scholarly journals Cognitive Modifiability in 3D-IVR and 2D Computerized Environments: The Effects of Rotation of Information Resources and Shift of Viewing Angles

2021 ◽  
Vol 13 (6) ◽  
pp. 3520
Author(s):  
David Tzuriel ◽  
Ganit Eshel Kedmi ◽  
David Passig
Keyword(s):  
Cognitive Abilities ◽  
Spatial Perception ◽  
Dynamic Assessment ◽  
Information Resources ◽  
Teaching Improvement ◽  
Spatial Characteristics ◽  
Frequency Of Use ◽  
Computer Environment ◽  
Cognitive Modifiability ◽  
Effects Of Rotation

Research findings indicate that cognitive achievements are significantly improved by practice of cognitive abilities in the 3D Immersive Virtual Reality (3D-IVR) environment. The current study focuses on the effects of two spatial characteristics of the computer environment, Rotation of Information Resources (RIR) and Shift of Viewing Angles (SVA), on cognitive modifiability as measured in a dynamic assessment (DA) procedure. The DA was composed of modified versions of the Analogies Subtest (AN) from the Cognitive Modifiability Battery (CMB) adapted for the computerized environment and includes pre-teaching, teaching, and post-teaching phases. The analogies contain dimensions of color, number, height, and position. In the teaching phase, children mediated various problem-solving strategies. The sample was composed of children in Grades 1 and 2 (n = 73). They were randomly assigned to either 3D-IVR or 2D conditions. Higher frequency of use of SVA contributed significantly to pre- to post-teaching improvement of analogical thinking. Higher improvements were found in dimensions of height and position than in color and number. The dimensions of height and position are specifically connected to spatial perception, hence the higher improvement. The findings are explained in relation to the importance of the use of SVA and RIR as crucial spatial characteristics for developing cognitive maps formation, and cognitive performance.

Usage of Electronic Resources by the Research Scholars of REVA University: A Study

2018 ◽  
Vol 8 (3) ◽  
pp. 71-74
Author(s):  
B. Vasantha ◽  
B. M. Meera ◽  
M. Dhanamjaya
Keyword(s):  
Information Resources ◽  
Survey Method ◽  
Electronic Information ◽  
Knowledge Resources ◽  
Electronic Information Resources ◽  
Level Of Satisfaction ◽  
Frequency Of Use ◽  
Information And Communication ◽  
Information Domain

Tremendous advancement in Information and Communication Technology has its impact on all walks of life. The advent of Internet and the World Wide Web has particularly impacted Library and Information domain. Library and Information Centers today play an important role in enhancing the quality of academic environment and influence basic and core activity of the research centers. They help the users to identify and access the variety knowledge resources in different formats such as electronic information resources in academic institutions. The purpose of this paper to it understands the usage pattern of electronic information resources in an academic institute by the research scholars. A survey method is adopted to know the frequency of use, level of satisfaction with different resources, and the problems encountered while using electronic information resources at REVA University, Bengaluru.

Awareness and Use of Electronic Health Information Resources in Teaching, Research and Patient Care

2018 ◽  
Vol 7 (4) ◽  
pp. 45-68
Author(s):  
Samuel Akande Bello
Keyword(s):  
Health Information ◽  
Hypothesis Test ◽  
Information Resources ◽  
Descriptive Statistics ◽  
P Value ◽  
Frequency Of Use ◽  
Electronic Health ◽  
Health Information Resources ◽  
Electronic Health Information ◽  
University Of Ibadan

The central objective of this study was to determine the level of awareness and use of Electronic Health Information Resources (EHIRs) among the Academic Physicians of College of Medicine, University of Ibadan (COMUI), Nigeria. Others were to find out the frequency of use, the purposes and barriers against the use. Two hypotheses formulated and tested. This is a total enumeration research with 265 COMUI Academic Physicians, Nigeria. Questionnaire, designed with nominal and dichotomous questions was used. Data collected was analyzed with SPSS version 20.0. Descriptive statistics was used. Test of Pearson Moment Correlation (PMC) with Independent Sample t – test at 5% p – value used. The Academic Physicians mean age was 37.75. The results obtained indicated variations: 96.0% aware and used HINARI, 94.0% aware and used PubMed/Medline, NCBI was 64.9%. Hypothesis Test between awareness and use of EHIRs signified coefficient of proportionality (r = 218, p < 05).

Mediated Learning Experience and Cognitive Modifiability

2013 ◽  
Vol 12 (1) ◽  
pp. 59-80 ◽  
Author(s):  
David Tzuriel
Keyword(s):  
Peer Mediation ◽  
Learning Experience ◽  
Dynamic Assessment ◽  
Teaching Style ◽  
Mediated Learning ◽  
Cognitive Education ◽  
Cognitive Modifiability ◽  
Research Findings ◽  
Mediated Learning Experience ◽  
The Impact

The focus of this article is on the effects of mediated learning experience (MLE) interactions on children’s cognitive modifiability. In this article, I discuss the MLE theory, and selected research findings demonstrating the impact of MLE strategies in facilita ting cognitive modifiability. Research findings derive from mother–child interactions, peer-mediation and cognitive education programs. Mediation for transcendence (expanding) was found consistently as the most powerful strategy predicting cognitive modifiability and distal factors in samples of children with learning difficulties directly predict cognitive modifiability. Findings of peer-mediation studies indicate that children in experimental groups participating in the Peer Mediation with Young Children program showed better mediational teaching style and higher cognitive modifiability than children in control groups. Application of dynamic assessment as a central evaluation method reveals that the contribution of the cognitive education program was not simply supporting the development of a particular skill practiced during the program; it also involved teaching children how to benefit from mediation in a different setting and consequently improve their cognitive performance across other domains.

Lack of Degradation in Visuospatial Perception of Line Orientation after One Night of Sleep Loss

2007 ◽  
Vol 105 (1) ◽  
pp. 276-286 ◽  
Author(s):  
William D. S. Killgore ◽  
Athena P. Kendall ◽  
Jessica M. Richards ◽  
Sharon A. McBride
Keyword(s):  
Sleep Deprivation ◽  
Cognitive Abilities ◽  
Spatial Perception ◽  
Sleep Loss ◽  
Line Orientation ◽  
Performance Deficits ◽  
Visuospatial Perception ◽  
Psychomotor Vigilance ◽  
The Brain ◽  
Orientation Test

Sleep deprivation impairs a variety of cognitive abilities including vigilance, attention, and executive function. Although sleep loss has been shown to impair tasks requiring visual attention and spatial perception, it is not clear whether these deficits are exclusively a function of reduced attention and vigilance or if there are also alterations in visuospatial perception. Visuospatial perception and sustained vigilance performance were therefore examined in 54 healthy volunteers at rested baseline and again after one night of sleep deprivation using the Judgment of Line Orientation Test and a computerized test of psychomotor vigilance. Whereas psychomotor vigilance declined significantly from baseline to sleep-deprived testing, scores on the Judgment of Line Orientation did not change significantly. Results suggest that documented performance deficits associated with sleep loss are unlikely to be the result of dysfunction within systems of the brain responsible for simple visuospatial perception and processing of line angles.

The Interplay between Language Skills and Dynamic Assessment

2016 ◽  
Vol 8 (2) ◽  
pp. 141 ◽  
Author(s):  
Farzaneh Shakki ◽  
Ali Derakhshan ◽  
Roya Sedigh Ziabari
Keyword(s):  
Learning Style ◽  
Cultural Theory ◽  
Language Skills ◽  
Dynamic Assessment ◽  
Assessment Method ◽  
Proximal Development ◽  
Static Tests ◽  
Traditional Assessment ◽  
Class 1 ◽  
Cognitive Modifiability

<p class="1"><span lang="X-NONE">Dynamic assessment (DA), as a pro-learning style of assessment, has been investigated in the educational literature for three decades or more. DA has been encouraged by the dearthof conventional static tests to prepare precise information about the individual’slearning abilities, change processes, specific deficient functions, and mediationalstrategies that are in charge for cognitive modifiability. DA, strongly rooted in Socio-cultural Theory (SCT) and Zone of Proximal Development (ZPD), is essentially defined as an approach which takes into account personal differences and their uses for teaching which accepts intervention in the assessment method.</span><span lang="X-NONE">As stated by Lantolf and Poehner (2011), both collaborative functioning and interaction with others in DA differentiates it from traditional assessment. In DA processes, the emphasis is on the process rather than the products of learning. The important point is that dynamic assessment, as opposed to non-dynamic assessment (NDA), does not separate teaching from testing but instead takes them into account as two aspects of the same thing. Many authors have offered that DA could be used in all language skills, while others postulated that it cannot be useful in the ordinary classes. Regarding the significant contributions of DA in EFL/ESL contexts, the present paper, therefore, aims to review some important studies that have implemented DA on different language skills and the process of their research. It brings to the fore different theories underlying DA, including SCT and ZPD. It then elucidates two approaches to DA, namely interactionist and interventionist. It finally suggests some strands of research and emphasizes the implications of other studies conducted on the interplay between language skills and DA. </span></p>

Dynamic Assessment of Social Cognition in Individuals with Multiple Sclerosis: A Pilot Study

2015 ◽  
Vol 22 (1) ◽  
pp. 83-88 ◽  
Author(s):  
Helen M. Genova ◽  
Christopher J. Cagna ◽  
Nancy D. Chiaravalloti ◽  
John DeLuca ◽  
Jean Lengenfelder
Keyword(s):  
Multiple Sclerosis ◽  
Social Cognition ◽  
Pilot Study ◽  
Cognitive Abilities ◽  
Emotional Processing ◽  
Dynamic Assessment ◽  
Dynamic Task ◽  
Social Inference ◽  
The Social ◽  
Inference Test

AbstractIt has recently been reported that individuals with multiple sclerosis (MS) are impaired on tasks requiring emotional processing and social cognition, including tasks of Theory of Mind (ToM) and facial affect recognition. The current pilot study examined the ability of individuals with MS to understand and interpret lies and sarcasm using a dynamic task: The Awareness of Social Inference Test (TASIT). Fifteen individuals with MS and 15 healthy controls (HCs) performed the Social Inference-Enriched subtest of the TASIT, in which they viewed video-taped social interactions in which lies and sarcasm are presented. Additionally, tests of cognition were also administered to better understand the relationship between specific cognitive abilities and the ability to understand lies and sarcasm. The MS group showed impairments in the ability to interpret and understand lies and sarcasm relative to HCs. These impairments were correlated with several cognitive abilities including processing speed, working memory, learning and memory, and premorbid IQ. The results indicate that the TASIT is a sensitive measure of social cognition in individuals with MS. Furthermore, performance on the TASIT was related to cognitive abilities. Results are discussed in terms of social cognition deficits in MS and how they relate to cognitive abilities. (JINS, 2016, 22, 83–88)

Medical Resident Choices of Electronic Drug Information Resources

2014 ◽  
Vol 28 (3) ◽  
pp. 280-283 ◽  
Author(s):  
Gregory J. Hughes ◽  
Priti Patel ◽  
Christopher Mason
Keyword(s):  
Resource Selection ◽  
Online Survey ◽  
Drug Information ◽  
Statistical Significance ◽  
Good Choice ◽  
Information Resources ◽  
Medical Residents ◽  
General Internal ◽  
Frequency Of Use ◽  
Wide Range

Objective: To determine medical residents’ day-to-day use of drug information resources since their choices of these resources, when faced with common questions, are unknown. Methods: An online survey including simulated drug information questions was administered to 146 medical residents in the Department of General Internal Medicine during July 2012. Residents were given a wide range of choices in drug information resources to answer these questions and were instructed to select what they would choose in actual practice. A score was assigned to each resource corresponding to a “best,” “intermediate,” or “not good” choice. Results: Seventy-three respondents completed the survey and results were analyzed for statistical significance. Fifty-seven percent of respondents reported receiving no formal training regarding drug information. Statistical analyses revealed there were no significant differences in performance based on postgraduate year ( P = .43) or extent of prior training ( P = .45). Individual question responses revealed a generally infrequent selection of “best” choices. Less than 10% of the respondents chose the “best” answer for drug information questions related to drug interactions, herbal supplements, adverse events, and medication identification. Conclusion: Further training in drug information resource selection is warranted in the medical residency program to increase the frequency of use of higher quality resources.

Giftedness and Intelligence Assessment in a Third World Country: Constraints and Alternatives

1996 ◽  
Vol 11 (2) ◽  
pp. 107-113 ◽  
Author(s):  
Patrick T Sibaya ◽  
Mandla Hlongwane ◽  
Nomahlubi Makunga
Keyword(s):  
Cognitive Abilities ◽  
Third World ◽  
World Country ◽  
Learning Potential ◽  
Dynamic Approach ◽  
Black Clients ◽  
Third World Country ◽  
Intelligence Assessment ◽  
Cognitive Modifiability ◽  
Assessment Procedures

This paper considers two issues namely: the limitations of assessment procedures in current use with black clients and how these procedures can be adapted and used effectively through the dynamic approach. This article expounds upon the application of Learning Potential Assessment Device (LPAD) for the assessment of giftedness, intelligence and other cognitive abilities. The LPAD is based upon the Feuerstein's theory of structural cognitive modifiability.

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