Touchscreen Tasks for Cognitive Testing in Domestic Goats (Capra hircus): A Pilot Study Using Odd-Item Search Training.

The diagnosis of auditory processing disorder (APD) is controversial particularly due to the influence of higher order factors of language and cognition on the diagnostic APD testing. As a result, there might be a need for testing for other domains (e.g., cognition) along with conducting the diagnostic APD testing to rule out the influence of other domains. In order to make recommendations on whether cognitive testing is needed along with the auditory processing testing, as a starting point, the current study was conducted to examine the relationship between cognitive abilities and basic auditory processing in young adults. A total of 38 young adults with normal audiometric thresholds between 250 and 8000 Hz participated in this study. They were tested on their executive function, language, processing speed, working memory, and episodic memory components of cognitive testing and tests for temporal fine structure and spectrotemporal sensitivity for auditory processing testing. No significant correlation was found between the cognitive tests and the tests for basic auditory processing in young adults. These findings present contrast to the existing findings in children and older adults where a stronger correlation between cognitive abilities and auditory processing has been found. The current findings suggest that testing for cognitive abilities may not be needed when testing for basic auditory processing in young adults.

Self-efficacy is one of the most powerful psychological factors that affects each aspect of students' endeavor and cognitive ability. Self-efficacy is the student’s belief in their abilities in this way they like to engage in learning which leads to improved cognitive ability performance across educational domains. Cognitive ability is an individual's mental competency. It refers to such ways as perceiving, meaningful, knowing, conceptualizing, judging, and reasoning. The research was quantitative in nature, and study was used causal-comparative design. The population of the study consisted of 10th- grade secondary school students in Punjab province. The representative sample of the study was selected by using a multistage random sampling method. A total of 3375 students were considered as samples that belonged to three different zones of Punjab namely central, northern and the southern zones. Two instruments Self-efficacy and Cognitive Ability Test (CAT) were used in the research. Cronbach's alpha was used to check the reliability of the questionnaire. The reliability of self-efficacy was 0.89. The data were collected through a survey method. Three expert opinions were include to validate the instrument. The data were analyzed by the descriptive statistical methods; frequency, percentage, mean, standard deviation, multiple linear regressions, and t-test. The findings of the study revealed that self-efficacy, and student’s cognitive ability were at medium levels, t-test study (6.10) show that male’s self-efficacy is greater than female’s self-efficacy, t-test (6.92) show that the urban self-efficacy is also higher than rural self-efficacy, cognitive ability t-test (1.64) show that the score of males is greater than females, t-test (1.75) show that the score of urban people is greater than that of rural people. The linear regression was applied to examine the effect of self-efficacy and learning styles on students cognitive ability, self-efficacy explained 30% of the total variance in student’s cognitive ability which a good percentage in total achievement. It can be inferred that if self-efficacy is high, it must be help them to increase cognitive ability of the students. If self-efficacy is higher than cognitive ability will be increased. The study findings show that self-efficacy with sub factors significantly and positively effects on students’ cognitive ability. It is concluded that the model of self-efficacy was significant because the overall value is less than 0.05 (p<05).

Understanding human cognitive ageing is important to improve the health of an increasing elderly population. Serum uric acid levels have been linked to many ageing illnesses and are also linked to cognitive functioning, though the direction of the association is equivocal. SLC2A9, a urate transporter, influences uric acid levels. This study first tested four SLC2A9 SNPs, previously associated with uric acid levels, in approximately 1000 Scots: the Lothian Birth Cohort 1936 (LBC1936). These participants were tested on general cognitive ability at ages 11 and 70. At age 70, they took a battery of diverse cognitive tests. Two replication cohorts were investigated. First, the LBC1921, who were tested on general cognitive ability at age 11. At ages 79 (n = 520), 83 (n = 281) and age 87 (n = 177), they completed cognitive ability test batteries. Second, the Edinburgh Type 2 Diabetes Study (ET2DS) were tested for cognitive abilities aged between 60 and 75 years (n = 1066). All analyses were adjusted for age, gender, body mass index and either childhood cognitive ability test score (LBC) or vocabulary-a measure of prior cognitive ability in ET2DS. Significant associations were detected with SLC2A9 and a general memory factor in LBC1936 and other individual cognitive ability tests (lowest P = 0.0002). The association with logical memory replicated in LBC1921 at all ages (all P < 0.05). These associations were not replicated in ET2DS (all P > 0.1). If the positive associations withstand, then this study could suggest that higher uric acid levels may be associated with increased performance on memory-related tasks.

The study examined the implications of cognitive abilities of students on their academic performance when taught Physics using group dynamics and visual clue strategies. The quasi-experimental research design was adopted. The study population was 1,920 SSII students from 48 Secondary Schools in Makurdi metropolis from where the sample of 157 was drawn. The instruments: Physics Students’ Performance Test (PSPT) and Students’ Cognitive Ability Test (SCAT) were used for data collection. Hypotheses were tested at 0.05 level using Analysis of Covariance (ANCOVA). There was significant difference between the mean academic performance of students taught Physics using group dynamics strategy, visual strategy and demonstration method; there was significant difference among the mean abilities of students when group dynamics strategy was used and also when visual clue strategy was used in teaching Physics; there is significant difference between the interaction effect of strategies and cognitive abilities on academic performance of students in Physics. The study recommended among others that since the interaction effect of strategies and cognitive abilities on academic performance of students in Physics was significant, the use of both strategies could be useful in fostering the academic performance of students of high ability groups while use with low and moderate ability groups should be with caution

Stunting is associated with adverse outcomes in adulthood. This article specifically aims to analyse the relationship between childhood stunting and education as well as cognitive outcomes for adults in Indonesia. Pooled data from wave one (1) and two (2) of the Indonesia Family Life Survey (IFLS) in 1993 and 1997 identified a sub-sample of 4,379 children aged 0-5 by their height-for-age (HAZ) to be compared for their differences in educational outcomes and cognitive abilities in 2014. HAZ was used to proxy relative height to determine stunting status based on 2006 WHO child's growth standards. Education and cognitive abilities outcomes include years of schooling, age of school entry, grade repetition, and scores for cognitive and math tests. The study employs estimation models of pooled regressions and instrumental variable (IV) to address problems of endogeneity and bias from omitted variables. Stunting and relatively small stature had significant associations with cognitive development, and they worked as intermediaries to cognitive developmental barriers as manifested in reduced educational outcomes. A lack of one SD in HAZ was associated with 0.6 years shortened length of the school, 3% higher chances of dropouts from secondary school, and 0.10-0.23 SD lowered cognitive and numerical scores. Similarly, stunting is associated with decrease cognitive test scores by 0.56-0.8 SD compared to non-stunting, two years less schooling, and 0.4 years of delayed entry to school. As for cognitive abilities, stunting is associated with lower cognitive and numerical abilities by 0.38-0.82 z-scores. Growth retardation during childhood in Indonesia was associated with lower cognitive abilities, particularly during school age, and this correlation faded as individuals grew up. Subsequently, growth retardation is significantly linked to lower educational outcomes. Impaired growth has implications for reduced lifetime earnings potential mediated by diminished cognitive capacity and lower educational attainment. The finding suggests that development in Indonesia during recent decades has not provided an adequate environment to enable children to achieve their potential educational outcomes.

Study on the change of miners' psychological state under different illuminance levels

Size of the neocerebellar vermis is associated with cognition in healthy elderly men

Despite the popularity of the Ancient Greek maxim 'know thyself', the importance of self-insight for adjustment, or effective psychological functioning, remains unclear. Here we examined four perspectives about how cognitive and emotional abilities and self-views about these abilities relate to adjustment. We administered tests of cognitive and emotional abilities and assessed self-views about these abilities. Participants then completed daily diaries for a week to report multiple self-reported indicators of adjustment. We analysed data using polynomial regression and response surface analysis. We found no support for benefits of self-insight. The conditions to infer support for linear or curvilinear associations between abilities or self-views about these abilities and adjustment were also not met. The findings suggest that giving employees and students feedback about their cognitive and emotional abilities in organizations and in schools may not enhance their adjustment. We discuss the limitations of our study and offer suggestions for future research. PROTOCOL REGISTRATION: The stage 1 protocol for this Registered Report was accepted in principle on 21 June 2018. The protocol, as accepted by the journal, can be found at https://doi.org/10.6084/m9.figshare.c.4283567.v1 .

Quantitative and molecular genetic research requires large samples to provide adequate statistical power, but it is expensive to test large samples in person, especially when the participants are widely distributed geographically. Increasing access to inexpensive and fast Internet connections makes it possible to test large samples efficiently and economically online. Reliability and validity of Internet testing for cognitive ability have not been previously reported; these issues are especially pertinent for testing children. We developed Internet versions of reading, language, mathematics and general cognitive ability tests and investigated their reliability and validity for 10- and 12-year-old children. We tested online more than 2500 pairs of 10-year-old twins and compared their scores to similar internet-based measures administered online to a subsample of the children when they were 12 years old (> 759 pairs). Within 3 months of the online testing at 12 years, we administered standard paper and pencil versions of the reading and mathematics tests in person to 30 children (15 pairs of twins). Scores on Internet-based measures at 10 and 12 years correlated .63 on average across the two years, suggesting substantial stability and high reliability. Correlations of about .80 between Internet measures and in-person testing suggest excellent validity. In addition, the comparison of the internet-based measures to ratings from teachers based on criteria from the UK National Curriculum suggests good concurrent validity for these tests. We conclude that Internet testing can be reliable and valid for collecting cognitive test data on large samples even for children as young as 10 years.

This study aims to explore the relationship between science process skills, cognitive abilities, and students' caring attitudes in the context of project-based learning in the Independent Curriculum era. The project implemented is the processing of plastic waste into eco-friendly bricks stools, which is also part of the Pancasila Student Profile Strengthening Program with the theme of a sustainable lifestyle. This study uses a quantitative approach with a correlational design. Data were obtained from 86 seventh grade students at SMP Negeri 16 Mataram. The research instruments included a science process skills test, a cognitive ability test, and a caring attitude questionnaire. The results of the Pearson Correlation test showed that science process skills had a significant relationship with cognitive ability (r = 0.992). The results of the Kendall's tau-b Correlation test showed that science process skills had a significant relationship with caring attitude (τb = 0.798) and caring attitude had a significant relationship with cognitive ability (τb = 0.889). In other words, it can be said that project-based learning can improve science process skills and cognitive ability while building a character of caring attitude towards the environment. Therefore, it can be concluded that the implementation of project-based learning in the Independent Curriculum, such as making stools from eco-friendly bricks, has a positive impact on developing science process skills and cognitive abilities as well as students' caring attitudes. Project-based learning can be an alternative innovative model to be implemented at various levels of education so that efforts are needed to train teachers in implementing this learning model, and support from schools and government policies to improve the sustainability of environmental-based education.

Background: Birth weight throughout the normal range correlates with cognitive ability in childhood. Some studies suggest this may persist into adulthood, but it is unclear whether this continues into old age. Objective: To investigate the relationship between birth parameters (birth weight, birth length, placental weight and social class) and cognitive ability in old age. Methods: 128 community-dwelling volunteers born in one hospital in Edinburgh, UK, between 1921 and 1926 had birth details extracted from the records. All aged 75–81 underwent cognitive tests. The National Adult Reading Test (NART) was used to estimate prior ability. Tests of fluid cognitive ability showed positive intercorrelations, and therefore a general cognitive factor (g) was extracted using principal components analysis. Results: Estimated prior ability (NART) correlated with birth length (r = 0.25, p = 0.02), and non-significantly with birth weight (r = 0.15, p = 0.19). There were no statistically significant correlations between birth parameters and cognitive ability aged around 80 (birth weight r = 0.12, p = 0.27; length r = 0.19, p = 0.08). Placental weight was not associated with cognitive ability. There was a trend towards an association between social class at birth and prior cognitive ability (more deprivation predicting poorer performance) (rho = –0.17, p = 0.06). Social class was not significantly associated with cognitive ability in old age (rho = 0.07, p = 0.47), or with estimated cognitive change (rho = –0.03, p = 0.73). Conclusion: In a small sample of community-dwelling older people, an influence was detected from birth to earlier cognitive ability using a test of crystallized intelligence. However, this effect was not significant into old age. In this sample, social class at birth did not affect later cognitive ability. The effect size of early life influences on cognition is small, with birth parameters explaining about 1% of the variance. Research with larger samples should consider influences operating across the whole life course, and their relative importance over time.

Children whose non‐verbal cognitive ability markedly exceeds their verbal cognitive ability (discrepant, D group) as measured in cognitive abilities tests (CATs) were compared with non‐discrepant children individually matched on either verbal (V group) or non‐verbal (NV group) CAT scores. 66 children from year 7 (11/12 years) and 60 from year 10 (14/15 years) were selected on this basis in a semi‐rural comprehensive school. The scores of the D and V groups were essentially the same on single word reading tests, spelling and the pig latin tests of phonological awareness, while the NV group was superior on these tests. The D group was not worse than the V group on any test and was significantly better than it (and not different from the NV group) on oral syntax, block design from the WISC‐R, and vocabulary (BPVS). The verbal CAT is a good predictor of GCSE (as was confirmed in this study) and regression analysis showed that it is determined to a large extent by basic logical ability (assessed by nvCAT scores) and by reading skill; however, there is also a significant contribution from syntactical understanding. It is pointed out that discrepant pupils are not necessarily reading‐retarded with respect to chronological age and need to be identified and targeted if they are to reach the potential level of achievement predicted by their nvCAT scores.

The cognition of ‘nuisance’ species

In this investigation that scrutinized the cognitive abilities of children aged 60-84 months, a causal-comparative and correlational approach was adopted. The cohort under examination was composed of 120 children attending state-operated independent preschool educational facilities and primary schools. The data collection process employed a personal information form and the Cognitive Abilities Test (CogAT) Form -6, developed by Lohman and Hagen (2000). The internal consistency coefficient (KR-20) for the overall test, subtest, and battery scores ranged between .69 and .93. The findings of this investigation indicated that gender did not significantly influence the total cognitive abilities score of participants. However, in subtests and batteries, boys demonstrated a significant advantage over girls in the matrices subtest and Non-Verbal Aptitude. In general, an increase was observed in both the battery and total test scores with advancing age group and grade level. Regarding the influence of maternal education, children whose mothers held a bachelor's degree showed significantly higher verbal battery scores compared to those whose mothers had primary or secondary schooling. While there were some exceptions, there was a significant increase in cognitive abilities corresponding with the rise in the father's education level.

Recent studies on the differences in cognitive ability between individuals focused on two aspects: one is whether the individual differences in cognitive ability are related to brain size, the other is whether they pertain to certain personality traits. To explore these two hypotheses, we tested the personality traits, cognitive abilities, and brain volumes of western mosquitofish (Gambusia affinis). First, a color preference test was conducted to select two unbiased colors for G. affinis for subsequent cognitive tests. The results showed that G. affinis had a great preference for red and green to yellow and blue; therefore, the red-green combination was selected for the study of cognitive abilities. Then, we explored the relationship among cognition, personality, and brain morphology through cognitive abilities tests, personality traits, and brain volume measurements. We found that there was a trade-off among cognition, personality, and brain morphology. For example, more active individuals found food faster, but had also poor memory; Those individuals with larger corpus cerebelli were bolder while they were less likely to find food; The individuals that found food faster were more active and had a smaller inferior lobe. The color preference test provides a reliable way for selecting unbiased colors for behavioral studies in G. affinis. Meanwhile, our study indicates that there exists a balance mechanism among cognition, personality, and brain morphology.