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Introduction: Theory papers have been the most commonly employed method to assess learning outcomes in medical education. In these papers, both recall abilities and higher‑order cognitive functions need to be assessed giving proper weightage as per relevance. Hence it becomes necessary that valid assessment methods are employed to evaluate the required objectives/competencies. The objective of the study was to develop a method for analyzing postgraduate question papers of various specialties. Methodology: A rubric matrix was created with three broad objective criteria to assess framing and layout of the questions in each paper, analysis of different sets for same examination, and finally an overall assessment of all the papers for each subject. Results: A total of 28 specialty papers were available. A total number of papers analysed = 340. The overall mean score out of total 60 marks was 38.64 ± 4.5. It was seen that the majority (60%) of the departments have been graded as fair on analysis of the theory papers. None of the departments were graded as very good, while 7% of them were graded as good. Although a very minuscule percentage of the papers had grammatical errors and duplication of questions in the sets, only 57% of the departments had done a proper moderation and 21% had used higher domains of learning for assessment. Conclusion: Analysis of postgraduate question papers showed that the questions asked for postgraduates are more recall‑based instead of higher taxonomy of cognitive domain. [ABSTRACT FROM AUTHOR]

Objective The primary aim of this paper is to review evidence and clinical implications related to lifestyle activities associated with promoting brain and cognitive health. Our review targets four key lifestyle factors: physical activity and exercise, social engagement, cognitively stimulating activity, and consuming Mediterranean-style diets. Method We conducted a critical review of the lifestyle factor literature in the four domains listed earlier. We contextualize this literature review by translating findings, when possible, into evidence-based recommendations to consider when providing neuropsychological services. Results There is significant current evidence supporting the role of physical activity and exercise, social engagement, cognitively stimulating activity, and consuming Mediterranean-style diets on positive brain and cognitive health outcomes. While some null findings are present in all four areas reviewed, the weight of the evidence supports the notion that engaging in these activities may promote brain and cognitive functioning. Conclusions Clinical neuropsychologists can have confidence in recommending engagement in physical activity, social activity, and cognitively stimulating activity, and adhering to a Mediterranean-style diet to promote brain and cognitive health. We discuss limitations in existing lifestyle factor research and future directions to enhance the existing evidence base, including additional research with historically underrepresented groups and individuals with neurological conditions. [ABSTRACT FROM AUTHOR]

Physical activity breaks in the classroom are an efficient way of promoting healthy behaviors in students, enhancing the development of their cognitive and academic abilities. The effects of active breaks, which are exclusive to the academic environment, are almost entirely positive, only a few papers did not show significant improvements, but they did not show any negative impact on academic performance either. This research was carried out to identify the properties and consequences of active breaks and physical activity during classes in school age. We have examined multiple databases, and we have selected 41 papers accounting for a time span of 15 years. Psychology, medicine, and education databases were the most browsed. Most papers revealed positive outcomes for improving skills related to mathematics, language, reading, comprehension, as well as cognitive and executive functions. Overall, the results of this review corroborate the theory that physical education in schools is positively associated with academic performance in children. Education researchers keep investigating in order to fully assess the positive impact on academic performance, behavior during classes, and cognitive functions.

The paper introduces the student-coined term "digital instinct" which describes students' disposition to resorting to digital technology for solving problems and doing school assignments. Taking cues from the term "digital instinct," the paper describes a student perspective on digital literacy emerging from 100 lived experience descriptions and interviews with 37 Danish upper secondary students. The findings show that students' digital practice is characterised by experience-based, intuitive and familiar use of technologies. Most notably, students employ digital technologies as cognitive partners that help them carry on with assignments that they initially did not understand, but that they were able to complete with the help of the computer. The study examines the nature of this partnership through the words of the students and identifies how technologies expand student agency but fall short of a reflective use of digital technologies. Recognising the strengths and weaknesses of students' digital practices may inform the concept of digital literacy and encourage teachers to acknowledge the digital instinct as a steppingstone to foster students' reflective use of digital technologies.

Background: Augmented reality (AR) is receiving increasing interest as a tool to create an interactive and motivating learning environment. Yet, it is unclear how instructional support affects performance in AR. Objectives: This study sought to explore how varying the instructional support in AR can affect performance-related behaviours of students with low cognitive abilities during assembly work. Methods: A total of 90 Belgian secondary school students repeatedly executed four different realistic assembly tasks. Three levels of instructional support (low, medium, and high) in AR as well as a control condition with paper instructions with a high level of detail were systematically varied across tasks and participants. Results and Conclusions: Multilevel regression analyses showed that AR instructions yielded lower assembly times and a lower perceived physical effort than paper instructions. Additionally, participants perceived tasks as less complex when given AR instructions with a high or a medium level of detail than when given a low level of detail. No effects of instructional support were established for other performance-related behaviours, namely necessary assistance, error-making, cognitive load, competence frustration, and stress. Effect sizes were small, at least among the instructional support conditions studied, yielding a limited base for adaptivity. Presumably, tailoring the instructional support in AR is only beneficial for highly complex tasks. The results might be useful for the design and implementation of AR in educational settings.

Introduction: This review aimed to synthesize and review computerized cognitive rehabilitation studies on children with disabilities to confirm their effectiveness. Methods: In 2021, an electronic search of academic articles was performed using PubMed, CINAHL, Science Direct, and Cochrane databases. Results: First, two experienced researchers selected 325 papers. 85 non-SCI studies published before 2017 were excluded. Further, duplicate studies were removed, remaining with 71 papers. After reviewing the title and abstract, 14 studies were selected. Finally, after performing a full text review, 7 studies were selected. All studies on computerized cognitive rehabilitation in children were randomized clinical trials that showed a positive impact to this therapy. Computerized cognitive rehabilitation targeting children with various diseases improved their memory, math ability, and activities of daily living. Conclusion: Computerized cognitive rehabilitation can be effectively used in clinical practice in line with non-face-to-face treatment of children with various difficulties caused by the coronavirus pandemic.

The paper describes the results of a study whose main aim was to find the interrelationship between pupils' school grades in Czech language (native), mathematics, and physics and pupils' cognitive predispositions to problem-solving in science and mathematics diagnosed by the Lawson Classroom Test of Scientific Reasoning and the Culture of Problem Solving test. A total of 180 pupils from the Czech Republic aged 14-15 took part in this study. The results show that pupils with better grades in the monitored subjects achieve better results in both tests. It also turns out that there are generally statistically insignificant differences between the results of pupils assessed by grades 1 or 2 and between those assessed by grades 3 or 4. Pupils' performance in the two tests might help to strengthen the objectivization of grading at school. They might also help identify the indicators important for developing problem-solving skills. The research specifically points to the need to develop algebraic thinking, the conception of infinity, spatial imagination, geometric imagination in the plane, proportional reasoning, and the ability to control variables.

From personalized advertising to economic forecasting, artificial intelligence (AI) is becoming an increasingly important element of our daily lives. These advancements raise concerns regarding the transhumanist perspective and associated discussions in the context of technology-human interaction, as well as the influence of artificial intelligence (AI) on education and critical pedagogy. In this regard, the purpose of this research paper was to investigate the intersection of AI and critical pedagogy by critically assessing the potential of AI to promote or hamper critical pedagogical practices in the context of transhumanism. The article provides an overview of the concepts of transhumanism, artificial intelligence, and critical pedagogy. In order to seek answers to research questions, qualitative research design was adopted, and GPT-3 was used as a data collection resource. Noteworthy findings include the similarity of the dialogue with the GPT-3 davinci model to a conversation between two human beings, as well as its difficulty in understanding some of the questions presented from a critical pedagogy perspective. GPT-3 draws attention to the importance of the relationship between humans in education and emphasizes that AI applications can be an opportunity to ensure equality in education. The research provides suggestions indicating the relationship between AI applications and critical pedagogy.

Background: This paper examines the use of augmented reality (AR) as a concept-association tool in schools, with the aim of enhancing primary school students' learning outcomes and engagement. Conflicting findings exist in previous studies regarding the cognitive load of AR-enriched learning, with some reporting reduced load and others indicating increased demand and poorer performance. Understanding these implications is essential for effectively leveraging AR in education. The study offers a fresh perspective on the potential of AR technology in improving educational experiences. Objectives: The primary goal of this research was to evaluate the effectiveness of an AR-assisted concept-association strategy for improving essential knowledge acquisition and skills outcomes, increasing cognitive load, and increasing self-efficacy and learning motivation among primary school students. Methods: A quasi-experimental design with a control group was employed to investigate the effectiveness of the intervention. Results and Conclusions: The results demonstrate that the implementation of the AR-assisted concept-association strategy effectively enhanced essential knowledge acquisition and skills outcomes, increased cognitive load, and increased self-efficacy and learning motivation among primary school students. These findings highlight the potential of AR technology to improve the learning experience and engagement of primary school students. The study contributes to the existing literature on the effectiveness of AR technology in education, suggesting future research directions. Ultimately, it offers a practical solution for improving the learning experience by presenting a new approach for teaching using AR technology.

Teachers are considered a nucleus of educational institutes, their dire efforts act as the accelerating engine of the students' minds that nurture their minds with the best, most incumbent, authentic, resilient and creative thoughts, knowledge, reasoning and information that play a back-supporting role to the future emperors of the countries in their professional life. To do such a huge and exhaustive job, teachers often encounter various challenging situations and circumstances in which stress can be placed at the top among all other issues. This delicate issue has been identified as common among Chinese university lecturers and this issue has been influencing their mental states causing a damaging effect on their job performance. To understand this deliberate scenario, this study has reviewed the previous literature to explore the level of stress and psychological well-being and some helping strategies to sustain psychological well-being and stress adaptation as it is a part of every job and propose a conceptual framework. This proposed framework will have many useful settings for the literature scholars and the targeted units which have been illustrated in the concluding remarks section. [ABSTRACT FROM AUTHOR]

Background: Coping with residual cognitive and gait impairments is a prominent unmet need in community-dwelling chronic stroke survivors. Motor-cognitive exergames may be promising to address this unmet need. However, many studies have so far implemented motor-cognitive exergame interventions in an unstructured manner and suitable application protocols remain yet unclear. We, therefore, aimed to summarize existing literature on this topic, and developed a training concept for motor-cognitive exergame interventions in chronic stroke. Methods: The development of the training concept for personalized motorcognitive exergame training for stroke (PEMOCS) followed Theory Derivation procedures. This comprised (1.1) a thorough (narrative) literature search on long-term stroke rehabilitation; (1.2) a wider literature search beyond the topic of interest to identify analogies, and to induce creativity; (2) the identification of parent theories; (3) the adoption of suitable content or structure of the main parent theory; and (4) the induction of modifications to adapt it to the new field of interest. We also considered several aspects of the "Framework for Developing and Evaluating Complex Interventions" by the Medical Research Council. Specifically, a feasibility study was conducted, and refining actions based on the findings were performed. Results: A training concept for improving cognitive functions and gait in community-dwelling chronic stroke survivors should consider the principles for neuroplasticity, (motor) skill learning, and training. We suggest using a stepbased exergame training for at least 12 weeks, 2-3 times a week for approximately 45 min. Gentile's Taxonomy for Motor Learning was identified as suitable fundament for the personalized progression and variability rules, and extended by a third cognitive dimension. Concepts and models from related fields inspired further additions and modifications to the concept. Conclusion: We propose the PEMOCS concept for improving cognitive functioning and gait in community-dwelling chronic stroke survivors, which serves as a guide for structuring and implementing motor-cognitive exergame interventions. Future research should focus on developing objective performance parameters that enable personalized progression independent of the chosen exergame type. [ABSTRACT FROM AUTHOR]

Vergence‐Accommodation Conflicts (VAC) occur in neareye displays when the binocular disparity of the 3D rendered content (vergence) does not match the display focal distance (accommodation). VAC has been shown to reduce perceptual image quality, cognitive performance, and oculomotor coordination. In this study, we aimed to investigate the impact of VAC on visual performance in augmented reality (AR). Specifically, we quantified the impact of AR VAC on the 'Time to Focus' (TTF); when the user switches focus between real world content and worldlocked AR rendered content. Our results show that TTF increases exponentially with VAC. The increase is more pronounced at closer vergence distances in displays with focal distance of 1 D or longer. Finally, we showed that VAC may have a differential effect across age groups; specifically, older users may be affected more in closer focal and longer vergence distances 186‐189. [ABSTRACT FROM AUTHOR]

The cognitive advantage (CA) hypothesis claims that multilingualism promotes the development of several basic cognitive capacities. A large number of empirical findings support this hypothesis, but recently there have also been numerous contradictory findings and methodological objections. The present paper extends the investigation of possible cognitive advantages from basic cognitive (executive) functions to broader cognitive competencies such as cognitive flexibility. A promising candidate for this is 'flexibility of goal adjustment' (FGA), a capacity of developmental regulation that solves problems through flexible adaptation processes. In a study with N = 119 monolingual and multilingual adults we found the predicted positive correlation between multilingualism and FGA. However, the mediator function of executive capacities entailed in the CA hypothesis operationalised as Stroop and flanker tasks could not be demonstrated.

As the number of older Americans double in the next forty years, it will be important to delay the decline in cognition. The aim of this paper is to describe the feasibility and acceptability of a six-week cognitively stimulating program focusing on visual arts (Picasso, Andrew Wyeth, and Carl Warner), music (Bach and Franklin), and travel (Europe). An explanatory, mixed methods design (a quantitative phase followed by a qualitative phase) was used to encapsulate a more comprehensive description of the program. The program was conducted with 10 community living older adults who were mostly female (70.5 ± 7.5 years). The goal of each 90-min, weekly session was to provide cognitively challenging activities utilizing peer support and education about memory loss. Pre- and post-surveys assessed cognition (SLUMS) life satisfaction (SWL), and general demographics. Further, preliminary results on the effects of the program on cognition and life satisfaction were obtained. Post-program assessments showed improvement in cognition (p < 0.001) and revealed relationships between age and life satisfaction (p < 0.05), and cognition and attendance (p < 0.05) and life satisfaction (p < 0.05). Qualitative analyses from the focus group (N = 4) demonstrated program acceptability and the potential for long-term impact. These results suggest the current program has the potential for larger-scale implementation. Future directions include efficacy and effectiveness trials across more diverse community settings and populations.

Private tutoring is part of the everyday life of hundreds of thousands of students all around the world, and its prevalence is growing. However, despite a proliferation of research on private tutoring, little is known about the role that school plays in shaping the phenomenon. This study investigates school-related factors that may affect private tutoring attendance in maths and German using two German nationwide samples of Grade 10 students (over 15,000 participants in total). These factors are: teacher support in the classroom, classroom management, teacher collaboration with the teacher body and teacher-family communication. We also verified the role of various individual factors, including student helplessness and the subjective task values. Two-level logistic regression analyses did not confirm the role of school-related factors. However, private tutoring attendance was affected by student helplessness, subjective task values, past school achievement, cognitive ability, gender, mother tongue and type of school attended, although the pattern of results differed between subjects. The results highlight the role of motivational factors behind the decision to take private tutoring, which has been rarely inquired into, and the remedial nature of private tutoring. They also show that school contribution to the decision remains elusive, at least for maths and German.

The empirical link between children's cognitive ability and parental risk attitudes has been understudied. Specifically, an individual's educational outcome may reflect the decisions made on their behalf by parents, reflecting their risk attitudes. This paper aims to fill gaps in the existing literature by investigating whether parental risk preferences influence the cognitive ability of children in Indonesia. Using a dataset from the fifth wave of the Indonesia Family Life Survey (IFLS-5), we find an inverse relation between parental risk aversion and children's cognitive test scores. However, the effect of parental risk attitudes is only prominent for daughters.

Background: Word retrieval skills change across the lifespan. Permanent alterations in the form of decreased accuracy or increased response time can be a consequence of both normal ageing processes or the presence of acquired and neurodegenerative disorders (e.g., aphasia and dementia). Despite the extensive literature exploring the neuroanatomical underpinnings of word retrieval, psycholinguistic, biolinguistic and theoretical explanations, and the vast amount of evidence from primary and secondary language disorders, the best approach to consistently capture these changes is yet to be discovered. Aims: The goal of this paper is to determine which method(s) stand(s) as the most suitable candidate(s) to provide an accurate picture of word retrieval in the oral production of different groups of adult speakers, including cases of healthy ageing, preclinical Alzheimer's disease (AD), mild cognitive impairment (MCI), aphasia and dementia. Methods & Procedures: Using an integrative review of recent peer-reviewed journal articles, we provide an overview of the different behavioural methods traditionally used to measure oral naming skills in research-oriented and clinical protocols and discuss their main advantages and limitations. Main Contribution: Most existing studies are based on the results of people with diagnosed language disorders. Despite the growing interest, the reliability of the majority of the tasks to detect subtle changes associated with healthy ageing, MCI and preclinical AD are yet to be demonstrated, and the delicate balance between informativeness and efficiency (especially in terms of administration time and variable control) in experimental protocols is yet to be achieved. In this article we propose the pursuit of an integrative overarching methodology to characterize all naming deficits (from anecdotal to permanent) and all adult populations (from healthy to pathological ageing). Conclusions & Implications: A combination of spontaneous speech data and results from structured tasks stands as the best approach to capture changes in word retrieval skills of adult speakers with and without observable deficits. This review can guide future reflections on the necessary prerequisites of purpose-oriented, sensitive and reliable protocols for the detection of incipient word retrieval problems, thus contributing to the early diagnosis and the design of personalized multicomponent treatments.

Emotional intelligence is a way to enhance workforce capability in the 21st century. Psychological well-being is vital for shaping faculty and student relationships in the educational sector. This article aims to provide an updated methodological review of emotional intelligence studies in academia. This study investigates two decades of emotional intelligence concepts and theories they have used for analysis in numerous studies in higher educational academia. A detailed examination of the method and result of the study was found and critical of the overall state of knowledge on emotional intelligence. The documents are extracted from the Scopus database, and after inclusion and exclusion, 43 empirical papers were selected for analysis. From these 43 articles, we extracted the scale and instruments used in the earlier studies. The literature has proven a substantial linkage between variables such as e-learning, training, and development. Finally, the findings suggest that the most used theories are Daniel Goleman's theory, trait emotional theory, and the bar on model. Moreover, most of the studies are conducted in Spain, the UK, and the USA. Deep learning, neurodiversity, and cognitive ability might motivate the educational sector and technological advancement in future research.

The laboratory is a complex environment where the three levels of the chemistry triplet coincide. As the laboratory environment places a large demand on the working memory of students, cognitive load theory can address overload which causes barriers to learning. Breaking down barriers requires iterative phases of analysis/exploration, design/construction and evaluation/reflection over multiple cycles which are the hallmarks of design-based research. In a complex setting, managing change and redressing teaching approaches can be difficult to navigate. Design-based research incorporates iterative phases in which theory informs decision making. This paper uses the context of a laboratory exercise of emission spectra to illustrate how the cognitive load theory can be used in tandem with design-based research to support student learning in the exercise. Using this approach, it was possible to show how barriers to student understanding, including task demands and conceptual demands were supported through proposed approaches focusing on extraneous, intrinsic and ultimately germane cognitive load.

While the musical instrument classification task is well-studied, there remains a gap in identifying non-pitched percussion instruments which have greater overlaps in frequency bands and variation in sound quality and play style than pitched instruments. In this paper, we present a musical instrument classifier for detecting tambourines, maracas and castanets, instruments that are often used in early childhood music education. We generated a dataset with diverse instruments (e.g., brand, materials, construction) played in different locations with varying background noise and play styles. We conducted sensitivity analyses to optimize feature selection, windowing time, and model selection. We deployed and evaluated our best model in a mixed reality music application with 12 families in a home setting. Our dataset was comprised of over 369,000 samples recorded in-lab and 35,361 samples recorded with families in a home setting. We observed the Light Gradient Boosting Machine (LGBM) model to perform best using an approximate 93 ms window with only 12 mel-frequency cepstral coefficients (MFCCs) and signal entropy. Our best LGBM model was observed to perform with over 84% accuracy across all three instrument families in-lab and over 73% accuracy when deployed to the home. To our knowledge, the dataset compiled of 369,000 samples of non-pitched instruments is first of its kind. This work also suggests that a low feature space is sufficient for the recognition of non-pitched instruments. Lastly, real-world deployment and testing of the algorithms created with participants of diverse physical and cognitive abilities was also an important contribution towards more inclusive design practices. This paper lays the technological groundwork for a mixed reality music application that can detect children's use of non-pitched, percussion instruments to support early childhood music education and play. [ABSTRACT FROM AUTHOR]

The current study identified recent trends in socioscientific issues (SSIs) in the field of education. Through descriptive analysis and co-word analysis, selected articles published in journals listed in the Social Science Citation Index and Scopus from 2000 to 2021 were screened. A total of 334 papers were retrieved as research target samples from the Web of Science and Scopus databases after many rounds of searching and filtering. An analysis revealed an overall growing trend of SSI-related publications in the field of education. High-impact journals that published SSI-related research and highly cited articles were also identified. A series of co-word analyses were then conducted to determine co-occurring relationships among the keywords of the sample papers. This study extracted 39 author-defined keywords shared by at least three studies in the target samples. The analytic results indicated that 'argumentation,' 'decision-making,' 'scientific literacy,' and 'knowledge' were frequently used along with SSI as keywords. The co-word networks of the whole corpus of keywords and selected keywords were visualised to refine the common understanding of the educators and obtain the SSI research foci. This paper also offers future research directions. [ABSTRACT FROM AUTHOR]

Underlying thematic analysis are a few fundamental human cognitive processes, such as categorizing, prototyping and metaphorical mapping. By unpacking these basic processes of human cognition, this paper hopes to provide a cognitive basis for thematic analysis as a foundational method in data analysis for qualitative research. In particular, it hopes to address the gap between qualitative methodologists' assumption of thematic analysis as a subjective, creative and flexible process and editors/reviewers' expectation that thematic analysis shall be objective, reliable and rigorous. By consciously and purposefully applying these cognitive processes, thematic analysis can be subjective and yet disciplined, creative and yet rigorous, flexible and yet reliable. The ultimate goal of this paper is to demystify, delineate and further demarcate the thematic analysis process for young and novice qualitative researchers. [ABSTRACT FROM AUTHOR]

Developing a Theory of Mind (ToM) in children aged 3-5 is a crucial milestone in their cognitive development. Referring to the ability to understand that other people have beliefs, desires, and intentions that may differ from one's own, this ability is critical for social interactions and communication, as it enables individuals to predict and interpret the behavior of others based on their mental states. For this reason, this paper aims to provide a comprehensive overview of the historical literature on the theory of mind, particularly in its correlation to brand symbolism in children aged 3-5 years and food-related development. Exploring the past literature, models, and examples of ToM, this paper offers important implications for marketers and parents alike, with help in designing more effective advertising campaigns that leverage brand symbolism to create positive associations with their products and brands to children, as well as recognizing the potential influence of brand symbolism on their children's attitudes and behavior towards certain products. Children with a more developed ToM tend to have a better understanding of brand symbolism and are more likely to make connections between a brand and its symbolic representation. In the context of food-related development, and with children's food preferences and choices shaped by various factors, researchers and practitioners can be shown a pathway to develop more effective strategies for promoting healthy food choices and addressing the obesity epidemic. In conclusion, the findings of this paper highlight the importance of considering children's ToM abilities when designing marketing strategies and the potential impact of brand symbolism on children's consumer behavior. Further research in this beneficial field that can explore these relationships in more detail should be focused on developing evidence-based interventions to promote healthy food choices and protect children from the potentially harmful effects of marketing messages. [ABSTRACT FROM AUTHOR]

Executive functioning is a set of cognitive processes responsible for organizing, planning, executing, and regulating behavior. There has been growing interest in studying executive functioning in children, particularly those aged 3-5 years, due to its relevance for their academic and social development. For this reason, this paper provides a comprehensive overview of the historical literature on executive functioning, its importance for children's development, the correlations between executive functioning and brand symbolism, and their impact on food-related behaviors. Exploring the past literature, models, and examples of executive functioning and how it has been defined and studied over time, this paper highlights the importance of studying executive functioning in children aged 3-5 years due to its relevance for their academic and social development. It also delves into the correlations between executive functioning and brand symbolism, an area of increasing interest. It examines how brand symbolism can influence children's food-related behaviors and the critical role executive functioning plays in this process. The implications of these findings for future research are discussed, alongside practical applications and recommendations for parents, educators, and policymakers to promote the development of executive functioning skills in young children. These recommendations include opportunities for children to practice these skills through play, creating routines and structure, and promoting healthy eating habits through positive reinforcement. In conclusion, the findings of this paper highlight the importance of studying executive functioning in young children and its implications for their development, particularly in the context of food-related behaviors, offering practical recommendations for promoting the development of executive functioning skills in young children, as well as future recommendations for delving deeper into this topic of research. [ABSTRACT FROM AUTHOR]

Integrating socioscientific issues (SSI) into education is gaining widespread adoption in classrooms due to its positive impact on student's critical thinking, environmental awareness, holistic knowledge and/or the idea of combining science and mathematics. This paper explores the idea of using comics as appropriate media for elementary school students to engage with SSI content. Because of the difficulties in integrating SSI into classrooms, SSI-based learning is more commonly applied in high school and higher education settings, with limited implementation in earlier education. To answer this gap, we developed comics that have SSI content for elementary schools. Comics are chosen as reliable tools for visualising and simplifying complex concepts and making SSI content more accessible and engaging. This paper describes our comics on earthquake-related issues in Indonesia and the principles that guided its design. SSI inherently involves multiple perspectives, so the integration brings together science, and mathematics within the one comic. In integrating different disciplines of comic content, we utilised the rule-of-five framework, widely employed to merge five representational models (experiential, verbal, numerical, visual, and symbolic) commonly used in developing content combining two or more different academic disciplines. [ABSTRACT FROM AUTHOR]

COVID-19 has improved awareness of the importance of appropriate indoor air quality (IAQ) in indoor spaces, particularly in classrooms where children are expected to learn. Research has shown that poor IAQ and temperature levels affect the cognitive performance of children. In this paper, we critically compare IAQ standards for New Zealand's Designing Quality Learning Spaces (DQLS Document) against international benchmarks from the Organization for Economic Co-operation and Development (OECD) countries, including ASHRAE 62.1, CIBSE TM57, EN-15251, WHO AQGs, and Building Bulletins 99 and 101. The aim was to ascertain the robustness of New Zealand's DQLS document, identify areas of superiority, and recommend the required improvement for appropriate IAQ and thermal comfort in classrooms. This comparison review focuses on IAQ parameters: CO2 levels, temperature, ventilation rates, room size, occupant density, and occupancy rates. The findings illuminate a slight lag in New Zealand's DQLS standards compared to her international counterparts. For instance, while New Zealand's standards align closely with WHO standards for IAQ concerning temperature and ventilation rates, the recommended CO2 range appears slightly inadequate (800 to 2000 ppm) along with occupancy and classroom size for effectively controlling classroom pollutant growth. This paper emphasises the need to align New Zealand's IAQ and thermal comfort standards with optimal OECD benchmarks. The identified disparities present opportunities for improving learning spaces in terms of CO2 concentration, size of classroom, and occupant density in schools in New Zealand to meet globally recognised standards, ultimately creating a healthier and more conducive learning environment. [ABSTRACT FROM AUTHOR]

The Cattell-Horn-Carroll (CHC) theory of abilities is a comprehensive model of human cognitive abilities denoted by the G-code. Developed by three prominent psychologists - Raymond Cattell, John Horn, and John Carroll - the CHC theory suggests that there are three strata of cognitive abilities. In this paper, the authors argued that the CHC model faces seven challenges: First, it is a complex model with numerous factors and subtests, posing difficulties in administration and interpretation. Second, the theory itself has limited coverage and may not address all cognitive abilities. Third, critics have been arguing that the CHC theory has failed to sufficiently address socio-cultural variations. Fourth, the CHC model of broad and narrow abilities lacks concrete operational definitions, relying on theoretical constructs. Fifth, it always fails to account for complex interactions between cognitive abilities. Sixth, the CHC model continually evolves, requiring frequent updates. Lastly, the CHC theory might not fully capture individual differences in cognitive abilities and potential, leaving room for improvement. There are alternative models (e.g., extended fluid-crystallized and verbal-perceptual-image rotation theories) to the CHC model. Despite these limitations, the CHC model remains a valuable tool for understanding cognitive abilities. In this paper, the authors have chosen to focus on the non-CHC categories of broad abilities with their respective narrow abilities. Termed as ancillary abilities denoted by the Q-code, this paper aims to provide another model of abilities (not necessarily cognitive), not to replace the current CHC model, but to complement or supplement it. [ABSTRACT FROM AUTHOR]

Introduction: Cognitive functions play a crucial role in individual's life since they represent the mental abilities necessary to perform any activity. During working life, having healthy cognitive functioning is essential for the proper performance of work, but it is especially crucial for preserving cognitive abilities and thus ensuring healthy cognitive aging after retirement. The aim of this paper was to systematically review the scientific literature related to the effects of work on cognitive functions to assess which work-related factors most adversely affect them. Method: We queried the PubMed and Scopus electronic databases, in February 2023, according to the PRISMA guidelines (PROSPERO ID number = CRD42023439172), and articles were included if they met all the inclusion criteria and survived a quality assessment. From an initial pool of 61,781 papers, we retained a final sample of 64 articles, which were divided into 5 categories based on work-related factors: shift work (n = 39), sedentary work (n = 7), occupational stress (n = 12), prolonged working hours (n = 3), and expertise (n = 3). Results: The results showed that shift work, occupational stress, and, probably, prolonged working hours have detrimental effects on cognitive functioning; instead, results related to sedentary work and expertise on cognitive functions are inconclusive and extremely miscellaneous. Discussion: Therefore, workplace health and well-being promotion should consider reducing or rescheduling night shift, the creation of less demanding and more resourceful work environments and the use of micro-breaks to preserve workers' cognitive functioning both before and after retirement. [ABSTRACT FROM AUTHOR]

Non-invasive neuromodulation techniques are widely utilized to study and improve cognitive function, with the aim of modulating different cognitive processes. For workers performing high-intensity mental and physical tasks, extreme fatigue may not only affect their working efficiency but may also lead to cognitive decline or cognitive impairment, which, in turn, poses a serious threat to their physical health. The use of non-invasive neuromodulation techniques has important research value for improving and enhancing cognitive function. In this paper, we review the research status, existing problems, and future prospects of transcranial direct current stimulation (tDCS), transcranial alternating current stimulation (tACS), transcranial magnetic stimulation (TMS), and transcutaneous acupoint stimulation (TAS), which are the most studied physical methods in non-invasive neuromodulation techniques to improve and enhance cognition. The findings presented in this paper will be of great reference value for the in-depth study of non-invasive neuromodulation techniques in the field of cognition. [ABSTRACT FROM AUTHOR]

The paper aims to consider the translation process by drawing light on the use of language from a cognitive stylistic perspective. It looks at translators' performance as a cognitive process to understand the stylistic devices of texts. The paper clarifies the multiple stylistic devices, their applications, and how they are used to attract the receiver's attention to a specific element more than others by analyzing twenty-four Arabic translations according to stylistic functions, effects, and cognitive interpretations of twelve texts from the book "A Brief History of Time" by Hawking (1988). It demonstrates that using cognitive stylistic devices enhances cognitive operations and interpretation, and produces a creative and motivated text with more emotional effects. [ABSTRACT FROM AUTHOR]

Simple Summary: Over the past several decades, the attention paid to the physical needs of marine mammals in zoos and aquariums has led to steady improvements in their physical well-being. Up until now, however, we haven't paid as much attention to their cognitive needs. Studies have suggested that providing animals with puzzles and games that engage their thinking skills can improve their welfare. To help marine mammal managers and trainers achieve this for the animals in their care, this paper discusses different ways of creating such puzzles and thinking games, along with the pros and cons of each. The past several decades have witnessed significant improvement in the physical welfare of marine mammals in zoos and aquariums. Over that same time period, research has revealed complex cognitive abilities in at least some of these species, yet there has been comparatively little attention paid to addressing their cognitive welfare per se. Studies primarily conducted with terrestrial animals have suggested that providing appropriate cognitive challenges in managed care settings can improve animal well-being. As a step toward facilitating this practice with marine mammals, this paper discusses factors relevant for creating appropriate cognitive challenges, outlines the three major categories of cognitive challenge that have been utilized with marine mammals, along with the logistical pros and cons of each, and calls on organizations that care for marine mammals to cultivate a bias for action with respect to providing cognitive care. [ABSTRACT FROM AUTHOR]

The aim of this paper is to highlight the complexity and the central importance to academic achievement of taking and reviewing notes at third level. It is based on a review of international literature on the notetaking process between 1970 and 2023. The paper describes notetaking and reviewing as the method of encoding and externally storing new material, for the purpose of advancement in learning and attainment in assessment. It outlines research on the benefits of typed versus handwritten methods of notetaking. The overriding outcome demonstrates that taking notes, either by longhand or typing, produces superior results than not taking and reviewing notes. The remainder of the review focuses on the status of notetaking instruction in third level colleges and universities. It is observed that despite the centrality of notetaking to educational success, and the positive impact of instruction on taking notes, skills training and modelling are generally not taught or embedded in the curricula in tertiary education. Furthermore, the paper describes teaching strategies alongside linear and non-linear notetaking methods that have been shown to encourage students to take and revise notes which has, in turn, led to the enhancement of learning. The conclusion reviews the main points of the article and its limitations. A further review of literature on the examination of cognitive and metacognitive functions on notetaking would contribute to the understanding of how notetaking and revision operate to increase students' capacity for recall, comprehension, and knowledge. [ABSTRACT FROM AUTHOR]

Physical activity breaks in the classroom are an efficient way of promoting healthy behaviors in students, enhancing the development of their cognitive and academic abilities. The effects of active breaks, which are exclusive to the academic environment, are almost entirely positive, only a few papers did not show significant improvements, but they did not show any negative impact on academic performance either. This research was carried out to identify the properties and consequences of active breaks and physical activity during classes in school age. We have examined multiple databases, and we have selected 41 papers accounting for a time span of 15 years. Psychology, medicine, and education databases were the most browsed Most papers revealed positive outcomes for improving skills related to mathematics, language, reading, comprehension, as well as cognitive and executive functions. Overall, the results of this review corroborate the theory that physical education in schools is positively associated with academic performance in children. Education researchers keep investigating in order to fully assess the positive impact on academic performance, behavior during classes, and cognitive functions. [ABSTRACT FROM AUTHOR]

With advances in artificial intelligence, machine learning, and cognitive modelling, unmanned aircraft are expected to act as human-like wingmen in the near future. For fluent and effective manned–unmanned teaming, synthetic wingmen must be able to account for and adapt to their partners' intent with little or no communication. To enable such abilities, it becomes crucial to identify the requirements that makes intent explainable to synthetic wingmen, necessitating approaches to describe and analyse intent from a human-centric perspective. To address this issue, this paper reports on findings from using Work Domain Analysis to design and analyse models of situated intent with six levels of cognitive control (frames, effects, values, generic, implementations, and physical). Through a literature review and seven subject matter expert interviews, a synthesized model was designed to represent fighter pilots' intent in a manned–unmanned teaming scenario. Using the synthesized model as the context, a transfer of control and a link loss situation were further described and analysed. Experiences show that Work Domain Analysis can provide a practical and applicable means to model situated intent, particularly since designed models can be re-utilised to model intent in similar situations. Furthermore, the model analyses show the importance of accounting for fighter pilots' adopted frames since small variations of the framing of the situations can propagate throughout the model resulting in conflicting or inconsistent intent. The paper concludes that synthetic wingmen must be able to reason about all six levels of cognitive control, requiring a more holistic approach to make intent explainable. [ABSTRACT FROM AUTHOR]

Fluent and automatized handwriting frees cognitive resources for more complex elements of writing (i.e., spelling or text generation) or even math tasks (i.e., operating) and is therefore a central objective in primary school years. Most previous research has focused on the development of handwriting automaticity across the school years and characteristics of handwriting difficulties in advanced writers. However, the relative and absolute predictive power of the different kinematic aspects for typically developing beginning handwriting remains unclear. The purpose of the present study was to investigate whether and to what extent different kinematic aspects contribute to handwriting proficiency in typically developing beginning handwriters. Further, we investigated whether gender, socioeconomic background, or interindividual differences in executive functions and visuomotor integration contribute to children's acquisition of handwriting. Therefore, 853 first-grade children aged seven copied words on a digitized tablet and completed cognitive performance tasks. We used a confirmatory factor analysis to investigate how predefined kinematic aspects of handwriting, specifically the number of inversions in velocity (NIV), pen stops, pen lifts, and pressure on the paper, are linked to an underlying handwriting factor. NIV, pen stops, and pen lifts showed the highest factor loadings and therefore appear to best explain handwriting proficiency in beginning writers. Handwriting proficiency was superior in girls than boys but, surprisingly, did not differ between children from low versus high socioeconomic backgrounds. Handwriting proficiency was related to working memory but unrelated to inhibition, shifting, and visuomotor integration. Overall, these findings highlight the importance of considering different kinematic aspects in children who have not yet automatized pen movements. Results are also important from an applied perspective, as the early detection of handwriting difficulties has not yet received much research attention, although it is the base for tailoring early interventions for children at risk for handwriting difficulties. [ABSTRACT FROM AUTHOR]

The paper deals with the concept of space in William Shakespeare's "The Tragedy of Hamlet, Prince of Denmark". Not only is the play the most popular and the most internationally known creation of William Shakespeare, but it also attracts readers and critics for its complexity and up-to-datedness. We chose to analyse various aspects of space in this tragedy to underline their influence on different characters. The paper aims at proving that there is a relation between each character and a particular space whose features are partly reflected in the characters' personality or/and actions. Therefore, the main characters were analysed in connection with the spaces they appear in throughout the play. We were also interested in analysing whether the characters have the necessary power and/or ability to change these spaces, or not. We noticed that some of the characters had their spaces invaded by perpetrators, while other characters became perpetrators themselves. Observing the link between spaces and the characters' personality, we tried to scrutinize their deeds based on the features of certain spaces emphasizing aspects such as: private vs. public, natural vs. artificial. [ABSTRACT FROM AUTHOR]

The terms "offshore" and "open ocean" have been used to describe aquaculture sites that are further from the coast or in higher energy environments. Neither term has been clearly defined in the scientific literature nor in a legal context, and the terms are often used interchangeably. These and other related terms (for example "exposed", "high-energy") variously refer to aspects of a site such as the geographic distance from shore or infrastructure, the level of exposure to large waves and strong currents, the geographic fetch, the water depth, or some combination of these parameters. The ICES Working Group (ICES, 2024) on Open Ocean Aquaculture (WGOOA) therefore identified a need to define the terminology to reduce ambiguity for these types of aquaculture sites or more precisely, to: (1) promote a common understanding and avoid misuse for different classifications; (2) enable regulators to identify the characteristics of a marine site; (3) allow farmers to be able to assess or quantitatively compare sites for development; (4) equip developers and producers to identify operational parameters in which the equipment and vessels will need to operate; (5) provide insurers and investors with the terminology to consistently assess risk and premiums; and (6) circumvent the emergence of narratives that root in different cognitive interpretations of the terminology in public discourse. This paper describes the evolution of the use of the term "offshore aquaculture" and define the most relevant parameters to shift to a more definitive and robust term "exposed aquaculture" that can inherently relay clearer information. Adoption of this more definitive definition of "exposed" will allow the user to define a site with more than just distance from shore. Key differences and the importance of these terms are discussed that affect various interest groups. Follow-up articles in this compilation from scientific members of the WGOOA as well as other scientists outside ICES are incorporated that develop a set of definitions and a rigorous exposure index. [ABSTRACT FROM AUTHOR]

Language profile resemblance between autistic11 The current paper uses “identity-first” language throughout, which is often favored by autistic individuals and their parents (Kenny et al. 2016). children who are language-impaired and children with Developmental Language Disorder (DLD) gives rise to misdiagnosis of the two conditions. Aiming to better understand the underlying causes of language impairments in autism language impaired (ALI) and DLD, the present study adopts a question-statement task to investigate the ability to determine the non-interrogative interpretation of Mandarin wh-words on the basis of syntactic-semantic cues and prosodic cues. The results show that both the ALI and the DLD groups have difficulty using the syntactic-semantic cues to access the non-interrogative interpretations of Mandarin wh-words. However, only the performance of the ALI group correlates with their extralinguistic cognitive ability. Furthermore, the two groups performed differently in using the prosodic cues: the DLD group scores significantly higher than the ALI group on the perception of the prosodic cues. The different linguistic profiles found in the current study suggest that ALI may not simply be a comorbidity of autism and DLD, as has often been proposed. The study’s findings also have the potential to improve diagnostic procedure and to increase accuracy of differential diagnosis in children.The current paper uses “identity-first” language throughout, which is often favored by autistic individuals and their parents (Kenny et al. 2016). [ABSTRACT FROM AUTHOR]

This study aims to explore the potential psychological and cognitive advantages for older individuals engaged in hard martial arts (HMA), through a comprehensive scoping review of literature up to 2023. Specifically, it examines the extent of changes in cognition, mental state, and quality of life among elderly participants of HMA. Inclusion criteria were studies conducted on healthy persons who were over 50 years of age. Only papers published in the English language were included. The search was undertaken in electronic databases and sources of grey literature. Thirteen papers with a total of 514 participants met the inclusion criteria. Improved cognition and decreased levels of anxiety and depression were emerging themes. Together, these factors contributed to the quality of life of participants. HMA was found to benefit cognitive abilities and psychological well-being, increasing quality of life more than traditional exercise alone. Findings suggested duration of training influenced change more than frequency. The limited number of studies exploring the effects of HMA on mental wellness and cognitive ability in older adults underscores the need for further research. The findings of this review suggest cognitive and quality of life improvements and reduced depression and anxiety in individuals engaging in HMA. This review serves as a foundation for soundly designed future research. [ABSTRACT FROM AUTHOR]

AbstractSituational awareness and decision support tools such as procedures and alarm systems are vital for effective interaction among control room operators, especially in safety-critical situations. In safety-critical environments such as process plants, there remains a gap in evaluating specific tools during actual operations, or ”work-as-done.” Additionally, the underlying factors that might impact operators’ cognitive states and performance concerning safety have not been thoroughly explored. The need for such an evaluation is further bolstered by current interaction configurations where operators are more passive than active, thus reducing their cognitive performance. Therefore, this experimental study addresses the highlighted evaluation gap by introducing and comparing three human system interfaces/decision support tools in four human-in-the-loop configurations. The supports include two alarm design formats (prioritized vs. non-prioritized) and three procedure representation formats (paper, screen-based digitized, and an AI-based support system built with an integrated Bayesian network and reinforcement learning model). Ninety-two people (n = 92) participated voluntarily in the test. They were divided equally into four groups. Each group tested three safety-related events in a simulated formaldehyde production facility. Individuals belonging to the group with prioritized alarms and utilized paper procedures rated procedural support slightly higher on average than others in different groups. Unlike the other groups, their assessment of alarm prioritization support remained consistent across all scenarios. Further analysis of the impact of the setup on cognitive states and actual performance will be performed. [ABSTRACT FROM AUTHOR]

Aim: Much research has been conducted on the acute effects of nicotine on human cognitive performance, demonstrating both enhancing and impairing cognitive effects. With the relatively recent introduction of electronic cigarettes ('e-cigarettes') as a smoking cessation device, little is known about the cognitive effects of e-cigarettes specifically, either as a nicotine replacement device or in the absence of nicotine. The purpose of this review was to present an overview of evidence from empirical studies on the effect of e-cigarettes on cognitive function. Approach: Guided by Preferred Reporting Items for Systematic Reviews and Meta-Analyses for Scoping Reviews guidelines (PRISMA-ScR), SCOPUS, PubMed, and EBSCOhost were searched from 2006, the year e-cigarettes were introduced, to June 2023 for relevant papers, along with reference lists checked for additional papers. Key findings: Seven experimental and four cross-sectional survey studies were identified and included. The majority of the studies only include regular and current cigarette smokers and primarily assessed the acute cognitive effect of e-cigarettes relative to nicotine. While the findings primarily suggest either no or positive effect of e-cigarettes on cognition in cigarette smokers, associations between e-cigarettes and cognitive impairments in memory, concentration and decision making were reported in both cigarette smokers and never-smokers. Implications and conclusions: The acute cognitive effect of e-cigarettes on regular cigarette smokers appears minimal. However, long-term cognitive effect and their effects on never-smokers are unclear. Given that the increased numbers of e-cigarette users are non-smokers and/or adolescents, research with those naïve to nicotine and a developmentally vulnerable adolescent population on its long-term effect is needed. [ABSTRACT FROM AUTHOR]

This paper explores the struggle of Individuals for survival during natural calamities i.e. floods and showcases how their cognitive abilities help them maintain their existence in disaster-like situations. While presenting the helplessness of the old man that forces him to settle down on an island despite the knowledge of the danger of the river during the rainy season, and the empathetic nature of the villagers, it showcases the children learning life lessons from their elders using their cognitive abilities and their own empirical experiences. This paper also reveals how the children suffer from alienation, pine for company and find respite with toys, flora and fauna. [ABSTRACT FROM AUTHOR]

Cognitive linguistics, as a newly established method for the study of language that emerged in the 1970s, focuses on the study of general cognitive abilities and conceptual processes of human beings. With the development of society, many new lexical items and concepts emerge, and they all need to be encoded in the form of language expression. An economical and practical way is to give a word multiple meaning. Based on the prototypical theory of cognitive linguistics, this paper analyzed the semantic network and semantic distribution of the polysemous word "power." Fourteen senses of "power" used as nouns were collected from the Oxford Advanced English-Chinese Dictionary (9th Edition), and connections between different senses were explored by analyzing the semantic features. Meanwhile, 100 sentences containing "power" were randomly extracted from the BNC corpus to figure out the distribution of different senses. It was found that the prototypical sense and extended senses of "power" revealed the characteristics of family resemblance, and extended senses centered on the prototypical sense and extended radially outward. Among the 14 senses of "power," the sense of "political right" is the most commonly used, while the senses of "multiplication" and "deity" are rarely used. Finally, some suggestions on the teaching of polyseme are put forward hopefully to offer valuable guidance for English learners. [ABSTRACT FROM AUTHOR]

Mild cognitive impairment impacts a sizable segment of the older population, and often evolves into dementia within a few years. At this stage, subjects may benefit from non-pharmacological therapies that can delay or stop the progression of the mild cognitive impairment into dementia and are crucial for improvement in the subject's quality of life, while also being easily accessible and safe for use. Many research studies have shown that a variety of exercises, including cognitive training, have the potential to enhance or optimize cognitive function and general well-being. Recently, many authors have suggested video games as a promising approach for cognitive training and neurorehabilitation in older people, thanks to their increasing motivation and training effects through immersion in stimulating environments. Under this premise, our narrative review's objective is to discuss and summarize the body of existing material on the role of video games in improving cognitive performance, daily life activities, and depression symptoms in older individuals with different levels of cognitive decline. From the papers reviewed, it emerged that older subjects trained with video games showed a significant improvement in cognitive functions, sleep quality, and psychiatric symptoms, positioning video games as an intriguing and useful tool. [ABSTRACT FROM AUTHOR]

significant body of research on the roots of human language highlights the crucial role played by changes in ancestral sociality. Recent studies have revived the hypothesis of human self-domestication, arguing that it provides new insights into the development of human sociality, cultural evolution, and symbolic communication. While the concept of domestication offers an intriguing interpretation of the co-evolution of body, cognition, and behavior, its application to human evolution is controversial. This paper explores an alternative perspective, suggesting that the enlanguagement of interactions may have acted as a catalyst for evolutionary change. We propose that the consolidation of enlanguaged practices, underpinned by the amplification of social dispositions, set in motion an evolutionary spiral. We explore how this process may have reshaped ancestral developmental trajectories and niches, ultimately culminating in the distinctive mode of life that characterizes our species. [ABSTRACT FROM AUTHOR]

The online environment, where the boundaries between the domains of home, school, work, and leisure are blurred, poses new challenges for youth work practice. Due to limited research on this subject matter, the theoretical underpinnings of the online youth work practice are constrained. The fulfilment of youth work's aims online, the position it can take in the online context, and its relation to its partners in the online lifeworld need a theoretical base. This paper seeks to analyse the role of youth work in the online lifeworld according to adolescents and youth work's partners. The research was conducted in the Netherlands in collaboration with 14 youth work organisations. A qualitative research design was used: group conversations with young people and semi-structured interviews with youth work's partners (i.e., parents, schools, informal networks, neighbourhood support teams, police, and municipal officials). The findings indicate that youth work in the online lifeworld, according to the respondents, is part of the general youth work practice, with a primary role of addressing the developmental needs of young people and creating new developmental opportunities. This role is expected to be fulfilled by engaging and connecting with young people in the online lifeworld and providing them instrumental, informational, socioemotional, and cognitive support. To do so, according to the partners, youth workers can make use of their vantage position in the online relationship with adolescents in order to access online information relevant for support and prudent prevention aimed at adolescents' development. This vantage position may potentially encourage a collaboration between young people and partners, and between the online and offline youth work practice. [ABSTRACT FROM AUTHOR]

The widespread adoption of digital technologies in educational systems has been globally reflecting a shift in pedagogic content delivery that seems to fit modern generations of students while tackling relevant challenges faced by the current scholar context, e.g., progress traceability, pedagogic content fair access and intuitive visual representativeness, mobility issue mitigation, and sustainability in crisis situations. Among these technologies, augmented reality (AR) emerges as a particularly promising approach, allowing the visualization of computer-generated interactive data on top of real-world elements, thus enhancing comprehension and intuition regarding educational content, often in mobile settings. While the application of AR to education has been widely addressed, issues related to performance interaction and cognitive performance are commonly addressed, with lesser attention paid to the limitations associated with setup complexity, mostly related to experiences configurating tools, or contextual range, i.e., technical/scientific domain targeting versatility. Therefore, this paper introduces ARPocketLab, a digital, mobile, flexible, and scalable solution designed for the dynamic needs of modern tutorship. With a dual-interface system, it allows both educators and students to interactively design and engage with AR content directly tied to educational outcomes. Moreover, ARPocketLab's design, aimed at handheld operationalization using a minimal set of physical resources, is particularly relevant in environments where educational materials are scarce or in situations where remote learning becomes necessary. Its versatility stems from the fact that it only requires a marker or a surface (e.g., a table) to function at full capacity. To evaluate the solution, tests were conducted with 8th-grade Portuguese students within the context of Physics and Chemistry subject. Results demonstrate the application's effectiveness in providing didactic assistance, with positive feedback not only in terms of usability but also regarding learning performance. The participants also reported openness for the adoption of AR in pedagogic contexts. [ABSTRACT FROM AUTHOR]

This paper investigates the possibility of developing artificial intelligence (AI) systems capable of exhibiting limited cognitive processes analogous to aspects of human religious belief. The literature review pertains to the most essential cognitive mechanisms of belief and the most relevant models for AI with belief. Accordingly, and as a result of the theoretical review, drawing inspiration from belief cognition to endow AI with enhanced cognitive capacities, the core objective is to try to build a theoretical model that simulates cognitive processes of belief, equipping AI agents with abilities to recognize subtle divine synchronistic patterns and form provisional convictions computationally modeled on belief cognitive mechanisms. The hypothesis is that this could hopefully unlock a higher level of cognitive function and could enhance capacities for nuanced, context-sensitive reasoning and prediction for these AI models. The method is a novel "Trans-Belief" theoretical model that will be considered, integrating fuzzy and doxastic logic models to trace synchronistic divine patterns, in the results section. Finally, in the discussion, additional moral aspects and the nature of the data set of the model will be examined, and directions for future research will be proposed. While not implying AI can or should fully replicate complex human spirituality, tentative artificial belief could impart beneficial qualities like contextual awareness. However, developing belief-inspired algorithms requires grappling with profound philosophical questions regarding singularity and implementing strong ethical safeguards on any AI-granted agency over human affairs. This represents an early exploration of belief's implications for machine learning, necessitating future research and discussion. [ABSTRACT FROM AUTHOR]

This paper attempts to delve more into the complex role that music education plays in both traditional and music schools. Beyond teaching skills, music education frames children's personality and helps them fit in future working environments. Nurturing environments, modelled after music schools, emphasize comprehensive development, integrating cognitive, psychomotor, socioemotional, and artistic aspects. Beyond conventional lines, a holistic approach to education fosters creativity, emotional intelligence, and cross-cultural understanding. Music emphasizes the importance of selfexpression and encourages individuals to explore their own unique voice. It also promotes collaboration and teamwork, as musicians often work together to create harmonious melodies. Additionally, music education has been shown to improve cognitive abilities such as problem-solving and critical thinking skills, which can be applied to various areas of life beyond the realm of music. Music schools emphasize immediacy and subjectivity, whereas traditional schools emphasize different feedback mechanisms. Aligning these components have the potential of enhancing learning opportunities and encourage a more comprehensive approach to learning and evaluation in the traditional school setting. [ABSTRACT FROM AUTHOR]