Relevant bibliographies by topics / Cognitive entry characteristics

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Reports

Academic literature on the topic 'Cognitive entry characteristics'

Author: Grafiati
Published: 2 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Cognitive entry characteristics"

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Solmon, Melinda A., and Amelia M. Lee. "Entry Characteristics, Practice Variables, and Cognition: Student Mediation of Instruction." Journal of Teaching in Physical Education 15, no. 2 (1996): 136–50. http://dx.doi.org/10.1123/jtpe.15.2.136.

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In this study, relationships between entry characteristics, in-class behavior, self-report measures of student cognition, and achievement during motor skill instruction were examined. Fifty-six sixth-grade students participated in a 4-day instructional unit on the forearm pass in volleyball. All classes were videotaped to code in-class behavior. Data collection included skill pretest and posttest, Harter’s Perceived Competence Scale, forms about the errors made during practice, and a Cognitive Processes Questionnaire (CPQ). Correlates of achievement, as reflected by residual gain scores, were
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Wahyullah, Alannasir. "CHARACTERISTIC-BASED DEVELOPMENT STUDENTS ASPECT." International Journal of Asian Education (IJAE) ISSN: 2722-8592 01, no. 1 (2020): 29–36. https://doi.org/10.46966/ijae.v1i1.18.

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The characteristics of students from cognitive, affective, and psychomotor aspects so that educators are able to cultivate and develop the potential and talents of each student so that educators easily evaluate the strengths and weaknesses in learning. Different characteristics possessed by each student can provide an understanding for each educator to use strategies and methods in developing these different talents and potentials. Understanding the development of student characteristics can be seen from three aspects, namely cognitive, affective, and psychomotor aspects. The cognitive element
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Shaw, Sherry. "Cognitive and motivational contributors to aptitude." Aptitude for Interpreting 13, no. 1 (2011): 70–84. http://dx.doi.org/10.1075/intp.13.1.05sha.

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This article reports the findings of a causal-comparative study with spoken language (primarily conference) and signed language (primarily public service) interpreting students carried out at four institutions in the European Union in 2008. The study was built on two previous investigations of essential characteristics, as reported by interpreting students and their professors, to measure these characteristics with standardized performance and motivation tests. It grouped participants as “entry-level” or “advanced” depending upon their prior experience in simultaneous interpreting coursework.
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Cariaga-Lo, L. D., B. F. Richards, M. A. Hollingsworth, and D. L. Camp. "Non-cognitive characteristics of medical students: entry to problem-based and lecture-based curricula." Medical Education 30, no. 3 (1996): 179–86. http://dx.doi.org/10.1111/j.1365-2923.1996.tb00740.x.

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James, Ajogbeje. "Cognitive Entry Characteristics and Semester Examination Scores as Correlates of College Students’ Achievement in Mathematics." British Journal of Education, Society & Behavioural Science 3, no. 4 (2013): 478–89. http://dx.doi.org/10.9734/bjesbs/2013/4379.

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Bartholo, Tiago Lisboa, Mariane Campelo Koslinski, Marcio da Costa, and Thais Barcellos. "What do children know upon entry to pre-school in Rio de Janeiro?" Ensaio: Avaliação e Políticas Públicas em Educação 28, no. 107 (2020): 292–313. http://dx.doi.org/10.1590/s0104-40362019002702071.

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Abstract The paper discusses the need for studies with longitudinal design and a baseline for construction of value added models to assess the impact of policies and school practices in pre-school and in the first years of primary school. The objective was to identify family factors or previous experience in a crèche that are correlated with the starting point in pre-school. The multivariate regression models suggest that a) age is a key factor to explain children’s cognitive development when they start compulsory education; b) educational level of parents/guardians is the most significant fac
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Shoubridge, Andrew P., Maria C. Inacio, Tracy Air, et al. "Individuals with Cognitive Impairment Entering Long-Term Care: Characteristics and Cumulative Incidence of Dementia after Care Entry." Journal of the American Medical Directors Association 26, no. 6 (2025): 105568. https://doi.org/10.1016/j.jamda.2025.105568.

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Smith, Megan, Stefanie Ferreri, Rachel Stafford, et al. "Development of Community Pharmacy Characteristics Questionnaire: Application of Cognitive Interviewing." INNOVATIONS in pharmacy 9, no. 3 (2018): 3. http://dx.doi.org/10.24926/iip.v9i3.1349.

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 Background: A questionnaire specific to community pharmacy characteristics, such as staffing models for clinical activities and business operations, does not exist. As community pharmacy practice expands, it is important to characterize how pharmacies are changing for outcomes research. The aim of this study was to conduct cognitive interviewing with community pharmacists to gain feedback on the formatting, readability, and content of items measuring community pharmacy characteristics to develop such a questionnaire.
 Methods: National surveys and previously developed survey work w
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9

Alannasir, Wahyullah. "Characteristic-Based Development Students Aspect." International Journal of Asian Education 1, no. 1 (2020): 29–36. http://dx.doi.org/10.46966/ijae.v1i1.18.

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Abstract:
The characteristics of students from cognitive, affective, and psychomotor aspects so that educators are able to cultivate and develop the potential and talents of each student so that educators easily evaluate the strengths and weaknesses in learning. Different characteristics possessed by each student can provide an understanding for each educator to use strategies and methods in developing these different talents and potentials. Understanding the development of student characteristics can be seen from three aspects, namely cognitive, affective, and psychomotor aspects. The cognitive element
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10

Wamsley, Erin J., and Theodore Summer. "Spontaneous Entry into an “Offline” State during Wakefulness: A Mechanism of Memory Consolidation?" Journal of Cognitive Neuroscience 32, no. 9 (2020): 1714–34. http://dx.doi.org/10.1162/jocn_a_01587.

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Moments of inattention to our surroundings may be essential to optimal cognitive functioning. Here, we investigated the hypothesis that humans spontaneously switch between two opposing attentional states during wakefulness—one in which we attend to the external environment (an “online” state) and one in which we disengage from the sensory environment to focus our attention internally (an “offline” state). We created a data-driven model of this proposed alternation between “online” and “offline” attentional states in humans, on a seconds-level timescale. Participants ( n = 34) completed a susta
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Dissertations / Theses on the topic "Cognitive entry characteristics"

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Costa, Hugo Câmara. "Cognitive, behavioral and familial associations of reading acquisition and academic achievement : a population-based longitudinal study from kindergarten to middle school." Thesis, Paris 5, 2014. http://www.theses.fr/2014PA05H115.

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Les études longitudinales en milieu scolaire débutant en maternelle permettent une analyse des facteurs propres à l'enfant et à son environnement impliqués dans le développement de la lecture et de la réussite scolaire. Cependant, les études visant à analyser l'influence longitudinale de ces facteurs dès l'école maternelle restent exceptionnelles en France. Une étude épidémiologique initiée en 2001 dans la Communauté Urbaine de Creusot Montceau (Saône-et-Loire, France) avait comme objectif l'examen des contributions des facteurs propres à l'enfant et des variables environnementales dans l'acqu
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Books on the topic "Cognitive entry characteristics"

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Takao, Kumazawa, Kruger Lawrence, and Mizumura Kazue, eds. The polymodal receptor: A gateway to pathological pain. Elsevier, 1996.

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Berenbaum, Sheri A. Gonadal Hormones and Sex Differences in Behavior: A Special Issue of Developmental Neuropsychology. Taylor & Francis Group, 2014.

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Berenbaum, Sheri A. Gonadal Hormones and Sex Differences in Behavior: A Special Issue of Developmental Neuropsychology. Taylor & Francis Group, 2014.

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Berenbaum, Sheri A. Gonadal Hormones and Sex Differences in Behavior: A Special Issue of Developmental Neuropsychology. Taylor & Francis Group, 2014.

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5

Gonadal Hormones and Sex Differences in Behavior: A Special Issue of developmental Neuropsychology. Lawrence Erlbaum, 1998.

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(Editor), T. Kumazawa, L. Kruger (Editor), and K. Mizumura (Editor), eds. The Polymodal Receptor - A Gateway to Pathological Pain (Progress in Brain Research). Elsevier Science, 1996.

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Book chapters on the topic "Cognitive entry characteristics"

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Weinert, Sabine, and Susanne Ebert. "Developmental Dynamics and Social Disparities in Early Education-Related Child Development: Results from the BiKS-3-18 Study." In Educational Processes, Decisions, and the Development of Competencies from Early Preschool Age to Adolescence. Springer Fachmedien Wiesbaden, 2024. http://dx.doi.org/10.1007/978-3-658-43414-4_4.

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AbstractThe development of domain-specific competencies and the emergence of social disparities start well before school entry. These early developments have been suggested to be highly relevant to later developments, educational pathways, and participation in society. Longitudinal large-scale studies, in particular, provide important insights into relevant individual preconditions, developmental trajectories, and their relation to learning opportunities in different learning environments. Against this background, this paper presents selected results of the longitudinal and interdisciplinary s
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Pardasani, Meenakshi, and Nixon M. Abraham. "Neurotropic SARS-CoV-2: Causalities and Realities." In COVID-19 Pandemic, Mental Health and Neuroscience - New Scenarios for Understanding and Treatment [Working Title]. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.108573.

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Evidences for the dysfunctions of central nervous system (CNS) caused by SARS-CoV-2 infection have accumulated since the beginning of pandemic. The clinical and experimental evidences on viral entry routes to CNS lead to several open questions. While the neurological impairments caused by the virus stay as a reality under Long COVID, dissecting the causality underlying these problems continues to be an intensely studied topic. Extensive reports of olfactory dysfunctions including anosmia, hyposmia, and parosmia due to infections during 2020–2021, led to the hypothesis of virus’ CNS invasion th
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Göritz, Anja S., Ranjit K. Singh, and Birgit J. Voggeser. "Human Behavior on the WWW." In Encyclopedia of Cyber Behavior. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0315-8.ch010.

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This entry summarizes psychological research on human behavior on the World Wide Web, excluding WWW topics addressed in other entries in this encyclopedia (e.g., social networking sites, blogs, and Wikipedia). Four areas are examined: (1) Online research covers the methodology of conducting psychological research online. The focus lies on people’s behavior as participants in Web-based research. (2) Internet addiction is a clinical psychological topic about the phenomenon of excessive Internet use that shares characteristics with compulsive or addicted behavior. (3) Online search behavior and i
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Thornicroft, Graham, and Paul Bebbington. "Quantitative Methods in the•Evaluation of Community Mental Health Services." In Integrated Mental Health Services. Oxford University PressNew York, NY, 1996. http://dx.doi.org/10.1093/oso/9780195074215.003.0009.

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Abstract A new challenge for clinicians and researchers at the end of the twentieth century is to measure accurately the effects of patient interventions and mental health care in order to decide the best and most cost-effective means of delivery. This chapter first summarizes the characteristics of adequate measures in the field of community mental health and then gives an overview of the most commonly used scales. The intention is to act as a guide to clinicians who wish to evaluate the outcomes of their work, and to provide researchers with an initial entry into the vast array of measures t
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Paz Martinez Oportus, Ximena, and Alex W. Slater. "Higher Education: What does the Neurocognitive Evidence Say for Decision-Making and Complex Problem Solving?" In Higher Education - Reflections From the Field [Working Title]. IntechOpen, 2023. http://dx.doi.org/10.5772/intechopen.109378.

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Higher education aims to train suitable professionals for a globalized context and develop transversal skills that allow them to function successfully in society with the current demands. Higher education includes the entry of young people from 18, with professional careers lasting at least 4 to 5 years, graduating at approximately 23 years of age. Cognitive neurosciences show that brain maturation of the prefrontal lobe (associated with executive functions, such as decision-making, planning, and cognitive flexibility) is completed around 25 years of age, continuing with the myelination of the
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Dzhedzhula, Olena. "MODERN APPROACHES TO DESIGNING CONTENT EDUCATION IN CRISIS SITUATIONS." In Modern educational technologies in the training of specialists in the agricultural sector during the crisis. Publishing House “Baltija Publishing”, 2023. http://dx.doi.org/10.30525/978-9934-26-298-2-3.

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Today, the existence of independent Ukraine as a civilized country with a European vector of development is under threat. For higher education, the problem of training qualified specialists capable of rebuilding the agricultural sector of our country is extremely acute. After all, military aggression led to the loss of human potential, including the displacement of participants in the educational process within Ukraine and abroad (more than 2,000 educational institutions were damaged by bombings and shelling, more than 200 of them were completely destroyed); among pupils/students and teachers/
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Reports on the topic "Cognitive entry characteristics"

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Bima, Luhur, Arjuni Rahmi Barasa, Shintia Revina, Niken Rarasati, and Asri Yusrina. Screening Teachers in Indonesia: Does Ex-Ante Teacher Characteristics Assessment Predict Teaching Effectiveness? Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/134.

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Selecting good teachers is vital as it can lead to a pool of teachers who will continuously strive to improve their teaching quality. Therefore, strengthening the assessment tools for screening effective teachers at their point of entry into the profession is important to improving teaching quality. While abundant studies have been conducted on improving teacher screening strategies in developed countries, only few have examined the process in the contexts of developing countries. Our study aims to enrich the literature on improving teacher screening in developing countries by testing sixty-tw
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