scholarly journals Predicting dyslexia using prereading skills: the role of sensorimotor and cognitive abilities

2015 ◽  
Vol 57 (6) ◽  
pp. 750-758 ◽  
Author(s):  
Julia M. Carroll ◽  
Jonathan Solity ◽  
Laura R. Shapiro
Keyword(s):  
Cognitive Abilities ◽  
Prereading Skills

Refining our understanding of the “elephant in the room”

2020 ◽  
Vol 43 ◽  
Author(s):  
Andrew Whiten
Keyword(s):  
Social Cognition ◽  
Cultural Evolution ◽  
Cognitive Abilities ◽  
Critical Factors ◽  
Technological Culture

Abstract The authors do the field of cultural evolution a service by exploring the role of non-social cognition in human cumulative technological culture, truly neglected in comparison with socio-cognitive abilities frequently assumed to be the primary drivers. Some specifics of their delineation of the critical factors are problematic, however. I highlight recent chimpanzee–human comparative findings that should help refine such analyses.

Role of Different School Systems in Cognitive Abilities & Academic Achievement of Adolescents

2019 ◽  
Vol 34 (Spring 2019) ◽  
pp. 25-41
Author(s):  
Sidra Iqbal ◽  
Mah Nazir Riaz
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
School System ◽  
Cognitive Abilities ◽  
Secondary School Student ◽  
School Systems ◽  
Raven's Standard Progressive Matrices ◽  
Post Hoc ◽  
Cambridge School

The present study compared cognitive abilities and academic achievement of adolescents studying in three different school systems namely Urdu medium schools, English medium schools, and Cambridge system schools. The sample comprised of 1001 secondary school student. Cognitive abilities were assessed by Raven’s Standard Progressive Matrices (1960) and marks obtained by the students in the last annual examination were used as an index of academic achievement. Results showed that cognitive abilities of the students were positively associated with academic achievement of the respondents. It was further found that cognitive abilities and academic achievement of students studying in Cambridge school system was better as compared to those studying in other systems. Post-hoc comparison revealed that level of academic achievement of Urdu medium schools was lower as compared to English medium and Cambridge system of schools. The findings suggest that difference in schooling system influenced cognitive abilities and academic achievement of the students. Results further demonstrated that gender was a significant predictor of academic achievement in both Urdu and English medium schools. Future implications of the study were also discussed.

scholarly journals Extended parenting and the evolution of cognition

2020 ◽  
Vol 375 (1803) ◽  
pp. 20190495 ◽  
Author(s):  
Natalie Uomini ◽  
Joanna Fairlie ◽  
Russell D. Gray ◽  
Michael Griesser
Keyword(s):  
Life History ◽  
Cognitive Abilities ◽  
Cognitive Skills ◽  
Role Models ◽  
Brain Size ◽  
Social Systems ◽  
Critical Role ◽  
Human Cognition ◽  
Cultural Learning

Traditional attempts to understand the evolution of human cognition compare humans with other primates. This research showed that relative brain size covaries with cognitive skills, while adaptations that buffer the developmental and energetic costs of large brains (e.g. allomaternal care), and ecological or social benefits of cognitive abilities, are critical for their evolution. To understand the drivers of cognitive adaptations, it is profitable to consider distant lineages with convergently evolved cognitions. Here, we examine the facilitators of cognitive evolution in corvid birds, where some species display cultural learning, with an emphasis on family life. We propose that extended parenting (protracted parent–offspring association) is pivotal in the evolution of cognition: it combines critical life-history, social and ecological conditions allowing for the development and maintenance of cognitive skillsets that confer fitness benefits to individuals. This novel hypothesis complements the extended childhood idea by considering the parents' role in juvenile development. Using phylogenetic comparative analyses, we show that corvids have larger body sizes, longer development times, extended parenting and larger relative brain sizes than other passerines. Case studies from two corvid species with different ecologies and social systems highlight the critical role of life-history features on juveniles’ cognitive development: extended parenting provides a safe haven, access to tolerant role models, reliable learning opportunities and food, resulting in higher survival. The benefits of extended juvenile learning periods, over evolutionary time, lead to selection for expanded cognitive skillsets. Similarly, in our ancestors, cooperative breeding and increased group sizes facilitated learning and teaching. Our analyses highlight the critical role of life-history, ecological and social factors that underlie both extended parenting and expanded cognitive skillsets. This article is part of the theme issue ‘Life history and learning: how childhood, caregiving and old age shape cognition and culture in humans and other animals’.

scholarly journals Association of COMT Polymorphism and Academic Achievement among Female Undergraduate Students

2021 ◽  
Vol 15 (2) ◽  
pp. 90-101
Author(s):  
Norsuhaila Rosmimi Rosli ◽  
◽  
Tengku Shahrul Anuar engku Ahmad Basri ◽  
Mohd Ilham Adenan ◽  
Roziah Mohd Janor ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Undergraduate Students ◽  
Cognitive Abilities ◽  
Grade Point ◽  
Dopaminergic Pathway ◽  
Allele Specific ◽  
Hardy Weinberg Equilibrium ◽  
Comt Polymorphism ◽  
The One

Academic achievement may be influenced by catechol-O-methyltransferase (COMT) polymorphism. A common functional polymorphism of COMT, the rs4680 is consistently being involved in the modulation of dopaminergic pathway and prefrontal cortex function which may predominantly affect cognitive functions. A total of 197 female participants were recruited in this study. The score of student’s grade point average (GPA) from the latest previous semester was used as the measurement of academic achievement. The COMT polymorphism was genotyped using tetra primer allele specific polymerase chain reaction. The findings indicated that there were 8 (4.1 %), 72 (36.5 %), and 117 (59.4 %) participants harbouring Met/Met, Met/Val, and Val/Val genotype for COMT polymorphism respectively. All the genotype distributions of COMT polymorphism were consistent with Hardy-Weinberg equilibrium (χ2 = 0.495, p > 0.05). The one-way analysis of variance (ANOVA) result demonstrated that participants bearing Met/Met genotype had a better achievement in GPA as compared to the other COMT genotypes (p = 0.001). These findings support evidence that the affective role of COMT polymorphism might overwhelm cognitive abilities in measures of academic achievement like GPA.

scholarly journals Can inhibition or shifting training enhance cognitive abilities in emerging adults?

2021 ◽  
pp. 138-152
Author(s):  
Anja Podlesek ◽  
Marina Martinčević ◽  
Andrea Vranić
Keyword(s):  
Executive Functions ◽  
Emerging Adults ◽  
Cognitive Abilities ◽  
Far Transfer ◽  
Before And After ◽  
Core Executive ◽  
Cognitive Activities ◽  
Transfer Tasks ◽  
Inhibition Training

Executive functions enable and support most of our daily cognitive functioning. Within the number of executive functions proposed, updating, inhibition and shifting are most often considered as the three core executive functions. Cognitive training paradigms provide a platform for a possible enhancement of these functions. Since updating training has been studied to a greater extent, we wanted to investigate the effectiveness of inhibition and shifting training in this study. Emerging adults (psychology students) were randomly assigned either to the inhibition training (based on the Simon task; n = 36) or to the shifting training (based on the task switching paradigm; n = 35). Both groups underwent twelve 20-minute sessions distributed over four weeks. Measurements before and after the training included criterion tasks (i.e. the training tasks), near-transfer tasks (i.e. tasks that address the trained functions but use different types of stimuli or rules to respond), and far-transfer tasks (i.e., tasks that address untrained cognitive functions). The control participants (n = 36) were tested with a combination of these tasks. Both training groups improved their criteria task performance over time, while convincing training-related gains were not found in either near- or far-transfer tasks. This study raises some conceptual questions for the training of executive functions with respect to a sample of emerging adults with above-average cognitive abilities, motivational elements of training, and the role of executive functions in more complex everyday cognitive activities.

scholarly journals Role of Inner Speech on Serial Recall in Children with ASD: A Pilot Study Using the Luria Hand Test

2018 ◽  
Vol 2018 ◽  
pp. 1-7
Author(s):  
Shota Mitsuhashi ◽  
Shogo Hirata ◽  
Hideyuki Okuzumi
Keyword(s):  
Serial Recall ◽  
Cognitive Abilities ◽  
Articulatory Suppression ◽  
Autism Spectrum ◽  
Social Impairment ◽  
Inner Speech ◽  
Children With Asd ◽  
Hand Test ◽  
Spectrum Disorders

This study was conducted to investigate the relation between the effect of articulatory suppression on the serial recall and severity of social impairments among children with autism spectrum disorders (ASD). The Luria hand test (LHT) was administered to evaluate the capacity for serial recall in 13 children with ASD. The LHT was administered under three conditions: control, under articulatory suppression, and under spatial suppression. Performance on the LHT of children with ASD was significantly lower in terms of both articulatory suppression and the spatial suppression condition. Moreover, the severity of social impairment in children with ASD was related to individual differences of effects of articulatory suppression on the LHT, but not with effects of spatial suppression. These results support the notion that dialogic inner speech which mediates complex cognitive abilities has inherently social origins.

scholarly journals Entrepreneurial opportunity decisions under uncertainty: Conceptualizing the complementing role of personal and cognitive abilities

2018 ◽  
Author(s):  
Emmanuel Kwasi Mensah ◽  
Vahid Jafari Sadeghi
Keyword(s):  
Personality Traits ◽  
Cognitive Abilities ◽  
Entrepreneurial Opportunity ◽  
Decisions Under Uncertainty

<p>Paper develops propositions on the complementing role of entrepreneurial personality traits and cognitive abilities towards opportunity decisions under uncertainty </p><p><br></p><p><br></p><p><br></p><p><br></p>

EMOTIONAL INTELLIGENCE AS A FACTOR IN FORMING A FUTURE SPECIALIST

2021 ◽  
pp. 178-186
Author(s):  
T. Kravchenko ◽  
◽  
N. Shymchenko ◽  
Keyword(s):  
Emotional Intelligence ◽  
Cognitive Abilities ◽  
Personal Development ◽  
Business Environment ◽  
General Information ◽  
Emotional Information ◽  
Intellectual Activity ◽  
Business World ◽  
Long Run

The essence and features of the concept of emotional intelligence are considered. The essence of emotional intelligence is defined as a set of cognitive abilities to identify, understand and manage emotions, as well as knowledge, skills and abilities, operations and strategies of intellectual activity related to the processing and transformation of emotional information. The characteristics and prerequisites for the formation of emotional intelligence are identified. The forms and levels of development of emotional intelligence in ontogenesis are analyzed. The main advantages of the formation and development of emotional intelligence for successful employment and personal development are highlighted. A survey of students on awareness in the field of emotional intelligence and assessment of its level, which showed that 24.3% of respondents are interested in this topic in depth, 60% know only general information, and 15.7% first learned about this indicator. Despite the fact that not everyone understands the essence of emotional intelligence, almost half of respondents believe that the level of emotional intelligence is significant. A quarter of students believe that IQ is more important, and another 25% found it difficult to answer this question. The basic methods of development of emotional intelligence are offered. The role of emotional intelligence for managers and business is defined. It is determined that in today's business environment, authoritarian managers are much less likely to succeed in the long run than those who use a democratic style of government. If a manager wants to succeed in the business world now and in the future, it is important to understand the role of emotional intelligence in business today. The possibility of increasing the efficiency of management activities of the specialist through the development of emotional intelligence, which provides prospects for innovative development of the organization (enterprise).

scholarly journals Self-Esteem and Motivation for Learning in Academic Achievement: The Mediating Role of Reasoning and Verbal Fluidity

2020 ◽  
Vol 12 (14) ◽  
pp. 5768
Author(s):  
Nieves Moyano ◽  
Alberto Quílez-Robres ◽  
Alejandra Cortés Pascual
Keyword(s):  
Academic Achievement ◽  
Cognitive Abilities ◽  
Verbal Fluency ◽  
Self Esteem ◽  
Cognitive Factors ◽  
Mediating Role ◽  
Motivation For Learning ◽  
And Mathematics ◽  
The One

The goal of the present study was to analyze the joint role that non-cognitive (motivation and self-esteem) and cognitive (verbal fluency and reasoning) factors play on academic achievement, both as a global score and in relation to specific subjects, such as language and literature and mathematics. We also analyzed the mediating role of cognitive factors. We recruited a sample of 133 primary education students (aged 6–9 years old) (47.6% girls, 52.6% boys), to whom various measures of the above-indicated variables were administered. Several predictive models were tested through a mediational regression analysis. The results indicated the relevance of intrinsic motivation together with self-esteem as predictors of academic achievement mediated by the cognitive abilities verbal fluency and reasoning. These relationships differed depending on the specific subject. We discuss the educational implications of these findings and emphasize, on the one hand, that academic achievement depends on both cognitive and non-cognitive factors and, on the other hand, the malleability of cognitive factors, as they seem to improve based on motivation and self-esteem.

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