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This research provides a current benchmark of the cognitive skills and cognitive processes needed for flight path management (FPM) in current commercial air transportation flight operations. While some cognitive skills for aviation have been identified, it remains unclear which skills are most pertinent for different phases of flight, for different tasks, across different aircraft types, and during operational complexity. Further, there is concern that flight deck automation may contribute to cognitive skill degradation. Two expert pilots participated in cognitive walkthroughs to establish a current benchmark of the cognitive skills and cognitive processes needed for FPM. The tasks involved seven different phases of flight and two different aircraft; the results from two phases are reported--Preflight Briefing and Initial Climb. The findings indicate nineteen cognitive skills, and three metacognitive skills are used by pilots for FPM. In addition, the cognitive process models needed for FPM are all very similar, regardless of the aircraft type, task, phase of flight, or increased operational complexity. These results provide a foundation for future efforts on cognitive skill degradation, training of FPM cognitive skills, and may be used to inform the design of new automated systems to support pilot cognition. [ABSTRACT FROM AUTHOR]

In the modern economic system, where the service sector has significantly increased in importance, the accumulation of human capital no longer relies solely on traditional factors such as education, training and healthcare, but increasingly depends on informal education, particularly learning activities during leisure time. Driven by the amalgamation of personality economics and neuroeconomics, a novel theory of human capital has surfaced, which emphasizes the acquisition of cognitive and noncognitive abilities through informal learning activities such as hobbies and social engagements. Utilizing the time allocation theory as a foundation, this study investigates the role of leisure time in bolstering human capital. The paper spotlights the ‘Learning by Doing’ and ‘Learning by Playing’ phenomena, which are instrumental in enhancing practical abilities and creativity. The study offers a critical examination of how human capital theory has evolved, particularly regarding the influence of leisure on skill development. This study also highlights the crucial importance of learning during leisure as a contributing factor to economic growth and positions it as a vital pathway for future human capital accumulation. Moreover, it proposes new avenues of research to deepen the understanding of human capital and leisure economy theories, thereby providing valuable perspectives for the progress of society and the economy. [ABSTRACT FROM AUTHOR]

Transitioning from school to higher education institutions, learners may face many challenges, especially in coping with the new cultures of tertiary education. Learners entering universities come from a broad spectrum of diverse backgrounds, including various types of public and private secondary schools such as Full Boarding Schools, Vocational Colleges and Technical High Schools, Government-Aided Religious Schools, National Religious Secondary Schools, Sports Schools, Art Schools, The Royal Military Academy, MARA Junior Colleges of Science (MRSM), and many other private schools. Thus, it is pivotal that learning styles and strategies are redesigned to adapt to the demands of university education. The present study aims to discover the perception of learning strategy utilization among foundation studies learners. This quantitative research explores the relationship among cognitive, metacognitive selfregulation, and resource management as components of learning strategies as propounded by Wenden and Rubin (1987). A purposive sample of 297 participants, randomly selected among learners at the Centre of Foundation Studies, Universiti Teknologi MARA, responded to the survey. The survey utilized a 5-point Likert scale which comprises four sections. The results indicate that the three components of learning strategies positively correlate with one another. In addition, it is also found that metacognitive selfregulation positively influences learners by guiding them in supervising their learning process and resolving their confusion by referring back to their reading materials and seeking help from their peers. This finding is crucial to aid educators in employing suitable learning strategies for foundation learners to prepare them for their degree studies. [ABSTRACT FROM AUTHOR]

Walking is widely recognized as one of the most common and effective forms of physical activity, particularly for older adults. This study examined the comparative effects of two types of walking interventions, including supervised group-based intervention (SGBI) and non-supervised individual-based intervention (NSIBI), on frailty syndrome, cognitive functions or skills, and health-related quality of life among sedentary older Saudi individuals. A 15-week double-blinded, randomized controlled trial (RCT) including three groups (two were intervention groups while the other was the control group) was conducted among older adults who were inactive to examine the effect of different forms of walking interventions on frailty syndrome, cognitive functions, and health-related quality of life. A total of 107 participants, including 65 males and 42 females, were divided into three groups, which include SGBI, NSIBI, and the control group. Frailty syndrome was measured using the physical performance test (PPT), while cognitive function and health-related quality of life were assessed using the Mini-mental State Examination (MMSE) and the Short Form 36 (SF 36) health survey questionnaire. One-way repeated measures analysis of variance (ANOVA) and one-way analysis of covariance (ANCOVA) with the pre- and post-tests were performed for within- and between-group differences. while post-test data for the control group participants were absent due to the change in elderly center regulation, and they were excluded from the analysis. Hence, the comparison was stated only between the intervention groups. Both of the intervention groups (SGBI and NSIBI) showed significant within-subject differences in the Physical Function subscale of the health-related quality of life scale only, with F(1,20) = 23.03, p < 0.001, and F(1,18) = 27.22, p < 0.001, respectively. On the other hand, the Physical Performance Test revealed significant [F(2,51) = 9.21, p < 0.001] between-group differences in the post-test based on the baseline values. In addition, the average step count of older adults was increased from 4000 steps per session to around 7000 steps per session in the intervention group. The average heart rate of the NSIBI group did not show a visible change, and the resting heart rate of both groups showed a slightly declining trend throughout the intervention period. The walking intervention significantly increased participants’ physical function, which is a component of health-related quality of life and physical performance (frailty level), along with average daily step counts for older adults in Saudi Arabia. Regular engagement in the recommended level of walking is strongly advisable for Saudi Arabian older adults to maintain their overall quality of life at this stage.

Copyright of CBÜ Beden Eğitimi & Spor Bilimleri Dergisi is the property of CBU Beden Egitimi & Spor Bilimleri Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Walking is widely recognized as one of the most common and effective forms of physical activity, particularly for older adults. This study examined the comparative effects of two types of walking interventions, including supervised group-based intervention (SGBI) and non-supervised individual-based intervention (NSIBI), on frailty syndrome, cognitive functions or skills, and health-related quality of life among sedentary older Saudi individuals. A 15-week double-blinded, randomized controlled trial (RCT) including three groups (two were intervention groups while the other was the control group) was conducted among older adults who were inactive to examine the effect of different forms of walking interventions on frailty syndrome, cognitive functions, and health-related quality of life. A total of 107 participants, including 65 males and 42 females, were divided into three groups, which include SGBI, NSIBI, and the control group. Frailty syndrome was measured using the physical performance test (PPT), while cognitive function and health-related quality of life were assessed using the Mini-mental State Examination (MMSE) and the Short Form 36 (SF 36) health survey questionnaire. One-way repeated measures analysis of variance (ANOVA) and one-way analysis of covariance (ANCOVA) with the pre- and post-tests were performed for within- and between-group differences. while post-test data for the control group participants were absent due to the change in elderly center regulation, and they were excluded from the analysis. Hence, the comparison was stated only between the intervention groups. Both of the intervention groups (SGBI and NSIBI) showed significant within-subject differences in the Physical Function subscale of the health-related quality of life scale only, with F(1,20) = 23.03, p < 0.001, and F(1,18) = 27.22, p < 0.001, respectively. On the other hand, the Physical Performance Test revealed significant [F(2,51) = 9.21, p < 0.001] between-group differences in the post-test based on the baseline values. In addition, the average step count of older adults was increased from 4000 steps per session to around 7000 steps per session in the intervention group. The average heart rate of the NSIBI group did not show a visible change, and the resting heart rate of both groups showed a slightly declining trend throughout the intervention period. The walking intervention significantly increased participants' physical function, which is a component of health-related quality of life and physical performance (frailty level), along with average daily step counts for older adults in Saudi Arabia. Regular engagement in the recommended level of walking is strongly advisable for Saudi Arabian older adults to maintain their overall quality of life at this stage. [ABSTRACT FROM AUTHOR]

Background: Children with specific learning disorders (SLD) may have issues in cognitive, motor, and academic skills, affecting their mental health and level of participation in academic and nonacademic activities at school and in everyday life. Research shows that perceptual–motor (PM) exercises and physical activities can improve the cognitive and motor skills of typically developing children. To use PM exercises as an intervention in clinical practice for children with learning disorders, or to use it in future research, it seems necessary to discuss and summarize the existing documents in this group of children. Objectives: We aimed to appraise the extent, and the quality of studies about PM interventions for enhancing cognitive, motor, and academic skills in children with learning disorders. Methods: The search was performed according to the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses (PRISMA) guidelines. Articles published between January 2000 and June 2022 were searched in the following scientific databases: PubMed, Medline, Scopus, Web of Science, Cochrane library, Science direct, and Google Scholar. The study eligibility criteria were previously established according to the PICOS model. The Physiotherapy Evidence Database (PEDro) scale was used to assess the methodological quality of the studies, and the Cochrane Collaboration tool (ROB2) was used to assess the risk of bias. Results: The initial search yielded 2160 studies among which 10 studies were systematically reviewed. The total number of participants was 483 children (intervention: 251; control: 232). Findings showed significant improvements in cognitive skills (n = 7/8) such as working memory, attention, and information processing speed. In addition, studies showed that PM and physical activity interventions could increase academic performance (n = 4/5) and motor skills (n = 5/5) in children with LD. Results regarding the mental health effects of PM exercises (n = 1/3) are few in number and contradicting. Discussion: PM exercises may positively affect cognitive, motor, and academic skills in children with SLD; However, due to the small number of studies, fair methodological quality, and high risk of bias, caution should be taken when interpreting the results. [ABSTRACT FROM AUTHOR]

Considering Systems Thinking (ST) as a cognitive skill can create greater acceptability of and openness to the discipline from practitioners and researchers outside operations research and management science. Rather than associating ST with frameworks and methodologies, ST as a cognitive skill can help popularize and democratize the discipline. This paper highlights how the conceptual lens of Holistic Flexibility can help practitioners deploy ST as a cognitive skill without the application of any traditional systems methodology. Holistic Flexibility is defined as the dynamic interplay between a state of mind that has the ability to absorb systemic complexity and a state of practice that has the ability to embrace flexibility, both in intent and in form. Through two case-studies, discussions in this paper highlight how Holistic Flexibility can serve as a conceptual lens for systems practitioners. The case-studies demonstrate the importance of a practitioner's ability to seamlessly manage and work with multiple variables, stakeholders, and factors to deliver responsible outcomes with the aid of learning loops. The main contribution of this paper lies in the case-studies and analyses presented that provide use cases for Holistic Flexibility in ST, which will help address recent calls in the discipline for ST to be considered as a cognitive skill. [ABSTRACT FROM AUTHOR]

Background: Physical activity (PA) plays a crucial role in promoting good health and an active lifestyle among university students. Quality Physical Education (QPE) program is instrumental in achieving sustainability in PA. Motivation is a key factor in encouraging PA in students. However, motivation alone may not lead to inclusivity unless quality components are thoughtfully integrated into physical education (PE) programs. Aims: This study aimed to address three research questions: i) Can the motivation for PA participation be enhanced through the provision of high-quality PE programs in university settings? ii) Does the quality provision of PE contribute to promoting sustainable PA among adolescents? and iii) Is this carry-over process influenced by gender? Methods: This cross-sectional study enrolled N = 610 university students, comprising 467 males and 143 females. Only students who had PE as a part of their coursework were included. These students participated in more than 27 different sports and had an average age of 20.76 years (SD = 3.47) and an average of 4.70 years (SD = 4.93) of athletic experience. To achieve the study's objectives, descriptive statistics (mean, SD), Pearson's correlation, and regression analysis were employed. Additionally, a 2 (Gender) by 2 (Type of Sport: Individual vs. Team) MANCOVA, with age as a covariate, was used to assess gender-based differences in the variables. Results: The study found that the factors demonstrated strong reliability and positive correlations between QPE and exercise needs satisfaction. However, these factors did not establish significant correlations with PA. Perceived competence for exercise needs satisfaction showed gender differences, with males scoring higher. Additionally, QPE did not exhibit significant gender-based differences. In terms of PA, males had higher mean scores compared to females. Conclusion: The provision of QPE was identified as a crucial determinant of exercise satisfaction competence among students. While QPE provision was adequate at the university level, it did not promote PA among females as anticipated.

The purpose of the present study was to investigate the effect of Gagne's Learning Hierarchy on the cognitive and metacognitive skills of junior high school female students in Kerman. The research method was quasi-experimental with a pre-test/posttest and a control group. The statistical population of the research included all the junior high school female students of Kerman (N=1125) in the academic year of 2022-2023. From among these students, two classes of 20 students were randomly selected as the experimental and control groups. The Gagne's Learning Hierarchy package was implemented in the experimental group and both groups responded to Rastegar Metacognitive Strategies Questionnaire (2006) and Karami Cognitive Strategies Questionnaire (2005) in the pre-test and post-test stages. The obtained data were analyzed using univariate covariance with SPSS 20 software. The findings of the research showed that there was a significant difference between the cognitive and metacognitive skills of the experimental and the control groups and the cognitive and metacognitive skills of the experimental group improved compared to those of the control group. These results showed that learning English can improve students' recognition of concepts, processing, learning, and self-control. [ABSTRACT FROM AUTHOR]

Background: It is often seen that surgeons face with a situation where he is asked to perform procedure which he has never done independently before. During such times traditionally surgeons refer to standard textbooks before he goes to perform the surgery. However, with increased awareness and use of social media, surgeons are increasingly taking resort of easily available YouTube videos. Aim: This study aims to compare the effectiveness of traditional textbook-based learning (TBL) with video-based teaching (VBT) for basic laparoscopic suturing skills training by comparing pre- and post-test cognitive and psychomotor skills. Materials and Methods: Randomized control trial. Results: A total of 50 residents were divided randomly into TBL and VBT groups. The mean post test scores for both the skills in each group showed a significant improvement compared to the pretest results (P < 0.001). While comparing the post test scores among both the groups it was seen that VBT is as effective as TBL. Conclusion: Based on this study we can safely conclude that video-based learning is an effective mode of learning as compared to TBL for teaching laparoscopic suturing skill. [ABSTRACT FROM AUTHOR]

The notions of mental simulation and self-reflection have become established in neuroscience. Numerous line of research suggest that mental simulation and self reflection promote enhanced learning in general, specifically foreign languages. Our study explores and discusses these notions for their deeper understanding. The research encompasses smooth simulation with negative outcome and challenging simulation with positive outcome. The paper demonstrates mental simulation self-reflection tasks in correlation with cognitive skill planning. They are embedded within such specific conditions for inducing exploratory behavior as error-approach instruction, tasks with complex and dynamic decision-making characteristics, specific stimulus information (what, when, where) in life situations and peer feedback. The following methods have been used: theoretical methods (analysis, interpretation and generalization), empirical methods (observation). The author provides an example of mental simulation self-reflection tasks with and without problem-solving case study within conditions for exploratory behavior for the topic "Planning a trip to Canada". [ABSTRACT FROM AUTHOR]

Context: Competence in flexible endoscopy is essential for all surgeons during this era of minimal access surgery. However, fewer surgeons have expertise in endoscopy due to a lack of training and interest. The Indian Association of Gastrointestinal Endo Surgeons devised a short-structured training course in the art and science of endoscopy. Aims: This study aimed to find the impact of the endoscopy training course (Endoscopic Fellowship of Indian Association of Gastrointestinal Endo Surgeons [EFIAGES]) in improving the endoscopic skill of surgeons. Settings and Design: Twenty-two-part electronic survey forms were sent to all 375 candidates who took the course between 2016 and 2019 for this retrospective observational study. Subjects and Methods: The following outcome measures were noted, namely technical competence in endoscopy before the course, delegate feedback about the course modules, volume of endoscopies before and after the course and quality indicators such as reaching up to duodenum (D2) and caecum before and after the course. Statistical Analysis Used: Statistical analysis of the impact of the course was done using Chi-square test. Results: Responses from 262 out of a total of 375 candidates were received. Seventy-seven per cent of trainees were pleased with content and mode of conduct of the course. The quality indicator of gastroscopy with the ability to reach D2 in 90% of the caseload was achieved by only 28% of trainees before the EFIAGES. This increased to 72% of candidates after the course and similar results were seen with colonoscopy also. Most of the candidates noted a distinct improvement in their endoscopic navigation skills subsequent to the course. Conclusions: Endoscopy skill transfer was possible with a short-structured endoscopy course. The surgical fraternity should realise the importance of endoscopy skills in the current era of surgical practice.

Analyze the acute effect of high-intensity functional training on cognition and physiological parameters according to performance. Thirty-two practitioners were divided into groups according to their performance: Elite (n=07; age: 28.9±4.7 years), Advanced (n=10; age: 33.4±4.6 years), and Beginner (n=15; age: 30.6±7.1 years). This research compares the groups and pre-HIFT and post-HIFT moments and correlations for physiological and cognition. Statistical analysis used ANOVA repeated measures and Pearson's correlation coefficient. Data are mean (M) ± standard deviation (SD). Applied the Five-digit test, evaluated the physiological parameters, and performed the WOD Fran. Showed a significant difference concerning the performance of the HIFT time (E:177.1±29.8s < A: 314.3±46.8s and B: 538.2±102.1s) and difference in cognition regarding the comparison between moments: reading (E:76.4±20.2 > A:75.5±28.9 and B:74.6±22.3 Pk), counting (E: 86.4±10.7 > A:77.5±20.6 and B:81.1±21.1Pk), choice (E:89.3±9.8 > A:89.0±9.7 and B:74.6±22.8Pk), shifting (A:91.0±8.4 > E:86.4±10.7 and B:76.4±21.7Pk), inhibition (A:76.5±12.5 > E:76.4±20.2 and B:68.6±18.3Pk), flexibility (A:93.0±6.3 > E:89.3±9.8 and B:86.1±11.1Pk), lactate (E:13.1±1.8 < A:15.1±3.2 and B:16.1±3.7mmol), heart rate (E:188.0±6.6 > A: 174.1±16.1 and B: 185.1±8.9bpm), systolic blood pressure (E:149.7±11.5< A:151.0±9.3 and B:152.5±8.1mmHg), and diastolic blood pressure (E:73.4±6.2 > A:72.8±9.6 and B:69.3±7.1mmHg). Our results confirm that high-intensity exercise improves cognitive functions. [ABSTRACT FROM AUTHOR]

Copyright of Ondokuz Mayis University Journal of Education is the property of Ondokuz Mayis University Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this study was to apply deep and slow breathing to the elderly, who can be classified as potential dementia patients, to confirm changes in the cognitive functions of learning and memory. Forty-five elderly subjects were randomly and evenly divided into a rest group (RG), a before group (BG), and an after group (AG). Measurements of their cognitive abilities were obtained before testing (PT), 30 min after learning (STT), and 24 h after learning (LTT). After PT measurements were obtained from all three groups, the RG and AG conducted new cognitive skills learning, while the BG performed deep and slow breathing (DSB) for 30 min before learning new cognitive skills. After all the three groups underwent 30 min of learning, the STT was performed. Subsequently, the AG performed DSB for 30 min. Finally, 24 h after learning, the LTT was conducted for all three groups. Changes were compared and analyzed by measuring the retention of new cognitive skills and attention, working memory, and spatial perception of cognitive functions. A two-way repeated measure analysis of variance measured the effect of the application of DSB in the three groups. These results demonstrated a significant interaction of time and time*group in all measurements of retention and attention, working memory, and spatial perception. This study confirms the benefit of DSB as part of a dementia prevention training protocol. [ABSTRACT FROM AUTHOR]

The problem we face today is that many people think that playing games only has a negative impact on a person's brain and behavior. but the fact is that playing games has a positive impact in many ways. The aim of this document is to prove whether video games can really influence human behavior on their decision-making skills. We will test 22 respondents directly who are teenagers and adults around 17 - 25 years old, and we will score them after they have finished playing games with the genre that we decided. The results proved that competitive First-person shooter (FPS) games increase human ability to make decisions quickly and correctly. Many of our participants agree that after playing competitive FPS games, they feel a positive impact on their cognitive skills. Our participants said that they can quickly compare the impact of the decisions they make and choose exactly which is the best course of action. [ABSTRACT FROM AUTHOR]

The objective of this article is to design, develop, and evaluate an Internet of Things (IoT)-based serious gaming platform for children with autism spectrum disorder The platform aims to improve the children's cognitive skills. To attain this research objective, first, a conceptual framework for developing the gaming platform was proposed. Then, the conceptual ideas were materialized by developing three games (a puzzle game, a function card game, and a road crossing game) to be included in the gaming platform, which also incorporated a mobile application and three hardware systems. The hardware platform was used to play the game, and the mobile application was used to select, control, manage, and store the gaming performance and visualize players' progress. The proposed gaming platform was evaluated with 15 special needs children. We found that the gaming platform was usable, effective, and useful for the children on the spectrum and noticeably contributed to improving their cognitive skills. [ABSTRACT FROM AUTHOR]

Human reproductive system is an important topic to be mastered by students in high school, however, the learning results of this topic in National Exam was still reported unsatisfactory. Therefore, developing a 3D-based learning media could be a potential solution to ease students in learning about this topic. We aimed to develop an Augmented Reality (AR) media on the human reproductive system topic, determine the feasibility and determine the effectiveness of using the media to improve students' cognitive abilities. This study used the ADDIE model (Analysis, Design, Development, Implementation, & Evaluation) and was conducted at SMAN 13 Jambi City. The test subjects were students of class XI in Science class. Data collection was performed with questionnaires to obtain product feasibility data based on validation results from experts, Biology teachers, and student responses. Multiple choice tests were used to obtain data on the effectiveness of using the media. The questionnaire data for the feasibility of the media were analyzed descriptively, while the effectiveness of the developed media were analyzed with Mann-Whitney test. The results showed that validation from both material and media experts are in very good category, scoring 100% and 95%, respectively. The response from biology teachers was also in good category, showing 92% as well as the result from the student's response (83.5%). Therefore, the developed AR media is considered suitable to be used in learning. The cognitive ability of students who are taught with and without AR media was not significantly different. The average posttest score for the treatment class was 49.23, gain=0,2; and the control class was 43.5, gain=0.1, p= 0.125). Although there is no significant difference in students' cognivite ability, there is a tendency of increasing students' learning outcomes using the AR media rather than not using the AR media. [ABSTRACT FROM AUTHOR]

This study is conducted based on the factors and objectives of sustainable development goals. This study also provided the influences of sustainable development goals among the students. In this study, the role of the schools and universities is to teach the students about the importance of sustainable development goals. A secondary qualitative analysis is used to execute the study. The analysis is conducted based on the findings while executing the study. The Cognitive Learning, The role of students in achieving sustainable development goals, has been examined in this paper. The findings suggest that higher education aids students in achieving the aims of sustainable development. [ABSTRACT FROM AUTHOR]

The aim of this research is to evaluate the 7th grade science skill-based questions published by the Ministry of National Education of the Republic of Turkey in the 2019-2020 academic year, according to the revised Bloom taxonomy. In this study, document analysis method, one of the qualitative research methods, was used. The data of the research consists of 7th grade science skill-based questions published by the Ministry of National Education in the 2019-2020 academic year. In the study, 143 science questions were evaluated according to the revised Bloom taxonomy. Each of the aforementioned questions was examined separately and it was determined which levels they belong to in the "cognitive process" and "knowledge" dimensions of the revised Bloom Taxonomy. When the questions were evaluated according to the cognitive process dimension of the revised Bloom taxonomy, it was determined that the questions were stacked on the levels of understanding and application. When the questions were evaluated according to the knowledge dimension, it was determined that the questions were stacked on the levels of procedural knowledge and conceptual knowledge. While the majority of the questions (86.71%) are related to low-level skills, only 13.29% of them are related to high-level skills. [ABSTRACT FROM AUTHOR]

Background: In recent years, the exploration of innovative interventions for addressing problems of children and adolescents with specific learning disabilities (SLD) has garnered significant attention within the realm of neurocognitive research. Transcranial electrical stimulation (TES) has emerged as a promising tool for enhancing cognitive skills in children, offering a non-invasive and safe method that may particularly benefit those with learning difficulties. We aimed to appraise the extent and the quality of studies about impact of TES on cognitive skills including academic skills in children and adolescents with SLD., Methods: A literature search was performed according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Articles published between January 2000 and January 2024 were searched in PubMed, Embase, Scopus, Web of Science and Google Scholar. The study eligibility criteria were previously established according to the PICO model. The Physiotherapy Evidence Database (PEDro) scale and Cochrane Collaboration tool (ROB2) were used to assess the methodological quality and the risk of bias of the included studies, respectively., Results: The initial search yielded 1571 studies among which 30 studies were systematically reviewed. The total number of participants was 224 individuals (intervention: 114; control: 110). Findings showed significant improvements in reading skills such as text reading, high-frequency word reading speed and efficiency and mathematical skills. Conversely, other cognitive skills such as working memory were not improved in people with dyslexia and dyscalculia., Discussion: TES interventions can positively affect cognitive skills in children and adolescents with SLD; However, due to the small number of studies, medium methodological quality and high risk of bias, caution should be taken when interpreting the results., (© 2024 John Wiley & Sons Ltd.)

Diagnostic and therapeutic potentials of flexible endoscopy have been increasing. Several surgical procedures are now performed in flexible endoscopic platform. However, it is disturbing to find that only few surgeons are keen to acquire this expertise. Endoscopic skills are not optional but essential for every general surgeon. Sooner the surgical fraternity realise this, it is better for the prospects of future surgeons. Surgical societies should implement measures to highlight the importance of endoscopy training and strive to provide adequate training opportunities.

Children's fine motor development is in line with neurodevelopment as indicated by the child's ability to squeeze, grasp, and hold small objects with their fingers, while cognitive development relates to their intelligence. This study is a pre-experimental study with a one-group pre- and post-test design conducted on children ages 5 to 6. This study aims to determine the effectiveness of playdough games in stimulating children's fine motor skills and cognitive skill development; hence, it is possibly implemented as a learning medium in early childhood education. Results show that the playdough game can stimulate children's fine motor skills and cognitive skills, which is proved by a 20.6 percent decline in children with poor fine motor development and 37.25 percent on the average increase of children's understanding in symbols, numbers and letters. Both indicate that using playdough games as a learning strategy in early childhood education is provably effective in improving children's fine motor and cognitive development. [ABSTRACT FROM AUTHOR]

The purpose of this study was to apply deep and slow breathing to the elderly, who can be classified as potential dementia patients, to confirm changes in the cognitive functions of learning and memory. Forty-five elderly subjects were randomly and evenly divided into a rest group (RG), a before group (BG), and an after group (AG). Measurements of their cognitive abilities were obtained before testing (PT), 30 min after learning (STT), and 24 h after learning (LTT). After PT measurements were obtained from all three groups, the RG and AG conducted new cognitive skills learning, while the BG performed deep and slow breathing (DSB) for 30 min before learning new cognitive skills. After all the three groups underwent 30 min of learning, the STT was performed. Subsequently, the AG performed DSB for 30 min. Finally, 24 h after learning, the LTT was conducted for all three groups. Changes were compared and analyzed by measuring the retention of new cognitive skills and attention, working memory, and spatial perception of cognitive functions. A two-way repeated measure analysis of variance measured the effect of the application of DSB in the three groups. These results demonstrated a significant interaction of time and time*group in all measurements of retention and attention, working memory, and spatial perception. This study confirms the benefit of DSB as part of a dementia prevention training protocol.

Autism spectrum disorder is a neurological developmental condition signifi- cantly inappropriate development in social interaction, social communication, and repetitive patterns of behaviors, which may often persist in the person's entire life. The present study aims to ascertain the effect of cognitive training program to improve the cognitive functioning of children with autism spectrum disorder. A total of 20 children with autism spectrum disorder were placed in this study. A quasi-experimental single subject pre-post design was used to investigate the effectiveness of the cognitive training program to improve the child's cognitive functioning. The Color progressive matrices test of intelligence was used to measure the child's IQ, and the Indian Assessment of Autism Scale was used to assess the autism level of the child. The Cognitive Skills Assessment Scale was administered to measure the pre-post assessment of the child's cognitive functioning. The cognitive training module was administered to the children. It comprised executive functioning, cognitive mental states and central coherence tasks. Total 12 sessions of the cognitive training program were provided to the children. The results showed signifi- cant improvement in executive functioning, understanding cognitive mental states, and central coherence. The cognitive skills training program positively influenced the children's cognitive functioning. [ABSTRACT FROM AUTHOR]

Diagnostic and therapeutic potentials of flexible endoscopy have been increasing. Several surgical procedures are now performed in flexible endoscopic platform. However, it is disturbing to find that only few surgeons are keen to acquire this expertise. Endoscopic skills are not optional but essential for every general surgeon. Sooner the surgical fraternity realise this, it is better for the prospects of future surgeons. Surgical societies should implement measures to highlight the importance of endoscopy training and strive to provide adequate training opportunities. [ABSTRACT FROM AUTHOR]

Previous studies have contextualized student-led, asynchronous online discussions as collaborative learning experiences that positively impact students' learning and foster higher order cognitive skills. From a leadership education perspective, student-led discussions have come to the fore as a helpful resource for deepening learning because of their focus on collaboration and shared leadership. While literature on student-led online discussions, leadership learning, and cognitive skill is plentiful, there is no single study that explores all these elements together or fully points to how practicing meaning-making in online, asynchronous leadership courses can inform larger cognitive processes. Thus, the purpose of this conceptual content analysis-based study was to examine 35 undergraduate students' collaborative discussion board posts at the beginning, middle, and end of an online, asynchronous Ethics and Leadership class to assess not only if and to what extent students expressed cognitive skills, in general, but also if and to what extent they understood ethical leadership via these types of discussions. Further, from an exploratory lens, this study examined if there was a relationship between expression of higher order cognitive skills and more complex ethical leadership understanding. Results indicate that, while students achieved higher order cognitive skills and more holistic ethical leadership understanding overall, robustness of student engagement could be situational in nature and expressions of cognitive skills and ethical leadership understanding tapered as the course progressed. Additional findings and implications are discussed. [ABSTRACT FROM AUTHOR]

The purpose of this research article was to investigate the impact of activity-oriented teaching on the students' performance in Physics at college level. An earlier study by Majid Khan, et. 2020, ten chapters from high school physics textbook were used. A sample of 60 students participated in that study. In the present study twenty (20) lessons were selected from 11th class Physics for the present study. All the science students at colleges of Khyber Pakhtunkhwa, studying Physics at the 11th grade, constituted the population. A sample of 80 students was randomly selected from Govt. College Peshawar, Mardan, Kohat and Malakand. Pre-test-Post-test Control Group Design? of experimental research was selected for this research study. Three MCQs type achievement tests were used as research tools for the data collection. Experimental group was taught with the help of activities whereas the control group was taught the same lessons through traditional method of teaching for the period of six (4) weeks. T-test was used to analyze the data. The results showed that the activity-based teaching is more effective for the development of higher order skills in the students. [ABSTRACT FROM AUTHOR]

Previous studies have contextualized student-led, asynchronous online discussions as collaborative learning experiences that positively impact students’ learning and foster higher order cognitive skills. From a leadership education perspective, student-led discussions have come to the fore as a helpful resource for deepening learning because of their focus on collaboration and shared leadership. While literature on student-led online discussions, leadership learning, and cognitive skill is plentiful, there is no single study that explores all these elements together or fully points to how practicing meaning-making in online, asynchronous leadership courses can inform larger cognitive processes. Thus, the purpose of this conceptual content analysis-based study was to examine 35 undergraduate students’ collaborative discussion board posts at the beginning, middle, and end of an online, asynchronous Ethics and Leadership class to assess not only if and to what extent students expressed cognitive skills, in general, but also if and to what extent they understood ethical leadership via these types of discussions. Further, from an exploratory lens, this study examined if there was a relationship between expression of higher order cognitive skills and more complex ethical leadership understanding. Results indicate that, while students achieved higher order cognitive skills and more holistic ethical leadership understanding overall, robustness of student engagement could be situational in nature and expressions of cognitive skills and ethical leadership understanding tapered as the course progressed. Additional findings and implications are discussed.

Studies show that retrieval practices such as homework assignments that are completed during the encoding phase of learning benefit knowledge acquisition and retention. In addition, desirable difficulties, which are strategies that intentionally create a greater challenge during initial learning to enhance encoding and retrieval pathways, also benefit learning long term. Our objective was to determine whether weekly homework questions intended to create desirable difficulties by requiring higher-order cognitive skills (HOCS) benefited students’ long-term retention of physiology concepts compared to questions designed to require lower-order cognitive skills (LOCS). Undergraduate students in a junior-level animal physiology course were presented information during weekly laboratory periods, and then required to complete retrieval practices in the form of online homework assignments 5 d after each lab. Homework questions were formatted per Bloom’s Taxonomy to require HOCS (i.e., level 4 or 5) or LOCS (i.e., level 1 or 2). Information retention was assessed the next week via performance on an in-class quiz and again at semesters’ end via performance on a final practical exam. We observed no differences in performance on the in-class quiz or final practical exam between students randomly assigned to complete homework with HOCS questions compared to LOCS questions. However, students that received homework with HOCS questions had decreased (P < 0.05) performance scores on 9 out of the 11 homework assignments compared to those receiving homework with LOCS questions. These findings indicate that desirable difficulties were not created by our HOCS homework questions because students receiving these more difficult retrieval practices did not achieve equal success on them. As a result, this attempt to create variations in cognitive demand did not enhance retention of knowledge in this study [ABSTRACT FROM AUTHOR]

The paper deals with new media in the chronological order of their introduction to society, from penny press, film, radio, television, satellite, the Internet, social networks to the Semantic Web. Each of these media technologies has been the dominant tool for people to get to know the world for a particular period of history, and each has made different demands on the cognitive habits and skills of the media consumer. The study aims to clarify the nature and manifestation of these changes. [ABSTRACT FROM AUTHOR]

Background: Physical activity (PA) plays a crucial role in promoting good health and an active lifestyle among university students. Quality Physical Education (QPE) program is instrumental in achieving sustainability in PA. Motivation is a key factor in encouraging PA in students. However, motivation alone may not lead to inclusivity unless quality components are thoughtfully integrated into physical education (PE) programs., Aims: This study aimed to address three research questions: i) Can the motivation for PA participation be enhanced through the provision of high-quality PE programs in university settings? ii) Does the quality provision of PE contribute to promoting sustainable PA among adolescents? and iii) Is this carry-over process influenced by gender?, Methods: This cross-sectional study enrolled N = 610 university students, comprising 467 males and 143 females. Only students who had PE as a part of their coursework were included. These students participated in more than 27 different sports and had an average age of 20.76 years (SD = 3.47) and an average of 4.70 years (SD = 4.93) of athletic experience. To achieve the study's objectives, descriptive statistics (mean, SD), Pearson's correlation, and regression analysis were employed. Additionally, a 2 (Gender) by 2 (Type of Sport: Individual vs. Team) MANCOVA, with age as a covariate, was used to assess gender-based differences in the variables., Results: The study found that the factors demonstrated strong reliability and positive correlations between QPE and exercise needs satisfaction. However, these factors did not establish significant correlations with PA. Perceived competence for exercise needs satisfaction showed gender differences, with males scoring higher. Additionally, QPE did not exhibit significant gender-based differences. In terms of PA, males had higher mean scores compared to females., Conclusion: The provision of QPE was identified as a crucial determinant of exercise satisfaction competence among students. While QPE provision was adequate at the university level, it did not promote PA among females as anticipated., Competing Interests: The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (© 2024 The Authors. Published by Elsevier Ltd.)

This research is a qualitative study based on the previous research, which will, apply and adapt the earlier findings to Indonesia’s education system. The particular focus of this study is the non-cognitive skills needed for the study of science subjects at junior high school grade VII, namely: accurateness; perseverance; conscientiousness; responsibility; critical thinking; innovation; open mindedness; sensitivity; empathy; and environmental awareness. This is based on non-cognitive skill construction involving: individual character; emotion; habit; and process. Those aspects can be developed into the syllabus and lesson plans, both evaluating and developing the students’ non-cognitive skills. [ABSTRACT FROM AUTHOR]