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Medical postgraduates are the new force of scientific research groups in China. However, the limitation of their English language ability restricts their publication of high-level Science Citation Index (SCI) papers to a large extent. Measures to improve students' SCI language ability from macro, intermediate and micro aspects were discussed through flipped classroom teaching mode, such as students' reading papers before class, students' practicing paper writing after class, and teacher's making comments in class. The feedback from the questionnaire showed that 96.65% of the students were satisfied with the teaching mode and 93.57% of them had improved their confidence in SCI writing. For the problems mentioned in the feedback, it was suggested that colleges and universities should formulate policies to encourage teachers to engage in medical English teaching, meanwhile teachers should constantly improve their professional quality, so as to help students improve their SCI language ability rapidly.

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]

Previous research described different cognitive processes on how individuals process distributional information. Based on these processes, the current research uncovered a novel phenomenon in distribution perception: the Endpoint Leverage Effect. Subjective endpoints influence distribution estimations not only locally around the endpoint but also influence estimations across the whole value range of the distribution. The influence is largest close to the respective endpoint and decreases in size toward the opposite end of the value range. Three experiments investigate this phenomenon: Experiment 1 provides correlational evidence for the Endpoint Leverage Effect after presenting participants with a numerical distribution. Experiment 2 demonstrates the Endpoint Leverage Effect by manipulating the subjective endpoints of a numerical distribution directly. Experiment 3 generalizes the phenomenon by investigating a general population sample and estimations regarding a real-world income distribution. In addition, quantitative model analysis examines the cognitive processes underlying the effect. Overall, the novel Endpoint Leverage Effect is found in all three experiments, inspiring further research in a wide area of contexts., (© 2024 The Author(s). Cognitive Science published by Wiley Periodicals LLC on behalf of Cognitive Science Society (CSS).)

Introduction: Assessments direct students towards learning. There are three types of learning: cognitive, affective, and psychomotor. While all three are interlinked, the cognitive domain, which covers knowledge and intellectuality, is foundational and can be assessed through theory examinations. Theory exams are the best way to test the cognitive domain of a learner, while practical exams can assess the psychomotor and affective domains. Since the question paper is the most important tool in theory exams, it is essential that the question paper covers relevant topics and tests all levels of cognitive learning, which encompass knowledge, comprehension, application, analysis, synthesis, and evaluation. Aim: To assess the level of cognitive domains assessed and the weightage allocated to various topics in the undergraduate summative examination question paper of community medicine. Materials and Methods: A cross-sectional study was conducted at Department of Community Medicine, Pramukh Swami Medical College and Sri Krishna Hospital, Bhaikaka University, Karamsad, Anand, Gujarat, India in which the five-year question papers (2016-2020) from five Universities were analysed to assess the level of cognitive domains and the weightage assigned to various topics. Each question was categorised as recall, comprehension, or application based on the cognitive domain it assessed. Furthermore, each question was analysed to determine the topic it pertained to, and the marks allocated to that question were assigned to the corresponding topic. Results: The majority of marks in Universities 1, 2, 3, 4, and 5 were, respectively allocated as follows: 324 (80.62%), 459 (84.66%), 453 (75.5%), 895 (89.5%), and 379 (63.16%) for questions testing the recall ability of the learners. For questions assessing comprehension ability, the marks allotted were 20 (4.87%), 0, 81 (13.5%), 65 (6.5%), and 51 (8.15%). The fewest marks were assigned to questions testing application, synthesis, or evaluation abilities. Epidemiology had the highest weightage in all five Universities, with marks of 73 (18.25%), 75 (13.89%), 93 (15.5%), 141 (14.1%), and 83 (13.83%). Conclusion: The cognitive domains assessed in the subject across all five Universities were unsatisfactory. The weightage of marks allotted to topics varied, highlighting the need to develop a question paper plan that facilitates a systematic distribution based on different levels of cognitive domains and topics. [ABSTRACT FROM AUTHOR]

Despite the importance of knowing the cognitive capabilities of children with neurodevelopmental conditions, less than one-third of children with cerebral palsy participate in standardized assessments. Globally, approximately 50% of people with cerebral palsy have an intellectual disability and there is significant risk for domain-specific cognitive impairments for the majority of people with cerebral palsy. However, standardized cognitive assessment tools are not accessible to many children with cerebral palsy, as they require manual manipulation of objects, verbal response and/or speeded response. As such, standardised assessment may result in an underestimation of abilities for children with significant motor and/or speech impairment. The overall aim of the project is to examine and compare the psychometric properties of standardised cognitive assessment tools that have been accommodated for use with either a switch device or eye-gaze control technologies, with the specific aims to: (1) Examine the psychometric properties (measurement agreement and validity) of accommodated assessment tools by comparing the performance of typically developing children on six cognitive assessment tools administered via standardised versus accommodated (switch or eye-gaze control) administration; (2) Describe and compare the performance and user experience of children with cerebral palsy on six accommodated cognitive assessments administered via switch or eye-gaze control technologies. Secondary aims are to: (1) Describe the completion rates and time to complete assessments of participants in each group; (2) Within the group with cerebral palsy, examine the effects of condition-specific characteristics (type of cerebral palsy, functional levels, and pain) and demographics (age, socio-demographic) on participation. This protocol paper describes a two-phase validation and acceptability study that utilizes a mixed-model design. This study will collect concurrent data from 80 typically developing children and 40 children with cerebral palsy, who use switch or eye-gaze control technology as alternate access communication methods. The set of instruments will measure receptive vocabulary, fluid reasoning, sustained attention, vision perception, visuospatial working memory and executive functions. Data analyses will be conducted using SPSS v. 25 and R v 4.1.0. SPSS Sample Power 3 was used for power computation and allows for a 10% drop out rate. Quantitative descriptive statistics, measurement agreement data plotting, bivariate and multiple regressions analysis will be conducted using appropriate methods.

In a large proportion of individuals with fronto-temporal lobar degeneration (FTLD), the underlying pathology is associated with the misfolding and aggregation of the microtubule associated protein tau (FTLD-tau). With disease progression, widespread protein accumulation throughout cortical and subcortical brain regions may be responsible for neurodegeneration. One of the syndromes of FTLD is the behavioral variant of frontotemporal dementia (bvFTD), in which the underlying pathology is heterogenous, with half of the cases being related to FTLD-tau. Currently, there are no approved disease-modifying treatments for FTLD-tau, therefore representing a major unmet therapeutic need. These descriptive, preliminary findings of the phase 1 open-label trial provide data to support the potential of sodium selenate to halt the cognitive and behavioral decline, as well as to reduce tau levels in a small group of participants with bvFTD (N = 11). All participants were treated with sodium selenate over a period of 52 weeks. Cognition was assessed with the Neuropsychiatry Unit Cognitive Assessment Tool (NUCOG, total scores), social cognition with the Revised Self-Monitoring Scale (RSMS, total scores), behavior with the Cambridge Behavioral Inventory (CBI), and carer burden with the Caregiver Buden Scale (CBS). Fluid biomarker measures include cerebrospinal fluid of total tau (t-tau), phosphorylated tau (p-tau181), NfL, p-tau181/t-tau, t-tau/Aβ1–42, and p-tau181/Aβ1–42 levels. After treatment at follow-up, cognition and behavior showed further negative change (based on a reliable change criterion cut-off of annual NUCOG decline) in the “progressors,” but not in the “non-progressors.” “Non-progressors” also showed elevated baseline CSF tau levels and no increase after treatment, indicating underlying tau pathology and a positive response to sodium selenate treatment. Significant changes in MRI were not observed. The findings provide useful information for future clinical trials to systematically assess the disease-modifying treatment effects of sodium selenate in randomized controlled designs for bvFTD and FTLD-tau pathologies.

Background: Utilizing information technology (IT) systems, for example in form of computerized cognitive screening or exergame-based (also called active videogames) training, has gained growing interest for supporting healthy aging and to detect, prevent and treat neurocognitive disorders (NCD). To ameliorate the effectiveness of exergaming, the neurobiological mechanisms as well as the most effective components for exergame-based training remain to be established. At the same time, it is important to account for the end-users’ capabilities, preferences, and therapeutic needs during the design and development process to foster the usability and acceptance of the resulting program in clinical practice. This will positively influence adherence to the resulting exergame-based training program, which, in turn, favors more distinct training-related neurobiological effects.Objectives and Methods: This methodological paper describes the design and development process of novel exergame-based training concepts guided by a recently proposed methodological framework: The ‘Multidisciplinary Iterative Design of Exergames (MIDE): A Framework for Supporting the Design, Development, and Evaluation of Exergames for Health’ (Li et al., 2020).Case Study: A step-by-step application of the MIDE-framework as a specific guidance in an ongoing project aiming to design, develop, and evaluate an exergame-based training concept with the aim to halt and/or reduce cognitive decline and improve quality of life in older adults with mild neurocognitive disorder (mNCD) is illustrated.Discussion and Conclusion: The development of novel exergame-based training concepts is greatly facilitated when it is based on a theoretical framework (e.g., the MIDE-framework). Applying this framework resulted in a structured, iterative, and evidence-based approach that led to the identification of multiple key requirements for the exergame design as well as the training components that otherwise may have been overlooked or neglected. This is expected to foster the usability and acceptance of the resulting exergame intervention in “real life” settings. Therefore, it is strongly recommended to implement a theoretical framework (e.g., the MIDE-framework) for future research projects in line with well-known checklists to improve completeness of reporting and replicability when serious games for motor-cognitive rehabilitation purposes are to be developed.

Capacities for abstract thinking and problem-solving are central to human cognition. Processes of abstraction allow the transfer of experiences and knowledge between contexts helping us make informed decisions in new or changing contexts. While we are often inclined to relate such reasoning capacities to individual minds and brains, they may in fact be contingent on human-specific modes of collaboration, dialogue, and shared attention. In an experimental study, we test the hypothesis that social interaction enhances cognitive processes of rule-induction, which in turn improves problem-solving performance. Through three sessions of increasing complexity, individuals and groups were presented with a problem-solving task requiring them to categorize a set of visual stimuli. To assess the character of participants' problem representations, after each training session, they were presented with a transfer task involving stimuli that differed in appearance, but shared relations among features with the training set. Besides, we compared participants' categorization behaviors to simulated agents relying on exemplar learning. We found that groups performed superior to individuals and agents in the training sessions and were more likely to correctly generalize their observations in the transfer phase, especially in the high complexity session, suggesting that groups more effectively induced underlying categorization rules from the stimuli than individuals and agents. Crucially, variation in performance among groups was predicted by semantic diversity in members' dialogical contributions, suggesting a link between social interaction, cognitive diversity, and abstraction., (© 2023 The Authors. Cognitive Science published by Wiley Periodicals LLC on behalf of Cognitive Science Society (CSS).)

Neuroimaging studies using functional magnetic resonance imaging (fMRI) have provided unparalleled insights into the fundamental neural mechanisms underlying human cognitive processing, such as high-level linguistic processes during reading. Here, we build upon this prior work to capture sentence reading comprehension outside the MRI scanner using functional near infra-red spectroscopy (fNIRS) in a large sample of participants (n = 82). We observed increased task-related hemodynamic responses in prefrontal and temporal cortical regions during sentence-level reading relative to the control condition (a list of non-words), replicating prior fMRI work on cortical recruitment associated with high-level linguistic processing during reading comprehension. These results lay the groundwork towards developing adaptive systems to support novice readers and language learners by targeting the underlying cognitive processes. This work also contributes to bridging the gap between laboratory findings and more real-world applications in the realm of cognitive neuroscience., (© 2024. The Author(s).)

There are three main types of number used in modern, industrialized societies. Cardinals count sets (e.g., people, objects) and quantify elements of conventional scales (e.g., money, distance), ordinals index positions in ordered sequences (e.g., years, pages), and nominals serve as unique identifiers (e.g., telephone numbers, player numbers). Many studies that have cited number frequencies in support of claims about numerical cognition and mathematical cognition hinge on the assumption that most numbers analyzed are cardinal. This paper is the first to investigate the relative frequencies of different number types, presenting a corpus analysis of morphologically unmarked numbers (not, e.g., "eighth" or "21st") in which we manually annotated 3,600 concordances in the Corpus of Contemporary American English. Overall, cardinals are dominant-both pure cardinals (sets) and measurements (scales)-except in the range 1,000-10,000, which is dominated by ordinal years, like 1996 and 2004. Ordinals occur less often overall, and nominals even less so. Only for cardinals do round numbers, associated with approximation, dominate overall and increase with magnitude. In comparison with other registers, academic writing contains a lower proportion of measurements as well as a higher proportion of ordinals and, to some extent, nominals. In writing, pure cardinals and measurements are usually represented as number words, but measurements-especially larger, unround ones-are more likely to be numerals. Ordinals and nominals are mostly represented as numerals. Altogether, this paper reveals how numbers are used in American English, establishing an initial baseline for any analyses of number frequencies and shedding new light on the cognitive and psychological study of number., (© 2024 The Author(s). Cognitive Science published by Wiley Periodicals LLC on behalf of Cognitive Science Society (CSS).)

In recent years, the establishment of a substantial amount of academic groups on scientific social network has brought new opportunities for the collaboration among researchers. In this situation, conducting paper recommendation to these academic groups is of terrific necessity in that it can further facilitate group activities. However, when producing group recommendation, existing methods fail to make full use of the abundant group information, from which a great deal of valuable information can be inferred to facilitate the recommendation performance. In addition, those methods tend to assign an equal weight to each group member when aggregating their recommendations, which is unreasonable in practice. Although some improvements have been made to remedy this problem by assigning different weights to group members, they fail to take into account the reliabilities of group members. Therefore, a group-oriented paper recommendation method based on probabilistic matrix factorization and evidential reasoning (GPMF_ER) is proposed in this article to tackle these problems. More specifically, the group and paper content information are integrated into the probabilistic matrix factorization model to enhance the accuracy of individual recommendation. Afterward, evidential reasoning rule is introduced in the aggregation step to consider both the weights and reliabilities of group members. Extensive experiments have been conducted on the real world CiteULike dataset and the results demonstrate the effectiveness of the proposed method. [ABSTRACT FROM AUTHOR]

This paper aims to show that properties of cognitive/conceptual representations and formal-logical structures of linguistic meaning can be inter-translated, recast, transformed into one another, and so united together, even though cognitive/conceptual representations and formal-logical structures of linguistic meaning are apparently distinct in ontology and divergent in their form or character. While cognitive/conceptual representations are ultimately rooted in sensory-motor systems, formal-logical structures of linguistic meaning are abstractions detached from and independent of the actualized world. This paper sketches out the foundations of how representations of linguistic meaning in terms of cognitive/conceptual structures in Cognitive/Conceptual Semantics can be unified with those in terms of formal-logical structures in Formal Semantics. This is done by recasting cognitive/conceptual representations in terms of formal-logical structures of linguistic meaning and re-encoding formal-logical structures of linguistic meaning in terms of cognitive/conceptual representations. Then, these two types of semantic representations, thus shown representationally equivalent, will be related to a series of derivations across levels in neuronal networks and dynamics. The general discussion on unifying cognitive/conceptual representations of linguistic meaning with formal-logical structures is contextualized within the broader context of theorizing in cognitive science., (© 2024 Cognitive Science Society LLC.)

Concept formation requires animals to learn and use abstract rules that transcend the characteristics of specific stimuli. Abstract concepts are often associated with high levels of cognitive sophistication, so there has been much interest in which species can form and use concepts. A key abstract concept is that of sameness and difference, where stimuli are classified as either the same as or different than an original stimulus. Here, we used a simultaneous two-item same-different task to test whether paper wasps (Polistes fuscatus) can learn and apply a same-different concept. We trained wasps by simultaneously presenting pairs of same or different stimuli (e.g. colours). Then, we tested whether wasps could apply the concept to new stimuli of the same type (e.g. new colours) and to new stimulus types (e.g. odours). We show that wasps learned a general concept of sameness or difference and applied it to new samples and types of stimuli. Notably, wasps were able to transfer the learned rules to new stimuli in a different sensory modality. Therefore, P. fuscatus can classify stimuli based on their relationships and apply abstract concepts to novel stimulus types. These results indicate that abstract concept learning may be more widespread than previously thought. [ABSTRACT FROM AUTHOR]

Research shows an increasing interest in video game use for educational purposes. However, their use does not always give rise to positive learning, particularly when moral learning is analysed. This result can be explained since video games promote pragmatic goals aimed at success. Therefore, we believe that to facilitate moral learning, it is necessary to promote a moral cognition focus on epistemic goals oriented towards reflection on the actions and events that take place in the game. To identify if epistemic goals can promote moral cognition with a video game, we used Papers, Please. In this game, players take on the role of a customs officer who should face moral dilemmas related to allowing immigrants to cross the border into their country. We analysed the dialogues and decisions made by 12 pairs of students through a category system. The dialogue between players facilitated greater moral activation compared to studies that analysed spontaneous play. In addition, we identified that the game mechanics that promoted moral conflicts between players fostered more moral dialogue. Likewise, when the players empathised with the immigrants, the moral dialogue was more frequent. Therefore, we believe that these characteristics should be considered when designing educational practices using video games to promote moral cognition. [ABSTRACT FROM AUTHOR]

Social cognition differs from general cognition in its focus on understanding, perceiving, and interpreting social information. However, we argue that the significance of domain-general processes for controlling cognition has been historically undervalued in social cognition and social neuroscience research. We suggest much of social cognition can be characterized as specialized feature representations supported by domain-general cognitive control systems. To test this proposal, we develop a comprehensive working model, based on an interactive activation and competition architecture and applied to the control of action. As such, we label the model "ICON" (interactive activation and competition model for the control of action). We used the ICON model to simulate human performance across various laboratory tasks. Our simulations emphasize that many laboratory-based social tasks do not require socially specific control systems, such as those that are argued to rely on neural networks associated with theory-of-mind. Moreover, our model clarifies that perceived disruptions in social cognition, even in what appears to be disruption to the control of social cognition, can stem from deficits in social representation instead. We advocate for a "default stance" in social cognition, where control is usually general, but representation is specific. This study underscores the importance of integrating social cognition within the broader realm of domain-general control processing, offering a unified perspective on task processing., (© 2024 The Authors. Cognitive Science published by Wiley Periodicals LLC on behalf of Cognitive Science Society (CSS).)

Objectives: No guidance currently exists as to the cognition threshold beyond which self-reported quality of life for older people with cognitive impairment and dementia is unreliable., Methods: Older aged care residents (≥ 65 years) were randomly assigned to complete the EQ-5D-5L in computer-based (eye movements were tracked) or hard copy (participants were encouraged to 'think aloud') format. Cognition was assessed using the Mini-Mental State Examination (MMSE). Think aloud and eye tracking data were analysed by two raters, blinded to MMSE scores. At the participant level, predefined criteria were used to assign traffic light grades (green, amber, red). These grades indicate the extent to which extracted data elements provided evidence of self-report reliability. The MMSE-defined cognition threshold was determined following review of the distributions of assigned traffic light grades., Results: Eighty-one residents participated and provided complete data (38 eye tracking, 43 think aloud). In the think aloud cohort, all participants with an MMSE score ≤ 23 (n = 10) received an amber or red grade, while 64% of participants with an MMSE score ≥ 24 (21 of 33) received green grades. In the eye tracking cohort, 68% of participants with an MMSE score ≥ 24 (15 of 22) received green grades. Of the 16 eye tracking participants with an MMSE score ≤ 23, 14 (88%) received an amber or red grade., Conclusions: Most older residents with an MMSE score ≥ 24 have sufficient cognitive capacity to self-complete the EQ-5D-5L. More research is needed to better understand self-completion reliability for other quality-of-life instruments in cognitively impaired populations., (© 2023. The Author(s), under exclusive licence to Springer Nature Switzerland AG.)

There is limited data on the prevalence of seizures and dementia among older persons in Uganda. We evaluated cognitive functioning, and the prevalence and factors associated with seizures among older persons attending an outpatient medical clinic in Uganda. We randomly selected older adults (60 years and above) attending Kiruddu National Referral Hospital medical outpatient clinics between October 2020 and March 2021. We excluded individuals with a history of head injury, brain tumors, mental retardation, co-morbidity with HIV and patients who have had recent brain surgery. Cognitive functioning was assessed using the Identification for Dementia in Elderly Africans (IDEA) tool. We enrolled 407 participants, with a median (inter-quartile range) age of 67 (64-73) years. Majority were female (n = 292, 71.7%). The prevalence of seizure was 1.5% (95% confidence interval [CI]: 0.7-3.3). All 6 participants reported generalized tonic-clonic seizure type. Self-reported seizure was associated with being female (adjusted prevalence ratio [aPR]: 0.79, 95%CI: 0. 67-0.93, P = .02) and residing in Mukono district (aPR: 17.26, 95%CI: 1.64-181.55, P = .018). Overall, 114 (28.1%) participants had cognitive deficit; 9 (2.2%) dementia and 105 (25.9%) impaired cognition. Cognitive deficit was independently associated with female gender (aPR: 0.61, 95%CI: 0.44-0.85, P = .003), formal employment (aPR: 0.53, 95%CI: 0.35-0.81, P = .003), age 70-74 (aPR: 1.69, 95%CI: 1.00-2.86, P = .049), and ≥ 75 years (aPR: 2.81, 95%CI: 1.71-4.61, P = .001). Prevalence of seizures among participants with cognitive deficit was 5.3% (6/114). Among older persons attending a medical clinic in Uganda, almost one-third had cognitive deficit with seizure prevalence being higher among these individuals., Competing Interests: The authors have no conflicts of interest to disclose., (Copyright © 2022 the Author(s). Published by Wolters Kluwer Health, Inc.)

Invasive and non-invasive brain stimulation methods are widely used in neuroscience to establish causal relationships between distinct brain regions and the sensory, cognitive and motor functions they subserve. When combined with concurrent brain imaging, such stimulation methods can reveal patterns of neuronal activity responsible for regulating simple and complex behaviours at the level of local circuits and across widespread networks. Understanding how fluctuations in physiological states and task demands might influence the effects of brain stimulation on neural activity and behaviour is at the heart of how we use these tools to understand cognition. Here we review the concept of such 'state-dependent' changes in brain activity in response to neural stimulation, and consider examples from research on altered states of consciousness (for example, sleep and anaesthesia) and from task-based manipulations of selective attention and working memory. We relate relevant findings from non-invasive methods used in humans to those obtained from direct electrical and optogenetic stimulation of neuronal ensembles in animal models. Given the widespread use of brain stimulation as a research tool in the laboratory and as a means of augmenting or restoring brain function, consideration of the influence of changing physiological and cognitive states is crucial for increasing the reliability of these interventions., (© 2022. Springer Nature Limited.)

One of the significant transformations in the Kurdistan Region of Iraq (KRI) is the implementation of the Bologna process. This alteration of the traditional system to the Bologna process system has also impacted the assessment schemes. More weight has been given to formative assessment that can help improve students' grades and ease success in the courses. Nonetheless, the final exam still carries most of the grades. Therefore, setting appropriate questions that can meet all the cognition levels represented in Bloom's taxonomy assists in raising students' cognition to higher levels rather than only assessing bookish knowledge that is located on the baseline of Bloom's taxonomy. To this intent, the present study endeavored to identify if instructors at colleges of Nursing and Science adhere to the various dimensions of Bloom's taxonomy that are central to the Bologna process. More importantly, the association of each of the demographic variables to the level of the final examination questions was also examined. The study employed a quantitative method to tackle the topic. Totally, a sample of 75 final examination papers was collected from instructors, including 524 individual questions. The findings revealed that most of the examination papers revolved around low-order thinking questions and the association of the rate of success to the level of the questions was highly statistically significant. [ABSTRACT FROM AUTHOR]

One approach to understanding how the human cognitive system stores and operates with quantifiers such as "some," "many," and "all" is to investigate their interaction with the cognitive mechanisms for estimating and comparing quantities from perceptual input (i.e., nonsymbolic quantities). While a potential link between quantifier processing and nonsymbolic quantity processing has been considered in the past, it has never been discussed extensively. Simultaneously, there is a long line of research within the field of numerical cognition on the relationship between processing exact number symbols (such as "3" or "three") and nonsymbolic quantity. This accumulated knowledge can potentially be harvested for research on quantifiers since quantifiers and number symbols are two different ways of referring to quantity information symbolically. The goal of the present review is to survey the research on the relationship between quantifiers and nonsymbolic quantity processing mechanisms and provide a set of research directions and specific questions for the investigation of quantifier processing., (© 2023 The Authors. Cognitive Science published by Wiley Periodicals LLC on behalf of Cognitive Science Society (CSS).)

Early severe stresses are known to affect the biological and psychological development in childhood. Good and adaptable stress during prenatal and early postnatal period can switch to traumatic during these highly susceptible developmental stages. These different stresses modulate genetic/epigenetic processes and the setting up of connectome during these highly plastic and adaptable time periods. The polyvagal processes control the base of the security/well-being perception of the newborn by the onset of synchronized interactions between the mother/parent/nurse and the baby. These positive adjustments in mirror lead to attachment and social links and to implicit learning processes leading to a balanced emotional and cognitive development., (© 2023 médecine/sciences – Inserm.)

Background: Since China adopted a policy to eliminate rural learning centers, boarding has become an important feature of the current rural student community. However, there is a lack of consensus on the impact of boarding schools on students' cognitive and non-cognitive development. This study investigates the effect of boarding schools on the development of cognitive and non-cognitive abilities of junior high school students in rural northwest China., Methods: Using a sample of 5,660 seventh-grade students from 160 rural junior high schools across 19 counties, we identify a causal relationship between boarding and student abilities with the instrumental variables (IV) approach., Results: The results suggest that boarding positively influences memory and attention, while it has no significant effect on other cognitive abilities such as reasoning, transcription speed, and accuracy. Furthermore, we find no significant association between boarding and the development of non-cognitive skills., Conclusions: Given the widespread prevalence of boarding schools in rural regions, our study highlights the growing importance of improving school management to promote the development of students' cognitive abilities and integrating the development of non-cognitive or social-emotional abilities into students' daily routines., (© 2023. BioMed Central Ltd., part of Springer Nature.)

Standard accounts of mental health are based on a "deficit view" solely focusing on cognitive impairments associated with psychiatric conditions. Based on the principle of neural competition, we suggest an alternative. Rather than focusing on deficits, we should focus on the cognitive potential that selective dysfunctions might bring with them. Our approach is based on two steps: the identification of the potential (i.e., of neural systems that might have benefited from reduced competition) and the development of corresponding training methods, using the testing-the-limits approach. Counterintuitively, we suggest to train not only the impaired function but on the function that might have benefitted or that may benefit from the lesser neural competition of the dysfunctional system., (© 2022. The Author(s).)

Introduction: So far, many studies have investigated the extent and nature of the grammatical deficit in aphasia. However, to the best of our knowledge, this research is the first in the Persian language to inspect the comprehension of patients with Broca’s aphasia on diverse syntactically complex structures. Materials and Methods: To scrutinize the impact of task on aphasics’ performance, four age-, education- and gender-matched Persian-speaking patients with Broca’s aphasia were compared with their healthy matched controls regarding the two different tasks of grammatical judgment and figurine act-out task. The structures used to examine the subjects’ performance included agentive passive, subject cleft, object cleft, object relative clause, and object experiencer psychological verbs. Results: Our results which supported the trade-off hypothesis, showed that our subjects generally performed better in grammatical judgment task than in figurine act-out task (P≤0.05). Particularly in the second task, as our inner task comparison, the patients’ problems were more severe in object cleft, object experiencer, and object relative clauses: all structures whose interpretations need more cognitive load. Conclusion: Our findings put more weight on the interactive or constraint-based model of language processing. [ABSTRACT FROM AUTHOR]

Background: As we grow older, food insecurity (FI) may have an impact on our cognitive abilities. The study examines the association of FI with the cognitive function of older adults in India., Methods: We have used the data from the first wave of the Longitudinal Ageing Study of India (LASI), with a sample of 27,032 older adults aged 60 years and older. Bivariate analysis and linear regression models with clusters were applied to show the association. The cognitive performance tests include episodic memory, orientation, arithmetic function, executive function, and object naming., Results: The mean cognition was 24.2 (range 0-43), while 36.4%, 2.1%, and 6.4% experienced mild, moderate, and severe FI, respectively. After adjustment for potential confounders, mild (β = -0.18, 95% CI: -0.32, - 0.04) and severe (β = -0.52, 95% CI: -0.82, - 0.22) food insecurity was associated with poor overall cognitive performance. Domain-specific differences in cognition, such as memory, orientation, arithmetic function, executive function, and object naming, were also validated by the level of FI., Conclusion: The finding suggests that FI is associated with a poor level of cognition among older adults, highlighting the need for increasing the coverage and intervention strategies to address FI in India., (© 2023. BioMed Central Ltd., part of Springer Nature.)

Research suggests an association between cerebrovascular health and cognitive decline, but previous work is limited by its cross-sectional nature or short (< 1-2 years) follow-up. Our aim was to examine, across 10 years of follow-up in healthy older adults, changes in cerebrovascular health and their relationship with subjective memory complaints as an early marker of cognitive decline. Between 2008 and 2010, twenty-eight healthy older adults (69 ± 4 years) underwent baseline blood pressure and transcranial Doppler measurements to assess middle cerebral artery blood velocity (MCAv), cerebrovascular resistance index (CVRi), and measures of cerebral autoregulation (CA). After 9-12 years of follow-up, these measurements were repeated, and presence of memory complaints was evaluated. Linear mixed-model analyses explored effects of aging on cerebrovascular parameters and whether memory complaints were associated with cerebrovascular changes. Across a median follow-up of 10.9 years, no changes in MCAv, CVRi, or CA were found. At baseline, these parameters were not different between subjects with (n = 15) versus without (n = 13) memory complaints. During follow-up, subjects with memory complaints showed larger decreases in MCAv (- 10% versus + 9%, P = 0.041) and increases in CVRi (+ 26% versus - 9%, P = 0.029) compared to other peers without memory complaints, but no distinct changes in CA parameters (P > 0.05). Although a decade of aging does not lead to deterioration in cerebral blood flow or autoregulation, our findings suggest that reductions in cerebral blood flow and increases in cerebrovascular resistance are associated with early subjective cognitive decline., (© 2023. The Author(s).)

Aim: To identify, on a population basis, the prevalence of intellectual disability in children with Dravet syndrome, profiles on a measure of adaptive behaviour, and factors associated with intellectual functioning and adaptive behaviour., Method: Forty-two out of 48 children with Dravet syndrome living in Sweden, born between 1st January 2000 and 31st December 2018, underwent assessment of intellectual functioning and adaptive behaviour. Factors associated with level of intellectual functioning and adaptive behaviour were analysed., Results: Eight-six per cent (n = 36) of the children fulfilled DSM-5 criteria for intellectual disability (29% [n = 12] mild intellectual disability, 24% [n = 10] moderate intellectual disability, 33% [n = 14] severe intellectual disability, 0% profound intellectual disability) and 93% (n = 39) had an adaptive behaviour composite more than two standard deviations below the mean. Communication was a significant weakness compared with daily living skills (p < 0.001; mean difference 95% confidence interval [CI] -8.193 to -4.092) and socialization (p = 0.001; mean difference 95% CI 6.511 to -1.775) on the Vineland Adaptive Behavior Scales, Second Edition. The only factors significantly associated with both decreased adaptive behaviour and presence of severe intellectual disability was the presence of increased autistic symptoms and younger age., Interpretation: Children with Dravet syndrome have a very high level of intellectual disability and almost all have significant deficits in adaptive behaviour. Greater deficits in adaptive behaviour and greater severity of intellectual disability are associated with the presence of increased autistic symptoms, highlighting the need for comprehensive neurodevelopmental assessment for all affected children., What This Paper Adds: Eighty-six per cent (n = 36) of children with Dravet syndrome fulfilled criteria for intellectual disability. Ninety-three per cent (n = 39) of children with Dravet syndrome had significant deficits in adaptive behaviour. Communication was a significant weakness on a measure of adaptive behaviour. Increased autistic symptoms were associated with greater deficits in cognition/adaptive behaviour. Older age and earlier status epilepticus were associated with decreased adaptive behaviour., (© 2022 Mac Keith Press.)

The present research examines whether identity essentialism, an important component of psychological essentialism, is a fundamental feature of human cognition. Across three studies (N total = 1723), we report evidence that essentialist intuitions about the identity of kinds are culturally dependent, demographically variable, and easily malleable. The first study considered essentialist intuitions in 10 different countries spread across four continents. Participants were presented with two scenarios meant to elicit essentialist intuitions. Their answers suggest that essentialist intuitions vary dramatically across cultures. Furthermore, these intuitions were found to vary with gender, education, and across eliciting stimuli. The second study further examined whether essentialist intuitions are stable across different kinds of eliciting stimuli. Participants were presented with two different scenarios meant to elicit essentialist intuitions-the "discovery" and "transformation" scenarios. Their answers suggest that the nature of the eliciting stimuli influences whether or not people report essentialist intuitions. Finally, the third study demonstrates that essentialist intuitions are susceptible to framing effects. Keeping the eliciting stimulus (i.e., the scenario) constant, we show that the formulation of the question eliciting a judgment influences whether or not people have essentialist intuitions. Implications of these findings for identity essentialism and psychological essentialism, in general, are discussed., (© 2023 Cognitive Science Society LLC.)

Introduction: Assessment is a critical step in learning process. Postgraduate theory examination ideally should assess higher levels of cognition. In order to maintain high standard of public health the postgraduates of the specialty should be certified properly using the appropriate assessment methods. Since the assessment drives learning, ideally it should be aimed at judging a learner's attainment of curriculum outcomes. Aim: To evaluate the postgraduate theory exam question papers from 2014 to 2018 in Community Medicine (CM) of various South Indian Universities and to measure the actual content coverage as stated in National Medical Commission (NMC) curriculum and cognitive domain coverage as per Bloom's taxonomy. Materials and Methods: The present retrospective analytical study was conducted from April 2019 to July 2019 to asses the question papers from 2014-2018 in community medicine. Sixty theory exam question papers (20 per University) of last 5 years of three South Indian Universities namely Pondicherry (PU), Tamil Nadu (TN), and Kerala (KR) of CM subject were analysed for content coverage and to categorise the level of knowledge assessed as per Bloom's taxonomy. The significance of difference between the data of various years was tested using Chi-square test. Results: Questions testing higher cognitive domain was found only in 15%, 3.75% and 2.5% of PU, TN and KR universities, respectively. Epidemiology of communicable and noncommunicable diseases was the content that received maximum coverage of total marks, 25%, 21.25% and 18.5% in PU, TN and KR universities respectively. Certain topics were not covered in many papers. There was no statistical difference in distribution of marks among various Universities in South India. Conclusion: Findings of this study may be used to redefine the distribution of contents and cognitive domain tested across universities ensuring the validity and reliability of the assessment. [ABSTRACT FROM AUTHOR]

The paper attempts to introduce Polish readers to a theory presented by the American literary scholar Margaret Freeman in her recent book, The Poem as Icon (2020). In the monograph, Freeman analyzes ways in which the reader experiences reality - both visible and invisible - through poetry. Her fundamental assumption is that the relevant research question is not what literary art is, but how it comes to be what it is. The purpose of the present paper is to show that, although written by a literary scholar, the monograph corresponds to general tendencies that can be seen in contemporary humanities: in cognitive linguistics (in particular, Leonard Talmy's theory of -ception and George Lakoff's cognitive theory of metaphor), in the theory of linguistic picture of the world, or in discourse analysis. All these disciplines are based upon the assumption that the essence of the world is continuous change, and they investigate linguistic expressions in the process of becoming, which is relative to factors traditionally considered as non-linguistic. Freeman's poetic cognition has a wide scope: it embraces cognitive processes of human mind, but also bodily and emotive cognition. Thus poetic cognition is embodied, and in Freemen's theory a "poem-as-icon" ultimately becomes an illusion of the "here-and-now" direst experience. [ABSTRACT FROM AUTHOR]

Despite the importance of knowing the cognitive capabilities of children with neurodevelopmental conditions, less than one-third of children with cerebral palsy participate in standardized assessments. Globally, approximately 50% of people with cerebral palsy have an intellectual disability and there is significant risk for domain-specific cognitive impairments for the majority of people with cerebral palsy. However, standardized cognitive assessment tools are not accessible to many children with cerebral palsy, as they require manual manipulation of objects, verbal response and/or speeded response. As such, standardised assessment may result in an underestimation of abilities for children with significant motor and/or speech impairment. The overall aim of the project is to examine and compare the psychometric properties of standardised cognitive assessment tools that have been accommodated for use with either a switch device or eye-gaze control technologies, with the specific aims to: (1) Examine the psychometric properties (measurement agreement and validity) of accommodated assessment tools by comparing the performance of typically developing children on six cognitive assessment tools administered via standardised versus accommodated (switch or eye-gaze control) administration; (2) Describe and compare the performance and user experience of children with cerebral palsy on six accommodated cognitive assessments administered via switch or eye-gaze control technologies. Secondary aims are to: (1) Describe the completion rates and time to complete assessments of participants in each group; (2) Within the group with cerebral palsy, examine the effects of condition-specific characteristics (type of cerebral palsy, functional levels, and pain) and demographics (age, socio-demographic) on participation. This protocol paper describes a two-phase validation and acceptability study that utilizes a mixed-model design. This study will collect concurrent data from 80 typically developing children and 40 children with cerebral palsy, who use switch or eye-gaze control technology as alternate access communication methods. The set of instruments will measure receptive vocabulary, fluid reasoning, sustained attention, vision perception, visuospatial working memory and executive functions. Data analyses will be conducted using SPSS v. 25 and R v 4.1.0. SPSS Sample Power 3 was used for power computation and allows for a 10% drop out rate. Quantitative descriptive statistics, measurement agreement data plotting, bivariate and multiple regressions analysis will be conducted using appropriate methods. [ABSTRACT FROM AUTHOR]

Theories of grounded and embodied cognition offer a range of accounts of how reasoning and body-based processes are related to each other. To advance theories of grounded and embodied cognition, we explore the cognitive relevance of particular body states to associated math concepts. We test competing models of action-cognition transduction to investigate the cognitive relevance of directed actions to students' mathematical reasoning in the area of geometry. The hypotheses we test include (1) that cognitively relevant directed actions have a direct effect on performance (direct cognitive relevance hypothesis), (2) that cognitively relevant directed actions lead to more frequent production of gestures during explanations, which leads to improved performance (mediated cognitive relevance hypothesis), and (3) that performance effects of directed actions are influenced by the presence or absence of gesture production during mathematical explanations (moderated cognitive relevance hypothesis). We explore these hypotheses in an experiment where high school students (N = 85) evaluated the truth of geometry conjectures after performing cognitively relevant or cognitively irrelevant directed actions while playing a movement-based video game. Contrary to the direct and mediated cognitive relevance hypotheses, we found no overall differences in performance or gesture production between relevant and irrelevant conditions. Consistent with the moderated cognitive relevance hypothesis, cognitive relevance influenced mathematical performance, as measured by the accuracy of students' intuitions, insights, and the validity of their proofs, provided that students produced certain kinds of gestures during mathematical explanations (i.e., with explanatory gestures as the moderator). Implications for theories of grounded and embodied cognition and the design of embodied forms of educational interventions are discussed., (© 2022 Cognitive Science Society LLC.)

Many scientists routinely generalize from study samples to larger populations. It is commonly assumed that this cognitive process of scientific induction is a voluntary inference in which researchers assess the generalizability of their data and then draw conclusions accordingly. We challenge this view and argue for a novel account. The account describes scientific induction as involving by default a generalization bias that operates automatically and frequently leads researchers to unintentionally generalize their findings without sufficient evidence. The result is unwarranted, overgeneralized conclusions. We support this account of scientific induction by integrating a range of disparate findings from across the cognitive sciences that have until now not been connected to research on the nature of scientific induction. The view that scientific induction involves by default a generalization bias calls for a revision of the current thinking about scientific induction and highlights an overlooked cause of the replication crisis in the sciences. Commonly proposed interventions to tackle scientific overgeneralizations that may feed into this crisis need to be supplemented with cognitive debiasing strategies against generalization bias to most effectively improve science., (© 2022 The Authors. Cognitive Science published by Wiley Periodicals LLC on behalf of Cognitive Science Society (CSS).)

Cognitive assessment is a common and daily process in educational, clinical, or research settings, among others. Currently, most professionals use classic pencil-and-paper screenings, tests, and assessment batteries. However, as the SARS-CoV-2 health crisis has shown, the pencil-and-paper format is becoming increasingly outdated and it is necessary to transition to new technologies, using computerized cognitive assessments (CCA). This article discusses the advantages, disadvantages, and implications of this necessary transition that professionals should face in the immediate future, and encourages careful adoption of this change to ensure a smooth transition.