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ability</title> <meta name="description" content="Search results for: cognitive ability"> <meta name="keywords" content="cognitive ability"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="cognitive ability"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 5889</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: cognitive ability</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5889</span> Impact of Motor Behaviour Aspects of Autism on Cognitive Ability in Children with Autism Spectrum Disorder</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rana%20Zeina">Rana Zeina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cognitive and behavioral symptoms may, in fact, overlap and be related to the level of the general cognitive function. We measured the behavioral aspects of autism and its correlation to the cognitive ability in 30 children with ASD. We used a neuropsychological battery CANTAB eclipse to evaluate the ASD children's cognitive ability. Individuals with ASDs and challenging behaviors showed significant correlation between some cognitive abilities and motor behavior aspects. Based on these findings we can conclude that the motor behavioral problems in autism affect specific cognitive abilities in ASDs such as comprehension, learning, reversal, acquisition, attention set shifting, and speed of reaction to one stimulus. Future research should also focus on the relationship between motor stereotypes and other subtypes of repetitive behaviors, such as verbal stereotypes, and ritual and routine adherence and use different types of CANTAB tests. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20ability" title="cognitive ability">cognitive ability</a>, <a href="https://publications.waset.org/abstracts/search?q=CANTAB%20test" title=" CANTAB test"> CANTAB test</a>, <a href="https://publications.waset.org/abstracts/search?q=behaviour%20motor%20aspects" title=" behaviour motor aspects"> behaviour motor aspects</a>, <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorders" title=" autism spectrum disorders"> autism spectrum disorders</a> </p> <a href="https://publications.waset.org/abstracts/6395/impact-of-motor-behaviour-aspects-of-autism-on-cognitive-ability-in-children-with-autism-spectrum-disorder" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/6395.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">493</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5888</span> The Relationship between Emotional Intelligence and Leadership Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Omar%20Al%20Ali">Omar Al Ali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current study was aimed to explore the relationships between emotional intelligence, cognitive ability, and leader's performance. Data were collected from 260 senior managers from UAE. The results showed that there are significant relationships between emotional intelligence and leadership performance as measured by the annual internal evaluations of each participant (r = .42, p < .01). Data from regression analysis revealed that both variables namely emotional intelligence (beta = .31, p < .01), and cognitive ability (beta = .29, p < .01), predicted leadership competencies, and together explained 26% of its variance. Data suggests that EI and cognitive ability are significantly correlated with leadership performance. In depth implications of the present findings for human resource development theory and practice are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title="emotional intelligence">emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20ability" title=" cognitive ability"> cognitive ability</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership" title=" leadership"> leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a> </p> <a href="https://publications.waset.org/abstracts/37605/the-relationship-between-emotional-intelligence-and-leadership-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37605.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">477</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5887</span> Examining the Cognitive Abilities and Financial Literacy Among Street Entrepreneurs: Evidence From North-East, India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aayushi%20Lyngwa">Aayushi Lyngwa</a>, <a href="https://publications.waset.org/abstracts/search?q=Bimal%20Kishore%20Sahoo"> Bimal Kishore Sahoo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study discusses the relationship between cognitive ability and the level of education attained by the tribal street entrepreneurs on their financial literacy. It is driven by the objective of examining the effect of cognitive ability on financial ability on the one hand and determining the effect of the same on financial literacy on the other. A field experiment was conducted on 203 tribal street vendors in the north-eastern Indian state of Mizoram. This experiment's calculations are conditioned by providing each question scores like math score (cognitive ability), financial score and debt score (financial ability). After that, categories for each of the variables, like math category (math score), financial category (financial score) and debt category (debt score), are generated to run the regression model. Since the dependent variable is ordinal, an ordered logit regression model was applied. The study shows that street vendors' cognitive and financial abilities are highly correlated. It, therefore, confirms that cognitive ability positively affects the financial literacy of street vendors through the increase in attainment of educational levels. It is also found that concerning the type of street vendors, regular street vendors are more likely to have better cognitive abilities than temporary street vendors. Additionally, street vendors with more cognitive and financial abilities gained better monthly profits and performed habits of bookkeeping. The study attempts to draw a particular focus on a set-up which is economically and socially marginalized in the Indian economy. Its finding contributes to understanding financial literacy in an understudied area and provides policy implications through inclusive financial systems solutions in an economy limited to tribal street vendors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=financial%20literacy" title="financial literacy">financial literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=street%20entrepreneurs" title=" street entrepreneurs"> street entrepreneurs</a>, <a href="https://publications.waset.org/abstracts/search?q=tribals" title=" tribals"> tribals</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20ability" title=" cognitive ability"> cognitive ability</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20ability" title=" financial ability"> financial ability</a>, <a href="https://publications.waset.org/abstracts/search?q=ordered%20logit%20regression." title=" ordered logit regression."> ordered logit regression.</a> </p> <a href="https://publications.waset.org/abstracts/161660/examining-the-cognitive-abilities-and-financial-literacy-among-street-entrepreneurs-evidence-from-north-east-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161660.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">110</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5886</span> Neuroplasticity: A Fresh Begining for Life</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Leila%20Maleki">Leila Maleki</a>, <a href="https://publications.waset.org/abstracts/search?q=Ezatollah%20Ahmadi"> Ezatollah Ahmadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Neuroplasticity or the flexibility of the neural system is the ability of the brain to adapt to the lack or deterioration of sense and the capability of the neural system to modify itself through changing shape and function. Not only have studies revealed that neuroplasticity does not end in childhood, but also they have proven that it continues till the end of life and is not limited to the neural system and covers the cognitive system as well. In the field of cognition, neuroplasticity is defined as the ability to change old thoughts according to new conditions and the individuals' differences in using various styles of cognitive regulation inducing several social, emotional and cognitive outcomes. On the other hand, complexities of daily life necessitates cognitive neuroplasticity in order to adapt to different circumstances. The present paper attempts to discuss and define major theories and principles of neuroplasticity and elaborate on nature or nurture. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=neuroplasticity" title="neuroplasticity">neuroplasticity</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20plasticity" title=" cognitive plasticity"> cognitive plasticity</a>, <a href="https://publications.waset.org/abstracts/search?q=plasticity%20theories" title=" plasticity theories"> plasticity theories</a>, <a href="https://publications.waset.org/abstracts/search?q=plasticity%20mechanisms" title=" plasticity mechanisms"> plasticity mechanisms</a> </p> <a href="https://publications.waset.org/abstracts/11412/neuroplasticity-a-fresh-begining-for-life" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11412.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">495</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5885</span> Neuroplasticity: A Fresh Beginning for Life</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Leila%20Maleki">Leila Maleki</a>, <a href="https://publications.waset.org/abstracts/search?q=Ezatollah%20Ahmadi"> Ezatollah Ahmadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Neuroplasticity or the flexibility of the neural system is the ability of the brain to adapt to the lack or deterioration of sense and the capability of the neural system to modify itself through changing shape and function. Not only have studies revealed that neuroplasticity does not end in childhood, but also they have proven that it continues till the end of life and is not limited to the neural system and covers the cognitive system as well. In the field of cognition, neuroplasticity is defined as the ability to change old thoughts according to new conditions and the individuals' differences in using various styles of cognitive regulation inducing several social, emotional and cognitive outcomes. On the other hand, complexities of daily life necessitates cognitive neuroplasticity in order to adapt to different circumstances. The. present paper attempts to discuss and define major theories and principles of neuroplasticity and elaborate on nature or nurture. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=neuroplasticity" title="neuroplasticity">neuroplasticity</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20plasticity" title=" cognitive plasticity"> cognitive plasticity</a>, <a href="https://publications.waset.org/abstracts/search?q=plasticity%20theories" title=" plasticity theories"> plasticity theories</a>, <a href="https://publications.waset.org/abstracts/search?q=plasticity%20mechanisms" title=" plasticity mechanisms"> plasticity mechanisms</a> </p> <a href="https://publications.waset.org/abstracts/26751/neuroplasticity-a-fresh-beginning-for-life" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26751.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">452</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5884</span> The Role of Planning and Memory in the Navigational Ability</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Greeshma%20Sharma">Greeshma Sharma</a>, <a href="https://publications.waset.org/abstracts/search?q=Sushil%20Chandra"> Sushil Chandra</a>, <a href="https://publications.waset.org/abstracts/search?q=Vijander%20Singh"> Vijander Singh</a>, <a href="https://publications.waset.org/abstracts/search?q=Alok%20Prakash%20Mittal"> Alok Prakash Mittal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Navigational ability requires spatial representation, planning, and memory. It covers three interdependent domains, i.e. cognitive and perceptual factors, neural information processing, and variability in brain microstructure. Many attempts have been made to see the role of spatial representation in the navigational ability, and the individual differences have been identified in the neural substrate. But, there is also a need to address the influence of planning, memory on navigational ability. The present study aims to evaluate relations of aforementioned factors in the navigational ability. Total 30 participants volunteered in the study of a virtual shopping complex and subsequently were classified into good and bad navigators based on their performances. The result showed that planning ability was the most correlated factor for the navigational ability and also the discriminating factor between the good and bad navigators. There was also found the correlations between spatial memory recall and navigational ability. However, non-verbal episodic memory and spatial memory recall were also found to be correlated with the learning variable. This study attempts to identify differences between people with more and less navigational ability on the basis of planning and memory. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=memory" title="memory">memory</a>, <a href="https://publications.waset.org/abstracts/search?q=planning%20navigational%20ability" title=" planning navigational ability"> planning navigational ability</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title=" virtual reality"> virtual reality</a> </p> <a href="https://publications.waset.org/abstracts/54114/the-role-of-planning-and-memory-in-the-navigational-ability" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54114.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">336</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5883</span> Artificial Neural Networks for Cognitive Radio Network: A Survey</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vishnu%20Pratap%20Singh%20Kirar">Vishnu Pratap Singh Kirar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main aim of the communication system is to achieve maximum performance. In cognitive radio, any user or transceiver have the ability to sense best suitable channel, while the channel is not in use. It means an unlicensed user can share the spectrum of licensed user without any interference. Though the spectrum sensing consumes a large amount of energy and it can reduce by applying various artificial intelligent methods for determining proper spectrum holes. It also increases the efficiency of Cognitive Radio Network (CRN). In this survey paper, we discuss the use of different learning models and implementation of Artificial Neural Network (ANN) to increase the learning and decision-making capacity of CRN without affecting bandwidth, cost and signal rate. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artificial%20neural%20network" title="artificial neural network">artificial neural network</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20radio" title=" cognitive radio"> cognitive radio</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20radio%20networks" title=" cognitive radio networks"> cognitive radio networks</a>, <a href="https://publications.waset.org/abstracts/search?q=back%20propagation" title=" back propagation"> back propagation</a>, <a href="https://publications.waset.org/abstracts/search?q=spectrum%20sensing" title=" spectrum sensing"> spectrum sensing</a> </p> <a href="https://publications.waset.org/abstracts/22342/artificial-neural-networks-for-cognitive-radio-network-a-survey" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22342.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">609</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5882</span> Towards Overturning the Dismal Mathematics Performance in Schools by Capitalizing on the Overlooked Cognitive Prowess for Adolescents to Learn Mathematics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dudu%20Ka%20Ruth%20Mkhize">Dudu Ka Ruth Mkhize</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Adolescents are at the front and centre of poor mathematics performance in schools. Literature has concluded in some countries that there is a permanent and perpetual mathematics crisis in schools of the persistent poor performance in mathematics by teens. There is no shortage of interventions and research to solve this problem. However, none has capitalised on the cognitive prowess of adolescents, which was revealed at the turn of the century by the introduction of neuroimaging technologies such as structural and functional magnetic resonance imaging (sMRI and fMRI). This research found that brain growth during adolescence results in enhanced cognitive abilities essential for mathematics learning. This paper is based on the four-year case study of rural high school adolescents who had a negative attitude towards mathematics and hence were failing mathematics. But through a ten-day intervention where teaching revolved around invoking their cognitive ability, their attitude and motivation for mathematics changed for the better. The paper concludes that despite educational psychology being part of teacher education as well as education systems, there are numerous overlooked gems of psychological theories which have the potential to enhance academic achievement for youth in schools. A recommendation is made to take cues from positive psychology, whose establishment was a rejection of the dominance of the disease model in psychology. Similarly, the general perspective of poor mathematics performance can take a u-turn towards the cognitive ability acquired by adolescents because of their developmental stage. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adolescence" title="adolescence">adolescence</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20growth" title=" cognitive growth"> cognitive growth</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20performance" title=" mathematics performance"> mathematics performance</a> </p> <a href="https://publications.waset.org/abstracts/167518/towards-overturning-the-dismal-mathematics-performance-in-schools-by-capitalizing-on-the-overlooked-cognitive-prowess-for-adolescents-to-learn-mathematics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167518.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">68</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5881</span> Cognitive Control Moderates the Concurrent Effect of Autistic and Schizotypal Traits on Divergent Thinking</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Julie%20Ramain">Julie Ramain</a>, <a href="https://publications.waset.org/abstracts/search?q=Christine%20Mohr"> Christine Mohr</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmad%20Abu-Akel"> Ahmad Abu-Akel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Divergent thinking—a cognitive component of creativity—and particularly the ability to generate unique and novel ideas, has been linked to both autistic and schizotypal traits. However, to our knowledge, the concurrent effect of these trait dimensions on divergent thinking has not been investigated. Moreover, it has been suggested that creativity is associated with different types of attention and cognitive control, and consequently how information is processed in a given context. Intriguingly, consistent with the diametric model, autistic and schizotypal traits have been associated with contrasting attentional and cognitive control styles. Positive schizotypal traits have been associated with reactive cognitive control and attentional flexibility, while autistic traits have been associated with proactive cognitive control and the increased focus of attention. The current study investigated the relationship between divergent thinking, autistic and schizotypal traits and cognitive control in a non-clinical sample of 83 individuals (Males = 42%; Mean age = 22.37, SD = 2.93), sufficient to detect a medium effect size. Divergent thinking was evaluated in an adapted version of-of the Figural Torrance Test of Creative Thinking. Crucially, since we were interested in testing divergent thinking productivity across contexts, participants were asked to generate items from basic shapes in four different contexts. The variance of the proportion of unique to total responses across contexts represented a measure of context adaptability, with lower variance indicating increased context adaptability. Cognitive control was estimated with the Behavioral Proactive Index of the AX-CPT task, with higher scores representing the ability to actively maintain goal-relevant information in a sustained/anticipatory manner. Autistic and schizotypal traits were assessed with the Autism Quotient (AQ) and the Community Assessment of Psychic Experiences (CAPE-42). Generalized linear models revealed a 3-way interaction of autistic and positive schizotypal traits, and proactive cognitive control, associated with increased context adaptability. Specifically, the concurrent effect of autistic and positive schizotypal traits on increased context adaptability was moderated by the level of proactive control and was only significant when proactive cognitive control was high. Our study reveals that autistic and positive schizotypal traits interactively facilitate the capacity to generate unique ideas across various contexts. However, this effect depends on cognitive control mechanisms indicative of the ability to proactively maintain attention when needed. The current results point to a unique profile of divergent thinkers who have the ability to respectively tap both systematic and flexible processing modes within and across contexts. This is particularly intriguing as such combination of phenotypes has been proposed to explain the genius of Beethoven, Nash, and Newton. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism" title="autism">autism</a>, <a href="https://publications.waset.org/abstracts/search?q=schizotypy" title=" schizotypy"> schizotypy</a>, <a href="https://publications.waset.org/abstracts/search?q=creativity" title=" creativity"> creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20control" title=" cognitive control"> cognitive control</a> </p> <a href="https://publications.waset.org/abstracts/92230/cognitive-control-moderates-the-concurrent-effect-of-autistic-and-schizotypal-traits-on-divergent-thinking" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92230.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">137</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5880</span> Cognitive Behavioral Modification in the Treatment of Aggressive Behavior in Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dijana%20Sulejmanovi%C4%87">Dijana Sulejmanović</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cognitive-behavioral modification (CBM) is a combination of cognitive and behavioral learning principles to shape and encourage the desired behaviors. A crucial element of cognitive-behavioral modification is that a change the behavior precedes awareness of how it affects others. CBM is oriented toward changing inner speech and learning to control behaviors through self-regulation techniques. It aims to teach individuals how to develop the ability to recognize, monitor and modify their thoughts, feelings, and behaviors. The review of literature emphasizes the efficiency the CBM approach in the treatment of children's hyperactivity and negative emotions such as anger. The results of earlier research show how impulsive and hyperactive behavior, agitation, and aggression may slow down and block the child from being able to actively monitor and participate in regular classes, resulting in the disruption of the classroom and the teaching process, and the children may feel rejected, isolated and develop long-term poor image of themselves and others. In this article, we will provide how the use of CBM, adapted to child's age, can incorporate measures of cognitive and emotional functioning which can help us to better understand the children’s cognitive processes, their cognitive strengths, and weaknesses, and to identify factors that may influence their behavioral and emotional regulation. Such a comprehensive evaluation can also help identify cognitive and emotional risk factors associated with aggressive behavior, specifically the processes involved in modulating and regulating cognition and emotions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aggressive%20behavior" title="aggressive behavior">aggressive behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20behavioral%20modification" title=" cognitive behavioral modification"> cognitive behavioral modification</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20behavioral%20theory" title=" cognitive behavioral theory"> cognitive behavioral theory</a>, <a href="https://publications.waset.org/abstracts/search?q=modification" title=" modification"> modification</a> </p> <a href="https://publications.waset.org/abstracts/78471/cognitive-behavioral-modification-in-the-treatment-of-aggressive-behavior-in-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78471.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">325</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5879</span> Developing Reading Methods of Industrial Education Students at King Mongkut’s Institute of Technology Ladkrabang</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rattana%20Sangchan">Rattana Sangchan</a>, <a href="https://publications.waset.org/abstracts/search?q=Pattaraporn%20Thampradit"> Pattaraporn Thampradit</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching students to use a variety of reading methods in developing reading is essential for Thai university students. However, there haven’t been a lot of studies concerned about developing reading methods that are used by Thai students in the industrial education field. Therefore, this study was carried out not only to investigate the developing reading methods of Industrial Education students at King Mongkut’s Institute of Technology Ladkrabang, but also to determine if the developing reading strategies differ among the students’ reading abilities and differ gender: male and female. The research instrument used in collecting the data consisted of fourteen statements which include either metacognitive strategies, cognitive strategies or social / affective strategies. Results of this study revealed that students could develop their reading methods in moderate level (mean=3.13). Furthermore, high reading ability students had different levels of using reading methods to develop their reading from those of mid reading ability students. In addition, high reading ability students could use either metacognitive reading methods or cognitive reading methods to develop their reading much better than mid reading ability students. Interestingly, male students could develop their reading methods in great levels while female students could develop their reading methods only in moderate level. Last but not least, male students could use either metacognitive reading methods or cognitive reading methods to develop their reading much better than female students. Thus, the results of this study could indicate that most students need to apply much more reading strategies to develop their reading. At the same time, suggestions on how to motivate and train their students to apply much more appropriate effective reading strategies to better comprehend their reading were also provided. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=developing%20reading%20methods" title="developing reading methods">developing reading methods</a>, <a href="https://publications.waset.org/abstracts/search?q=industrial%20education" title=" industrial education"> industrial education</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20abilities" title=" reading abilities"> reading abilities</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20method%20classification" title=" reading method classification "> reading method classification </a> </p> <a href="https://publications.waset.org/abstracts/47285/developing-reading-methods-of-industrial-education-students-at-king-mongkuts-institute-of-technology-ladkrabang" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47285.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">285</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5878</span> The Role of Executive Functions and Emotional Intelligence in Leadership: A Neuropsychological Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chrysovalanto%20Sofia%20Karatosidi">Chrysovalanto Sofia Karatosidi</a>, <a href="https://publications.waset.org/abstracts/search?q=Dimitra%20Iordanoglou"> Dimitra Iordanoglou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The overlap of leadership skills with personality traits, beliefs, values, and the integration of cognitive abilities, analytical and critical thinking skills into leadership competencies raises the need to segregate further and investigate them. Hence, the domains of cognitive functions that contribute to leadership effectiveness should also be identified. Organizational cognitive neuroscience and neuroleadership can shed light on the study of these critical leadership skills. As the first part of our research, this pilot study aims to explore the relationships between higher-order cognitive functions (executive functions), trait emotional intelligence (EI), personality, and general cognitive ability in leadership. Twenty-six graduate and postgraduate students were assessed on neuropsychological tests that measure important aspects of executive functions (EF) and completed self-reported questionnaires about trait EI, personality, leadership styles, and leadership effectiveness. Specifically, we examined four core EF—fluency (phonemic and semantic), information updating and monitoring, working memory, and inhibition of prepotent responses. Leadership effectiveness was positively associated with phonemic fluency (PF), which involves mental flexibility, in turn, an increasingly important ability for future leaders in this rapidly changing world. Transformational leadership was positively associated with trait EI, extraversion, and openness to experience, a result that is following previous findings. The relationship between specific EF constructs and leadership effectiveness emphasizes the role of higher-order cognitive functions in the field of leadership as an individual difference. EF brings a new perspective into leadership literature by providing a direct, non-invasive, scientifically-valid connection between brain function and leadership behavior. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20neuroscience" title="cognitive neuroscience">cognitive neuroscience</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title=" emotional intelligence"> emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=executive%20functions" title=" executive functions"> executive functions</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership" title=" leadership"> leadership</a> </p> <a href="https://publications.waset.org/abstracts/130432/the-role-of-executive-functions-and-emotional-intelligence-in-leadership-a-neuropsychological-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/130432.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">157</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5877</span> Emotional Awareness and Working Memory as Predictive Factors for the Habitual Use of Cognitive Reappraisal among Adolescents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yuri%20Kitahara">Yuri Kitahara</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Cognitive reappraisal refers to an emotion regulation strategy in which one changes the interpretation of emotion-eliciting events. Numerous studies show that cognitive reappraisal is associated with mental health and better social functioning. However the examination of the predictive factors of adaptive emotion regulation remains as an issue. The present study examined the factors contributing to the habitual use of cognitive reappraisal, with a focus on emotional awareness and working memory. Methods: Data was collected from 30 junior high school students, using a Japanese version of the Emotion Regulation Questionnaire (ERQ), the Levels of Emotional Awareness Scale for Children (LEAS-C), and N-back task. Results: A positive correlation between emotional awareness and cognitive reappraisal was observed in the high-working-memory group (r = .54, p < .05), whereas no significant relationship was found in the low-working-memory group. In addition, the results of the analysis of variance (ANOVA) showed a significant interaction between emotional awareness and working memory capacity (F(1, 26) = 7.74, p < .05). Subsequent analysis of simple main effects confirmed that high working memory capacity significantly increases the use of cognitive reappraisal for high-emotional-awareness subjects, and significantly decreases the use of cognitive reappraisal for low-emotional-awareness subjects. Discussion: These results indicate that under the condition when one has an adequate ability for simultaneous processing of information, explicit understanding of emotion would contribute to adaptive cognitive emotion regulation. The findings are discussed along with neuroscientific claims. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20reappraisal" title="cognitive reappraisal">cognitive reappraisal</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20awareness" title=" emotional awareness"> emotional awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=emotion%20regulation" title=" emotion regulation"> emotion regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=working%20memory" title=" working memory"> working memory</a> </p> <a href="https://publications.waset.org/abstracts/76079/emotional-awareness-and-working-memory-as-predictive-factors-for-the-habitual-use-of-cognitive-reappraisal-among-adolescents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76079.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">231</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5876</span> Effect of Color on Anagram Solving Ability</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khushi%20Chhajed">Khushi Chhajed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Context: Color has been found to have an impact on cognitive performance. Due to the negative connotation associated with red, it has been found to impair performance on intellectual tasks. Aim: This study aims to assess the effect of color on individuals' anagram solving ability. Methodology: An experimental study was conducted on 66 participants in the age group of 18–24 years. A self-made anagram assessment tool was administered. Participants were expected to solve the tool in three colors- red, blue and grey. Results: A lower score was found when presented with the color blue as compared to red. The study also found that participants took relatively greater time to solve the red colored sheet. However these results are inconsistent with pre-existing literature. Conclusion: Hence, an association between color and performance on cognitive tasks can be seen. Future directions and potential limitations are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=color%20psychology" title="color psychology">color psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=experiment" title=" experiment"> experiment</a>, <a href="https://publications.waset.org/abstracts/search?q=anagram" title=" anagram"> anagram</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a> </p> <a href="https://publications.waset.org/abstracts/160096/effect-of-color-on-anagram-solving-ability" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160096.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">88</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5875</span> Developmental Psycholinguistic Approach to Conversational Skills - A Continuum of the Sensitivity to Gricean Maxims</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zsuzsanna%20Schnell">Zsuzsanna Schnell</a>, <a href="https://publications.waset.org/abstracts/search?q=Francesca%20Ervas"> Francesca Ervas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: the experimental pragmatic study confirms a basic tenet in the Relevance theoretical views in language philosophy. It draws up a developmental trajectory of the maxims, revealing the cognitive difficulty of their interpretation, their relative place to each other, and the order they may follow in development. A central claim of the present research is that social-cognitive skills play a significant role in inferential meaning construction. Children passing the False Belief Test are significantly more successful in tasks measuring the recognition of the infringement of conversational maxims. Aims and method: Preschoolers’ conversational skills and pragmatic competence is examined in view of their mentalization skills. In doing so it use a measure of linguistic tasks, containing 5 short scenarios for each Gricean maxim. it measure preschoolers’ ToM performance with a first- and a second order ToM task and compare participants’ ability to recognize the infringement of the Gricean maxims in view of their social cognitive skills. Results: Findings suggest that Theory of Mind has a predictive force of 75% concerning the ability to follow Gricean maxims efficiently. ToM proved to be a significant factor in predicting the group’s performance and success rates in 3 out of 4 maxim infringement recognition tasks: in the Quantity, Relevance and Manner conditions, but not in the Quality trial. Conclusions: the results confirm that children’s communicative competence in social contexts requires the development of higher-order social-cognitive reasoning, and reveal the cognitive effort needed for the recognition of the infringement of each maxim, yielding a continuum of their cognitive difficulty and trajectory of development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=maxim%20infringement%20recognition" title="maxim infringement recognition">maxim infringement recognition</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20cognition" title=" social cognition"> social cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=Gricean%20maxims" title=" Gricean maxims"> Gricean maxims</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20pragmatics" title=" developmental pragmatics"> developmental pragmatics</a> </p> <a href="https://publications.waset.org/abstracts/193769/developmental-psycholinguistic-approach-to-conversational-skills-a-continuum-of-the-sensitivity-to-gricean-maxims" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/193769.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">7</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5874</span> The Effects of Normal Aging on Reasoning Ability: A Dual-Process Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jamie%20A.%20Prowse%20Turner">Jamie A. Prowse Turner</a>, <a href="https://publications.waset.org/abstracts/search?q=Jamie%20I.%20D.%20Campbell"> Jamie I. D. Campbell</a>, <a href="https://publications.waset.org/abstracts/search?q=Valerie%20A.%20Thompson"> Valerie A. Thompson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of the current research was to use a dual-process theory framework to explain these age-related differences in reasoning. Seventy-two older (M = 80.0 years) and 72 younger (M = 24.6 years) adults were given a variety of reasoning tests (i.e., a syllogistic task, base rate task, the Cognitive Reflection Test, and a perspective manipulation), as well as independent tests of capacity (working memory, processing speed, and inhibition), thinking styles, and metacognitive ability, to account for these age-related differences. It was revealed that age-related differences were limited to problems that required Type 2 processing and were related to differences in cognitive capacity, individual difference factors, and strategy choice. Furthermore, older adults’ performance can be improved by reasoning from another’s’ perspective and cannot, at this time, be explained by metacognitive differences between young and older adults. All of these findings fit well within a dual-process theory of reasoning, which provides an integrative framework accounting for previous findings and the findings presented in the current manuscript. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aging" title="aging">aging</a>, <a href="https://publications.waset.org/abstracts/search?q=dual-process%20theory" title=" dual-process theory"> dual-process theory</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a>, <a href="https://publications.waset.org/abstracts/search?q=reasoning%20ability" title=" reasoning ability"> reasoning ability</a> </p> <a href="https://publications.waset.org/abstracts/96238/the-effects-of-normal-aging-on-reasoning-ability-a-dual-process-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96238.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">191</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5873</span> Developmental Psycholinguistic Approach to Conversational Skills: A Continuum of the Sensitivity to Gricean Maxims</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zsuzsanna%20Schnell">Zsuzsanna Schnell</a>, <a href="https://publications.waset.org/abstracts/search?q=Francesca%20Ervas"> Francesca Ervas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Our experimental pragmatic study confirms a basic tenet in the Relevance of theoretical views in language philosophy. It draws up a developmental trajectory of the maxims, revealing the cognitive difficulty of their interpretation, their relative place to each other, and the order they may follow in development. A central claim of the present research is that social-cognitive skills play a significant role in inferential meaning construction. Children passing the False Belief Test are significantly more successful in tasks measuring the recognition of the infringement of conversational maxims. Aims and method: We examine preschoolers' conversational and pragmatic competence in view of their mentalization skills. To do so, we use a measure of linguistic tasks containing 5 short scenarios for each Gricean maxim. We measure preschoolers’ ToM performance with a first- and second-order ToM task and compare participants’ ability to recognize the infringement of the Gricean maxims in view of their social cognitive skills. Results: Findings suggest that Theory of Mind has a predictive force of 75% concerning the ability to follow Gricean maxims efficiently. ToM proved to be a significant factor in predicting the group’s performance and success rates in 3 out of 4 maxim infringement recognition tasks: in the Quantity, Relevance and Manner conditions, but not in the Quality trial. Conclusions: Our results confirm that children’s communicative competence in social contexts requires the development of higher-order social-cognitive reasoning. They reveal the cognitive effort needed to recognize the infringement of each maxim, yielding a continuum of their cognitive difficulty and trajectory of development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=developmental%20pragmatics" title="developmental pragmatics">developmental pragmatics</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20cognition" title=" social cognition"> social cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=preschoolers" title=" preschoolers"> preschoolers</a>, <a href="https://publications.waset.org/abstracts/search?q=maxim%20infringement" title=" maxim infringement"> maxim infringement</a>, <a href="https://publications.waset.org/abstracts/search?q=Gricean%20pragmatics" title=" Gricean pragmatics"> Gricean pragmatics</a> </p> <a href="https://publications.waset.org/abstracts/188865/developmental-psycholinguistic-approach-to-conversational-skills-a-continuum-of-the-sensitivity-to-gricean-maxims" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188865.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">30</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5872</span> The Interplay between Consumer Knowledge, Cognitive Effort, Financial Healthiness and Trust in the Financial Marketplace</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Torben%20Hansen">Torben Hansen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> While trust has long been regarded as one of the most critical variables for developing and maintaining well-functioning financial customer-seller relationships it can be suggested that trust not only relates to customer trust in individual companies (narrow-scope trust). Trust also relates to the broader business context in which consumers may carry out their financial behaviour (broad-scope trust). However, despite the well-recognized significance of trust in marketing research, only few studies have investigated the role of broad-scope trust in consumer financial behaviour. Moreover, as one of its many serious outcomes, the global financial crisis has elevated the need for an improved understanding of the role of broad-scope trust in consumer financial services markets. Only a minority of US and European consumers are currently confident in financial companies and ‘financial stability’ and ‘trust’ are now among the top reasons for choosing a bank. This research seeks to address this shortcoming in the marketing literature by investigating direct and moderating effects of broad-scope trust on consumer financial behaviour. Specifically, we take an ability-effort approach to consumer financial behaviour. The ability-effort approach holds the basic premise that the quality of consumer actions is influenced by ability factors, for example consumer knowledge and cognitive effort. Our study is based on two surveys. Survey 1 comprises 1,155 bank consumers, whereas survey 2 comprises 764 pension consumers. The results indicate that broad-scope trust negatively moderates relationships between knowledge and financial healthiness and between cognitive effort and financial healthiness. In addition, it is demonstrated that broad-scope trust negatively influences cognitive effort. Specifically, the results suggest that broad-scope trust contributes to the financial well-being of consumers with limited financial knowledge and processing capabilities. Since financial companies are dependent on customers to pay their loans and bills they have a greater interest in developing relations with consumers with a healthy financial behaviour than with the opposite. Hence, financial managers should be engaged with monitoring and influencing broad-scope trust. To conclude, by taking into account the contextual effect of broad-scope trust, the present study adds to our understanding of knowledge-effort-behaviour relationship in consumer financial markets. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20effort" title="cognitive effort">cognitive effort</a>, <a href="https://publications.waset.org/abstracts/search?q=customer-seller%20relationships" title=" customer-seller relationships"> customer-seller relationships</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20healthiness" title=" financial healthiness"> financial healthiness</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge" title=" knowledge"> knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=trust" title=" trust"> trust</a> </p> <a href="https://publications.waset.org/abstracts/23370/the-interplay-between-consumer-knowledge-cognitive-effort-financial-healthiness-and-trust-in-the-financial-marketplace" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23370.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">441</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5871</span> The Relationship between Hot and Cool Executive Function and Theory of Mind in School-Aged Children with Autism Spectrum Disorder</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Evangelia-Chrysanthi%20Kouklari">Evangelia-Chrysanthi Kouklari</a>, <a href="https://publications.waset.org/abstracts/search?q=Stella%20Tsermentseli"> Stella Tsermentseli</a>, <a href="https://publications.waset.org/abstracts/search?q=Claire%20P.%20Monks"> Claire P. Monks</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Executive function (EF) refers to a set of future-oriented and goal-directed cognitive skills that are crucial for problem solving and social behaviour, as well as the ability to organise oneself. It has been suggested that EF could be conceptualised as two distinct but interrelated constructs, one emotional (hot) and one cognitive (cool), as it facilitates both affective and cognitive regulation. Cool EF has been found to be strongly related to Theory of Mind (ToM) that is the ability to infer mental states, but research has not taken into account the association between hot EF and ToM in Autism Spectrum Disorder (ASD) to date. The present study investigates the associations between both hot and cool EF and ToM in school-aged children with ASD. This cross-sectional study assesses 79 school-aged children with ASD (7-15 years) and 91 controls matched for age and IQ, on tasks tapping cool EF (working memory, inhibition, planning), hot EF (effective decision making, delay discounting), and ToM (emotional understanding and false/no false belief). Significant group differences in each EF measure support a global executive dysfunction in ASD. Strong associations between hot EF and ToM in ASD are reported for the first time (i.e. ToM emotional understanding and delay discounting). These findings highlight that hot EF also makes a unique contribution to the developmental profile of ASD. Considering the role of both hot and cool EF in association with ToM in individuals with ASD may aid in gaining a greater understanding not just of how these complex multifaceted cognitive abilities relate to one another, but their joint role in the distinct developmental pathway followed in ASD. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ASD" title="ASD">ASD</a>, <a href="https://publications.waset.org/abstracts/search?q=executive%20function" title=" executive function"> executive function</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20age" title=" school age"> school age</a>, <a href="https://publications.waset.org/abstracts/search?q=theory%20of%20mind" title=" theory of mind"> theory of mind</a> </p> <a href="https://publications.waset.org/abstracts/51919/the-relationship-between-hot-and-cool-executive-function-and-theory-of-mind-in-school-aged-children-with-autism-spectrum-disorder" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51919.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">291</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5870</span> Modern Spectrum Sensing Techniques for Cognitive Radio Networks: Practical Implementation and Performance Evaluation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Antoni%20Ivanov">Antoni Ivanov</a>, <a href="https://publications.waset.org/abstracts/search?q=Nikolay%20Dandanov"> Nikolay Dandanov</a>, <a href="https://publications.waset.org/abstracts/search?q=Nicole%20Christoff"> Nicole Christoff</a>, <a href="https://publications.waset.org/abstracts/search?q=Vladimir%20Poulkov"> Vladimir Poulkov</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Spectrum underutilization has made cognitive radio a promising technology both for current and future telecommunications. This is due to the ability to exploit the unused spectrum in the bands dedicated to other wireless communication systems, and thus, increase their occupancy. The essential function, which allows the cognitive radio device to perceive the occupancy of the spectrum, is spectrum sensing. In this paper, the performance of modern adaptations of the four most widely used spectrum sensing techniques namely, energy detection (ED), cyclostationary feature detection (CSFD), matched filter (MF) and eigenvalues-based detection (EBD) is compared. The implementation has been accomplished through the PlutoSDR hardware platform and the GNU Radio software package in very low Signal-to-Noise Ratio (SNR) conditions. The optimal detection performance of the examined methods in a realistic implementation-oriented model is found for the common relevant parameters (number of observed samples, sensing time and required probability of false alarm). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20radio" title="cognitive radio">cognitive radio</a>, <a href="https://publications.waset.org/abstracts/search?q=dynamic%20spectrum%20access" title=" dynamic spectrum access"> dynamic spectrum access</a>, <a href="https://publications.waset.org/abstracts/search?q=GNU%20Radio" title=" GNU Radio"> GNU Radio</a>, <a href="https://publications.waset.org/abstracts/search?q=spectrum%20sensing" title=" spectrum sensing"> spectrum sensing</a> </p> <a href="https://publications.waset.org/abstracts/81419/modern-spectrum-sensing-techniques-for-cognitive-radio-networks-practical-implementation-and-performance-evaluation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81419.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">245</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5869</span> A Study of EFL Learners with Different Goal Orientations in Response to Cognitive Diagnostic Reading Feedback</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yuxuan%20Tang">Yuxuan Tang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cognitive diagnostic assessment has received much attention in second language education, and assessment for it can provide pedagogically useful feedback for language learners. However, there is a lack of research on how students interpret and use cognitive diagnostic feedback. Thus the present study aims to adopt a mixed-method approach mainly to explore the relationship between the goal-orientation and students' response to cognitive diagnostic feedback. Almost 200 Chinese undergraduates from two universities in Xi'an, China, will be invited to do a cognitive diagnostic reading test, and each student will receive specialized cognitive diagnostic feedback, comprising of students' reading attributes mastery level generated by applying a well-selected cognitive diagnostic model, students' perceived reading ability assessed by a self-assessing questionnaire and students’ level position in the whole class. And a goal-orientation questionnaire and a self-generated questionnaire on the perception of feedback will be given to students the moment they receive feedback. In addition, interviews of students will be conducted on their future plans to see whether they have awareness of carrying out studying plans. The study aims to find a new perspective towards how students use and interpret cognitive diagnostic feedback in terms of their different goal-orientation (self-based, task-based, and other-based goals) by applying the newest goal orientation model, which is an important construct of motivation in psychology, seldom researched under language learning area. And the study is expected to provide evidence on how diagnostic feedback promotes students' learning under the educational belief of assessment for learning. Practically speaking, according to the personalized diagnostic feedback, students can take remedial self-learning more purposefully, and teachers can target students' weaknesses to adjust teaching methods and carry out tailored teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment%20for%20learning" title="assessment for learning">assessment for learning</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20diagnostic%20assessment" title=" cognitive diagnostic assessment"> cognitive diagnostic assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=goal-orientation" title=" goal-orientation"> goal-orientation</a>, <a href="https://publications.waset.org/abstracts/search?q=personalized%20feedback" title=" personalized feedback"> personalized feedback</a> </p> <a href="https://publications.waset.org/abstracts/132567/a-study-of-efl-learners-with-different-goal-orientations-in-response-to-cognitive-diagnostic-reading-feedback" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132567.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">132</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5868</span> Computerized Cognitive Training and Psychological Resiliency among Adolescents with Learning Disabilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Verd%20Shomrom">Verd Shomrom</a>, <a href="https://publications.waset.org/abstracts/search?q=Gilat%20Trabelsi"> Gilat Trabelsi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The goal of the study was to examine the effects of Computerized Cognitive Training (CCT) with and without cognitive mediation on Executive Function (EF) (planning and self- regulation) and on psychological resiliency among adolescents with Attention Deficits Hyperactive Disorder (ADHD) with or without Learning Disabilities (LD). Adolescents diagnosed with Attention Deficit Disorder and / or Learning Disabilities have multidimensional impairments that result from neurological damage. This work explored the possibility of influencing cognitive aspects in the field of Executive Functions (specifically: patterns of planning and self-regulation) among adolescents with a diagnosis of Attention Deficit Disorder and / or Learning Disabilities who study for a 10-12 grades. 46 adolescents with ADHD and/or with LD were randomly applied to experimental and control groups. All the participants were tested (BRC- research version, Resiliency quaternaries) before and after the intervention: mediated/ non-mediated Computerized Cognitive Training (MINDRI). The results indicated significant effects of cognitive modification in the experimental group, between pre and post Phases, in comparison to control group, especially in self- regulation (BRC- research version, Resiliency quaternaries), and on process analysis of Computerized Cognitive Training (MINDRI). The main conclusion was that even short- term mediation synchronized with CCT could greatly enhance the performance of executive functions demands. Theoretical implications for the positive effects of MLE in combination with CCT indicate the ability for cognitive change. The practical implication is the awareness and understanding of efficient intervention processes to enhance EF, learning awareness, resiliency and self-esteem of adolescents in their academic and daily routine. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attention%20deficits%20hyperactive%20disorder" title="attention deficits hyperactive disorder">attention deficits hyperactive disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=computerized%20cognitive%20training" title=" computerized cognitive training"> computerized cognitive training</a>, <a href="https://publications.waset.org/abstracts/search?q=executive%20function" title=" executive function"> executive function</a>, <a href="https://publications.waset.org/abstracts/search?q=mediated%20learning%20experience" title=" mediated learning experience"> mediated learning experience</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20disabilities" title=" learning disabilities "> learning disabilities </a> </p> <a href="https://publications.waset.org/abstracts/119844/computerized-cognitive-training-and-psychological-resiliency-among-adolescents-with-learning-disabilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/119844.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">153</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5867</span> Learning Mathematics Online: Characterizing the Contribution of Online Learning Environment’s Components to the Development of Mathematical Knowledge and Learning Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Atara%20Shriki">Atara Shriki</a>, <a href="https://publications.waset.org/abstracts/search?q=Ilana%20Lavy"> Ilana Lavy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching for the first time an online course dealing with the history of mathematics, we were struggling with questions related to the design of a proper learning environment (LE). Thirteen high school mathematics teachers, M.Ed. students, attended the course. The teachers were engaged in independent reading of mathematical texts, a task that is recognized as complex due to the unique characteristics of such texts. In order to support the learning processes and develop skills that are essential for succeeding in learning online (e.g. self-regulated learning skills, meta-cognitive skills, reflective ability, and self-assessment skills), the LE comprised of three components aimed at “scaffolding” the learning: (1) An online "self-feedback" questionnaires that included drill-and-practice questions. Subsequent to responding the questions the online system provided a grade and the teachers were entitled to correct their answers; (2) Open-ended questions aimed at stimulating critical thinking about the mathematical contents; (3) Reflective questionnaires designed to assist the teachers in steering their learning. Using a mixed-method methodology, an inquiry study examined the learning processes, the learners' difficulties in reading the mathematical texts and on the unique contribution of each component of the LE to the ability of teachers to comprehend the mathematical contents, and support the development of their learning skills. The results indicate that the teachers found the online feedback as most helpful in developing self-regulated learning skills and ability to reflect on deficiencies in knowledge. Lacking previous experience in expressing opinion on mathematical ideas, the teachers had troubles in responding open-ended questions; however, they perceived this assignment as nurturing cognitive and meta-cognitive skills. The teachers also attested that the reflective questionnaires were useful for steering the learning. Although in general the teachers found the LE as supportive, most of them indicated the need to strengthen instructor-learners and learners-learners interactions. They suggested to generate an online forum to enable them receive direct feedback from the instructor, share ideas with other learners, and consult with them about solutions. Apparently, within online LE, supporting learning merely with respect to cognitive aspects is not sufficient. Leaners also need an emotional support and sense a social presence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20and%20meta-cognitive%20skills" title="cognitive and meta-cognitive skills">cognitive and meta-cognitive skills</a>, <a href="https://publications.waset.org/abstracts/search?q=independent%20reading%20of%20mathematical%20texts" title=" independent reading of mathematical texts"> independent reading of mathematical texts</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning%20environment" title=" online learning environment"> online learning environment</a>, <a href="https://publications.waset.org/abstracts/search?q=self-regulated%20learning%20skills" title=" self-regulated learning skills"> self-regulated learning skills</a> </p> <a href="https://publications.waset.org/abstracts/23275/learning-mathematics-online-characterizing-the-contribution-of-online-learning-environments-components-to-the-development-of-mathematical-knowledge-and-learning-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23275.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">620</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5866</span> Meaning Interpretation of Persian Noun-Noun Compounds: A Conceptual Blending Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bahareh%20Yousefian">Bahareh Yousefian</a>, <a href="https://publications.waset.org/abstracts/search?q=Laurel%20Smith%20Stvan"> Laurel Smith Stvan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Linguistic structures have two facades: form and meaning. These structures could have either literal meaning or figurative meaning (although it could also depend on the context in which that structure appears). The literal meaning is understandable more easily, but for the figurative meaning, a word or concept is understood from a different word or concept. In linguistic structures with a figurative meaning, it’s more difficult to relate their forms to the meanings than structures with literal meaning. In these cases, the relationship between form and figurative meaning could be studied from different perspectives. Various linguists have been curious about what happens in someone’s mind to understand figurative meaning through the forms; they have used different perspectives and theories to explain this process. It has been studied through cognitive linguistics as well, in which mind and mental activities are really important. In this viewpoint, meaning (in other words, conceptualization) is considered a mental process. In this descriptive-analytic study, 20 Persian compound nouns with figurative meanings have been collected from the Persian-language Moeen Encyclopedic Dictionary and other sources. Examples include [“Sofreh Xaneh”] (traditional restaurant) and [“Dast Yar”] (Assistant). These were studied in a cognitive semantics framework using “Conceptual Blending Theory” which hasn’t been tested on Persian compound nouns before. It was noted that “Conceptual Blending Theory” could lead to the process of understanding the figurative meanings of Persian compound nouns. Many cognitive linguists believe that “Conceptual Blending” is not only a linguistic theory but it’s also a basic human cognitive ability that plays important roles in thought, imagination, and even everyday life as well (though unconsciously). The ability to use mental spaces and conceptual blending (which is exclusive to humankind) is such a basic but unconscious ability that we are unaware of its existence and importance. What differentiates Conceptual Blending Theory from other ways of understanding figurative meaning, are arising new semantic aspects (emergent structure) that lead to a more comprehensive and precise meaning. In this study, it was found that Conceptual Blending Theory could explain reaching the figurative meanings of Persian compound nouns from their forms, such as [talkative for compound word of “Bolbol + Zabani” (nightingale + tongue)] and [wage for compound word of “Dast + Ranj” (hand + suffering)]. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20linguistics" title="cognitive linguistics">cognitive linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=conceptual%20blending" title=" conceptual blending"> conceptual blending</a>, <a href="https://publications.waset.org/abstracts/search?q=figurative%20meaning" title=" figurative meaning"> figurative meaning</a>, <a href="https://publications.waset.org/abstracts/search?q=Persian%20compound%20nouns" title=" Persian compound nouns"> Persian compound nouns</a> </p> <a href="https://publications.waset.org/abstracts/172903/meaning-interpretation-of-persian-noun-noun-compounds-a-conceptual-blending-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172903.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">77</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5865</span> The Influence of 3D Printing Course on Middle School Students' Spatial Thinking Ability</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wang%20Xingjuan">Wang Xingjuan</a>, <a href="https://publications.waset.org/abstracts/search?q=Qian%20Dongming"> Qian Dongming</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As a common thinking ability, spatial thinking ability plays an increasingly important role in the information age. The key to cultivating students' spatial thinking ability is to cultivate students' ability to process and transform graphics. The 3D printing course enables students to constantly touch the rotation and movement of objects during the modeling process and to understand spatial graphics from different views. To this end, this article combines the classic PSVT: R test to explore the impact of 3D printing courses on the spatial thinking ability of middle school students. The results of the study found that: (1) Through the study of the 3D printing course, the students' spatial ability test scores have been significantly improved, which indirectly reflects the improvement of the spatial thinking ability level. (2) The student's spatial thinking ability test results are influenced by the parent's occupation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=3D%20printing" title="3D printing">3D printing</a>, <a href="https://publications.waset.org/abstracts/search?q=middle%20school%20students" title=" middle school students"> middle school students</a>, <a href="https://publications.waset.org/abstracts/search?q=spatial%20thinking%20ability" title=" spatial thinking ability"> spatial thinking ability</a>, <a href="https://publications.waset.org/abstracts/search?q=influence" title=" influence"> influence</a> </p> <a href="https://publications.waset.org/abstracts/109150/the-influence-of-3d-printing-course-on-middle-school-students-spatial-thinking-ability" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/109150.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">190</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5864</span> Factor Analysis of Self-Efficacy among Traniees in the National Service for the Healthy Lifestyle Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nuzsep%20Almigo">Nuzsep Almigo</a>, <a href="https://publications.waset.org/abstracts/search?q=Md%20Amin%20Md%20Taff"> Md Amin Md Taff</a>, <a href="https://publications.waset.org/abstracts/search?q=Yusop%20Ahmad"> Yusop Ahmad</a>, <a href="https://publications.waset.org/abstracts/search?q=Norkhalid%20Salimin"> Norkhalid Salimin</a>, <a href="https://publications.waset.org/abstracts/search?q=Gunathevan%20Elumalai"> Gunathevan Elumalai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aimed to determine the level of self-efficacy in obese trainees before and after the Healthy Lifestyle Program. Self-efficacy is defined as the feeling, belief, perception, belief in the ability to cope with a particular situation that will influence the way individuals cope with the situation. Research instrument used was self efficacy questionnaire consisting of four main factors: (i) cognitive (abilities in a positive and realistic attitudes to the potential of to perform the duties, restrictions, or social desire), (ii) effective (mental management ability, feeling and mood), (iii) motivation (determination and the level of ability to achieve the purpose or goal), and (iv) selective (ability to choose the social conditions confronting and adapting to situations). The study sample consisted of 118 trainees from Healthy Lifestyle Program. The analysis showed there was a significant difference in self-efficacy before and after the Healthy Lifestyle Program (p = 0.00) indicated by increasing self-efficacy in the program. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self%20efficacy" title="self efficacy">self efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=self-confidence" title=" self-confidence"> self-confidence</a>, <a href="https://publications.waset.org/abstracts/search?q=affective" title=" affective"> affective</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=selective" title=" selective"> selective</a> </p> <a href="https://publications.waset.org/abstracts/2871/factor-analysis-of-self-efficacy-among-traniees-in-the-national-service-for-the-healthy-lifestyle-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2871.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">432</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5863</span> Psychological Testing in Industrial/Organizational Psychology: Validity and Reliability of Psychological Assessments in the Workplace</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Melissa%20C.%20Monney">Melissa C. Monney</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Psychological testing has been of interest to researchers for many years as useful tools in assessing and diagnosing various disorders as well as to assist in understanding human behavior. However, for over 20 years now, researchers and laypersons alike have been interested in using them for other purposes, such as determining factors in employee selection, promotion, and even termination. In recent years, psychological assessments have been useful in facilitating workplace decision processing, regarding employee circulation within organizations. This literature review explores four of the most commonly used psychological tests in workplace environments, namely cognitive ability, emotional intelligence, integrity, and personality tests, as organizations have used these tests to assess different factors of human behavior as predictive measures of future employee behaviors. The findings suggest that while there is much controversy and debate regarding the validity and reliability of these tests in workplace settings as they were not originally designed for these purposes, the use of such assessments in the workplace has been useful in decreasing costs and employee turnover as well as increase job satisfaction by ensuring the right employees are selected for their roles. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20ability" title="cognitive ability">cognitive ability</a>, <a href="https://publications.waset.org/abstracts/search?q=personality%20testing" title=" personality testing"> personality testing</a>, <a href="https://publications.waset.org/abstracts/search?q=predictive%20validity" title=" predictive validity"> predictive validity</a>, <a href="https://publications.waset.org/abstracts/search?q=workplace%20behavior" title=" workplace behavior"> workplace behavior</a> </p> <a href="https://publications.waset.org/abstracts/55662/psychological-testing-in-industrialorganizational-psychology-validity-and-reliability-of-psychological-assessments-in-the-workplace" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55662.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">242</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5862</span> Newly Designed Ecological Task to Assess Cognitive Map Reading Ability: Behavioral Neuro-Anatomic Correlates of Mental Navigation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Igor%20Faulmann">Igor Faulmann</a>, <a href="https://publications.waset.org/abstracts/search?q=Arnaud%20Saj"> Arnaud Saj</a>, <a href="https://publications.waset.org/abstracts/search?q=Roland%20Maurer"> Roland Maurer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Spatial cognition consists in a plethora of high level cognitive abilities: among them, the ability to learn and to navigate in large scale environments is probably one of the most complex skills. Navigation is thought to rely on the ability to read a cognitive map, defined as an allocentric representation of ones environment. Those representations are of course intimately related to the two geometrical primitives of the environment: distance and direction. Also, many recent studies point to a predominant hippocampal and para-hippocampal role in spatial cognition, as well as in the more specific cluster of navigational skills. In a previous study in humans, we used a newly validated test assessing cognitive map processing by evaluating the ability to judge relative distances and directions: the CMRT (Cognitive Map Recall Test). This study identified in topographically disorientated patients (1) behavioral differences between the evaluation of distances and of directions, and (2) distinct causality patterns assessed via VLSM (i.e., distinct cerebral lesions cause distinct response patterns depending on the modality (distance vs direction questions). Thus, we hypothesized that: (1) if the CMRT really taps into the same resources as real navigation, there would be hippocampal, parahippocampal, and parietal activation, and (2) there exists underlying neuroanatomical and functional differences between the processing of this two modalities. Aiming toward a better understanding of the neuroanatomical correlates of the CMRT in humans, and more generally toward a better understanding of how the brain processes the cognitive map, we adapted the CMRT as an fMRI procedure. 23 healthy subjects (11 women, 12 men), all living in Geneva for at least 2 years, underwent the CMRT in fMRI. Results show, for distance and direction taken together, than the most active brain regions are the parietal, frontal and cerebellar parts. Additionally, and as expected, patterns of brain activation differ when comparing the two modalities. Furthermore, distance processing seems to rely more on parietal regions (compared to other brain regions in the same modality and also to direction). It is interesting to notice that no significant activity was observed in the hippocampal or parahippocampal areas. Direction processing seems to tap more into frontal and cerebellar brain regions (compared to other brain regions in the same modality and also to distance). Significant hippocampal and parahippocampal activity has been shown only in this modality. This results demonstrated a complex interaction of structures which are compatible with response patterns observed in other navigational tasks, thus showing that the CMRT taps at least partially into the same brain resources as real navigation. Additionally, differences between the processing of distances and directions leads to the conclusion that the human brain processes each modality distinctly. Further research should focus on the dynamics of this processing, allowing a clearer understanding between the two sub-processes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20map" title="cognitive map">cognitive map</a>, <a href="https://publications.waset.org/abstracts/search?q=navigation" title=" navigation"> navigation</a>, <a href="https://publications.waset.org/abstracts/search?q=fMRI" title=" fMRI"> fMRI</a>, <a href="https://publications.waset.org/abstracts/search?q=spatial%20cognition" title=" spatial cognition"> spatial cognition</a> </p> <a href="https://publications.waset.org/abstracts/51419/newly-designed-ecological-task-to-assess-cognitive-map-reading-ability-behavioral-neuro-anatomic-correlates-of-mental-navigation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51419.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">294</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5861</span> Cognitive Based Approach to Organizational Development </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tatiana%20V.%20Korsakova">Tatiana V. Korsakova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The cognitive methodology in management is considered: Cognitive structuring - the formation of ideas about the functioning of a developing organization; Cognitive modeling - heuristic construction of existing actions (zone of successful actions); and Cognitive construct - the formation of filters for converting external information into specific events of managerial reality. The major findings of the study are the identification of areas of successful actions in the organization, harmonization of criteria for evaluating the effectiveness of company management, and the frame-description that indicates the connection of environmental elements with the elements of the organization. It is stated the development of specific events of managerial reality in the direction of the further development of the organization depends on the personal cognitive construct of the development-subjects when it is used in the zone of successful actions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20construct" title="cognitive construct">cognitive construct</a>, <a href="https://publications.waset.org/abstracts/search?q=focus%20of%20applicability" title=" focus of applicability"> focus of applicability</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20corporate%20culture" title=" knowledge corporate culture"> knowledge corporate culture</a>, <a href="https://publications.waset.org/abstracts/search?q=zones%20of%20successful%20actions" title=" zones of successful actions"> zones of successful actions</a> </p> <a href="https://publications.waset.org/abstracts/123367/cognitive-based-approach-to-organizational-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/123367.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">296</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5860</span> Personalized Learning: An Analysis Using Item Response Theory</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Yacob">A. Yacob</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Hj.%20Ali"> N. Hj. Ali</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20H.%20Yusoff"> M. H. Yusoff</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Y.%20MohdSaman"> M. Y. MohdSaman</a>, <a href="https://publications.waset.org/abstracts/search?q=W.%20M.%20A.%20F.%20W.%20Hamzah"> W. M. A. F. W. Hamzah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Personalized learning becomes increasingly popular which not is restricted by time, place or any other barriers. This study proposes an analysis of Personalized Learning using Item Response Theory which considers course material difficulty and learner ability. The study investigates twenty undergraduate students at TATI University College, who are taking programming subject. By using the IRT, it was found that, finding the most appropriate problem levels to each student include high and low level test items together is not a problem. Thus, the student abilities can be asses more accurately and fairly. Learners who experience more anxiety will affect a heavier cognitive load and receive lower test scores. Instructors are encouraged to provide a supportive learning environment to enhance learning effectiveness because Cognitive Load Theory concerns the limited capacity of the brain to absorb new information. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=item%20response%20theory" title=" item response theory"> item response theory</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20load%20theory" title=" cognitive load theory"> cognitive load theory</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a> </p> <a href="https://publications.waset.org/abstracts/7302/personalized-learning-an-analysis-using-item-response-theory" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/7302.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">317</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=cognitive%20ability&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=cognitive%20ability&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=cognitive%20ability&page=4">4</a></li> <li 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