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Cognition In The Wild

The relation between 21st-century skills and digital skills

BACKGROUND\nThe purpose of this retrospective study was to determine the frequency of occurrence of oculomotor dysfunctions in a sample of ambulatory outpatients who have acquired brain injury (ABI), either traumatic brain injury (TBI) or cerebrovascular accident (CVA), with associated vision symptoms.\n\n\nMETHODS\nMedical records of 220 individuals with either TBI (n = 160) or CVA (n = 60) were reviewed retrospectively. This was determined by a computer-based query spanning the years 2000 through 2003, for the frequency of occurrence of oculomotor dysfunctions including accommodation, version, vergence, strabismus, and cranial nerve (CN) palsy.\n\n\nRESULTS\nThe majority of individuals with either TBI (90%) or CVA (86.7%) manifested an oculomotor dysfunction. Accommodative and vergence deficits were most common in the TBI subgroup, whereas strabismus and CN palsy were most common in the CVA subgroup. The frequency of occurrence of versional deficits was similar in each diagnostic subgroup.\n\n\nCONCLUSION\nThese new findings should alert the clinician to the higher frequency of occurrence of oculomotor dysfunctions in these populations and the associated therapeutic, rehabilitative, and quality-of-life implications.

Occurrence of Ocular Motor Dysfunction in Acquired Brain Injury: A Retrospective Analysis

Psychoacoustics—facts and models

This study reviewed the literature on mobile technology-supported collaborative learning from 2007 to 2016. Several issues, such as the distributions and research methods, learning devices and learning environments, participants, research issues, application domains, grouping methods and collaborative learning strategies, are addressed. In addition, the relationship between the learning strategies and measurement issues are investigated. The review found that the amount of research on mobile collaborative learning increased and the connection between new mobile technology and collaborative learning activities became tighter. College students received the greatest emphasis, but more focus should be put on junior and elementary school students. Few studies were conducted on teachers and adults. In the most recent five years, the research was focused on improving learners' performance in science, especially social science, and in natural scenarios outside of the classroom, but less emphasis was put on developing learners’ skills and higher order skills. There was little research focusing on different selection methods of group members and the teaching effects of grouping design. Most research adopted conceptualized collaborative learning strategies. Furthermore, some studies proposed that the collaborative learning activities conducted in mobile learning environments should be designed carefully to guide students to experience more effective collaborative constructivist learning. Based on the findings, in-depth discussion and suggestions for future studies are given.

Trends in mobile technology-supported collaborative learning: A systematic review of journal publications from 2007 to 2016

Mobile learning has the advantage of being able to be used within and between contexts and can also be seamlessly integrated into broader learning experiences that include other forms of learning. Such experiences can assist in the development of cognitive and collaborative skills by encouraging learners to work together to solve problems, see others' perspectives and cooperatively find creative and critical solutions. This paper describes a serious mobile learning game designed to allow participants to play the role of business consultants to an organisation facing some serious challenges. It uses mixed reality resources to lead the players through a realistic scenario, providing them with physical, cognitive and collaborative challenges. Following mobile learning, the learners demonstrate their critical insights into the learning content by creating a consulting presentation in the classroom. Our study contrasts group cooperation where each learner is given asymmetric learning contents, with a cooperative group with two single learners given symmetric (identical) learning contents. We present the results of an experiment designed to measure the effectiveness of asymmetric learning content in fostering cooperative critical thinking, as examined by content and conversation analysis whilst preparing the consulting presentation. We found that the implicit cooperation condition - cooperative reciprocity, triggered by the asymmetric learning contents - was important for maximising critical thinking skills. Display Omitted The learning activity is a MR-based serious game with a classroom feedback session.We explore collaborative approaches to develop critical thinking skills.Solo learners performed less well than pair learners in critically linking ideas.Collaborative learning was more effective when cooperative reciprocity was allowed.Mobile & blend learning design can be configured to foster cooperative reciprocity.

Cooperation begins

The purpose of this study is to examine the effects of Therapeutic Instrument Music Performance (TIMP) for fine motor exercises in adults with cerebral palsy (CP). Individuals with CP (n = 5) received a total of twelve, 30-min TIMP sessions, two days per week for six to nine weeks. Pre- and post-Music Instrument Digital Interface (MIDI) data were used as a measure of hand function. Pre-velocity was significantly different from the normative data obtained from typical adults (n = 20); however, post-velocity did not yield significance, specifically in the second and fifth fingers, indicating improvement in hand function for the adults with cerebral palsy. The finding implies that TIMP using keyboard playing may effectively improve manual dexterity and velocity of finger movement. Based on these results, future program development of instrumental playing for adults with CP is called for to enhance both their independent living skills and quality of life.

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Finger exercise with keyboard playing in adults with cerebral palsy: A preliminary study.

Impairments in attention are commonly seen in individuals with traumatic brain injury (TBI). While visual attention assessment measurements have been rigorously developed and frequently used in cognitive neurorehabilitation, there is a paucity of auditory attention assessment measurements for patients with TBI. The purpose of this study was to field test a researcher-developed Music-based Attention Assessment (MAA), a melodic contour identification test designed to assess three different types of attention (i.e., sustained attention, selective attention, and divided attention), for patients with TBI. Additionally, this study aimed to evaluate the readability and comprehensibility of the test items and to examine the preliminary psychometric properties of the scale and test items. Fifteen patients diagnosed with TBI completed 3 different series of tasks in which they were required to identify melodic contours. The resulting data showed that (a) test items in each of the 3 subtests were found to have an easy to moderate level of item difficulty and an acceptable to high level of item discrimination, and (b) the musical characteristics (i.e., contour, congruence, and pitch interference) were found to be associated with the level of item difficulty, and (c) the internal consistency of the MAA as computed by Cronbach's alpha was .95. Subsequent studies using a larger sample of typical participants, along with individuals with TBI, are needed to confirm construct validity and internal consistency of the MAA. In addition, the authors recommend examination of criterion validity of the MAA as correlated with current neuropsychological attention assessment measurements.

Development and preliminary evaluation of a music-based attention assessment for patients with traumatic brain injury.

BACKGROUND An estimated 1.5 to 2 million people sustain a traumatic brain injury (TBI) each year in the United States. Impairments in attention following TBI severely limit everyday functioning in a multifaceted manner. A precise assessment is critical in identifying the types of attention impairments and in recommending appropriate tasks to aid in attention rehabilitation. A Music-based Attention Assessment (MAA) was developed to fill this need and revised to reflect variations of attention ability that exist in the general population. OBJECTIVE The purpose of the study was to investigate the theoretically-based constructs of the Music-based Attention Assessment-Revised (MAA-R) using a factorial approach and to examine item properties and test reliability in relation to the exploratively-derived factor constructs. METHODS The MAA-R is a 54-item multiple-choice, melodic contour identification test, designed to assess three different types of auditory attention including sustained, selective, and divided attention. The psychometric validation of the MAA-R was conducted with healthy adults (n = 165) and patients diagnosed with a moderate to severe TBI (n = 22). RESULTS Exploratory factor analysis identified five factor constructs, including Sustained-Short, Sustained-Med to Long, Selective-Noise, Selective & Divided, and Divided-Long. After item elimination, the final 45-item MAA-R provided evidence of high internal consistency as computed by split-half reliability coefficients (r = .836) and Cronbach's alpha (alpha = .940). CONCLUSION The aggregate findings suggest that the MAA-R is a valid and reliable measure that provides assessment information in regards to the different types of auditory attention deficits frequently observed in patients with TBI. Development and revision issues as well as the use of melodic contours in auditory attention assessment are discussed along with suggestions for future research.

Psychometric validation of a music-based attention assessment: revised for patients with traumatic brain injury.

Attention deficits due to auditory distractibility are pervasive among patients with acquired brain injury (ABI). It remains unclear, however, whether attention deficits following ABI specific to auditory modality are associated with altered haemodynamic responses. Here, we examined cerebral haemodynamic changes using functional near-infrared spectroscopy combined with a topological vector-based analysis method. A total of thirty-seven participants (22 healthy adults, 15 patients with ABI) performed a melodic contour identification task (CIT) that simulates auditory distractibility. Findings demonstrated that the melodic CIT was able to detect auditory distractibility in patients with ABI. The rate-corrected score showed that the ABI group performed significantly worse than the non-ABI group in both CIT1 (target contour identification against environmental sounds) and CIT2 (target contour identification against target-like distraction). Phase-associated response intensity during the CITs was greater in the ABI group than in the non-ABI group. Moreover, there existed a significant interaction effect in the left dorsolateral prefrontal cortex (DLPFC) during CIT1 and CIT2. These findings indicated that stronger hemodynamic responses involving oxygen exchange in the left DLPFC can serve as a biomarker for evaluating and monitoring auditory distractibility, which could potentially lead to the discovery of the underlying mechanism that causes auditory attention deficits in patients with ABI.

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Eunju Jeong

Papers

Cooperation begins

Finger exercise with keyboard playing in adults with cerebral palsy: A preliminary study.

Development and preliminary evaluation of a music-based attention assessment for patients with traumatic brain injury.

Psychometric validation of a music-based attention assessment: revised for patients with traumatic brain injury.

High Oxygen Exchange to Music Indicates Auditory Distractibility in Acquired Brain Injury: An fNIRS Study with a Vector-Based Phase Analysis