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Jad Nasrini

Researcher at University of Pennsylvania

Publications -  21
Citations -  1024

Jad Nasrini is an academic researcher from University of Pennsylvania. The author has contributed to research in topics: Cognition & Cognitive test. The author has an hindex of 8, co-authored 20 publications receiving 582 citations. Previous affiliations of Jad Nasrini include Rider University.

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The NASA Twins Study: A multidimensional analysis of a year-long human spaceflight.

Francine E. Garrett-Bakelman, +88 more
- 12 Apr 2019 - 
TL;DR: Given that the majority of the biological and human health variables remained stable, or returned to baseline, after a 340-day space mission, these data suggest that human health can be mostly sustained over this duration of spaceflight.
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Development and Validation of the Cognition Test Battery for Spaceflight

TL;DR: The first normative and acute total sleep deprivation data on the Cognition test battery are described as well as several efforts underway to establish the validity, sensitivity, feasibility, and acceptability of Cognition.
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Repeated Administration Effects on Psychomotor Vigilance Test Performance.

TL;DR: PVT-B showed stable performance across repeated administrations, corroborates the status of the PVT as the de facto gold standard measure of the neurobehavioral effects of sleep loss and circadian misalignment.
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Effects of acute exposures to carbon dioxide on decision making and cognition in astronaut-like subjects

TL;DR: Performance on most SMS measures and aggregate speed, accuracy, and efficiency scores across Cognition tests were lower at 1200 ppm than at baseline; however, at higher CO2 concentrations performance was similar to or exceeded baseline for most measures.
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Cultural differences in the imitation and transmission of inefficient actions

TL;DR: Chinese American children were significantly more likely than their Caucasian American peers to instruct using an inefficient tool when they had initially viewed a consensus demonstrate it, discussing differences in children's use of social versus task-specific cues for learning and teaching.