Digital skills, university choice and non-cognitive skills: a Randomized Trial

2021 ◽  
Author(s):  
Alice Dominici
Keyword(s):  
Randomized Trial ◽  
Cognitive Skills ◽  
University Choice ◽  
Digital Skills

A multisite randomized trial of a cognitive skills program for male mentally disordered offenders: Violence and antisocial behavior outcomes.

2012 ◽  
Vol 80 (6) ◽  
pp. 1114-1120 ◽  
Author(s):  
Alexis E. Cullen ◽  
Amory Y. Clarke ◽  
Elizabeth Kuipers ◽  
Sheilagh Hodgins ◽  
Kimberlie Dean ◽  
...  
Keyword(s):  
Randomized Trial ◽  
Antisocial Behavior ◽  
Cognitive Skills ◽  
Mentally Disordered Offenders ◽  
Mentally Disordered ◽  
Behavior Outcomes

Thinking Skills in the Digital Era

2011 ◽  
pp. 1840-1845 ◽  
Author(s):  
Yoram Eshet
Keyword(s):  
User Interfaces ◽  
Digital Literacy ◽  
Cognitive Skills ◽  
Thinking Skills ◽  
Design Guidelines ◽  
Technical Ability ◽  
Digital Era ◽  
Digital Skills ◽  
Digital Environments ◽  
Fast Development

The fast development in digital technologies during the digital era confronts individuals with situations that require the utilization of an ever-growing assortment of technical, cognitive, and sociological skills that are necessary in order to perform and solve problems in digital environments. These skills have been termed in recent literature digital literacy (Bruce and Peyton, 1999; Gilster, 1997; Lenham, 1995; Pool, 1997; Swan, Bangert-Drowns, Moore-Cox, & Dugan, 2002; Tapscott, 1998). But unlike the common attitude toward this term in most of these papers, digital literacy is more than just the technical ability to operate digital devices properly; it comprises a variety of cognitive skills that are utilized in executing tasks in digital environments, such as surfing the Web, deciphering user interfaces, working with databases, and chatting in chat rooms. In fact, digital literacy has become a survival skill in the modern era: a key that helps users to work intuitively in executing complex digital tasks. In recent years, extensive efforts were made to describe and conceptualize the cognitive skills that users employ in digital environments (e.g., Burnett & McKinley, 1998; Cothey, 2002; Hargittai, 2002; Zins, 2000). Unfortunately, these efforts are usually local, focusing on a selected and limited variety of skills—mainly information-seeking skills (e.g., Marchionini, 1989; Zins)—and, therefore, they do not cover the full scope of the term digital literacy. Eshet (2004) has established a holistic conceptual model for digital literacy, arguing that it covers most of the cognitive skills that users and scholars employ while working in digital environments and, therefore, providing researchers and designers of digital environments with a powerful framework and design guidelines. This framework was derived from the analysis of large volumes of empirical and qualitative information regarding the behavior of users in digital environments. Its exclusive nature was discussed by Aviram and Eshet (in press), and its feasibility was tested by Eshet and Amichai-Hamburger (2004), who tested the performance of different groups of computer users with tasks that require the utilization of different digital skills. In these experiments they showed that the range of digital skills is restricted to the five skills discussed in the present paper. The present paper describes the major cognitive skills that comprise digital literacy, discusses their value in refining our understanding of how people interact in their work and in digital environments, and examines their application in improving communication among users, scholars, and designers of digital environments. The digital thinking skills that are discussed in the paper are the photovisual, reproductive, branching, informational, and socioemotional thinking skills. We suggest that these five digital thinking skills exist in every learner, but their volumes or magnitudes differ from person to person.

scholarly journals An Intensive, School-Based Learning Camp Targeting Academic and Non-Cognitive Skills Evaluated in a Randomized Trial

2020 ◽  
Author(s):  
Charlotte Hvidman ◽  
Alexander K. Koch ◽  
Julia Nafziger ◽  
Søren Albeck Nielsen ◽  
Michael Rosholm
Keyword(s):  
Randomized Trial ◽  
Cognitive Skills ◽  
School Based

Neuropsychological Outcomes From a Randomized Trial of Triple Intrathecal Chemotherapy Compared With 18 Gy Cranial Radiation As CNS Treatment in Acute Lymphoblastic Leukemia: Findings From Dana-Farber Cancer Institute ALL Consortium Protocol 95-01

2007 ◽  
Vol 25 (31) ◽  
pp. 4914-4921 ◽  
Author(s):  
Deborah P. Waber ◽  
Jennifer Turek ◽  
Lori Catania ◽  
Kristen Stevenson ◽  
Philippe Robaey ◽  
...  
Keyword(s):  
Acute Lymphoblastic Leukemia ◽  
Randomized Trial ◽  
Cognitive Skills ◽  
Lymphoblastic Leukemia ◽  
Neuropsychological Testing ◽  
Parent Report ◽  
Dana Farber Cancer Institute ◽  
Cranial Radiation ◽  
To Receive ◽  
Standard Risk

Purpose We evaluated late neuropsychological toxicity in children treated for standard-risk acute lymphoblastic leukemia (ALL) who were randomly assigned to receive either cranial radiation therapy (CRT) with double intrathecal (IT) chemotherapy or intensive triple IT chemotherapy (no CRT) as CNS-directed therapy. Patients and Methods Between 1996 and 2000, 164 children with standard-risk ALL treated on Dana-Farber Cancer Institute Consortium Protocol 95-01 were randomly assigned to receive either 18 Gy CRT delivered in twice daily fractions (0.9 Gy) with double IT therapy (methotrexate and cytarabine) or intensive triple IT drug (methotrexate, cytarabine and hydrocortisone) without CRT. Neuropsychological testing was completed at a median 6 years postdiagnosis for 79 children (CRT, n = 39; triple IT, n = 40), all of whom were in continuous complete remission. Results Cognitive function for both groups was solidly in the average range, with no consistent group differences in basic cognitive skills. Children treated on the CRT plus double IT arm did, however, exhibit less fluent output and were less effective at modulating their behavior by parent report. Conclusion This randomized trial revealed only subtle differences 6 years after diagnosis between children who received CNS therapy as CRT plus double IT drug or as intensive triple IT drug. In most situations where comparable therapeutic efficacy can be achieved without CRT, it is preferable to do so. Where therapeutically necessary, however, CRT at lower doses may not add risk for significant neurotoxicity.

After Dismissal: Examining the Language, Literacy, and Cognitive Skills of Children With Remediated Speech Sound Disorders

2015 ◽  
Vol 16 (2) ◽  
pp. 50-59 ◽  
Author(s):  
Kelly Farquharson
Keyword(s):  
Public Schools ◽  
Speech Production ◽  
Cognitive Skills ◽  
Speech Sound ◽  
Typically Developing ◽  
Speech Sound Disorders ◽  
Academic Difficulties ◽  
The Public ◽  
Age Appropriate ◽  
Language Literacy

Speech sound disorders are a complex and often persistent disorder in young children. For many children, therapy results in successful remediation of the errored productions as well as age-appropriate literacy and academic progress. However, for some children, while they may attain age-appropriate speech production skills, they later have academic difficulties. For SLPs in the public schools, these children present as challenging in terms of both continuing treatment as well as in terms of caseload management. What happens after dismissal? Have these children truly acquired adequate speech production skills? Do they have lingering language, literacy, and cognitive deficits? The purpose of this article is to describe the language, literacy, and cognitive features of a small group of children with remediated speech sound disorders compared to their typically developing peers.

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