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processing</title> <meta name="description" content="Search results for: cognitive processing"> <meta name="keywords" content="cognitive processing"> <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 processing"> <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> 5380</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: cognitive processing</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5380</span> Investigating the Relationship and Interaction between Auditory Processing Disorder and Auditory Attention</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amirreza%20Razzaghipour%20Sorkhab">Amirreza Razzaghipour Sorkhab</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The exploration of the connection between cognition and Auditory Processing Disorder (APD) holds significant value. Individuals with APD experience challenges in processing auditory information through the central auditory nervous system's varied pathways. Understanding the importance of auditory attention in individuals with APD, as well as the primary diagnostic tools such as language and auditory attention tests, highlights the critical need for assessing their auditory attention abilities. While not all children with Auditory Processing Disorder (APD) show deficits in auditory attention, there are often deficiencies in cognitive and attentional performance. The link between various types of attention deficits and APD suggests impairments in sustained and divided auditory attention. Research into the origins of APD should also encompass higher-level processes, such as auditory attention. It is evident that investigating the interaction between APD and auditory and cognitive functions holds significant value. Furthermore, it was demonstrated that APD tests may be influenced by cognitive factors, but despite signs of auditory attention interaction with auditory processing skills and the influence of cognitive factors on tests for this disorder, auditory attention measures are not typically included in APD diagnostic protocols. Therefore, incorporating attention assessment tests into the battery of tests for individuals with auditory processing disorder will be beneficial for obtaining useful insights into their attentional abilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=auditory%20processing%20disorder" title="auditory processing disorder">auditory processing disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=auditory%20attention" title=" auditory attention"> auditory attention</a>, <a href="https://publications.waset.org/abstracts/search?q=central%20auditory%20processing%20disorder" title=" central auditory processing disorder"> central auditory processing disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=top-down%20pathway" title=" top-down pathway"> top-down pathway</a> </p> <a href="https://publications.waset.org/abstracts/175116/investigating-the-relationship-and-interaction-between-auditory-processing-disorder-and-auditory-attention" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175116.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">66</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">5379</span> Translation Directionality: An Eye Tracking Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elahe%20Kamari">Elahe Kamari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research on translation process has been conducted for more than 20 years, investigating various issues and using different research methodologies. Most recently, researchers have started to use eye tracking to study translation processes. They believed that the observable, measurable data that can be gained from eye tracking are indicators of unobservable cognitive processes happening in the translators’ mind during translation tasks. The aim of this study was to investigate directionality in translation processes through using eye tracking. The following hypotheses were tested: 1) processing the target text requires more cognitive effort than processing the source text, in both directions of translation; 2) L2 translation tasks on the whole require more cognitive effort than L1 tasks; 3) cognitive resources allocated to the processing of the source text is higher in L1 translation than in L2 translation; 4) cognitive resources allocated to the processing of the target text is higher in L2 translation than in L1 translation; and 5) in both directions non-professional translators invest more cognitive effort in translation tasks than do professional translators. The performance of a group of 30 male professional translators was compared with that of a group of 30 male non-professional translators. All the participants translated two comparable texts one into their L1 (Persian) and the other into their L2 (English). The eye tracker measured gaze time, average fixation duration, total task length and pupil dilation. These variables are assumed to measure the cognitive effort allocated to the translation task. The data derived from eye tracking only confirmed the first hypothesis. This hypothesis was confirmed by all the relevant indicators: gaze time, average fixation duration and pupil dilation. The second hypothesis that L2 translation tasks requires allocation of more cognitive resources than L1 translation tasks has not been confirmed by all four indicators. The third hypothesis that source text processing requires more cognitive resources in L1 translation than in L2 translation and the fourth hypothesis that target text processing requires more cognitive effort in L2 translation than L1 translation were not confirmed. It seems that source text processing in L2 translation can be just as demanding as in L1 translation. The final hypothesis that non-professional translators allocate more cognitive resources for the same translation tasks than do the professionals was partially confirmed. One of the indicators, average fixation duration, indicated higher cognitive effort-related values for professionals. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=translation%20processes" title="translation processes">translation processes</a>, <a href="https://publications.waset.org/abstracts/search?q=eye%20tracking" title=" eye tracking"> eye tracking</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20resources" title=" cognitive resources"> cognitive resources</a>, <a href="https://publications.waset.org/abstracts/search?q=directionality" title=" directionality"> directionality</a> </p> <a href="https://publications.waset.org/abstracts/36599/translation-directionality-an-eye-tracking-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36599.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">464</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">5378</span> Integrated Models of Reading Comprehension: Understanding to Impact Teaching—The Teacher’s Central Role</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sally%20A.%20Brown">Sally A. Brown</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Over the last 30 years, researchers have developed models or frameworks to provide a more structured understanding of the reading comprehension process. Cognitive information processing models and social cognitive theories both provide frameworks to inform reading comprehension instruction. The purpose of this paper is to (a) provide an overview of the historical development of reading comprehension theory, (b) review the literature framed by cognitive information processing, social cognitive, and integrated reading comprehension theories, and (c) demonstrate how these frameworks inform instruction. As integrated models of reading can guide the interpretation of various factors related to student learning, an integrated framework designed by the researcher will be presented. Results indicated that features of cognitive processing and social cognitivism theory—represented in the integrated framework—highlight the importance of the role of the teacher. This model can aid teachers in not only improving reading comprehension instruction but in identifying areas of challenge for students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=explicit%20instruction" title="explicit instruction">explicit instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=integrated%20models%20of%20reading%20comprehension" title=" integrated models of reading comprehension"> integrated models of reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%E2%80%99s%20role" title=" teacher’s role"> teacher’s role</a> </p> <a href="https://publications.waset.org/abstracts/160592/integrated-models-of-reading-comprehension-understanding-to-impact-teaching-the-teachers-central-role" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160592.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">97</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">5377</span> Social-Cognitive Aspects of Interpretation: Didactic Approaches in Language Processing and English as a Second Language Difficulties in Dyslexia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Schnell%20Zsuzsanna">Schnell Zsuzsanna</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: The interpretation of written texts, language processing in the visual domain, in other words, atypical reading abilities, also known as dyslexia, is an ever-growing phenomenon in today’s societies and educational communities. The much-researched problem affects cognitive abilities and, coupled with normal intelligence normally manifests difficulties in the differentiation of sounds and orthography and in the holistic processing of written words. The factors of susceptibility are varied: social, cognitive psychological, and linguistic factors interact with each other. Methods: The research will explain the psycholinguistics of dyslexia on the basis of several empirical experiments and demonstrate how domain-general abilities of inhibition, retrieval from the mental lexicon, priming, phonological processing, and visual modality transfer affect successful language processing and interpretation. Interpretation of visual stimuli is hindered, and the problem seems to be embedded in a sociocultural, psycholinguistic, and cognitive background. This makes the picture even more complex, suggesting that the understanding and resolving of the issues of dyslexia has to be interdisciplinary, aided by several disciplines in the field of humanities and social sciences, and should be researched from an empirical approach, where the practical, educational corollaries can be analyzed on an applied basis. Aim and applicability: The lecture sheds light on the applied, cognitive aspects of interpretation, social cognitive traits of language processing, the mental underpinnings of cognitive interpretation strategies in different languages (namely, Hungarian and English), offering solutions with a few applied techniques for success in foreign language learning that can be useful advice for the developers of testing methodologies and measures across ESL teaching and testing platforms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dyslexia" title="dyslexia">dyslexia</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=transparency" title=" transparency"> transparency</a>, <a href="https://publications.waset.org/abstracts/search?q=modalities" title=" modalities"> modalities</a> </p> <a href="https://publications.waset.org/abstracts/165654/social-cognitive-aspects-of-interpretation-didactic-approaches-in-language-processing-and-english-as-a-second-language-difficulties-in-dyslexia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165654.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">84</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">5376</span> The Effects of Cardiovascular Risk on Age-Related Cognitive Decline in Healthy Older Adults</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Badran">A. Badran</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20%20Hollocks"> M. Hollocks</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20Markus"> H. Markus</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Common risk factors for cardiovascular disease are associated with age-related cognitive decline. There has been much interest in treating modifiable cardiovascular risk factors in the hope of reducing cognitive decline. However, there is currently no validated neuropsychological test to assess the subclinical cognitive effects of vascular risk. The Brief Memory and Executive Test (BMET) is a clinical screening tool, which was originally designed to be sensitive and specific to Vascular Cognitive Impairment (VCI), an impairment characterised by decline in frontally-mediated cognitive functions (e.g. Executive Function and Processing Speed). Objective: To cross-sectionally assess the validity of the BMET as a measure of the subclinical effects of vascular risk on cognition, in an otherwise healthy elderly cohort. Methods: Data from 346 participants (57 ± 10 years) without major neurological or psychiatric disorders were included in this study, gathered as part of a previous multicentre validation study for the BMET. Framingham Vascular Age was used as a surrogate measure of vascular risk, incorporating several established risk factors. Principal Components Analysis of the subtests was used to produce common constructs: an index for Memory and another for Executive Function/Processing Speed. Univariate General Linear models were used to relate Vascular Age to performance on Executive Function/Processing Speed and Memory subtests of the BMET, adjusting for Age, Premorbid Intelligence and Ethnicity. Results: Adverse vascular risk was associated with poorer performance on both the Memory and Executive Function/Processing Speed indices, adjusted for Age, Premorbid Intelligence and Ethnicity (p=0.011 and p<0.001, respectively). Conclusions: Performance on the BMET reflects the subclinical effects of vascular risk on cognition, in age-related cognitive decline. Vascular risk is associated with decline in both Executive Function/Processing Speed and Memory groups of subtests. Future studies are needed to explore whether treating vascular risk factors can effectively reduce age-related cognitive decline. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=age-related%20cognitive%20decline" title="age-related cognitive decline">age-related cognitive decline</a>, <a href="https://publications.waset.org/abstracts/search?q=vascular%20cognitive%20impairment" title=" vascular cognitive impairment"> vascular cognitive impairment</a>, <a href="https://publications.waset.org/abstracts/search?q=subclinical%20cerebrovascular%20disease" title=" subclinical cerebrovascular disease"> subclinical cerebrovascular disease</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20aging" title=" cognitive aging"> cognitive aging</a> </p> <a href="https://publications.waset.org/abstracts/31232/the-effects-of-cardiovascular-risk-on-age-related-cognitive-decline-in-healthy-older-adults" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31232.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">471</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">5375</span> Differences in the Processing of Sentences with Lexical Ambiguity and Structural Ambiguity: An Experimental Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mariana%20T.%20Teixeira">Mariana T. Teixeira</a>, <a href="https://publications.waset.org/abstracts/search?q=Joana%20P.%20Luz"> Joana P. Luz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper is based on assumptions of psycholinguistics and investigates the processing of ambiguous sentences in Brazilian Portuguese. Specifically, it aims to verify if there is a difference in processing time between sentences with lexical ambiguity and sentences with structural (or syntactic) ambiguity. We hypothesize, based on the Garden Path Theory, that the two types of ambiguity entail different cognitive efforts, since sentences with structural ambiguity require that two structures be processed, whereas ambiguous phrases whose root of ambiguity is in a word require the processing of a single structure, which admits a variation of punctual meaning, within the scope of only one lexical item. In order to test this hypothesis, 25 undergraduate students, whose average age was 27.66 years, native speakers of Brazilian Portuguese, performed a self-monitoring reading task of ambiguous sentences, which had lexical and structural ambiguity. The results suggest that unambiguous sentence processing is faster than ambiguous sentence processing, whether it has lexical or structural ambiguity. In addition, participants presented a mean reading time greater for sentences with syntactic ambiguity than for sentences with lexical ambiguity, evidencing a greater cognitive effort in sentence processing with structural ambiguity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Brazilian%20portuguese" title="Brazilian portuguese">Brazilian portuguese</a>, <a href="https://publications.waset.org/abstracts/search?q=lexical%20ambiguity" title=" lexical ambiguity"> lexical ambiguity</a>, <a href="https://publications.waset.org/abstracts/search?q=sentence%20processing" title=" sentence processing"> sentence processing</a>, <a href="https://publications.waset.org/abstracts/search?q=syntactic%20ambiguity" title=" syntactic ambiguity"> syntactic ambiguity</a> </p> <a href="https://publications.waset.org/abstracts/85250/differences-in-the-processing-of-sentences-with-lexical-ambiguity-and-structural-ambiguity-an-experimental-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85250.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">228</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">5374</span> Cognitive Dysfunctioning and the Fronto-Limbic Network in Bipolar Disorder Patients: A Fmri Meta-Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rahele%20Mesbah">Rahele Mesbah</a>, <a href="https://publications.waset.org/abstracts/search?q=Nic%20Van%20Der%20Wee"> Nic Van Der Wee</a>, <a href="https://publications.waset.org/abstracts/search?q=Manja%20Koenders"> Manja Koenders</a>, <a href="https://publications.waset.org/abstracts/search?q=Erik%20Giltay"> Erik Giltay</a>, <a href="https://publications.waset.org/abstracts/search?q=Albert%20Van%20Hemert"> Albert Van Hemert</a>, <a href="https://publications.waset.org/abstracts/search?q=Max%20De%20Leeuw"> Max De Leeuw</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Patients with bipolar disorder (BD), characterized by depressive and manic episodes, often suffer from cognitive dysfunction. An up-to-date meta-analysis of functional Magnetic Resonance Imaging (fMRI) studies examining cognitive function in BD is lacking. Objective: The aim of the current fMRI meta-analysis is to investigate brain functioning of bipolar patients compared with healthy subjects within three domains of emotion processing, reward processing, and working memory. Method: Differences in brain regions activation were tested within whole-brain analysis using the activation likelihood estimation (ALE) method. Separate analyses were performed for each cognitive domain. Results: A total of 50 fMRI studies were included: 20 studies used an emotion processing (316 BD and 369 HC) task, 9 studies a reward processing task (215 BD and 213 HC), and 21 studies used a working memory task (503 BD and 445 HC). During emotion processing, BD patients hyperactivated parts of the left amygdala and hippocampus as compared to HC’s, but showed hypoactivation in the inferior frontal gyrus (IFG). Regarding reward processing, BD patients showed hyperactivation in part of the orbitofrontal cortex (OFC). During working memory, BD patients showed increased activity in the prefrontal cortex (PFC) and anterior cingulate cortex (ACC). Conclusions: This meta-analysis revealed evidence for activity disturbances in several brain areas involved in the cognitive functioning of BD patients. Furthermore, most of the found regions are part of the so-called fronto-limbic network which is hypothesized to be affected as a result of BD candidate genes' expression. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20functioning" title="cognitive functioning">cognitive functioning</a>, <a href="https://publications.waset.org/abstracts/search?q=fMRI%20analysis" title=" fMRI analysis"> fMRI analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=bipolar%20disorder" title=" bipolar disorder"> bipolar disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=fronto-limbic%20network" title=" fronto-limbic network"> fronto-limbic network</a> </p> <a href="https://publications.waset.org/abstracts/136510/cognitive-dysfunctioning-and-the-fronto-limbic-network-in-bipolar-disorder-patients-a-fmri-meta-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/136510.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">463</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">5373</span> Interaction between Cognitive Control and Language Processing in Non-Fluent Aphasia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Izabella%20Szollosi">Izabella Szollosi</a>, <a href="https://publications.waset.org/abstracts/search?q=Klara%20Marton"> Klara Marton</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Aphasia can be defined as a weakness in accessing linguistic information. Accessing linguistic information is strongly related to information processing, which in turn is associated with the cognitive control system. According to the literature, a deficit in the cognitive control system interferes with language processing and contributes to non-fluent speech performance. The aim of our study was to explore this hypothesis by investigating how cognitive control interacts with language performance in participants with non-fluent aphasia. Cognitive control is a complex construct that includes working memory (WM) and the ability to resist proactive interference (PI). Based on previous research, we hypothesized that impairments in domain-general (DG) cognitive control abilities have negative effects on language processing. In contrast, better DG cognitive control functioning supports goal-directed behavior in language-related processes as well. Since stroke itself might slow down information processing, it is important to examine its negative effects on both cognitive control and language processing. Participants (N=52) in our study were individuals with non-fluent Broca’s aphasia (N = 13), with transcortical motor aphasia (N=13), individuals with stroke damage without aphasia (N=13), and unimpaired speakers (N = 13). All participants performed various computer-based tasks targeting cognitive control functions such as WM and resistance to PI in both linguistic and non-linguistic domains. Non-linguistic tasks targeted primarily DG functions, while linguistic tasks targeted more domain specific (DS) processes. The results showed that participants with Broca’s aphasia differed from the other three groups in the non-linguistic tasks. They performed significantly worse even in the baseline conditions. In contrast, we found a different performance profile in the linguistic domain, where the control group differed from all three stroke-related groups. The three groups with impairment performed more poorly than the controls but similar to each other in the verbal baseline condition. In the more complex verbal PI condition, however, participants with Broca’s aphasia performed significantly worse than all the other groups. Participants with Broca’s aphasia demonstrated the most severe language impairment and the highest vulnerability in tasks measuring DG cognitive control functions. Results support the notion that the more severe the cognitive control impairment, the more severe the aphasia. Thus, our findings suggest a strong interaction between cognitive control and language. Individuals with the most severe and most general cognitive control deficit - participants with Broca’s aphasia - showed the most severe language impairment. Individuals with better DG cognitive control functions demonstrated better language performance. While all participants with stroke damage showed impaired cognitive control functions in the linguistic domain, participants with better language skills performed also better in tasks that measured non-linguistic cognitive control functions. The overall results indicate that the level of cognitive control deficit interacts with the language functions in individuals along with the language spectrum (from severe to no impairment). However, future research is needed to determine any directionality. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20control" title="cognitive control">cognitive control</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20processing" title=" information processing"> information processing</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20performance" title=" language performance"> language performance</a>, <a href="https://publications.waset.org/abstracts/search?q=non-fluent%20aphasia" title=" non-fluent aphasia"> non-fluent aphasia</a> </p> <a href="https://publications.waset.org/abstracts/121352/interaction-between-cognitive-control-and-language-processing-in-non-fluent-aphasia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/121352.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">123</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">5372</span> On the Implementation of The Pulse Coupled Neural Network (PCNN) in the Vision of Cognitive Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hala%20Zaghloul">Hala Zaghloul</a>, <a href="https://publications.waset.org/abstracts/search?q=Taymoor%20Nazmy"> Taymoor Nazmy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the great challenges of the 21st century is to build a robot that can perceive and act within its environment and communicate with people, while also exhibiting the cognitive capabilities that lead to performance like that of people. The Pulse Coupled Neural Network, PCNN, is a relative new ANN model that derived from a neural mammal model with a great potential in the area of image processing as well as target recognition, feature extraction, speech recognition, combinatorial optimization, compressed encoding. PCNN has unique feature among other types of neural network, which make it a candid to be an important approach for perceiving in cognitive systems. This work show and emphasis on the potentials of PCNN to perform different tasks related to image processing. The main drawback or the obstacle that prevent the direct implementation of such technique, is the need to find away to control the PCNN parameters toward perform a specific task. This paper will evaluate the performance of PCNN standard model for processing images with different properties, and select the important parameters that give a significant result, also, the approaches towards find a way for the adaptation of the PCNN parameters to perform a specific task. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20system" title="cognitive system">cognitive system</a>, <a href="https://publications.waset.org/abstracts/search?q=image%20processing" title=" image processing"> image processing</a>, <a href="https://publications.waset.org/abstracts/search?q=segmentation" title=" segmentation"> segmentation</a>, <a href="https://publications.waset.org/abstracts/search?q=PCNN%20kernels" title=" PCNN kernels"> PCNN kernels</a> </p> <a href="https://publications.waset.org/abstracts/53579/on-the-implementation-of-the-pulse-coupled-neural-network-pcnn-in-the-vision-of-cognitive-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53579.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">280</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">5371</span> A Cognitive Training Program in Learning Disability: A Program Evaluation and Follow-Up Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Krisztina%20Bohacs">Krisztina Bohacs</a>, <a href="https://publications.waset.org/abstracts/search?q=Klaudia%20Markus"> Klaudia Markus</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To author’s best knowledge we are in absence of studies on cognitive program evaluation and we are certainly short of programs that prove to have high effect sizes with strong retention results. The purpose of our study was to investigate the effectiveness of a comprehensive cognitive training program, namely BrainRx. This cognitive rehabilitation program target and remediate seven core cognitive skills and related systems of sub-skills through repeated engagement in game-like mental procedures delivered one-on-one by a clinician, supplemented by digital training. A larger sample of children with learning disability were given pretest and post-test cognitive assessments. The experimental group completed a twenty-week cognitive training program in a BrainRx center. A matched control group received another twenty-week intervention with Feuerstein’s Instrumental Enrichment programs. A second matched control group did not receive training. As for pre- and post-test, we used a general intelligence test to assess IQ and a computer-based test battery for assessing cognition across the lifespan. Multiple regression analyses indicated that the experimental BrainRx treatment group had statistically significant higher outcomes in attention, working memory, processing speed, logic and reasoning, auditory processing, visual processing and long-term memory compared to the non-treatment control group with very large effect sizes. With the exception of logic and reasoning, the BrainRx treatment group realized significantly greater gains in six of the above given seven cognitive measures compared to the Feuerstein control group. Our one-year retention measures showed that all the cognitive training gains were above ninety percent with the greatest retention skills in visual processing, auditory processing, logic, and reasoning. The BrainRx program may be an effective tool to establish long-term cognitive changes in case of students with learning disabilities. Recommendations are made for treatment centers and special education institutions on the cognitive training of students with special needs. The importance of our study is that targeted, systematic, progressively loaded and intensive brain training approach may significantly change learning disabilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20rehabilitation%20training" title="cognitive rehabilitation training">cognitive rehabilitation training</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20skills" title=" cognitive skills"> cognitive skills</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20disability" title=" learning disability"> learning disability</a>, <a href="https://publications.waset.org/abstracts/search?q=permanent%20structural%20cognitive%20changes" title=" permanent structural cognitive changes"> permanent structural cognitive changes</a> </p> <a href="https://publications.waset.org/abstracts/95944/a-cognitive-training-program-in-learning-disability-a-program-evaluation-and-follow-up-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/95944.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">202</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">5370</span> Cognitive SATP for Airborne Radar Based on Slow-Time Coding</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fanqiang%20Kong">Fanqiang Kong</a>, <a href="https://publications.waset.org/abstracts/search?q=Jindong%20Zhang"> Jindong Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Daiyin%20Zhu"> Daiyin Zhu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Space-time adaptive processing (STAP) techniques have been motivated as a key enabling technology for advanced airborne radar applications. In this paper, the notion of cognitive radar is extended to STAP technique, and cognitive STAP is discussed. The principle for improving signal-to-clutter ratio (SCNR) based on slow-time coding is given, and the corresponding optimization algorithm based on cyclic and power-like algorithms is presented. Numerical examples show the effectiveness of the proposed method. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=space-time%20adaptive%20processing%20%28STAP%29" title="space-time adaptive processing (STAP)">space-time adaptive processing (STAP)</a>, <a href="https://publications.waset.org/abstracts/search?q=airborne%20radar" title=" airborne radar"> airborne radar</a>, <a href="https://publications.waset.org/abstracts/search?q=signal-to-clutter%20ratio" title=" signal-to-clutter ratio"> signal-to-clutter ratio</a>, <a href="https://publications.waset.org/abstracts/search?q=slow-time%20coding" title=" slow-time coding"> slow-time coding</a> </p> <a href="https://publications.waset.org/abstracts/71518/cognitive-satp-for-airborne-radar-based-on-slow-time-coding" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71518.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">273</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">5369</span> An Analysis of the Temporal Aspects of Visual Attention Processing Using Rapid Series Visual Processing (RSVP) Data</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shreya%20Borthakur">Shreya Borthakur</a>, <a href="https://publications.waset.org/abstracts/search?q=Aastha%20Vartak"> Aastha Vartak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This Electroencephalogram (EEG) project on Rapid Visual Serial Processing (RSVP) paradigm explores the temporal dynamics of visual attention processing in response to rapidly presented visual stimuli. The study builds upon previous research that used real-world images in RSVP tasks to understand the emergence of object representations in the human brain. The objectives of the research include investigating the differences in accuracy and reaction times between 5 Hz and 20 Hz presentation rates, as well as examining the prominent brain waves, particularly alpha and beta waves, associated with the attention task. The pre-processing and data analysis involves filtering EEG data, creating epochs for target stimuli, and conducting statistical tests using MATLAB, EEGLAB, Chronux toolboxes, and R. The results support the hypotheses, revealing higher accuracy at a slower presentation rate, faster reaction times for less complex targets, and the involvement of alpha and beta waves in attention and cognitive processing. This research sheds light on how short-term memory and cognitive control affect visual processing and could have practical implications in fields like education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=RSVP" title="RSVP">RSVP</a>, <a href="https://publications.waset.org/abstracts/search?q=attention" title=" attention"> attention</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20processing" title=" visual processing"> visual processing</a>, <a href="https://publications.waset.org/abstracts/search?q=attentional%20blink" title=" attentional blink"> attentional blink</a>, <a href="https://publications.waset.org/abstracts/search?q=EEG" title=" EEG"> EEG</a> </p> <a href="https://publications.waset.org/abstracts/169655/an-analysis-of-the-temporal-aspects-of-visual-attention-processing-using-rapid-series-visual-processing-rsvp-data" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169655.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">71</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">5368</span> Perceiving Text-Worlds as a Cognitive Mechanism to Understand Surah Al-Kahf</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Awatef%20Boubakri">Awatef Boubakri</a>, <a href="https://publications.waset.org/abstracts/search?q=Khaled%20Jebahi"> Khaled Jebahi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Using Text World Theory (TWT), we attempted to understand how mental representations (text worlds) and perceptions can be construed by readers of Quranic texts. To this end, Surah Al-Kahf was purposefully selected given the fact that while each of its stories is narrated, different levels of discourse intervene, which might result in a confused reader who might find it hard to keep track of which discourse he or she is processing. This surah was studied using specifically-designed text-world diagrams. The findings suggest that TWT can be used to help solve problems of ambiguity at the level of discourse in Quranic texts and to help construct a thinking reader whose cognitive constructs (text worlds / mental representations) are built through reflecting on the various and often changing components of discourse world, text world, and sub-worlds. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Al-Kahf" title="Al-Kahf">Al-Kahf</a>, <a href="https://publications.waset.org/abstracts/search?q=Surah" title=" Surah"> Surah</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive" title=" cognitive"> cognitive</a>, <a href="https://publications.waset.org/abstracts/search?q=processing" title=" processing"> processing</a>, <a href="https://publications.waset.org/abstracts/search?q=discourse" title=" discourse"> discourse</a> </p> <a href="https://publications.waset.org/abstracts/169749/perceiving-text-worlds-as-a-cognitive-mechanism-to-understand-surah-al-kahf" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169749.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">89</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">5367</span> The Output Fallacy: An Investigation into Input, Noticing, and Learners’ Mechanisms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samantha%20Rix">Samantha Rix</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this research paper is to investigate the cognitive processing of learners who receive input but produce very little or no output, and who, when they do produce output, exhibit a similar language proficiency as do those learners who produced output more regularly in the language classroom. Previous studies have investigated the benefits of output (with somewhat differing results); therefore, the presentation will begin with an investigation of what may underlie gains in proficiency without output. Consequently, a pilot study was designed and conducted to gain insight into the cognitive processing of low-output language learners looking, for example, at quantity and quality of noticing. This will be carried out within the paradigm of action classroom research, observing and interviewing low-output language learners in an intensive English program at a small Midwest university. The results of the pilot study indicated that autonomy in language learning, specifically utilizing strategies such self-monitoring, self-talk, and thinking 'out-loud', were crucial in the development of language proficiency for academic-level performance. The presentation concludes with an examination of pedagogical implication for classroom use in order to aide students in their language development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20processing" title="cognitive processing">cognitive processing</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learners" title=" language learners"> language learners</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20proficiency" title=" language proficiency"> language proficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20strategies" title=" learning strategies"> learning strategies</a> </p> <a href="https://publications.waset.org/abstracts/37442/the-output-fallacy-an-investigation-into-input-noticing-and-learners-mechanisms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37442.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">475</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">5366</span> Bilingual Experience Influences Different Components of Cognitive Control: Evidence from fMRI Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xun%20Sun">Xun Sun</a>, <a href="https://publications.waset.org/abstracts/search?q=Le%20Li"> Le Li</a>, <a href="https://publications.waset.org/abstracts/search?q=Ce%20Mo"> Ce Mo</a>, <a href="https://publications.waset.org/abstracts/search?q=Lei%20Mo"> Lei Mo</a>, <a href="https://publications.waset.org/abstracts/search?q=Ruiming%20Wang"> Ruiming Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Guosheng%20Ding"> Guosheng Ding</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cognitive control plays a central role in information processing, which is comprised of various components including response suppression and inhibitory control. Response suppression is considered to inhibit the irrelevant response during the cognitive process; while inhibitory control to inhibit the irrelevant stimulus in the process of cognition. Both of them undertake distinct functions for the cognitive control, so as to enhance the performances in behavior. Among numerous factors on cognitive control, bilingual experience is a substantial and indispensible factor. It has been reported that bilingual experience can influence the neural activity of cognitive control as whole. However, it still remains unknown how the neural influences specifically present on the components of cognitive control imposed by bilingualism. In order to explore the further issue, the study applied fMRI, used anti-saccade paradigm and compared the cerebral activations between high and low proficient Chinese-English bilinguals. Meanwhile, the study provided experimental evidence for the brain plasticity of language, and offered necessary bases on the interplay between language and cognitive control. The results showed that response suppression recruited the middle frontal gyrus (MFG) in low proficient Chinese-English bilinguals, but the inferior patrietal lobe in high proficient Chinese-English bilinguals. Inhibitory control engaged the superior temporal gyrus (STG) and middle temporal gyrus (MTG) in low proficient Chinese-English bilinguals, yet the right insula cortex was more active in high proficient Chinese-English bilinguals during the process. These findings illustrate insights that bilingual experience has neural influences on different components of cognitive control. Compared with low proficient bilinguals, high proficient bilinguals turn to activate advanced neural areas for the processing of cognitive control. In addition, with the acquisition and accumulation of language, language experience takes effect on the brain plasticity and changes the neural basis of cognitive control. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingual%20experience" title="bilingual experience">bilingual experience</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20control" title=" cognitive control"> cognitive control</a>, <a href="https://publications.waset.org/abstracts/search?q=inhibition%20control" title=" inhibition control"> inhibition control</a>, <a href="https://publications.waset.org/abstracts/search?q=response%20suppression" title=" response suppression"> response suppression</a> </p> <a href="https://publications.waset.org/abstracts/48097/bilingual-experience-influences-different-components-of-cognitive-control-evidence-from-fmri-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48097.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">483</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">5365</span> Relations of Progression in Cognitive Decline with Initial EEG Resting-State Functional Network in Mild Cognitive Impairment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chia-Feng%20Lu">Chia-Feng Lu</a>, <a href="https://publications.waset.org/abstracts/search?q=Yuh-Jen%20Wang"> Yuh-Jen Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Yu-Te%20Wu"> Yu-Te Wu</a>, <a href="https://publications.waset.org/abstracts/search?q=Sui-Hing%20Yan"> Sui-Hing Yan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed at investigating whether the functional brain networks constructed using the initial EEG (obtained when patients first visited hospital) can be correlated with the progression of cognitive decline calculated as the changes of mini-mental state examination (MMSE) scores between the latest and initial examinations. We integrated the time–frequency cross mutual information (TFCMI) method to estimate the EEG functional connectivity between cortical regions, and the network analysis based on graph theory to investigate the organization of functional networks in aMCI. Our finding suggested that higher integrated functional network with sufficient connection strengths, dense connection between local regions, and high network efficiency in processing information at the initial stage may result in a better prognosis of the subsequent cognitive functions for aMCI. In conclusion, the functional connectivity can be a useful biomarker to assist in prediction of cognitive declines in aMCI. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20decline" title="cognitive decline">cognitive decline</a>, <a href="https://publications.waset.org/abstracts/search?q=functional%20connectivity" title=" functional connectivity"> functional connectivity</a>, <a href="https://publications.waset.org/abstracts/search?q=MCI" title=" MCI"> MCI</a>, <a href="https://publications.waset.org/abstracts/search?q=MMSE" title=" MMSE"> MMSE</a> </p> <a href="https://publications.waset.org/abstracts/13287/relations-of-progression-in-cognitive-decline-with-initial-eeg-resting-state-functional-network-in-mild-cognitive-impairment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13287.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">383</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">5364</span> Disparity of Learning Styles and Cognitive Abilities in Vocational Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mimi%20Mohaffyza%20Mohamad">Mimi Mohaffyza Mohamad</a>, <a href="https://publications.waset.org/abstracts/search?q=Yee%20Mei%20Heong"> Yee Mei Heong</a>, <a href="https://publications.waset.org/abstracts/search?q=Nurfirdawati%20Muhammad%20Hanafi"> Nurfirdawati Muhammad Hanafi</a>, <a href="https://publications.waset.org/abstracts/search?q=Tee%20Tze%20Kiong"> Tee Tze Kiong </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is conducted to investigate the disparity of between learning styles and cognitive abilities specifically in Vocational Education. Felder and Silverman Learning Styles Model (FSLSM) was applied to measure the students’ learning styles while the content in Building Construction Subject consists; knowledge, skills and problem solving were taken into account in constructing the elements of cognitive abilities. There are four dimension of learning styles proposed by Felder and Silverman intended to capture student learning preferences with regards to processing either active or reflective, perception based on sensing or intuitive, input of information used visual or verbal and understanding information represent with sequential or global learner. The study discovered that students are tending to be visual learners and each type of learner having significant difference whereas cognitive abilities. The finding may help teachers to facilitate students more effectively and to boost the student’s cognitive abilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20styles" title="learning styles">learning styles</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20abilities" title=" cognitive abilities"> cognitive abilities</a>, <a href="https://publications.waset.org/abstracts/search?q=dimension%20of%20learning%20styles" title=" dimension of learning styles"> dimension of learning styles</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20preferences" title=" learning preferences"> learning preferences</a> </p> <a href="https://publications.waset.org/abstracts/2036/disparity-of-learning-styles-and-cognitive-abilities-in-vocational-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2036.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">402</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">5363</span> Epistemic Emotions during Cognitive Conflict: Associations with Metacognitive Feelings in High Conflict Scenarios</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Katerina%20Nerantzaki">Katerina Nerantzaki</a>, <a href="https://publications.waset.org/abstracts/search?q=Panayiota%20Metallidou"> Panayiota Metallidou</a>, <a href="https://publications.waset.org/abstracts/search?q=Anastasia%20Efklides"> Anastasia Efklides</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of the study was to investigate: (a) changes in the intensity of various epistemic emotions during cognitive processing in a decision-making task and (b) their associations with metacognitive feelings of difficulty and confidence. One hundred and fifty-two undergraduate university students were asked individually to read in the e-prime environment decision-making scenarios about moral dilemmas concerning self-driving cars, which differed in the level of conflict they produced, and then to make a choice between two options. Further, the participants were asked to rate on a four-point scale four epistemic emotions (surprise, curiosity, confusion, and wonder) and two metacognitive feelings (feeling of difficulty and feeling of confidence) after making their choice in each scenario. Changes in cognitive processing due to the level of conflict affected differently the intensity of the specific epistemic emotions. Further, there were interrelations of epistemic emotions with metacognitive feelings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=confusion" title="confusion">confusion</a>, <a href="https://publications.waset.org/abstracts/search?q=curiosity" title=" curiosity"> curiosity</a>, <a href="https://publications.waset.org/abstracts/search?q=epistemic%20emotions" title=" epistemic emotions"> epistemic emotions</a>, <a href="https://publications.waset.org/abstracts/search?q=metacognitive%20experiences" title=" metacognitive experiences"> metacognitive experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=surprise" title=" surprise"> surprise</a> </p> <a href="https://publications.waset.org/abstracts/169491/epistemic-emotions-during-cognitive-conflict-associations-with-metacognitive-feelings-in-high-conflict-scenarios" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169491.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">79</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">5362</span> Short-Term Effects of an Open Monitoring Meditation on Cognitive Control and Information Processing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sarah%20Ullrich">Sarah Ullrich</a>, <a href="https://publications.waset.org/abstracts/search?q=Juliane%20Rolle"> Juliane Rolle</a>, <a href="https://publications.waset.org/abstracts/search?q=Christian%20Beste"> Christian Beste</a>, <a href="https://publications.waset.org/abstracts/search?q=Nicole%20Wolff"> Nicole Wolff</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Inhibition and cognitive flexibility are essential parts of executive functions in our daily lives, as they enable the avoidance of unwanted responses or selectively switch between mental processes to generate appropriate behavior. There is growing interest in improving inhibition and response selection through brief mindfulness-based meditations. Arguably, open-monitoring meditation (OMM) improves inhibitory and flexibility performance by optimizing cognitive control and information processing. Yet, the underlying neurophysiological processes have been poorly studied. Using the Simon-Go/Nogo paradigm, the present work examined the effect of a single 15-minute smartphone app-based OMM on inhibitory performance and response selection in meditation novices. We used both behavioral and neurophysiological measures (event-related potentials, ERPs) to investigate which subprocesses of response selection and inhibition are altered after OMM. The study was conducted in a randomized crossover design with N = 32 healthy adults. We thereby investigated Go and Nogo trials in the paradigm. The results show that as little as 15 minutes of OMM can improve response selection and inhibition at behavioral and neurophysiological levels. More specifically, OMM reduces the rate of false alarms, especially during Nogo trials regardless of congruency. It appears that OMM optimizes conflict processing and response inhibition compared to no meditation, also reflected in the ERP N2 and P3 time windows. The results may be explained by the meta control model, which argues in terms of a specific processing mode with increased flexibility and inclusive decision-making under OMM. Importantly, however, the effects of OMM were only evident when there was the prior experience with the task. It is likely that OMM provides more cognitive resources, as the amplitudes of these EKPs decreased. OMM novices seem to induce finer adjustments during conflict processing after familiarization with the task. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EEG" title="EEG">EEG</a>, <a href="https://publications.waset.org/abstracts/search?q=inhibition" title=" inhibition"> inhibition</a>, <a href="https://publications.waset.org/abstracts/search?q=meditation" title=" meditation"> meditation</a>, <a href="https://publications.waset.org/abstracts/search?q=Simon%20Nogo" title=" Simon Nogo"> Simon Nogo</a> </p> <a href="https://publications.waset.org/abstracts/136146/short-term-effects-of-an-open-monitoring-meditation-on-cognitive-control-and-information-processing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/136146.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">211</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">5361</span> Effects of Partial Sleep Deprivation on Prefrontal Cognitive Functions in Adolescents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nurcihan%20Kiris">Nurcihan Kiris</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Restricted sleep is common in young adults and adolescents. The results of a few objective studies of sleep deprivation on cognitive performance were not clarified. In particular, the effect of sleep deprivation on the cognitive functions associated with frontal lobe such as attention, executive functions, working memory is not well known. The aim of this study is to investigate the effect of partial sleep deprivation experimentally in adolescents on the cognitive tasks of frontal lobe including working memory, strategic thinking, simple attention, continuous attention, executive functions, and cognitive flexibility. Subjects of the study were recruited from voluntary students of Cukurova University. Eighteen adolescents underwent four consecutive nights of monitored sleep restriction (6–6.5 hr/night) and four nights of sleep extension (10–10.5 hr/night), in counterbalanced order, and separated by a washout period. Following each sleep period, cognitive performance was assessed, at a fixed morning time, using a computerized neuropsychological battery based on frontal lobe functions task, a timed test providing both accuracy and reaction time outcome measures. Only the spatial working memory performance of cognitive tasks was found to be statistically lower in a restricted sleep condition than the extended sleep condition. On the other hand, there was no significant difference in the performance of cognitive tasks evaluating simple attention, constant attention, executive functions, and cognitive flexibility. It is thought that especially the spatial working memory and strategic thinking skills of adolescents may be susceptible to sleep deprivation. On the other hand, adolescents are predicted to be optimally successful in ideal sleep conditions, especially in the circumstances requiring for the short term storage of visual information, processing of stored information, and strategic thinking. The findings of this study may also be associated with possible negative functional effects on the processing of academic social and emotional inputs in adolescents for partial sleep deprivation. Acknowledgment: This research was supported by Cukurova University Scientific Research Projects Unit. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attention" title="attention">attention</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20functions" title=" cognitive functions"> cognitive functions</a>, <a href="https://publications.waset.org/abstracts/search?q=sleep%20deprivation" title=" sleep deprivation"> sleep deprivation</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/111123/effects-of-partial-sleep-deprivation-on-prefrontal-cognitive-functions-in-adolescents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/111123.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">158</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">5360</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">232</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">5359</span> Cognitive Rehabilitation in Schizophrenia: A Review of the Indian Scenario</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Garima%20Joshi">Garima Joshi</a>, <a href="https://publications.waset.org/abstracts/search?q=Pratap%20Sharan"> Pratap Sharan</a>, <a href="https://publications.waset.org/abstracts/search?q=V.%20Sreenivas"> V. Sreenivas</a>, <a href="https://publications.waset.org/abstracts/search?q=Nand%20Kumar"> Nand Kumar</a>, <a href="https://publications.waset.org/abstracts/search?q=Kameshwar%20Prasad"> Kameshwar Prasad</a>, <a href="https://publications.waset.org/abstracts/search?q=Ashima%20N.%20Wadhawan"> Ashima N. Wadhawan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Schizophrenia is a debilitating disorder and is marked by cognitive impairment, which deleteriously impacts the social and professional functioning along with the quality of life of the patients and the caregivers. Often the cognitive symptoms are in their prodromal state and worsen as the illness progresses; they have proven to have a good predictive value for the prognosis of the illness. It has been shown that intensive cognitive rehabilitation (CR) leads to improvements in the healthy as well as cognitively-impaired subjects. As the majority of population in India falls in the lower to middle socio-economic status and have low education levels, using the existing packages, a majority of which are developed in the West, for cognitive rehabilitation becomes difficult. The use of technology is also restricted due to the high costs involved and the limited availability and familiarity with computers and other devices, which pose as an impedance for continued therapy. Cognitive rehabilitation in India uses a plethora of retraining methods for the patients with schizophrenia targeting the functions of attention, information processing, executive functions, learning and memory, and comprehension along with Social Cognition. Psychologists often have to follow an integrative therapy approach involving social skills training, family therapy and psychoeducation in order to maintain the gains from the cognitive rehabilitation in the long run. This paper reviews the methodologies and cognitive retaining programs used in India. It attempts to elucidate the evolution and development of methodologies used, from traditional paper-pencil based retraining to more sophisticated neuroscience-informed techniques in cognitive rehabilitation of deficits in schizophrenia as home-based or supervised and guided programs for cognitive rehabilitation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=schizophrenia" title="schizophrenia">schizophrenia</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20rehabilitation" title=" cognitive rehabilitation"> cognitive rehabilitation</a>, <a href="https://publications.waset.org/abstracts/search?q=neuropsychological%20interventions" title=" neuropsychological interventions"> neuropsychological interventions</a>, <a href="https://publications.waset.org/abstracts/search?q=integrated%20approached%20to%20rehabilitation" title=" integrated approached to rehabilitation"> integrated approached to rehabilitation</a> </p> <a href="https://publications.waset.org/abstracts/58757/cognitive-rehabilitation-in-schizophrenia-a-review-of-the-indian-scenario" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58757.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">363</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">5358</span> Multi-Sensory Coding as Intervention Therapy for ESL Spellers with Auditory Processing Delays: A South African Case-Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Van%20Staden">A. Van Staden</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Purcell"> N. Purcell</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Spelling development is complex and multifaceted and relies on several cognitive-linguistic processes. This paper explored the spelling difficulties of English second language learners with auditory processing delays. This empirical study aims to address these issues by means of an intervention design. Specifically, the objectives are: (a) to develop and implement a multi-sensory spelling program for second language learners with auditory processing difficulties (APD) for a period of 6 months; (b) to assess the efficacy of the multi-sensory spelling program and whether this intervention could significantly improve experimental learners' spelling, phonological awareness, and processing (PA), rapid automatized naming (RAN), working memory (WM), word reading and reading comprehension; and (c) to determine the relationship (or interplay) between these cognitive and linguistic skills (mentioned above), and how they influence spelling development. Forty-four English, second language learners with APD were sampled from one primary school in the Free State province. The learners were randomly assigned to either an experimental (n=22) or control group (n=22). During the implementation of the spelling program, several visual, tactile and kinesthetic exercises, including the utilization of fingerspelling were introduced to support the experimental learners’ (N = 22) spelling development. Post-test results showed the efficacy of the multi-sensory spelling program, with the experimental group who were trained in utilising multi-sensory coding and fingerspelling outperforming learners from the control group on the cognitive-linguistic, spelling and reading measures. The results and efficacy of this multi-sensory spelling program and the utilisation of fingerspelling for hearing second language learners with APD open up innovative perspectives for the prevention and targeted remediation of spelling difficulties. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20second%20language%20spellers" title="English second language spellers">English second language spellers</a>, <a href="https://publications.waset.org/abstracts/search?q=auditory%20processing%20delays" title=" auditory processing delays"> auditory processing delays</a>, <a href="https://publications.waset.org/abstracts/search?q=spelling%20difficulties" title=" spelling difficulties"> spelling difficulties</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-sensory%20intervention%20program" title=" multi-sensory intervention program"> multi-sensory intervention program</a> </p> <a href="https://publications.waset.org/abstracts/108823/multi-sensory-coding-as-intervention-therapy-for-esl-spellers-with-auditory-processing-delays-a-south-african-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108823.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">136</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">5357</span> The Differences and Similarities in Neurocognitive Deficits in Mild Traumatic Brain Injury and Depression</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Boris%20Ershov">Boris Ershov</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Depression is the most common mood disorder experienced by patients who have sustained a traumatic brain injury (TBI) and is associated with poorer cognitive functional outcomes. However, in some cases, similar cognitive impairments can also be observed in depression. There is not enough information about the features of the cognitive deficit in patients with TBI in relation to patients with depression. TBI patients without depressive symptoms (TBInD, n25), TBI patients with depressive symptoms (TBID, n31), and 28 patients with bipolar II disorder (BP) were included in the study. There were no significant differences in participants in respect to age, handedness and educational level. The patients clinical status was determined by using Montgomery–Asberg Depression Rating Scale (MADRS). All participants completed a cognitive battery (The Brief Assessment of Cognition in Affective Disorders (BAC-A)). Additionally, the Rey–Osterrieth Complex Figure (ROCF) was used to assess visuospatial construction abilities and visual memory, as well as planning and organizational skills. Compared to BP, TBInD and TBID showed a significant impairments in visuomotor abilities, verbal and visual memory. There were no significant differences between BP and TBID groups in working memory, speed of information processing, problem solving. Interference effect (cognitive inhibition) was significantly greater in TBInD and TBID compared to BP. Memory bias towards mood-related information in BP and TBID was greater in comparison with TBInD. These results suggest that depressive symptoms are associated with impairments some executive functions in combination at decrease of speed of information processing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bipolar%20II%20disorder" title="bipolar II disorder">bipolar II disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=depression" title=" depression"> depression</a>, <a href="https://publications.waset.org/abstracts/search?q=neurocognitive%20deficits" title=" neurocognitive deficits"> neurocognitive deficits</a>, <a href="https://publications.waset.org/abstracts/search?q=traumatic%20brain%20injury" title=" traumatic brain injury"> traumatic brain injury</a> </p> <a href="https://publications.waset.org/abstracts/59107/the-differences-and-similarities-in-neurocognitive-deficits-in-mild-traumatic-brain-injury-and-depression" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59107.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">347</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">5356</span> A Pilot Study on the Sensory Processing Difficulty Pattern Association between the Hot and Cold Executive Function Deficits in Attention Deficit Hyperactivity Deficit Child</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sheng-Fen%20Fan">Sheng-Fen Fan</a>, <a href="https://publications.waset.org/abstracts/search?q=Sung-Hui%20Tseng"> Sung-Hui Tseng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Attention deficit hyperactivity deficit (ADHD) child display diverse sensory processing difficulty behaviors. There is less evidence to figure out how the association between executive function and sensory deficit. To determine whether sensory deficit influence the executive functions, we examined sensory processing by SPM and try to indicate hot/cold executive function (EF) by BRIEF2, respectively. We found that the hot executive function deficit might associate with auditory processing in a variety of settings, and vestibular input to maintain balance and upright posture; the cold EF deficit might opposite to the hot EF deficit, the vestibular sensory modulation difficulty association with emotion shifting and emotional regulation. These results suggest that sensory processing might be another consideration factor to influence the higher cognitive control or emotional regulation of EF. Overall, this study indicates the distinction between hot and cold EF impairments with different sensory modulation problem. Moreover, for clinician, it needs more cautious consideration to conduct intervention with ADHD. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hot%20executive%20function" title="hot executive function">hot executive function</a>, <a href="https://publications.waset.org/abstracts/search?q=cold%20executive%20function" title=" cold executive function"> cold executive function</a>, <a href="https://publications.waset.org/abstracts/search?q=sensory%20processing" title=" sensory processing"> sensory processing</a>, <a href="https://publications.waset.org/abstracts/search?q=ADHD" title=" ADHD"> ADHD</a> </p> <a href="https://publications.waset.org/abstracts/81479/a-pilot-study-on-the-sensory-processing-difficulty-pattern-association-between-the-hot-and-cold-executive-function-deficits-in-attention-deficit-hyperactivity-deficit-child" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81479.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">286</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">5355</span> Information Processing and Visual Attention: An Eye Tracking Study on Nutrition Labels</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rosa%20Hendijani">Rosa Hendijani</a>, <a href="https://publications.waset.org/abstracts/search?q=Amir%20Ghadimi%20Herfeh"> Amir Ghadimi Herfeh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nutrition labels are diet-related health policies. They help individuals improve food-choice decisions and reduce intake of calories and unhealthy food elements, like cholesterol. However, many individuals do not pay attention to nutrition labels or fail to appropriately understand them. According to the literature, thinking and cognitive styles can have significant effects on attention to nutrition labels. According to the author's knowledge, the effect of global/local processing on attention to nutrition labels have not been previously studied. Global/local processing encourages individuals to attend to the whole/specific parts of an object and can have a significant impact on people's visual attention. In this study, this effect was examined with an experimental design using the eye-tracking technique. The research hypothesis was that individuals with local processing would pay more attention to nutrition labels, including nutrition tables and traffic lights. An experiment was designed with two conditions: global and local information processing. Forty participants were randomly assigned to either global or local conditions, and their processing style was manipulated accordingly. Results supported the hypothesis for nutrition tables but not for traffic lights. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=eye-tracking" title="eye-tracking">eye-tracking</a>, <a href="https://publications.waset.org/abstracts/search?q=nutrition%20labelling" title=" nutrition labelling"> nutrition labelling</a>, <a href="https://publications.waset.org/abstracts/search?q=global%2Flocal%20information%20processing" title=" global/local information processing"> global/local information processing</a>, <a href="https://publications.waset.org/abstracts/search?q=individual%20differences" title=" individual differences"> individual differences</a> </p> <a href="https://publications.waset.org/abstracts/132051/information-processing-and-visual-attention-an-eye-tracking-study-on-nutrition-labels" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132051.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">160</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">5354</span> Physical Activity and Cognitive Functioning Relationship in Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Comfort%20Mokgothu">Comfort Mokgothu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated the relation between processing information and fitness level of active (fit) and sedentary (unfit) children drawn from rural and urban areas in Botswana. It was hypothesized that fit children would display faster simple reaction time (SRT), choice reaction times (CRT) and movement times (SMT). 60, third grade children (7.0 – 9.0 years) were initially selected and based upon fitness testing, 45 participated in the study (15 each of fit urban, unfit urban, fit rural). All children completed anthropometric measures, skinfold testing and submaximal cycle ergometer testing. The cognitive testing included SRT, CRT, SMT and Choice Movement Time (CMT) and memory sequence length. Results indicated that the rural fit group exhibited faster SMT than the urban fit and unfit groups. For CRT, both fit groups were faster than the unfit group. Collectively, the study shows that the relationship that exists between physical fitness and cognitive function amongst the elderly can tentatively be extended to the pediatric population. Physical fitness could be a factor in the speed at which we process information, including decision making, even in children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=decision%20making" title="decision making">decision making</a>, <a href="https://publications.waset.org/abstracts/search?q=fitness" title=" fitness"> fitness</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20processing" title=" information processing"> information processing</a>, <a href="https://publications.waset.org/abstracts/search?q=reaction%20time" title=" reaction time"> reaction time</a>, <a href="https://publications.waset.org/abstracts/search?q=cognition%20movement%20time" title=" cognition movement time"> cognition movement time</a> </p> <a href="https://publications.waset.org/abstracts/98786/physical-activity-and-cognitive-functioning-relationship-in-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98786.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">145</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">5353</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">5352</span> The Relation between Cognitive Fluency and Utterance Fluency in Second Language Spoken Fluency: Studying Fluency through a Psycholinguistic Lens</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tannistha%20Dasgupta">Tannistha Dasgupta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores the aspects of second language (L2) spoken fluency that are related to L2 linguistic knowledge and processing skill. It draws on Levelt’s ‘blueprint’ of the L2 speaker which discusses the cognitive issues underlying the act of speaking. However, L2 speaking assessments have largely neglected the underlying mechanism involved in language production; emphasis is given on the relationship between subjective ratings of L2 speech sample and objectively measured aspects of ﬂuency. Hence, in this study, the relation between L2 linguistic knowledge and processing skill i.e. Cognitive Fluency (CF), and objectively measurable aspects of L2 spoken fluency i.e. Utterance Fluency (UF) is examined. The participants of the study are L2 learners of English, studying at high school level in Hyderabad, India. 50 participants with intermediate level of proficiency in English performed several lexical retrieval tasks and attention-shifting tasks to measure CF, and 8 oral tasks to measure UF. Each aspect of UF (speed, pause, and repair) were measured against the scores of CF to find out those aspects of UF which are reliable indicators of CF. Quantitative analysis of the data shows that among the three aspects of UF; speed is the best predictor of CF, and pause is weakly related to CF. The study suggests that including the speed aspect of UF could make L2 fluency assessment more reliable, valid, and objective. Thus, incorporating the assessment of psycholinguistic mechanisms into L2 spoken fluency testing, could result in fairer evaluation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attention-shifting" title="attention-shifting">attention-shifting</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20fluency" title=" cognitive fluency"> cognitive fluency</a>, <a href="https://publications.waset.org/abstracts/search?q=lexical%20retrieval" title=" lexical retrieval"> lexical retrieval</a>, <a href="https://publications.waset.org/abstracts/search?q=utterance%20fluency" title=" utterance fluency"> utterance fluency</a> </p> <a href="https://publications.waset.org/abstracts/20868/the-relation-between-cognitive-fluency-and-utterance-fluency-in-second-language-spoken-fluency-studying-fluency-through-a-psycholinguistic-lens" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20868.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">711</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">5351</span> Teaching Practices for Subverting Significant Retentive Learner Errors in Arithmetic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michael%20Lousis">Michael Lousis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The systematic identification of the most conspicuous and significant errors made by learners during three-years of testing of their progress in learning Arithmetic throughout the development of the Kassel Project in England and Greece was accomplished. How much retentive these errors were over three-years in the officially provided school instruction of Arithmetic in these countries has also been shown. The learners’ errors in Arithmetic stemmed from a sample, which was comprised of two hundred (200) English students and one hundred and fifty (150) Greek students. The sample was purposefully selected according to the students’ participation in each testing session in the development of the three-year project, in both domains simultaneously in Arithmetic and Algebra. Specific teaching practices have been invented and are presented in this study for subverting these learners’ errors, which were found out to be retentive to the level of the nationally provided mathematical education of each country. The invention and the development of these proposed teaching practices were founded on the rationality of the theoretical accounts concerning the explanation, prediction and control of the errors, on the conceptual metaphor and on an analysis, which tried to identify the required cognitive components and skills of the specific tasks, in terms of Psychology and Cognitive Science as applied to information-processing. The aim of the implementation of these instructional practices is not only the subversion of these errors but the achievement of the mathematical competence, as this was defined to be constituted of three elements: appropriate representations - appropriate meaning - appropriately developed schemata. However, praxis is of paramount importance, because there is no independent of science ‘real-truth’ and because praxis serves as quality control when it takes the form of a cognitive method. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=arithmetic" title="arithmetic">arithmetic</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20science" title=" cognitive science"> cognitive science</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20psychology" title=" cognitive psychology"> cognitive psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=information-processing%20paradigm" title=" information-processing paradigm"> information-processing paradigm</a>, <a href="https://publications.waset.org/abstracts/search?q=Kassel%20project" title=" Kassel project"> Kassel project</a>, <a href="https://publications.waset.org/abstracts/search?q=level%20of%20the%20nationally%20provided%20mathematical%20education" title=" level of the nationally provided mathematical education"> level of the nationally provided mathematical education</a>, <a href="https://publications.waset.org/abstracts/search?q=praxis" title=" praxis"> praxis</a>, <a href="https://publications.waset.org/abstracts/search?q=remedial%20mathematical%20teaching%20practices" title=" remedial mathematical teaching practices"> remedial mathematical teaching practices</a>, <a href="https://publications.waset.org/abstracts/search?q=retentiveness%20of%20errors" title=" retentiveness of errors"> retentiveness of errors</a> </p> <a href="https://publications.waset.org/abstracts/69727/teaching-practices-for-subverting-significant-retentive-learner-errors-in-arithmetic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69727.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">316</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%20processing&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=cognitive%20processing&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=cognitive%20processing&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=cognitive%20processing&page=5">5</a></li> <li class="page-item"><a class="page-link" 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