International Journal of School and Cognitive Psychology最新文献

Learning Outcomes of Problem-Based Learning between Pre-clinical and Clinical Years of Medical Students 医学生临床前与临床年问题型学习的学习效果

International Journal of School and Cognitive Psychology Pub Date : 2018-12-28 DOI: 10.4172/2469-9837.1000215

Sarawut Suksuphew, Raksina Chainarongsiriporn, Tiraporn Phumwiriya

{"title":"Learning Outcomes of Problem-Based Learning between Pre-clinical and Clinical Years of Medical Students","authors":"Sarawut Suksuphew, Raksina Chainarongsiriporn, Tiraporn Phumwiriya","doi":"10.4172/2469-9837.1000215","DOIUrl":"https://doi.org/10.4172/2469-9837.1000215","url":null,"abstract":"Objectives: To compare learning outcomes of problem-based learning (PBL) between pre-clinical and clinical years of medical students. \u0000 \u0000Methods: The questionnaires were sent to medical students who enrolled during academic year 2012-2015 and they were asked their personal opinion on learning outcomes from PBL by using Likert scale (0-5). The returned questionnaires were divided into pre-clinical (2nd-3rd) and clinical (4th-5th) year groups. The difference of opinion rates between both groups were compared by using the independent t Test. \u0000 \u0000Results: The response rate of the questionnaire was 98%. The most of medical students learned by PBL more than 10 times a year. The opinion rates about learning capacity, skills, communications, teamwork and self-assessment were in much agree level (4.34-4.75). The process of applying to reality situation, knowledge management and self-knowledge management were different with statistical significance between both groups (p<0.05). Both groups agree that PBL is a collaborative process (p=0.97). In the pre-clinical students, PBL has made them more applicable to classroom learning. While clinical students found that PBL enabled them to be applied outside the classroom, more specifically, the application of real patient problems improved. \u0000 \u0000Conclusion: Although the skills learned from the PBL were different between pre-clinical and clinical year groups. Group work is still an important factor in successful PBL. When the facilitators understand the specific objectives of mutual learning in PBL, it will encourage medical students to learn effectively.","PeriodicalId":439866,"journal":{"name":"International Journal of School and Cognitive Psychology","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130662090","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Comparing the Effectiveness of Cognitive Behavioral Therapy with Acceptance and Commitment Therapy on Reduction of Social Anxiety Disorder Symptoms in University Students 认知行为治疗与接纳承诺治疗对减轻大学生社交焦虑障碍症状的效果比较

International Journal of School and Cognitive Psychology Pub Date : 2018-03-26 DOI: 10.4172/2469-9837.1000208

M. R. Yabandeh, H. Bagholi, S. Sarvghad, Maryam Koroshnia

{"title":"Comparing the Effectiveness of Cognitive Behavioral Therapy with Acceptance and Commitment Therapy on Reduction of Social Anxiety Disorder Symptoms in University Students","authors":"M. R. Yabandeh, H. Bagholi, S. Sarvghad, Maryam Koroshnia","doi":"10.4172/2469-9837.1000208","DOIUrl":"https://doi.org/10.4172/2469-9837.1000208","url":null,"abstract":"Background: Social anxiety disorder is one of the most common chronic anxiety disorders with a significant fear or anxiety that leads to a long period of disability and the sufferer suffers a lot of problems in terms of personal, occupational and social performanceObjectives: The purpose of present study was to compare the effectiveness of cognitive behavioral group therapy and acceptance and commitment group therapy on reducing of social anxiety symptoms in university students with social anxiety disorder.Methods: In this research, a semi-experimental interventional method was used using two groups of experimental and one control group. A sample of 45 students with social anxiety disorder was selected by convenience sampling method and then randomly assigned to two experimental and one control groups. The Social Phobia Inventory (SPIN) was used for data collection in order to assess the amount of social anxiety. The pre-test and post-test scores were analyzed using covariance test.Results: The results showed that, both treatment groups outperformed control group, with no differences observed between CBT group and ACT group. Although ACT group slightly outperformed CBT group but the difference was not statistically significance.Conclusion: Findings shows that the two therapeutic approaches are equally effective in reducing the symptoms of social anxiety, and ACT can be a good alternative CBT in the treatment of social anxiety disorder.","PeriodicalId":439866,"journal":{"name":"International Journal of School and Cognitive Psychology","volume":"3 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125503645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Developmental Patterns of Cognitive Abilities 认知能力的发展模式

International Journal of School and Cognitive Psychology Pub Date : 2018-02-23 DOI: 10.4172/2469-9837.1000204

B. Efrat

引用次数: 1

Cognitive Impairment in Parkinson s Disease 帕金森病的认知障碍

International Journal of School and Cognitive Psychology Pub Date : 2018-01-27 DOI: 10.4172/2469-9837.1000202

J. Łukasiewicz, A. Zimny, L. Noga, B. Paradowski

{"title":"Cognitive Impairment in Parkinson s Disease","authors":"J. Łukasiewicz, A. Zimny, L. Noga, B. Paradowski","doi":"10.4172/2469-9837.1000202","DOIUrl":"https://doi.org/10.4172/2469-9837.1000202","url":null,"abstract":"Background: Parkinson’s disease (PD) is a progressive neurodegenerative disorder with characteristic clinical motor features combined with non-motor symptoms. Cognitive impairment has a very significant impact on the patient’s quality of life. The risk of developing dementia is six times higher in PD patients than in general population and increases with longer duration of the disease. Objectives: The aim of this study is to assess cognitive impairment in PD patients and its characteristics and to explore the correlation between duration of the disease, its stage, and neuroimaging of the brain. Material and methods: The study involved 64 patients with clinical diagnosis of PD established on the basis of the UKPDS BB criteria. Patients with PD were subdivided into two groups: patients with disease duration under five years and over five years. Participation in the study included taking medical history, collecting information on the course of the disease and its treatment, identification of comorbidities, and neurological examination. A neuropsychological assessment was carried out for all the patients and included: MMSE, CDT, verbal fluency test (both semantic and phonemic tasks) and, in part, the ADAS-cog test. The examination also included the BDI (Beck Depression Inventory) test. CT and MRI scans were performed of PD patients in order to assess atrophy of the brain and hippocampus. Results: Most of the PD patients suffer from visuospatial and semantic fluency dysfunctions. The level of cognitive impairment in PD is dependent on the patient’s age and the motor symptom severity assessed using the H-Y scale. We observed a clear relationship in PD between cognitive impairment and atrophy of the hippocampus, temporal and parietal lobes, and vascular lesion. Conclusion: Cognitive function impairment appears in Parkinson’s patients without diagnosed dementia. The executive functions are especially affected with the level of impairment dependent on the patient’s age and the degree of movement impairment.","PeriodicalId":439866,"journal":{"name":"International Journal of School and Cognitive Psychology","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128877401","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Young children’s transfer of series completion in a dynamic test setting : does cognitive flexibility play a role? 动态测试环境下幼儿系列完成的迁移:认知灵活性是否起作用?

International Journal of School and Cognitive Psychology Pub Date : 2017-10-06 DOI: 10.4172/2469-9837.1000199

F. E. Stad, B. Vogelaar, J. Veerbeek, W. Resing

{"title":"Young children’s transfer of series completion in a dynamic test setting : does cognitive flexibility play a role?","authors":"F. E. Stad, B. Vogelaar, J. Veerbeek, W. Resing","doi":"10.4172/2469-9837.1000199","DOIUrl":"https://doi.org/10.4172/2469-9837.1000199","url":null,"abstract":"Dynamic testing aims to assess potential for learning by measuring how much a child can profit from a training procedure during the testing process. These procedures often include transfer tasks as a measure of the potential for learning, as the ability to transfer learned skills and knowledge is considered essential in successful learning. The aim of the current study was to investigate whether including a specific type of transfer task in a dynamic testing context, a so-called reversal procedure, would provide extra information on 6-7-year-old children’s potential for learning. Moreover, it was investigated whether children’s ability to transfer newly learned skills was dependent on their level of cognitive flexibility, as this executive function has previously been argued to be of significant importance in the transfer of academic skills. The results revealed that children’s transfer abilities were indeed related to another measure of potential for learning, i.e. children’s learner status. In addition, children’s cognitive flexibility predicted greater transfer abilities and appeared to play a greater role for children who did not receive training or did not profit much from the training procedure. The results underline the importance of supporting children’s cognitive flexibility when teaching for transfer.","PeriodicalId":439866,"journal":{"name":"International Journal of School and Cognitive Psychology","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115673325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Antidepressants in Children and Adolescents, to Give or Not to Give;When and What???!! 儿童和青少年的抗抑郁药，给还是不给;什么时候给，什么?

International Journal of School and Cognitive Psychology Pub Date : 2017-08-05 DOI: 10.4172/2469-9837.1000E108

E. Zaky

引用次数: 0

Familiarity, Use and Perceived Effectiveness of Evidence Based Practices Among Teachers of Students with Visual Impairment and other Comorbid Conditions 教师对视障及其他合并症学生的熟悉程度、使用情况及感知效果

International Journal of School and Cognitive Psychology Pub Date : 2017-06-27 DOI: 10.4172/2469-9837.1000195

Kristi M. Probst, Lydia Kyei-Blankson

引用次数: 0

Health Promotion in Primary Schools- Evaluation of Side-Effects on Cognitive and Academic Performance in a Randomized Trial 小学健康促进——一项随机试验中对认知和学习成绩副作用的评价

International Journal of School and Cognitive Psychology Pub Date : 2017-06-26 DOI: 10.4172/2469-9837.1000194

T. Wirt, O. Wartha, J. Steinacker

{"title":"Health Promotion in Primary Schools- Evaluation of Side-Effects on Cognitive and Academic Performance in a Randomized Trial","authors":"T. Wirt, O. Wartha, J. Steinacker","doi":"10.4172/2469-9837.1000194","DOIUrl":"https://doi.org/10.4172/2469-9837.1000194","url":null,"abstract":"Background: School-based lifestyle interventions are a cost-effective way to prevent pediatric overweight. The program “Join the Healthy Boat” focuses on physical activity, healthy diet and screen media use in German primary school children, implemented by regular classroom teachers including teaching units, physical activity exercises, and work with parents. Objective of the study was to measure potential side-effects on children’s cognitive and academic performance. \u0000Methods: The program was evaluated in a RCT design, measurements took place before and after one year of intervention. Stratification of randomization was carried out for number of classes and grade level. Participants were 1st and 2nd graders of primary schools. Intervention and assessment took place on site at school; questionnaires were issued. N=442 children performed a computer based test battery measuring inhibitory control, cognitive flexibility and sustained attention. Academic achievement was assessed via parental questionnaire. \u0000Results: Multiple regression analyses controlling for age, gender and parental education and Mann-Whitney-Utests revealed no significant differences between intervention and control group in cognitive changes or academic development from baseline to follow up. In Cognitive Flexibility, however, the number of children who improved was higher in the intervention group. \u0000Conclusion: Taking time from the regular school curriculum for health promotion had no negative impacts on children’s cognitive or academic development. To obtain more positive effects a longer period of time and a more intense intervention are presumably necessary. The findings are in line with a recent review indicating no negative effects of school health programs. Eventually there is a positive impact of physical activity interventions on specific cognitive functions but findings regarding academic outcomes are still inconclusive. Weak evidence is reported for nutrition services.","PeriodicalId":439866,"journal":{"name":"International Journal of School and Cognitive Psychology","volume":"342 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132035573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Multiple Literacies for Individuals who are Blind or with Visual Impairment: A Quantitative Comparison on Print, Braille, and Auditory Literacies 盲人或视障人士的多重读写能力:对印刷、盲文和听觉读写能力的定量比较

International Journal of School and Cognitive Psychology Pub Date : 2017-06-12 DOI: 10.4172/2469-9837.1000193

Ye Wang, S. Al-Said, Feifei Ye

{"title":"Multiple Literacies for Individuals who are Blind or with Visual Impairment: A Quantitative Comparison on Print, Braille, and Auditory Literacies","authors":"Ye Wang, S. Al-Said, Feifei Ye","doi":"10.4172/2469-9837.1000193","DOIUrl":"https://doi.org/10.4172/2469-9837.1000193","url":null,"abstract":"The use of Braille by individuals who are blind or with visual impairment (VI) is often referred to as default, although the social dynamics of this population is not always intimately entwined with Braille. This study is a quantitative comparison on Braille literacy and auditory literacy to investigate if these two forms of captured information are equivalent to each other. Fifteen college graduates between the ages of 22 and 55 participated in the study: 5 of them were blind or with VI and preferred the use of Braille to access text material; 5 of them were blind or with VI and preferred to process textual material through audition; and 5 of them were individuals without VI and preferred to access textual material through visual print. The results showed that there were no differences among the three groups in their recall of propositions from the texts based upon their preferred method of accessing print (Braille, audition, or print), or in their recall of propositions from the text after having listened to an auditory rendition of an equivalent text. When the scores on the two tasks were compared with each other for individuals, there were no differences for either group of individuals who were blind or with VI, but the group of individuals without VI did better on recalling propositions when they read as opposed to when they listened to the text. Empirical suggestions for a more inclusive definition of literacy are provided to empower individuals with blindness and VI as well as other disabilities.","PeriodicalId":439866,"journal":{"name":"International Journal of School and Cognitive Psychology","volume":"118 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129307222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

An Analysis on the Relationship of Thinking and Learning Styles withCommunication Style 思维方式、学习方式与沟通方式的关系分析

International Journal of School and Cognitive Psychology Pub Date : 2017-05-03 DOI: 10.4172/2469-9837.1000192

Aloysius Liliweri

{"title":"An Analysis on the Relationship of Thinking and Learning Styles withCommunication Style","authors":"Aloysius Liliweri","doi":"10.4172/2469-9837.1000192","DOIUrl":"https://doi.org/10.4172/2469-9837.1000192","url":null,"abstract":"The study focuses on identifying and describing (1) the communication style, (2) the thinking style, (3) the learning style of the postgraduate (graduates and postgraduates) students of Nusa Cendana university (Universitas Nusa Cendana (Undana), (4) the level of relationship of thinking style and communication style of the students, (5) the level of the relationship of learning style and communication style of the students, (6) the level of the relationship of both, thinking and learning styles with the communication style, and (7) the level of the difference between thinking style, learning style and communication style of the students. The study applies the correlation design of quantitative research involving 203 samples of 306 student population. The study reports the following main findings. (1) In general the students vary in their communication style according to listeners, creator, doers, thinkers. (2) To be in detail, whatever type of communication style (listeners, creators, initiators, and thinkers) is not determined by any type of thinking style (synthetic, idealistic, pragmatic, analytic, and realistic). (3) Then, whatever type of communication style performed by the students (listeners, creators, active doers, and thinkers) is not determined by learning style variations (visual, auditory, reading/writing, and kinesthetic). (4) Another finding is there is no significant relationship shown by the three variables studied, thinking, learning, and communication styles, as is shown by correlation coefficient at 0.010. (5) Finally, there is difference in thinking style, learning style, and communication style performed by the students, male and female students.","PeriodicalId":439866,"journal":{"name":"International Journal of School and Cognitive Psychology","volume":"103 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115693948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3