate concurrent validity of the CEAT and its coding scheme. In addition, the CEAT provided rich multifaceted qualitative information concerning participants’ internal representations of attachment. Overall, findings suggested that further investigation of the reliability and validity of the CEAT is warranted.
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Holeyšovská, Kateřina. "Problematika reliability a validity u dynamické diagnostiky." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-373720.
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(in English): This thesis introduces the issue of reliability and validity of the dynamic assessment methods. In the theoretical part, the author briefly presents specifics of the dynamic assessment and various ways of verifying reliability and validity in the context of dynamic assessment. The text then summarizes ways of verifying reliability and validity for specific methods of the dynamic assessment based on experience from mostly foreign studies. The empirical part of the thesis aims to examine the relationship between the outputs of the ACFS method and characteristics of the assessors and subsequently to propose an optimal approach to the examination of the dynamic assessment methods. The results showed that the assessor was a statistically significant factor to the magnitude of the change in all ACFS scales. However, a more detailed analysis showed that the difference between the assessors varied across subtests. The qualitative analysis did not signify any relevance of specific characteristics to the differences between the assessors.
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Nowlin, 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.
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Abich, 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.
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Measures of workload have been developed on the basis of the various definitions, some are designed to capture the multi-dimensional aspects of a unitary resource pool (Kahneman, 1973) while others are developed on the basis of multiple resource theory (Wickens, 2002). Although many theory based workload measures exist, others have often been constructed to serve the purpose of specific experimental tasks. As a result, it is likely that not every workload measure is reliable and valid for all tasks, much less each domain. To date, no single measure, systematically tested across experimental tasks, domains, and other measures is considered a universal measure of workload. Most researchers would argue that multiple measures from various categories should be applied to a given task to comprehensively assess workload. The goal for Study 1 to establish task load manipulations for two theoretically different tasks that induce distinct levels of workload assessed by both subjective and performance measures was successful. The results of the subjective responses support standardization and validation of the tasks and demands of that task for investigating workload. After investigating the use of subjective and objective measures of workload to identify a universal and comprehensive measure or set of measures, based on Study 2, it can only be concluded that not one or a set of measures exists. Arguably, it is not to say that one will never be conceived and developed, but at this time, one does not reside in the psychometric catalog. Instead, it appears that a more suitable approach is to customize a set of workload measures based on the task. The novel approach of assessing the sensitivity and comprehensive ability of conjointly utilizing subjective, performance, and physiological workload measures for theoretically different tasks within the same domain contributes to the theory by laying the foundation for improving methodology for researching workload. The applicable contribution of this project is a stepping-stone towards developing complex profiles of workload for use in closed-loop systems, such as human-robot team interaction. Identifying the best combination of workload measures enables human factors practitioners, trainers, and task designers to improve methodology and evaluation of system designs, training requirements, and personnel selection.Ph.D.
Doctorate
Industrial Engineering and Management Systems
Engineering and Computer Science
Modeling & Simulation; Engineering
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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.
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碩士中原大學
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.