AIM To investigate factors predicting treatment completion and treatment outcome of the Reasoning and Rehabilitation Mental Health Programme(R&R2MHP) cognitive skills programme for mentally disordered offenders. M...AIM To investigate factors predicting treatment completion and treatment outcome of the Reasoning and Rehabilitation Mental Health Programme(R&R2MHP) cognitive skills programme for mentally disordered offenders. METHODS Secondary analysis of data previously obtained from 97 male patients who were sectioned and detained under the United Kingdom Mental Health Act in low, medium and high security hospitals and who had completed R&R2MHP. Predictors of treatment completion included background variables and five outcome measures: Four self-reported measures of violent attitudes, social problem-solving skills, reactive anger and locus of control and an objective measure of behaviour on theward that was completed by staff. Completion of the 16 session programme, which was delivered on a weekly basis, was classified as ≥ 12 sessions.RESULTS It was found that the R&R2MHP is appropriate for delivery to participants of different ages, ethnic background, and at different levels of security without the completion rate or treatment effectiveness being compromised. Participants taking oral typical psychotropic medication were over seven times more likely to complete the programme than other participants. Behavioural disturbance on the ward prior to commencing the programme predicted non-completion(medium effect size). As far as treatment completion was concerned, none of the background factors predicted treatment effectiveness(age, ethnic background, level of security, number of previous convictions and number of previous hospital admissions). The best predictor of treatment effectiveness was attitude towards violence suggesting that this should be the primary outcome measure in future research evaluating outcomes of the R&R2MHP cognitive skills program. CONCLUSION The findings suggest that a stable mental state is a key factor that predicts treatment completion.展开更多
The paper is purposed to promote students＇ writing skills and help them perfect their cognitive structure at the same time by designing some writing tasks. The tasks are based on the contents of the teaching material...The paper is purposed to promote students＇ writing skills and help them perfect their cognitive structure at the same time by designing some writing tasks. The tasks are based on the contents of the teaching materials, and students can get involved in the activities by thinking critically.展开更多
Many students consider mathematics as the most dreaded subject in their curriculum, so much so that the term “math phobia” or “math anxiety” is practically a part of clinical psychological literature. This symptom...Many students consider mathematics as the most dreaded subject in their curriculum, so much so that the term “math phobia” or “math anxiety” is practically a part of clinical psychological literature. This symptom is widespread and students suffer mental disturbances when facing mathematical activity because understanding mathematics is a great task for them. This paper described the students’ cognitive skills performance in Basic Mathematics based on the following logical operations: Classification, Seriation, Logical Multiplication, Compensation, Ratio and Proportional Thinking, Probability Thinking and Correlation Thinking as it serves a critical element of teaching and learning, that is determining the current position of the learners’ mathematical capacity. Its implications for mathematics education were also revealed. A descriptive quantitative design was used in this study. The study included 1011 first-year college students from six state universities in the Philippines who were enrolled in the Bachelor of Science of Secondary Education Program during the first semester of the Academic Year 2019-2020. This study made use of the teacher-made test called the Test on Logical Operations. Findings revealed that the cognitive skills achievement of the first year BSE students from different state universities in the Philippines falls under the category of late concrete operational stage. As a result, students are unable to perform the logical operational skills expected of their age. At their age level, they are expected to be under the formal operational stage based on Piaget’s stages of cognitive development. These findings revealed a weak mathematical education foundation among students which requires immediate attention. This reality should be recognized by educational planners and implementers when making curricular and other instructional decisions.展开更多
The National Health Interview Survey(NHIS)shows that there are 13.2%of children at the age of 11 to 17 who are suffering from Attention Deficit Hyperactivity Disorder(ADHD),globally.The treatment methods for ADHD are ...The National Health Interview Survey(NHIS)shows that there are 13.2%of children at the age of 11 to 17 who are suffering from Attention Deficit Hyperactivity Disorder(ADHD),globally.The treatment methods for ADHD are either psycho-stimulant medications or cognitive therapy.These traditional methods,namely therapy,need a large number of visits to hospitals and include medication.Neurogames could be used for the effective treatment of ADHD.It could be a helpful tool in improving children and ADHD patients’cognitive skills by using Brain–Computer Interfaces(BCI).BCI enables the user to interact with the computer through brain activity using Electroencephalography(EEG),which can be used to control different computer applications by processing acquired brain signals.This paper proposes a system based on neurofeedback that can improve cognitive skills such as attention level,mediation level,and spatial memory.The proposed system consists of a puzzle game where its complexity increases with each level.EEG signals were acquired using the Neurosky headset;then sent the signals to the designed gaming environment.This neurofeedback system was tested on 10 different subjects,and their performance was calculated using different evaluation measures.The results show that this game improves player overall performance from 74%to 98%by playing each game level.展开更多
Educational data mining based on student cognitive diagnosis analysis can provide an important decision basis for personalized learning tutoring of students,which has attracted extensive attention from scholars at hom...Educational data mining based on student cognitive diagnosis analysis can provide an important decision basis for personalized learning tutoring of students,which has attracted extensive attention from scholars at home and abroad and has made a series of important research progress.To this end,we propose a noise-filtering enhanced deep cognitive diagno-sis method to improve the fitting ability of traditional models and obtain students’skill mastery status by mining the interaction between students and problems nonlinearly through neural networks.First,modeling complex interactions between students and problems with multidimensional features based on cognitive processing theory can enhance the interpretability of the proposed model;second,the neural network is used to predict students’learning performance,diagnose students’skill mastery and provide immediate feedback;finally,by comparing the proposed model with several baseline models,extensive experimental results on real data sets demonstrate that the proposed Finally,by comparing the proposed model with several baseline models,the extensive experimental results on the actual data set demon-strate that the proposed model not only improves the accuracy of predicting students’learning performance but also enhances the interpretability of the neurocognitive diagnostic model.展开更多
Purpose: To identify the social-ecological correlates associated with fundamental movement skills at the child, family, and environment levels in young children.Methods: Preschool children from 4 Colorado Head Start/p...Purpose: To identify the social-ecological correlates associated with fundamental movement skills at the child, family, and environment levels in young children.Methods: Preschool children from 4 Colorado Head Start/preschool centers were recruited from 2010 to 2012. Two hundred twenty-eight children(128 girls; age = 56.08 § 4.09 months; body mass index(BMI) z-score = 0.53 § 1.12(mean § SD); 42.1% Hispanic/Latino) and 159 families were included in the final analysis. Children's perceived competence and fundamental movement skills were assessed via the Pictorial Scale of Perceived Competence and Social Acceptance and the Bruininks-Oseretsky Test of Motor Proficiency, 2 nd edition. Data on the number of children in the family, parent age, BMI, education, employment status, family income, perception of child coordination, and home physical activity environment were collected via a questionnaire. Linear regressions adjusted for child BMI, age, sex, and school site were performed at each level.Results: Child perceived cognitive competence was positively associated with locomotor skills(p = 0.04; adjusted R2= 0.035) and object-control skills(p = 0.003; adjusted R2= 0.083) at the child level. Parent education, BMI, and perception of child coordination were positively associated with locomotor skills and explained 8.8% of variance, but only parent education was significant(p = 0.04) at the family level. In addition, physical environment was positively associated with locomotor skills(p = 0.02) and explained 5.5% of variance at the environment level.Conclusion: Social-ecological correlates associated with young children's fundamental movement skills are multidimensional and differ according to skill category at the child, family, and environment levels.展开更多
Using role-playing tests simulating real-life situations, we investigated improvement in the social skills, especially information processing, of patients with schizophrenia in response to day-care in psychiatry and s...Using role-playing tests simulating real-life situations, we investigated improvement in the social skills, especially information processing, of patients with schizophrenia in response to day-care in psychiatry and social skills training. From 20 pair-matched schizophrenia patients, 10 were assigned to a day-care/SST group and 10 to a control group undergoing usual treatment. After 6 months, sending and receiving skills were assessed by means of role-playing tests, psychiatric symptoms, social function, and cognitive function. The day-care/SST group showed a significant improvement and a large effect size in sending skills. Receiving skills also improved, showing a medium effect size, but the difference from the control group was not statistically significant. No statistically significant changes were observed in the other measures. That no changes occurred in social function, psychiatric symptoms, or cognitive function leads to two conclusions: 1) cognition targeted, specialized training and comprehension of cognitive remediation, psychiatric rehabilitation, and social skill development are necessary for improvement in other domains, especially symptoms and social functions;and 2) improvement resulting from day-care in psychiatry and SST alone is limited. In addition, further investigations over a longer observation period and a greater sample size are needed.展开更多
Pharmaco-psychosocial treatment (PPST) refers to a treatment paradigm combining pharmacotherapy with psychosocial therapy. We conducted an 18-month randomized controlled tracking study to evaluate the efficacy of soci...Pharmaco-psychosocial treatment (PPST) refers to a treatment paradigm combining pharmacotherapy with psychosocial therapy. We conducted an 18-month randomized controlled tracking study to evaluate the efficacy of social skills training (SST) in 11 individuals with schizophrenia on risperidone monotherapy. They were randomized to either SST or non-SST group, and Global Assessment Functioning (GAF) and Brief Psychiatric Rating Scale (BPRS) scores in the 2 groups showed gradual improvement. In the SST group, Digit Span Distraction Test (DSDT) at 12 and 18 months showed significant improvement. The Subjective Deficit Syndrome Scale (SDSS) scores in the SST group showed significant improvement after 6 months and showed a significant difference in comparison between the groups. After the subjective feeling of health was recovered, the items of motivation were recovered as a direct effect of SST. Some items of the Life Assessment Scale for the Mentally Ill (LASMI) score showed significant improvement (or significant trend) in only the SST group after 6 months. Items of daily life, work skills, and self-recognition were continuously improved. We report 2 cases in the SST group that had DSDT improvement in parallel with change of action and communication as a change of social function. This study is only exploratory due to the small number of cases. However, we have demonstrated potential improvement in cognitive function due to learning experiences that required working memory and attention, thus providing improvement in social life.展开更多
The current study is the first to examine the idea that badminton players may use mental rotation skills to imagine the flight direction of the shuttlecock.The study included badminton experts,near-experts,and non-bad...The current study is the first to examine the idea that badminton players may use mental rotation skills to imagine the flight direction of the shuttlecock.The study included badminton experts,near-experts,and non-badminton players and asked them to complete a specially designed mental rotation task,inspired by the methods from Shepard and Metzler(1971).The findings showed no significant group difference between the three expertise groups.This is in support of previous research examining visuo-spatial skills in badminton(Ozel,Larue,&Molinaro,2002;2004;Wang et al.,2015).The current study therefore concluded that badminton players may not have greater mental rotation capacity than other groups.However,these studies found that the badminton players responded quicker on the task than non-badminton players.The current study therefore hypothesised that badminton players might have greater mental rotation awareness,rather than mental rotation capacity,which allows them to respond quicker to visuo-spatial tasks.展开更多
Academic English reading requires deeper cognitive involvement in addition to language proficiency and plays a vital role in moulding a critical mindset. However, cognitive progress is seldom targeted in classroom tea...Academic English reading requires deeper cognitive involvement in addition to language proficiency and plays a vital role in moulding a critical mindset. However, cognitive progress is seldom targeted in classroom teaching. This study proposed a teaching method of three reading phases in terms of cognitive mechanism and communicative teaching approach.Ninety university freshmen of non-English major participated in the study, who were taking the course of Academic English Reading in the 2nd semester. The data were collected from self-report Research Skills Assessment twice and semi-structured interview, and analyzed with paired sample t test and Pearson correlation. The results showed that 1） “critical thinking”, “organizing ideas”, and “finding information” were believed to improve significantly at the end of the course; 2） reading skill was associated with writing skill and the sense of “big picture” in self perception; 3） the cognition-based interactive reading instruction was acknowledged to be conducive to academic reading. It complements Academic English reading pedagogy by juxtaposing the need for both individual cognition and group interaction in classroom teaching.展开更多
基金supported by the National Institute for Health Research (NIHR) Imperial Biomedical Research Centre
文摘AIM To investigate factors predicting treatment completion and treatment outcome of the Reasoning and Rehabilitation Mental Health Programme(R&R2MHP) cognitive skills programme for mentally disordered offenders. METHODS Secondary analysis of data previously obtained from 97 male patients who were sectioned and detained under the United Kingdom Mental Health Act in low, medium and high security hospitals and who had completed R&R2MHP. Predictors of treatment completion included background variables and five outcome measures: Four self-reported measures of violent attitudes, social problem-solving skills, reactive anger and locus of control and an objective measure of behaviour on theward that was completed by staff. Completion of the 16 session programme, which was delivered on a weekly basis, was classified as ≥ 12 sessions.RESULTS It was found that the R&R2MHP is appropriate for delivery to participants of different ages, ethnic background, and at different levels of security without the completion rate or treatment effectiveness being compromised. Participants taking oral typical psychotropic medication were over seven times more likely to complete the programme than other participants. Behavioural disturbance on the ward prior to commencing the programme predicted non-completion(medium effect size). As far as treatment completion was concerned, none of the background factors predicted treatment effectiveness(age, ethnic background, level of security, number of previous convictions and number of previous hospital admissions). The best predictor of treatment effectiveness was attitude towards violence suggesting that this should be the primary outcome measure in future research evaluating outcomes of the R&R2MHP cognitive skills program. CONCLUSION The findings suggest that a stable mental state is a key factor that predicts treatment completion.
文摘The paper is purposed to promote students＇ writing skills and help them perfect their cognitive structure at the same time by designing some writing tasks. The tasks are based on the contents of the teaching materials, and students can get involved in the activities by thinking critically.
文摘Many students consider mathematics as the most dreaded subject in their curriculum, so much so that the term “math phobia” or “math anxiety” is practically a part of clinical psychological literature. This symptom is widespread and students suffer mental disturbances when facing mathematical activity because understanding mathematics is a great task for them. This paper described the students’ cognitive skills performance in Basic Mathematics based on the following logical operations: Classification, Seriation, Logical Multiplication, Compensation, Ratio and Proportional Thinking, Probability Thinking and Correlation Thinking as it serves a critical element of teaching and learning, that is determining the current position of the learners’ mathematical capacity. Its implications for mathematics education were also revealed. A descriptive quantitative design was used in this study. The study included 1011 first-year college students from six state universities in the Philippines who were enrolled in the Bachelor of Science of Secondary Education Program during the first semester of the Academic Year 2019-2020. This study made use of the teacher-made test called the Test on Logical Operations. Findings revealed that the cognitive skills achievement of the first year BSE students from different state universities in the Philippines falls under the category of late concrete operational stage. As a result, students are unable to perform the logical operational skills expected of their age. At their age level, they are expected to be under the formal operational stage based on Piaget’s stages of cognitive development. These findings revealed a weak mathematical education foundation among students which requires immediate attention. This reality should be recognized by educational planners and implementers when making curricular and other instructional decisions.
基金funding for this study under Technology Development Fund(TDF-02-228).supported by AIDA Lab CCIS Prince Sultan University Riyadh Saudi Arabia and authors would also like to acknowledge the support of Prince Sultan University for paying the Article Processing Charges(APC)of this publication.
文摘The National Health Interview Survey(NHIS)shows that there are 13.2%of children at the age of 11 to 17 who are suffering from Attention Deficit Hyperactivity Disorder(ADHD),globally.The treatment methods for ADHD are either psycho-stimulant medications or cognitive therapy.These traditional methods,namely therapy,need a large number of visits to hospitals and include medication.Neurogames could be used for the effective treatment of ADHD.It could be a helpful tool in improving children and ADHD patients’cognitive skills by using Brain–Computer Interfaces(BCI).BCI enables the user to interact with the computer through brain activity using Electroencephalography(EEG),which can be used to control different computer applications by processing acquired brain signals.This paper proposes a system based on neurofeedback that can improve cognitive skills such as attention level,mediation level,and spatial memory.The proposed system consists of a puzzle game where its complexity increases with each level.EEG signals were acquired using the Neurosky headset;then sent the signals to the designed gaming environment.This neurofeedback system was tested on 10 different subjects,and their performance was calculated using different evaluation measures.The results show that this game improves player overall performance from 74%to 98%by playing each game level.
文摘Educational data mining based on student cognitive diagnosis analysis can provide an important decision basis for personalized learning tutoring of students,which has attracted extensive attention from scholars at home and abroad and has made a series of important research progress.To this end,we propose a noise-filtering enhanced deep cognitive diagno-sis method to improve the fitting ability of traditional models and obtain students’skill mastery status by mining the interaction between students and problems nonlinearly through neural networks.First,modeling complex interactions between students and problems with multidimensional features based on cognitive processing theory can enhance the interpretability of the proposed model;second,the neural network is used to predict students’learning performance,diagnose students’skill mastery and provide immediate feedback;finally,by comparing the proposed model with several baseline models,extensive experimental results on real data sets demonstrate that the proposed Finally,by comparing the proposed model with several baseline models,the extensive experimental results on the actual data set demon-strate that the proposed model not only improves the accuracy of predicting students’learning performance but also enhances the interpretability of the neurocognitive diagnostic model.
基金funded by an Agriculture and Food Research Initiative Competitive Grant #2010-85215-20648 from the United States Department of Agriculture (USDA) National Institute of Food and Agriculture
文摘Purpose: To identify the social-ecological correlates associated with fundamental movement skills at the child, family, and environment levels in young children.Methods: Preschool children from 4 Colorado Head Start/preschool centers were recruited from 2010 to 2012. Two hundred twenty-eight children(128 girls; age = 56.08 § 4.09 months; body mass index(BMI) z-score = 0.53 § 1.12(mean § SD); 42.1% Hispanic/Latino) and 159 families were included in the final analysis. Children's perceived competence and fundamental movement skills were assessed via the Pictorial Scale of Perceived Competence and Social Acceptance and the Bruininks-Oseretsky Test of Motor Proficiency, 2 nd edition. Data on the number of children in the family, parent age, BMI, education, employment status, family income, perception of child coordination, and home physical activity environment were collected via a questionnaire. Linear regressions adjusted for child BMI, age, sex, and school site were performed at each level.Results: Child perceived cognitive competence was positively associated with locomotor skills(p = 0.04; adjusted R2= 0.035) and object-control skills(p = 0.003; adjusted R2= 0.083) at the child level. Parent education, BMI, and perception of child coordination were positively associated with locomotor skills and explained 8.8% of variance, but only parent education was significant(p = 0.04) at the family level. In addition, physical environment was positively associated with locomotor skills(p = 0.02) and explained 5.5% of variance at the environment level.Conclusion: Social-ecological correlates associated with young children's fundamental movement skills are multidimensional and differ according to skill category at the child, family, and environment levels.
文摘Using role-playing tests simulating real-life situations, we investigated improvement in the social skills, especially information processing, of patients with schizophrenia in response to day-care in psychiatry and social skills training. From 20 pair-matched schizophrenia patients, 10 were assigned to a day-care/SST group and 10 to a control group undergoing usual treatment. After 6 months, sending and receiving skills were assessed by means of role-playing tests, psychiatric symptoms, social function, and cognitive function. The day-care/SST group showed a significant improvement and a large effect size in sending skills. Receiving skills also improved, showing a medium effect size, but the difference from the control group was not statistically significant. No statistically significant changes were observed in the other measures. That no changes occurred in social function, psychiatric symptoms, or cognitive function leads to two conclusions: 1) cognition targeted, specialized training and comprehension of cognitive remediation, psychiatric rehabilitation, and social skill development are necessary for improvement in other domains, especially symptoms and social functions;and 2) improvement resulting from day-care in psychiatry and SST alone is limited. In addition, further investigations over a longer observation period and a greater sample size are needed.
文摘Pharmaco-psychosocial treatment (PPST) refers to a treatment paradigm combining pharmacotherapy with psychosocial therapy. We conducted an 18-month randomized controlled tracking study to evaluate the efficacy of social skills training (SST) in 11 individuals with schizophrenia on risperidone monotherapy. They were randomized to either SST or non-SST group, and Global Assessment Functioning (GAF) and Brief Psychiatric Rating Scale (BPRS) scores in the 2 groups showed gradual improvement. In the SST group, Digit Span Distraction Test (DSDT) at 12 and 18 months showed significant improvement. The Subjective Deficit Syndrome Scale (SDSS) scores in the SST group showed significant improvement after 6 months and showed a significant difference in comparison between the groups. After the subjective feeling of health was recovered, the items of motivation were recovered as a direct effect of SST. Some items of the Life Assessment Scale for the Mentally Ill (LASMI) score showed significant improvement (or significant trend) in only the SST group after 6 months. Items of daily life, work skills, and self-recognition were continuously improved. We report 2 cases in the SST group that had DSDT improvement in parallel with change of action and communication as a change of social function. This study is only exploratory due to the small number of cases. However, we have demonstrated potential improvement in cognitive function due to learning experiences that required working memory and attention, thus providing improvement in social life.
文摘The current study is the first to examine the idea that badminton players may use mental rotation skills to imagine the flight direction of the shuttlecock.The study included badminton experts,near-experts,and non-badminton players and asked them to complete a specially designed mental rotation task,inspired by the methods from Shepard and Metzler(1971).The findings showed no significant group difference between the three expertise groups.This is in support of previous research examining visuo-spatial skills in badminton(Ozel,Larue,&Molinaro,2002;2004;Wang et al.,2015).The current study therefore concluded that badminton players may not have greater mental rotation capacity than other groups.However,these studies found that the badminton players responded quicker on the task than non-badminton players.The current study therefore hypothesised that badminton players might have greater mental rotation awareness,rather than mental rotation capacity,which allows them to respond quicker to visuo-spatial tasks.
基金supported by the Excellent Teacher Cultivation Program of UESTC under Grant No.Y02025023701051
文摘Academic English reading requires deeper cognitive involvement in addition to language proficiency and plays a vital role in moulding a critical mindset. However, cognitive progress is seldom targeted in classroom teaching. This study proposed a teaching method of three reading phases in terms of cognitive mechanism and communicative teaching approach.Ninety university freshmen of non-English major participated in the study, who were taking the course of Academic English Reading in the 2nd semester. The data were collected from self-report Research Skills Assessment twice and semi-structured interview, and analyzed with paired sample t test and Pearson correlation. The results showed that 1） “critical thinking”, “organizing ideas”, and “finding information” were believed to improve significantly at the end of the course; 2） reading skill was associated with writing skill and the sense of “big picture” in self perception; 3） the cognition-based interactive reading instruction was acknowledged to be conducive to academic reading. It complements Academic English reading pedagogy by juxtaposing the need for both individual cognition and group interaction in classroom teaching.
