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Journal articles on the topic 'Cognitive skills'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Kərimov, Aydın. "SKILLS AND COGNITIVE SKILLS." Scientific Works 92, no. 3 (2025): 59–65. https://doi.org/10.69682/arti.2025.92(3).59-65.

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This article discusses human skills. Skills are interpreted as actions that a person performs to acquire motor or intellectual abilities, carrying out those actions in the appropriate manner. It is shown that, alongside new skills, new knowledge and habits also emerge during the process of activity. Skills are formed through various activities in the learning process, such as work, tasks, games, exercises, tests, projects, etc. In the classification presented in the article, skills are divided into fields such as perception, learning, labor, or-ganization, communication, and so on. The psychop

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2

Chia, Kok Hwee, and Meng Lek Ng. "Cognition, cognitive abilities & cognitive training program." Unlimited Human! 2021, Summer (2025): 4–6. https://doi.org/10.5281/zenodo.15227209.

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Cognition encompasses many aspects of cognitive functions as well as processes that include attention and concentration, the concept formation of knowledge, memory, rational thinking (i.e., judgment and evaluation), reasoning and logic, computation, problem solving and choice/decision making, receptive and expressive language processing that includes different levels of comprehension as well as composition of ideas and thoughts. Cognitive processes use existing knowledge and generate new knowledge. In this paper, the two authors differentiated between abilities and skills, examined the hierarc

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Koponen, Tuire, Kenneth Eklund, and Paula Salmi. "Cognitive predictors of counting skills." Journal of Numerical Cognition 4, no. 2 (2018): 410–28. http://dx.doi.org/10.5964/jnc.v4i2.116.

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Rote counting skills have found to be a strong predictor of later arithmetic and reading fluency. However, knowledge of the underlying cognitive factors influencing counting skill is very limited. Present study examined to what extent language skills (phonology, vocabulary, and morphology), nonverbal reasoning skills, and memory at the age of five could explain counting skill at the beginning of first grade. Gender, parents’ education level and child’s persistence were included as control variables. The question was examined in a longitudinal sample (N = 101) with a structural equation model.

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Mýtna Kureková, Lucia, Miroslav Beblavý, Corina Haita, and Anna-Elisabeth Thum. "Employers’ skill preferences across Europe: between cognitive and non-cognitive skills." Journal of Education and Work 29, no. 6 (2015): 662–87. http://dx.doi.org/10.1080/13639080.2015.1024641.

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5

Roberts, Ruby Clyde, Rhona Flin, Jennifer Cleland, and Jim Urquhart. "Drillers’ Cognitive Skills Monitoring Task." Ergonomics in Design: The Quarterly of Human Factors Applications 27, no. 2 (2018): 13–20. http://dx.doi.org/10.1177/1064804617744713.

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Drilling incidents have emphasized that offshore drillers require a high level of cognitive skills, including situation awareness and decision making, to maintain safe and efficient well control. Although a number of tools for supporting operators’ cognition are available in other high-risk industries, there is no specific tool for drilling. We developed a prototype monitoring task simulating drilling scenarios, Drillers’ Situation Awareness Task, with drilling experts and piloted with 14 drilling personnel. Preliminary results suggest that it is viable as a tool for examining drillers’ cognit

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Zioga, Triantafyllia, Chrysanthi Nega, Petros Roussos, and Panagiotis Kourtesis. "Validation of the Gaming Skills Questionnaire in Adolescence: Effects of Gaming Skills on Cognitive and Affective Functioning." European Journal of Investigation in Health, Psychology and Education 14, no. 3 (2024): 722–52. http://dx.doi.org/10.3390/ejihpe14030048.

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Given the widespread popularity of videogames, research attempted to assess their effects on cognitive and affective abilities, especially in children and adolescents. Despite numerous correlational studies, robust evidence on the causal relationship between videogames and cognition remains scarce, hindered by the absence of a comprehensive assessment tool for gaming skills across various genres. In a sample of 347 adolescents, this study aimed to develop and validate the Gaming Skill Questionnaire (GSQ) and assess the impact of gaming skills in six different genres (sport, first-person shoote

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Xe, Mc Kevin B. España. "Analyzing the Cognitive and Non-Cognitive Skills, and Mathematics Performance of Stem Students." International Journal of Innovative Science and Research Technology 8, no. 4 (2023): 4–11. https://doi.org/10.5281/zenodo.7811179.

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- The study aims to explore the cognitive and non-cognitive skills, and general mathematics performance of Grade 11 STEM students in Agusan National High School, Butuan City, Philippines. The study is quantitative in nature and used descriptivecorrelational research design. The cognitive skills among Science, Technology, Engineering and Mathematics (STEM) students resulted to 3.490 indicates a very high level among students which implies that student/s has/have a very high level of cognitive skill which means that their thinking, remembering, and reasoning ability is very high as well. On the

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Sreena, S., and M. Ilankumaran. "Developing Productive Skills Through Receptive Skills – A Cognitive Approach." International Journal of Engineering & Technology 7, no. 4.36 (2018): 669. http://dx.doi.org/10.14419/ijet.v7i4.36.24220.

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Communication plays an important role nowadays. The transmission and interchange of ideas, facts, and feelings of action are known as communication. It is done through words, actions, signs, objects or combination of all these. Communication skills are needed in each and every field of life. Everyone uses a language to communicate and to express oneself to get ideas and to connect with persons for a purpose. There are four basic skills of learning English language such as speaking, listening, reading and writing. The difficulties in speaking and writing can be found and then improved by some c

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9

Abigail, Beth T. Belita, John D. Galarosa Kieth, S. Mabascog Shenaemhe, and S. Escarlos Gladys. "Perceived Cognitive Skills in Chemistry through Case-Based Learning Approach." International Journal of Innovative Science and Research Technology (IJISRT) 9, no. 12 (2024): 515–31. https://doi.org/10.5281/zenodo.14534137.

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This study investigated the effects of case- based learning approach to the perceived cognitive skills  among Grade 9 students at two (2) selected schools in Region 10, Philippines. Specifically, it aimed to assess students’ level of perceived cognitive skills in terms of: processing speed; working memory; logic and reasoning; long term memory; and comprehension; and ascertain significant difference on students perceived cognitive skills. The study utilized a quasi-experimental research design to assess the effectiveness of the case-based learning approach on students perceived cogn

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10

Hines, Pamela J. "Training for cognitive skills." Science 364, no. 6441 (2019): 646.6–647. http://dx.doi.org/10.1126/science.364.6441.646-f.

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11

Rehder, Bob. "Interference between cognitive skills." Journal of Experimental Psychology: Learning, Memory, and Cognition 27, no. 2 (2001): 451–69. http://dx.doi.org/10.1037/0278-7393.27.2.451.

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12

Howlin, Patricia. "Origins of cognitive skills." Early Human Development 13, no. 1 (1986): 117–18. http://dx.doi.org/10.1016/0378-3782(86)90107-6.

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13

Brinkmann, G., H. Schlitt, P. Zorowka, and J. Spranger. "Cognitive skills in achondroplasia." American Journal of Medical Genetics 47, no. 5 (1993): 800–804. http://dx.doi.org/10.1002/ajmg.1320470540.

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14

Anger, Silke, and Daniel D. Schnitzlein. "Cognitive skills, non-cognitive skills, and family background: evidence from sibling correlations." Journal of Population Economics 30, no. 2 (2016): 591–620. http://dx.doi.org/10.1007/s00148-016-0625-9.

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15

McKay, Kenneth, Tejpavan Gandhok, and Darshi Shah. "Designing Serious Games for Senior Executive Strategic Decision Making." International Journal of Game-Based Learning 13, no. 1 (2023): 1–17. http://dx.doi.org/10.4018/ijgbl.329221.

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Senior executive strategic decision making is a prized skill. The analysis of available literature yields three key conclusions: i) strategic decision-making skills, especially in high complexity and ambiguity leverage ‘adaptive expertise' which is very different from the dominant discourse on narrow domain ‘expert performance;' ii) unlike focused skills which can be developed by concentrated, high repetition practice, adaptive expertise requires higher order meta-cognitive skills in addition to wide domain knowledge and managerial skills. Third, emerging literature suggests serious games can

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16

Ahmad, Sadique, Awais Adnan, Gulnawar Khan, and Nasir Mehmood. "Emotions, Age, and Gender Based Cognitive Skills Calculations." International Journal of Computer Theory and Engineering 7, no. 1 (2014): 76–80. http://dx.doi.org/10.7763/ijcte.2015.v7.934.

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17

Syed, Nazim Obayed, and Walia Ankit. "Listing the Essential Non-Technical Skills (NTS) for the Employability of Engineering Graduates in Bangladesh." International Journal of Innovative Science and Research Technology (IJISRT) 10, no. 2 (2025): 921–35. https://doi.org/10.5281/zenodo.14942813.

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The employability of engineering graduates is significantly influenced by their soft skills (SS) and cognitive skills (CS). Several skills that combine soft skills and cognitive skills, referred to as hybrid skills (HS), are also crucial for technical graduates. Non-technical skills (NTS) encompass soft skills, cognitive skills, and hybrid skills. Employers prioritize NTS over technical abilities throughout their careers. For sustained employment, these skills are essential success factors. While companies value technical skills during the hiring process, as engineering careers progress, emplo

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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 financia

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19

Hoorani, Bareerah Hafeez, Jaya Krishnakumar, and Paul Anand. "Adolescent’s time use and skills development: Do cognitive and non-cognitive skills differ?" PLOS ONE 17, no. 7 (2022): e0271374. http://dx.doi.org/10.1371/journal.pone.0271374.

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This study looks at the association of adolescent’s time use on the acquisition of cognitive and non-cognitive (psychological and social) skills, thus contributing to the literature on parental investment and skills development. Specifically, using data relating to adolescent’s time spent on school, study, sleep, and play, we investigate how these relate to cognitive and non-cognitive skills of older Indian children. For cognitive skills we use Peabody Picture Vocabulary Test (PPVT), which is a well-accepted measure of verbal intelligence. For non-cognitive skills, we construct a self-esteem v

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20

Volz, Katherine M., and Michael C. Dorneich. "Evaluation of Cognitive Skill Degradation in Flight Planning." Journal of Cognitive Engineering and Decision Making 14, no. 4 (2020): 263–87. http://dx.doi.org/10.1177/1555343420962897.

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This work aimed to identify cognitive skills associated with flight planning, suggest which skills might be susceptible to skill degradation, and investigate the effects of cognitive skill degradation over time. Information automation systems offload cognitive tasks to reduce workload and error. However, the same phenomena seen with physical skill degradation in highly automated aircrafts may also occur when automating cognitive tasks. Two studies were conducted. An applied cognitive task analysis identified cognitive skills in flight planning. An empirical evaluation examined whether some of

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21

El Batikhy, Nehad. "Constructing a cognitive test of some Scout skills for scout stage in Jordan." Journal of Educational and Psychological Studies [JEPS] 3, no. 1 (2009): 97–111. http://dx.doi.org/10.53543/jeps.vol3iss1pp97-111.

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This research aims at constructing a reliable cognitive test of some skills for scout stage to measure the level of cognitive achievement of scout stage (12- 14 years). The researcher used the descriptive method with a sample of (130) scouts who were selected r&omly & purposively from scout students at the ”scout stage." The cognitive test included five categories: skills of using ropes, skill of firing, skill of using camping, skill of nutrition outdoor & cooking outdoor skills of outdoor trips. The test comprised 30 items. The researcher made the following recommendations: Using

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El Batikhy, Nehad. "Constructing a cognitive test of some Scout skills for scout stage in Jordan." Journal of Educational and Psychological Studies [JEPS] 3, no. 1 (2009): 97. http://dx.doi.org/10.24200/jeps.vol3iss1pp97-111.

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This research aims at constructing a reliable cognitive test of some skills for scout stage to measure the level of cognitive achievement of scout stage (12- 14 years). The researcher used the descriptive method with a sample of (130) scouts who were selected r&omly & purposively from scout students at the ”scout stage." The cognitive test included five categories: skills of using ropes, skill of firing, skill of using camping, skill of nutrition outdoor & cooking outdoor skills of outdoor trips. The test comprised 30 items. The researcher made the following recommendations: Using

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23

Gong, Xiaodong, and Rong Zhu. "Cognitive abilities, non-cognitive skills, and gambling behaviors." Journal of Economic Behavior & Organization 165 (September 2019): 51–69. http://dx.doi.org/10.1016/j.jebo.2019.06.016.

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24

Sudin, Ida Syakirah, Suzana Ahmad, Marina Ismail, and Norizan Mat Diah. "Adaptation Meta-Cognitive as an Educational Tool: Animated Puzzle." Indonesian Journal of Electrical Engineering and Computer Science 12, no. 1 (2018): 319. http://dx.doi.org/10.11591/ijeecs.v12.i1.pp319-325.

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<p>Students need to be equipped with high order thinking skill in order to prepare them with future world. Eventhough variety of programs on teaching high order thinking skills has been implemented formally in schools in Malaysia and also placed in the school curriculum, the results are not to the satisfactory. This research is proposing a suitable educational tool which can increase higher thinking skills among students. Keeping in mind that learning is a conceptualized multidimensional development involving three components: cognitive learning achievement, meta-cognition and motivation

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Ida, Syakirah Sudin, Ahmad Suzana, Ismail Marina, and Mat Diah Norizan. "Adaptation Meta-Cognitive as an Educational Tool: Animated Puzzle." Indonesian Journal of Electrical Engineering and Computer Science 12, no. 1 (2018): 319–25. https://doi.org/10.11591/ijeecs.v12.i1.pp319-325.

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Students need to be equipped with high order thinking skill in order to prepare them with future world. Eventhough variety of programs on teaching high order thinking skills has been implemented formally in schools in Malaysia and also placed in the school curriculum, the results are not to the satisfactory. This research is proposing a suitable educational tool which can increase higher thinking skills among students. Keeping in mind that learning is a conceptualized multidimensional development involving three components: cognitive learning achievement, meta-cognition and motivation, an educ

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26

Pappas, Marios A., Athanasios S. Drigas, and Fotini Polychroni. "An Eight-Layer Model for Mathematical Cognition." International Journal of Emerging Technologies in Learning (iJET) 13, no. 10 (2018): 69. http://dx.doi.org/10.3991/ijet.v13i10.8633.

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In recent years, more and more researchers have been investigating mathematical knowledge, as well as the cognitive skills that seem to be related to the improvement of mathematical thinking, numerical skills, mathematical logic and problem solving techniques. In this paper, we present the cognitive processes that are related to mathematical performance, such as working memory, anxiety, attention, spatial cognition, executive function and phonological awareness. In addition, we refer to metacognitive skills and their role in controlling and regulating cognitive processes, in order to improve m

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27

Kelly, Charleen A., and Philip S. Dale. "Cognitive Skills Associated with the Onset of Multiword Utterances." Journal of Speech, Language, and Hearing Research 32, no. 3 (1989): 645–56. http://dx.doi.org/10.1044/jshr.3203.645.

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The relationship between early language and cognition was studied in 20 children between one and two years of age. Linguistically, the subjects were classifed as No Word Users, Single Word Users, Nonproductive Syntax Users, and Productive Syntax Users. Four cognitive areas were tested: Object Permanence, Means-end, Play, and Imitation. When adjacent pairs of linguistic groups were compared in terms of specific cognitive skills demonstrated, several significant differences were found. First, a significant difference in Play was found between No Word Users and Single Word Users. Second, there we

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Cahyadi, Willy, Dian Aswita, and Tri Zahra Ningsih. "Analysis of The Development of Non-Cognitive Assessment Instrument to Support Online History Learning in Jambi City High School." AL-ISHLAH: Jurnal Pendidikan 14, no. 3 (2022): 3265–74. http://dx.doi.org/10.35445/alishlah.v14i3.2044.

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This research is important to do because (1) there is a lack of an accurate non-cognitive skill assessment tool to assess non-cognitive skills in online learning; (2) it is difficult for teachers to measure students' cognitive skills during online learning due to the limited assessment tools available; and (3) only a few instruments have been developed to measure non-cognitive skills in social science learning, particularly history learning. Based on this gap, it's critical to examine the creation of non-cognitive skills evaluation instruments, particularly for use in online history classes. W

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29

Oh, Robert C., and Robert C. Marshall. "Cognitive training for mild cognitive impairment." Evidence-Based Practice 22, no. 11 (2019): 4–5. http://dx.doi.org/10.1097/ebp.0000000000000501.

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30

Asensio Aguilera, Josep Maria. "Biological maturation and cognitive skills." Educar 12 (July 1, 1987): 109. http://dx.doi.org/10.5565/rev/educar.437.

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31

PERKINS, DN, and GAVRIEL SALOMON. "Are Cognitive Skills Context-Bound?" Educational Researcher 18, no. 1 (1989): 16–25. http://dx.doi.org/10.3102/0013189x018001016.

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32

Randler, Christoph, and Franz X. Bogner. "Cognitive achievements in identification skills." Journal of Biological Education 40, no. 4 (2006): 161–65. http://dx.doi.org/10.1080/00219266.2006.9656038.

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33

MacKay, Donald G. "Cognitive Skills: Clarification or Quagmire?" Contemporary Psychology: A Journal of Reviews 35, no. 12 (1990): 1139–40. http://dx.doi.org/10.1037/029207.

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34

BASU, PARANTAP, and KESHAB BHATTARAI. "Cognitive Skills, Openness and Growth*." Economic Record 88, no. 280 (2011): 18–38. http://dx.doi.org/10.1111/j.1475-4932.2011.00764.x.

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35

Hollin, Clive R., and Emma J. Palmer. "Cognitive skills programmes for offenders." Psychology, Crime & Law 15, no. 2-3 (2009): 147–64. http://dx.doi.org/10.1080/10683160802190871.

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36

Herz, G. "Computer-assisted cognitive skills training." Archives of Clinical Neuropsychology 1, no. 3 (1986): 293–94. http://dx.doi.org/10.1093/arclin/1.3.293a.

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37

Bietenbeck, Jan. "Teaching practices and cognitive skills." Labour Economics 30 (October 2014): 143–53. http://dx.doi.org/10.1016/j.labeco.2014.03.002.

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38

Klein, Gary, Joseph Borders, Emily Newsome, Laura Militello, and Helen Altman Klein. "Cognitive skills training: lessons learned." Cognition, Technology & Work 20, no. 4 (2018): 681–87. http://dx.doi.org/10.1007/s10111-018-0528-5.

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39

van Voorhis, Patricia, Lisa M. Spruance, P. Neal Ritchey, Shelley Johnson Listwan, and Renita Seabrook. "The Georgia Cognitive Skills Experiment." Criminal Justice and Behavior 31, no. 3 (2004): 282–305. http://dx.doi.org/10.1177/0093854803262506.

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40

Posner, Michael I., Gregory J. DiGirolamo, and Diego Fernandez-Duque. "Brain Mechanisms of Cognitive Skills." Consciousness and Cognition 6, no. 2-3 (1997): 267–90. http://dx.doi.org/10.1006/ccog.1997.0301.

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41

Sultanova, Gulbakhyt, and Nurym Shora. "Comparing the Impact of Non-Cognitive Skills in STEM and Non-STEM Contexts in Kazakh Secondary Education." Education Sciences 14, no. 10 (2024): 1109. http://dx.doi.org/10.3390/educsci14101109.

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The role of non-cognitive skills in academic achievement has garnered increasing attention in educational research. This study explores the impact of non-cognitive skills on academic achievement in STEM and non-STEM subjects in secondary education. Survey data from 795 teachers and 12,965 students across 20 STEM schools in Kazakhstan were analyzed to examine the impact of 26 non-cognitive skills on performance in math, physics, first language, and history. Regression and mediation analyses were conducted to investigate how students’ self-assessment of non-cognitive skills directly affects acad

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42

N. Chua, Elisa. "Lower and Higher Cognitive Skills as Predictors of Students’ Test Taking Skills." International Multidisciplinary Research Journal 2, no. 3 (2020): 133–43. http://dx.doi.org/10.54476/iimrj344.

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The study sought to find out the correlation between the cognitive skills and the test taking skills of college students. Using a descriptive method of research, three sets of tests that undergone reliability and validity, were utilized. To identify the relationship between the variables, regression analysis was used to consider domains of test taking skills accounted for by the cognitive skills of the students. Results revealed that the students ‘need improvement’ in the lower cognitive skills as to remembering, understanding, and applying; are approaching proficiency in the higher cognitive

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43

Bahri, Arsad, and Aloysius Duran Corebima. "THE CONTRIBUTION OF LEARNING MOTIVATION AND METACOGNITIVE SKILL ON COGNITIVE LEARNING OUTCOME OF STUDENTS WITHIN DIFFERENT LEARNING STRATEGIES." Journal of Baltic Science Education 14, no. 4 (2015): 487–500. http://dx.doi.org/10.33225/jbse/15.14.487.

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The study of the correlation between learning motivation and metacognitive skill on students’ cognitive learning outcome simultaneously in classes taught by different learning strategies is still lacking. A correlational research was conducted to investigate the contribution of learning motivation and metacognitive skill simultaneously on cognitive learning outcome of 142 students studying biology in classes experiencing different learning strategies at Faculty of Mathematics and Natural Science, State University of Makassar, Indonesia. The learning motivation was measured by using motivation

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Putri, Eldyana Rahayu, Helendra Helendra, Indra Hartanto, and Yuni Ahda. "Correlation of Basic Science Process Skills and Learning Outcomes of High and Low Level Students In Junior High School 35 Padang." Jurnal Atrium Pendidikan Biologi 4, no. 2 (2019): 120. http://dx.doi.org/10.24036/apb.v4i2.5854.

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Science process skill is one of the important thing that students should have within natural science. Teacher must recognize their students’ process skills in providing learning. The purpose of this study to determine correlation between basic science process skill of grade 7th students in Junior High School 35 Padang and their cognitive domain. The sample set consisted of 136 students. This study focus to determine correlation of basic process science skills in 6 categories, there are: observed, prediction, measurement, classification, conclusion and communication with cognitive domain. Descr

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45

James, Clara E., Sascha Zuber, Elise Dupuis-Lozeron, Laura Abdili, Diane Gervaise, and Matthias Kliegel. "How Musicality, Cognition and Sensorimotor Skills Relate in Musically Untrained Children." Swiss Journal of Psychology 79, no. 3-4 (2020): 101–12. http://dx.doi.org/10.1024/1421-0185/a000238.

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Abstract. Whereas a growing corpus of research has investigated the impact of music practice on several domains of cognition, studies on the relationships between musicality and other abilities and skills in musically untrained children are scarce. The present study examined the associations between musicality, cognition, and sensorimotor skills in 69 musically untrained primary school children of around 10 years of age, using a test battery of musical, cognitive, and sensorimotor abilities. We analyzed the results using nonparametric correlations and an exploratory factor analysis. It was our

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46

Onsomu, Carol Bisieri, John Njenga Macharia, and Stephie Muthoni Mwangi. "From Classroom to Workplace: The Combined Effects of Cognitive and Non-Cognitive Skills on Youth Labor Market Outcomes in Kenya." Economies 13, no. 4 (2025): 92. https://doi.org/10.3390/economies13040092.

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The evolving labor environment underscores the critical role of cognitive and non-cognitive (soft) skills in fostering workforce adaptability and enhancing labor market outcomes. This study investigates the combined influence of these skills on the probability of employment, focusing on the Kenyan labor market, where high youth unemployment and job market mismatches persist despite government interventions and education sector reforms. Traditionally, emphasis has been placed on cognitive skills, with limited integration of non-cognitive skills into educational curricula, exacerbating the disco

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Rahayu*, Dita Puji, Meiliyanti Meiliyanti, and Annas Rabbani. "Identify The Relationship Between Scientific Writing Skills and Cognitive Skills During Laboratory Activities." Jurnal Pendidikan Sains Indonesia 12, no. 3 (2024): 739–56. http://dx.doi.org/10.24815/jpsi.v12i3.38160.

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The lack of understanding about how scientific writing skills influence students' cognitive skills during laboratory activities. This study aimed to assess scientific writing skills and cognitive skills and explore their relationship among 49 first-semester science teacher candidates enrolled in a practical course on measurement tools and methods from February to June 2023. Cognitive skills were evaluated using reported response scores. Descriptive analysis revealed a spectrum of scientific writing skills, ranging from excellent to poor, among the participants, alongside generally low cognitiv

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48

Ramos, Daniela, Bruna Santana Anastácio, Gleice Assunção da Silva, Clarissa Venturieri, Naomi Stange, and Maria Eduarda de Oliveira Martins. "Digital games, cognitive skills, and motivation:." International Journal for Innovation Education and Research 8, no. 5 (2020): 123–35. http://dx.doi.org/10.31686/ijier.vol8.iss5.2324.

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In addition to entertainment, games have been recognized as enhancers of cognition and associated with increased motivation in the school learning context. The possibility of immersion and active player participation is considered a distinguished aspects of game design. Therefore, this study proposed the application of Brain School’s digital games using tablets during a school year, with weekly interventions of 50 minutes in a class of the second year of elementary school. Twenty-five students were analyzed with an average of eight years old. At the end of the interventions, the evaluation was

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49

Hikmat, Rohman, Iyus Yosep, Clausewitz Welmatus Masala, and Nina Nahdriah. "OVERVIEW OF METACOGNITIVE SKILLS ON NURSING STUDENTS." Journal of Nursing Culture and Technology 1, no. 1 (2024): 1–8. https://doi.org/10.70049/jnctech.v1i1.7.

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Background: Metacognitive skills play an important role in the academic success of Nursing students. However, understanding of the description of cognitive skills in nursing students is still limited, especially at Padjadjaran University. Efforts to evaluate and understand students' cognitive skill levels can provide valuable insights for the development of more effective Nursing education curricula. Objective: This study aims to describe the cognitive skills of Padjadjaran University Nursing students. Method: This research uses quantitative descriptive. The questionnaire used is the 18 item S

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AISHA F. ABD EL-HADY, M.D., DALIA M. OSMAN, M. D., and HEBA M. FARAG, M. D. AMANY AHMED SAKR, M.Sc. "Relation between Language Development, Cognitive Skills and Play Skills." Medical Journal of Cairo University 87, March (2019): 1037–49. http://dx.doi.org/10.21608/mjcu.2019.52835.

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