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Littérature scientifique sur le sujet « Cognitive development test »

Auteur : Grafiati

Publié le 4 juin 2021

Mis à jour le 2 février 2022

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Articles de revues sur le sujet "Cognitive development test"

Tanaka, Hiroyuki, Yuma Nagata, Masayasu Uematsu, Takashi Takebayashi, Keisuke Hanada, Maki Inokawa, Keita Fukuhara et al. « Development of the Cognitive Test for Severe Dementia ». Dementia and Geriatric Cognitive Disorders 40, n^o 1-2 (2015) : 94–106. http://dx.doi.org/10.1159/000430089.

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Background/Aims: Existing cognitive measures for moderate-to-severe dementia have shown floor effects and an inability to assess the remaining cognitive function, especially for profound dementia. Methods: We constructed the Cognitive Test for Severe Dementia (CTSD), which consists of 13 items covering 7 cognitive domains, and examined its reliability and validity. Results: Cronbach's α in severe dementia participants was 0.896. Interrater and test-retest reliability were 0.961 and 0.969, respectively. The CTSD showed a significant correlation with 3 other measures of cognitive function (Mini-Mental State Examination, Severe Cognitive Impairment Rating Scale, and Hasegawa Dementia Scale-Revised: r values = 0.870-0.922, p values <0.001). While the other measures showed floor effects, the CTSD did not. Conclusion: The CTSD was able to sensitively capture the remaining cognitive function in severe dementia patients when compared with other cognitive tests.

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Gehlot, Lalit. « Cognitive Development by Zone of Proximal Development (ZPD) ». Journal of Education Culture and Society 12, n^o 2 (25 septembre 2021) : 432–44. http://dx.doi.org/10.15503/jecs2021.2.432.444.

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Aim/Thesis: The aim of this research is to promote the use of the three concepts-- the Zone of Proximal Development (ZPD), the Gettier Problem, and Corpus Linguistics (Contextual Learning)--to increase the academic performance of early undergraduate engineering students. Concept/Methods: 30 Engineering students completed one untimed Mensa IQ Test of 10 questions and one Simon-Binet IQ Test of 50 random IQ questions with a 12 minute time limit. These 30 students were chosen from two different college sections: 15 students from each section. Before the second Simon-Binet Test, one group, G(a), was given ZPD scaffolding in three major topics — Working Memory, Fluid Reasoning and Spatial Reasoning —as they had answered questions based on these concepts incorrectly in their first Mensa IQ test. The second group, G(b), was not given the ZPD scaffolding. A statistical t-test that was later performed indicated that G(a), with scaffolding, outperformed G(b), without the scaffolding, in the second IQ test. Results and conclusion: Using the t-test, it is seen that the hypothesis of this research that ZPD, Gettier Problem and Corpus Linguistics can enhance the performance of the students in a short time period is correct. After the first Mensa IQ test, the level of both the groups G(a) and G(b) of engineering students was almost the same, indicated by a very similar mean results. However, after supporting G(a) utilizing ZPD, Gettier Problem and Corpus Linguistics for their three problem areas - Working Memory, Fluid Reasoning and Spatial Reasoning - identified after their first IQ test where the students needed scaffolding, the performance of this group improved more in comparison to G(b), as indicated by the results of the second online Simon-Binet Test. Research restrictions: It was not possible to provide all the random questions of the online Simon-Binet test given to all 30 students because the total number of questions would be 30*50=1500. Only the first ten questions of the Mensa IQ test are included in this research paper. Further, the third and fourth year engineering students are not included in this research as it is assumed that they have had already developed expertise and the effect of the investigated tools would not be clearly visible. Practical application: ZPD scaffolding was applied to the students when the students’ major problem areas were identified as requiring contextual learning and support. The Gettier Problem-- an epistemological concept-- was also used to keep their mind open at all the times during the learning process and Linguistics Corpus gave the contextual support as ZPD proposes the social-contextual mode of learning. Originality/Cognitive value: The paper presents empirical research on engineering students demonstrating the practical utility of ZPD, Gettier Problem and Corpus Linguistics in the process of learning, potentially irrespective of any discipline.

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KAWAZOE, AYAKA, et SHIN MURATA. « Development of cognitive function test of shiritori tasks ». Japanese Journal of Health Promotion and Physical Therapy 2, n^o 4 (2013) : 145–48. http://dx.doi.org/10.9759/hppt.2.145.

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Pandey, Nagendra Nath, S. B. Bhattacharya et Vijay Kumar Rai. « Longeot test of cognitive development in Indian context ». Studies in Educational Evaluation 19, n^o 4 (janvier 1993) : 425–30. http://dx.doi.org/10.1016/s0191-491x(10)80007-0.

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Chiu, Helen F. K., Bao-Liang Zhong, Tony Leung, S. W. Li, Paulina Chow, Joshua Tsoh, Connie Yan, Yu-Tao Xiang et Mike Wong. « Development and validation of a new cognitive screening test : The Hong Kong Brief Cognitive Test (HKBC) ». International Journal of Geriatric Psychiatry 33, n^o 7 (11 avril 2018) : 994–99. http://dx.doi.org/10.1002/gps.4883.

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Gurnani, A., et B. Gavett. « The Colorado Cognitive Assessment (CoCA) : Development of an Advanced Test of Cognitive Status ». Archives of Clinical Neuropsychology 34, n^o 6 (25 juillet 2019) : 844. http://dx.doi.org/10.1093/arclin/acz035.12.

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Abstract Objective Current brief tests of cognition provide a rough indication of overall cognitive functioning that assist with making gross clinical judgments (e.g., demented vs. not demented). The purpose of the present study was to develop and preliminarily validate a brief tool, The Colorado Cognitive Assessment (CoCA) to facilitate early and accurate diagnosis of mild and atypical presentations of dementia. A related goal was to compare its psychometric properties with The Montreal Cognitive Assessment (MoCA). Method Participants were 150 community dwelling adults over the age of 50 without a known mental health or neurological condition. Confirmatory factor analysis (CFA) was used to assess model fit of the CoCA and MoCA. Measurement invariance (MI) was evaluated using the multiple-indicators multiple-causes modeling (MIMIC) approach. Results The CFA model of the CoCA revealed excellent fit; χ2(44) = 47.506, p = .332; CFI = 0.987; TLI = 0.983; RMSEA = 0.023 (90% CI [0.000, 0.061]); SRMR = 0.048. MI analyses revealed that items on the CoCA were invariant to sex, age, education, and mood. In comparison, a CFA model of the MoCA had worse fit; χ2(14) = 28.536, p = .012; CFI = 0.817, TLI = 0.725; RMSEA = 0.083 (90% CI [0.038, 0.127]); SRMR = 0.062; and was biased by age, education, and depressive symptomatology. The global factor score reliability of the CoCA (r = .84) was better than the MoCA (r = .74). Conclusion Results provide preliminary evidence for the CoCA as a reliable and comprehensive cognitive instrument with further cross-sectional and longitudinal research needed for its validation.

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Bartel, Lee R. « The development of the Cognitive-Affective Response Test—Music. » Psychomusicology : A Journal of Research in Music Cognition 11, n^o 1 (1992) : 15–26. http://dx.doi.org/10.1037/h0094135.

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Beaujean, A. Alexander, et Nicholas F. Benson. « Theoretically-Consistent Cognitive Ability Test Development and Score Interpretation ». Contemporary School Psychology 23, n^o 2 (20 mars 2018) : 126–37. http://dx.doi.org/10.1007/s40688-018-0182-1.

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Takeda, Shinya, et Toshiki Fukuzaki. « Development of a Neuropsychological Test to Evaluate Cognitive Flexibility ». Yonago Acta Medica 64, n^o 2 (2021) : 162–67. http://dx.doi.org/10.33160/yam.2021.05.003.

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Bildiren, Ahmet, Özge Bıkmaz Bilgen et Mediha Korkmaz. « National Non-verbal Cognitive Ability Test (BNV) Development Study ». SAGE Open 11, n^o 3 (juillet 2021) : 215824402110469. http://dx.doi.org/10.1177/21582440211046945.

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The aim of the present study is to develop a national non-verbal cognitive ability test in Turkey. Test items were developed during the first stage and applied as a pilot study on 3,073 children in the age interval of 4 to 13. The test was given its final form based on the values of item difficulty, item distinctiveness, item total score correlation. Norm study was carried out at 12 different provinces with a total of 9,129 children comprised of 4,464 females (49%) and 4,665 (51%) males. Test-retest, split-halves, KR-20, and KR-21 methods were applied for the reliability analyses of the study. Standard error, standard deviation, and reliability coefficient were calculated for the measurement. Content and construct validity along with criterion-related validity analysis methods were used for validity analyses. The KR-20 reliability coefficient obtained from the complete sample group was estimated as 0.92. Test-retest reliability coefficient was determined as 0.80. A correlation of .71 was determined between Naglieri Cognitive Ability test and BNV test. A correlation of .67 was determined between Toni-3 test and BNV test while a correlation of .86 was determined between BNV and Colored Progressive Matrices Test.

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Thèses sur le sujet "Cognitive development test"

Mohamed-Kaleel, Saheeda Bebe. « Screening of cognitive functions : analysis and development of neuropsychological test instruments ». Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8392/.

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INTRODUCTION: Cognitive impairments are common after stroke, particularly those involving the executive functioning, which is a complex cognitive construct encompassing a collection of interrelated functions (or set of processes) that are responsible for controlled goal-directed behaviours to novel or complex situations (Gioa, Isquith, & Guy, 2001). Therefore, deficits in executive processes can affect an individual profoundly. There are numerous executive measures currently available, however they are mostly language-laden, and therefore not ideal for stroke patients who are present with aphasia and neglect. Accordingly, in this thesis we aimed to develop unbiased measures of planning/organisation (the 'systematicity' index) using performance-based, language reduced, nonverbal tasks that are suitable for use in a stroke population. METHOD: Initially, we examined the cognitive variation in stroke profile, across various stages, using the Birmingham Cognitive Screen (BCoS: Humphreys, Bickerton, Samson, & Riddoch, 2012). Subsequently, we developed three novel scoring measures, on two key tests: 1) the Broken Hearts test (from the Oxford Cognitive Screen (OCS): Demeyere, Riddoch, Slavkova, Bickerton, & Humphreys, 2015) and 2) the Complex Figure test (from the BCoS/OCS). RESULTS: Measures include: I) The 'Nearest Neighbour' measure - validated against the subjective ratings provided by experienced neuropsychologists (of how systematic a patient is during cancellation) and a measure of executive function (EF); 2) the 'Global - Local Scoring System' - a qualitative scoring system that provides an index of executive measure for the BCoS Complex Figure which was validated against subjective ratings from experienced neuropsychologists and other measures of EF; 3) the 'automated Global-Local Scoring System'- validated against the 'Nearest Neighbour' measure on the overall cancellation performance. CONCLUSION: We conclude that these measures would be beneficial to clinicians in terms of measuring planning/organisation abilities of stroke survivors and freeing them from time consuming and tedious tasks.

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Chong, Betty Haw. « Early childhood gifted education : relationship of screening tests with measured intelligence / ». free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974616.

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Lindsay, Mary. « The test of cognitive skills and the test of language development-2 primary short form as indicators of language dysfunction ». Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28418.

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The Test of Cognitive Skills (TCS) Level 1 and the Test of Language Development-2 (TOLD-2) Primary Short Form were administered to 34 students diagnosed with language disorders and 34 language normal students. The subjects were matched for age, sex and years of schooling. Both the TCS Level 1 and the TOLD-2 Primary Short Form differentiated the language disordered group from the language normal group. Results are discussed with respect to (a) differences of each of the language groups based on the subtests, (b) a significant positive correlation between the TCS Level 1 Cognitive Skills Index and the TOLD-2 Primary Short Form Quotient for the language normal group only, and (c) the applicability of the results to the screening for language dysfunction.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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Silva, Ana Clara Araújo Gomes da. « Exame do raciocínio científico (ERC) : revisão bibliográfica, aplicação no sudoeste goiano e proposta de novo método de análise dos resultados ». Universidade Federal de Goiás, 2017. http://repositorio.bc.ufg.br/tede/handle/tede/7687.

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The deficiency in some reasoning patterns of students has been measured and revealed by several studies. This deficiency is often reflected in low rates of academic performance, high dropout rates, and negatively influencing students’ interest in computer courses. In recent work, Pessoni [96] has shown that among more than thirty cognitive development assessment methods studied, Lawson’s Classroom Test of Scientific Reasoning (LCTSR) would be a candidate for application in university students according to the criteria defined. The LCTSR was translated and applied in a series of student groups of the undergraduate courses of the Institute of Informatics of the Federal University of Goiás. Starting from the results obtained by Pessoni, the objectives of this research work are: 1. Systematic Review of Literature - RSL; 2. Application of the Scientific Reasoning Examination - ERC in students of Computing in Southwest Goiania; 3. Phylogenetic systematics to evaluate ERC. Analyze the patterns of reasoning of interest groups, then develope and conduct efficient and effective activities that promote the cognitive development of individuals is one of the objectives of the research group. It is believed that this work contributes to a further step in this direction.
A deficiência em alguns padrões de raciocínio dos estudantes tem sido medida e revelada por diversos estudos. Essa deficiência muitas vezes se reflete em baixas taxas de rendimento, altas taxas de evasão e influenciam negativamente no interesse dos discentes pelos cursos da Computação. Em trabalho recente, Pessoni [96] mostrou que, entre mais de trinta métodos de avaliação do desenvolvimento cognitivo estudados, o Lawson’s Classroom Test of Scientific Reasoning (LCTSR) seria um candidato para aplicação em estudantes universitários segundo os critérios definidos. O LCTSR foi traduzido e aplicado em uma série de grupos de estudantes dos cursos de graduação do Instituto de Informática da Universidade Federal de Goiás. Partindo dos resultados obtidos por Pessoni, este trabalho de pesquisa teve como objetivos: 1. Revisão Sistemática da Literatura - RSL; 2. aplicação do Exame do Raciocínio Científico - ERC em estudantes de Computação do Sudoeste Goiano; 3. Sistemática Filogenética para avaliar o ERC. Analisar os padrões de raciocínio dos grupos de interesse, para então, elaborar e conduzir atividades eficientes e eficazes que promovam o desenvolvimento cognitivo dos indivíduos é um dos objetivos do grupo de pesquisa. Acredita-se que este trabalho contribui para mais um passo nessa direção.

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Loe, Bao Sheng. « The effectiveness of automatic item generation for the development of cognitive ability tests ». Thesis, University of Cambridge, 2019. https://www.repository.cam.ac.uk/handle/1810/289990.

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Research has shown that the increased use of computer-based testing has brought about new challenges. With the ease of online test administration, a large number of items are necessary to maintain the item bank and minimise the exposure rate. However, the traditional item development process is time-consuming and costly. Thus, alternative ways of creating items are necessary to improve the item development process. Automatic Item Generation (AIG) is an effective method in generating items rapidly and efficiently. AIG uses algorithms to create questions for testing purposes. However, many of these generators are in the closed form, available only to the selected few. There is a lack of open source, publicly available generators that researchers can utilise to study AIG in greater depth and to generate items for their research. Furthermore, research has indicated that AIG is far from being understood, and more research into its methodology and the psychometric properties of the items created by the generators are needed for it to be used effectively. The studies conducted in this thesis have achieved the following: 1) Five open source item generators were created, and the items were evaluated and validated. 2) Empirical evidence showed that using a weak theory approach to develop item generators was just as credible as using a strong theory approach, even though they are theoretically distinct. 3) The psychometric properties of the generated items were estimated using various IRT models to assess the impact of the template features used to create the items. 4) Joint responses and response time modelling was employed to provide new insights into cognitive processes that go beyond those obtained by typical IRT models. This thesis suggests that AIG provides a tangible solution for improving the item development process for content generation and reducing the procedural cost of generating a large number of items, with the possibility of a unified approach towards test administration (i.e. adaptive item generation). Nonetheless, this thesis focused on rule-based algorithms. The application of other forms of item generation methods and the potential for measuring the intelligence of artificial general intelligence (AGI) is discussed in the final chapter, proposing that the use of AIG techniques create new opportunities as well as challenges for researchers that will redefine the assessment of intelligence.

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Chan, Fiona. « Development of matrices abstract reasoning items to assess fluid intelligence ». Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/277914.

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Matrices reasoning tests, which contain missing pieces in matrices that participants attempt to figure out, are one of the most popular types of tests to measure general intelligence. This thesis introduces several methods to develop matrices items, and presents them in different test forms to assess general intelligence. Part 1 introduces the development of a matrices test with reference to Carpenter’s five rules of Raven’s Progressive Matrices. The test items developed were administered together with the Standard Ravens’ Progressive Matrices (SPM). Results based on confirmatory factor analysis and inter-item correlation demonstrate good construct validity and reliability. Item characteristics are explored with Item-Response Theory (IRT) analyses. Part 2 introduces the development of a large item bank with multiple alternatives for each SPM item, with reference to the item components of the original SPM. Results showed satisfactory test validity and reliability when using the alternative items in a test. Findings also support the hypothesis that the combination of item components accounts for item difficulty. The work lays the foundation for the future development of computer adaptive versions of Raven’s Progressive Matrices. Part 3 introduces the development of an automatic matrix item generator and illustrates the results of the analyses of the items generated using the distribution-of-three rule. Psychometric properties of the items generated are explored to support the validity of the generator. Figural complexity, features, and the frequency at which certain rules were used are discussed to account for the difficulty of the items. Results of further analyses to explore the underlying factors of the difficulty of the generated items are presented and discussed. Results showed that the suggested factors explain a substantial amount of the variance of item difficulty, but are insufficient to predict the item difficulty. Adaptive on-the-fly item generation is yet to be possible for the test at this stage. Overall, the methods for creating matrices reasoning tests introduced in the dissertation provide a useful reference for research on abstract reasoning and fluid intelligence measurements. Implications for other areas of psychometric research are also discussed.

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Karakitsou, Chrisoula. « Assessment of cognitive development in four to eight year old children by means of drawing tasks ». Thesis, University of Stirling, 1999. http://hdl.handle.net/1893/22859.

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The present thesis explores the link between children's drawings and cognitive development. The aim of this study is to investigate the intellectual abilities of the child draughtsman with good depiction skills and to evaluate the merit of the drawing technique in the assessment of conceptual maturity. The standardised Goodenough-Harris Drawing Test (GHDT) of intellectual maturity was administered to 115 children between 4 to 8 years of age against criterion ability measures (Wechsler scales). Its psychometric properties are examined in respect to its norms and scales, its reliability and validity at different age levels and ranges of intelligence. Early theories in the area of pictorial representation were directed towards identifying features characteristic of different developmental periods (Kerschensteiner, 1905; Luquet, 1927/1977). At the same time Piaget and Inhelder (1948/1967) incorporated these stage theories into their model of spatial intelligence. Yet, the recent experimental study of children's drawings has disclosed a number of variables which interfere during the course of production, challenging the view that drawings can be seen as the royal route to access children's concepts. Stage theories are re-evaluated by means of fourteen experimental drawing tasks with various degree of difficulty. The tasks - administered to the same children tested with the standardised instruments -are spatial in nature and have been sampled from two widely researched areas related to the pictorial representation of partial occlusion and of spatial axes (horizontal/vertical). The acquisition of the pertinent spatial concepts by means of drawings is examined, considering competence-deficiency and competence-utilisation accounts of children's performance at different ages. Finally, overall perfomance on spatial tasks is compared with performance on conventional (Wechsler scales) and non-verbal (GHDT) measures of intellectual functioning, considering the optimum method to assess children's abilities by means of drawings. In general, drawing performance is reasonably sensitive to children's level of intelligence, yet the significance of drawing varies at different ages and ranges of IQ. Finally, the establishment of steadfast developmental trajectories falls short in the field of pictorial representation. The variable performance, particularly from the children at intermediate ages, suggests that the stages of intellectual or visual realism should be seen as relative and not as absolute.

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Chadyuk, Oleksiy. « A Test of an Evolutionary Theory of Adiposity Gain Induced by Long Sleep in Descendants of European Hunter-Gatherers ». Thesis, Walden University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3597452.

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Researchers have identified inadequate sleep duration as one of the factors contributing to global obesity. The purpose of this study was to test a hypothesis deduced from a new sleep-duration-based evolutionary theory claiming that sleep extension in response to lengthening night duration in early fall evolved into a behavioral marker of an approaching winter; this adaptive trait was theorized to produce adiposity gain in White men in response to sleep extension. The hypothesis was that White Americans would show a greater increase in the age-adjusted fat mass index per unit of sleep duration compared to that of Black Americans. Data were part of the National Health and Nutrition Examination Survey (NHANES) study between 2005 and 2010. The multiple regression analysis did not support the study hypothesis. The results indicated that habitual sleep duration had no effect on the annual rate of adiposity gain in White men, while in Black men, longer sleep was associated with significantly higher annual rates of adiposity gain. Implications for social change include the case for population-specific antiobesity interventions in Black men, including closer monitoring of sleep duration in order to prevent adverse habitual sleep extension and to improve time budgeting for physical exercise.

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Sullivan, Ethan. « Can ethics be taught ? A quasi-experimental study of the impact of class size on the cognitive moral reasoning of freshmen business students ». Thesis, Boston College, 2011. http://hdl.handle.net/2345/1840.

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Thesis advisor: Karen Arnold
The purpose of this study was to determine the impact of a business ethics course on the cognitive moral reasoning of freshmen business students. The sample consisted of 268 college students enrolled in a required business ethics course. The students took Rest's Defining Issues Test - Version 2 (DIT2) as a pre-test and then post-test (upon completing the course). Descriptive analyses, t-tests, ANOVA, and multiple regression were employed to compare the pre-test and post-test scores of the students and to determine the relationship, if any, between the variables of gender, class size, instructor, class time of day, SAT scores, and students' GPAs; and the dependent variable of moral reasoning (N2) scores. Descriptive analyses showed that taking this kind of a course made a difference for virtually everyone. While women had higher pre-test scores, post-test scores, and overall gains in moral reasoning than men, men also had gains across the board. Gains were also found across all instructors, in both small and medium class sizes and regardless of what time the class occurred. Further, compared to the national sample of college students, the study sample was at the level of college seniors. Results of ANOVA testing showed that the gains in moral reasoning scores were statistically significant ones. However, the moral reasoning gains of students enrolled in the smaller sections (n = 19) were not statistically significantly different than students enrolled in medium sized (n = 27) sections of the same course. Finally, the independent variable of class time had the most statistically significant relationship with gains in moral reasoning scores. The findings of this study suggest several practices for institutions of higher education. First, certain curricular conditions should be considered by institutions with ethics courses. The content should be explicit and pedagogical strategies should include role-taking, the discussion of moral dilemmas, reflection, active learning, and cognitive disequilibrium. Second, increasing class sizes by eight students can help to maintain moral growth while still being financially efficient. Third, these findings may inform administrators when planning class times (the earlier, the better)
Thesis (PhD) — Boston College, 2011
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration and Higher Education

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Grayson, Ben. « Validation of an animal model of cognitive dysfunction associated with schizophrenia : development and validation of the novel object recognition task using behavioural manipulations and psychotomimetic dosing regimens to induce cognitive deficits of relevance to schizophrenia in hooded-Lister rats ». Thesis, University of Bradford, 2012. http://hdl.handle.net/10454/5481.

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Phencyclidine (PCP) is a non-competitive NMDA receptor antagonist that has been shown to induce schizophrenia-like psychotic symptoms that are clinically indistinguishable from schizophrenia in patients. When administered to rodents, PCP produces an array of behaviours that are characteristic of schizophrenia. Schizophrenia is associated with continual and treatment resistant cognitive deficits which are now recognised as a core feature of the disease. The aim of the studies reported in chapter 3 were to establish a set of objects with equal preference in the NOR (novel object recognition) test. Furthermore, the inter-trial-interval (ITI) of the NOR test was investigated in an attempt to elucidate the effects of time and location of the rats during the ITI on the cognitive impairments following sub-chronic PCP treatment. The experiments in chapter 4 were designed to compare the performance of male and female rats in the NOR test following treatment with acute d-amphetamine (d-amph), PCP and sub-chronic PCP treatment. In chapter 5, validation of the cognitive deficits induced by sub-chronic PCP treatment was assessed using carefully selected pharmacological agents. The aim of the studies in chapter 6 was to determine the effects of isolation rearing on cognitive performance in the NOR test following increasing ITIs. Additionally, the sensitivity of isolation reared rats compared to social controls following acute administration of PCP and d-amph was assessed using the NOR test. Studies in chapter 8 utilised the 16-holeboard maze to determine the effects of acute treatment with d-amphetamine, PCP and scopolamine on working memory in the rat. NOR is a visual learning and memory test that measures recognition memory which is impaired in patients with schizophrenia. Studies presented in this thesis demonstrate the importance of careful pilot studies when selecting objects for use in the NOR test. Initial studies in sub-chronic PCP (2 mg/kg for 7 days followed by 7 days drug free) treated female hooded-Lister rats revealed a preference of the rats for the wooden cone object; subsequently this object was eliminated from further NOR experiments. Sub-chronic PCP treated rats were found to be highly susceptible to the disruptive influence of distraction during the short 1 min inter-trial-interval (ITI) in the NOR test. These results are consistent with clinical findings of the effects of distraction on cognition in schizophrenia patients. Following the initial validation experiments, a 1 min ITI in the home cage was selected for all subsequent NOR studies. Further experiments provided evidence to confirm that information presented in the acquisition trial is encoded but not retained in the retention trial of the NOR test by IV PCP-treated rats. Male rats were less sensitive to the recognition memory deficits induced by acute treatment with PCP and d-amphetamine compared with females. Following sub-chronic PCP treatment, both males and females showed object recognition deficits, however, the impairments were more robust in female rats. Female rats were therefore selected for all subsequent experiments. Pharmacological validation was carried out using carefully selected agents which were assessed for their ability to restore the sub-chronic PCP induced cognitive deficit in the object recognition test. It was found that the classical antipsychotic agents haloperidol and fluphenazine, the benzodiazepine anxiolytic chlordiazepoxide and the SSRI antidepressant fluoxetine were ineffective. Further studies showed that the atypical antipsychotic agents, clozapine and risperidone, the analeptic agent modafinil, the nAChR full agonist nicotine, and full agonist and positive allosteric modulator of the α7 nAChR (PNU-282987 and PNU120596 respectively) reversed the recognition memory deficit induced by sub-chronic PCP treatment in the NOR test. Isolation rearing of rats at weaning is an environmental stressor that has relevance for modelling the symptomatology and pathology of schizophrenia. Isolates had a significantly increased locomotor activity (LMA) response to a novel environment and enhanced sensitivity to time delay-induced recognition memory deficits, compared with their socially reared counterparts. Isolates were less sensitive to an acute PCP-induced recognition memory deficit but more sensitive to an acute d-amphetamine induced recognition memory deficit in the NOR test compared to social controls. Preliminary results from the 16-holeboard maze experiments reveal that acute administration of the mAChR antagonist scopolamine, d-amphetamine, PCP and sub-chronic PCP treatment reduced working memory scores compared to vehicle treated controls. Taken together, these findings suggest that sub-chronic treatment with PCP induces cognitive deficits in behavioural tests of relevance to cognition associated with schizophrenia. This may allow the detection of novel pharmacotherapies to alleviate these cognitive deficits and exploration of the nature of cognitive disturbances in these patients.

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Livres sur le sujet "Cognitive development test"

Yoes, Michael E. Development and standardization of a new cognitive screening test : The Minnesota Cognitive Acuity Screen (MCAS). [S.l.] : Nation's CareLink, 1999.

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Wardt, Veronika van der. Development of the cognitive computerized test battery for individuals with intellectual disabilities (CCIID) for the classification of athletes with intellectual disabilities. Hauppauge, N.Y : Nova Science Publishers, 2010.

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Vahrusheva, Lyudmila. Development of mental activity of preschool children. ru : INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1093072.

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The textbook reveals the general issues of organizing the mental activity of preschool children: the development of mental actions and mental abilities, the features of developing, problem-based learning and its methods, the meaning and place of active methods of organizing mental activity in pedagogical work with children, the technology of using active learning tools — intellectual games and cognitive fairy tales. For the organization of independent work of students, sample topics of seminars, practical classes, questions for the test, the final test of the discipline are offered. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. For students of secondary vocational education institutions of pedagogical profile, students of the system of additional professional education( advanced training), practitioners of preschool educational institutions and all those who are interested in the development of the mental activity of preschoolers.

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Rowe, Helga A. H. Language-free evaluation of cognitive development : NAT. Hawthorn, Vic : Australian Council for Educational Research, 1986.

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Lissitz, Robert W. Assessing and modeling cognitive development in school. Maple Grove, Minn : JAM Press, 2007.

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Budovitch, Seema M. Infant tests as predictive of subsequent cognitive development and academic achievement. Ottawa : National Library of Canada, 1990.

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Colombo, John. Infant cognition : Predicting later intellectual functioning. Newbury Park, Calif : Sage Publications, 1993.

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Biba, Anna. Methods of preparing children to learn Russian at school. ru : INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/991911.

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The textbook is aimed at developing professional competencies in preparing preschool children to learn Russian at school.it reveals the current content of preparing preschoolers to learn reading and writing in primary school, contains a method for teaching them sound word analysis, reading syllables and words in accordance with a scientifically based sound analytical and synthetic method, a technique for teaching children to print letters and syllables, and describes opportunities for cognitive development of preschool children in the process of speech work. The methodological material is accompanied by examples from the speech of preschool children and their training practices. A test is offered for professional self-control over the assimilation of the corresponding methodology in General. The appendices contain methodological illustrative and reference material. Meets the requirements of Federal state educational standards of higher education of the latest generation. For undergraduate students in the field of "Pedagogical education", it can also be used by undergraduates in the study of a course on the cognitive development of preschool children and in the process of professional development and retraining of employees of preschool educational institutions and primary school teachers.

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Noord, Nancy Lynn Van. Development and evaluation of a self-talk assessment instrument for tennis players. Eugene, Oregon : Microform Publications, 1986.

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Instrument development in the affective domain. Boston : Kluwer-Nijhoff, 1986.

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Chapitres de livres sur le sujet "Cognitive development test"

Abraham, Pamela Pressley, Lisa Anne Okoniewski et Mark Lehman. « Development and Rationale ». Dans Cognitive Synthesis Test, 1–3. Berlin, Heidelberg : Springer Berlin Heidelberg, 1987. http://dx.doi.org/10.1007/978-3-642-71740-6_2.

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Embretson, Susan. « Applications of Cognitive Design Systems to Test Development ». Dans Cognitive Assessment, 107–35. Boston, MA : Springer US, 1994. http://dx.doi.org/10.1007/978-1-4757-9730-5_6.

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Edgar, Chris J. « Application of Cognitive Test Outcomes for Clinical Drug Development ». Dans Modern CNS Drug Discovery, 183–97. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62351-7_12.

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Grasshoff, Dietrich, Catrin Hasse, Carmen Bruder et Hinnerk Eißfeldt. « On the Development of a Monitoring Test for the Selection of Aviation Operators ». Dans Engineering Psychology and Cognitive Ergonomics, 335–44. Cham : Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20373-7_32.

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Arjona-Valladares, Antonio, Elena I. Rodríguez-Martínez, Francisco J. Ruíz-Martínez, Jaime Gómez-González et Carlos M. Gómez. « Event-Related Potentials During a Delayed Match-to-Sample Test to Evaluate Working Memory Development in Control and Attention Deficit Children and Adolescents ». Dans Advances in Cognitive Neurodynamics (VI), 295–301. Singapore : Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8854-4_37.

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Uesaka, Yuri, Shun Saso et Takeshi Akisawa. « How Can We Statistically Analyze the Achievement of Diagrammatic Competency from High School Regular Tests ? » Dans Diagrammatic Representation and Inference, 562–66. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86062-2_57.

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AbstractOwing to the recent global changes in education goals, students nowadays need to achieve ‘key competencies’ in school. ‘Diagrammatic competency’ is an essential part of such competencies. To cultivate diagrammatic competency, it is necessary to evaluate teachers and students and provide feedback on the students’ degree of achieving diagrammatic competency. Regular school tests can provide useful opportunities for assessing such achievement. However, in such tests, Japanese high schools mainly focus on evaluating the understanding of learning contents rather than the development of competencies (such as diagrammatic competency). The current study was a collaboration between educational psychologists and a high school mathematics teacher. Together they modified a regular school test to incorporate tasks that require diagrammatic competency to solve them, thus enabling the assessment of such achievement. The study was conducted in an actual high school. The students’ performance was analyzed using cognitive diagnostic models [1], which statistically estimate how well students have mastered the elements of cognitive abilities and skills required to solve problems, generating ‘attribute mastery probabilities’. The attribute mastery probabilities obtained demonstrated that students’ achievement of diagrammatic competency was insufficient, indicating a need for cultivating such competency in subject learning instruction provided in schools.

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Vought, Jennifer R., et Raymond S. Dean. « Woodcock-Johnson III Tests of Cognitive Abilities ». Dans Encyclopedia of Child Behavior and Development, 1577–78. Boston, MA : Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_3096.

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Jeon, Joon Hyun, Gyoung Kim et Jeong Ae Kim. « A Study on the Development of the Psychological Assessment a Using Eye-Tracking : Focused on Eye Gaze Processing of Literacy Text ». Dans Augmented Cognition, 74–83. Cham : Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22419-6_6.

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Lippincot, Ben, Nicole Thompson, John Morris, Mike Jones et Frank DeRuyter. « Survey of User Needs : Mobile Apps for mHealth and People with Disabilities ». Dans Lecture Notes in Computer Science, 266–73. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-58805-2_32.

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AbstractThis paper presents data and analysis from survey research conducted by the Rehabilitation Engineering Research Center on Information and Communication Technology Access for Mobile Rehabilitation (mRehab RERC) on the use and unmet needs for mHealth mobile apps by people with disabilities in the United States. Quantitative and qualitative data are reported on user experiences with mHealth apps to map the behavior, interests and needs of people with specific types of disability (physical, cognitive, sensory, emotional/psychological, and speech). Summary results are presented for all respondents and each disability type. Slightly more than half of the participants in this sample (53.2%) reported using mHealth apps. Fitness and exercise apps were the mHealth apps most used by respondents with disabilities, followed by hospital/clinical portal apps. Symptom and disease management apps are the least commonly used, even though these would seem to be important for people with chronic conditions. Text-based responses regarding unmet needs for mHealth apps can be sorted into accessibility needs and functionality needs. In general, respondents with sensory limitations were more likely to identify accessibility needs. However, all disability groups identified both types of unmet needs. These results can help inform research and development efforts to provide mHealth apps that meet the needs of people with disabilities.

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« Generating Abstract Reasoning Items With Cognitive Theory ». Dans Item Generation for Test Development, 251–82. Routledge, 2013. http://dx.doi.org/10.4324/9781410602145-19.

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Actes de conférences sur le sujet "Cognitive development test"

Xu, Shaochun, Zendi Cui, Dapeng Liu et Xuhui Chen. « Programmer's Expertise during Test-Driven Software Development ». Dans 6th IEEE International Conference on Cognitive Informatics. IEEE, 2007. http://dx.doi.org/10.1109/coginf.2007.4341924.

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Dun Niu, Wenwen Xie, Pengfei Wang et Yutian Huang. « Development of verbal-imagery cognitive style test ». Dans 2010 International Conference on E-Health Networking, Digital Ecosystems and Technologies (EDT). IEEE, 2010. http://dx.doi.org/10.1109/edt.2010.5496491.

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Sik-Lanyi, Cecilia, Tibor Guzsvinecz, Norbert Doszkocs, Imre Mark Meszaros et Gabor Lajos Somogyi. « Test software development of size and contrast effect research ». Dans 2020 11th IEEE International Conference on Cognitive Infocommunications (CogInfoCom). IEEE, 2020. http://dx.doi.org/10.1109/coginfocom50765.2020.9237820.

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Prihatni, Yuli, Supriyoko Supriyoko et Ayu Amalia. « Utilization of Information Technology in The Development of Cognitive Diagnostic Test Instruments ». Dans International Conference of Science and Technology for the Internet of Things. EAI, 2019. http://dx.doi.org/10.4108/eai.19-10-2018.2282533.

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Baptista, Mónica, Iva Martins et Teresa Conceição. « MULTIPLE REPRESENTATIONS IN DEVELOPMENT OF STUDENTS’ COGNITIVE STRUCTURES ABOUT THE SAPONIFICATION REACTION ». Dans 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.19.

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The purpose of this research was to know what the effect of the use of multiple representations (MR) was in the development of the students' cognitive structures. This research was conducted in three Grade 12 classes, in a total of 68 students. A Word Association Test (WAT) was used as data collection instrument. The results from WAT show that students’ cognitive structures progressed from pre-test to pos-test, with an increase in the number of response words and connections between words. Keywords: multiple representations, cognitive structures, word association test, saponification reaction.

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

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A battery of tests for assessing the cognitive skills needed for the conceptual design is being developed. Divergent thinking and visual thinking tests were fully developed and validated previously. This paper focuses on the development of a test on qualitative reasoning skill. Indicators of qualitative reasoning are identified and categorized as: deductive reasoning, inductive reasoning, analogical reasoning, abductive reasoning, and intuitive physics; the derivation of each is based on both cognitive science and empirical studies of design. The paper also considers the metrics for measuring skill levels in different individuals and candidate test items and grading rubric for each skill.

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Sousa, Diana, António Coelho, Gilberto Bernardes et Nuno Correia. « NINJA TURTLES RACE : A REACTION TIME TEST TO STUDY AND ASSESS THE FOCUS OF ATTENTION, MOTOR, AND COGNITIVE SKILLS IN CHILDREN'S LEARNING PROCESSES ». Dans 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0983.

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Babkina, N. V. « Children with developmental delay : self-regulation development through education ». Dans INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.777.789.

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This article focuses on the current issue of psychological and educational support of children with developmental delay (DD) in today’s educational environment. Approach to diagnosing and intervention in case of this type of mental dysontogenesis was analysed. The study shows that the disorder-related character typical for children with DD plays a primary role in the underdevelopment of conscious self-regulation. The study validated the differentiated approach to revealing specific educational needs of children with DD in compliance with their type of mental development and their level of self-regulatory development by first grade. The design of longitudinal study on conscious self-regulation development in cognitive activity in children with DD through education is described here. Children aged 7–8 years were involved in the study (n = 87), including children with DD (n = 57) and children with typical development (n = 30). At ascertain and control phase of the study, an analysis of medical and pedagogical record, psychologicial observation of children during the experimental research and in classes. parent and teacher questionnaire was conducted. The dotting test, visual pattern test, and Toulouse-Pieron attention test are the practical methods used in the study. The article describes the area of specific work and intervention aimed at selfregulatory development in school children with DD and aimed at special educational conditions that facilitate capacities of children in terms of conscious self-regulation. The study provides the experiment results of self-regulation development in primary school pupils with DD that estimate the efficiency of the suggested approach. Resuming the study results, this type of intervention should be included in psychological and educational intervention programme for children with DD.

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Latifah, Leny, Yusi Dwi Nurcahyani, Suryati Kumorowulan et Diah Yunitawati. « Iodine Deficiency Associated with Adolescent Cognitive Performance in Endemic Iodine Deficiency Endemic Area ». Dans The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.05.24.

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ABSTRACT Background: Iodine deficiency is one of the most important public health problems in the world today, especially among children and pregnant women who are considered to be the highest-risk groups. These diseases hinder the socio-economic development of the affected areas. This study aimed to determine iodine deficiency associated with adolescent cognitive performance in endemic iodine deficiency endemic area. Subjects and Method: This is a cross-sectional study conducted in Bulu district, Temanggung. A sample of 120 adolescents range age 11-14 years old was selected by cluster sampling. The dependent variable was Cognitive performance. The independent variable was Iodine deficiency. The data were collected by questionnaire, measurement and assessment. This study was analyzed by multiple logistic regression. Results: On cognitive performance. Adolescent IQs are below average (69.2%), mathematics tests (64.2%), and Indonesian language tests are below average (47.5%). A total of (30.8%) adolescents showed insufficient iodine intake, goiter enlargement (30.2%), stunting (35%), and anemia (20.8%). The linear regression model on IQ showed goiter enlargement as a factor associated with decreased IQ, even after accounting for confounding factors (p = 0.013; R2 = 0.07). Subjects with goiter enlargement had lower mean IQ (Mean = 10.32). IQ was related to Indonesian achievement (p = 0.031; R2 = 0.13), while UIE (p = 0.031), father’s education (p = 0.011), and IQ (p <0.001) were identified as factors related to math test scores (R2 = 0.23). after accounting for confounding factors. Conclusion: Iodine deficiency is negatively associated with cognitive performance in areas of endemic infested iodine deficiency. Goiter enlargement, which is an indicator of long-term iodine deficiency status, correlates with IQ. UIE, which reflects current indicators of iodine deficiency status, affects academic achievement. The cognitive impact of iodine deficiency lasts into adolescence. Therefore, ensuring adequate iodine intake in adolescents is essential to optimize their cognitive performance. Keywords: cognitive performance, iodine deficiency, early adolescence, nutrition, nutrition Correspondence: Leny Latifah. Research and Development Center for Health, Magelang, Central Java, Indonesia. Email: lenylatifah1@gmail.com DOI: https://doi.org/10.26911/the7thicph.05.24

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Williams, Christopher B., John Gero, Yoon Lee et Marie Paretti. « Exploring Spatial Reasoning Ability and Design Cognition in Undergraduate Engineering Students ». Dans ASME 2010 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/detc2010-28925.

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This paper presents preliminary results from the first phase of a longitudinal study of design cognition and the effects of design education on design practice. The study aims to monitor the development of engineering design thinking through a three-year protocol study of control and experimental groups of engineering students. Using innovations in cognitive science that include ontologically-based coding of protocols and new methods of protocol analysis, the study is intended to characterize students’ cognitive development, identify differences over time, and relate those differences to students’ educational experiences. The first phase of this study focuses on assessing students’ spatial reasoning ability. Spatial reasoning is the ability to process and form ideas through spatial relationships among objects. It has been found to correlate strongly with the design ability associated with one’s ability to generate, conceptualize, and communicate solutions to problems. Sophomore students entering two different majors took four spatial reasoning tests (Paper Folding, Vandenberg, Mental Rotation, and Spatial Imagery Ability) that addressed their ability to visualize objects and mentally manipulate them over an ordered sequence of spatial transformations. The results of these tests are presented in this paper. Tests were conducted to determine statistical significance in order to evaluate whether a student’s spatial reasoning ability correlates with their choice of engineering major. The students’ test performances are also compared with existing data from other fields (e.g., architecture, visual arts, science, and humanities).

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Rapports d'organisations sur le sujet "Cognitive development test"

McGee, Steven, Amanda Durik et Jess Zimmerman. The Impact of Text Genre on Science Learning in an Authentic Science Learning Environment. The Learning Partnership, avril 2015. http://dx.doi.org/10.51420/conf.2015.2.

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A gap exists between research on learning and research on interest. Cognitive researchers rarely consider motivational processes, and interest researchers rarely consider cognitive process. However, it is essential to consider both since achievement and interest are in fact intertwined. In this paper we (1) discuss a theoretical model that intertwines cognitive and interest development, (2) describe how that model informed the development of educational materials, and (3) report on the results of the cognitive components of a randomized research study examining the impact of text genre on learning and interest. In our prior analyses, we examined the effects of text characteristics (i.e., narrative or expository genre) on situational interest. We found that students with higher levels of prior individual interest preferred the narrative versions of text whereas students with lower levels of prior individual interest preferred the expository versions of text. In this paper, we examine the impact of text characteristics on student learning. The results of this research showed that contrary to prior research, there was no significant difference in comprehension based on text characteristics. These results provide evidence that is possible to differentiate instruction based students' prior interest without sacrificing learning outcomes.

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Schneider, Sarah, Daniel Wolf et Astrid Schütz. Workshop for the Assessment of Social-Emotional Competences : Application of SEC-I and SEC-SJT. Otto-Friedrich-Universität, 2021. http://dx.doi.org/10.20378/irb-49180.

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The modular workshop offers a science-based introduction to the concept of social-emotional competences. It focuses on the psychological assessment of such competences in in institutions specialized in the professional development of people with learning disabilities. As such, the workshop is primarily to be understood as an application-oriented training programme for professionals who work in vocational education and use (or teach the usage of) the assessment tools SEC-I and SEC-SJT (Inventory and Situational Judgment Test for the assessment of social-emotional competence in young people with (sub-) clinical cognitive or psychological impairment) which were developed at the University of Bamberg. The workshop comprises seven subject areas that can be flexibly put together as required: theoretical basics and definitions of social-emotional competence, the basics of psychological assessment, potential difficulties in its use, usage of the self-rating scale, the situational judgment test, the observer-rating scale, and objective observation of behaviour. The general aim of this workshop is to learn how to use and apply the assessment tools in practical settings.

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