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Mohamed-Kaleel, Saheeda Bebe. "Screening of cognitive functions : analysis and development of neuropsychological test instruments." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8392/.
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INTRODUCTION: Cognitive impairments are common after stroke, particularly those involving the executive functioning, which is a complex cognitive construct encompassing a collection of interrelated functions (or set of processes) that are responsible for controlled goal-directed behaviours to novel or complex situations (Gioa, Isquith, & Guy, 2001). Therefore, deficits in executive processes can affect an individual profoundly. There are numerous executive measures currently available, however they are mostly language-laden, and therefore not ideal for stroke patients who are present with aphasia and neglect. Accordingly, in this thesis we aimed to develop unbiased measures of planning/organisation (the 'systematicity' index) using performance-based, language reduced, nonverbal tasks that are suitable for use in a stroke population. METHOD: Initially, we examined the cognitive variation in stroke profile, across various stages, using the Birmingham Cognitive Screen (BCoS: Humphreys, Bickerton, Samson, & Riddoch, 2012). Subsequently, we developed three novel scoring measures, on two key tests: 1) the Broken Hearts test (from the Oxford Cognitive Screen (OCS): Demeyere, Riddoch, Slavkova, Bickerton, & Humphreys, 2015) and 2) the Complex Figure test (from the BCoS/OCS). RESULTS: Measures include: I) The 'Nearest Neighbour' measure - validated against the subjective ratings provided by experienced neuropsychologists (of how systematic a patient is during cancellation) and a measure of executive function (EF); 2) the 'Global - Local Scoring System' - a qualitative scoring system that provides an index of executive measure for the BCoS Complex Figure which was validated against subjective ratings from experienced neuropsychologists and other measures of EF; 3) the 'automated Global-Local Scoring System'- validated against the 'Nearest Neighbour' measure on the overall cancellation performance. CONCLUSION: We conclude that these measures would be beneficial to clinicians in terms of measuring planning/organisation abilities of stroke survivors and freeing them from time consuming and tedious tasks.
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Chong, Betty Haw. "Early childhood gifted education : relationship of screening tests with measured intelligence /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974616.
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Lindsay, Mary. "The test of cognitive skills and the test of language development-2 primary short form as indicators of language dysfunction." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28418.
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The Test of Cognitive Skills (TCS) Level 1 and the Test of Language Development-2 (TOLD-2) Primary Short Form were administered to 34 students diagnosed with language disorders and 34 language normal students. The subjects were matched for age, sex and years of schooling. Both the TCS Level 1 and the TOLD-2 Primary Short Form differentiated the language disordered group from the language normal group. Results are discussed with respect to (a) differences of each of the language groups based on the subtests, (b) a significant positive correlation between the TCS Level 1 Cognitive Skills Index and the TOLD-2 Primary Short Form Quotient for the language normal group only, and (c) the applicability of the results to the screening for language dysfunction.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Silva, Ana Clara Araújo Gomes da. "Exame do raciocínio científico (ERC): revisão bibliográfica, aplicação no sudoeste goiano e proposta de novo método de análise dos resultados." Universidade Federal de Goiás, 2017. http://repositorio.bc.ufg.br/tede/handle/tede/7687.
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The deficiency in some reasoning patterns of students has been measured and revealed by several studies. This deficiency is often reflected in low rates of academic performance, high dropout rates, and negatively influencing students’ interest in computer courses. In recent work, Pessoni [96] has shown that among more than thirty cognitive development assessment methods studied, Lawson’s Classroom Test of Scientific Reasoning (LCTSR) would be a candidate for application in university students according to the criteria defined. The LCTSR was translated and applied in a series of student groups of the undergraduate courses of the Institute of Informatics of the Federal University of Goiás. Starting from the results obtained by Pessoni, the objectives of this research work are: 1. Systematic Review of Literature - RSL; 2. Application of the Scientific Reasoning Examination - ERC in students of Computing in Southwest Goiania; 3. Phylogenetic systematics to evaluate ERC. Analyze the patterns of reasoning of interest groups, then develope and conduct efficient and effective activities that promote the cognitive development of individuals is one of the objectives of the research group. It is believed that this work contributes to a further step in this direction.
A deficiência em alguns padrões de raciocínio dos estudantes tem sido medida e revelada por diversos estudos. Essa deficiência muitas vezes se reflete em baixas taxas de rendimento, altas taxas de evasão e influenciam negativamente no interesse dos discentes pelos cursos da Computação. Em trabalho recente, Pessoni [96] mostrou que, entre mais de trinta métodos de avaliação do desenvolvimento cognitivo estudados, o Lawson’s Classroom Test of Scientific Reasoning (LCTSR) seria um candidato para aplicação em estudantes universitários segundo os critérios definidos. O LCTSR foi traduzido e aplicado em uma série de grupos de estudantes dos cursos de graduação do Instituto de Informática da Universidade Federal de Goiás. Partindo dos resultados obtidos por Pessoni, este trabalho de pesquisa teve como objetivos: 1. Revisão Sistemática da Literatura - RSL; 2. aplicação do Exame do Raciocínio Científico - ERC em estudantes de Computação do Sudoeste Goiano; 3. Sistemática Filogenética para avaliar o ERC. Analisar os padrões de raciocínio dos grupos de interesse, para então, elaborar e conduzir atividades eficientes e eficazes que promovam o desenvolvimento cognitivo dos indivíduos é um dos objetivos do grupo de pesquisa. Acredita-se que este trabalho contribui para mais um passo nessa direção.
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Loe, Bao Sheng. "The effectiveness of automatic item generation for the development of cognitive ability tests." Thesis, University of Cambridge, 2019. https://www.repository.cam.ac.uk/handle/1810/289990.
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Research has shown that the increased use of computer-based testing has brought about new challenges. With the ease of online test administration, a large number of items are necessary to maintain the item bank and minimise the exposure rate. However, the traditional item development process is time-consuming and costly. Thus, alternative ways of creating items are necessary to improve the item development process. Automatic Item Generation (AIG) is an effective method in generating items rapidly and efficiently. AIG uses algorithms to create questions for testing purposes. However, many of these generators are in the closed form, available only to the selected few. There is a lack of open source, publicly available generators that researchers can utilise to study AIG in greater depth and to generate items for their research. Furthermore, research has indicated that AIG is far from being understood, and more research into its methodology and the psychometric properties of the items created by the generators are needed for it to be used effectively. The studies conducted in this thesis have achieved the following: 1) Five open source item generators were created, and the items were evaluated and validated. 2) Empirical evidence showed that using a weak theory approach to develop item generators was just as credible as using a strong theory approach, even though they are theoretically distinct. 3) The psychometric properties of the generated items were estimated using various IRT models to assess the impact of the template features used to create the items. 4) Joint responses and response time modelling was employed to provide new insights into cognitive processes that go beyond those obtained by typical IRT models. This thesis suggests that AIG provides a tangible solution for improving the item development process for content generation and reducing the procedural cost of generating a large number of items, with the possibility of a unified approach towards test administration (i.e. adaptive item generation). Nonetheless, this thesis focused on rule-based algorithms. The application of other forms of item generation methods and the potential for measuring the intelligence of artificial general intelligence (AGI) is discussed in the final chapter, proposing that the use of AIG techniques create new opportunities as well as challenges for researchers that will redefine the assessment of intelligence.
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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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Karakitsou, Chrisoula. "Assessment of cognitive development in four to eight year old children by means of drawing tasks." Thesis, University of Stirling, 1999. http://hdl.handle.net/1893/22859.
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The present thesis explores the link between children's drawings and cognitive development. The aim of this study is to investigate the intellectual abilities of the child draughtsman with good depiction skills and to evaluate the merit of the drawing technique in the assessment of conceptual maturity. The standardised Goodenough-Harris Drawing Test (GHDT) of intellectual maturity was administered to 115 children between 4 to 8 years of age against criterion ability measures (Wechsler scales). Its psychometric properties are examined in respect to its norms and scales, its reliability and validity at different age levels and ranges of intelligence. Early theories in the area of pictorial representation were directed towards identifying features characteristic of different developmental periods (Kerschensteiner, 1905; Luquet, 1927/1977). At the same time Piaget and Inhelder (1948/1967) incorporated these stage theories into their model of spatial intelligence. Yet, the recent experimental study of children's drawings has disclosed a number of variables which interfere during the course of production, challenging the view that drawings can be seen as the royal route to access children's concepts. Stage theories are re-evaluated by means of fourteen experimental drawing tasks with various degree of difficulty. The tasks - administered to the same children tested with the standardised instruments -are spatial in nature and have been sampled from two widely researched areas related to the pictorial representation of partial occlusion and of spatial axes (horizontal/vertical). The acquisition of the pertinent spatial concepts by means of drawings is examined, considering competence-deficiency and competence-utilisation accounts of children's performance at different ages. Finally, overall perfomance on spatial tasks is compared with performance on conventional (Wechsler scales) and non-verbal (GHDT) measures of intellectual functioning, considering the optimum method to assess children's abilities by means of drawings. In general, drawing performance is reasonably sensitive to children's level of intelligence, yet the significance of drawing varies at different ages and ranges of IQ. Finally, the establishment of steadfast developmental trajectories falls short in the field of pictorial representation. The variable performance, particularly from the children at intermediate ages, suggests that the stages of intellectual or visual realism should be seen as relative and not as absolute.
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Chadyuk, Oleksiy. "A Test of an Evolutionary Theory of Adiposity Gain Induced by Long Sleep in Descendants of European Hunter-Gatherers." Thesis, Walden University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3597452.
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Researchers have identified inadequate sleep duration as one of the factors contributing to global obesity. The purpose of this study was to test a hypothesis deduced from a new sleep-duration-based evolutionary theory claiming that sleep extension in response to lengthening night duration in early fall evolved into a behavioral marker of an approaching winter; this adaptive trait was theorized to produce adiposity gain in White men in response to sleep extension. The hypothesis was that White Americans would show a greater increase in the age-adjusted fat mass index per unit of sleep duration compared to that of Black Americans. Data were part of the National Health and Nutrition Examination Survey (NHANES) study between 2005 and 2010. The multiple regression analysis did not support the study hypothesis. The results indicated that habitual sleep duration had no effect on the annual rate of adiposity gain in White men, while in Black men, longer sleep was associated with significantly higher annual rates of adiposity gain. Implications for social change include the case for population-specific antiobesity interventions in Black men, including closer monitoring of sleep duration in order to prevent adverse habitual sleep extension and to improve time budgeting for physical exercise.
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Sullivan, Ethan. "Can ethics be taught? A quasi-experimental study of the impact of class size on the cognitive moral reasoning of freshmen business students." Thesis, Boston College, 2011. http://hdl.handle.net/2345/1840.
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Thesis advisor: Karen ArnoldThe purpose of this study was to determine the impact of a business ethics course on the cognitive moral reasoning of freshmen business students. The sample consisted of 268 college students enrolled in a required business ethics course. The students took Rest's Defining Issues Test - Version 2 (DIT2) as a pre-test and then post-test (upon completing the course). Descriptive analyses, t-tests, ANOVA, and multiple regression were employed to compare the pre-test and post-test scores of the students and to determine the relationship, if any, between the variables of gender, class size, instructor, class time of day, SAT scores, and students' GPAs; and the dependent variable of moral reasoning (N2) scores. Descriptive analyses showed that taking this kind of a course made a difference for virtually everyone. While women had higher pre-test scores, post-test scores, and overall gains in moral reasoning than men, men also had gains across the board. Gains were also found across all instructors, in both small and medium class sizes and regardless of what time the class occurred. Further, compared to the national sample of college students, the study sample was at the level of college seniors. Results of ANOVA testing showed that the gains in moral reasoning scores were statistically significant ones. However, the moral reasoning gains of students enrolled in the smaller sections (n = 19) were not statistically significantly different than students enrolled in medium sized (n = 27) sections of the same course. Finally, the independent variable of class time had the most statistically significant relationship with gains in moral reasoning scores. The findings of this study suggest several practices for institutions of higher education. First, certain curricular conditions should be considered by institutions with ethics courses. The content should be explicit and pedagogical strategies should include role-taking, the discussion of moral dilemmas, reflection, active learning, and cognitive disequilibrium. Second, increasing class sizes by eight students can help to maintain moral growth while still being financially efficient. Third, these findings may inform administrators when planning class times (the earlier, the better)
Thesis (PhD) — Boston College, 2011
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration and Higher Education
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Grayson, Ben. "Validation of an animal model of cognitive dysfunction associated with schizophrenia : development and validation of the novel object recognition task using behavioural manipulations and psychotomimetic dosing regimens to induce cognitive deficits of relevance to schizophrenia in hooded-Lister rats." Thesis, University of Bradford, 2012. http://hdl.handle.net/10454/5481.
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Phencyclidine (PCP) is a non-competitive NMDA receptor antagonist that has been shown to induce schizophrenia-like psychotic symptoms that are clinically indistinguishable from schizophrenia in patients. When administered to rodents, PCP produces an array of behaviours that are characteristic of schizophrenia. Schizophrenia is associated with continual and treatment resistant cognitive deficits which are now recognised as a core feature of the disease. The aim of the studies reported in chapter 3 were to establish a set of objects with equal preference in the NOR (novel object recognition) test. Furthermore, the inter-trial-interval (ITI) of the NOR test was investigated in an attempt to elucidate the effects of time and location of the rats during the ITI on the cognitive impairments following sub-chronic PCP treatment. The experiments in chapter 4 were designed to compare the performance of male and female rats in the NOR test following treatment with acute d-amphetamine (d-amph), PCP and sub-chronic PCP treatment. In chapter 5, validation of the cognitive deficits induced by sub-chronic PCP treatment was assessed using carefully selected pharmacological agents. The aim of the studies in chapter 6 was to determine the effects of isolation rearing on cognitive performance in the NOR test following increasing ITIs. Additionally, the sensitivity of isolation reared rats compared to social controls following acute administration of PCP and d-amph was assessed using the NOR test. Studies in chapter 8 utilised the 16-holeboard maze to determine the effects of acute treatment with d-amphetamine, PCP and scopolamine on working memory in the rat. NOR is a visual learning and memory test that measures recognition memory which is impaired in patients with schizophrenia. Studies presented in this thesis demonstrate the importance of careful pilot studies when selecting objects for use in the NOR test. Initial studies in sub-chronic PCP (2 mg/kg for 7 days followed by 7 days drug free) treated female hooded-Lister rats revealed a preference of the rats for the wooden cone object; subsequently this object was eliminated from further NOR experiments. Sub-chronic PCP treated rats were found to be highly susceptible to the disruptive influence of distraction during the short 1 min inter-trial-interval (ITI) in the NOR test. These results are consistent with clinical findings of the effects of distraction on cognition in schizophrenia patients. Following the initial validation experiments, a 1 min ITI in the home cage was selected for all subsequent NOR studies. Further experiments provided evidence to confirm that information presented in the acquisition trial is encoded but not retained in the retention trial of the NOR test by IV PCP-treated rats. Male rats were less sensitive to the recognition memory deficits induced by acute treatment with PCP and d-amphetamine compared with females. Following sub-chronic PCP treatment, both males and females showed object recognition deficits, however, the impairments were more robust in female rats. Female rats were therefore selected for all subsequent experiments. Pharmacological validation was carried out using carefully selected agents which were assessed for their ability to restore the sub-chronic PCP induced cognitive deficit in the object recognition test. It was found that the classical antipsychotic agents haloperidol and fluphenazine, the benzodiazepine anxiolytic chlordiazepoxide and the SSRI antidepressant fluoxetine were ineffective. Further studies showed that the atypical antipsychotic agents, clozapine and risperidone, the analeptic agent modafinil, the nAChR full agonist nicotine, and full agonist and positive allosteric modulator of the α7 nAChR (PNU-282987 and PNU120596 respectively) reversed the recognition memory deficit induced by sub-chronic PCP treatment in the NOR test. Isolation rearing of rats at weaning is an environmental stressor that has relevance for modelling the symptomatology and pathology of schizophrenia. Isolates had a significantly increased locomotor activity (LMA) response to a novel environment and enhanced sensitivity to time delay-induced recognition memory deficits, compared with their socially reared counterparts. Isolates were less sensitive to an acute PCP-induced recognition memory deficit but more sensitive to an acute d-amphetamine induced recognition memory deficit in the NOR test compared to social controls. Preliminary results from the 16-holeboard maze experiments reveal that acute administration of the mAChR antagonist scopolamine, d-amphetamine, PCP and sub-chronic PCP treatment reduced working memory scores compared to vehicle treated controls. Taken together, these findings suggest that sub-chronic treatment with PCP induces cognitive deficits in behavioural tests of relevance to cognition associated with schizophrenia. This may allow the detection of novel pharmacotherapies to alleviate these cognitive deficits and exploration of the nature of cognitive disturbances in these patients.
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Jordan, Ann B. "The shuttle effect : the development of a model for the prediction of variability in cognitive test performance across the adult life span." Thesis, Rhodes University, 1998. http://hdl.handle.net/10962/d1008556.
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The aim of this thesis was to investigate inter-individual variability on cognitive task performance in normal older adults. In a review of the cognitive aging literature, the implications of a differential perspective were drawn out in order to establish a theoretical and methodological basis for an investigation into variability. A number of regularly occurring patterns, identified on the basis of available reports in the literature, were used to develop a model of variability (the shuttle model). The empirically-based model was located broadly within a neuropsychological framework, and derived explanatory power from the tenets of brain reserve capacity (BRC) theory. It served to describe the bulge in interindividual variability due to aging (the shuttle bulge), and the shifting occurrence of the bulge in relation to the age axis due to cohort and task-related influences (the shuttle shift). A two phase research study was conducted in order to test hypotheses derived from the model. Phase 1 comprised between-groups analyses of normative data covering a broad range of neuropsychological tests in the domains of attention, memory, language, visual and hand motor skills, in order to examine the progression of variability effects across the adult age range. Phase 2 constituted between and within-groups analyses of normative data from a more limited number of neuropsychological tests. It included the examination of raw score distributions and the characteristics of outliers, and was undertaken to explore more closely the nature of the variability phenomena detected in the first phase of the analysis. Taken together, the results of both phases of the investigation revealed statistically significant variability effects in support of the shuttle model. There was a consistent pattern of increased variability in association with older age regardless of functional modality; frequently, in association with later old age, there was also a subsequent decrease in variability (the shuttle bulge). The age of onset of the initial increase in variability occurred earlier or later (the shuttle shift) as a function of four factors: education, gender, task challenge and age-sensitivity of task. The finding of an earlier onset of variability effects for low education, male gender, high task challenge and high age-sensitivity of task was interpreted in terms of BRC threshold theory. The clinical and social implications of the outcome were discussed with special emphasis on the need for a differential perspective on aging, as a complement to the prevailing normative tradition. It was concluded that the shuttle model has considerable heuristic value. It presents an integrative framework for understanding existing variability data and provides clear indications for future research.
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Chen, Hengheng. "Three Essays on Family Economics and Early Childhood Development." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/27461.
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This dissertation consists of three essays studying the effects of collective household decisions on early childhood development from both empirical and theoretical perspectives. The first chapter outlines the dissertation, by presenting the motivations, methods, conclusions, and policy implications for the entire dissertation.
Chapter two examines early childhood development using a collective model with children's cognitive production. We jointly estimate the home input demand with children's cognitive production functions based on a simultaneous equations model. Biases are considered that are caused by the non-random selection of time inputs and possible correlations across inputs and outcomes functions. A direct measure of time inputs relying on children's time diaries from the Child Development Supplement of the Panel Study of Income Dynamics (PSID-CDS) has been constructed. We thereby relax the assumption that there is no difference between parental time spent on children and leisure. Our results show that parental time inputs, especially the active time interacting with children's daily activities, have substantial effects on both children's math and reading test scores. The time inputs vary across parents' age, race, and eduction levels.
In chapter three, we conduct a standard Blinder-Oaxaca decomposition to evaluate the role of home inputs in the black-white test score gaps based on the empirical model presented in chapter two. Aside from the finding that children's ability accounts for a large proportion of the differences, we find that home inputs can also explain a significant portion of the gap. When the maternal time is equalized at the average levels of white children, the racial differences in children's reading and math test scores can be closed by approximately 30%-50%.
The last chapter extends a collective model with household production to the general equilibrium framework. We concentrate on the impacts of a global bargaining power shift within the household on children's cognitive achievement, especially on those who live with single mothers. The model shows that a global bargaining power change in favor of the female may not necessarily be beneficial to the children living with their single mothers. An increase of female's market equilibrium wage rate as a result of reduced labor supply by married women may induce single mothers to work longer hours, spend less time with children, and compensate them with more monetary investment compared with the case when the equilibrium wage rate stays constant.Ph. D.
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Hines, Natalie. "COGNITIVE MORAL DEVELOPMENT IN THE PUBLIC SECTOR: A COMPARATIVE ANALYSIS OF ELECTED MUNICIPAL OFFICIALS AND APPOINTED CITY MANAGERS USING THE DEFINING ISSUES TEST." NSUWorks, 2011. http://nsuworks.nova.edu/hsbe_etd/43.
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Several significant breaches of ethics in the past few years have created renewed interest in the study of moral judgment. The examples used in this study include sub-prime lending, the Madoff investment scandal, and the torture of suspects in U.S. custody.
The Cognitive Moral Development (CMD) theory was developed by Lawrence Kohlberg in 1969. Effectively, Kohlberg determined there were clearly defined stages of moral development in children--how they develop a sense of right, wrong, and justice. He expanded his research to adults and determined that human beings progressed through each of the six stages without skipping a stage and without reverting to a previous stage.
James Rest later developed a survey instrument, the Defining Issues Test (DIT), designed to assess the stages of development, or moral maturity, of an individual without the lengthy interview process employed by Kohlberg in his research. Over 1,000 studies have since used the DIT.
The DIT will be used in combination with a demographic survey to test the variables of educational level, age, gender, and ethical training against moral maturity. Research has provided mixed results for these variables when applied to the public sector.
This study will compare the moral maturity of elected officials with that of appointed city managers who serve at the will of these elected officials. This paper will provide a discussion of the ethical concerns facing elected officials and appointed city managers as well as the potential hazards to good decision-making presented by differences in moral maturity, if they exist. The relationship of moral maturity and the other variables will also be discussed. Recommendations for public administrators and future research will be presented.
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Reischl, James Nicholas. "TOWARD A THEORY OF MORALITY: AN EMPIRICAL STUDY OF COGNITIVE MORAL DEVELOPMENT IN MARKET CHANNEL DYADS IN THE CONSTRUCTION INDUSTRY USING THE DEFINING ISSUES TEST." NSUWorks, 2009. http://nsuworks.nova.edu/hsbe_etd/97.
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This dissertation tackles the ageless human debate of the body versus the soul. Based on Kohlbergian theory, the multidisciplinary literature review advances the proposition that moral development proceeds in waves of referential egoism leading to nonreferential altruism that is couched in power--the apple of the eye.
Many inter organizational studies using the Defining Issues Test have compared moral maturity levels coming from various academic backgrounds. Previous studies have purported that education is the chief moderating variable for moral maturity, with little regard for paradigmatic bases of power. Yet, in this study noncoercive power is carefully controlled because of the highly technical procurement process used in construction contracting. Coercive power and position in the food chain become the main moderators, because success is not measured by charm or wisdom or even social relations, but only by the low bid in accordance with the contractual specifications. The results from 93 respondents of the Iowa Architects Institute of America (n = 93) indicated that despite the higher education and aesthetic interests, the sample of architects ranked low on moral maturity level when compared to the average of the DIT data bank as a whole. Postconventional scores were 36.4 versus 39.1, respectively.
Few intra organizational studies have been conducted examining moral maturity levels among groups in the same work setting. This research also compared the moral maturity of intra industry groups in marketing dyads consisting of architects, contractors, and suppliers using the Defining Issues Test and ANOVA. Again it was expected that architects with higher education and aesthetic interests would rank highest. So in addition to the architects, the members of the Iowa Associated General Contractors and Iowa Associated Builders and Contractors were solicited. This added 32 contractors (n = 32) and 27 suppliers (n = 27), to the total sample (n = 153). Findings showed significant differences among the groups (F (2, 150) = 3.64, p = .05). Yet post hoc comparisons revealed that there was no significant difference in moral maturity levels between architects and contractors engrossed in the same power paradigm (p = 1.00). However, a significant difference existed between architects and suppliers (p =.024). This implication is consistent with the teleological pattern that is prevalent in research studies of salespeople. In summary, performance-based organizations and theorists of stakeholder theory may expect no less than orthodox and opportunistic choices in the real world of business as long as performance remains the ultimate criterion of success.
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Esterhuizen, Stefanie-Marié. "An intervention programme to optimise the cognitive development of grade R-learners :|ba bounded pilot study / Stefani-Marié Esterhuizen." Thesis, North-West University, 2012. http://hdl.handle.net/10394/10431.
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It is imperative to prepare South African learners to participate and function confidently within the context of a rapidly changing world. The curriculum of the South African Education System emphasises the significance of optimising learners‟ cognitive development as early as pre-school age to enable them to become creative and critical citizens who lead purposeful lives in a safe and prejudice-free environment. Despite continuous efforts by educators to optimise cognitive development, recently executed research studies indicate that cognitive development has not been adequately optimised in South African schools. This study was undertaken to establish the cognitive development level (cognitive and meta-cognitive skills and strategies, cognitive functions and non-intellective factors) of Grade R-learners and to determine the effect of an intervention programme, the Cognitive Enhancement Programme for Pre-schoolers (CEPP), on their cognitive development. By means of a literature study, I investigated whether, to what extent the cognitive development of Grade R-learners was taking place, and established which cognitive and meta-cognitive thinking skills and strategies, cognitive functions and non-intellective factors are required for effective cognitive development among Grade R-learners. In addition to this, the role of mediation for optimising cognitive development was investigated. A concurrent embedded mixed methods design was conducted in the implementation of the research. Intervention research within a quasi-experimental research design was applied. The data collection by means of a quantitative strategy (quasi-experimental research) and qualitative strategy (observation study) was executed simultaneously. By means of convenient sampling, one Grade R-class with twenty learners was subjected to a pre-test to establish their cognitive developmental level. The test results as well as the observations conducted during the pre-test revealed that the learners experienced problems related to their cognitive development. Ten of the twenty learners were then divided purposively based on their test performance into two experimental groups, Experimental Group A and Experimental Group B consisting of five participants each. Experimental group A and Experimental Group B took part in the CEPP intervention based on the principles of mediation on a rotational basis over a period of twelve weeks, during which intentional attempts were made to optimise their cognitive development. Both groups completed a post-test and delayed post-test (retention) to determine the effect of the CEPP intervention on their cognitive development. In addition to the test results, observations in the form of structured running and anecdotal records and reflective notes were utilised to understand the nature and quality of the cognitive development of the learners better. Furthermore, the effect of the intervention on their cognitive development was established. The cognitive development of Grade R-learners who participated in this study was optimised, which is a clear indication that cognitive capacity can be optimised when instruction is based on the principles of mediationPhD, Teaching and Learning, North-West University, Vaal Triangle Campus, 2012
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Pessoni, Vinicius Vieira. "Pesquisa e aplicação de método de medição do desenvolvimento cognitivo de discentes de cursos de computação." Universidade Federal de Goiás, 2016. http://repositorio.bc.ufg.br/tede/handle/tede/5673.
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Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG
Learning difficulties in computing courses is a situation perceived in diverse universities from different countries, cultures and backgrounds. These difficulties directly affect achievement rates and increase course evasion. We believe in the existence of a foundation of cognitive processes, that without it, even the most motivated student would have trouble to transform the received information into knowledge. This work has focused mainly on the research of candidate methods for cognitive processes assessment with a strong background theory. With this kind of information would be possible to devise cognitive interventions, in order to evolve students cognitive level, and consequently, raise their success rates. A systematic review was conducted and among the many researched methods we selected Lawson Classroom Test of Scientific Reasoning - LCTSR. Authorized by its author, we conducted the first translation of LCTSR to Brazilian Portuguese and administered to students of three undergraduate computing courses: Information Systems, Computer Science and Software Engineering.We also present results of its administration that we consider important to reinforce the above suggested strategy
Dificuldades de aprendizado nos cursos de computação são um desafio observado através dos anos, em diversas universidades de diferentes países, culturas e formações. Essas dificuldades se refletem em baixas taxas de rendimento, altas taxas de evasão e influenciam negativamente no interesse dos discentes pelos cursos. Acredita-se que exista uma fundamentação interna de processos cognitivos, que sem ela, mesmo o estudante mais motivado teria dificuldades para transformar informação em conhecimento. O foco do presente trabalho está na pesquisa de métodos candidatos para a medição dos processos cognitivos que possuam uma sólida teoria de base. Espera-se ser possível não só identificar, caracterizar e aferir os processos cognitivos, mas também oferecer abordagens factíveis para adquiri-los e desenvolvê-los, melhorando, consequentemente, o ensino. Uma revisão sistemática foi conduzida, e dentre os diversos métodos identificados, o instrumento Lawson Classroom Test of Scientific Reasoning - LCTSR foi selecionado para aplicação. Autorizado por seu autor, a primeira tradução para Português brasileiro foi realizada e o exame foi ministrado a três cursos de graduação de computação: Sistemas de Informação, Ciências da Computação e Engenharia de Software. O caráter inédito dessa pesquisa se apresenta em duas vias: ao trazer a primeira versão em Português Brasileiro do instrumento; ao disponibilizar os dados da aplicação, ampliando o conhecimento sobre o nível cognitivo dos estudantes.
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Unal, Gulten. "Release From Proactive Interference And Its Relations To Executive Functions: A Developmental Study On Turkish Children." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609984/index.pdf.
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The aim of this study was to investigate the development of release from proactive interference (RPI) and its relations with executive working memory functions. 101 primary school children (aged 6-12 years) and 20 young adults (aged 22-30 years) participated in the study. The main task, the Categorical Free Recall Test, comprised 12 items from 3 different categories (animals, fruits, clothes). The purpose of the main task was to examine both the development of the RPI pattern and the categorization ability during childhood. As our results showed, the categorization ability and the RPI pattern were already present in the 1st graders. Although overall memory span increased with age, there was no significant development for the categorization and the RPI effect. For the additional tasks, the Word Span Test (WST, to measure the phonological WM capacity), the Wisconsin Card Sorting Test (WCST, to measure both the categorization ability and executive WM functions), and the Listening Span Test (LST, to examine executive and complex WM functions), the results indicated that children also improved with age. Overall memory capacity in the main task was best predicted by the WSThowever, memory of serial position was best predicted by the LST. These findings are in accordance with the view that the WST measures the phonological working memory span, whereas the LST measures complex working memory and executive functions. The comparisons between the adult and the child sample revealed that except for the RPI pattern adults were better on all tasks than the children. The lack of a consistent RPI pattern for the adults may be due to the relatively short stimulus list.
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Thompson, Jennifer, Kimberly Kelly, Cheryl Ritenbaugh, Allison Hopkins, Colette Sims, and Stephen Coons. "Developing a patient-centered outcome measure for complementary and alternative medicine therapies II: Refining content validity through cognitive interviews." BioMed Central, 2011. http://hdl.handle.net/10150/610360.
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BACKGROUND:Available measures of patient-reported outcomes for complementary and alternative medicine (CAM) inadequately capture the range of patient-reported treatment effects. The Self-Assessment of Change questionnaire was developed to measure multi-dimensional shifts in well-being for CAM users. With content derived from patient narratives, items were subsequently focused through interviews on a new cohort of participants. Here we present the development of the final version in which the content and format is refined through cognitive interviews.METHODS:We conducted cognitive interviews across five iterations of questionnaire refinement with a culturally diverse sample of 28 CAM users. In each iteration, participant critiques were used to revise the questionnaire, which was then re-tested in subsequent rounds of cognitive interviews. Following all five iterations, transcripts of cognitive interviews were systematically coded and analyzed to examine participants' understanding of the format and content of the final questionnaire. Based on this data, we established summary descriptions and selected exemplar quotations for each word pair on the final questionnaire.RESULTS:The final version of the Self-Assessment of Change questionnaire (SAC) includes 16 word pairs, nine of which remained unchanged from the original draft. Participants consistently said that these stable word pairs represented opposite ends of the same domain of experience and the meanings of these terms were stable across the participant pool. Five pairs underwent revision and two word pairs were added. Four word pairs were eliminated for redundancy or because participants did not agree on the meaning of the terms. Cognitive interviews indicate that participants understood the format of the questionnaire and considered each word pair to represent opposite poles of a shared domain of experience.CONCLUSIONS:We have placed lay language and direct experience at the center of questionnaire revision and refinement. In so doing, we provide an innovative model for the development of truly patient-centered outcome measures. Although this instrument was designed and tested in a CAM-specific population, it may be useful in assessing multi-dimensional shifts in well-being across a broader patient population.
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Feenstra, Carla. "The possible effect of food supplements in the early grades on intelligence scores." Diss., University of Pretoria, 2011. http://hdl.handle.net/2263/27240.
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The purpose of this study was to investigate whether a meal supplement fortified with micronutrients would, statistically, significantly improve the intelligence scores of Grade 3 and 4 learners. The data collection procedures in this study took the form of a pre-test – post-test control group design. The Paper and Pencil Games (PPG) Level 3, a standardised psychological test, was administered before and after the respondents were exposed to the meal supplements. For a treatment period of 16 weeks the experimental group received the meal supplement fortified with micronutrients and the control group the meal supplement without any added micronutrients. Data analysis took the form of statistical analysis to determine whether the meal supplements consumed by those in the experimental group could significantly contribute to improving their intelligence scores. The results indicated statistically significant increases in scores, between the pretest and post-test on the various scales of the PPG, of both the experimental and control group on the one hand, but no statistically significant differences between the two treatment groups on the post-test on the other. The null hypothesis that there are no (statistically significant) differences between the average post-test scores (V, NV, and T) of the experimental and control groups could not be rejected. However, the increase between the pre-test and post-test stanine scores of the two treatment groups has led to recommendations for further research. CopyrightDissertation (MEd)--University of Pretoria, 2011.
Educational Psychology
unrestricted
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Gan, Hock Chye. "Using multi-modal bio-digital technologies to support the assessment of cognitive abilities of children with physical and neurological impairments." Thesis, University of Hertfordshire, 2015. http://hdl.handle.net/2299/15749.
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Current studies done using a learning test for children have problems as they only make evaluations of Physically and Neurologically Impaired (PNI) children who can succeed in the test and can be considered as a PASS/FAIL test. This pilot study takes a holistic view of cognitive testing of PNI children using a user-test-device triad model and provides a framework using non-PNI children and adults as controls. Comparisons using adapted off-the-shelf novel interfaces to the computer, in particular, an Electroencephalograph (EEG) head-set, an eye-tracker and a head-tracker and a common mouse were carried out. In addition, two novel multi-modal technologies were developed based on the use of brain-waves and eye-tracking as well as head-tracking technologies to support the study. The devices were used on three tests with increasing cognitive complexity. A self-developed measure based on success streaks (consecutive outcomes) was introduced to improve evaluations of PNI children. A theoretical model regarding a fit of ability to devices was initially setup and finally modified to fit the view of the empirical model that emerged from the outcomes of the study. Results suggest that while multi-modal technologies can address weaknesses of the individual component modes, a compromise is made between the user’s ability for multi-tasking between the modes and the benefits of a multi-modal device but the sample size is very small. Results also show children failing a test with a mouse but passing it subsequently when direct communication is used suggesting that a device can affect a test for children who are of a developing age. This study provides a framework for a more meaningful conversation between educational psychologists as well as other professionals and PNI parents because it provides more discrimination of outcomes in cognitive tests for PNI children. The framework provides a vehicle that addresses scientifically the concerns of parents and schools.
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Postma, Thomas Corne. "Evaluating the impact of adjunctive integrated case-based dental teaching and learning on clinical reasoning in a discipline-based teaching and learning environment." Thesis, University of Pretoria, 2013. http://hdl.handle.net/2263/40246.
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Problem-solving and integration of knowledge are key objectives of the undergraduate dental curriculum of the School of Dentistry, University of Pretoria, which aims to develop the clinical reasoning skills of students. For practical reasons the School provides discipline-based teaching and learning, which, according to the literature, might limit a student’s ability to integrate knowledge during clinical reasoning processes. The literature suggests that problem-solving by means of case studies – an active teaching and learning strategy– might be a useful method to develop and integrate knowledge at undergraduate level, and that earlier exposure to clinical cases might assist in the attainment of clinical reasoning skills at an earlier stage. Hence, this action research study describes the planning, design, implementation and evaluation of a “new” Comprehensive Patient Care curriculum over a three-year period (2009 - 2011) based on Kern’s “six-step approach to curriculum development”. The new curriculum employs an adjunctive integrated case-based approach according to the principles described in the “Four Component Instructional Design Model” and a new variant of the so-called “progress test”, starting already in the preclinical (third) year of study, to develop and test students’ clinical reasoning skills over time.
The exit-level progress test results of dental students who had been taught by following an adjunctive integrated case-based approach were statistically analysed, using mixed model statistics, and were compared with the clinical decision-making skills of cohorts who had been taught by following the traditional discipline-based approach. These analyses were complemented by bivariate and multivariate quantitative analyses and qualitative student feedback (mixed methods). The validity of the progress test results was also examined by comparing the results of different cohorts.
The fifth-year cohort who had been exposed to integrated case-based teaching and learning from their preclinical year performed significantly better in the progress test at exit level than the cohorts who had received only discipline-based teaching and learning, even when controlling for previous academic performance. These findings were supported by the quantitative and qualitative feedback that students gave about the educational processes that were followed. The progress test performed reasonably well as a measurement tool and all the differences that were measured between the different cohorts could be explained logically. Case specificity posed the biggest threat to the reliability of the test.
The results suggest that integrated case-based teaching and learning, commencing in the preclinical study years, might be a useful intervention to improve clinical reasoning ability at exit level in dental schools such as the School of Dentistry, University of Pretoria that follow a discipline-based approach. The results of this action research study provided particularly useful information, which will allow further improvements to the educational intervention. The results of this study require further research to substantiate the findings beyond doubt.Thesis (PhD)--University of Pretoria, 2013.
gm2014
Dental Management Sciences
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Carlström, Malin. "Design for Human Behaviour and Automation : Development and Evaluation of a Holistic Warning Approach." Thesis, KTH, Ergonomi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-141551.
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A human-centered approach when developing new support systems in vehicles has the potential to enable the driver to make safe decisions in the transition between manual and automatic control. However, careful considerations have to be taken. Not only would the design of the systems, in terms of interface be important, but also what kind of activities the systems support. The aim of this study was to identify an appropriate activity to support the cognitive processes for truck drivers, develop an interface for this activity, and evaluate it in driving situations. This was executed in three sub-studies: the Pre-study, the Design-study, and the Evaluation study. In the Pre-study, the aim was to investigate for what kind of driver-related activity distribution and long haulage truck drivers need a driver support and interface. This was investigated via contribution from truck drivers, HMI/Ergonomics experts, as well as engineers. The activity chosen to support was detecting objects around the vehicle. However, reconsiderations were made due to constrains in the simulator. Suggested by Scania’s Vehicle Ergonomics group a holistic system was chosen; an interface approach enabling for more technologies to be included within the same interface, reducing the amount of modalities a driver can be exposed to. The Design-study addressed the aim of designing an interface for the Holistic system with truck drivers’ cognitive workload in focus. A LED-prototype was built running along the window edges inside the cab of Shania’s Vehicle Ergonomics groups’ simulator, to create warning signal concepts. Literature findings, the LED-prototype, and the simulator were used in an iterative process to design and improve warning signal concepts, until two final concepts were created. The holistic system informs of hazards around and near the vehicle by lighting the area risky objects occurs to guide drivers’ attention and this was done either with 1) the informative display or, 2) the directional display. The Informative display conveys information of a hazard location and type, and the Directional display exclusively conveys information of the hazard location. The Evaluation study explored how drivers were affected by, and how they perceived, the holistic interface design regarding mental workload and hazard detection. A user simulator test was designed to collect data within the areas of ‘Event detection’, ‘Workload’, ‘Driving performance’ and ‘Subjective opinion’. Fourteen professional truck drivers assessed three conditions: 1) Baseline (driving without a system), 2) the Informative display, and, 3) the Directional display, while being exposed to potential hazards. To further increase workload, a secondary task was performed at the end of each condition. The results showed that the Informative display did not only result in more ‘Detection hits’, instances when a driver responded to a present hazard, but also significantly decreased reaction time to detect a hazard. However, in terms of acceptance, the two concepts were considered equally preferred. As the Informative display showed to be more efficient in terms of hazard detection, this should be investigated further. A holistic interface enables for more systems to be included within the same interface, reducing the amount of alarms and modalities drivers are exposed to if designed skillfully. Thus, more support systems can be included in future vehicles, without causing unnecessary distraction when applying a holistic interface approach.Ett människocentrerat förhållningsätt vid utveckling av nya stödsystem i fordon möjliggör för förare att ta säkra beslut i övergången mellan manuell kontroll och automation. Men noggranna överväganden måste tas. Inte bara systemets utförande i form av gränssnittet är av stor vikt, utan även vilken typ av aktivitet som stöds. Syftet med denna studie var att identifiera en lämplig aktivitet att stödja lastbilsförares kognitiva processer, utveckla ett gränssitt för denna aktivitet och utvärdera gränssnittet i en körsituation. Detta utfördes i tre substudier: Förstudien, Designstudien samt Utvärderingsstudien. Förstudiens syfte var att undersöka för vilken typ av körrelaterad aktivitet distributions- och långtransportförare behövde ett förarstöd och gränssitt. Detta undersöktes med bidrag från lastbilsförare, HMI/Ergonomi experter samt ingenjörer. Den valda aktiviteten blev upptäcka objekt framför och kring lastbilen. Dock ändrades den valda aktiviteten på grund av begräsningar i simulatorn. Förslaget från Scanias Ergonomigrupp för förarhytten blev ett Holistiskt system istället; en gränssnittsstrategi som möjliggör att fler tekniker och system att inkluderas i samma gränssnitt, vilket minskar antalet modaliteter en förare kan bli utsatt för. Designstudien behandlar syftet beträffande utformningen av gränssnittet för det holistiska systemet med avseende på lastbilsförares kognitiva belastning. En LED-prototyp byggdes, denna löpte längs med fönsterkanten i förarhytten på Scanias Ergonomigrupps simulator, för att skapa varningssignals-koncept. Resultat från litertur, LED-prototypen och simulatorn användes i en iterativ process för att utveckla och förbättra varningssignalerna. Det holistiska systemet informerar om faror runt fordonet genom att tända ljus i det område riskfyllda objekt upptäckts för att leda förarens uppmärksamhet och detta görs med något av de två utvecklade koncepten: 1) det informativa varningskonceptet eller 2) det riktningsgivande konceptet. Det informativa konceptet förmedlar information om farans placering och typ, medan det riktningsgivande varningskonceptet enbart förmedlar information om farans placering. Utvärderingsstudien utforskade hur förare påverkades av och hur de upplevde det holistiska gränssnittet med avseende på mentalbelastning och upptäckten av faror. Ett användartest i en simulatorutvecklades för att samla in data inom områdena Upptäckt av faror, Mentalbelastning, Körförmåga samt Subjektiv uppfattning. Fjorton professionella förare bedömde tre tillstånd: 1) Baslinje (körning utan ett system), 2) det informativa varningskonceptet och 3) det riktningsgivande varningskonceptet, medan de blev utsatta för potentiella faror. För att öka den mentala belastningen utfördes en sekundäruppgift vid slutet av varje tillstånd. Resultaten visade att det Informativa varningskonceptet inte enbart resulterade i fler upptäckta faror, tillfällen då förare reagerade på en närvarande fara, utan även signifikant minskade reaktionstider att upptäcka faror. Däremot föredrogs båda koncepten i samma utsträckning med avseende på acceptans. Då det informativa varningskonceptet visades sig mest effektivt gällande upptäckten av faror borde denna undersökas vidare. Ett holistiskt gränssitt möjliggör för fler system att inkluderas i samma gränssitt och minskar mängden alarm och modaliteter som en förare kan utsättas för om det designas skickligt. Om ett holistiskt gränssnitt tillämpas kan därmed fler stödsystem innefattas i framtida fordon utan att orsaka oönskad distraktion.
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Zonts, Jacob Michael. "The United States Growth over 16 Years of Student Correct Responses on the TIMSS: Are We Really That Far Behind?" BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3730.
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National rank on international assessments, as measured in Trends in International Mathematics and Science Study (TIMSS), gives a limited view of the data presented. This study used average scale score data from the TIMSS (1995, 1999, 2003, 2007, 2011) that were then disaggregated based on content domains (i.e., number, algebra, measurement, geometry, data, earth science, life science, physical science, biology, physics, and chemistry). These data were graphed to show the growth of the U.S. national average scale scores in comparison to three top scoring countries (i.e., Hong Kong, Japan, and Singapore), and three other post-industrial countries similar to the U.S. (i.e., England, Italy, and Australia) It was found that the eastern nations outperformed the western nations on science math question for the fourth and eighth grade. The gap between eastern and western nations grew from the fourth to eighth grades. For fourth- and eighth-grade science content domains, Singapore outperformed all other nations except in earth science where all nations were evenly matched. Additionally, percent correct statistics from the 2011 TIMSS Released Items were disaggregated based on subject (i.e., science and mathematics) and cognitive domain (i.e., knowing, applying, and reasoning). The released item scores, based on cognitive domain, were then averaged and the U.S. averages were compared with the averages of the above mentioned nations, using a series of t-tests. Singapore scored significantly higher in all categories except fourth-grade science cognitive domains knowing and applying. Hong Kong scored significantly higher in fourth- and eighth-grade mathematics cognitive domains knowing and applying and eighth-grade mathematics cognitive domain reasoning. Japan scored significantly higher in eighth-grade mathematics cognitive domains applying and reasoning as well as science cognitive domain applying. These findings suggest that the U.S. is lagging behind in some content domains and cognitive domains, but not all. The current study informs teachers, administrators, and policy makers of the specifics areas the U.S. needs improvement.
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Miller, Angela L. "Cognitive processes associated with creativity scale development and validation /." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/763.
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Lippy, Robert D. "Development of the seasonal beliefs questionnaire : a measure of cognitions specific to seasonal affective disorder /." Download the thesis in PDF, 2005. http://www.lrc.usuhs.mil/dissertations/pdf/Lippy2005.pdf.
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Saxler, Patricia Kasak. "The Marshmallow Test: Delay of Gratification and Independent Rule Compliance." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112705.
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The Marshmallow Test, a self-imposed delay of gratification task pioneered by Walter Mischel in the 1960’s, showed that young children vary in their ability to inhibit impulses and regulate their attention and emotion in order to wait and obtain a desired reward (Mischel & Mischel, 1983). The Marshmallow Test offers an opportunity to observe and measure children’s decision-making and self-regulation in an emotionally charged context of often conflicting motivations. Additionally, this task provides a context to investigate how compliance with rules and self-regulation may depend on or compete with each other.
In this dissertation, I examine the marshmallow test by comparing different criteria of ‘success’ in this task with the two ways in which children can ‘fail’ to delay, either by voluntarily terminating the task, or by breaking one of the rules. Though distinctly observable behaviors, these have traditionally been considered equivalent in indicating the end of the delay period. In two studies, I examine the cognitive, behavioral, and demographic measures that characterize these behavioral choices. First, I conducted a cross-sectional behavioral study of children ages 3-7. My findings in the first study suggest that models predicting delay of gratification performance for compliant children do not apply to noncompliant children. Secondly, I carried out a secondary analysis of longitudinal data in which the children participated in the marshmallow task at age 4.5, followed by subsequent assessments in elementary and high school (NICHD Early Child Care Research Network, 1998). In this analysis, I found that there were no substantial differences in behavioral or cognitive longitudinal outcomes between the two modes of termination of the task, with the exception of certain academic outcomes in mathematics.
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Jardaneh, Said. "AN EXPLORATION OF THE POTENTIALS AND LIMITATIONS OF ADAPTING TRADITIONAL TEXT-BASED NARRATIVE TO INTERACTIVE TECHNOLOGY." Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2519.
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Narrative is expressed in many forms, yet the reading of narrative through books may be unique in its transformative qualities. The medium of books has existed for thousands of years as a primary means of passing down and internalizing narrative from generation to generation. Are books now a dying medium in the face of ever-advancing technology in an increasingly fast-paced and technologically-dependent society? Technology now incorporates narrative into interactive environments in various ways often immersing the user in ever more realistic experiential scenarios. Yet, is something potentially lost with these advancements that can only be afforded through the time-tested method of old-fashioned reading? What makes reading so compelling a medium/activity for personal development? Does experience in these interactive environments offer the same transformative intrinsic experience afforded through the tranquil receptive processing, reflective elaboration and insight offered through the reading of books? This thesis seeks to explore these questions by looking at three major factors that must be considered in furthering our understanding of the potentials and limitations of interactive narrative technologies as they compare to narrative delivered via the established medium of books: 1) theories of self, identity/character, cognitive development and behavior (specifically as these relate to traditional text-based narrative), 2) theory and research associated with narrative transportation and transformation, and 3) current and future efforts to adapt narrative to the medium of interactive technology.M.A.
Department of Liberal and Interdisciplinary Studies
Arts and Humanities
Interdisciplinary Studies MA
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Singhania, Rajeshree. "Design and standardisation of a developmental test for Indian children : the Indian Picture Puzzle Test." Thesis, University College London (University of London), 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.309449.
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Stewart, Michelle Elizabeth. "Development of high-throughput, non-invasive behavioural and cognitive tests in mice to uncover new mechanisms of abnormal cognition and behaviour." Thesis, Open University, 2018. http://oro.open.ac.uk/58323/.
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Cognition is a complex process encompassing a variety of traits, including the ability learn, remember, evaluate situations, make decisions and solve problems. Research over recent decades has begun to elucidate some of the mechanisms through which organisms carry out these complex behaviours, however there is a great deal that is not understood about the basic biology of cognition. Importantly, there is a deficit in our knowledge not only of the underlying biology but also the pathological mechanisms which lead to cognitive disease. Genetically altered mice have been developed that model some aspects of cognitive disease. However at present these models have helped to elucidate only certain elements of cognitive processes and many have had limited use in drug development. To further understand cognition and cognitive disease, as well as develop effective treatments, it is critical to have more genetically altered mouse lines that better model the human condition. To find such models we have employed a high-throughput screening approach. Firstly we assessed existing behavioural and cognitive tests for their suitability to high-throughput testing, we then incorporated the selected test, fear conditioning, into a high-throughput pipeline. 289 different genetically altered (GA) lines were screened using the fear conditioning protocol and GA lines with potentially interesting phenotypes selected for further analysis. Using this screening process Ferric chelate reductase 1-like (Frrs1l) was selected for more in-depth testing. On further investigation we found deletion of Frrs1l to cause increased neonatal mortality and abnormalities in activity, co-ordination, muscle strength, cognition and body weight, as well as seizures. These phenotypes appear to be caused by a dramatic reduction in AMPA receptor levels at the synapse, as well as mislocalisation of AMPA receptors and alterations in processing. In collaboration with clinicians we corroborated these findings with some newly identified patients with homozygous mutations in FRRS1L.
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Morilly, Simon W. "Ethical leadership: an assessment of the level of moral reasoning of managers in a South African short-term insurance company." University of Western Cape, 2013. http://hdl.handle.net/11394/3934.
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Magister Commercii - MComAgainst the background of major corporate scandals internationally and in South Africa, questions are being asked about the level of morality of leaders in organisations. This study assessed the level of moral reasoning of senior managers in a South African company in the insurance industry. The study was based on Kohlberg’s Cognitive Moral Development (CMD) Theory and an assessment of key literature pieces relating to ethical leadership and business ethics. Research has demonstrated that ethical leaders have a significant influence on an organisation’s performance, reputation, sustainability, ethical climate and employee engagement. Globally and in the South African corporate context it is therefore important for organisations to understand the capacity of its leaders to behave ethically so that appropriate interventions can be engaged in. More specifically, this study aimed to assess the level of moral reasoning of managers in a large South African organisation and examined the relationship between the variables age, gender, race, tenure and education on the one hand and the level of moral reasoning on the other hand. This study also assessed the reliability of the Managerial Moral Judgment Test (MMJT). This study was a cross-sectional, quantitative study utilising a previously developed questionnaire, the Managerial Moral Judgment Test. This study contributed to the very sparse body of knowledge of managerial moral reasoning in the South African business context, while the research results can be used to identify managerial training and development needs in ethics in the organisation studied. This study found that the moral reasoning levels of managers at the research site, is at the conventional level, while the variables age, gender, race, tenure and education have no significant influence on the level of moral reasoning. In addition, this study established the internal reliability of the Managerial Moral Judgment Test and located ethical leadership and business ethics in the literature.
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Wesso, Iona. "Science text: Facilitating access to physiology through cognition-based reading intervention." University of the Western Cape, 1995. http://hdl.handle.net/11394/8485.
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Philosophiae Doctor - PhDReading and understanding science text is the principal means by which students at tertiary level access scientific information and attain scientific literacy. However, understanding and learning from science texts require cognitive processing abilities which students mayor may not have. If students fail to understand scientific text, their acquisition of subject knowledge and expertise will be impeded and they will fail to develop into thinking and independent learners, so crucial for academic progress and achievement. A major assumption in this study is thus that in order to increase access to science subjects there is a need to explicitly teach the thinking abilities involved in learning science from text. A review of the literature showed that while reading to learn from scientific text poses special challenges to students faced with this unfamiliar genre, little is known about reading (and thinking) for science learning. A synthesis of current research which describes the neglected interface between science learning, science reading and cognition is given in the literature review of this study. This synthesis highlights, in particular, the parallel developments in research into science learning and reading; the lack of integration of research in these areas; the absence of investigations on science reading located within the cognitive domain; and the absence of research into reading as it affects cognition and cognition as it affects reading in subject-specific areas such as physiology Possibilities for improving students' cognitive performance in reading to learn through intervention were considered from a cognitive perspective. From this perspective, students' observable intellectual performance can be attributed to their underlying knowledge, behaviour, and thought processes. Accordingly, the mental processes involved in comprehending scientific concepts from text and the cognitive processes which the students bring to the learning situation become highly relevant to efforts to improve cognitive skills for learning science Key questions which were identified to serve as a basis for intervention included: a) What cognitive abilities are needed for competent reading comprehension as demanded by physiology text?; b) How adequate is the cognitive repertoire of students in dealing with physiology text? With regard to these questions a catalogue of cognitive functions as formulated by Feuerstein et al (1980) was identified as optimally suited for establishing the cognitive match between reading tasks and students. Micro-analyses of the cognitive demands of students' textbook material and the cognitive make-up of second-year university students revealed a profound mismatch between students and their learning material. Students lacked both comprehension fostering and comprehension monitoring abilities appropriate to the demands of the learning task. The explication of the cognitive requirements which physiology text demands served as a basis for systematically designing instruction whereby appropriate intellectual performance for scientific comprehension from text may be attained Subsequent intervention was based on the explicit teaching of thinking abilities within the context of domain-specific (physiology) knowledge. An instructional framework was developed that integrated cognitive learning theories and instructional prescriptions to achieve an effective learning environment and improve students' cognitive abilities to employ and extend their knowledge. The objective was that the instructional model and resultant instructional methods would ensure that students learn not only the desired kinds of knowledge by conceptual change, but also the thought processes embedded and required by reading scientific material for appropriate conceptual change to take place. Micro-analysis of the cognitive processes intrinsic to understanding physiology text illuminated cognitive demands such as, for example, the ability to: transform linearly presented material into structural patterns which illuminate physiological relationships; analyse conceptually dense text rich in "paradoxical jargon"; activate and retrieve extensive amounts of topic-specific and subject-specific prior knowledge; to visualise events; and contextualise concepts by establishing an application for it. Within the above instructional setting, the study shows that the notion of explicitly teaching the cognitive processes intrinsic to physiology text is possible. By translating the cognitive processes into cognitive strategies such as assessing the situation, planning, processing, organisation, elaboration, monitoring and reflective responses, the heuristic approach effectively served to guide students through various phases of learning from text. Systematic and deliberate methods of thought that would enhance students problem-solving and thinking abilities were taught. One very successful strategy for learning from physiology text was the ability to reorganise the linearly presented information into a different text structure by means of the construction of graphic organisers. The latter allowed students to read systematically, establish relationships between concepts, identify important ideas, summarise passages, readily retrieve information from memory, go beyond the given textual information and very effectively monitor and evaluate their understanding In addition to teaching appropriate cognitive strategies as demanded by physiology text, this programme also facilitated an awareness of expository text conventions, the nature of physiological understanding, the value of active strategic involvement in constructing knowledge and the value of metacognitive awareness. Also, since the intervention was executed within the context of physiology content, the acquisition of content-specific information took place quite readily. This overcame the problem of transfer, so often experienced with "content-free" programmes. In conclusion, this study makes specific recommendations to improve science education. Inparticular, the notion of teaching the appropriate cognitive behaviour and thought processes as demanded by academic tasks such as reading to learn physiology seems to be a particularly fruitful area into which science educational research should develop and be encouraged.
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Campbell, Jennifer. "Correlation Between Piagetian Theory of Cognitive Development and College Mathematics Proficiency." University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1407840377.
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Hoover, Kristine F. "Values and Organizational Culture Perceptions: A Study of Relationships and Antecedents to Managerial Moral Judgment." Bowling Green, Ohio : Bowling Green State University, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1262891809.
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Campbell, JaNae Elise. "Consistency of Cognitions in Remarriage: A Test of the Consistency Tenet of the Multidimensional Cognitive-Developmental Model." DigitalCommons@USU, 2009. https://digitalcommons.usu.edu/etd/303.
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Remarriages have been increasing over the last several decades, yet little has been done in establishing theories and interventions specific to remarried couples and stepfamilies. Fine and Kurdek proposed a model specific to individuals in a remarriage situation. In an effort to validate their model, this study tested a key tenet, the tenet of consistency in cognitions, across spouses. Data were analyzed from the "Relationship Quality and Stability in Utah Newlywed Remarriages" study. With a sample of 449 couples, a series of correlations and backward regressions were completed. The results indicate that individual perceptions are more predictive of remarital quality than is consistency of cognitions. A critique of the Multidimensional Cognitive-Developmental Model is discussed. Limitations are addressed and recommendations for future research are given.
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Dunlap, Jo A. "The effects of self-questioning on comprehension of expository text and development of content writing with second grade students." Diss., Click here for available full-text of this thesis, 2006. http://library.wichita.edu/digitallibrary/etd/2006/t040.pdf.
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Tse, Lai-man Jane. "Children's development of conceptual knowledge structures." Click to view the E-thesis via HKUTO, 1997. http://sunzi.lib.hku.hk/hkuto/record/B36209533.
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Thesis (B.Sc)--University of Hong Kong, 1997."A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 1997." Also available in print.
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Butler, Kenneth L. "Motivation for Mathematics| The Development and Initial Validation of an Abbreviated Instrument." Thesis, University of South Florida, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10108029.
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This study outlines the development and initial validation of an abbreviated instrument intended to measure motivation for mathematics of university students in developmental algebra courses. I look across many of the predominant theories on motivation with the aim of representing several of these theories as latent constructs in a single instrument that is short enough to be administered in a reasonable amount of time, but inclusive enough that it could incorporate subscales representing multiple distinct latent factors. This study answers a call by researchers expressing a need to investigate relationships between disparate theories on motivation and is a response to recent studies that have used several subscales from many published instruments in whole or in part as lengthy combined instruments to measure motivation across theories. The practice of utilizing many separate instruments to measure across theoretical frameworks may be unwieldy leading to validity concerns based on response processes, and the practice of taking individual items from separate instruments may potentially be incomplete leading to validity concerns based on the internal structure of the instrument and underrepresentation of the intended construct.
To answer these concerns and develop a tool for future research, I conducted a three phase study. Phase one of this study asked experts in motivation to comment on and pick the best items from a pool of 122 items sourced from several popular previously published instruments that contained factors associated with self-determination, self-efficacy, achievement goals, and expectancy-value. The commentary by experts gave insight into item alignment with theory, and all items with at least 40% endorsement by experts proceeded to phase two.
In phase two, cognitive interviews of students and instructors provided insight into the cognitive processes employed in responding to the 53 items endorsed in phase one. Two researchers coded these qualitative interview data with a grounded theory approach and quantified the data using intra-respondent matrices. Effect sizes of each code provided evidence of content validity of preferred items, and concerns over social dynamics, misrepresentation of factors associated with poor wording, and the use of words like “very much” that forced students to quantify their cognitive processes provided evidence against non-preferred items.
During phase three I administered an instrument containing the surviving 34 items from phase two to 186 participants from twelve developmental algebra courses. Concerns over the broadness of the domain of mathematics led to the removal of self-efficacy and task-value items, and concerns over the abbreviated nature of the instrument led to the removal of items associated with extrinsic motivation. Concerns over the multilevel nature of achievement structured items led to their removal. Thus an exploratory and confirmatory factor analyses of the remaining 16 items representing intrinsic motivation, mastery orientations, performance orientations, and expectancy led to a four factor model that discriminated along theoretical lines and was a good fit for the data. A regression of achievement on the four latent factors from this model revealed expectancy to be the only significant predictor of achievement. With gender included as a moderating variable, performance and expectancy were both significant indicators of achievement for females, but expectancy was the only significant indicator for males. The latent factors from the instrument developed for this study had strong bivariate correlations to subscales from previously published instruments that represented similar constructs.
Several sources provided evidence of content validity. Qualitative data provided evidence in the form of commentary from experts and cognitive interview data from students and instructors. A structural equation model provided evidence of validity based on relationships to other variables. For this model the dependent variable achievement was regressed upon the latent motivation variables with gender included as a moderating variable. Exploratory and confirmatory factor analyses provided validity evidence based on the internal structure. Validity based on consequences and response processes was controlled by using an anonymous process where participation was blind to instructors and researchers, and the administration of an abbreviated measure in a familiar paper and pencil face-to-face format reduced construct irrelevant variance.
This process produced a four factor 16 item Motivation for Mathematics Abbreviated Instrument measuring intrinsic motivation, mastery orientation, performance orientation, and expectancy while accumulating validity evidence for three out of five sources of validity. The result of this inquiry was a psychometric instrument that may be used by researchers, practitioners, and grant writers who desire a tool to measure motivation for mathematics across several of the predominant theories on motivation.
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Agafonoff, Annabel, and n/a. "The encouragement of reflective writing through the development of self-regulation in planning and producing text." University of Canberra. Professional & Community Education, 1997. http://erl.canberra.edu.au./public/adt-AUC20060529.155349.
Full textAbstract:
The dual problem space model of writing (Scardamalia, Bereiter and Steinbach,
1984) shows how writers develop their knowledge and understanding of the world
by reflecting on problems of substance and problems of presentation in planning a
composition. Reflective thought is attributed to a two-way communication
between a content problem space and a rhetorical problem space. The content
space involves the development of ideas, while the rhetorical space is concerned
with achieving various purposes in composition.
This thesis reports an instructional experiment comparing alternative approaches to
teaching the self-regulatory strategies required for the two-way process of
reflection. The experiment compared the dialogue approach of current practice,
which relies on the teacher to provide the linking operations between the two
problem spaces, with two experimental approaches which promote development of
self-regulatory strategies of reflection, so that students are able to sustain such a
two-way process independently. The experimental approaches are described as a
guided discovery approach proposed by Evans (1991) and an approach described
as cognitive apprenticeship developed by Scardamalia, Bereiter and Steinbach
(1984).
Three instructional programs were prepared by the author to represent the three
alternative approaches examined in the present study. The control program utilised
the dialogue approach of current practice in which the dialectical process is carried
on between teacher and student. The two experimental programs focused on promoting processes of self-questioning rather than questioning by an external
agent such as a teacher. The guided discovery program consisted of activities
which prompted self-questioning processes. The cognitive apprenticeship program
employed scaffolding in the form of procedural facilitation cues to stimulate the
self-questioning process.
A pre-test and post-test control group design was used involving three groups, two
experimental (guided discovery and cognitive apprenticeship) and one control
(dialogue), with instructional method as the independent variable and rated
reflectiveness of writing as the dependent variable. Instruction was concentrated on
teaching the two-way problem formulating and problem solving strategies of the
reflective process for opinion essays and factual exposition essays. The experiment
compared the effectiveness of programs by measuring changes in overall
reflectiveness of writing. Significant improvements were obtained for the
experimental teaching methods withrespect to opinion essays. This research
provided some support for the hypothesis that instruction which fosters self-regulation
of the planning process through processes of reflection results in more
reflective writing than instruction in which such regulation is prompted by the
teacher.
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Fisher, Laura E. "Impact of a Teacher Training Program to Increase Cognitively Stimulating Talk: Pretest and Immediate Post-Test Results." TopSCHOLAR®, 2015. http://digitalcommons.wku.edu/theses/1517.
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The literacy skills that students develop in preschool are an imperative aspect of school readiness and later academic success. Research has established that some students begin their educational experience at a disadvantage due to the low socioeconomic status (SES) of their family and, as a result, low levels of conversation between parents and children, restricted access to books, and low values placed on literacy. Past research supports that shared book reading is one of the most beneficial activities in which teachers can partake in order to optimize their students’ language development. The Head Start program is intended to alleviate the SES gap by providing a high quality education to preschool students. However, as measured by the Classroom Assessment Scoring System (CLASS), Head Start teachers are failing nationally in the area of Instructional Support, or implementing curriculum effectively in order to promote language and cognitive development. This study was designed to provide a book reading training to Head Start teachers in order to increase their level and frequency of Cognitively Challenging Talk with their students. Results found that Cognitively Challenging Talk increased as a result of the training as well as the amount of words the teacher utilized; Less Cognitively Demanding Talk and Managing Interaction variables, or classroom management aspects, were not significantly changed
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Kruger, Elmien. "Die invloed van 'n motories fundamentele vaardigheidsprogram op die fisieke en kognitiewe ontwikkeling van die graad 1 kind." Thesis, Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-11242003-171302.
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D'Alessandro, David U. "Development and validation of the Child and Adolescent Dysfunctional Attitudes Scale : tests of Beck's cognitive diathesis-stress theory of depression, of its causal mediation component, and of developmental effects." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84500.
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Beck's cognitive diathesis-stress theory has generated much research into the etiology of depression. Central to the theory are depressogenic schemata that interact with stressors, resulting in increases in depressive symptomatology. These schemata are commonly assessed using the Dysfunctional Attitudes Scale (DAS). Importantly, the DAS was not designed for use in children---it has been validated with adults and contains advanced language. Thus, the Child and Adolescent Dysfunctional Attitudes Scale (CADAS) was developed.Study 1 sought to psychometrically validate the CADAS. 453 children completed the CADAS item pool and measures assessing divergent validity. The CADAS was readministered 3 weeks later. Items were retained based on item-total correlations, internal consistency, and factor analyses. The finalized CADAS is a 22-item self-report measure with a unidimensional factor structure and sound psychometric properties.
Study 2 tested Beck's theory using the CADAS to assess depressogenic schemata as a vulnerability factor for depression. An independent sample of 241 children completed the CADAS and a measure of depression one week before receiving school report cards (Time 1). The morning after receiving reports (Time 2), stress was assessed by obtaining parents' reactions to reports, and with an index of children's subjective acceptable grades compared to actual grades. Five days later (Time 3), depression was reassessed.
As hypothesized, regression analyses collapsing across age revealed that Time 1 CADAS interacted with Time 2 parental stress to predict changes in depression from Times 1 to 3. High-CADAS children showed greater increases in depression relative to low-CADAS children when facing the stress of parental anger and disappointment regarding their grades. Consistent with cognitive-developmental theory, planned supplemental analyses indicated that the CADAS x stress interaction predicted depressive changes only in older, formal-operational children. The relationship between the CADAS x stress interaction and depressive changes was mediated by negative views of the self, but not by views of the world or of the future.
This work yields a measure of depressogenic schemata in school-aged children that further contributes to understanding their etiology of depression. These schemata, together with negative views of oneself, may be important targets for modification in the cognitive therapy of childhood depression.
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Smith, Melissa L. "How are you smart? Investigating academic achievement from a transpersonal perspective." Thesis, Institute of Transpersonal Psychology, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3709228.
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Intelligence was defined by early psychometricians as capabilities that could be measured by standardized tests. This definition of intelligence is largely accepted to underlie academic achievement. More recent psychological theory posits a broader definition of human intelligence. The purpose of this study was to investigate the possibility that the historic definition of intelligence could be expanded to include transpersonal capabilities as features of intelligence which contribute to academic achievement. This study utilized a quantitative, descriptive, and correlational method to explore the possibility of relationships between intelligence, as traditionally measured by standardized tests in academic settings, and four other psychological constructs—multiple intelligences, spiritual intelligence, concept imagery, and empathy. By its nature this type of research is exploratory only and does not reveal causal relationships. One hundred ninety-five English-speaking college undergraduates, 18 to 25 years old, attending university in the United States, were recruited via SurveyMonkey Audience. Data were gathered via Survey Monkey using the following instruments: a demographic questionnaire, the Multiple Intelligence Survey (MIS); The Integrated Spiritual Intelligence Scale (ISIS); the Style of Processing Scale (SOP); and the Toronto Empathy Questionnaire (TEQ). It was hypothesized that higher standardized test scores and GPA would correlate positively with concept imagery (SOP), spiritual intelligence (ISIS), empathy (TEQ), logical-mathematical intelligence (MIS), and linguistic intelligence (MIS). Findings did not support the hypothesized relationships. However, an unpredicted negative correlation, between spiritual intelligence and the ACT and SAT standardized test scores, was found. Further analysis revealed that higher ISIS scores correlated with, and predicted, lower ACT/SAT scores. This research contributes to the limited literature available that investigates the relationship between spiritual intelligence, spiritual beliefs/participation, and academic achievement. Future research is recommended to replicate these findings, and to look for causal and/or directional explanations of the negative correlation between SI and ACT/SAT scores found in this study.
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Ronning, Margaret E. "Core profile types for the cognitive assessment system and Woodcock-Johnson tests of achievement-revised: their development and application in describing low performing students." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1080136687.
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Davis, Elizabeth M. "Common Characteristics of Young People Who Text: The Connection to Autonomy, Identity and Self-Esteem." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/596.
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This study examined the relationship between adolescents' use of texting and their level of identity development, cognitive autonomy, and self-esteem. One hundred and nineteen Utah State University students participated in this study by filling out a questionnaire that included a section designed specifically to learn the texting habits of the participants, and also included sections derived from previously existing measures on identity, autonomy, and self-esteem. The results show statistical significance of age and texting. Participants who were 23 years+ sent significantly less than those participants who were 19-22 years. Areas of gender, identity, and self-esteem were also analyzed. Implications of these findings for future research were also discussed.
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Sanchez, Maria-Elena. "Validation Of Assessment Indicators Of General Patterns Of Psycholinguistic And Cognitive Abilities Of Young Spanish-Speaking Children (Bilingual, Translation, Tests, Language Development)." Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/3528.
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Problem. Most of the diagnostic tools available for the assessment of language and cognition in early childhood education have been designed for fluent English-speakers. Few instruments include items appropriate to the needs of Spanish-speaking children with limited English Proficiency (LEP). Available Spanish language test are translations of English tools and have not been standardized among the Hispanic population. Classroom teachers and education specialists need an appropriately validated Spanish test for educational planning and programing of LEP Spanish-speaking children. Purpose. The purpose of this study was three dimensional: (1) to develop a functional adaptation of a criterion-referenced diagnostic test for the assessment of language and cognitive skills of preschool LEP Spanish-speaking children for educational planning, (2) to establish validity and reliability of the adapted Spanish criterion-referenced test and two norm-referenced tests to be used by educational diagnosticians for the assessment of language and learning abilities of young LEP Spanish-speaking pupils. Procedures. The test Evaluacion de Languaje y Habilidades Cognoscitivas en Edad Pre-Escolar (ELCEP) was developed as the Spanish adaptation of the Preschool Language-Cognitive Skills Assessment for Curriculum Entry (PLACE), by John Logfren (1978). The first draft of ELCEP was field tested and revised in preparation for validation of six Spanish-English bilingual professionals from different fields of education. A sample of 35 LEP Spanish-speaking children was used to establish the reliability of the ELCEP. A sample of 100 LEP Spanish-speaking children was used to establish concurrent validity of the ELCEP, and the two norm-referenced test, Prueba Illinois de Habilidades Psicolinguisticas (PIHP) and Bateria Woodcock de Proficiencia del Idioma or Woodcock Language Proficiency Battery Spanish (WLPB-Span.) Findings. The level of significance for rejecting the null hypotheses was set at .05. No significant differences were found between male and female scores, or between age group scores from the reliability sample of the ELCEP. Significant correlations and traits of communality were found from comparison of 15 variables from the ELCEP, PHIP, and WLPB-Span, through factor analysis. Recommendation. Additional extension of the ELCEP for ensuring quality of test constructs to permit criterion-referenced and norm-referenced application of the test. Further studies to ensure appropriate development of equivalent English and Spanish forms of the ELCEP, and local norms for the PHIP AND WLPB-Span.
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Ronning, Margaret Ellen. "Core profile types for the cognitive assessment system and Woodcock-Johnson tests of achievement revised their development and application in describing low performing students /." Columbus, Ohio : Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1080136687.
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Thesis (Ph. D.)--Ohio State University, 2004.Title from first page of PDF file. Document formatted into pages; contains xi, 107 p.; also includes graphics. Includes abstract and vita. Advisor: Antoinette Miranda, College of Education. Includes bibliographical references (p. 94-107).
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Adams, Vanessa K. "The development of an everyday problem solving instrument in the educational assessment of incarcerated late adolescent and young adult males." Scholarly Commons, 1998. https://scholarlycommons.pacific.edu/uop_etds/2592.
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The present study addressed the lack of cognitive assessment instruments in the educational settings of adolescent and young adult students who are incarcerated in juvenile correctional institutions. The purpose of the study was to develop and validate a verbal problem solving questionnaire. The design of the Everyday Problem Questionnaire (EPQ) was based on a model and testing method for assessing cognitive development throughout the life-span. The study was conducted in two phases. In the first phase, the Everyday Problem Questionnaire was developed from descriptions of everyday life problems that were submitted in writing by 47 randomly-chosen males, aged 18 through 24 years, who were incarcerated in a high security state youth correctional institution. A second group of 25 randomly-chosen students from the same institution, rated the life problems on four criteria: (a) typicality, (b) personal experience, (c) interest level and, (d) level of difficulty. Nine problems were included in the final Everyday Problem Questionnaire. In the second phase, the new Everyday Problem Questionnaire was administered to a group of 54 randomly-chosen late adolescent and young adult males who were incarcerated. Four commonly used measures of cognitive ability and achievement were also administered, the Kaufman Adolescent and Adult Intelligence Test, the Test of Non-verbal Intelligence-Two, Second Edition, and the Woodcock-Johnson Tests of Achievement-Revised for reading and mathematics. The Everyday Problem Questionnaire responses were scored by three educators from the institution, who received training on an experimental scoring system that was a model of problem solving that included five steps. The other measurements were scored by a professional school psychologist. In the analyses of the first phase ratings indicated that the EPQ was shown to consist of life problems representative of adolescents and young adult males who have been incarcerated. Subsequent validation of the EPQ scoring system was not successful in the second phase of the study due to inconsistent inter-rater reliability. Consequently, the instrument could not be compared with results on other tests of cognition and achievement. Specific suggestions are made for designing a more reliable and stable scoring system. Issues regarding research and institutional access to students in a high-security youth corrections institutional setting are also discussed.
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Horner, Alexa. "Development, validation and utilisation of a battery of automated touchscreen tests for cognitive phenotyping of mouse models of Alzheimer's disease and related conditions." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610827.
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Caetano, Mónica. "Efeitos de um programa de treino de produção de resumos na capacidade de resumir textos narrativos e expositivos em alunos do 6º ano do ensino básico." Master's thesis, Instituto Superior de Psicologia Aplicada, 2001. http://hdl.handle.net/10400.12/377.
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Dissertação de Mestrado em Psicologia EducacionalO presente trabalho insere-se no âmbito dos estudos realizados no domínio das vantagens da implementação de programas de desenvolvimento de competências cognitivas, as quais visam promover o ensino de estratégias adequadas de estudo. Esta investigação incide, muito concretamente, sobre a produção de resumos de textos escolares de tipo narrativo e expositivo. Propõem-se diversos objectivos gerais de investigação, nomeadamente: (1) avaliar a eficácia da implementação de um programa de ensino de estratégias de produção de resumos de textos narrativos e expositivos; (2) comparar os resultados obtidos ao nível do resumo dos dois tipos de textos; (3) verificar se ocorre, por parte dos sujeitos, uma mobilização das estratégias ensinadas no programa de treino, após a sua aplicação; (4) verificar se ocorre evolução ao nível da consciência da tarefa de resumir um texto, mediante a aplicação do programa; (5) verificar se o treino ao nível do resumo de textos narrativos possibilita uma melhoria da capacidade de resumir textos expositivos e vice-versa e (6) verificar se o grau de consciência da tarefa de resumir se relaciona com a evolução ao nível da capacidade de elaboração de resumos. Constituíram-se três grupos de sujeitos do 6° ano do Ensino Básico; um grupo de controlo e dois grupos experimentais. Relativamente a estes últimos, procedeu-se à implementação de um programa de treino de produção de resumos. Num dos grupos experimentais foram treinadas técnicas de elaboração de resumos de textos narrativos e no outro treinaram-se técnicas de produção de resumos de textos expositivos. O programa teve a duração de dois meses. A avaliação envolveu dois momentos - um anterior e outro posterior ao programa de treino; e consistiu na produção dos resumos de um par de textos de tipos diferentes (um narrativo e outro expositivo) no pré-teste e de um outro par de textos no pós-teste. Adicionalmente foi realizada uma entrevista aos sujeitos dos grupos experimentais, afim de avaliar o nível de consciência da tarefa de resumir, em ambos os momentos de avaliação. Os resultados obtidos vêm realçar a importância da implementação deste tipo de programas, fundamentada pela sua eficácia ao nível da melhoria da capacidade de produção de resumos. Observa-se uma evolução da capacidade para resumir textos narrativos e expositivos, em cada um dos grupos experimentais. Estes apresentaram uma melhoria ao nível da capacidade para resumir o tipo de textos para os quais foram treinados, como também para resumir o outro tipo de textos. Contrariamente, o grupo de controlo não apresentou qualquer evolução no que respeita à capacidade de resumir textos narrativos ou expositivos apresentando, pelo contrário, um decréscimo ao nível desta capacidade. Por outro lado, verifica-se que os melhores resultados foram encontrados ao nível dos resumos dos textos narrativos em ambos os grupos experimentais, tal como era esperado. Adicionalmente, ambos os grupos experimentais manifestaram uma evolução relativamente à mobilização de estratégias adequadas de produção de resumos, as quais foram treinadas através do programa. Esperado era igualmente que ocorresse uma evolução do nível de consciência da tarefa de resumir nos grupos experimentais. Este aspecto foi evidenciado no âmbito da capacidade para explicar o que é um resumo e em que aspectos este difere do texto original. No entanto, apenas o grupo que foi treinado para resumir textos expositivos manifestou uma evolução ao nível da capacidade para compreender a utilidade da tarefa de resumir um texto. Este grupo foi também aquele, ao nível do qual, se identificou uma correlação positiva entre a evolução da capacidade de resumir e a capacidade para explicar o que é um resumo, assim como na explicitação dos aspectos em que este difere do texto original.
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Ailhaud, Emilie. "Etude des processus rédactionnels d'un texte : les données temporelles comme indices de la gestion des unités de production." Thesis, Lyon, 2016. http://www.theses.fr/2016LYSE2161/document.
Full textAbstract:
Cette thèse porte sur les processus cognitifs engagés lors de la production d’un texte par des adolescents de différents âges, plus particulièrement lors de l’élaboration de la connectivité du texte. Il sera demandé à 60 élèves issus de trois niveaux scolaires (CM2, 5ème, 3ème) de produire un texte narratif et un texte argumentatif. L’enregistrement se fera sur des tablettes graphiques, afin de collecter les données temporelles liées à la production écrite. L’analyse des pauses, du débit d’écriture et des révisions permettront de mieux comprendre la gestion temporelle de la mise en place de la connectivité syntaxique et de la cohésion sémantique; en outre, des profils de scripteurs pourront être définis à partir de leur rythme d’écriture. L’enregistrement des mouvements oculaires pourra venir compléter ces analyses. Les variations inter-individuelles seront prises en compte, notamment grâce à des tests psycho-cognitifs (test de mémoire, aisance grapho-motrice, étendue du vocabulaire, capacité de lecture). Enfin, suite à une évaluation des textes, leur qualité sera mise en relation avec les outils linguistiques utilisés pour établir la connectivité ainsi qu’avec les caractéristiques de gestion temporelle de chaque scripteurThis research aims to study cognitive processes involved when adolescents produce texts, in a developmental perspective. It will be study how syntactic connectivity and cohesion are elaborated, through the analysis of pauses, writing rate and revisions. Furthermore, types of writers will be characterized by their writing fluency. Psycho-cognitive tests will be used to explore inter-individual variations. At least we will define coherence’s features and types of writers associated to papers judged as well-written