Journal articles: 'Cognitive presence'

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Kanuka, Heather, and D. Randy Garrison. "Cognitive presence in online learning." Journal of Computing in Higher Education 15, no. 2 (March 2004): 21–39. http://dx.doi.org/10.1007/bf02940928.

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Sas, Corina, and Gregory M. P. O'Hare. "Presence Equation: An Investigation into Cognitive Factors Underlying Presence." Presence: Teleoperators and Virtual Environments 12, no. 5 (October 2003): 523–37. http://dx.doi.org/10.1162/105474603322761315.

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The relationship between presence and cognitive factors such as absorption, creative imagination, empathy, and will ingness to experience presence was investigated. Presence was defined, operationalized, and measured using a ques tionnaire that we devised. Absorption and creative imagina tion were measured using questionnaires developed in the area of hypnosis, and empathy was assessed through an interpersonal reactivity index. Results indicated significant correlations between presence and each cognitive factor. They showed that persons who are highly fantasy prone, more empathic, more absorbed, more creative, or more willing to be transported to the virtual world experienced a greater sense of presence. Regression analysis led to a pres ence equation, which could be used to predict presence based on the investigated cognitive factors. Findings are congruent with user characteristics presented by the pres ence literature and support the position that individual dif ferences are important for the study of presence.

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Beckmann, Jennifer, and Peter Weber. "Cognitive presence in virtual collaborative learning." Interactive Technology and Smart Education 13, no. 1 (April 18, 2016): 52–70. http://dx.doi.org/10.1108/itse-12-2015-0034.

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Purpose The purpose of this study is to introduce a virtual collaborative learning setting called “Net Economy”, which we established as part of an international learning network of currently six universities, and present our approach to continuously improve the course in each cycle. Design/methodology/approach Using the community of inquiry framework as guidance and canonical action research (CAR) as the chosen research design, the discussion forum of the online course is assessed regarding its critical thinking value. We thereby measure critical thinking with the help of the according model provided by Newman et al. (1995), which differentiates 40 indicators of critical thinking from 10 different categories. Findings The calculated critical thinking ratios for the analyzed two discussion threads indicate a strong use of outside knowledge, intensive justification and critical assessment of posts by the students. But at the same time, there are also weak spots, like manifold repetitions. Based on these results, we derive changes for the next course cycle to improve the critical thinking of the students. Originality/value A comparison of the results after the next course cycle will then allow us to assess the effects of the implemented changes, which would not be possible without a critical thinking diagnosis approach.

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Nagel, Arvid, and Horst Biedermann. "Attendance Without Presence: Measuring Cognitive Class Avoidance Among Students." Central European Journal of Educational Research 3, no. 3 (November 29, 2021): 71–82. http://dx.doi.org/10.37441/cejer/2021/3/3/9786.

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While the term “school absenteeism” refers to a student’s withdrawal from the reach of classroom instruction, we explicitly opt for the term “class avoidance.” Existing studies on this phenomenon have primarily dealt with unauthorized physical absence from class. However, in our contribution, we extend the scope to cognitive absence. The behavior of students who are physically present but cognitively disengaged has largely been neglected in educational research thus far. This deficit stands in contrast to the widely accepted importance of cognitive activation in the classroom. The core of our contribution consists in the presentation and the construct validation of a newly developed scale for measuring cognitive class avoidance (inattention in class). We evaluated this measurement instrument in a cross-sectional study with a sample of 171 seventh- to ninth-grade students (M = 14.3 years, SD = .94). Our data confirmed a theoretically founded g-factor model. The results of the analysis point to a limited prevalence of cognitive class avoidance. Such forms of behavior were significantly more frequently reported by boys than by girls, however.

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Bai, Xuemei, and Xiaoqing Gu. "Group Differences of Teaching Presence, Social Presence, and Cognitive Presence in a xMOOC-Based Blended Course." International Journal of Distance Education Technologies 19, no. 2 (April 2021): 1–14. http://dx.doi.org/10.4018/ijdet.2021040101.

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MOOC participants from different disciplines are becoming increasingly common. This study aims to identify whether students from different genders, online learning experiences, and academic backgrounds in the same course have differences in perception of teaching, social, and cognitive presence. A survey was conducted to investigate the level of these presences that learners perceived in an xMOOC-based blended course using CoI instrument. Results show no significant differences of perceived presences among different genders and online learning experiences. However, significant group differences were observed in perception of social and cognitive presence among students from different academic backgrounds, but no significant group difference was found in teaching presence. The level of cognitive presence perceived by art students in triggering event and resolution stage is lower than that of humanities and science students. The level of social presence perceived by art students on the three subcategories of social presence is lower than that of humanities and science students.

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Motyl, Jiri, Lucie Friedova, Manuela Vaneckova, Jan Krasensky, Balazs Lorincz, Jana Blahova Dusankova, Michaela Andelova, et al. "Isolated Cognitive Decline in Neurologically Stable Patients with Multiple Sclerosis." Diagnostics 11, no. 3 (March 7, 2021): 464. http://dx.doi.org/10.3390/diagnostics11030464.

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(1) Background: Cognitive deterioration is an important marker of disease activity in multiple sclerosis (MS). It is vital to detect cognitive decline as soon as possible. Cognitive deterioration can take the form of isolated cognitive decline (ICD) with no other clinical signs of disease progression present. (2) Methods: We investigated 1091 MS patients from the longitudinal GQ (Grant Quantitative) study, assessing their radiological, neurological, and neuropsychological data. Additionally, the confirmatory analysis was conducted. Clinical disease activity was defined as the presence of new relapse or disability worsening. MRI activity was defined as the presence of new or enlarged T2 lesions on brain MRI. (3) Results: Overall, 6.4% of patients experienced cognitive decline and 4.0% experienced ICD without corresponding clinical activity. The vast majority of cognitively worsening patients showed concomitant progression in other neurological and radiologic measures. There were no differences in disease severity between completely stable patients and cognitively worsening patients but with normal cognition at baseline. (4) Conclusions: Only a small proportion of MS patients experience ICD over short-term follow-up. Patients with severe MS are more prone to cognitive decline; however, patients with normal cognitive performance and mild MS might benefit from the early detection of cognitive decline the most.

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Gregori, Elena, Eulalia Torras, and Teresa Guasch. "Cognitive attainment in online learning environments: matching cognitive and technological presence." Interactive Learning Environments 20, no. 5 (October 2012): 467–83. http://dx.doi.org/10.1080/10494820.2010.531026.

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Redmond, Petrea. "Reflection as an Indicator of Cognitive Presence." E-Learning and Digital Media 11, no. 1 (January 2014): 46–58. http://dx.doi.org/10.2304/elea.2014.11.1.46.

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Freeman, Margaret H. "Authorial Presence in Poetry: Some Cognitive Reappraisals." Poetics Today 36, no. 3 (September 2015): 201–31. http://dx.doi.org/10.1215/03335372-3160733.

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Watanabe, Katsumi, and Kohsuke Takahashi. "3 Cognitive Science and Emergence of Presence." Journal of the Institute of Image Information and Television Engineers 67, no. 4 (2013): 289–92. http://dx.doi.org/10.3169/itej.67.289.

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Öztürk, Ebru. "FACEBOOK AS A NEW COMMUNITY OF INQUIRY ENVIRONMENT: AN INVESTIGATION IN TERMS OF ACADEMIC ACHIEVEMENT AND MOTIVATION." Journal of Baltic Science Education 14, no. 1 (February 20, 2015): 20–33. http://dx.doi.org/10.33225/jbse/15.14.20.

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The study attempts to determine whether or not Facebook is an environment suiting the Community of Inquiry Framework by investigating the cognitive, social, and teaching presence perceptions of students in Facebook groups and to examine the impact of group size on the CoI model. Additionally, whether or not these three types of presences predicted academic success and motivation were investigated. The data were analyzed through logistic regression analysis, independent samples t-test and the Pearson correlation coefficient. The study was conducted in a blended course, where Facebook was utilized for online discussions. The study revealed that the relation between cognitive, social, and teaching presences was significant and at a high-level. The high correlation determined among the social, cognitive, and teaching presence perceptions of students in learning communities created on Facebook leads to the consideration that Facebook is a suitable online environment for the COI framework. It is understandable, that all presence perceptions are higher in smaller groups when group impacts are investigated. Other conclusions derived from the study are that academic success was only predicted by cognitive presence and motivation was predicted by both cognitive and teaching presences. Key words: academic success, cognitive presence, Facebook, motivation, social presence, teaching presence.

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Castro, Pollyanna Celso F., Camila Catherine Aquino, André C. Felício, Flávia Doná, Leonardo M. I. Medeiros, Sônia M. C. A. Silva, Henrique Ballalai Ferraz, Paulo Henrique F. Bertolucci, and Vanderci Borges. "Presence or absence of cognitive complaints in Parkinson’s disease: mood disorder or anosognosia?" Arquivos de Neuro-Psiquiatria 74, no. 6 (June 2016): 439–44. http://dx.doi.org/10.1590/0004-282x20160060.

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ABSTRACT We intended to evaluate whether non-demented Parkinsons’s disease (PD) patients, with or without subjective cognitive complaint, demonstrate differences between them and in comparison to controls concerning cognitive performance and mood. We evaluated 77 subjects between 30 and 70 years, divided as follows: PD without cognitive complaints (n = 31), PD with cognitive complaints (n = 21) and controls (n = 25). We applied the following tests: SCOPA-Cog, Trail Making Test-B, Phonemic Fluency, Clock Drawing Test, Boston Naming Test, Neuropsychiatric Inventory, Hospital Anxiety and Depression Scale (HADS) and Beck Depression Inventory. PD without complaints presented lower total score on Scales for outcome of Parkinson’s disease-cognition as compared to controls (p = 0.048). PD with complaints group showed higher scores on HADS (p = 0.011). PD without complaints group showed poorer cognitive performance compared to controls, but was similar to the PD with complaints group. Moreover, this group was different from the PD without complaints and control groups concerning mood.

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Oliveira, Monalisa Fernanda Bocchi de, Mônica Sanches Yassuda, Ivan Aprahamian, Anita Liberalesso Neri, and Maria Elena Guariento. "Hypertension, diabetes and obesity are associated with lower cognitive performance in community-dwelling elderly: Data from the FIBRA study." Dementia & Neuropsychologia 11, no. 4 (December 2017): 398–405. http://dx.doi.org/10.1590/1980-57642016dn11-040009.

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ABSTRACT. Background: Systemic hypertension (SH), diabetes mellitus (DM) and abdominal obesity may negatively impact cognitive performance. Objective: To evaluate the association between SH, DM and abdominal obesity and cognitive performance among cognitively unimpaired elderly. Methods: A cross-sectional study of individuals aged 65+ from seven Brazilian cities was conducted. SH and DM diagnoses were self-reported and abdominal circumference was objectively measured. Individuals who scored below the education-adjusted cutoff scores on the Mini-Mental State Examination (MMSE) were excluded. Results: Among 2,593 elderly, 321 (12.38%) had SH, DM and abdominal obesity concomitantly (Group I) and 421 (16.23%) had none of the three diseases (Group II). Group I had a higher proportion of individuals that were women, aged 70-74 years, illiterate and with lower income. Group I had a higher number of participants with low cognitive performance (28.04% vs. 17.58% in Group II). Variables associated with poor cognitive performance were: female gender (OR: 2.43, p < 0.001); and lower education (OR: 0.410, p < 0.001). The presence of the three diseases and age were not significant in the education-adjusted model. Conclusion: There was an association between cognition and the presence of SH, DM and obesity. However, education seems to be decisive in determining cognitive performance in the presence of these three conditions.

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Karacan, Cemil Gökhan, and Mehdi Solhi. "Investigating Turkish Pre-service English Language Teachers’ Virtual Teaching Dispositions." Language Teaching Research Quarterly 31 (November 2022): 183–99. http://dx.doi.org/10.32038/ltrq.2022.31.13.

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The current study sought to investigate Turkish pre-service English language (EL) teachers’ virtual teaching dispositions (i.e., social, pedagogical, expert/cognitive, and virtual/technical presences) and the extent they are related to gender, age, and teaching status variables. The participants were 84 pre-service EL teachers drawn from a Turkish university, and data were collected through Welch and Napoleon’s (2014) virtual teaching disposition scale (VTDS). The results indicated a significant difference between the scores of male and female pre-service EL teachers in both social and virtual/technical presences. However, the participants did not exhibit a significant difference between pedagogical and expert/cognitive presences. Consequently, a one-way ANOVA was run to explore the role of the age variable on the participants’ virtual teaching disposition, with the results revealing a significant difference for only the pedagogical presence and expert/cognitive presence among the participants, whose ages ranged from 18 to 20, those aged 20-23, and those over the age of 24. Finally, the results revealed a significant difference between the scores in the expert/cognitive presence of the participants who teach English and those who do not. However, no significant difference was identified between the mean scores of the two groups in social presence, virtual/technical presence, or expert/cognitive presence.

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Hu, Yuanyuan, Claire Donald, and Nasser Giacaman. "Automated analysis of cognitive presence in MOOC discussions." Pacific Journal of Technology Enhanced Learning 2, no. 1 (January 28, 2020): 46–47. http://dx.doi.org/10.24135/pjtel.v2i1.63.

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The Community of Inquiry (CoI) framework [1] has been broadly used to analyse learning experience in online discussion forums for two decades. Cognitive presence, which is a primary dimension of the CoI framework, manifests the reflection of (re)constructing knowledge and problem-solving processes in the learning experience [2]. Researchers doing text analysis using machine learning techniques are making promising contributions to analysing phases of cognitive presence automatically [3]–[5] in online discussions. However, most studies of automated cognitive analysis focus on improving the accuracy and reliability of the classifiers. They ignored that another purpose of applying machine learning techniques in educational research should be to pinpoint research bias that scholars neither intended to nor can have found without computer support. This session will present the example of ‘research bias’ discovered from both manual and automated classification of cognitive phases, provoking scholars to rethink and improve the conflicting part in the taxonomies of cognitive presence under MOOC context. The manual-classification rubric that used to label discussion messages of a target MOOC combines Garrison, Anderson and Archer’s [2] scheme with Park’s [6] revised version. The rubric describes four phases of cognitive presence (i.e. triggering event, exploration, integration and resolution), and indicators of each phase in online discussions. We reported the average inter-rater reliability between two human raters achieved 95.4% agreement (N = 1002) with a Cohen’s weighted kappa of 0.96. Interestingly, we found the average inter-rater reliability decreased to 80.1% after increasing the size of data samples (N = 1918) and the number of human raters to three. After training the automated classifiers to predict phases of cognitive presence, the confusion matrix implies that most of the disagreements between computer raters occurred between adjacent phases of cognitive presence. The disagreements between human raters also have the same problems. We assume the additional categories may exist between cognitive phases in such MOOC discussion messages. These details will be discussed during the presentation. References [1] D. Garrison, T. Anderson, and W. Archer, “Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education,” Internet High. Educ., vol. 2, no. 2, pp. 87–105, 1999. [2] D. Garrison, T. Anderson, and W. Archer, “Critical thinking, cognitive presence, and computer conferencing in distance education,” Am. J. Distance Educ., vol. 15, no. 1, pp. 7–23, 2001. [3] V. Kovanović, S. Joksimović, D. Gašević, and M. Hatala, “Automated cognitive presence detection in online discussion transcripts,” in Automated cognitive presence detection in online discussion transcripts’ CEUR Workshop Proceedings (vol. 1137), 2014. [4] V. Kovanović et al., “Towards automated content analysis of discussion transcripts,” Proc. Sixth Int. Conf. Learn. Anal. Knowl. - LAK ’16, pp. 15–24, 2016. [5] E. Farrow, J. Moore, and D. Gasevic, “Analysing discussion forum data: a replication study avoiding data contamination,” 9th Int. Learn. Anal. Knowl. Conf., no. March, 2019. [6] C. Park, “Replicating the Use of a Cognitive Presence Measurement Tool,” J. Interact. Online Learn., vol. 8, no. 2, pp. 140–155, 2009.

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Al-Saggaf, Mohammad Ali, and Amierah Syazwaniey Rosli. "The Level of Community of Inquiry (CoI) Presences in Online Classes among MSU BTESL Students." TESOL and Technology Studies 2, no. 1 (March 30, 2021): 65–78. http://dx.doi.org/10.48185/tts.v2i1.175.

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Community of Inquiry (CoI) is a framework that acknowledges the importance of the environment in shaping the educational experience. According to this framework, teaching, social, and cognitive presences are essential for an optimal online learning experience. The purpose of this study is to identify the level of each of these presences in online classes among Management and Science University (MSU) Bachelor in Education – TESL (Hons). The instrument used for the research tool was adapted from the original CoI framework survey, (Arbaugh et al, 2008). The questionnaire consists of 20 items; six items for teaching presence, another six items for social presence and eight items for the cognitive presence. 263 students who are currently doing the programme participated in the study. The findings concluded that, all three presences are present in high or strong level in online classes among MSU BTESL students with the most substantial presence in online classes among MSU BTESL students being the cognitive presence, followed by the teaching presence and lastly the social presence.

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Çakiroğlu, Ünal. "Community of Inquiry in Web Conferencing: Relationships between Cognitive Presence and Academic Achievements." Open Praxis 11, no. 3 (November 15, 2019): 243. http://dx.doi.org/10.5944/openpraxis.11.3.968.

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In an increasingly digital society, educators are encouraged to use synchronous online technologies. This study attempts to explore the community of inquiry in a web conferencing system through synchronous interactions and focuses on the relationships between cognitive presence and academic achievements. Participants were teacher candidates enrolled in a one-semester synchronous course at an online program of a public university. Community of Inquiry Questionnaire, final exam scores and student discussion messages were used to gather data. Results indicated that while moderate positive relationships were found between cognitive and social presences, no significant correlation was addressed between teaching and social presences and also between teaching and cognitive presences. In addition, cognitive presence was found moderately positive correlated with academic achievements. The role of the instructor and the affordances of web conferencing system positively influenced the students’ cognitive presences. Further research directions and practical implications about the synchronous instructions were also included.

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Costley, Jamie. "The relationship between social presence and cognitive load." Interactive Technology and Smart Education 16, no. 2 (June 17, 2019): 172–82. http://dx.doi.org/10.1108/itse-12-2018-0107.

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Purpose As online learning has become more prevalent, how learners interact with each other in those learning environments has become more salient. To develop effective levels of interaction, students must feel comfortable to express their ideas and views. For this reason, this paper aims to look at how individual students’ levels of social presence affect germane cognitive load. Germane cognitive load is the amount that students are able to construct schema and can be seen as analogous to learning. Design/methodology/approach This study looks at the results of survey data (n = 433) that investigate the relationship between social presence and germane cognitive load. The students were surveyed from the Open Cyber University of Korea in the fall semester of 2018. Findings The present study found a statistically significant positive relationship between social presence and germane cognitive load. The study found a Spearman’s correlation coefficient of 0.595. Furthermore, the sample was divided into a high, medium and low grouping of social presence. Among these groupings, the high level social presence had the highest level of germane cognitive load, and the low level social presence had the lowest level of germane cognitive load. Originality/value This result shows the importance and value of developing levels of social presence in online environments. Some research has shown relationships between student interaction and learning, but the present study looks directly at social presence and germane cognitive load. From this research, the authors can see the value of encouraging higher levels of social interaction in online learning environments.

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Laasik, Kristjan. "On perceptual presence." Phenomenology and the Cognitive Sciences 10, no. 4 (August 27, 2011): 439–59. http://dx.doi.org/10.1007/s11097-011-9220-4.

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Saadatmand, Mohsen, Lars Uhlin, Maria Hedberg, Lotta Åbjörnsson, and Maria Kvarnström. "Examining Learners’ Interaction in an Open Online Course Through the Community of Inquiry Framework." European Journal of Open, Distance and E-Learning 20, no. 1 (June 27, 2017): 61–79. http://dx.doi.org/10.1515/eurodl-2017-0004.

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Abstract Open online courses are becoming more prevalent at local level and for and professional development objectives. Proper instructional design combined with use of online tools can promote learner interaction in online environments. Using the Community of Inquiry (CoI) framework, this study aimed at examining learners’ interaction and their perceptions of teaching presence, social presence, and cognitive presence in an open online course offered for professional development in three Swedish universities. The course was free and open to all, attracting participants from all over the world. In order to understand the online interactions of the course, three presences of CoI were matched to three types of interaction (Moore, 1989). Data were collected through a slightly revised version of the CoI instrument and open-ended questions were added. Survey results showed that participants had high perceptions of the three presences in the course. Results also yielded significant relationships between teaching presence and cognitive presence, as well as social presence and cognitive presence. The findings suggest that deploying a set of online tools combined with appropriate pedagogical approaches in designing open online courses could foster learner interaction especially learner-content interaction and cognitive presence.

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Robinson, Andrew C., Federico Roncaroli, Stephen Chew-Graham, Yvonne S. Davidson, James Minshull, Michael A. Horan, Antony Payton, Neil Pendleton, and David M. A. Mann. "The Contribution of Vascular Pathology Toward Cognitive Impairment in Older Individuals with Intermediate Braak Stage Tau Pathology." Journal of Alzheimer's Disease 77, no. 3 (September 29, 2020): 1005–15. http://dx.doi.org/10.3233/jad-200339.

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Background: The pathological features of Alzheimer’s disease (AD) are well described but little is known as to how both neurodegeneration and vascular changes might interact in causing cognitive impairment. Objective: The present study aims to investigate relationships between vascular and AD pathology in cognitively healthy and cognitively impaired individuals with a particular emphasis on those at intermediate Braak tau stages. Methods: We investigated the interplay between Braak tau stage and measures of vascular pathology as described by the vascular cognitive impairment neuropathology guidelines (VCING) in 185 brains from the Brains for Dementia Research programme and The University of Manchester Longitudinal Study of Cognition in Healthy Old Age. VCING asserts that at least one large (>10 mm) infarct, moderate/severe occipital leptomeningeal cerebral amyloid angiopathy, and moderate/severe arteriosclerosis in occipital white matter accurately predicts the contribution of cerebrovascular pathology to cognitive impairment. Results: We found that the extent of arteriosclerosis in the occipital white matter did not differ between cognitive groups at intermediate (III-IV) Braak stages whereas moderate/severe leptomeningeal occipital cerebral amyloid angiopathy was greater in cognitively impaired than normal individuals at Braak stage III-IV. This finding remained significant after controlling for effects of age, sex, CERAD score, Thal phase, presence/severity of primary age-related tauopathy, presence/severity of limbic-predominant age-related TDP43 encephalopathy and small vessel disease in basal ganglia. Conclusion: Interventions targeting cerebral amyloid angiopathy may contribute to delay the onset of cognitive impairment in individuals with intermediate Alzheimer’s type pathology.

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Nagaraj, P. "Critical Thinking and Cognitive Presence in Digital Learning." Shanlax International Journal of English 9, S1-Dec2020 (December 22, 2020): 1–7. http://dx.doi.org/10.34293/english.v9is1-dec2020.3603.

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ANDO, Hiroshi. "Cognitive and Physiological Mechanisms of ^|^ldquo;Presence^|^rdquo;." Journal of The Institute of Electrical Engineers of Japan 129, no. 8 (2009): 546–47. http://dx.doi.org/10.1541/ieejjournal.129.546.

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Spatola, Nicolas, Clément Belletier, Pierre Chausse, Maria Augustinova, Alice Normand, Vincent Barra, Ludovic Ferrand, and Pascal Huguet. "Improved Cognitive Control in Presence of Anthropomorphized Robots." International Journal of Social Robotics 11, no. 3 (January 18, 2019): 463–76. http://dx.doi.org/10.1007/s12369-018-00511-w.

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Cohen, Pieter A., Igor Zakharevich, and Roy Gerona. "Presence of Piracetam in Cognitive Enhancement Dietary Supplements." JAMA Internal Medicine 180, no. 3 (March 1, 2020): 458. http://dx.doi.org/10.1001/jamainternmed.2019.5507.

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Maranna, Sandhya, John Willison, Srecko Joksimovic, Nayana Parange, and Maurizio Costabile. "Factors that influence cognitive presence: A scoping review." Australasian Journal of Educational Technology 38, no. 4 (November 4, 2022): 95–111. http://dx.doi.org/10.14742/ajet.7878.

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The gradual shift to online modes of learning in higher education institutions over the past 2 decades accelerated drastically on a global scale between 2020 and 2022. Students and educators, who have initially grappled with the shift, have now become accustomed to online teaching; however, there are concerns about the quality of learning that has resulted. To enable a sustainable and effective online pedagogy, educators may need to learn about fostering higher-order thinking skills, which can be challenging even for experienced educators. To conceptualise effective online pedagogy, the community of inquiry (CoI) framework emphasises cognitive presence (CP), which focuses on the higher-order thinking process. The CoI is the most widely researched framework in online pedagogy, yet contemporary CoI literature lacks collective evidence of factors that influence CP. This scoping review of the CoI literature explores the factors that influence the higher-order thinking that is indicative of CP. Inclusion criteria included evidence of CP in online learning contexts and published between January 2000 and March 2022, providing a total of 121 studies. Results suggest that teaching presence, structure of learning activities and student characteristics all influence CP. Implications for practice or policy: Higher education students enrolled in online courses should be taught how to learn effectively in an online mode. Online course educators must embed learning tasks that foster self-regulation and higher-order skills in students. Online course design should include authentic tasks for students to apply new knowledge to real-life scenarios. Educators must be offered ample professional development activities to build their skills in online pedagogy. Institutions should encourage translation of online educational research to practice.

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Kozan, Kadir. "The incremental predictive validity of teaching, cognitive and social presence on cognitive load." Internet and Higher Education 31 (October 2016): 11–19. http://dx.doi.org/10.1016/j.iheduc.2016.05.003.

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Schmeidler, James, Cecilia N. Mastrogiacomo, Michal S. Beeri, Clive Rosendorff, and Jeremy M. Silverman. "Distinct age-related associations for body mass index and cognition in cognitively healthy very old veterans." International Psychogeriatrics 31, no. 06 (February 5, 2019): 895–99. http://dx.doi.org/10.1017/s1041610218001412.

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ABSTRACTAssociations between high body mass index (BMI) and subsequent cognitive decline, reported in elderly averaging below age 75, become less consistent at older ages. We compared the associations of BMI with cognition in moderately old (ages 75–84, N = 154) and oldest-old (85+, N = 93) samples. BMI and cognition were assessed cross-sectionally in cognitively intact elderly (mean age = 84.5, SD = 4.4) male veterans. Regression analyses of three cognitive domains — executive functions/language, attention, and memory—compared relationship with BMI between the moderately old and oldest-old. Higher BMI was associated with relatively poorer executive functions/language performance in the moderately old, while the opposite relationship, higher BMI associated with relatively better performance, was found in the oldest-old. Associations for the other two cognitive domains did not differ significantly between age groups. The reversal of association direction for executive functions/language performance with higher BMI is consistent with the protected survivor model. This model posits a minority subpopulation with a protective factor—genetic or otherwise—against both mortality and cognitive decline associated with risk factor status. The very old who remain cognitively intact despite the presence of risk factors are more likely to possess protection.

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Rabelo, Ana GB, Camila VL Teixeira, Thamires NC Magalhães, Ana Flávia MK Carletti-Cassani, Augusto CS Amato Filho, Helena PG Joaquim, Leda L. Talib, et al. "Is cerebral microbleed prevalence relevant as a biomarker in amnestic mild cognitive impairment and mild Alzheimer’s disease?" Neuroradiology Journal 30, no. 5 (July 17, 2017): 477–85. http://dx.doi.org/10.1177/1971400917720465.

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Introduction The search for a reliable neuroimaging biomarker in Alzheimer’s disease is a matter of intense research. The presence of cerebral microbleeds seems to be a potential biomarker. However, it is not clear if the presence of microbleeds has clinical usefulness to differentiate mild Alzheimer’s disease and amnestic mild cognitive impairment from normal aging. We aimed to verify if microbleed prevalence differs among three groups: mild Alzheimer’s disease, amnestic mild cognitive impairment due to Alzheimer’s disease, and normal controls. Moreover, we studied whether microbleeds were associated with apolipoprotein E allele ɛ4 status, cerebrospinal fluid amyloid-beta, total and phosphorylated tau protein levels, vascular factors, and cognition. Methods Twenty-eight mild Alzheimer’s disease patients, 34 with amnestic mild cognitive impairment and 36 cognitively normal elderly subjects underwent: magnetic resonance imaging with a susceptibility-weighted imaging sequence on a 3T scanner, apolipoprotein E genotyping and a full neuropsychological evaluation. Only amnestic mild cognitive impairment and mild Alzheimer’s disease underwent cerebrospinal fluid analysis. We compared the groups and verified if microbleeds were predicted by all other variables. Results Mild Alzheimer’s disease presented a higher prevalence of apolipoprotein E allele ɛ4 in relation to amnestic mild cognitive impairment and control group. No significant differences were found between groups when considering microbleed presence. Logistic regression tests failed to find any relationship between microbleeds and the variables. We performed three different regression models using different independent variables: Model 1 - amyloid-beta, phosphorylated tau protein, total tau, apolipoprotein E allele ɛ4 status, age, and sex; Model 2 - vascular risk factors, age, and sex; Model 3 - cognitive scores sex, age, and education. Conclusion Although microbleeds might be related to the Alzheimer’s disease process, their presence is not a good candidate for a neuroimaging biomarker of the disease, especially in its early phases.

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Rizzi, Liara, Fabricio Correia Marques, Idiane Rosset, Emilio Hideyuki Moriguchi, Paulo Dornelles Picon, Marcia Lorena Fagundes Chaves, and Matheus Roriz-Cruz. "C-Reactive Protein and Cognition Are Unrelated to Leukoaraiosis." Scientific World Journal 2014 (2014): 1–8. http://dx.doi.org/10.1155/2014/121679.

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Elevated serum levels of C-reactive protein (CRP) have been associated with leukoaraiosis in elderly brain. However, several studies indicate that leukoaraiosis is associated with an increased risk of cognitive impairment. It is unknown how the effect of CRP on cognition is mediated by leukoaraiosis. The purpose of this study is to assess the relationship between serum levels of CRP, the presence of leukoaraiosis, and cognitive impairment in a population of coronary patients over 50 years old. CRP levels explained 7.18% (P: 0.002) of the variance of the MMSE. The adjustment for the presence of leukoaraiosis little changed this variance (5.98%,P: 0.005), indicating that only a small portion of the CRP influence on cognition was mediated via leukoaraiosis. Patients with CRP levels ≥5.0 had 2.9 (95% CI: 1.26–6.44) times more chance to present cognitive impairment (P: 0.012). We found that elevated serum levels of CRP were associated with increased risk of cognitive impairment in elderly and it was not mediated by presence of leukoaraiosis.

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Boettger, Soenke, Susanne Boettger, and William Breitbart. "The Phenomenology of Delirium: Presence, Severity, and Relationship between Symptoms." Journal of Geriatrics 2014 (January 2, 2014): 1–6. http://dx.doi.org/10.1155/2014/427042.

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Objective. To examine the phenomenological characteristics of delirium based on the Memorial Delirium Assessment Scale (MDAS) in order to explore the presence, severity of, and relationship between symptoms. Methods. An analysis of 100 cases of delirium recruited at Memorial Sloan Kettering Cancer Center (MSKCC) was performed. Sociodemographic and medical variables, the Memorial Delirium Assessment Scale (MDAS) subitems, and Karnofsky Performance Status scale (KPS) were analyzed of respect of the phenomenological characteristics and their interrelationship. Results. The most severe and frequent symptoms were recorded in the cognitive domain, psychomotor behavior, sleep-wake cycle, and disturbance of consciousness. Within the cognitive domain, concentration was the most severely affected task. The severity of impairment in most domains increased with delirium severity, whereas perceptual disturbances and delusions were independent of delirium severity. Advanced age and the prevalence of dementia increased with delirium severity in contrast to the functional status which declined. The presence of perceptual disturbances and delusions was independent of cognitive impairment and psychomotor abnormality, however, associated with the disturbances of consciousness and attention. Conclusion. Cognition, in particular concentration, was the most severely affected domain. Advanced age and the prevalence of dementia contributed to more severe delirium. Perceptual disturbances and delusions were independent of delirium severity; however, they were associated with disturbances of consciousness and attention.

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Maeng, Seri, Jin Pyo Hong, Won-Hyoung Kim, Hyeyoung Kim, Seo-Eun Cho, Jae Myeong Kang, Kyoung-Sae Na, et al. "Effects of Virtual Reality-Based Cognitive Training in the Elderly with and without Mild Cognitive Impairment." Psychiatry Investigation 18, no. 7 (July 25, 2021): 619–27. http://dx.doi.org/10.30773/pi.2020.0446.

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Objective This study aimed to introduce a 4-week long fully immersive virtual reality-based cognitive training (VRCT) program that could be applied for both a cognitively normal elderly population and patients with mild cognitive impairment (MCI). In addition, we attempted to investigate the neuropsychological effects of the VRCT program in each group.Methods A total of 56 participants, 31 in the MCI group and 25 in the cognitively normal elderly group, underwent eight sessions of VRCT for 4 weeks. In order to evaluate the effects of the VRCT, the Korean version of the Consortium to Establish a Registry for Alzheimer’s Disease Assessment Packet was administered before and after the program. The program’ s safety was assessed using a simulator sickness questionnaire (SSQ), and availability was assessed using the presence questionnaire.Results After the eighth session of the VRCT program, cognitive improvement was observed in the ability to learn new information, visuospatial constructional ability, and frontal lobe function in both groups. At the baseline evaluation, based on the SSQ, the MCI group complained of disorientation and nausea significantly more than the cognitively normal elderly group did. However, both groups showed a reduction in discomfort as the VRCT program progressed.Conclusion We conclude that our VRCT program helps improve cognition in both the MCI group and cognitively normal elderly group. Therefore, the VRCT is expected to help improve cognitive function in elderly populations with and without MCI.

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Madary, Michael. "Perceptual presence without counterfactual richness." Cognitive Neuroscience 5, no. 2 (April 3, 2014): 131–33. http://dx.doi.org/10.1080/17588928.2014.907257.

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Won, Jeeyoung. "Analysis of Social Presence, Cognitive Presence, Teaching Presence in the Mobile vs. Blended Educational Community of Inquiry." Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology 6, no. 4 (April 30, 2016): 319–28. http://dx.doi.org/10.14257/ajmahs.2016.04.36.

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Kopchak, Oksana O., Tetiana A. Odintsova, and Oleksandr R. Pulyk. "COGNITIVE FUNCTIONS IN MULTIPLE SCLEROSIS PATIENTS DEPENDING ON THE DIFFERENT RISK FACTORS PRESENCE." Wiadomości Lekarskie 74, no. 10 (2021): 2444–51. http://dx.doi.org/10.36740/wlek202110115.

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The aim: To clarify the influence of different risk factors on cognitive impairment (CI) in general and in separate domains and their association with MRI findings in patients with relapsing-remitting (RRMS) and progressive forms of multiple sclerosis (SPMS and PPMS). Materials and methods: One hundred and thirty-seven participants with MS (102 females and 35 males) aged from 22 to 69 years were enrolled into this study. All patients completed the Montreal Cognitive Assessment (MoCA), Beck Depression Inventory (BDI), Hamilton Anxiety Rating Scale (HAM-A) and undergone MRI. Results: According to MS phenotypes all participants were divided into two groups: patients with RRMS (n= 106) and with progressive phenotypes (n= 31). A significant positive correlation was present between MoCA and BDI scores in all participants (p= 0,0015). Presence of anxiety did not demonstrate any valid influence on cognitive performance, although severe anxiety was significantly more often found in subjects with progressive phenotypes in presence of brain atrophy (p= 0,0028). Patients with higher education had no CI more frequently compare to those without it (p= 0,0019), whereas, participants smoking cigarettes had higher prevalence of severe CI than non-smokers (p= 0,0061). Conclusions: Among cognitive domains memory, visual-spatial and executive functions, abstract thinking were impaired the most in MS patients, though abstract thinking was more often affected in progressive forms. The results demonstrated that physical disability, depression and smoking negatively impacted cognitive performance, meanwhile presence of higher education demonstrated a favorable influence on cognition in MS patients.

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Annand, David. "Social presence within the community of inquiry framework." International Review of Research in Open and Distributed Learning 12, no. 5 (June 29, 2011): 40. http://dx.doi.org/10.19173/irrodl.v12i5.924.

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<p>The role of social presence as defined by the community of inquiry (CoI) framework is critiqued through a review of recent literature. Evidence is presented that questions the actual extent of knowledge co-construction that occurs in most higher education settings and therefore challenges the framework’s underlying assumption of the need for sustained, contiguous, two-way communication in higher-level online learning environments. The CoI framework has evolved from the description of a learning process within a social constructivist paradigm to an empirically testable construct in an objectivist paradigm. Related research results indicate that social presence does not impact cognitive presence in a meaningful way and that best teaching practices suggested by CoI-based studies are informed by objectivist, cognitively oriented learning theories. These suggest that higher-order cognition may be achieved through wide and varied combinations of learner–teacher, learner–content, and learner–learner interaction. Controlled studies can and should be undertaken to compare learning outcomes using sustained, contiguous, two-way communication to other learning models. To facilitate this, subcategories of social and teaching presences need to be revamped and analysis adjusted to separate processes that support explicitly group-based learning activities from those used by individual students.</p>

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Fester, Marie-Theres, and Stephen J. Cowley. "Breathing life into social presence." Pragmatics and Society 9, no. 2 (June 28, 2018): 274–96. http://dx.doi.org/10.1075/ps.15067.fes.

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Abstract Whilst many studies focus on human-to-media interactions, this paper turns to how a multimodal medium contributes to human-to-human interaction. By bringing together both radical embodied cognitive science (Chemero 2009) and dialogism (Linell 2009), the paper develops an anti-representationalist approach to the concept of social presence. We use an exploratory study of close friendships that maintain their interaction through the use of the mobile instant messaging service WhatsApp. In so doing, we describe texting as language-activity where people engage with each other by using resources from body, environment, and brain. Our work represents a major departure from previous studies of mobile interaction in adopting an embodied view of language and cognition. By so doing, we show how parties create anticipatory routines that enable them to ‘hear’ and ‘see’ their interlocutor. The paper’s main contribution is to draw attention to this kind of heightened social presence that we choose to call “co-imagining”.

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Rouse, Hillary, and Brent Small. "Neuroanatomical Moderators of the Impact of Mild Behavioral Impairment on Cognition." Innovation in Aging 5, Supplement_1 (December 1, 2021): 702. http://dx.doi.org/10.1093/geroni/igab046.2631.

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Abstract Older adults with mild behavioral impairment (MBI), or the presence of late-life neuropsychiatric symptoms, have a unique cognitive phenotype. However, the neural correlates associated with MBI-related cognitive changes is not well understood. The goal of this study is to examine if specific regions of the brain moderate the relationship between the presence of MBI and performance on tasks of cognition. Data from the National Alzheimer’s Coordinating Center was utilized for this study. Participants (N=1,451) were included in our analyses if they were cognitively healthy or had mild cognitive impairment (MCI). Multiple domains of cognitive performance were evaluated. The neuroanatomical regions included hippocampus, caudal anterior cingulate (ACC), rostral ACC, entorhinal, and parahippocampal gray matter volume; and caudal ACC, rostral ACC, entorhinal, and parahippocampal mean cortical thickness. Hippocampal, entorhinal, and parahippocampal cortical gray matter volume moderated the relationship between MBI and performance on tasks of episodic memory. Left rostral ACC cortical gray matter volume and entorhinal and parahippocampal mean cortical thickness moderated the relationship between MBI and performance on language tasks. Hippocampi cortical gray matter volume also moderated the relationship between MBI and performance on processing speed tasks. Persons with smaller brain sizes in these areas were more negatively affected in these cognitive domains if they had MBI. These results suggest that the association between smaller brain volumes and cognition was stronger among persons with MBI. These findings suggest that older adults with MBI may perform worse on these tasks due to neurodegeneration that is present.

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SEZGİN, Sezan. "Cognitive relations in online learning: Change of cognitive presence and participation in online discussions based on cognitive style." Participatory Educational Research 8, no. 1 (January 1, 2021): 344–61. http://dx.doi.org/10.17275/per.21.20.8.1.

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Brown, R. G., L. C. Scott, C. J. Bench, and R. J. Dolan. "Cognitive function in depression: its relationship to the presence and severity of intellectual decline." Psychological Medicine 24, no. 4 (November 1994): 829–47. http://dx.doi.org/10.1017/s0033291700028932.

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SynopsisCognitive dysfunction is an integral feature of depression, in some cases of sufficient severity to warrant a diagnosis of dementia. There has been little systematic investigation of whether cognitive dysfunction is an inevitable consequence of depression, or is specific to a subgroup of depressed patients. Related to this is the distribution of cognitive dysfunction, whether there is a continuum of impairment or a distinct demented subgroup. Finally, there is the question of which aspects of cognitive function are most sensitive to the intellectual decline seen in depression. A study is described which addresses these issues. The distribution of global cognition was found to be normally distributed in the sample of 29 patients assessed. Based on this distribution and the scores of a control sample, the patients were classified as unimpaired, borderline or impaired. Two sets of independent comparisons were carried out. First, the unimpaired depressed patients were compared to matched non-depressed controls. Significant deficits were found on a range of neuropsychological measures covering aspects of language function, memory, both recall and recognition, attention and behavioural regulation. These same patients were also compared with two groups of matched depressed patients, with varying degrees of global cognitive impairment. In general, the cognitive measures showed a gradient of dysfunction across the three patient groups. Significant differences between the depressed groups were shown on measures of immediate recall, attention and behavioural regulation. The possible significance of attentional factors for the observed memory dysfunction is discussed.

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Henkle, Benjamin E., Laura A. Colangelo, Mark T. Dransfield, Lifang Hou, David R. Jacobs, Brian T. Joyce, Carrie L. Pistenmaa, et al. "The presence of emphysema on chest imaging and mid-life cognition." ERJ Open Research 7, no. 1 (January 2021): 00048–2021. http://dx.doi.org/10.1183/23120541.00048-2021.

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BackgroundAirflow obstruction is associated with cognitive dysfunction but studies have not assessed how emphysema, a structural phenotype of lung disease, might be associated with cognitive function independent from pulmonary function measured by spirometry. We aimed to determine the relationship between the presence of visually detectable emphysema on chest computed tomography (CT) imaging and cognitive function.MethodsWe examined 2491 participants, mean age of 50 years, from the Coronary Artery Risk Development in Young Adults study who were assessed for the presence of emphysema on chest CT imaging and had cognitive function measured 5 years later with a battery of six cognitive tests.ResultsOf those assessed, 172 (7%) had emphysema. After adjusting for age, sex, height, study centre, race, body mass index, education and smoking, visual emphysema was significantly associated with worse performance on most cognitive tests. Compared to those without emphysema, participants with emphysema performed worse on cognitive testing: 0.39 sd units lower (95% CI −0.53– −0.25) on the Montreal Cognitive Assessment, 0.27 sd units lower (95% CI −0.42– −0.12) on the Rey Auditory Verbal Learning Test, 0.29 sd units lower (95% CI −0.43– −0.14) on the Digit Symbol Substitution Test and 0.25 sd units lower (95% CI −0.42– −0.09) on letter fluency. Further adjustment for forced expiratory volume in 1 s (FEV1), peak FEV1 and annualised FEV1 decline did not attenuate these associations.ConclusionsThe presence of emphysema on chest CT is associated with worse cognitive function, independent of airflow obstruction. These data suggest that emphysema may be a novel risk factor for cognitive impairment.

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Vaughan, Norman, and D. Randy Garrison. "Creating cognitive presence in a blended faculty development community." Internet and Higher Education 8, no. 1 (January 2005): 1–12. http://dx.doi.org/10.1016/j.iheduc.2004.11.001.

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Kozan, Kadir, and Jennifer C. Richardson. "Interrelationships between and among social, teaching, and cognitive presence." Internet and Higher Education 21 (April 2014): 68–73. http://dx.doi.org/10.1016/j.iheduc.2013.10.007.

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CROCKETT, LISA J., DAVID J. EGGEBEEN, and ALAN J. HAWKINS. "Father's Presence and Young Children's Behavioral and Cognitive Adjustment." Journal of Family Issues 14, no. 3 (September 1993): 355–77. http://dx.doi.org/10.1177/019251393014003002.

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Xiao, Zhang, and Yang Deling. "The “Hyper-Presence” of Cultural Heritage in Shaping Collective Memory." PRESENCE: Virtual and Augmented Reality 27, no. 1 (March 2019): 107–35. http://dx.doi.org/10.1162/pres_a_00321.

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Virtual reality (VR) uses sensorial mimetics to construct collective memory in virtual space. The regeneration of high-definition cultural heritage symbols transforms memory into an immediate experience that is constantly being renewed, strengthens the relationship between cultural heritage and contemporary society, and continually affects the persistent renewal of cultural traditions. Hyper-presence is a networked state of cognitive psychology that lies in links, interactions, and exchanges; it is the result of networked social minds and distributed cognition. In the contemporary moment, cultural heritage takes on three types of progressively developed presence: simulated restoration presence, informationally reproduced presence, and symbolically regenerated presence. Symbolic regeneration belongs to the realm of hyper-presence. Building databases with data collected on cultural heritage is the foundation of building a cognitive agent. As a platform, VR becomes an efficient mode of information dissemination, forming an independent presence for cultural heritage through the reproduction of media and information. In a network society, informatized cultural heritage becomes a source for the production of new cultural symbols, and presence is created through the continuous regeneration and dissemination of symbols. Symbols and regenerated symbols combine to constitute the hyper-presence of informatized cultural heritage; people's understanding of cultural heritage therefore exists in an ever-changing state. Intelligences with presence on the network form a complete system, and VR creates comprehensive cognition for the system through high-definition virtuality. Formed in the coordination between intelligences, collective memory creates its hyper-presence today.

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Ritonga, Mahyudin, Ahmad Lahmi, Riki Saputra, Mursal ., and Nofrizaldi . "Online Learning During the Covid-19 Pandemic Period: Studies on the Social Presence and Affective and Cognitive Engagement of Students." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 479–86. http://dx.doi.org/10.9756/int-jecse/v14i1.221058.

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The fact that an educational institution is closed temporarily as one of the government's efforts and participation of education to withstand the pace of the spread of the Covid-19 pandemic. In line with that learning is diverted from the face-to-face system to online learning, in reality online learning the social presence of learners not as expected, on the other hand, learners who are usually active on offline learning both from affective and cognitive aspects are invisible to online learning. The research findings are learners who have an active social presence showing high affective and cognitive involvement in the study online, while students whose sociability passive involvement indicates that they do not engage both affective and cognitive studies during their studies. Researchers have concluded that students who are social and active in affective and cognitive involvement in offline learning do not guarantee the same conditions found online learning.

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Taylor, Maurice C., Sait Atas, and Shehzad Ghani. "Alternate Dimensions of Cognitive Presence for Blended Learning in Higher Education." International Journal of Mobile and Blended Learning 11, no. 2 (April 2019): 1–18. http://dx.doi.org/10.4018/ijmbl.2019040101.

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This exploratory study sought to understand the meaning of cognitive presence for graduate students in a blended learning course. Four research questions guided the investigation, which employed a qualitative instrumental case study approach as the research design. Several data sources were used including: semi structured interviews with graduate students; a cognitive presence questionnaire; a focus group of graduate students; and a text analysis grid examining new dimensions of cognitive presence in 100 discussion posts and 20 student learning autobiographies. Findings suggest that there are alternate dimensions to understanding the concept of cognitive presence. In addition, graduate students have distinct ideas about these various dimensions and the types of pedagogical strategies that enhance cognitive development and learning outcomes. The discussion provides insights into these alternate dimensions of cognitive presence and how to help graduate students acquire higher order thinking skills in a blended learning course through the lens of adult learning.

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Cersonsky, Tess E. K., Sarah Morgan, Sarah Kellner, Daphne Robakis, Xinhua Liu, Edward D. Huey, Elan D. Louis, and Stephanie Cosentino. "Evaluating Mild Cognitive Impairment in Essential Tremor: How Many and Which Neuropsychological Tests?" Journal of the International Neuropsychological Society 24, no. 10 (October 10, 2018): 1084–98. http://dx.doi.org/10.1017/s1355617718000747.

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AbstractObjectives:Essential tremor (ET) confers an increased risk for developing both amnestic and non-amnestic mild cognitive impairment (MCI). Yet, the optimal measures for detecting mild cognitive changes in individuals with this movement disorder have not been established. We sought to identify the cognitive domains and specific motor-free neuropsychological tests that are most sensitive to mild deficits in cognition as defined by a Clinical Dementia Rating (CDR) of 0.5, which is generally associated with a clinical diagnosis of MCI.Methods:A total of 196 ET subjects enrolled in a prospective, longitudinal, clinical-pathological study underwent an extensive motor-free neuropsychological test battery and were assigned a CDR score. Logistic regression analyses were performed to identify the neuropsychological tests which best identified individuals with CDR of 0.5 (mild deficits in cognition)versus0 (normal cognition).Results:In regression models, we identified five tests in the domains of Memory and Executive Function which best discriminated subjects with CDR of 0.5versus0 (86.9% model classification accuracy). These tests were the California Verbal Learning Test II Total Recall, Logical Memory II, Verbal-Paired Associates I, Category Switching Fluency, and Color-Word Inhibition.Conclusions:Mild cognitive difficulty among ET subjects is best predicted by combined performance on five measures of memory and executive function. These results inform the nature of cognitive dysfunction in ET and the creation of a brief cognitive battery to assess patients with ET for cognitively driven dysfunction in life that could indicate the presence of MCI. (JINS, 2018,24, 1084–1098)

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Lee, Yura, Youngjoo Cho, and Hyunkyoung Oh. "MULTIPLE CHRONIC CONDITIONS AND RISK OF DEMENTIA AND COGNITIVE IMPAIRMENT." Innovation in Aging 3, Supplement_1 (November 2019): S316. http://dx.doi.org/10.1093/geroni/igz038.1156.

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Abstract This study explores the relationship between the presence of multiple chronic condition and risk of dementia and cognitive impairment with no dementia (CIND) among older Americans. The study sample included 617 participants aged 70 years and older from the Aging, Demographics, and Memory Study (ADAMS). An expert consensus panel of the ADAMS data provided each participant a cognitive diagnosis into 1) no cognitive impairment, 2) CIND, or 3) dementia. The presence of multiple chronic condition was defined as having three or more chronic conditions in this study (e.g., heart attack, stroke, respiratory problems, cancer, hypertension, diabetes). Functional limitation, depression, cognitive activity engagement, apolipoprotein E (ApoE), and sociodemographic characteristics were included as covariates. A multinomial logistic regression analysis showed that individuals who have multiple chronic conditions have increased odds of being diagnosed with CIND versus no cognitive impairment controlling for other covariates. However, multiple chronic condition was not associated with increased risk of being diagnosed with dementia versus no cognitive impairment. Conclusion: The finding suggests that the presence of multiple chronic conditions may be a risk factor for cognitive impairment in later life. However, further investigation using a longitudinal design is needed to better understand the relationship between cognition and multiple chronic conditions.

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Schubert, Thomas, Frank Friedmann, and Holger Regenbrecht. "The Experience of Presence: Factor Analytic Insights." Presence: Teleoperators and Virtual Environments 10, no. 3 (June 2001): 266–81. http://dx.doi.org/10.1162/105474601300343603.

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Within an embodied cognition framework, it is argued that presence in a virtual environment (VE) develops from the construction of a spatial-functional mental model of the VE. Two cognitive processes lead to this model: the representation of bodily actions as possible actions in the VE, and the suppression of incompatible sensory input. It is hypothesized that the conscious sense of presence reflects these two components as spatial presence and involvement. This prediction was confirmed in two studies (N = 246 and N = 296) assessing self-reports of presence and immersion experiences. Additionally, judgments of “realness” were observed as a third presence component. A second-order factor analysis showed a distinction between presence, immersion, and interaction factors. Building on these results, a thirteen-item presence scale consisting of three independent components was developed and verified using confirmatory factor analyses across the two studies.

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Journal articles on the topic 'Cognitive presence'

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