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The scientific evidence for adult cognitive plasticity suggests that cognitive training may become an important means of reversing or preventing age-related cognitive declines.
Results demonstrated that people with fewer cognitive resources tend to engage in more mind-wandering, whereas those with more cognitive resources are more likely to engage in task-related thought.
An active cognitive lifestyle is associated with a more favorable cognitive trajectory in older persons.
In the intellectual realm, children's thinking has been described as becoming more logical (Piaget, 1960) and more abstract (Rogoff, 1981); memory performance improves as rehearsal and organizational strategies become more active (Bjorklund, 1987; Ornstein & Naus, 1978); language skills become more reflective and refined (Read & Schreiber, 1982); and increased metacognitive skills yield greater planning, control, and evaluation over the sequencing of cognitive acts (Case, 1985; White, 1965).
However, the study illustrates how the participants adopted new cognitive and metacognitive strategies to become more self-regulating over time.
This study provides Class I evidence that adaptive, computer-based cognitive remediation accessed from home can improve cognitive functioning in MS.
More tools will become available in the future that allow one to carve out a causal-mechanistic space for explaing cognitive decline in a personalized manner, enhancing progress towards more efficacious interventions.
We propose that these experiences have in common a “diversifying” aspect and an active involvement, which together enhance cognitive flexibility (i. e., creative cognitive processing).
Respondents who strongly agreed that changes in cognitive skills might be a sign of something more serious were significantly more likely to do various activities to benefit their cognitive skills.
In particular, it was found that high achieving students seem to be aware of more cognitive rules and to evoke metacognitive knowledge about cognitive processes and cognitive results more frequently (for instance, justification of a cognitive rule by an anticipated cognitive result).

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What are coping mechanisms?
5 answers
Coping mechanisms refer to the strategies individuals employ to deal with stressors and challenging situations. These mechanisms can be categorized into problem-focused coping, where individuals take direct action to address the stressor, and emotion-focused coping, which involves managing the emotional response to the stressor. Effective coping strategies play a crucial role in social and psychological adaptation, aiding in successful socialization, integration, and the preservation of one's identity. Studies have shown that seeking social support, accepting responsibilities, and utilizing emotional and problem-focused coping are common mechanisms used by individuals, such as students, to navigate stressful situations. Additionally, the interplay between personal self-regulation, emotional intelligence, and coping strategies influences individuals' ability to effectively manage stress in various contexts.
What are the strategies that promote metacognition awareness?
5 answers
Strategies that promote metacognitive awareness include problem-solving skills, global reading strategies, support reading strategies. Reflective and contemplative writing practices are also effective in fostering metacognitive awareness in writing tasks. Additionally, tasks focusing on metalinguistic awareness, vocabulary acquisition, and enhancing reading comprehension can contribute to raising metacognitive awareness in reading skills. For online reading, awareness of strategies like problem-solving and support strategies is crucial for improved comprehension. In listening tasks, metacognitive awareness strategies aid in achieving better comprehension, with positive effects on test scores. Overall, a combination of these strategies tailored to different language skills can significantly enhance metacognitive awareness among learners.
How long should TBI unawareness intervention last?
4 answers
Interventions targeting traumatic brain injury (TBI) unawareness vary in duration and effectiveness. Studies have shown that interventions lasting for 4 weeks with sessions twice-weekly can lead to improvements in error awareness in individuals with TBI. Additionally, a 16-week intervention focusing on metacognitive skills resulted in reduced error frequency and increased self-correction in real-life settings for a TBI patient. Longitudinal research suggests that awareness of deficits can improve between the subacute and post-acute stages after TBI, with significant changes observed up to one year post-injury. Therefore, TBI unawareness interventions should be tailored to individual needs, potentially lasting for several weeks to months to achieve sustained improvements in self-awareness and functional outcomes.
What are the different reasons students use makeup?
5 answers
Students use makeup for various reasons such as enhancing appearance, boosting confidence, expressing individuality, and feeling empowered. Research among fifth and sixth grade girls showed that makeup involvement was driven by pleasure pursuit and trend pursuit, influenced by self-esteem. Female college students used makeup to cover shortcomings, display individuality, and enhance attractiveness. Female youths in tertiary institutions in Ghana used makeup for glamour, attractiveness, career support, creativity, confidence, and empowerment. Female middle and high school students wore makeup to gain confidence and self-satisfaction, with high school girls feeling a sense of difference from peers. Overall, makeup serves as a tool for self-expression, confidence-building, and enhancing one's appearance across different student demographics.
What are the related literature of reading comprehension?
5 answers
The related literature on reading comprehension encompasses various aspects. Studies highlight the positive effects of reading practice on comprehension, especially in primary school-aged children, emphasizing its connection to language development, attitude towards reading, motivation, and socialization. Neuroeducational research has focused on interventions improving reading comprehension through emotional and social principles, activity breaks, holistic environments, and sensory cognitive development. Individuals with Down syndrome face challenges in text comprehension due to poor linguistic skills and cognitive abilities, emphasizing the importance of teaching strategies tailored to their needs. Additionally, advancements in Artificial Intelligence, particularly in machine reading comprehension, have revolutionized information access through natural language processing and deep learning methodologies. Pedagogical practices in EFL reading have shifted towards interactive models involving both top-down and bottom-up processes, emphasizing deep processing of text language for effective comprehension.
What are the roots of experience in organizational behaviour sciensce?
5 answers
The roots of experience in organizational behavior science can be traced back to the late 1950s and early 1960s when the field emerged as a distinct area of study, emphasizing the importance of understanding and predicting human behavior to enhance organizational effectiveness. Furthermore, organizational studies have highlighted the significance of past experiences in shaping information processing within organizations, influencing individuals' abilities to attend to, encode, and make inferences about new information. This emphasis on past experiences and cognition reflects a fundamental aspect of organizational behavior research, where historical knowledge and cognitive processes play a crucial role in guiding present actions and decision-making processes.
Do students turn to makeup to become confident?
5 answers
Students, particularly females, often turn to makeup to boost their confidence. Research indicates that makeup is utilized by students to enhance their appearance, gain self-satisfaction, and feel more confident in social settings. Makeup usage among female youths in tertiary institutions is primarily driven by the desire for glamour, attractiveness, confidence, and empowerment. Additionally, students perceive makeup as a means to cover facial flaws, increase self-confidence, and transform their appearance positively. The motivation behind using cosmetics is often rooted in interpersonal needs, such as increasing self-confidence by covering imperfections and feeling more attractive. Overall, makeup serves as a tool for students to feel more confident, enhance their self-perception, and present themselves more positively in various social situations.
What are some practical applications of cognitive load management theory in VR recruiting?
5 answers
Cognitive load management theory in VR recruiting can be applied to assess individuals' performance and tailor training programs effectively. By utilizing cognitive load measurements, VR systems can be designed to adapt to users' cognitive load levels, enhancing user experience and performance. In the context of virtual interviewing for medical education programs, cognitive load theory can help identify challenges and provide strategies to minimize cognitive load during virtual interviews, ensuring a smooth and effective recruitment process. Overall, integrating cognitive load management theory in VR recruiting can optimize training, assessment, and user experience by leveraging objective and subjective measurements of cognitive load in various scenarios.
What are the drivers for self-regulation in this paper?
4 answers
Self-regulation in driving is influenced by various factors. Older drivers with mild cognitive impairment (MCI) are more likely to self-regulate, especially in complex driving situations, compared to those without cognitive impairment. Factors such as health, vision, driving experience, driving-related self-efficacy (DRSE), and global self-esteem play crucial roles in driving-related self-regulation in older drivers aged 70 and over. Additionally, the ability to accurately self-monitor driving skills and adjust behavior is essential for effective self-regulation in older adults. Understanding cognitive and socio-demographic characteristics, along with recognizing the impact of MCI on driving ability, can lead to suitable self-regulation strategies and monitoring of driving practices in older individuals.
How does the frequency of teacher follow-up impact student academic achievement?
5 answers
The frequency of teacher follow-up impacts student academic achievement differently based on various practices. Checking homework orally, on the board, and collecting and grading homework positively influence student performance in English as a Foreign Language (EFL) classes. Additionally, the enthusiasm level of middle school teachers significantly affects students' academic achievement in Korean, English, and Math subjects, with a notable impact on Korean academic achievement. However, a study on teacher retention in Massachusetts high schools suggests that teacher retention rates do not significantly affect student scores, except in low-performing schools with economically disadvantaged populations, where the impact is slightly greater on ELA scores. These findings highlight the diverse effects of teacher follow-up practices and enthusiasm levels on student academic outcomes.
What factors contribute to the lack of gender difference in coping frequency among children in post-test scores?
5 answers
The lack of gender difference in coping frequency among children in post-test scores can be attributed to various factors. Research suggests that girls tend to score higher in seeking social support and problem-solving, while boys score higher in avoidant coping. Additionally, studies have shown that avoidance-oriented coping strategies may be more adaptive for African American adolescents dealing with uncontrollable stressors, which could contribute to the absence of gender differences in coping frequency. Moreover, the effect of sex on coping strategies varies, with girls showing an emotion-focused factor in coping, unlike boys. These findings highlight the complex interplay of gender, cultural background, and coping mechanisms in shaping how children cope with stress, ultimately influencing the lack of gender differences in coping frequency observed in post-test scores.