Journal articles: 'Cognitive development test'

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Tanaka, Hiroyuki, Yuma Nagata, Masayasu Uematsu, Takashi Takebayashi, Keisuke Hanada, Maki Inokawa, Keita Fukuhara, et al. "Development of the Cognitive Test for Severe Dementia." Dementia and Geriatric Cognitive Disorders 40, no. 1-2 (2015): 94–106. http://dx.doi.org/10.1159/000430089.

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Background/Aims: Existing cognitive measures for moderate-to-severe dementia have shown floor effects and an inability to assess the remaining cognitive function, especially for profound dementia. Methods: We constructed the Cognitive Test for Severe Dementia (CTSD), which consists of 13 items covering 7 cognitive domains, and examined its reliability and validity. Results: Cronbach's α in severe dementia participants was 0.896. Interrater and test-retest reliability were 0.961 and 0.969, respectively. The CTSD showed a significant correlation with 3 other measures of cognitive function (Mini-Mental State Examination, Severe Cognitive Impairment Rating Scale, and Hasegawa Dementia Scale-Revised: r values = 0.870-0.922, p values <0.001). While the other measures showed floor effects, the CTSD did not. Conclusion: The CTSD was able to sensitively capture the remaining cognitive function in severe dementia patients when compared with other cognitive tests.

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Gehlot, Lalit. "Cognitive Development by Zone of Proximal Development (ZPD)." Journal of Education Culture and Society 12, no. 2 (September 25, 2021): 432–44. http://dx.doi.org/10.15503/jecs2021.2.432.444.

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Aim/Thesis: The aim of this research is to promote the use of the three concepts-- the Zone of Proximal Development (ZPD), the Gettier Problem, and Corpus Linguistics (Contextual Learning)--to increase the academic performance of early undergraduate engineering students. Concept/Methods: 30 Engineering students completed one untimed Mensa IQ Test of 10 questions and one Simon-Binet IQ Test of 50 random IQ questions with a 12 minute time limit. These 30 students were chosen from two different college sections: 15 students from each section. Before the second Simon-Binet Test, one group, G(a), was given ZPD scaffolding in three major topics — Working Memory, Fluid Reasoning and Spatial Reasoning —as they had answered questions based on these concepts incorrectly in their first Mensa IQ test. The second group, G(b), was not given the ZPD scaffolding. A statistical t-test that was later performed indicated that G(a), with scaffolding, outperformed G(b), without the scaffolding, in the second IQ test. Results and conclusion: Using the t-test, it is seen that the hypothesis of this research that ZPD, Gettier Problem and Corpus Linguistics can enhance the performance of the students in a short time period is correct. After the first Mensa IQ test, the level of both the groups G(a) and G(b) of engineering students was almost the same, indicated by a very similar mean results. However, after supporting G(a) utilizing ZPD, Gettier Problem and Corpus Linguistics for their three problem areas - Working Memory, Fluid Reasoning and Spatial Reasoning - identified after their first IQ test where the students needed scaffolding, the performance of this group improved more in comparison to G(b), as indicated by the results of the second online Simon-Binet Test. Research restrictions: It was not possible to provide all the random questions of the online Simon-Binet test given to all 30 students because the total number of questions would be 30*50=1500. Only the first ten questions of the Mensa IQ test are included in this research paper. Further, the third and fourth year engineering students are not included in this research as it is assumed that they have had already developed expertise and the effect of the investigated tools would not be clearly visible. Practical application: ZPD scaffolding was applied to the students when the students’ major problem areas were identified as requiring contextual learning and support. The Gettier Problem-- an epistemological concept-- was also used to keep their mind open at all the times during the learning process and Linguistics Corpus gave the contextual support as ZPD proposes the social-contextual mode of learning. Originality/Cognitive value: The paper presents empirical research on engineering students demonstrating the practical utility of ZPD, Gettier Problem and Corpus Linguistics in the process of learning, potentially irrespective of any discipline.

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KAWAZOE, AYAKA, and SHIN MURATA. "Development of cognitive function test of shiritori tasks." Japanese Journal of Health Promotion and Physical Therapy 2, no. 4 (2013): 145–48. http://dx.doi.org/10.9759/hppt.2.145.

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Pandey, Nagendra Nath, S. B. Bhattacharya, and Vijay Kumar Rai. "Longeot test of cognitive development in Indian context." Studies in Educational Evaluation 19, no. 4 (January 1993): 425–30. http://dx.doi.org/10.1016/s0191-491x(10)80007-0.

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Chiu, Helen F. K., Bao-Liang Zhong, Tony Leung, S. W. Li, Paulina Chow, Joshua Tsoh, Connie Yan, Yu-Tao Xiang, and Mike Wong. "Development and validation of a new cognitive screening test: The Hong Kong Brief Cognitive Test (HKBC)." International Journal of Geriatric Psychiatry 33, no. 7 (April 11, 2018): 994–99. http://dx.doi.org/10.1002/gps.4883.

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Gurnani, A., and B. Gavett. "The Colorado Cognitive Assessment (CoCA): Development of an Advanced Test of Cognitive Status." Archives of Clinical Neuropsychology 34, no. 6 (July 25, 2019): 844. http://dx.doi.org/10.1093/arclin/acz035.12.

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Abstract Objective Current brief tests of cognition provide a rough indication of overall cognitive functioning that assist with making gross clinical judgments (e.g., demented vs. not demented). The purpose of the present study was to develop and preliminarily validate a brief tool, The Colorado Cognitive Assessment (CoCA) to facilitate early and accurate diagnosis of mild and atypical presentations of dementia. A related goal was to compare its psychometric properties with The Montreal Cognitive Assessment (MoCA). Method Participants were 150 community dwelling adults over the age of 50 without a known mental health or neurological condition. Confirmatory factor analysis (CFA) was used to assess model fit of the CoCA and MoCA. Measurement invariance (MI) was evaluated using the multiple-indicators multiple-causes modeling (MIMIC) approach. Results The CFA model of the CoCA revealed excellent fit; χ2(44) = 47.506, p = .332; CFI = 0.987; TLI = 0.983; RMSEA = 0.023 (90% CI [0.000, 0.061]); SRMR = 0.048. MI analyses revealed that items on the CoCA were invariant to sex, age, education, and mood. In comparison, a CFA model of the MoCA had worse fit; χ2(14) = 28.536, p = .012; CFI = 0.817, TLI = 0.725; RMSEA = 0.083 (90% CI [0.038, 0.127]); SRMR = 0.062; and was biased by age, education, and depressive symptomatology. The global factor score reliability of the CoCA (r = .84) was better than the MoCA (r = .74). Conclusion Results provide preliminary evidence for the CoCA as a reliable and comprehensive cognitive instrument with further cross-sectional and longitudinal research needed for its validation.

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Bartel, Lee R. "The development of the Cognitive-Affective Response Test—Music." Psychomusicology: A Journal of Research in Music Cognition 11, no. 1 (1992): 15–26. http://dx.doi.org/10.1037/h0094135.

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Beaujean, A. Alexander, and Nicholas F. Benson. "Theoretically-Consistent Cognitive Ability Test Development and Score Interpretation." Contemporary School Psychology 23, no. 2 (March 20, 2018): 126–37. http://dx.doi.org/10.1007/s40688-018-0182-1.

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Takeda, Shinya, and Toshiki Fukuzaki. "Development of a Neuropsychological Test to Evaluate Cognitive Flexibility." Yonago Acta Medica 64, no. 2 (2021): 162–67. http://dx.doi.org/10.33160/yam.2021.05.003.

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Bildiren, Ahmet, Özge Bıkmaz Bilgen, and Mediha Korkmaz. "National Non-verbal Cognitive Ability Test (BNV) Development Study." SAGE Open 11, no. 3 (July 2021): 215824402110469. http://dx.doi.org/10.1177/21582440211046945.

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The aim of the present study is to develop a national non-verbal cognitive ability test in Turkey. Test items were developed during the first stage and applied as a pilot study on 3,073 children in the age interval of 4 to 13. The test was given its final form based on the values of item difficulty, item distinctiveness, item total score correlation. Norm study was carried out at 12 different provinces with a total of 9,129 children comprised of 4,464 females (49%) and 4,665 (51%) males. Test-retest, split-halves, KR-20, and KR-21 methods were applied for the reliability analyses of the study. Standard error, standard deviation, and reliability coefficient were calculated for the measurement. Content and construct validity along with criterion-related validity analysis methods were used for validity analyses. The KR-20 reliability coefficient obtained from the complete sample group was estimated as 0.92. Test-retest reliability coefficient was determined as 0.80. A correlation of .71 was determined between Naglieri Cognitive Ability test and BNV test. A correlation of .67 was determined between Toni-3 test and BNV test while a correlation of .86 was determined between BNV and Colored Progressive Matrices Test.

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Kauliņa, Anda. "Cognitive Analysis of 9 to 11-Year-Old Children With Intellectual Development Disorders." Journal of Pedagogy and Psychology "Signum Temporis" 9, no. 1 (December 20, 2017): 16–22. http://dx.doi.org/10.1515/sigtem-2017-0006.

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Abstract Cognitive development significantly influences efficiency and results of child’s understanding and comprehension of the world. Attention and cognition play a significant role to ensure academic achievement and success. Attention is essential for purposeful planning of action and systematic work. Attention is necessary to follow the study material and for physical survival in everyday life. Cognition is significant in decision making and evaluating possible outcomes, being especially important in children with cognitive development disorders. The aim of the present study was to find out the peculiarities of the cognitive processes in 9 to 11-year-old children with cognitive development disorders. Previous literature suggests that children with intellectual development disorders are at increased risk of general cognitive disorders. To test this assumption and establish cognitive abilities in children with intellectual development disorders, the following subtests of the Vienna Test System (VTS) were used: CPM/S2 (Raven's Coloured Progressive Matrices), B19 (Double Labyrinth Test) and WAFF (Perception and Attention Functions: Focused Attention). VTS is one of the leading computer-based psychophysiological testing systems in Europe. In addition to testing, behavioural observations were also carried out. Study results reveal that children with a shared diagnosis are not as similar when it comes to cognition and attention. Not all children within the sample group exhibited reduced attention and concentration, although the whole participant sample was diagnosed with intellectual development disorder. Meanwhile, risk factors hindering normal cognitive development were identified.

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Konsztowicz, Susanna, Haiqun Xie, Johanne Higgins, Nancy Mayo, and Lisa Koski. "Development of a method for quantifying cognitive ability in the elderly through adaptive test administration." International Psychogeriatrics 23, no. 7 (April 4, 2011): 1116–23. http://dx.doi.org/10.1017/s1041610211000615.

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ABSTRACTBackground: The field of geriatric medicine has identified a need for an evaluative tool that can rapidly quantify global cognitive ability and accurately monitor change over time in patients with a wide range of impairments. We hypothesized that the development of an adaptive test approach to cognitive measurement would help to meet that need. This study aimed to provide evidence for the interpretability of scores obtained from a novel, adaptive approach to cognitive assessment, called the Geriatric Rapid Adaptive Cognitive Estimate (GRACE) method.Methods: An adaptive method for cognitive assessment was developed using data from 185 patients referred for geriatric cognitive assessment, and pilot tested in an additional 137 patients. Correlations between test scores and between rank orders of patients were computed to examine the reliability and validity of cognitive ability scores obtained by (1) administering test questions out of their usual order, (2) administering only a subset of questions, and (3) administering questions adaptively using simplified selection rules based on the most difficult question passed.Results: Cognitive ability scores obtained with the GRACE method correlated highly with the Montreal Cognitive Assessment (MoCA) scores (r = 0.93) and ranked patients similarly in order of ability (r > 0.87). A simplified adaptive testing algorithm for pencil-and-paper assessment demonstrated moderately high correlations with scores obtained from administering the full set of MMSE and MoCA items as well as the MoCA items alone.Conclusions: Scores from the GRACE method can be obtained easily in 5–10 minutes, reducing test burden. The resulting numeric score quantifies cognitive ability, allowing clinicians to compare patients and monitor change in global cognition over time. The adaptive nature of this method allows for evaluation of persons across a broader range of cognitive ability levels than currently available tests.

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Maharditha, I. G., Soetjiningsih Soetjiningsih, and I. K. G. Suandi. "Cognitive development in babies with exclusive breastfeeding using Mullen Scale test." Paediatrica Indonesiana 48, no. 5 (September 15, 2016): 278. http://dx.doi.org/10.14238/pi48.5.2008.278-83.

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Background Breast milk is the best nutrition for babies' growthand development. There are many reasons for discontinuation ofexclusive breastfeeding (BF).Objective To evaluate the impact of exclusive breastfeeding onbabies' cognitive development.Methods A cohort study was conducted for full term newbornbabies. They were evaluated for cognitive development usingMullen scale test at of 6 and 9 months; t test was used to obtainmean difference of cognitive values. Logistic regression analysiswas performed to distinguish factors associated with the cognitivedevelopment.Results One hundred and forty babies were enrolled to this study(70 babies with exclusive BF and 70 babies with non-exclusiveBF). There were 34 boys (49%) in exclusive and 37 boys (53%) innon-exclusive BF group. Mean cognitive score at age six monthswas 1.41 points higher for exclusive BF group, mean rate 174.31(SO 4.89) and 172.90 (SO 4.19) for exclusive and non-exclusive BF,respectively. Mean cognitive score at nine months was 1.49 pointhigher in exclusive BF group with mean rate 175.28 (SO 4.39) and173.82 (SO 3.80) for exclusive and non-exclusive BF respectively.Logistic regression analysis showed that exclusively breastfed babieshad higher mean Mullen cognitive score of 4. 761 (95% CI 1.341;16.907) and 4.431 (95% CI 1.313; 14.949) times at sixth and ninthmonth respectively than non-exclusive BEConclusion Exclusively breastfed babies may have higher meanscore of Mullen cognitive score at sixth and ninth months whencompared with those who are non exclusively breastfed.

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Ba-Hoe, Cho, Lee Jae-Shin, Kim Su-Kyoung, and Cha Tae-Hyun. "Development of Screening Test Items for Geriatric Mild Cognitive Impairment." Journal of Korean Society of Occupational Therapy 23, no. 2 (June 30, 2015): 67–71. http://dx.doi.org/10.14519/jksot.2015.23.2.05.

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Leavitt, Frank, and Robert S. Katz. "Development of the Mental Clutter Scale." Psychological Reports 109, no. 2 (October 2011): 445–52. http://dx.doi.org/10.2466/02.07.14.22.pr0.109.5.445-452.

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Mental fog is a core symptom of fibromyalgia. Its definition and measurement are central to an understanding of fibromyalgia-related cognitive disability. The Mental Clutter Scale was designed to measure mental fogginess. In an exploratory factor analysis of two different samples ( n = 128 and n = 170), cognitive symptoms of fibromyalgia loaded on 2 dimensions: cognition and mental clarity. The mental clarity factor comprised 8 items with factor loadings greater than .60 and was named the Mental Clutter Scale. The factor stability of the new scale was good, internal consistency was .95, and test-retest reliability over a median of 5 days was .92. The 8-item scale is a quick measure of mental fog that provides clinicians with information about cognitive functioning in fibromyalgia.

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Orgill-Meyer, Jennifer, and Subhrendu K. Pattanayak. "Improved sanitation increases long-term cognitive test scores." World Development 132 (August 2020): 104975. http://dx.doi.org/10.1016/j.worlddev.2020.104975.

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Figlio, David N., Jeremy Freese, Krzysztof Karbownik, and Jeffrey Roth. "Socioeconomic status and genetic influences on cognitive development." Proceedings of the National Academy of Sciences 114, no. 51 (November 13, 2017): 13441–46. http://dx.doi.org/10.1073/pnas.1708491114.

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Accurate understanding of environmental moderation of genetic influences is vital to advancing the science of cognitive development as well as for designing interventions. One widely reported idea is increasing genetic influence on cognition for children raised in higher socioeconomic status (SES) families, including recent proposals that the pattern is a particularly US phenomenon. We used matched birth and school records from Florida siblings and twins born in 1994–2002 to provide the largest, most population-diverse consideration of this hypothesis to date. We found no evidence of SES moderation of genetic influence on test scores, suggesting that articulating gene-environment interactions for cognition is more complex and elusive than previously supposed.

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Eliot, John, David Medoff, and Kent Kimmel. "Development of a New Spatial Test." Perceptual and Motor Skills 64, no. 2 (April 1987): 479–83. http://dx.doi.org/10.2466/pms.1987.64.2.479.

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The development of a new colored spatial test is described. Some psychometric characteristics of this new test are presented from a correlational study, and some suggestions about its incorporation into research are offered.

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Butcher, Janice. "Development of a Playground Skills Test." Perceptual and Motor Skills 72, no. 1 (February 1991): 259–66. http://dx.doi.org/10.2466/pms.1991.72.1.259.

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LUPU, Nicoleta Raluca. "The effects of the game on the cognitive and non-cognitive development in students with special educational needs in inclusive schools." Revista Română de Terapia Tulburărilor de Limbaj şi Comunicare VI, no. 2 (October 30, 2020): 3–23. http://dx.doi.org/10.26744/rrttlc.2020.6.2.02.

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The aim of this study, “The effects of the game on the cognitive and non-cognitive development in students with special educational needs in inclusive schools” is to present a model of good practice that will favour the inclusion of the students with special educational needs. Starting from this aim, the following assumptions are formulated: 1) The students with special educational needs in inclusive classes who will participate in the training through games will achieve significantly better results in the recovery process than those who will not participate in the training through game, 2) The students with special educational needs in inclusive classes who will participate in the computer-based training will have significantly better results in the recovery process compared to the students who will participate in the training through classic game. The non-parametric test "Mann-Whitney" for independent samples shows that there are statistically significant differences between the experimental group and the control group in the post-test phase (p <.05) for most development areas tested: communication and vocabulary, reading, writing, grammar, spatial orientation, temporal orientation, cognitive behaviour, image memory, pre-numbering, addition, subtraction, behaviour. There were no statistically significant differences between the two groups (p>.05) in the following areas of development: motor development, body schema, graphics rendering, color, shape, numerical memory, numbering. The non-parametric test for Mann-Whitney independent samples shows that there are no significant differences between the classic game and computer games (p>.05), both of them bringing benefits in the recovery process of the students with special educational needs. An explanation might be the permanent presence of the computer in children's lives, which makes them lose interest in this method.

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Suárez, Maria del Mar, and Carmen Muñoz. "Aptitude, age and cognitive development." EUROSLA Yearbook 11 (August 3, 2011): 5–29. http://dx.doi.org/10.1075/eurosla.11.03sua.

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In the validation studies of the Modern Language Aptitude Test-Elementary (MLAT-E) (Carroll & Sapon 1967) and its Spanish version, the MLAT-ES (Stansfield & Reed 2005), the total scores across grades increase unsteadily. At no point, though, has this increase been discussed. Similar results are found in the present study, which addresses this issue from two viewpoints, age and the supposed stability of language aptitude. The participants in this study are bilingual Catalan-Spanish children in grades from 3 to 7. 325 participants took the MLAT-ES and 304 participants took its Catalan version (MLAT-EC). The analyses of the children’s performance in both tests suggest that the higher the grade, the higher the final score. However, the difference between the means of the total score is consistently larger between grade 3 and 4 than between the other grades. Besides, this increase seems to plateau between grade 6 and 7. Results are discussed in relation to the influence that children’s age and cognitive development in middle childhood seem to have on children’s language aptitude development.

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Lee, Mi Sook, and Bo Seon Kim. "A Preliminary Study for the Development of Informant-Report Scale on Cognitive-Linguistic Abilities of the Elderly: Focused on Mild Cognitive Impairment and Alzheimer’s Disease." Audiology and Speech Research 16, no. 2 (April 30, 2020): 167–74. http://dx.doi.org/10.21848/asr.200002.

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Purpose: Subjective cognitive-linguistic test is used to supplement various objective tests and increase a diagnostic accuracy. The purpose of this preliminary study was to develop and standardize the Informant-report Scale on Cognitive-Linguistic abilities of the Elderly (ISCOLE), and investigate the correlation between ISCOLE and objective test in individuals with neurological disease. Methods: People with mild cognitive impairment (MCI) (n = 30) and Alzheimer’s disease (AD) (n = 32) completed the objective cognitive-linguistic test. Informants of these patients (n = 62) and controls (n = 35) provided ratings of ISCOLE. Results: The main findings were as follows. Firstly, there was a significant difference among three groups in all subdomains and total score of ISCOLE. Secondly, several domains like attention, higher-order cognition, and language of ISCOLE were significantly associated with the objective performances in tow groups. Thirdly, memory, language, and total score of ISCOLE were a predictor of memory in MCI group. AD’s higher-order cognition was also predicted by attention, language and higher-order cognition of ISCOLE. Conclusion: This study is expected to help confirm the overall correlations between ISCOLE and objective test, and present the predictors of objective cognitive-linguistic performances in MCI and AD. The findings have implications for the use of ISCOLE in clinical settings. We also showed evidence that the ISCOLE is an informant-based measure of cognitive-linguistic decline providing a relevant contribution to the diagnostic and prognostic investigation of patients with MCI and AD.

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Barncord, Steven W., and Richard L. Wanlass. "The Symbol Trail Making Test: Test Development and Utility as a Measure of Cognitive Impairment." Applied Neuropsychology 8, no. 2 (June 2001): 99–103. http://dx.doi.org/10.1207/s15324826an0802_4.

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Cizek, Gregory J., Lynn C. Webb, and John C. Kalohn. "The Use of Cognitive Taxonomies in Licensure and Certification Test Development." Evaluation & the Health Professions 18, no. 1 (March 1995): 77–91. http://dx.doi.org/10.1177/016327879501800106.

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Wilson, Steven R. "Development and test of a cognitive rules model of interaction goals." Communication Monographs 57, no. 2 (June 1990): 81–103. http://dx.doi.org/10.1080/03637759009376188.

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Hershberger, P. J., H. M. Part, R. J. Markert, S. M. Cohen, and W. W. Finger. "Development of a test of cognitive bias in medical decision making." Academic Medicine 69, no. 10 (October 1994): 839–42. http://dx.doi.org/10.1097/00001888-199410000-00014.

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McDonald, Janet L. "Cognitive Development and the Structuring of Geometric Content." Journal for Research in Mathematics Education 20, no. 1 (January 1989): 76–94. http://dx.doi.org/10.5951/jresematheduc.20.1.0076.

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From a pool of secondary students (n = 161), 20 students were chosen who had high (formal operations) scores and 20 who had low (concrete operations) scores on two paper-and-pencil measures of Piagetian formal reasoning (the Test of Logical Thinking and the Longeot Test). The students made similarity judgments among all possible concept pairs from 13 geometric concepts and 10 mathematical expressions from a unit on ratio, proportion, and similarity. Multidimensional scaling procedures showed that despite idiosyncrasies in individual structures, clear prototypical maps could be derived for both the formal and concrete groups. In addition, formal operational students structured subject matter content significantly more like subject matter experts than concrete operational students did.

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Stemmler, Mark, Johannes Baltasar Hessler, and Horst Bickel. "Predicting Cognitive Decline and Dementia with the Newly Normed SKT Short Cognitive Performance Test." Dementia and Geriatric Cognitive Disorders Extra 9, no. 1 (April 9, 2019): 184–93. http://dx.doi.org/10.1159/000497308.

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Objective: The aim of this article was to determine the criterion-related validity of the newly normed SKT (Syndrom-Kurztest) Short Cognitive Performance Test with the onset of dementia as the predicted criterion. Methods: The cognitive ability was tested with the SKT in a sample of 546 cognitively healthy adults aged 65–85 years. New cases of mild cognitive impairment (MCI) or dementia were determined in 3 follow-up investigations at 1-year intervals. Each participant’s cognitive status was rated on the Clinical Dementia Rating Scale. The cognitive status according to the SKT is presented in terms of a traffic light system. Results: Based on Kaplan-Meier estimators, the trajectories of the different SKT traffic light labels were investigated over 3 years. The trajectories were significantly different, representing differential risks for dementia onset. In comparison to the green group, the hazard ratio (HR) for the development of dementia and MCI amounted to HR 6.63 (95% CI 2.75–15.96) and HR 2.34 (95% CI 1.37–3.99), respectively, in the yellow group, and to HR 25.40 (95% CI 10.73–60.14) and HR 3.83 (95% CI 1.86–7.86), respectively, in the red group. Conclusions: The newly normed SKT showed a high predictive validity for the onset of dementia.

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Jovanovic, Vitomir, and Aleksandar Baucal. "Construction and co-construction in cognitive development." Psihologija 40, no. 2 (2007): 191–209. http://dx.doi.org/10.2298/psi0702191j.

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The main goal of the research was to study how children develop new competencies within social interaction with more competent peers and adults. The pretestposttest experimental design was used. In the pretest phase 100 Grade 3 students were assessed by the Raven progressive matrices, and based on the results three equal groups for treatment phase were formed (15 students each). In the treatment phase students from the three groups solved 5 items from the zone of proximal development (ZPD) under three different conditions: collaboratively with a more competent peer, collaboratively with an adult, and individually. The post test included assessment by the Raven test after two months. The qualitative analysis showed that all three groups progressed equally, although students who collaborated with an adult were somewhat more successful with items from the ZPD. The qualitative analysis suggested that new competences are developed in different ways depending on with whom student collaborated. The successful peer interaction was marked by higher degree of symmetrical collaboration including higher level of joint critical thinking, and the successful interaction with an adult was marked by higher level of adult guidance as well as more elaborated task analysis, argumentations, and justifications. Based on the results, it is concluded that: (a) children could develop new competences based on both construction and co-construction mechanisms, and (b) the development of new competences through social interaction depends on the partners and the kind of dialog they build during collaboration. .

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Li, Li, Xin Zhou, Jin Huang, Dongbo Tu, Xuliang Gao, Zhiyan Yang, and Meifang Li. "Assessing kindergarteners’ mathematics problem solving: The development of a cognitive diagnostic test." Studies in Educational Evaluation 66 (September 2020): 100879. http://dx.doi.org/10.1016/j.stueduc.2020.100879.

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FAUST, DAVID, and BARRY S. FOGEL. "The Development and Initial Validation of a Sensitive Bedside Cognitive Screening Test." Journal of Nervous and Mental Disease 177, no. 1 (January 1989): 25–31. http://dx.doi.org/10.1097/00005053-198901000-00004.

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Angelov, T., V. Sivakova, and G. Totkov. "Automated generation of test units for diagnosis and development of cognitive skills." Trakia Journal of Science 16, no. 2 (2018): 128–33. http://dx.doi.org/10.15547/tjs.2018.02.009.

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Edgin, Jamie O., Gina M. Mason, Melissa J. Allman, George T. Capone, Iser DeLeon, Cheryl Maslen, Roger H. Reeves, Stephanie L. Sherman, and Lynn Nadel. "Development and validation of the Arizona Cognitive Test Battery for Down syndrome." Journal of Neurodevelopmental Disorders 2, no. 3 (July 10, 2010): 149–64. http://dx.doi.org/10.1007/s11689-010-9054-3.

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Purwanti, Rachma, Ani Margawati, and Bagoes Widjanarko. "MOTHER STATUS, NUTRITIONAL STATUS, AND PSYCHOSOCIAL STIMULATION AS DETERMINANT FACTORS OF COGNITIVE DEVELOPMENT AMONG UNDER FIVE YEARS OLD CHILDREN." Jurnal Psikologi 19, no. 3 (September 15, 2020): 246–56. http://dx.doi.org/10.14710/jp.19.3.246-256.

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Early childhood development (ECD) has long-life effects on an individual, that were essential for human capital accumulation and contribute to economic growth. This study aimed to analyzed factor that contributed to cognitive development. This study used cross sectional design by purposive sampling technique. Sample study were 61 early childhood 4-5 years old. Data collected by conducting interviews, observation, and anthropometric measurements. Nutritional status data were collected by using anthropometry, psychosocial stimulation was collected by using EC-HOME inventory instrument, and cognitive development was measured using instrument developed by the Department of National Education of Indonesia. Data analysis includes descriptive test, correlation, and regression. There were 23% of children with underweight, 78.7% children get high risk of psychosocial stimulation, and 57.6% have a good cognitive development. The correlation test showed that there were significant association between the psychosocial stimulation and nutritional status to the cognitive development. Regression model also showed that cognitive development was predicted by maternal status (working mothers/housewife), nutritional status, and psychosocial stimulation.

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Brambring, M., and H. Tröster. "The Assessment of Cognitive Development in Blind Infants and Preschoolers." Journal of Visual Impairment & Blindness 88, no. 1 (January 1994): 9–18. http://dx.doi.org/10.1177/0145482x9408800104.

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One goal of the Bielefeld Developmental Test for Blind Infants and Preschoolers was to try to reduce the difficulties in comparing cognitive development in blind and sighted infants and preschoolers by developing “blind-neutral” items. The results showed that even this test did not permit a fair comparative assessment of cognitive development, but the scale provided a suitable within-group rating in blind children.

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Druyan, Sara. "A comparison of four types of cognitive conflict and their effect on cognitive development." International Journal of Behavioral Development 25, no. 3 (May 2001): 226–36. http://dx.doi.org/10.1080/01650250042000276.

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The study examines the differential influence of four types of conflict—two physical conflicts and two social conflicts—on the improvement of the ability to solve balance problems. A total of 395 subjects, consisting of preschoolers, 3rd, and 5th graders, participated in three sessions: the pre-test, the intervention in which visual, kinesthetic, peer, or child-adult conflicts were presented, and the post-test. In each of the sessions the subjects were required to solve balance problems based on prototype problems employed by Siegler (1976). The ” ndings indicate that the kinesthetic conflict is the most effective in promoting the consideration of the distance dimension at the preschool age and that child-adult conflict is the most effective in promoting the coordination of weight and distance dimensions at school age. In addition, peer conflict was found to be significantly effective but only in 5th grade. In conclusion, the results suggest that the effectiveness of cognitive conflicts depends on both the demands of the task and the developmental stage of the child.

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Hong, Chen Huan, Dauw-Song Zhu, and Louis P. White. "Colleague guanxi intensity: Scale development and validation." Journal of Management & Organization 19, no. 6 (November 2013): 756–78. http://dx.doi.org/10.1017/jmo.2014.14.

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AbstractThis research reviews the constructs and measurements of guanxi and concludes that colleague guanxi is appropriately conceptualized as a multidimensional construct that describes Chinese colleague relationships. The development of a colleague guanxi scale with four dimensions is described. Two studies test the convergent, discriminant, and nomological validity of the guanxi scale. In validation tests guanxi intensity increases with cognition features (subjective fit and cognitive trust) and results in a positive affect (affective trust). Contributions of the colleague guanxi scale are offered.

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Michael, Robert T. "Children’s cognitive skill development in Britain and the United States." International Journal of Behavioral Development 27, no. 5 (September 2003): 396–408. http://dx.doi.org/10.1080/01650250344000000.

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This paper compares the cognitive test scores of children in Great Britain and the United States in vocabulary, reading, mathematics, and memory of words and numbers. Children aged 5–9 years in Britain systematically outperform their US counterparts on reading and mathematics tests, while children aged 10–14 years show far fewer differences. In most comparisons for white children aged 10–14 years, there are no statistical differences in the distributions of test scores between the British and United States children. The explanation for the observed differences between the younger children in the two nations in reading and mathematics may be the earlier age of entry into formal schooling in Britain. The similarity of the observed skills of the older children in the two nations, given the differences in social and economic conditions experienced by those children, challenges the notion that these differences are critically important in the children’s cognitive development. The six tests used in this study are the Peabody Picture Vocabulary Test, subsets of the Peabody Individual Achievement Test in reading and math, the Wechsler Memory for Digit Span, and a subscale of the McCarthy Scale for Verbal Memory.

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Matsuoka, Hiroshi. "Development of a Short Test for Accident Proneness." Perceptual and Motor Skills 85, no. 3 (December 1997): 903–6. http://dx.doi.org/10.2466/pms.1997.85.3.903.

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In developing the Accident Proneness Prediction Test to measure motor control skills related to safety aptitudes subjects were instructed to draw on a sheet of paper as many circles as possible within a limited amount of time. The responses were scored in terms of the speed and quality (irregularities) of the produced circles. Although 103 accident-prone drivers produced more circles than the 178 good drivers, the quality of performance of the accident-prone drivers was poorer than that of the good drivers. Based on this validity study, we proposed these predictive criteria for further testing of accident proneness.

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HANSEN, KIRSTINE, and DENISE HAWKES. "Early Childcare and Child Development." Journal of Social Policy 38, no. 2 (April 2009): 211–39. http://dx.doi.org/10.1017/s004727940800281x.

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AbstractNowadays many more young children experience non-maternal childcare than in the past. From a theoretical perspective, the effect this may have on their cognitive and behavioural development is unclear. This paper uses data from the UK for a sample of children in the Millennium Cohort Study, whose mothers were working when they were nine months old, to test how different forms of childcare at an early age play a role in the production of cognitive skills and the behavioural development of young children (measured at age three). The results show that formal group care is positively associated with school readiness test scores. But, unlike previous research, we find no association between formal group care and problem behaviour. Grandparent care, which has received negative attention in the past, is shown to be positively associated with vocabulary test scores, but also positively related to problem behavioural scores.

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Gayatridevi, Dr S., Dr A. Velayudhan, and Palanisamy V. "Communication Skill Development for Rural Adolescents through Social Cognitive Intervention." International Journal on Integrated Education 2, no. 5 (October 22, 2019): 26–33. http://dx.doi.org/10.31149/ijie.v2i5.132.

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Communication skills are playing an important role in predicting individual’s employability in work place. Youth from the rural area are not equipped with the communication and public speaking skills therefore they are struggling to get into the job market. According to social cognitive theory and Vygotsky’s theory of cognitive development individual’s immediate society and family are the major influencing factors of skill acquisition. Youth from such environmental conditions are requiring skill development trainings. The objective of the current study is to examine the effectiveness of social cognitive intervention on communication skills development among the rural adolescents. 11th grade Students from government school located in rural area of Coimbatore district were selected, totally 50 students participated in this study. Purposive sampling method was used to select the sample. Single group Pre-test, post-test and follow up experimental design was used. The study consists with four phases 1) pre-test phase 2) Intervention phase (social leaning intervention) 3) Post-test phase and 4) follow up Phase. The intervention session was conducted weekly once to the participants in 12 sessions for duration of three months period. Mean, SD, ANOVA, Post hoc tests were used to analyze the data. Results revealed that social learning intervention significantly improved the rural students’ communication skills.

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Cameron, Sharon, Helen Glyde, Harvey Dillon, Jessica Whitfield, and John Seymour. "The Dichotic Digits difference Test (DDdT): Development, Normative Data, and Test–Retest Reliability Studies Part 1." Journal of the American Academy of Audiology 27, no. 06 (June 2016): 458–69. http://dx.doi.org/10.3766/jaaa.15084.

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Background: The dichotic digits test is one of the most widely used assessment tools for central auditory processing disorder. However, questions remain concerning the impact of cognitive factors on test results. Purpose: To develop the Dichotic Digits difference Test (DDdT), an assessment tool that could differentiate children with cognitive deficits from children with genuine dichotic deficits based on differential test results. The DDdT consists of four subtests: dichotic free recall (FR), dichotic directed left ear (DLE), dichotic directed right ear (DRE), and diotic. Scores for six conditions are calculated (FR left ear [LE], FR right ear [RE], and FR total, as well as DLE, DRE, and diotic). Scores for four difference measures are also calculated: dichotic advantage, right-ear advantage (REA) FR, REA directed, and attention advantage. Research Design: Experiment 1 involved development of the DDdT, including error rate analysis. Experiment 2 involved collection of normative and test–retest reliability data. Study Sample: Twenty adults (aged 25 yr 10 mo to 50 yr 7 mo, mean 36 yr 4 mo) took part in the development study; 62 normal-hearing, typically developing, primary-school children (aged 7 yr 1 mo to 11 yr 11 mo, mean 9 yr 4 mo) and 10 adults (aged 25 yr 0 mo to 51 yr 6 mo, mean 34 yr 10 mo) took part in the normative and test–retest reliability study. Data Collection and Analysis: In Experiment 1, error rate analysis was conducted on the 36 digit-pair combinations of the DDdT. Normative data collected in Experiment 2 were arcsine transformed to achieve a distribution that was closer to a normal distribution and z-scores calculated. Pearson product-moment correlations were used to determine the strength of relationships between DDdT conditions. Results: The development study revealed no significant differences in the adult population between test and retest on any DDdT condition. Error rates on 36 digit pairs ranged from 1.5% to 16.7%. The most and the least error-prone digits were removed before commencement of the normative data study, leaving 25 unique digit pairs. Average z-scores calculated from the arcsine-transformed data collected from the 62 children who took part in the normative data study revealed that FR dichotic processing (LE, RE, and total) was highly correlated with diotic processing (r ranging from 0.5 to 0.6; p < 0.0001). Significant improvements in performance on retest occurred for the FR LE, RE, total, and diotic conditions (p ranging from 0.05 to 0.0004), the conditions that would be expected to improve with practice if the participant’s response strategies are better the second time around. Conclusions: The addition of a diotic control task—that shares many response demands with the usual dichotic tasks—opens up the possibility of differentiating children who perform below expectations because of poor dichotic processing skills from those who perform poorly because of impaired attention, memory, or other cognitive abilities. The high correlation between dichotic and diotic performance suggests that factors other than dichotic performance play a substantial role in a child’s ability to perform a dichotic listening task. This hypothesis is investigated further in the cognitive correlation study that follows in the companion paper (DDdT Study Part 2; Cameron et al, 2016).

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Pollitt, Ernesto, and Patricia Kariger. "Breastfeeding Child Development." Food and Nutrition Bulletin 17, no. 4 (December 1996): 1–19. http://dx.doi.org/10.1177/156482659601700423.

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The literature reviewed in this article suggests that breastfeeding positively influences cognitive development. Studies comparing the effects of early feeding methods on cognition consistently show mental test score advantages for breastfed infants over bottlefed subjects. Also, breastfeeding may function as a buffer against adverse developmental outcomes from early traumatic events such as low birthweight or neurologic insults. It is recognized that breastmilk contains long-chain polyunsaturated fatty acids that are necessary for the normal development of the retina and cerebrum. Yet, breastfeeding may not always promote optimal development in children. Infants breastfed by mothers using alcohol or marijuana have lower scores on developmental tests. Thus, while breastfeeding has the potential for contributing to the healthy development of infants, it may also be capable of transferring toxic substances known to interfere with normal development.

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Loose, Tianna, Didier Acier, Jean Luc Pilet, Aurore Deledalle, and Ghassan El-Baalbaki. "Development and Validation of the Temporal Competency Test-5D." Timing & Time Perception 7, no. 3 (August 9, 2019): 254–76. http://dx.doi.org/10.1163/22134468-20191157.

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We developed and validated a new version of our test of temporal competency. In three studies we (1) defined dimensions, created items and studied face and content validity; (2) examined dimensionality and reliability; and (3) confirmed factor structure and studied convergent validity. Focus groups were held in which we drew up temporal concepts that articulated well with clinical observations. We derived a questionnaire that was administered to French young people and this data was used to reduce the questionnaire to 15 items. Reliability and validity of the 15-item version was studied among samples: French college, French high school, and Québec college. Five dimensions were defined and retained: anticipation, full present, temporal rupture, past, future. 15 items explained 68% of variance. The model provided adequate fit in confirmatory analyses across samples. Scales converged with hypothesized dimensions of the ZTPI and scales mostly maintained acceptable reliability. Conceptual issues with ZTPI were addressed, possibly rectified and discussed in light of clinical practice. The past was defined by how much one grows from experience independently of how ‘happy’ or ‘sad’ events were. Full present and temporal rupture relate to living in the now, the first by means of flow and engagement, the second by means of addictive behaviors. Future entailed a projection unto uncertainty, whereas anticipation defined adapting behavior in order to achieve short-term goals. We found that the questionnaire had adequate psychometric proprieties among Francophone youth in Canada and in France.

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Wijaya, Tommy. "Dampak Cognitive Moral Development Terhadap Kejujuran Pelaporan Anggaran." Jurnal Akuntansi Bisnis 18, no. 1 (July 30, 2020): 82. http://dx.doi.org/10.24167/jab.v18i1.2703.

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This study aims to analyze the impact of Cognitive Moral Development in honesty budget reporting because honesty in employees is important in the success of a company so it needs to be formed early. The development of Cognitive Morals is justification in making decisions relating to social actions to act ethically. Honesty of budget reporting in this study has a treatment in order to give an ethical dilemma effect on participants in decision making. The sample of this study was 48 active students of Soegijapranata Catholic University Semarang who have taken Cost Accounting courses. This study uses DIT (Define issue test) on cognitive moral development and SPSS programs. The results showed that individuals with high levels of cognitive moral development tend to be more honest in reporting budgets so that it can be said that cognitive moral development affects the honesty of budget reporting. Under optimal hurdle contract, individuals tend to be more honest in reporting budgets than in contract trust conditions so it can be said that there are differences in cognitive moral development in honesty of budget reporting. Abstrak Penelitian ini bertujuan untuk menganalisis dampak Cognitive Moral Development dalam kejujuran pelaporan anggaran karena kejujuran pada karyawan merupakan hal yang penting dalam keberhasilan suatu perusahaan sehingga perlu dibentuk sejak dini. Cognitive Moral Development merupakan dasar pembenaran dalam pengambilan keputusan yang berkaitan dengan tindakan sosial untuk bertindak etis. Kejujuran pelaporan anggaran dalam penelitian ini memiliki treatment untuk memberikan efek dilema etis pada partisipan dalam pengambilan keputusan. Sampel penelitian ini adalah 48 mahasiswa aktif Universitas Katolik Soegijapranata Semarang yang telah mengambil mata kuliah Akuntansi Biaya. Penelitian ini menggunakan DIT (Define issue test) untuk cognitive moral development dan program SPSS. Hasil penelitian menunjukan bahwa individu dengan tingkat cognitive moral development yang tinggi cenderung lebih jujur dalam melaporakan anggaran sehingga dapat dikatakan bahwa cognitive moral development berpengaruh terhdap kejujuran pelaporan anggaran. Pada kondisi optimal hurdle contract individu cenderung lebih jujur melaporkan anggaran dibandingkan pada kondisi trust contract sehingga dapat dikatakan bahwa terdapat perbedaan dalam cognitive moral development terhadap kejujuran pelaporan anggaran.

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Loe, Bao Sheng. "The Development and Validation of an Online Spatial Network Measure." Assessment 27, no. 8 (January 23, 2019): 1914–27. http://dx.doi.org/10.1177/1073191118824662.

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Planning is an essential cognitive process of executive functions and is considered as one of the most important brain functions. Planning has been extensively studied in the field of neuropsychology, but there is a lack of computerized assessment tools of planning ability that are easily accessible to researchers and clinicians. The present study aims to validate a newly developed online spatial network test that is designed for both clinical and nonclinical populations. Exploratory factor analysis revealed a unidimensional factorial structure with moderate to high internal consistency in the test. Two-parameter logistic item response theory analysis showed acceptable item and model fit and no violation of the local independence assumption. The overall success rate exhibited a positive correlation with the performance of planning before attempting to solve the items. After correcting for attenuation, moderate to high correlations were found between the spatial network test and the International Cognitive Ability Resource 16 short form cognitive ability test and the automated perceptual maze test, respectively, demonstrating convergent, discriminant, and criterion validity. Future directions and potential applications of the spatial network test as an assessment tool to measure planning for researchers and clinicians are discussed in the end.

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Qadar, Riskan, Muhamad Arif Mahdiannur, and Nurul Fitriyah Sulaeman. "Admission test analysis of pre-service math-science teacher based on its related factors." Cypriot Journal of Educational Sciences 16, no. 3 (June 30, 2021): 1154–74. http://dx.doi.org/10.18844/cjes.v16i3.5837.

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The admission test of pre-service teachers uses a knowledge test that has not explored the non-cognitive factors. This study is focused on considering the basic abilities, logical thinking abilities, gender, level of cognitive development and the type of pre-service teacher programme. Moreover, other factors, such as motivation, role of life experiences and verification of logical thinking test result (TOLT), were also contemplated. This study applied TOLT to 281 pre-service math–science teachers from four different programmes. This study also developed a multiple mini interview modification with expert screening methods that have validity, reliability and homogeneity parameters based on Aiken's criteria. Our study provides an alternative to reformulate the selection test that combines paper-based tests with interviews as an admission test for pre-service teacher candidates. Our results also illustrate how gender and cognitive development affect the basic abilities based on their programme. Furthermore, admission tests should have balanced cognitive and non-cognitive factors. Keywords: admission test; content-knowledge ability; level of cognitive development; logical thinking (TOLT); multiple-mini interview (MMI); teacher education.

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Tangen, Gro Gujord, Knut Engedal, Astrid Bergland, Tron Anders Moger, and Anne Marit Mengshoel. "Relationships Between Balance and Cognition in Patients With Subjective Cognitive Impairment, Mild Cognitive Impairment, and Alzheimer Disease." Physical Therapy 94, no. 8 (August 1, 2014): 1123–34. http://dx.doi.org/10.2522/ptj.20130298.

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Background Balance impairments are common in patients with Alzheimer disease (AD), but which aspects of balance are affected, at which stage of cognitive impairment, and their associations with cognitive domains remain unexplored. Objectives The aims of this study were: (1) to explore differences in balance abilities among patients with subjective cognitive impairment (SCI) or mild cognitive impairment (MCI), mild AD, and moderate AD and (2) to examine the relationship between the various aspects of balance and cognitive domains. Design This was a cross-sectional study. Methods Home-dwelling patients with SCI or MCI (n=33), mild AD (n=99), and moderate AD (n=38) participated in this study. The Balance Evaluation Systems Test (BESTest), comprising 6 subscales—“Biomechanical Constraints,” “Stability Limits/Verticality,” “Anticipatory Postural Adjustments,” “Postural Responses,” “Sensory Orientation,” and “Stability in Gait”—was used to assess balance. Cognitive domains were assessed using the following measures: Mini-Mental Status Examination, Word-List Learning Test from the Consortium to Establish a Registry for Alzheimer's Disease (CERAD), Verbal Fluency Test, Clock Drawing Test, and Trail Making Test, parts A and B (TMT-A and TMT-B, respectively). Two-way between-group analyses of variance, adjusted for age, were used to analyze differences among the groups. Multiple linear regression analysis was used to explore the associations between balance and cognition. Results Differences were found between the groups on all BESTest subscales; the moderate AD group had the worst scores. The TMT-B (measuring executive function) was associated with all of the BESTest subscales after controlling for demographic factors. Limitations The cross-sectional design hampered interpretation of the development of balance impairments. Conclusions The study findings indicate that all aspects of balance control deteriorate with increasing severity of cognitive impairment and that executive function plays an important role in balance control. Physical therapists should pay attention to these findings both in clinical practice and in future research.

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Fithrie, Aida, Fasihah Irfani Fitri, and Muhammad Reza Putra. "Association of Vitamin D Level and Nerve Conduction Study Parameters with Cognitive Function in Diabetic Neuropathy Patients." Open Access Macedonian Journal of Medical Sciences 9, B (April 20, 2021): 72–78. http://dx.doi.org/10.3889/oamjms.2021.5938.

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BACKGROUND: Type 2 diabetes mellitus (T2DM) and its major long-term complication, diabetic polyneuropathy (DPN), continue to be a major global health problem and are important contributors of significant disability worldwide. Vitamin D plays a significant role in their pathogenesis as well as in the development of dementia in non-diabetic patients. Nevertheless, the role of Vitamin D in the development of cognitive impairment in DPN patients has not yet been extensively studied. AIM: We aimed to investigate the association between Vitamin D level and cognitive function in DPN patients and to evaluate several potential contributor factors to cognition, including demographic factors, glycemic control, and nerve conduction study (NCS) parameters. METHODS: Thirty-one DPN patients were included in this cross-sectional study. Patients were recruited from the outpatient endocrinology and neurology clinic of Haji Adam Malik General Hospital Medan Indonesia. We used the diabetic neuropathy examination (DNE) scale, diabetic neuropathy symptom (DNS) scale, and NCS to determine the presence and severity of the neuropathy. We measured the levels of Vitamin D, random blood sugar, and glycated hemoglobin (HbA1c). Cognitive function was assessed using the Indonesian version of Montreal Cognitive Assessment (MoCA-INA), trail making test A and B (TMT A and TMT B), and verbal fluency test. RESULTS: Most of the patients were female (80.6%), with a mean age of 55.71 ± 8.34 years. The proportion of patients with abnormal cognitive function was higher than cognitively unimpaired patients. The mean of MoCA-INA score and level of Vitamin D was lower than normal, 23.32 ± 3.00 and 24.91 ± 13.59 ng/ml, respectively. Using the Pearson correlation test, we did not find any significant association of Vitamin D level, NCS parameters, and other clinical characteristics with global cognitive function. Age and level of education were significantly associated with MoCA-INA score. Blood sugar level was significantly higher in patients with normal TMT-A and TMT-B tests compared to patients with abnormal results. CONCLUSION: Vitamin D and NCS parameters are not associated with cognitive function. Of the demographic and clinical characteristics, a significant association exists between age, level of education, and blood sugar level and cognition. This might suggest the complexity underlying cognitive impairment in T2DM patients.

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Rozencwajg, Paulette. "Cognitive process development as measured by an adapted version of Wechsler's Similarities test." Learning and Individual Differences 17, no. 4 (October 2007): 298–306. http://dx.doi.org/10.1016/j.lindif.2007.07.001.

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Journal articles on the topic 'Cognitive development test'

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