Academic literature on the topic 'Cognitive Skills Levels'

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Journal articles on the topic "Cognitive Skills Levels"

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Brannan, Jane D., Anne White, and Judy L. Bezanson. "Simulator Effects on Cognitive Skills and Confidence Levels." Journal of Nursing Education 47, no. 11 (2008): 495–500. http://dx.doi.org/10.3928/01484834-20081101-01.

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Canet-Juric, Lorena, Sebastián Urquijo, María Marta Richard`s, and Débora Burin. "Cognitive predictors of reading comprehension levels using discriminant analysis." International Journal of Psychological Research 2, no. 2 (2009): 99–111. http://dx.doi.org/10.21500/20112084.865.

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Reading comprehension is a complex skill, which involves different cognitive processes such as monitoring, working memory, interference suppression and resolution inferences. The aim of this work is to evaluate the discriminative ability of these processes, to differentiate levels of reading comprehension, in children between 8 and 9 years of age (N = 89) of public, and private, schools, in the city of Mar del Plata, Argentina. For this, specific tests were administered to each of these processes. The results distinguished two discriminant functions; the first one was the only that distinguished between individuals with good or bad comprehension abilities. A good level of reading comprehension implied to be efficient in the use of language skills (monitoring, inference, vocabulary), and, also, having abilities of processing (working memory). In contrast, the failure in general processing skills, such as phonological working memory or deficit in the ability to relate concepts (vocabulary), appeared to be characteristic of individuals with bad comprehension skills.
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Durmuşçelebi, Mustafa, and Beyza Nur Kuşuçuran. "Students' Cognitive Awareness and Investigation of Critical Thinking Levels." International Journal of Innovative Research in Education 5, no. 4 (2018): 129–44. http://dx.doi.org/10.18844/ijire.v5i4.3975.

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 New concepts, new skills and new perspectives are emerging in the social sciences in the face of dazzling developments in science, health and technology sciences. Continuous studies are carried out both in the programs and in the learning processes in order to gain the features that should be found in the people of tomorrow. In this context, cognitive awareness, which means that the individual learns the ways of learning linguistic ways, in other words, the ability to regulate the individual's cognition and to think critically is considered to be one of the characteristics of the future person. For the first time, Flavell introduced the concept in 1976, using the term beyond memory in a study he conducted on children's advanced memory capabilities, and introduced this concept in his literature. In 1979 Flavell, who improved his work, reconstructed his theory, including the cognition. Together with Flavell's theory, studies on the cognitive studies continued until today. Although the concept of cognitive is expressed in different concepts and meanings, in general, the individual's knowledge about his / her own system, structure and work. The difference between cognition and cognition is cognition, being aware of something, understanding it while being cognitive, being aware of how they learn it, knowing how to learn it. The aim of this study is to determine the levels of cognitive awareness and critical thinking skills of the students and to examine the relationship between the two characteristics. For this purpose, questions were asked to what extent the levels of critical thinking and levels of cognitive awareness were different, and to what extent the levels of these two dependent variables differed according to independent variables such as gender, level of education and degree of study, academic success level and frequency of reading. A total of 534 students from 7 faculties and colleges of Erciyes University participated in this study. The lilik Adult Cognitive Ability Test miş which was used in the research was developed by Schraw and Dennison in 1994, translated into Turkish in Ozcan (2007) and carried out linguistic equivalence, validity and reliability studies. Schraw and Dennison discuss cognitive skills under two main headings: cognitive characteristics and cognitive skills. They formed 8 sub- dimensions (factors) for both sections. As a result of the factor analyzes, it was found appropriate to consider two factors as ası cognitive characteristics, cognitive skills regulation düzenlen in accordance with the first parts of the scale. The tedir Metacognitive Awareness Inventory (CPI) ”consists of 52 questions and is marked on a five-point Likert-type scale. The score range is 52 - 260. E California Critical Thinking Tendency Scale (CEDEÖ) iler was used to determine the students' critical thinking dispositions. The scale has 7 subscales and 51 items which are both theoretically determined and psychometrically tested. The adaptation of the scale to Turkish was done by Kökdemir (2003) on 913 students. The scale was prepared according to the 6-point Likert type in the-I strongly disagree ’and ında fully agree” range. The lowest score that can be obtained from the scale is 51, and the highest score is 306. In addition, the personal information form, which contains information containing independent variables, was prepared by the researcher. Since the scales were applied to a similar group, a validity safety study was not performed and validity studies were accepted as sufficient. In order to determine the relationships between variables, the central correlation and the correlation coefficients were used. In order to determine the differences according to the independent variables, t-test and multiple comparisons were used to determine the differences. Post-Hoc test was used for hoc tests. Data were analyzed with SPSS 22 package program. In the analyzes, it is seen that the levels of both cognitive awareness and critical thinking are higher than the students.
 
 
 
 Keywords: Critical thinking, reflective thinking, cognitive awareness
 
 
 
 
 
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White, Anne, Jane Brannan, Janice Long, and Kathryn Kruszka. "Comparison of Instructional Methods: Cognitive Skills and Confidence Levels." Clinical Simulation in Nursing 9, no. 10 (2013): e417-e423. http://dx.doi.org/10.1016/j.ecns.2012.12.002.

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Kelly, Dylan, Jill K. Hamilton, and Michael C. Riddell. "Blood Glucose Levels and Performance in a Sports Camp for Adolescents with Type 1 Diabetes Mellitus: A Field Study." International Journal of Pediatrics 2010 (2010): 1–8. http://dx.doi.org/10.1155/2010/216167.

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Background. Acute hypo- and hyperglycemia causes cognitive and psychomotor impairment in individuals with type 1 diabetes mellitus (T1DM) that may affect sports performance.Objective. To quantify the effect of concurrent and antecedent blood glucose concentrations on sports skills and cognitive performance in youth with T1DM attending a sports camp.Design/Methods. 28 youth (ages 6–17 years) attending a sports camp carried out multiple skill-based tests (tennis, basketball, or soccer skills) with glucose monitoring over 4 days. Glucose levels at the time of testing were categorized as (a) hypoglycemic (<3.6 mM); (b) within an acceptable glycemic range (3.6–13.9 mM); or (c) hyperglycemic (>13.9 mM).Results. Overall, sports performance skill was~20% lower when glucose concentrations were hypoglycemic compared to either acceptable or hyperglycemic at the time of skill testing (). During Stroop testing, “reading” and “color recognition” also degraded during hypoglycemia, while “interference” scores improved (). Nocturnal hypoglycemia was present in 66% of subjects, lasting an average of 84 minutes, but this did not affect sports skill performance the following day.Conclusions. Mild hypoglycemia markedly reduces sports skill performance and cognition in young athletes with T1DM.
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Waldstein, Shari R. "The Relation of Hypertension to Cognitive Function." Current Directions in Psychological Science 12, no. 1 (2003): 9–12. http://dx.doi.org/10.1111/1467-8721.01212.

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Hypertension is an established risk factor for stroke. However, prior to such a major clinical event, hypertension exerts a more subtle impact on the brain that is revealed by diminished cognitive function. Studies comparing the performance of people with high and normal blood pressure levels have shown that high blood pressure or hypertension is related to poorer performance on tests of attention, learning and memory, executive functions, visuospatial skills, psychomotor abilities, and perceptual skills. Hypertension is also predictive of cognitive decline. Variables that may alter (i.e., moderate) the relation of hypertension to cognitive function include age, education, several biological characteristics of hypertension, and the presence of concurrent diseases. Although hypertensives are not clinically impaired, their diminished levels of cognitive performance could affect their perceived quality of life. Various brain mechanisms may explain the relation of hypertension to lower levels of cognitive function. Further understanding of the relation between hypertension and cognition is critical to the preservation of cognitive function across the life span.
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Nakhla, M., J. Filoteo, C. Pluim, et al. "B-18 Executive Functioning Best Predicts Performance-Based Financial Skills in Non-Demented Parkinson’s Disease." Archives of Clinical Neuropsychology 34, no. 6 (2019): 963. http://dx.doi.org/10.1093/arclin/acz034.101.

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Abstract Individuals with Parkinson’s disease (PD) frequently experience cognitive and functional difficulties, even in the absence of dementia. However, there is limited understanding of the relationship between specific cognitive abilities and functional skills, such as financial management, in these individuals. Understanding the potential impact of cognition on financial skills in non-demented PD will help discern neuropsychological predictors of real-world performance. 171 non-demented PD patients were administered a comprehensive neuropsychological battery including a measure of financial skills (University of California San Diego Performance-Based Skills Assessment; UPSA). Composite scores were created for five cognitive domains: [1] memory, [2] language, [3] executive function, [4] attention, and [5] visuospatial function. Bivariate correlations and hierarchical regressions were conducted to evaluate the associations between UPSA and cognition. There was a significant, positive association between financial skills performance and executive function, memory, attention, and language (r = .165 – .265; all p’s < .04), but not visuospatial function (r = .071, p = .37). Controlling for demographic factors, multiple linear regressions revealed that higher levels of executive function significantly predicted better UPSA performance (B = .323, p < .01). Findings suggest that several cognitive abilities are associated with adequate financial management, but that executive function, above and beyond other cognitive abilities, is the best predictor of this particular skill in non-demented PD. The assessment of cognition – specifically executive function – may be useful in identifying PD patients who may be at risk for financial management difficulties. Furthermore, findings have implications for the implementation of executive function-based interventions for the enhancement of everyday financial tasks in non-demented PD.
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Momsen, Jennifer, Erika Offerdahl, Mila Kryjevskaia, Lisa Montplaisir, Elizabeth Anderson, and Nate Grosz. "Using Assessments to Investigate and Compare the Nature of Learning in Undergraduate Science Courses." CBE—Life Sciences Education 12, no. 2 (2013): 239–49. http://dx.doi.org/10.1187/cbe.12-08-0130.

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Assessments and student expectations can drive learning: students selectively study and learn the content and skills they believe critical to passing an exam in a given subject. Evaluating the nature of assessments in undergraduate science education can, therefore, provide substantial insight into student learning. We characterized and compared the cognitive skills routinely assessed by introductory biology and calculus-based physics sequences, using the cognitive domain of Bloom's taxonomy of educational objectives. Our results indicate that both introductory sequences overwhelmingly assess lower-order cognitive skills (e.g., knowledge recall, algorithmic problem solving), but the distribution of items across cognitive skill levels differs between introductory biology and physics, which reflects and may even reinforce student perceptions typical of those courses: biology is memorization, and physics is solving problems. We also probed the relationship between level of difficulty of exam questions, as measured by student performance and cognitive skill level as measured by Bloom's taxonomy. Our analyses of both disciplines do not indicate the presence of a strong relationship. Thus, regardless of discipline, more cognitively demanding tasks do not necessarily equate to increased difficulty. We recognize the limitations associated with this approach; however, we believe this research underscores the utility of evaluating the nature of our assessments.
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Igbaria, Abdul Kareem, and Asmaa Ghanayem. "A Content Analysis of the WH-Questions in the EFL Textbook of That's Right." Advances in Social Sciences Research Journal 7, no. 3 (2020): 220–43. http://dx.doi.org/10.14738/assrj.73.7942.

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In the current study, the researchers analyzed the units of the textbook “That’s Right” for 10th grade students for English teaching in Israel. The study examined the WH- questions found in the textbook according to the various cognitive levels of Bloom’s Taxonomy. By using Bloom's taxonomy, the researchers attempted to understand whether WH-questions used in the textbook emphasize high-level thinking and cognitive skills development. The question of this study is: To what extent do the WH-questions in the textbook “That’s Right” emphasize higher order thinking skills?
 Content analysis was performed for the questions for five study units in the textbook. The question served as the unit of analysis for this research. A WH-question is defined as a question beginning with a WH-word and ending with a question mark. The questions were collected, listed, and analyzed according to Bloom's taxonomy, according to which thinking skills are divided into low and high orders. Low order thinking skills are knowledge, comprehension, and application. High order thinking skills are: analysis, synthesis, and evaluation. Percentages and frequencies of each cognition level were calculated for each book unit separately and for all the units combined. Validation and reliability checks were performed to validate this study.
 The results showed that 245 out of the 324 questions emphasized cognition levels that develop lower order thinking skills, while only 79 questions emphasized the three levels that use high order thinking skills. The textbook "That’s Right" questions place most emphasis on comprehension and knowledge, which are both connected to lower order thinking skills. This may result in lower cognitive abilities among students and should be further investigated to create better language skills in future generations. Additional studies of English textbooks at various age levels using content analysis are recommended. These studies will show which cognitive skills are developed in English materials and will improve future English education in Israel.
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Sittiprapaporn, Phakkharawat. "Cognitive skills improved by BrainWare SAFARI training program: Electroencephalographic study." Asian Journal of Medical Sciences 11, no. 1 (2020): 57–62. http://dx.doi.org/10.3126/ajms.v11i1.26526.

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Background: Executive functions have been shown to be related to academic achievement and the ability to learn. Understanding the role of executive function may offer new learning opportunities for children. The 2018-2019 implementation of BrainWare SAFARI pilot study started with primary school students achieving an average improvement in cognitive skill development.
 Aims and Objective: This study was set to find spatial ability and cognitive skill abilities done by letting students who performed spatial ability tasks after BrainWare SAFARI training exercises and also investigated by using the effectiveness of commercially available lightweight EEG device.
 Materials and Methods: Participants were selected to participate in the 2018-2019 pilot based on their average learning abilities.
 Results: All participants were able to complete the targeted number of sessions of BrainWare SAFARI. All participants showed significantly mean improvement of cognitive skills such as speed, memory, spatial ability, and problem solving, respectively. The cognitive performance increased statistically significant implying that all participants gained experienced significant improvements in multiple areas of cognitive processing. The attention and mediation levels as well as cognitive performance or cognitive skill improvement were changed with statistically significant at 0.05 level. The findings also showed that all brainwaves were increased with statistically significant while performing cognitive skills ability tasks.
 Conclusion: It is no doubt that all participants were able to complete all sessions of BrainWare SAFARI program. Practicing cognitive skills improvement games as BrainWare SAFARI could significantly increase alpha, theta and beta frequency bands. BrainWare SAFARI cognitive skills training could significantly improve cognitive performance in Thai children indexed by the electroencephalographic activities.
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Dissertations / Theses on the topic "Cognitive Skills Levels"

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Aboalela, Rania Anwar. "An Assessment of Knowledge by Pedagogical Computation on Cognitive Level mapped Concept Graphs." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1496941747313396.

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Clark, Michael G. "Measuring and analyzing cognitive skills at the platoon level." Thesis, Monterey, California. Naval Postgraduate School, 1990. http://hdl.handle.net/10945/30686.

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Approved for public release, distribution is unlimited<br>Increasing budget restriction require the Army to show that the policy of recruiting high quality people is paying dividends. The measure of quality used in this research is the Armed Forces Qualifications Test (AFQT) score. The higher the AFQT score the better the recruit. Previous studies have found a strong correlation between mental ability and hands-on performance. The focus of this research is on the command and control or cognitive performance of the platoon leader. The method of investigating the relationship between cognitive skill and mental ability is to develop a tactical paper and pencil test and administer the test to a group of Non-Commissioned Officers from For Ord, California. The test is given once a the beginning of the Basic Non-Commissioned Officer Course instruction and once at the end of the course. The three objectives of this research are to determine which variables most influence decision making abilities, determine if a significant difference in decision making ability exists between mental categories and determine if training can make up for differences in making ability. The results of the research show that AFQT scores are highly correlated with decision making ability, statistically significant differences exist between the decision making abilities of higher mental categories (CAT I and II) and lower mental categories (CAT IIIB and IV) and training does help make up for mental category differences. Overall, mental category I leaders perform about 13% better than mental category IV leaders. In addition, training is able to raise the average score of lower mental category leaders by 8%.
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Loring, Ruth M. "Questions Used by Teachers with Skilled and Less Skilled Readers." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331752/.

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This study described the way teachers used questions with skilled and less skilled readers during reading instruction. The cognitive level and functions of questions were analyzed based on data collected through direct observation within the natural environment of the classroom. In addition, the patterns of questioning which included wait-time and sequencing of questions were identified and reported. Twenty sixth grade teachers randomly selected from a metropolitan school district were observed while instructing skilled readers and less skilled readers. Data collected during non-participatory observation of reading instruction through audiotape recordings, a low-inference observation instrument, and field notes were analyzed using the chisquare statistic, log-linear analysis, and descriptive statistics. Each question/response/response loop which occurred during the eighty observations was analyzed as to the cognitive level and function of the question, designation and wait-time of the student's response, the appropriateness, type, and length of the student's response, and the content of the teacher's response. Within the limitations of this study, the following conclusions have been formulated. 1. Teachers use different cognitive levels of questions for particular functions as dictated by the specific needs and characteristics of the students in the skill level. 2. Although teachers ask the majority of questions at the cognitive-memory and convergent levels rather than the higher divergent and evaluative levels among both skilled and less skilled readers, the primary function is that of extending. It appears that teachers use questions as a way of encouraging student participation during reading instruction. 3. Among both skilled and less skilled readers, teachers practice a fast pace approach to questioning, waiting an average of one to two seconds for a response. 4. Paths of sequence for question/response/response loops are similar for both skilled and less skilled reading groups. The function of extending typically followed focusing and clarifying, demonstrating the teacher's apparent effort to include as many students as possible during instruction.
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陸嘉欣 and Ka-yan Karen Luk. "Understanding the assoication between word-and text-level cognitive linguistic skills and reading comprehension in Chinese children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41716905.

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Luk, Ka-yan Karen. "Understanding the assoication between word-and text-level cognitive linguistic skills and reading comprehension in Chinese children." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41716905.

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Saravalli, Susan K. "Adolescent contraceptive problem-solving skills and contraceptive behavior : the relation of cognitive level, locus of control, self-esteem and peer influence /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1346338939.

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Lee, Mark D. "The effects of inconsistency on the maintenance of skill level in a semantic category search task." Thesis, Georgia Institute of Technology, 1991. http://hdl.handle.net/1853/28732.

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Erkent, Ozgur. "An Eye Movement Analysis Of Chess Players Across Levels Of Expertise: An Electrooculography Study." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/2/12605407/index.pdf.

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The eye movements of expert and novice chess players were recorded by electrooculography (EOG) technique as they attempted to find the mate in fifteen tactically active simple chess positions. In the analysis part of the data gathered from EOG recordings, the effect of the drift, which is an important problem for EOG, was reduced. The processed data were converted into coordinates of the display on which the chess positions were demonstrated. In the test phase, the players were asked to fixate the white king which appeared on a different square on an empty chess board for one second. It was predicted on which square the subject fixated by the method developed. The predictions and the actual location of the white king were compared and the results revealed that EOG technique can be used reliably to track the eye movements of the chess players while they fixated on a chess board. It has been revealed that experts produced more fixations on the relevant squares than did the novices as the fixations were investigated. The difference between fixation duration was not significant across skill groups. The results provide evidence for an early perceptual encoding advantage for expert players attributable to chess experience.
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Kok, Illasha. "Vraagstelling as effektiewe onderrigleervaardigheid om leerders se hoërorde-denke in die natuurwetenskappe-leerarea te ontwikkel / Illasha Kok." Thesis, North-West University, 2007. http://hdl.handle.net/10394/1544.

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Mitchell, Gail Gwendolyn Jackson. "A comparison of the higher level thinking skills of black/white students and the influence of selected demographic variables on their placement in programs for the gifted." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/530379.

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The purpose of the study was to investigate factors influencing the selection of minority and majority school-aged children for gifted and talented programs. Factors explored included abstract thinking ability, achievement test scores, and parental social status (i.e., education, income, occupation) as academic and nonacademic variables that potentially influence the selection and/or placement process. Provided is performance data on 22 black and 23 white gifted children and 21 black and 24 white high achieving children (N=90) relative to their similar as well as unique traits on measures of abstract thinking ability, IQ, and achievement tests.FindingsH1. There are significant differences in abstract thinking ability among placement groups that vary with race.H2. It was found that students from higher social status backgrounds tended to be placed in programs for the gifted more often than were students from lower social status backgrounds.H3. Teachers tended to select (from a hypothetical group) children from higher income families rather than children from lower income families for placement in the gifted program. This finding was also true for children whose profiles indicated parent occupation (e.g., teacher, judge).Conclusions1. The selection of gifted students is influenced by race and social status of the parents.2. Parent education, occupation, and income are social class variables that influence children both in and out of school.3. Abstract thinking ability is not an academic variable that influences the selection of children for gifted program placement in the school corporation selected for this study.4. Numerous other variables (e.g., hi/lo socioeconomic background, values and beliefs, directed/mediated learning experiences, language and historical background) influence a child's capacity to learn and should be always considered.5. Testing instruments are not available in the school system used in this study to accurately assess the skills of minority children.<br>Department of Special Education
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Books on the topic "Cognitive Skills Levels"

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Thorndike, Robert Ladd. Cognitive abilities test: Levels A to F. 2nd ed. NFER-Nelson, 1986.

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Krampe, Ralf Th. Maintaining excellence: Cognitive-motor performance in pianists differing in age and skill level. Max-Planck-Institut für Bildungsforschung, 1994.

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Harvey, Philip D., and Felicia Gould. Cognitive Functioning and Disability in Post-Traumatic Stress Disorder. Edited by Charles B. Nemeroff and Charles R. Marmar. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190259440.003.0016.

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In many respects, PTSD is a disorder of cognition and memory in specific: individuals with the condition have trouble remembering details of the trauma when they want to and remember them in other situations where they do not want to, such as in nightmares and flashbacks. In addition, a growing literature has explored performance on other cognitive performance measures in PTSD. A new development is the study of the ability to perform critical everyday functional skills, referred to as functional capacity, which themselves are highly cognitively demanding. Our review of the literature on cognition and PTSD suggests two main conditions. There are several areas of cognitive functioning where people with PTSD perform below normative standards, on average. These domains include memory, attention, and executive functioning. However, there is also substantial evidence to suggest that impairments in cognition are present before the onset of other symptoms and may be a risk factor for the development of PTSD. A careful examination of the levels of performance of PTSD patients suggests that performance may not be worse than pre-illness functioning. Interventions aimed at cognition may still be beneficial, because a small literature consistently finds that cognitive impairments are correlated with indicators of everyday disability in people with PTSD.
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Keefe, Richard S. E., Avi (Abraham) Reichenberg, and Jeffrey Cummings, eds. Cognitive Enhancement in CNS Disorders and Beyond. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190214401.001.0001.

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This book compiles a series of educational and thought-provoking chapters from the world's leading cognitive and clinical scientists to describe the latest research on cognitive impairments in a host of pathological conditions that affect CNS functioning, the available treatments for these impairments, and how new treatments are being tested. This volume advances the field toward the availability of cognitive enhancing drugs and devices that will benefit those who need them most and others who may believe that these techniques can help them to thrive. Psychological science and cognitive neuroscience have become the most popular endeavor of students worldwide, are the focus of attention of our greatest scientific accomplishments, and are the emphasis of many publications in the mainstream media. Because humans depend on cognitive abilities for survival, quality of life, and productivity, improving them has never been more important. Those with impairments in key aspects of cognition suffer dearly because they are unable to obtain and retain information, unable to make sound decisions based on the information at hand, and unable to plan future activities. The availability of pharmacological and behavioral interventions that can improve cognitive abilities and provide impaired individuals with the social, occupational, and functional quality of life that the rest of us enjoy has potential far-reaching implications. Such interventions can also benefit those who want to boost current cognitive abilities to higher levels, perhaps as a means to hone skills in providing products for others or to gain an edge on competition.
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Busemeyer, Jerome R., Zheng Wang, James T. Townsend, and Ami Eidels, eds. The Oxford Handbook of Computational and Mathematical Psychology. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199957996.001.0001.

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A comprehensive and authoritative review on most important developments in computational and mathematical psychology that have impacted many other fields in past decades. Written in tutorial style by leading scientists in each topic area, with an emphasis on examples and applications. Each chapter is self-contained and aims to engage readers with various levels of modeling experience. The Handbook covers the key developments in elementary cognitive mechanisms (e.g., signal detection, information processing, reinforcement learning), basic cognitive skills (e.g., perceptual judgment, categorization, episodic memory), higher-level cognition (e.g., Bayesian cognition, decision making, semantic memory, shape perception), modeling tools (e.g., Bayesian estimation and other new model comparison methods), and emerging new directions (e.g., neurocognitive modeling, applications to clinical psychology, quantum cognition) in computation and mathematical psychology. The chapters were written for a typical graduate student in virtually any area of psychology, cognitive science, and related social and behavioral sciences, such as consumer behavior and communication. We also expect it to be useful for readers ranging from advanced undergraduate students to experienced faculty members and researchers. Beyond being a handy reference book, it should be beneficial as a textbook for self-teaching, and for graduate level (or advanced undergraduate level) courses in computational and mathematical psychology.
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Rosati, Alexandra G. Ecological variation in cognition: Insights from bonobos and chimpanzees. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198728511.003.0011.

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Bonobos and chimpanzees are closely related, yet they exhibit important differences in their wild socio-ecology. Whereas bonobos live in environments with less seasonal variation and more access to fallback foods, chimpanzees face more competition over spatially distributed, variable resources. This chapter argues that bonobo and chimpanzee cognition show psychological signatures of their divergent wild ecology. Current evidence shows that despite strong commonalities in many cognitive domains, apes express targeted differences in specific cognitive skills critical for wild foraging behaviours. In particular, bonobos exhibit less accurate spatial memory, reduced levels of patience and greater risk aversion than do chimpanzees. These results have implications for understanding the evolution of human cognition, as studies of apes are a critical tool for modelling the last common ancestor of humans with nonhuman apes. Linking comparative cognition to species’ natural foraging behaviour can begin to address the ultimate reason for why differences in cognition emerge across species. Les bonobos et les chimpanzés sont prochement liés, pourtant ils montrent d’importantes différences dans leur sociologie naturelle. Alors que les bonobos vivent dans des environnements avec peu de diversité de climat entre saisons et plus d’accès à des ressources de nourriture alternatives, les chimpanzés ménagent une compétition étalée spatialement et des ressources plus variées. Je soutiens que la cognition des chimpanzés et bonobos montre les signatures psychologiques de leur écologie naturelle divergente. Les témoignages courants montrent que, malgré les forts points communs dans en cognition, les grands singes expriment des différences au niveau de compétences cognitives importantes au butinage. En particulier, les bonobos démontrent une mémoire spatial moin précise, moin de patience, et plus d’aversion de risques que les chimpanzés. Ces résultats fournissent des signes dans l’étude de l’évolution de la cognition humaine. Les études des grands singe sont un outil d’importance majeure dans la modélisation du dernier ancêtre commun des humains et grands singes non-humains. Faire des liens cognitives comparatives entre le butinage des différentes espèces peut commencer à dévoiler les raisons pour les différences de cognition entre espèces.
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Harter, Susan. Developmental and Prosocial Dimensions of Hypo-egoic Phenomena. Edited by Kirk Warren Brown and Mark R. Leary. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199328079.013.6.

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This chapter provides a developmental perspective on phenomena that involve a hypo-egoic perspective—such as perspective taking, prosocial behavior, empathy, true-self behavior, and self-coherence—with a focus on whether hypo-egoic processes that have been described in adult populations also exist in childhood and adolescence. The chapter examines the extent to which children and adolescents have the cognitive skills to engage in various hypo-egoic behaviors and explores the motives that might underlie hypo-egoic phenomena at different developmental levels. Along the way, the development of skills and motives that promote self-absorbed and self-aggrandizing tendencies, such as egocentrism and narcissism, are also discussed. The role of cognitive-developmental changes, socially driven developmental transitions, developmentally salient needs, and individual differences in parenting and socialization practices on hypo-egoic perspectives and behaviors are also examined.
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Caicedo Alarcón, Óscar. Education 4.0: A view from different digital proposals. Edited by Cristian Suárez-Giraldo. Editorial EAFIT, 2020. http://dx.doi.org/10.17230/9789587207002lr0.

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This book presents how 4.0 technologies enable a highly participatory and dialogic education, where students of different levels have the possibility of learning and training in their discipline while developing soft skills and, at the same time, the teachers can follow the development and evolution of these capacities and the purposes expected in the courses. Given the variety of courses modalities that are currently offered (e-learning, b-learning, m-learning, blended learning, among others), the applications presented in each chapter, as well as the appropriation of technologies for the enrichment of the students' cognitive and social skills, are an opportunity to explore new perspectives and approaches to Education 4.0.
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Fonseca, Raquel, Arie Kapteyn, and Gema Zamarro. Retirement and Cognitive Functioning. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198808039.003.0004.

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This chapter surveys recent literature on the effects of retirement on cognitive functioning at older ages around the world. Studies using similar data, definitions of cognition, and instruments to capture causal effects find that being retired leads to a decline of cognition, controlling for different specifications of age functions and other covariates. The size and significance of the estimated effects varied depending on specifications used, such as whether or not models included fixed effects, dynamic specifications, or alternative specifications of instrumental variables. The authors replicated several of these results using the same datasets. Factors that are likely causing the differences across specifications include endogeneity of right-hand side variables, and heterogeneity across gender, occupation, or skill levels. Results were especially sensitive to the inclusion of country fixed effects, to control for unobserved country differences, suggesting the key role of unobserved differences across countries, which both affect retirement ages and cognitive decline.
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Black, Sandra, and Howard Black. Building Thinking Skills, Level 2: Critical Thinking Skills for Reading, Writing, Math, and Science. Critical Thinking Books and Software, 1998.

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Book chapters on the topic "Cognitive Skills Levels"

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Star, Jon R. "Levels of Competence in Procedural Skills." In Proceedings of the Twenty First Annual Conference of the Cognitive Science Society. Psychology Press, 2020. http://dx.doi.org/10.4324/9781410603494-174.

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Aschwanden, Christoph, Lawrence Burgess, and Kevin Montgomery. "Performance Compared to Experience Level in a Virtual Reality Surgical Skills Trainer." In Foundations of Augmented Cognition. Springer Berlin Heidelberg, 2007. http://dx.doi.org/10.1007/978-3-540-73216-7_45.

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Barsky, Deborah. "An Overview of Some African and Eurasian Oldowan Sites: Evaluation of Hominin Cognition Levels, Technological Advancement and Adaptive Skills." In Interdisciplinary Approaches to the Oldowan. Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9060-8_4.

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Runyon, Melissa K., and Esther Deblinger. "Teaching CPC-CBT Skills to Children of Various Developmental Levels." In Combined Parent-Child Cognitive Behavioral Therapy. Oxford University Press, 2013. http://dx.doi.org/10.1093/med:psych/9780199916887.003.0010.

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Kalyuga, Slava. "Adapting Levels of Instructional Support to Optimize Learning Complex Cognitive Skills." In Managing Cognitive Load in Adaptive Multimedia Learning. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-048-6.ch011.

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This chapter describes some specific adaptive procedures for tailoring levels of instructional guidance to individual levels of learner task-specific expertise to optimize cognitive resources available to learning. Recent studies in expertise reversal effect that were reviewed in previous chapters indicate that instructional design principles that benefit low-knowledge users may disadvantage more experienced ones. This reversal in the relative effectiveness of different instructional methods is due to the increase in cognitive load that is required for integration of presented supporting information with learners’ available knowledge structures. The major implication of these findings for multimedia design is the need to tailor levels of instructional support to individual levels of learner task-specific expertise. The procedures for adapting levels of instructional guidance suggested in this chapter have been developed in conjunction with empirically established interactions between levels of learner expertise and optimal instructional techniques and procedures. The chapter starts with the description of the processes and approaches to learning complex cognitive skills. The appropriate design models for learning complex skills are reviewed and different ways of varying levels of learner control in such models are described. The relations between levels of learner task-specific expertise and optimal levels of instructional guidance are then discussed. Also, empirical studies of the expertise reversal for instructional guidance and sequencing of learning tasks are reviewed. The completion tasks and faded worked examples are specific instructional methods used in the described studies for managing levels of instructional guidance in adaptive learning environments. Real-time monitoring of levels of learner task-specific expertise using rapid cognitive diagnostic methods was used in some of these studies.
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Crawford, Caroline M., and Marion S. Smith. "Rethinking Bloom's Taxonomy." In Advances in Psychology, Mental Health, and Behavioral Studies. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6599-6.ch004.

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Implicit cognition is an intriguing area of focus when one considers the impact of implicit memory theories upon each learner's cognitive vulnerability when framed through Bloom's Taxonomy of the Cognitive Domain. Specifically, consider the learner's cognitive understanding and movement from the lower order thinking skills, say from the Knowledge realm and Comprehension realm, towards the higher order thinking skills, Synthesis realm and Evaluation realm, or one of the revised domains to reflect Digital Age expectations. Although much is available on the different levels of cognitive achievement, the “in between” leaps in a learner's ability to work with the information in new and different manners may suggest that the cognitive vulnerability may impact the learner's implicit memory and the learner's movement between different taxonomic levels of informational understanding.
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Swanson, Karen Weller, Jane West, Sherah Carr, and Sharon Augustine. "Supporting Dissertation Writing Using a Cognitive Apprenticeship Model." In Handbook of Research on Scholarly Publishing and Research Methods. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-7409-7.ch005.

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The cognitive apprenticeship model (Collins, 2006; Collins, Brown, &amp; Holum, 1991; Collins, Brown, &amp; Newman, 1989) is one way to support doctoral student development, from student to scholar, in the dissertation writing process. The results of this apprenticeship are cognitive maturity (self-authorship, Baxter Magolda, 2004). Both cognitive apprenticeship and cognitive maturity are essential for writing the dissertation because it is a unique and high-stakes writing genre. Instructors and mentors must provide progressive levels of autonomous practice at the skills required to be a scholarly researcher and writer. This practice and support occurs in numerous forms during doctoral study. Thus, when students venture into the independent dissertation writing phase of the doctoral program, the level of skill transfer is much higher and the demand for support is lower but more specialized. This chapter specifically attends to scholarship and mentoring.
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Trotter, Chris. "The impact of training and coaching on the development of practice skills in youth justice: findings from Australia." In Evidence-Based Skills in Criminal Justice. Policy Press, 2017. http://dx.doi.org/10.1332/policypress/9781447332961.003.0015.

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A number of studies have found that the skills and practices of probation and parole officers, and others who supervise offenders in the community, have an impact on the recidivism rates of offenders under supervision. There is evidence to suggest, however, that evidence based practice skills are not used routinely in probation and parole supervision. The limited amount of research in this area suggests that while some probation officers may have a natural pre-disposition towards the use of effective practice skills, training and coaching may increase the level of skills of most probation officers. The studies which have been undertaken to date, however, have been done with relatively small samples rather than across whole organisations. This chapter reports on a study undertaken in Queensland Youth Justice which aimed to increase the skill levels of probation officers. It was found that the use of pro-social modelling and relationships skills increased following training and coaching, however, the use of problem solving and cognitive behavioural techniques remained low both before and after training and coaching.
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Kalyuga, Slava. "Optimizing Cognitive Load in Instructional Simulations and Games." In Managing Cognitive Load in Adaptive Multimedia Learning. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-048-6.ch009.

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Instructional simulation and games are usually used as substitutes for actual equipment, processes, real-life problems, and social situations. They allow observing outcomes of different learner actions and steps without involving actual hardware and people. They also provide environments for practicing important skills in an efficient (in terms of cost and time) way. From a cognitive load perspective, using actual equipment or human actors may not necessarily lead to the acquisition of expected knowledge and skills. High cognitive load involved in operating the equipment itself, performing required procedures, interacting with other people, especially when allowed time is constrained, may inhibit learning. In such high load situations, limited cognitive resources would be left for actual learning. Instructional simulations and games allow modeling such processes without time limitations and other cognitive constrains. Instructional simulations may also allow representing abstract knowledge structures and processes that are difficult to observe in real conditions. They may enhance the development of abstract thinking and problemsolving skills by offering environments for exploring and testing hypotheses. Many available instructional simulations and games represent mostly exploratory learning environments with limited guidance for learners. From a cognitive load perspective, any random exploratory or search procedures may impose excessive levels of working memory load thus interfering with meaningful learning (see Chapter II for more details about basic principles of cognitive load theory). Therefore, optimizing levels of instructional guidance represents the most important means of managing cognitive load and enhancing learning outcomes in such environments. This chapter starts with examining the role of simulations as instructional technology tools and describes means of enhancing instructional effectiveness of simulations and games. Then the chapter discusses how to evaluate cognitive load in simulations using concurrent verbal reports. Some issues of cognitive load associated with instructional applications of mobile technologies are considered at the end.
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Warner, Steve Carlisle. "Infusing 21st Century Skills in a Smart Learning Environment for Secondary Mathematics Classrooms." In Cases on Smart Learning Environments. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6136-1.ch007.

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The main objective of this chapter is to demonstrate how an instructional model, 2T2C, was used to infuse 21st century skills in the teaching of secondary school mathematics using a smart learning environment (SLE). It was imperative that cooperative and collaborating learning methodologies were included in the teaching model to ensure peer/teacher interaction to enhance student communication, the infusion of high-order thinking skills to guarantee that students can solve real-world problems and think at higher cognitive levels, the introduction of self-efficacy sessions to ensure that all students have the confidence and self-esteem to believe and have the self-assurance to solve mathematical real-world problems and take responsibility for their own learning, and the infusion of technology as a resource in the teaching and learning process: hence, 2T2C (thinking, technology, communication, and confidence). The scenarios presented highlighted the need for communication, high-level cognitive objectives, multiple evaluation practices, and thinking as key to the learning process.
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Conference papers on the topic "Cognitive Skills Levels"

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Nkhoma, Mathews, TRI K LAM, Joan Richardson, Booi H Kam, and Kwok Hung Lau. "Developing Case-based Learning Activities Based on the Revised Bloom’s Taxonomy." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3496.

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This study proposes the use of case study in teaching an undergraduate course of Introduction to Business Information Systems Development in class, based on the Revised Bloom’s Taxonomy. According to the Revised Bloom’s Taxonomy of cognitive skills, it includes six levels which are knowledge, comprehension, application, analysis, evaluation, and creation. The lower level of skill is required to be formed before progressing to the higher levels. Therefore, two lower levels of skills comprising knowledge and comprehension are inherent in the course before commencing a case study. In this study, learning activities associated with the Revised Taxonomy-based learning strategy are proposed to support the development of higher-level cognitive skills. The potential effects and benefits of these activities to teaching and learning will be discussed. A conceptual model and hypotheses will be recommended for future study.
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Nafa, Fatema, Javed I. Khan, Salem Othman, and Amal Babour. "Mining Cognitive Skills Levels of Knowledge Units in Text Using Graph Tringluarity Mining." In 2016 IEEE/WIC/ACM International Conference on Web Intelligence Workshops (WIW). IEEE, 2016. http://dx.doi.org/10.1109/wiw.2016.013.

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Khorshidi, Maryam, Jay Woodward, and Jami J. Shah. "Towards a Comprehensive Test of Qualitative Reasoning Skill in Design." In ASME 2012 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/detc2012-70657.

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A battery of tests for assessing the cognitive skills needed for the conceptual design is being developed. Divergent thinking and visual thinking tests were fully developed and validated previously. This paper focuses on the development of a test on qualitative reasoning skill. Indicators of qualitative reasoning are identified and categorized as: deductive reasoning, inductive reasoning, analogical reasoning, abductive reasoning, and intuitive physics; the derivation of each is based on both cognitive science and empirical studies of design. The paper also considers the metrics for measuring skill levels in different individuals and candidate test items and grading rubric for each skill.
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Pestovs, Pavels, and Dace Namsone. "NATIONAL LEVEL TEST IN SCIENCE IN LATVIA FOR ASSESSING HOW STUDENTS EXPLAIN PHENOMENA SCIENTIFICALLY." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.95.

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For successful curriculum implementation in the framework of the project “Competency-based Education Curriculum Development and Implementation” funded from the European Social Fund (ESF), it is essential to develop validated and reliable national level tests with an objective to monitor students’ progress. The purpose of the research is to analyse students’ current situation in explaining natural phenomena scientifically in order to give a clear insight into the assessment process of students’ skills. At a first glance, a substantial amount (more than 50 %) of 15-16 years old students are capable of explaining natural phenomena in science, however, detailed analysis reveals two problems: both deep and surface student explanations are scored in the same way in test and item assessing criteria are not allowing teachers to assess student skills at different cognitive levels. Keywords: explaining phenomena scientifically, natural phenomena in science, skill assessment.
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Walter, Sonja, and Jeong-Dong Lee. "Human capital depreciation and job tasks." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13078.

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This research aims to investigate the link between human capital depreciation and job tasks, with an emphasis on potential differences between education levels. We estimate an extended Mincer equation based on Neumann and Weiss’s (1995) model using data from the German Socio-Economic Panel. The results show that human capital gained from higher education levels depreciates at a faster rate than other human capital. Moreover, the productivity-enhancing value of education diminishes faster in jobs with a high share of non-routine analytical, non-routine manual, and routine cognitive tasks. These jobs are characterized by more frequent changes in core-skill or technology-skill requirements. The key implication of this research is that education should focus on equipping workers with more general skills in all education levels. With ongoing technological advances, work environments, and with it, skill demands will change, increasing the importance to provide educational and lifelong learning policies to counteract the depreciation of skills. The study contributes by incorporating a task perspective based on the classification used in works on job polarization. This allows a comparison with studies on job obsolescence due to labor-replacing technologies and enables combined education and labor market policies to address the challenges imposed by the Fourth Industrial Revolution.
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Franco, Jorge. "USING 3D INFORMATION PRODUCTION AND VISUALIZATION TECHNOLOGIES FOR STIMULATING ONES’ COGNITIVE SKILLS AT K-12 EDUCATION LEVELS." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2595.

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Kumar, V., A. Castellanos, J. Ortega, et al. "Dynamic Learning Framework: Adaptive Assessment Development for the Undergraduate Fluid Mechanics." In ASME 2014 4th Joint US-European Fluids Engineering Division Summer Meeting collocated with the ASME 2014 12th International Conference on Nanochannels, Microchannels, and Minichannels. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/fedsm2014-21718.

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This paper presents a dynamic learning framework (DLF) for engineering courses with rich mathematical and geometrical contents. The word “dynamic” implies that there are several moving components in the course contents and assessments. Moving contents are enabled by random-number generators to select text/paragraph from a database or chose a number between two ranges within engineering bounds. Dynamic contents are usually missing in traditional form of instructions such a fixed format book-type problem or static online material. The framework leverages on the computing resources from the recent advancement in touchpad computing devices (such as IPAD and Android based tablets) and web-based technologies (such as WebGL/SVG for virtual-reality and web-based graphics and PHP based server level programming language). All assessments are developed at four increasing levels of difficulty. The levels one through three are designed to assess the lower level learning skills as discussed in the “Bloom’s taxonomy of cognitive skills” whereas level four contents are designed to test the higher level skills. The level-one assessments are designed to be easiest and include guiding materials and solved examples. To lessen the impact of disinterests caused by mathematical abstractions, the assessment and content presentations are strengthened by integrating the mathematical concepts with visual engineering materials from real-world and local important applications. All problems designed to assess the lower level skills are computerized and tested using the Computer Adaptive Testing (CAT) algorithm which enabled the instructor to focus on the higher level skills and offer the course in partially flipped classroom setting.
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Nogueira, Tiago do Carmo, Eudes de Souza Campos, and Deller James Ferreira. "Cognition Developing of Computer Higher Education Students Through Gamification in the Algorithm Teaching-Learning Process." In XXVI Workshop sobre Educação em Computação. Sociedade Brasileira de Computação - SBC, 2018. http://dx.doi.org/10.5753/wei.2018.3484.

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The scientific logical reasoning became an important skill in the students' cognitive development in algorithm teaching-learning processes, stimulating their reasoning and creativity. From this perspective, gamification has been adopted as a mediating tool in this process. Studies report that the inclusion of gamification in algorithm teaching-learning processes stimulates the students to develop new skills, making the knowledge more efficient. Therefore, this paper's purpose is to measure and understand the cognitive development and the experiences lived by students at the addition of gamification in algorithm teaching, evaluating the scientific logical knowledge acquired by them. Consequently, 44 computer higher education students were selected. They were divided into two groups: students that used the Gamification-Mediated Algorithm Teaching Method and those who participated in the traditional teaching method. To evaluate the cognitive development between these two groups, the Scientific Logical Reasoning Test was applied. The results showed that a significant number of students that used the Gamification-Mediated Algorithm Teaching Method reached the transitory intermediary and transitory scientific knowledge levels, with greater right answer rates. We also noticed that both genders gave more right answers using the gamification-mediated algorithm teaching method.
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Wai Wing MA, Ada. "Computer Supported Collaborative Learning and Higher Order Thinking Skills - A Case Study of Textile Studies." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3298.

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The scarcity of readily usable instruments to research learning in Computer Supported Collaborative Learning (CSCL) environments has posed a great challenge to devise appropriate analytical tools to investigate how individuals change their understanding or create a new personal construction of knowledge as a result of social interaction and negotiation within the group. Given this scenario, the Activity System Model (Engestrom, 1987), based on a socio-cultural perspective, was adopted as a framework for analysing the quality of a CSCL community in this research project. Data were analysed to examine how interactivity had contributed to the fostering of higher order thinking skills in the CSCL community. Findings of this study confirmed that there was a positive correlation between the quality of collaborative process engaged by groups and the quality of cognitive skills fostered. High levels of social interaction and collaboration contributed to the establishment of a community of learning, nurturing a space for fostering higher order thinking through co-creation of knowledge processes. Lessons learnt and limitations of the investigation in this study in light of the methodological issues relating to coding reliability and difficulties in translating Chinese text involved in the CSCL for computerized coding process were discussed as well.
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Collins, Karen, Michelle Unger, and Amanda Dainis. "How Do I Ensure “Staff Competency” in My Pipeline Safety Management System?" In 2020 13th International Pipeline Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/ipc2020-9374.

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Abstract Standards and regulations are clear: all staff who work on pipelines need to be both “competent” and “qualified.” Standards such as API 1173 are clear about competence within a safety management system: “The pipeline operator shall ensure that personnel whose responsibilities fall within the scope of the PSMS [Pipeline Safety Management System] have an appropriate level of competence in terms of education, training, knowledge, and experience.” The burden of defining and specifying competence falls on pipeline operators, but they have little guidance regarding the required skills, knowledge and levels of competency. Additionally, we are all biased — different operators will have different ideas and emphases on competencies, which will affect their decision-making. The only way to avoid these cognitive biases is to use consensus standards supported by rigorous surveys that capture the required competencies. This paper explores some of the more common biases that can affect decisions and presents the results of a controlled, independent, survey aimed at both specifying and quantifying the necessary competencies needed by a specific engineer working within a PSMS: a pipeline integrity engineer. The paper identifies and ranks these necessary competences. The survey was completed by 100 pipeline integrity engineers from 25 different countries. Its specific objective was to investigate the key skills and knowledge requirements needed in a junior engineering position (i.e., a pipeline engineer with less than three years of relevant experience) working under supervision to be ‘competent’. It listed eight core competencies (identified by subject matter experts) considered essential for a pipeline integrity engineer. Each of these core competencies contained a set of skills. Respondents were first asked to rank the eight core competences, and then rank the skills within the competency. An analysis of the data provides insights into how 100 pipeline integrity engineers view the key skills required to be “competent.” The results of the survey can assist pipeline companies in setting objective competency requirements for their engineering personnel, developing learning programs to address any gaps, and improve the overall safety of their pipeline system.
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