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Predebon, John. "Memory Size Estimates of Playing Cards: The Effect of Manipulative Familiarity". Perceptual and Motor Skills 73, n.º 3 (diciembre de 1991): 739–41. http://dx.doi.org/10.2466/pms.1991.73.3.739.
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200 subjects estimated from memory the actual size of a playing card, rated their manipulative familiarity with cards, and estimated the elapsed-time period since they last handled cards. Size estimates were significantly greater than the card's actual size by about 14%; however, neither manipulative familiarity nor the elapsed-time period was significantly associated with estimates of size or with absolute errors of the size estimates. These findings are consistent with the claim that the reported variability in estimates of the distance of familiar objects, such as a playing card, viewed under otherwise reduced-cue conditions is unlikely to reflect extra-experimental individual differences in manipulative experience with cards.
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Mahurin, Roderick K. y Francis J. Pirozzolo. "Application of Hick's Law of Response Speed in Alzheimer and Parkinson Diseases". Perceptual and Motor Skills 77, n.º 1 (agosto de 1993): 107–13. http://dx.doi.org/10.2466/pms.1993.77.1.107.
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Reaction time in normal subjects is known to increase in a log-linear fashion relative to the number of alternative choices. However, this relationship (formalized as “Hick's law”) has received limited investigation in populations with neurological cognitive impairment. The present study used timed sorting of standard playing cards to test Hick's law for 20 young control subjects, and 20 each of age-matched elderly subjects with Alzheimer disease, Parkinson disease, and no cognitive abnormalities. Although Parkinson patients were slowest in the simple tasks of dealing out the cards and sorting by color, Alzheimer patients showed the greatest slowing for the more cognitively complex conditions of sorting by suit and rank of the cards. The performance of all four groups followed Hick's law in displaying a significant linear relationship between response time and log2 of the number of choices. These findings suggest that, although limitations of information-processing speed in Alzheimer and Parkinson disease affected choice response time, there may be sparing of fundamental cognitive organization in these disorders.
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Mao, Chen, Zhi-Hao Li, Yue-Bin Lv, Xiang Gao, Virginia Byers Kraus, Jin-Hui Zhou, Xian-Bo Wu et al. "Specific Leisure Activities and Cognitive Functions Among the Oldest-Old: The Chinese Longitudinal Healthy Longevity Survey". Journals of Gerontology: Series A 75, n.º 4 (4 de abril de 2019): 739–46. http://dx.doi.org/10.1093/gerona/glz086.
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Abstract Background: Little is known about the role of specific leisure activities in affecting cognitive functions. We aim to examine the associations of specific leisure activities with the risk of cognitive impairment among oldest-old people in China. Methods: This community-based prospective cohort study included 10,741 cognitively normal Chinese individuals aged 80 years or older (median age 88 years) from the Chinese Longitudinal Healthy Longevity Survey. Cognitive function was assessed using the Mini-Mental State Examination (MMSE). Cox proportional hazards models were utilized to estimate the effects of specific leisure activities on cognitive impairment outcome. Results: During a median follow-up time of 3.4 years (41,760 person-years), 2,894 participants developed cognitive impairment. Compared to those who “never” engaged in watching TV or listening to radio, reading books or newspapers, and playing cards or mah-jong, those who engaged in such activities “almost every day” reduced their risk of cognitive impairment, the fully-adjusted hazard ratios were 0.56 (0.51–0.61), 0.64 (0.53–0.78), and 0.70 (0.56–0.86), respectively. The association between the risk of cognitive impairment and watching TV and listening to the radio, playing cards or mah-jong, and reading books or newspapers were stronger among those who had two or more years of education. Moreover, the association between risk of cognitive impairment and watching TV and listening to radio was stronger in men than in women. Conclusions: In conclusion, a greater frequency of TV watching or radio listening, reading books or newspapers, and playing cards or mah-jong may decrease the risk of cognitive impairment among the oldest-old.
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Ortiz Jiménez, Xóchitl Angélica, Mariana Akena Fernández, Brenda Lizath Saldaña Muñoz, Yahel Enith Rincón Campos, Juan Fernando Góngora Rivera y Juan Carlos Arango Lasprilla. "Evaluación Neuropsicológica de Conmoción Cerebral: estudio de caso de un jugador de fútbol americano". Cuadernos de Psicología del Deporte 20, n.º 1 (22 de octubre de 2019): 236–51. http://dx.doi.org/10.6018/cpd.358181.
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La conmoción cerebral (CC) es la principal causa de lesión cerebral en deportistas de contacto siendo el fútbol americano (FA) uno de los más populares. La CC produce una amplia gama de síntomas físicos, cognitivos y emocionales que hasta el 36.1% de los jugadores desconocen. Los cambios cognitivos ocurren en la atención, memoria, flexibilidad mental, fluidez verbal, planeación, memoria de trabajo, inhibición y velocidad de procesamiento. El objetivo fue evaluar el rendimiento cognitivo de un jugador defensivo de FA categoría mayor, de 23 años de edad y 15 años de escolaridad, antes y después de presentar una CC. Se aplicaron los siguientes instrumentos: Cuestionario de Datos Generales, test de MoCA, Dígitos y Cubos en regresión, Detección Visual, Fluidez Verbal Semántica, test de Stroop, Torre de Hanoi y Wisconsin. Se estableció su perfil cognitivo basal en pretemporada y se reevaluó durante la temporada una semana posterior a una CC. En la evaluación pretemporada el jugador presentó un perfil cognitivo dentro de los rangos esperados para su edad y escolaridad. En la fase aguda de la CC, el jugador disminuyó su rendimiento en tareas de velocidad de procesamiento (pre: 26 seg; post:120 seg), atención sostenida (pre:7 puntos; post:6 puntos), inhibición (pre: 84 aciertos; post: 82 aciertos) y planeación (pre: 15 movimientos; post: 20 movimientos). La EN ha demostrado ser una herramienta sensible y confiable para la detección de los síntomas cognitivos en fase aguda y posterior a la CC.
Palabras claves: neuropsicología, fútbol, cognición Cerebral Concussion (CC) is the main cause of brain injury in contact athletes, with American football (AF) being one of the most popular. The CC produces a wide range of physical, cognitive and emotional symptoms that most of the players (36,1%) do not know. Cognitive changes are observed in attention and memory processes, mental flexibility, verbal fluency, planning, working memory, inhibition and speed of processing. The Neuropsychological Assessment (NA) is fundamental for the detection and management of CC in the acute phase and its sequelae. The objective was to evaluate the cognitive performance of a defensive player of american football, major category, of 23 years of age and 15 years of schooling, before and after presenting a CC. Instruments were: General Data Questionnaire, MoCA test, Digits and Cubes in regression, Visual Detection, Semantic Verbal Fluency, Stroop test, Tower of Hanoi and Wisconsin Sorting Cards. Baseline cognitive profile was established and reevaluated during the season one week after a CC. In the pre-season evaluation the player presented a cognitive profile within the ranges expected. In the acute phase of CC, the player decreased his performance in processing speed tasks (pre: 26 sec, post: 120 sec), sustained attention (pre: 7 points, post: 6 points), inhibition (pre: 84) hits, post: 82 hits) and planning (pre: 15 movements, post: 20 movements). The NA has proven to be a sensitive and reliable tool for the detection of cognitive symptoms in the acute and post-CC phase.
Key words: neuropsychology, football, cognition. A concussão (CC) é a principal causa de lesão cerebral em atletas de contato, sendo o futebol americano (AF) um dos mais populares. O CC produz uma ampla gama de sintomas físicos, cognitivos e emocionais que até 36,1% dos jogadores não conhecem. Mudanças cognitivas ocorrem na atenção, memória, flexibilidade mental, fluência verbal, planejamento, memória de trabalho, inibição e velocidade de processamento. Objetivou-se avaliar o desempenho cognitivo de um jogador defensivo da categoria sênior de AF, 23 anos de idade e 15 anos de escolaridade, antes e depois de apresentar um CC. Foram aplicados os seguintes instrumentos: Questionário de dados gerais, teste MoCA, Dígitos e regressão cubos, detecção visual, Fluência Verbal Semântica, teste Stroop, Torre de Hanói e Wisconsin. Seu perfil cognitivo basal foi estabelecido na pré-temporada e reavaliado durante a estação uma semana após o CC. Na avaliação neuropsicológica pré-temporada o jogador apresentou um perfil cognitivo dentro das faixas esperadas para sua idade e escolaridade. Na fase aguda da CC, o jogador diminuição do desempenho em tarefas velocidade de processamento (pré: 26 seg; coloca-120 seg), atenção sustentada (pré: 7 pontos; pós 6 pontos), a inibição (pré: 84 hits, post: 82 hits) e planejamento (pré: 15 movimentos, post: 20 movimentos). Na avaliação neuropsicológica provou ser uma ferramenta sensível e confiável para a detecção de sintomas cognitivos em fase aguda e subsequente CC.
Palavras-chave: neuropsicologia, futebol, cognição.
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Rukmini, Rukmini. "Bermain Kartu Flash Dan Kemampuan Kognitif Anak Usia 4-6 Tahun Di Wilayah Manukan Loka Tandes Surabaya". Adi Husada Nursing Journal 6, n.º 2 (24 de enero de 2021): 122. http://dx.doi.org/10.37036/ahnj.v6i2.181.
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Cognitive abilities of children aged 4-6 years are still at the remembering optimization stage, but it is still found that these abilities are not well developed. The potential of children aged 4-6 years is still in the golden age, which is suitable for maximizing stimulation, one of which is the ability to remember through various media, including flash cards. The purpose of this study was to analyze the corelation of the playing flash cards and cognitive skills at children aged 4-6 years old in the Manukan Loka Tandes Surabaya. The design of this study was Correlational method and cross sectional approach with simple random sampling technique. The research subjects used children aged 4-6 years of 32 respondents. Data were collected using a questionnaire sheet, assessing flash card playing and cognitive skills. Statistical tests using the SPSS spearman rank test showed that there was a significant corelation between playing flash cards and the cognitive skills in children aged 4-6 years in the Manukan Loka Tandes Surabaya (p = 0.000 (α = 0.05) and r = 1,000). Good children's cognitive skills are directly proportional to playing good flash cards. The recommendations of flash cards are still relevant for stimulating children's cognitive skills, but the role of mothers or companions is still needed when children learn to use flash cards
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Tulashvili, Iurii y Nataliia Oleksiv. "Learning technology with using of cognitive graphics cards". Edukacja – Technika – Informatyka 18, n.º 4 (2016): 266–71. http://dx.doi.org/10.15584/eti.2016.4.34.
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Olson, Jay A., Alym A. Amlani y Ronald A. Rensink. "Perceptual and Cognitive Characteristics of Common Playing Cards". Perception 41, n.º 3 (enero de 2012): 268–86. http://dx.doi.org/10.1068/p7175.
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Woods, Brandon, Benjamin Lang, Carolyn Blayney, Lila O'Mahony, Amanda Vander Tuig, Tom Rea, David Carlbom, Michael Sayre y Mary King. "Medic One Pediatric (MOPed) cards: standardising paramedic paediatric resuscitation". BMJ Open Quality 8, n.º 3 (agosto de 2019): e000534. http://dx.doi.org/10.1136/bmjoq-2018-000534.
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ObjectivePaediatric resuscitation is highly stressful, technically challenging and infrequently performed by paramedics. Length-based equipment selection, weight-based medication dosing and less familiar paediatric clinical scenarios create high cognitive load. Our project aimed to decrease cognitive load and increase paramedic comfort by providing standardised paediatric resuscitation cards across an entire Emergency Medical Services (EMS) system.MethodsAfter 2 years of collaboration between EMS and regional paediatric subspecialists, we created and implemented a novel set of length-based, colour-coded cards: Medic One Pediatric (MOPed) cards. MOPed cards standardise the approach to paediatric scenarios, such as rapid sequence intubation (RSI), seizure management and cardiac arrest. We standardised drug concentrations across all five EMS agencies to allow for volume-based dosing, removing medication calculations, simplifying the process of medication administration and potentially decreasing both calculation error and time to intervention. We consolidated medications on MOPed cards to the 12 most commonly used in Paediatric Advanced Life Support scenarios. We surveyed 240 EMS personnel before and after implementation to determine use and effect on paramedic comfort.ResultsAfter 12 months of implementation, 97% of respondents reported using the new cards as their primary reference, and 94% reported improved speed and accuracy of medication administration. Specifically, RSI medication administration received the greatest improvement in comfort (p=0.001). Additionally, paramedics increased the use of MOPed cards when selecting endotracheal tubes: 45% of the respondents had done so by 6 months, and 60% had done so after 12 months of implementation (p=0.01).ConclusionsMOPed cards were well adopted across a large EMS system, with improvement in paramedic comfort in managing some paediatric resuscitation scenarios.
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Zagranovskaya, A. V. "System Analysis on the Basis of Imprecise Cognitive Cards". Vestnik of the Plekhanov Russian University of Economics, n.º 4 (29 de julio de 2018): 152–60. http://dx.doi.org/10.21686/2413-2829-2018-4-152-160.
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The current conditions in business can be characterized as uncertain and complicated and it limits possibilities of using quantitative methods for analysis and forecast of the economic situation. The article summarizes theoretical material dealing with cognitive modeling. It is proposed to analyze complicated systems on the basis of tools shown in the article, which could provide an opportunity to get an integral view of the situation at the expense of quantitative-qualitative and space-time description of the situation in conditions of certainty, risk and uncertainty. Imprecise causal algebra, which forms the basis of the method, makes it possible to identify direct and indirect links between elements of the system, to analyze the system behavior, to find utmost standing allowing us to forecast the situation development in the long-term period. It is also feasible to calculate the principle characteristics of the system, such as density, complexity, the degree of hierarchy. The author gives a system analysis of the enterprise functioning on the basis of imprecise cognitive card, which models the current conditions of business in today’s Russian economy, including factors of internal and external environment of the organization. The opportunity to include in the model plenty of variables, even with imprecise values, direct and indirect link with different degree of precision, to combine accurate and expert knowledge, simplicity and speed of combining uncoordinated knowledge, build cognitive cards and obtain needed results, as well as possibility of scenario forecasting and planning make imprecise cognitive cards an essential tool of preliminary analysis of complicated systems.
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Maare, Åsa Harvard. "Playing cards: spatial arrangements for observational learning". Psychology of Language and Communication 22, n.º 1 (1 de enero de 2018): 187–97. http://dx.doi.org/10.2478/plc-2018-0008.
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Abstract This paper looks at how players of a card game create spatial arrangements of playing cards, and the cognitive and communicative effects of such arrangements. The data is an episode of two 8-year old children and a teacher playing the combinatorial card game Set, in the setting of the leisure-time center. The paper explores and explains how the visual resources of the game are used for externalizing information in terms of distributed cognition and epistemic actions. The paper also examines how other participants attend to the visual arrangements and self-directed talk of the active player. The argument is that externalizing information may be a strategy for reducing cognitive load for the individual problem-solver, but it is also a communicative behaviour affecting other participants and causing them to engage with the problem and the problem-solver. Seeing and hearing players who have succeeded in finding a set provide observers with rich learning opportunities, and increases their motivation to play the game. From the point of view of learning design, the consequence of this is that bystanders merit to be considered as the potential learners of a pedagogical game as much as the players themselves
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Kovaliuk, Tetiana V., Volodymyr V. Pasichnyk, Nataliia E. Kunanets y Nataliia V. Veretennikova. "УПРАВЛІННЯ ПРОФЕСІЙНИМИ КОМПЕТЕНТНОСТЯМИ ІТ ФАХІВЦІВ ВІДПОВІДНО ДО ВИМОГ ІНДУСТРІЇ НА ОСНОВІ КОГНІТИВНИХ КАРТ". Information Technologies and Learning Tools 64, n.º 2 (30 de abril de 2018): 253. http://dx.doi.org/10.33407/itlt.v64i2.2002.
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The article analyzes and summarizes competences of the IT professions defined by the European Competence Framework and competencies declared by higher IT education standards. The authors carried out a comparative analysis of competencies identified by modern educational IT standards in order to determine the commonalities and differences in the content of IT specialists training in Ukraine with international standards. With the help of cognitive cards, a simulation of the development of professional IT competencies was carried out within the framework of the cognitive modeling methodology. As designations of concepts at the vertices of the cognitive graph, the notions of competences defined in the notation of the European competence framework are taken. Building cognitive cards to manage the competencies of IT professionals and imitation on their basis of managerial influences allow exploring the subject area and developing strategies close to optimal for organizing the learning process in order to improve the quality of training specialists for the IT industry.
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Mirgaleev, A. T. "Method of Teaching Multiagent Information Systems Using Fuzzy Cognitive Cards". Telecommunications and Radio Engineering 64, n.º 4 (2005): 255–63. http://dx.doi.org/10.1615/telecomradeng.v64.i4.10.
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Nakata, Tatsuya. "English vocabulary learning with word lists, word cards and computers: implications from cognitive psychology research for optimal spaced learning". ReCALL 20, n.º 1 (enero de 2008): 3–20. http://dx.doi.org/10.1017/s0958344008000219.
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AbstractThe spacing effect is known to be one of the most robust phenomena in experimental psychology, and many attempts have been made to realize effective spaced learning for L2 vocabulary learning. This study compares vocabulary learning with word lists, word cards, and computers in order to identify which material leads to the most superior spaced learning. In the experiment, 226 Japanese high school students studied ten English words with one of the three learning materials: lists, cards, and computers. One-way analysis of covariance (ANCOVA) showed that although no significant difference existed between the Card group and the other two, the PC group significantly outperformed the List group on the delayed post-test. Item analysis using Chi-squares demonstrated that on the delayed post-test, the List group's successful recall rates for four of the ten items were significantly lower than those of the Card or PC group. Correlational analysis indicated that the time invested in learning and the subsequent post-test scores did not correlate significantly for the List and Card groups. Paradoxically, a negative correlation was observed between the PC group's study time and their post-test scores. The lack of meaningful relationships between the study time and subsequent retention may be partially due to the limited ability of certain learners to learn effectively while using certain materials. A questionnaire given to the participants found that, in general, computers were evaluated more favorably than lists or cards. At the same time, however, learners exhibited large variations in their evaluation of computers, implying the importance of considering individual differences when introducing CALL to learners. In summary, the study has demonstrated the superiority of computers over lists, the limited advantage of word cards over lists, and no statistically significant difference between computers and cards. The findings are significant because although the advantages of cards or computers have been advocated, no study has ever tested such claims empirically.
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Dale, Rick y Michael Spivey. "A linguistic module for integrating the senses, or a house of cards?" Behavioral and Brain Sciences 25, n.º 6 (diciembre de 2002): 681–82. http://dx.doi.org/10.1017/s0140525x02300128.
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Carruthers invokes a number of controversial assumptions to support his thesis. Most are questionable and unnecessary to investigate the wider relevance of language in cognition. A number of research programs (e.g., interactionist psycholinguistics and cognitive linguistics) have for years pursued a similar thesis and provide a more empirically grounded framework for investigating language’ cognitive functions.
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Lee, Sindy, Daniel Yeow, Ben Morrison, Louisa Chrisman, Wendy King, Robert Menzies, Nazima Hoque, Michele Bossy y Suzi Lomax. "Emergency prompt cards as a cognitive aid in critical airway events". Trends in Anaesthesia and Critical Care 30 (febrero de 2020): e68-e69. http://dx.doi.org/10.1016/j.tacc.2019.12.171.
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Mangado, E. Ochoa y A. Madoz-Gúrpide. "Is the Capacity of Forming Abstract Concepts Affected by Cocaine Use? Application of Wisconsin Test in a Prospective Study". European Psychiatry 24, S1 (enero de 2009): 1. http://dx.doi.org/10.1016/s0924-9338(09)70680-7.
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Cocaine causes cognitive impairment. This affectation becomes evident by failures on several neuropsychological tests. Wisconsin cards test analyzes the capacity for forming abstract concepts. The utility of this test to demonstrate cognitive impairment in cocaine addicts is not fully proved.Objetive:Evaluate the utility of Wisconsin test for the detection of errors in the capacity of forming abstracts concepts in chronic cocaine users.Experiment and method:An observational, prospective, cohorts study was carried out, with a control group (n=27). The case subjects (n=24) are patients with cocaine dependence. The patients underwent the Wisconsin cards sorting test, in the 64 cards version.Results:Among the different results obtained we could remark the differences on the number of errors (mostly the perseverative ones, which would be showing difficulties for finding alternatives and proposals for problems resolutions, more noticeable in the cases group than in the control group) and on the number of conceptual level answers, which shows the comprehension of the basic classification principles, and it would be affected as well in the cocaine users group in comparison with the control group.Conclusions:These results would show a higher difficulty finding alternatives and different proposals when solving problems in the cases group; as well as on the comprehension of basic classification principles.According to the estimations offered on the Test's manual, we demonstrate the existence of cognitive impairment on the cases group, although it is not a severe damage, but could be labelled as medium-mild damage.(Proyecto MSC-2005/465 financiado por DGPNSD)
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Roberts, Maxwell J. y Elizabeth J. Newton. "Inspection times, the change task, and the rapid-response selection task". Quarterly Journal of Experimental Psychology Section A 54, n.º 4 (noviembre de 2001): 1031–48. http://dx.doi.org/10.1080/713756016.
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Three experiments are reported, which are based upon the Wason four-card selection task inspection time paradigm, in which subjects solve computer-presented trials while using a mouse to indicate the card currently under consideration. Evans (1996) had shown that selected cards were inspected for longer than non-selected cards, and this was taken as support for the existence of pre-conscious heuristic processes that direct attention towards relevant aspects of a problem. However, Roberts (1998b) suggested that this inspection time effect is artefactual, due to task format induced biases. Experiment 1 utilized a “change” task: Cards were presented either as selected or not selected, and subjects changed these where necessary. This demonstrated an association between card selection and inspection time independently of one between the act of response and inspection time. Experiment 2 utilized a standard selection task, but subjects either responded within 2 s of each card presentation, or made selections with no time pressure. The curtailment of thinking time increased matching behaviour—more cards matching the terms in the rules were selected—and was replicated in Experiment 3 using a within-subjects design. Overall, the data support Evans’ heuristic-analytic framework albeit with some caveats.
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Bhandari, Neeraj, Dennis P. Scanlon, Yunfeng Shi y Rachel A. Smith. "Why Do So Few Consumers Use Health Care Quality Report Cards? A Framework for Understanding the Limited Consumer Impact of Comparative Quality Information". Medical Care Research and Review 76, n.º 5 (10 de mayo de 2018): 515–37. http://dx.doi.org/10.1177/1077558718774945.
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Despite growing investment in producing and releasing comparative provider quality information (CQI), consumer use of CQI has remained poor. We offer a framework to interpret and synthesize the existing literature’s diverse approaches to explaining the CQI’s low appeal for consumers. Our framework cautions CQI stakeholders against forming unrealistic expectations of pervasive consumer use and suggests that they focus their efforts more narrowly on consumers who may find CQI more salient for choosing providers. We review the consumer impact of stakeholder efforts to apply the burgeoning knowledge of consumers’ cognitive limitations to the design and dissemination of the new generation of report cards; we conclude that while it is too limited to draw firm conclusions, early evidence suggests consumers are responding to the novel design and dissemination strategies. We find that consumers continue to have difficulty accessing reliable report cards, while the media remains underused in the dissemination of report cards.
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Agarwal, Sumit y Bhashkar Mazumder. "Cognitive Abilities and Household Financial Decision Making". American Economic Journal: Applied Economics 5, n.º 1 (1 de enero de 2013): 193–207. http://dx.doi.org/10.1257/app.5.1.193.
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We analyze the effects of cognitive abilities on two examples of consumer financial decisions where suboptimal behavior is well defined. The first example features the optimal use of credit cards for convenience transactions after a balance transfer and the second involves a financial mistake on a home equity loan application. We find that consumers with higher overall test scores, and specifically those with higher math scores, are substantially less likely to make a financial mistake. These mistakes are generally not associated with nonmath test scores. (JEL D14, G21)
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McMorris, Tressa, Gary Sweet, Christopher J. Sullivan, Nicole B. Washington y Nancy Brahm. "A design and focus group evaluation of dietary choices tools for an underserved population". Mental Health Clinician 6, n.º 2 (1 de marzo de 2016): 101–8. http://dx.doi.org/10.9740/mhc.2016.03.101.
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Abstract Introduction: Our objective was to develop and evaluate dietary teaching tools for a select population diagnosed with a severe mental illness and limited financial ability. Patients with severe mental illnesses face many challenges, including common health comorbidities of diabetes, high blood pressure, high cholesterol, and obesity. Cognitive deficits may limit educational programming; financial resources can affect access to a healthy diet. The Integrated Multidisciplinary Program of Assertive Community Treatment (IMPACT) program, a university-based program, provides individualized services to this population. One focus is healthy nutritional choices. Methods: In Phase One, a clinical pharmacist and a first-year pharmacy resident created visual aids. These cards were given to health care providers (HCPs) to be used with IMPACT members. HCPs were asked to participate in a focus group and provide feedback. Phase Two: Based on specific focus group feedback, additional resources were created to address identified nutritional needs. Results: Phase One: Ten cards were created and distributed to the HCPs. A focus group was conducted. HCPs reported the cards were useful in opening dietary choices dialogues and were able to give more specific information on alternative choices. Phase Two: From focus group feedback, specific cards for disease states, calorie guidelines, and budget limitations were developed. HCPs immediately utilized them. Discussion: This pilot project was used to design and create educational cards to facilitate discussions on healthy or healthier dietary choices. Feedback from the HCPs participating in the focus group was positive, and they were enthusiastic about both sets of cards, particularly those pertaining to budget choices.
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Kunz, Jenifer. "Social Class Difference in Response to Christmas Cards". Perceptual and Motor Skills 90, n.º 2 (abril de 2000): 573–76. http://dx.doi.org/10.2466/pms.2000.90.2.573.
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In a total of 590 Christmas cards sent perception of status was important for both the sender and the receiver. High status of the sender increased the response rate significantly, especially among the “blue-collar” receivers.
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Widiarto, Mahendra, Titi Laily Hajiriah y Sucika Armiani. "PENGEMBANGAN LKS BERBASIS PERMAINAN KARTU DOMINO UNTUK PENINGKATAN HASIL BELAJAR KOGNITIF SISWA". Bioscientist : Jurnal Ilmiah Biologi 7, n.º 1 (30 de junio de 2019): 26. http://dx.doi.org/10.33394/bjib.v7i1.2382.
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Based on the results of preliminary observations at SMP Negeri 10 Mataram shows that students are less involved in the learning process, students tend to be passive and their interest in learning is not optimal due to the lack of variation in the use of instructional media by teachers and have never used the media of domino cards. Therefore, through the development of a domino card based worksheet it is hoped that it can improve student cognitive learning outcomes. This research is a research development with the aim to determine the shape and feasibility of student worksheets (LKS) based on domino cards. Student worksheets (LKS) based on domino cards are student worksheets with the substance of natural science material that are more interesting and enjoyable to learn than other media because this domino card game fosters excessive curiosity and is challenged to seek statements with right answers. The development model in this study is the 4-D model of Thiagarajan, Semmel and Semmel (1974) which consists of 4 stages, namely: 1) Define; 2) Design; 3) Develop; and 4) Disseminate. In this study only three stages were carried out, namely the define, design and develop stages. The role of the validator will be requested after the develop stage is completed. The results of this study obtained an average score of expert validation results of 78.33%. The results of the analysis of the implementation of this device obtained a presentation by students at 94% with a very practical category and from the analysis of the teacher in terms of practicality of the device by 70% with a practical category while the cognitive learning outcomes of students with classical completeness were 80%. Based on the results of the study it can be concluded that the development of a domino card-based worksheet can improve student cognitive learning outcomes.
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Ball, Linden J., Erica J. Lucas, Jeremy N. V. Miles y Alastair G. Gale. "Inspection Times and the Selection Task: What do Eye-Movements Reveal about Relevance Effects?" Quarterly Journal of Experimental Psychology Section A 56, n.º 6 (agosto de 2003): 1053–77. http://dx.doi.org/10.1080/02724980244000729.
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Three experiments are reported that used eye-movement tracking to investigate the inspection-time effect predicted by Evans’ (1996) heuristic-analytic account of the Wason selection task. Evans’ account proposes that card selections are based on the operation of relevance-determining heuristics, whilst analytic processing only rationalizes selections. As such, longer inspection times should be associated with selected cards (which are subjected to rationalization) than with rejected cards. Evidence for this effect has been provided by Evans (1996) using computer- presented selection tasks and instructions for participants to indicate (with a mouse pointer) cards under consideration. Roberts (1998b) has argued that mouse pointing gives rise to artefactual support for Evans’ predictions because of biases associated with the task format and the use of mouse pointing. We eradicated all sources of artefact by combining careful task constructions with eye-movement tracking to measure directly on-line attentional processing. All three experiments produced good evidence for the robustness of the inspection-time effect, supporting the predictions of the heuristic-analytic account.
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Sorlin, Sandrine. "Strategies of involvement and moral detachment in House of Cards". Journal of Literary Semantics 47, n.º 1 (25 de abril de 2018): 21–41. http://dx.doi.org/10.1515/jls-2018-0002.
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Abstract The aim of this paper is to evince the reasons why the viewers tend to ‘root for the bad guy’ in House of Cards in spite of his amoral undertakings. It delves into the linguistic, pragmatic and cognitive strategies employed by the protagonist, Frank Underwood, to ‘transport’ the audience in the narrative while distancing them from moral judgment. It is shown that the ‘Para-Social Relationship’ he constructs with the audience invites them to adapt to his goals and perspective, guiding their emotions and reactions, distracting them from ethical matters through generalised impersonalised aphorisms and transgressive humour. Lastly it proposes a three-level model of producing/viewing processes that are specific to House of Cards, highlighting the way the protagonist’s manipulation of audience involvement breaks apart in the last seasons, as the production crew alters the Frank-audience relationship.
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Pinto, Mary Beth, Phylis M. Mansfield y Diane H. Parente. "Relationship of Credit Attitude and Debt to Self-Esteem and Locus of Control in College-Age Consumers". Psychological Reports 94, n.º 3_suppl (junio de 2004): 1405–18. http://dx.doi.org/10.2466/pr0.94.3c.1405-1418.
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College-age consumers are one of the groups most highly targeted by credit card marketers. While some college students use their credit cards wisely, others are unable to control their spending. The objective of this study was to investigate differences in attitude toward credit cards and the psychological factors of self-esteem and locus of control among college students who possess one or more credit cards. Attitude was operationalized to include three underlying components: cognitive, affective, and behavioral. We separated credit users into subcategories based on amount of installment debt. Convenience users were defined as those consumers who paid the credit-card balance in full each month. Installment users were classified as consumers who carried a balance month-to-month. Convenience users were compared to mild and heavy installment users to assess significance of differences in attitudinal and psychological factors. There were no significant differences in the psychological factors across the credit-card user groups. In addition, there was a statistically significant difference on each of the attitude components (knowledge/beliefs, affect, and behavior) across user groups; convenience users, mild installment, and heavy installment users.
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Steshov, A. V., N. V. Zravinina, A. G. Yakovlev, P. R. Gilvanov y Yu P. Kuzmin. "Experience with information and communication technology in mastering medical knowledge based on intelligence cards". Bulletin of the Russian Military Medical Academy 22, n.º 1 (15 de diciembre de 2020): 210–14. http://dx.doi.org/10.17816/brmma25994.
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We consider the information and communication technology of conducting classes using intelligence cards that meets the requirements of the modern subject-subject paradigm of education, which obliges one to be guided by the principle of communication. This principle implies significant changes in the organization of the process of interaction between the teacher and students in the classroom. The following parameters characterize such a technology for conducting a lesson: speech-cognitive activity, functionality, heuristic, motivated actions, the search for personal meaning in the work of students in the lesson. To implement these parameters in the educational process at A.F. Mozhaysky Military Space Academy. and S. M. Kirov Military Medical Academy used the capabilities of intelligence cards as a tool for information and communication technology. The innovation of the latter lies in the fact that the educational process is based on the active work of students both during the lesson and during the organization of their independent work, allowing them to effectively absorb educational information and subsequently apply it in practical activities. The study reflects the experience and describes an effective educational methodology using intelligence cards for lectures, practical classes, independent work of students and their research work. As an illustrative example, one of the developed intelligence cards is given and the methodological support of the lesson on the study of measures aimed at maintaining and strengthening the health of military personnel is described.
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Chin, Alycia y Wändi Bruine de Bruin. "Helping consumers to evaluate annual percentage rates (APR) on credit cards." Journal of Experimental Psychology: Applied 25, n.º 1 (marzo de 2019): 77–87. http://dx.doi.org/10.1037/xap0000197.
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Das, Banibrata y Tirthankar Ghosh. "Physical Exertion, Thermal stress affect the Cognitive Performance on Adolescent Farmers of West Bengal, India". International Journal of Occupational Safety and Health 8, n.º 2 (31 de diciembre de 2018): 13–18. http://dx.doi.org/10.3126/ijosh.v8i2.23331.
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Background: Cognitive ergonomics relates with studies related to knowledge, knowledge acquisition skills and other factors. In the modern days, the workers are exposed to a work, which demands cognitive skill along with physical ability.
Objectives: Aim of the present study is to evaluate the effect of physical exertion along with thermal stress on the cognitive performance among the adolescent farmers through.
In the present study, cognitive performance was evaluated through physical exertion along with thermal stress among the adolescent farmers. This cross-sectional study was performed during 2017 -18 among the randomly selected 50 male and 50 female adolescent farmers from the various village of Hooghly District at West Bengal, India. Before conducting the study, legal guardian consent was taken. Prior permission and ethical approval was also obtained from local community leaders as well as relevant authorities before commencement of the study. The memory test or cognitive ability test was done by the Immediate Recovery Test. In cognitive ability test, three pictorial cards were prepared having same length; each of the cards had 15 pictorials. Different pictures card was shown to all the subjects for 15 minutes in resting condition. Immediately after 15 minutes all the subjects were asked to recall the pictures within the 3 minutes. Then, evaluation was undertaken in presence of the subjects.
Results: The result of the study shows that the farmers performed strenuous activity by which they do the more error in cognitive function test than control subjects. This may be due to increase in strenuous activity in agricultural sector by increasing the heart rate (physiological stress) which may decrease the cognitive function among the farmers in compare to control subjects.
Conclusion: The study concludes that intense fatigue producing or highly strenuous agricultural activity lead to an increase in the number as well as in the percentage of wrong answers in the cognitive test. On the other hand, moderate type of agricultural results in a decrease in the number as well as in the percentage of wrong answers and there is an improvement in the cognitive performance.
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Nurjannah, Nurjannah. "Relevansi Ranah Kognitif dan Motivasi Berprestasi dengan Hasil Belajar PAI". Journal of Education and Instruction (JOEAI) 2, n.º 2 (28 de diciembre de 2019): 175–87. http://dx.doi.org/10.31539/joeai.v2i2.988.
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The purpose of this study was to determine the relationship between cognitive style and achievement motivation style with the learning outcomes of Islamic Religious Education (PAI) students of SMP 5 Rejang Lebong. The research method uses survey methods with a correlational engineering approach. The research data were sourced from cognitive style test results and achievement motivation tests and PAI learning outcomes obtained from report cards. The results showed there was no significant relationship between cognitive style with PAI learning outcomes with ρ-value 0.122. There is a significant relationship between achievement motivation and PAI learning outcomes with ρ-value 0.022. Cognitive style and achievement motivation are related to PAI learning outcomes ρ value = 0.031> 0.05. Conclusion, there is no significant relationship between cognitive style with PAI learning outcomes. There is a significant relationship between achievement motivation and PAI learning outcomes. Cognitive style and achievement motivation are jointly related to the learning outcomes of PAI students of Rejang Lebong Middle School.
Keywords: Achievement, PAI Learning Outcomes, Cognitive, Motivation
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Singh, Sunita, Harshwarshan ., Vivek Singh y Barakha Gupta. "Computer assisted learning module in experimental pharmacology for medical students: introduction and evaluation". International Journal of Basic & Clinical Pharmacology 8, n.º 1 (24 de diciembre de 2018): 78. http://dx.doi.org/10.18203/2319-2003.ijbcp20185162.
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Background: Animal experiments have been restricted due to strict Committee for the Purpose of Control and Supervision of Experiments on Animals (CPCSEA) rules and regulations for animal procurement and experimentation. At present, teaching is done by showing cards with tracings. This helps in the development of cognitive domain only. There is a need to change the traditional passive learning methodologies to an active technology based experimental learning methodology. Present educational interventional study is aimed at enhancing learning and making teaching interactive and interesting by introducing Computer Assisted Learning (CAL). Objectives of the study are to assess and evaluate the learning outcome of two methods (teaching by showing cards and computer assisted) in experimental Pharmacology and to assess the perception of students and faculty towards implementation of CAL.Methods: The study was conducted at Sarawathi Institute of Medical Sciences, Hapur, UP, India. A departmental meeting was organized to sensitize the faculty members. Test and feedback questionnaire were prepared. Participants were divided into two groups. One group was taught by cards and another by CAL. For second experiment students cross over was done. Students were assessed by post-test analysis. Feedback from the faculty and students were taken and analyzed.Results: There was improvement in knowledge of students as shown from results of post-test analysis. More than 86% of the faculty members and 80% of the students rated CAL methodology more than 3 at Likert scale.Conclusions: As compared to teaching by cards, the learning was enhanced by CAL. Students found CAL more enjoyable, interactive, comprehensible and easy to retain. In future, students would prefer CAL as an alternative method of learning in experimental laboratory.
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Kovacs, Ilona, Arvind Chandna, Philippa M. Pennefather, Anthony M. Norcia y Uri Polat. "Contour detection threshold: repeatability and learning with 'contour cards'". Spatial Vision 12, n.º 3 (1999): 257–66. http://dx.doi.org/10.1163/156856899x00157.
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Spinella, Marcello, David Lester y Bijou Yang. "Predicting Credit Card Behavior: A Study in Neuroeconomics". Perceptual and Motor Skills 100, n.º 3 (junio de 2005): 777–78. http://dx.doi.org/10.2466/pms.100.3.777-778.
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In a sample of 139 community residents, credit card ownership was associated with age, sex, income, attitudes toward credit cards and toward money, and scores on a verbal measure of prefrontal cortical dysfunction, supporting a neuroeconomic approach to economic decision-making.
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Beer, John y Joe Beer. "Relationship of Eye Color to Professional Baseball Players' Batting Statistics Given on Bubblegum Cards". Perceptual and Motor Skills 69, n.º 2 (octubre de 1989): 632–34. http://dx.doi.org/10.2466/pms.1989.69.2.632.
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139 professional baseball players who appeared on Topps bubble gum cards (copyright 1987) were subjects. The players, whose printed eye colors could be identified from their photographs, were sorted into three categories of 45 dark-eyed white players, 27 light-eyed white players, and 67 black players. The statistics on the backs of the cards were dependent measures and included: Games, At Bat, Runs, Hits, Second Base, Third Base, Home Runs, Runs Batted In, Stolen Bases, SLG, Bunts, Strike Outs, and Batting Average. Analyses of variance performed on the data with light-eyed white and dark-eyed white players as independent variables yielded no significant effects for any of the statistics. Further analysis with light- and dark-eyed white players combined and black players as independent variables showed that black ball players scored more third-base hits, stole more bases, and had better batting averages than white players.
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Ward, Thomas, Philippa A. Garety, Mike Jackson y Emmanuelle Peters. "Clinical and theoretical relevance of responses to analogues of psychotic experiences in people with psychotic experiences with and without a need-for-care: an experimental study". Psychological Medicine 50, n.º 5 (4 de abril de 2019): 761–70. http://dx.doi.org/10.1017/s0033291719000576.
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AbstractBackgroundCertain ways of responding to psychotic experiences (PEs) appear more commonly associated with clinical distress (e.g. avoidance) and other ways with benign or positive outcomes (e.g. reappraisal and acceptance). Past research has largely been limited to retrospective self-report. We aimed to compare clinical and non-clinical individuals on experimental analogues of anomalous experiences.MethodResponse styles of two groups with persistent PEs (clinical n = 84; non-clinical n = 92) and a control group without PEs (n = 83) were compared following experimental analogues of thought interference (Cards Task, Telepath) and hearing voices (Virtual Acoustic Space Paradigm).ResultsThe non-clinical group with PEs were less likely to endorse unhelpful response styles, such as passive responding or attempts to avoid, suppress, worry about or control mental experiences, compared with the clinical group on all three tasks. The clinical group were more likely to endorse unhelpful response styles compared with controls on two out of three tasks (Cards Task and Telepath). The non-clinical group performed similarly to controls on unhelpful responding across all tasks. There were no group differences for helpful response styles, such as cognitive reappraisal or mindful acceptance of experiences.ConclusionsIn line with cognitive models of psychosis, the findings suggest that the way in which individuals respond to unusual experiences may be an important factor in understanding clinical distress, supporting the therapeutic rationale of targeting potentially unhelpful patterns of response.
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Valdizán Usón, José Ramón. "Potenciales evocados cognitivos en el reconocimiento de caras en el autismo". Revista de Neurología 40, S01 (2005): S163. http://dx.doi.org/10.33588/rn.40s01.2005096.
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Bilal, Ahmad. "Cognitive Behavioral Crisis Intervention Model for Health Care Professionals in Pakistan". Pakistan Journal of Public Health 11, n.º 1 (31 de mayo de 2021): 6–10. http://dx.doi.org/10.32413/pjph.v11i1.669.
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The health care professionals (HCPs) in Pakistan are vulnerable to the negative psychological impact of the current COVID-19 pandemic. The shortage of trained HCPs in Pakistan coupled with vulnerable infrastructure and depleted resources make the situation a source of psychological reactions like fear, anger, anxiety, and depression for HCPs during COVID-19 outbreak. These psychological reactions are produced by the preceding thoughts and emotions according to the cognitive behavioral model. Therefore, a cognitive behavioral crisis intervention model (CBCIM) is proposed with aim of helping HCPs deal with these psychological reactions efficiently. The common components of CBCIM include the cognitive restructuring of the negative thoughts, teaching of relaxation and mindfulness exercises, the teaching of ACT-ADD approach and use of coping cards, district wise team-based action plan and the provision of these services to HCPs regularly even after the end of COVID -19 pandemic.
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Glautier, Steven. "Spatial Separation of Target and Competitor Cues Enhances Blocking of Human Causality Judgements". Quarterly Journal of Experimental Psychology Section B 55, n.º 2b (abril de 2002): 121–35. http://dx.doi.org/10.1080/02724990143000207.
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Three experiments were carried out. Each required subjects to make judgements about the causal status of cues following a two-stage blocking procedure. In Stage 1 a competitor cue was consistently paired with an outcome, and in Stage 2 the competitor continued to be paired with the outcome but was accompanied by a target cue. It was predicted that causal judgements for the target would be reduced by the presence of the competitor. In Experiments 1 and 2 the blocking procedure was implemented as a computer simulation of a card game during which subjects had to learn which cards produced the best payouts. The cues that subjects used to make their judgement were colours and symbols that appeared on the backs of the cards. When the target and competitor cues appeared on the same card blocking effects did not emerge, but when they appeared as part of different cards blocking effects were found. Thus, spatial separation of target and competitor cues appeared to facilitate blocking. Experiment 3 replicated the blocking result using spatially separated target and competitor cues.
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Costantino, Giuseppe, Leib Litman, Richard Waxman, Daniel Dupertuis, Ernesto Pais, Cheskie Rosenzweig, Guadalupe Forti, Jessica Paronik y Maria M. F. Canales. "Tell-Me-A-Story (TEMAS) Assessment for Culturally Diverse Children and Adolescents". Rorschachiana 35, n.º 2 (julio de 2014): 154–75. http://dx.doi.org/10.1027/1192-5604/a000054.
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The Tell-Me-A-Story (TEMAS) narrative test is a multicultural measure developed for both minority and nonminority children and adolescents. As the off-spring of the Thematic Apperception Test (TAT), it enhances several narrative features, including the use of chromatic cards, diminished ambiguity and structured pictorial stimuli of the cards, familiar and contemporary themes, problem-solving situations, and an objective scoring system. This article describes the standardization of the TEMAS in the US, the validation of the Orthodox Jewish version of the TEMAS, and the internal reliability of the Argentinian version of the TEMAS. In the US, the test was normed on a sample of 642 children (281 boys and 361 girls) from public schools in the New York City area, ages 5–13 years, with a mean age of 8.9 years (SD = 1.9). The total sample represented four ethnic/racial groups: Puerto Rican and other Hispanic, Black, and White children. The TEMAS measures 10 personality functions, 18 cognitive functions, and seven affective functions. This paper presents two studies. The first study describes the reliability of the TEMAS measurement, using the Argentinian version of the TEMAS. The second study provides the rationale as well as the procedures for developing culturally suitable pictures, and also presents novel data for the cultural validity of the Orthodox Jewish version of the TEMAS. Overall, these results provide support for TEMAS as a reliable and culturally valid tool for the measurement of cognitive, personality, and affective functioning.
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Asari, Slamet, Rohmy Husniah, Ulfatul Ma’rifah y Khoirul Anwar. "Fostering Students’ High Order Thinking Skills through the Use of Interpretation Cards". International Journal of Education and Literacy Studies 7, n.º 4 (31 de octubre de 2019): 17. http://dx.doi.org/10.7575/aiac.ijels.v.7n.4p.17.
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In teaching and learning process particularly at university level, High Order Thinking Skills (HOTS) should be an integral element to foster students’s critical and creative thinking. It should not only be designed for assessment purposes but also be implemented within classroom teaching process. This study is aimed at analyzing students’ HOTS encompassing three cognitive domains as parameters to identify students’ HOTS namely; analysing, evaluating, and creating. This is a mixed method study which is descriptively presented. The data collection was conducted by employing three observations during teaching learning process and distributing questionnaires to 32 students of English department in semester 5. In addition, students were selected using snowball technique and were interviewed. Both qualitative and quantitative approaches were used to data analysis. The finding reveals that indicators and characteristics of HOTS are presented very consistently during classroom teaching. Students frequently show critical and creative thinking through variety of ways when participating in the classroom teaching process. The Interpretation Card works so effectively and contributes vividly to the HOTS of the students.
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Cernovsky, Zack Z. y Lakshman M. D. Fernando. "Color Preference of ICD-9 Schizophrenics and Normal Controls". Perceptual and Motor Skills 67, n.º 1 (agosto de 1988): 159–62. http://dx.doi.org/10.2466/pms.1988.67.1.159.
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Color preferences of 20 inpatients with ICD-9 diagnosis of schizophrenia were compared with those of 24 normal control subjects by means of the cards of the Luescher 8 Color Test. The only significant difference was found on the Luescher Anxiety Scale; however, this difference seems too weak for practical clinical use.
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Shin, Su Hyun, Soohyun Park y Giyeon Kim. "THE ROLE OF POLYGENIC SCORE AND COGNITIVE ACTIVITIES ON COGNITIVE FUNCTIONING OF OLDER ADULTS". Innovation in Aging 3, Supplement_1 (noviembre de 2019): S255. http://dx.doi.org/10.1093/geroni/igz038.954.
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Abstract Purpose of study: This study investigated whether and to what extent genetics for cognition and engagement in cognitive activities are related to trajectories of cognitive functioning in older adulthood. Furthermore, we explored whether engaging in cognitive activities could moderate the effect of genetic traits on cognitive functioning in general and across different dimensions: fluid and crystallized intelligence. Design and Methods: Growth curve models were estimated using the sample of 3,129 individuals aged 50 or older (10,000 observations) in the U.S. from 2000-2012 waves of the Health and Retirement Study. Polygenic score for general cognition (PGS) was used to measure genetic traits for cognition, and the number of hours spent per week on each of nine cognitive activities was used to measure individuals’ level of the engagement in cognitive activities. Results: PGS for cognition, reading books, using a computer, and playing cards/games/solving puzzles had positive effects on cognitive functioning. The positive effect of PGS on cognitive functioning was reduced from excessive TV watching. The positive effect of PGS on cognitive functioning was strengthened by spending more hours reading papers/magazines. The measure of fluid, rather than crystallized intelligence, appeared to drive these results. Conclusion: Findings suggests that while genetic factors predict cognitive functioning, engaging in different types of cognitive activities could yield different cognitive functioning trajectories in later life. Practical implications are that older adults should be more selective when choosing their leisure activities to promote cognitive health.
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Cireşan, Dan Claudiu, Ueli Meier, Luca Maria Gambardella y Jürgen Schmidhuber. "Deep, Big, Simple Neural Nets for Handwritten Digit Recognition". Neural Computation 22, n.º 12 (diciembre de 2010): 3207–20. http://dx.doi.org/10.1162/neco_a_00052.
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Good old online backpropagation for plain multilayer perceptrons yields a very low 0.35% error rate on the MNIST handwritten digits benchmark. All we need to achieve this best result so far are many hidden layers, many neurons per layer, numerous deformed training images to avoid overfitting, and graphics cards to greatly speed up learning.
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Lancioni, G. E. y H. Boelens. "Teaching Students with Mental Retardation and other Disabilities to Make Simple Drawings through a Computer System and Special Cards". Perceptual and Motor Skills 83, n.º 2 (octubre de 1996): 401–2. http://dx.doi.org/10.2466/pms.1996.83.2.401.
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3 students with mental retardation and other disabilities were trained to make simple drawings on a computer screen (with a light-pen) following the color sequence used for the same drawings on special cards. The screen provided immediate feedback on the students' drawing accuracy. Teachers rated the students' posttraining drawings much higher than the pretraining ones.
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Salavert, Francina, Manuel Pelegrina y Francesc S. Beltran. "Figure-Ground Perceptual Organization and Learning by Three-Year-Old Children". Perceptual and Motor Skills 86, n.º 2 (abril de 1998): 488–90. http://dx.doi.org/10.2466/pms.1998.86.2.488.
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We have elaborated a program for the instruction of 54 3-yr.-olds using visual aids (cards showing the graphic representation of a number printed on three different types of backgrounds). Analysis showed differences in the increase in scores obtained by the children before and after the application of the program depending on the type of background.
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Indarwati, Retno, Ika Nur Pratiwi y Nurul Yuniarsih. "Playing Cards Using the “Tepuk Nyamuk” Method Improves Cognitive Function and Social Interaction in the Elderly". Indian Journal of Public Health Research & Development 10, n.º 8 (2019): 2575. http://dx.doi.org/10.5958/0976-5506.2019.02255.1.
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Foreman, Nigel y Robert Hemmings. "The Gollin Incomplete Figures Test: A Flexible, Computerised Version". Perception 16, n.º 4 (agosto de 1987): 543–48. http://dx.doi.org/10.1068/p160543.
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The Gollin incomplete figures test has been used as a measure of visual development, as a clinical test for parietal cortex dysfunction, and to examine long-term memory in amnesic patients. It has traditionally been administered by using a series of three or five stimulus cards, successive cards containing progressively more information. A study is reported in which digitised outline drawings of familiar objects were presented via a computer, the percentage of the figure on the screen slowly increasing from 0 to 100. The original findings of Gollin were successfully replicated; children's performance on the task improved markedly over the age range 2–5 years, and performance improved dramatically over three tests in all subjects. Computerisation of the Gollin task provides a precise and versatile alternative to the original card version.
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Kozma, P., I. Kovács y G. Benedek. "Late Maturation (Age >5 Years) of Long-Range Spatial Interactions in Humans". Perception 26, n.º 1_suppl (agosto de 1997): 213. http://dx.doi.org/10.1068/v970113.
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We have studied the development of long-range spatial interactions in children (age 5 – 14 years) with normal vision. In our field study involving 410 normal children we used a battery of contour-integration cards that were developed earlier to test amblyopic patients (Kovács, Polat, and Norcia, paper presented at ARVO 1996). Each card consisted of a closed chain of collinearly aligned Gabor patches (contour) and a background of randomly oriented and positioned Gabor patches (noise). Subjects were asked to identify the location of the contour, and also to trace the contour within each card. The value of P was varied across cards (1.1 > P > 0.65), where P is the ratio of noise spacing to contour spacing. It is assumed that long-range, orientation-specific facilitatory interactions connect collinear contour segments together for P < 1. The strength of long-range interactions is defined by the minimal value of P yielding contour segregation. Children in the 13 – 14 years age group were able to see most of the contours ( Pmin < 0.7), while 5 – 6-year-old children missed the contours in about half of the cards ( Pmin < 0.9). This result indicates a very late maturation of long-range spatial interactions. It is possible that the late formation of horizontal connections in superficial layers of the human primary visual cortex (Burkhalter et al, 1993 Journal of Neuroscience13 1916 – 1931) is the neural basis of our developmental finding.
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Mozaffari, Mohaddeseh, Seyed Abolghasem Mehrinejad, Mehrangiz Peyvstegar y Siamak Soltani. "The Relationship Between Executive Function and Severe Traumatic Brain Injury". Journal of Guilan University of Medical Sciences 29, n.º 3 (1 de octubre de 2020): 22–33. http://dx.doi.org/10.32598/jgums.29.3.1544.1.
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Background: Cognitive impairment is a common complication of Severe Traumatic Brain Injury (STBI). One of cognitive problems following STBI is impaired executive functions which involve high-level cognitive processes and their dysfunction can lead to reduced quality of life. Objective: This study aims to investigate the cognitive impairment in men with STBI compared to healthy men. Materials and Methods: This causal-comparative study was conducted from February 2017 to July 2019 on 20 male patients aged 30-55 years with a history of STBI in the past one year admitted to the intensive care units of Shohaday-e-Haftom-e-Tir and Baqiyatallah hospitals in Tehran, Iran and 64 healthy men who had met all inclusion criteria. Both groups were measured by the Wisconsin Cards Sorting Test (WCST). Results: There were significant differences between the two groups in WCST parameters including the number of categories completed, perseverative errors, correct and wrong responses, response time, number of trials to successfully complete first category, and conceptual level responses (P<0.01). Patients with STBI had a lower overall WCST score than the healthy subjects. Conclusion: It is necessary to pay special attention to cognitive impairment in STBI patients in their clinical and legal evaluations and psychological interventions.
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Chan, Jason S. y Charles Spence. "Presenting multiple auditory signals using multiple sound cards in Visual Basic 6.0". Behavior Research Methods, Instruments, & Computers 35, n.º 1 (febrero de 2003): 125–28. http://dx.doi.org/10.3758/bf03195504.
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Palupi, Agustina Nur. "Use of Manipulative Media as A Stimulation Of Ability To Understand The Concept of Early Children's Age". Early Childhood Research Journal (ECRJ) 3, n.º 2 (26 de diciembre de 2020): 41–57. http://dx.doi.org/10.23917/ecrj.v3i2.11414.
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Every child has the right and needs for stimulation of his development. One of them is cognitive. Aspects of cognitive development can be stimulated through mathematics learning. But children can find it difficult to understand mathematical concepts because reasoning and logic are needed, whereas mathematical concepts are not concrete. For this reason, concrete media need to be used to demonstrate or illustrate the concept, the media are manipulative. The purpose of this study is to analyze articles and documents resulting from research on the use of manipulative media as a stimulation of the ability to recognize the concept of child numbers. Method: This research uses a literature review method. There are criteria in searching journals so that 20 journals are found to be analyzed based on population, sample, variables, data analysis, type of research design, and research results. Results and discussion: Literature review shows that the use of manipulative media in early childhood education varies greatly in terms of media material, its play, and its effectiveness. The manipulative media in question such as grain media, number blocks, clock puzzles, container marbles, picture cards, congklak numbers cards, numbers fishing games, and others. While the ability to recognize the concept of numbers in question such as the meaning of the symbol number of concepts a lot a little, counting, and others. Statistical analysis shows the application of manipulative media can stimulate the ability to recognize the concept of numbers in children, increase the activities of children and teachers, and found the response of children who are happy with the use of manipulative media. Conclusion: Manipulative media can stimulate the ability to recognize the concept of child numbers.