Chess and Cognitive Ability Revision
Does Chess Enhance Cognitive Ability?

PSYC 317, Fall 2012

Psychologists and cognitive researchers have long suspected a link between the ability to play chess proficiently and superior intelligence levels. By conducting a thorough review of the prevailing research concerning chess and the enhancement of cognitive abilities, as well as studies which fail to establish conclusive links between the two, it is possible to form a more fully informed conclusion. Research studies focused on deductive reasoning, mathematics, and logical analysis and their use in the game of chess will be compared and examined for error or bias, in an effort to synthesize the findings of several researchers over a period of decades into a coherent conclusion.

Does Chess Enhance Cognitive Ability

Chess is a complex game of strategy, the best practitioners of which excel at deductive reasoning, visualization and memorization of concrete events that transpire on the board. The merits of…...

workplace are job knowledge tests, cognitive ability tests, and personality tests.
Job Knowledge Tests

Achievement tests or job knowledge tests are composed of questions designed to measure technical or professional expertise in a specific area of knowledge. Therefore job knowledge tests assess the knowledge of the test taker at the point in time of the assessment. Job knowledge tests are most often utilized in conditions that require applicants to possess a specific set or type of information prior to being hired (Dye, eck, & McDaniel, 1993). Job knowledge tests are useful for positions that require some type of specialized skill or technical knowledge. Typically this type of skill or knowledge has been acquired over a long period. Given this, job knowledge tests are not appropriate to use when the applicants will are going to be trained in the areas tested following their selection. The most common format of job knowledge tests…...

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References

American Psychological Association. (2011). Rights and responsibilities of test takers:

guidelines and expectations. In, American Psychological Association (APA). Retrieved November, 29, 2011, from http://www.apa.org/science/programs/testing/rights.aspx

Anastasi, A. (1967). Psychology, psychologists, and psychological testing. American Psychologist, 22(4), 297-306.

Anastasi, A. & Urbina, S. (1997). Psychological testing (7th ed.). Upper Saddle River:

Test DevelopmentThe WAIS-IV was developed to offer the most advanced measure of cognitive ability when addressing the ever-changing clinical landscape (Valentine et al., 2020). It is considered the gold standard in cognitive assessmentthe WAIS-IV measures the cognitive ability of adults and older adolescents. The test aids in examining the relationship between intellectual functioning and memory. The WAIS-IV is a revision of WAIS-III, and its revision was necessitated by the cultural and demographic changes that have taken place in our population. The WAIS-III was developed in 1997, and since then, there have been considerable changes in population age and improvements in our standard of living. Society has become more diverse, making it necessary to revise the test. There has been an increase in caseloads involving older adults, and the WAIS-IV is designed to be developmentally appropriate for older adults (Drozdick et al., 2018).Reliability and Validity of the WAIS-IVThe WAIS-IV reliability is…...

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References

Abdelhamid, G. S. M., Bassiouni, M. G. A., & Gómez-Benito, J. (2021). Assessing cognitive abilities using the wais-iv: An item response theory approach. International journal of environmental research and public health, 18(13), 6835.  https://doi.org/10.3390/ijerph18136835 

Drozdick, L. W., Raiford, S. E., Wahlstrom, D., & Weiss, L. G. (2018). The Wechsler Adult Intelligence Scale—Fourth Edition and the Wechsler Memory Scale—Fourth Edition.

Giromini, L., Lettieri, S. C., Zizolfi, S., Zizolfi, D., Viglione, D. J., Brusadelli, E., Perfetti, B., di Carlo, D. A., & Zennaro, A. (2019). Beyond rare-symptoms endorsement: A clinical comparison simulation study using the Minnesota Multiphasic Personality Inventory-2 (MMPI-2) with the Inventory of Problems-29 (IOP-29). Psychological Injury and Law, 12(3), 212-224.  https://doi.org/10.1007/s12207-019-09357-7

Arts and Education
Lack of Arts in School Curriculum affects learning and interest in learning

School leaders and policymakers pay little attention to arts despite the experience that, allowing young people to participate in arts and culture can influence their development tremendously. The major problem lies with the fact that very few people bother to carry out a research, and record the far-reaching effect arts and culture can have on students. Instead, schools, researchers, and policymakers spend more time focusing on what is easily and commonly measured: reading and math success. This has led art proponents into trying to establish a connection between arts and higher reading and math grades -- a claim that still lacks scholarly, scientific evidence. For other advocates of arts, there is no need and no way to measure the benefits (Greene, et al., 2014).

In recent years, most attention with regards to education have been making numeracy and…...

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References

Greene, J. P., Kisida, B., Bogulski, C. A., Kraybill, A., Hitt, C., & Bowen, DH (2014, December 2). Arts Education Matters: We Know, We Measured It. Education Week.

Hudziak, J., Albaugh, M., Ducharme, S., Karama, S., Spottswood, M., Crehan, E., & Botteron, K. (2014). Cortical thickness maturation and duration of music training: Health-promoting activities shape brain development. Journal of the American Academy of Child & Adolescent Psychiatry, 53(11), 1153-1161.

Johnson, C., & Memmott, J. (2006). Examination of Relationships between Participation in School Music Programs of Differing Quality and Standardized Test Results. Journal of Research in Music Education, 54(4), 293-307.

Cognitive Ability Testing
Psychological testing or psychological assessment is the strategy that psychologists use to determine the core component of individual personality, cognitive ability and IQ (intelligence quotient). It is the process of identifying individual strengths and weakness. In essence, cognitive ability is one of the important strategies for the psychological assessment. Traditionally, cognitive ability assessment primarily involves the use of pencil and paper to determine a wide range of individual abilities that include problem solving, intellectual functioning, language skills, and memory. With the advanced development of information technology, there is an increase in the use of computer technology to carry out the assessment. The cognitive testing uses both qualitative and quantitative approach to determine individual cognitive ability, and the results are interpreted based on the normative data collected.

Objective of this study is to carry out the assessment of cognitive ability of students and non-students using the Cognitive Abilities Test

Evaluation how…...

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Reference

Aiken, L.R. & Groth-Marnat, G. (2006). Psychological assessment and Psychological testing, (12th ed.).Boston, MA: Allyn & Bacon. ISBN: 0205457428.

Bermingham D, Hill RD, Woltz D, Gardner MK (2013) Cognitive Strategy Use and Measured Numeric Ability in Immediate- and Long-Term Recall of Everyday Numeric Information. PLoS ONE 8(3).

Lakin, J.M. (2012).Multidimensional ability tests in the linguistically and culturally diverse students: The Evidence of the measurement invariance. Learning and Individual Differences. 22(3):397-403.

Lohman, D.F. (2006). The Woodcock-Johnson III and the Cognitive Abilities Test (Form 6): A Concurrent Valid Study. University of Iowa.

One area that was missed in the literature was the effectiveness of various intervention strategies in reducing stress in families with persons with disabilities. It is not known what interventions have been tried and which ones were most effective in helping families to build coping mechanisms and reduce stress. This is the obvious next step into developing a thorough understanding of the topic area.

This literature review revealed several key trends into research regarding families and cognitive impairment. This area continues to be an area of interest. However, the focus seems to be shifting from a psychological perspective into a sociological based approach. There is much more interest in recent years regarding the issues of cognitive disability and its impact on society at large. In the area of persons with cognitive disability, having families of their own, politics will play a factor in the direction of research in the future.

eferences

Anderson, V.,…...

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References

Anderson, V., Catroppa, C., & Haritou., M. et al. (2005). Identifying factors contributing to child and family outcome 30 months after traumatic brain injury in children. Journal of Neurology, Neurosurgery & Psychiatry. 76(3):401-408,

Family Village. (2006). Cognitive Disability/Mental Retardation. Retrieved April 9, 2009 from http://www.familyvillage.wisc.edu/lib_cdmr.htm

Feldman, M., Varghese, J., Ramsay, J., & Rajska, D. (2002). Relationships between social

support, stress, and mother-child interactions in mothers with intellectual disabilities.

Cognitive Behavior Abilities in Men and Women
Three major differences cognitive behavior abilities men women: higher verbal abilities, higher spatial abilities, higher arithmetical abilities

Neuropsychologists and psychologists have widely analyzed the difference in cognitive abilities expressed by members of the male and female genders. The analysis of these professionals has revealed the existence of three major cognitive differences between the genders. The differences include higher verbal abilities in women; higher arithmetic abilities in males and higher spatial abilities in males. However, the possession of superior arithmetic abilities by males has been closely related their possession of top notch spatial abilities. This implies that the differences in cognitive abilities can be condensed or summarized into two.

Close look at the differences in verbal abilities among males and females reveal that women perform best in verbal tests as compared to their male counterparts. Additionally, a woman's language development cycle is faster than that of a…...

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References

Ackerman, P.L. (2006). Cognitive sex differences and mathematics and science achievement. American Psychologist, 61(7), 722-723.

Ballinger, T.P., Hudson, E., Karkoviata, L., & Wilcox, N.T. (2011). Saving behavior and cognitive abilities. Experimental Economics, 14 (3), 349-374.

Cognitive Development
Jean Piage is a luminary as far as cognitive development theory goes. This is because of his contributions in his intellectual development theory. According to Piaget, intellectual development is a continuation of innate biological processes. He emphasizes that children go through four sequential processes of development. These four stages also occur with sub stages within them.

The sensory motor stage: 0 to 2 years; intuitive stage: 2 to 7 years; concrete operations stage: 7 to 11 years; and the formal operations stage: 11 to 15 years (Simatwa, 366).

hat "Active Construction of Knowledge and Understanding" Means

A person's way of understanding occurs in five ways that are related. These are referred to as cognition domains. These ways include understanding as a representation, understanding as connectivity between knowledge types, understanding that forms active knowledge construction and understanding as cognition situation. Understanding as a representation refers to owning internalized ideas, systems and symbols. It…...

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Works Cited

Aleven, Vincent and Koeginger, Kenneth. "An Effective Metacognitive Strategy: Learning by Doing and Explaining with A Computer-Based Cognitive Tutor." Cognitive Science, 26 (2002): 147-179. Print.

Casey, Betty, Jones, Rebecca, and Hare, Todd. "The Adolescent Brain." Annals of the New York Academy of Sciences, 1124 (2008): 111-126. Print.

Hill, Patrick and Lapsley, Daniel. "Egocentrism." Education.com,   Accessed 23 August 2016.http://www.education.com/reference/article/egocentrism/ .

Hurst, Melissa. "Differences between Piaget and Vygotsky's Cognitive Development Theories." Study.com,   cognitive-development-theories.html. Accessed 23 August 2016.http://study.com/academy/lesson/differences-between-piaget-vygotskys -

Cognitive Changes
Developmental cognitive occur starting age 50 moving end life.

Developmental and cognitive changes

The essay aims at exploring the developmental and cognitive changes that occur starting at the age of fifty years moving through end of life. The developmental changes are easily noticeable or observable, hence not much of literature or scholarly articles have been written about it. On the other hand a lot of materials, studies and researches have been conducted on cognitive changes because cognition is a key requirement needed in both the young and old to meet the job demands, challenges of education and day-to-day life of an individual (MacDonald, Hultsch, & Dixon, 2003, p 32-52).

Before the essays embark on the changes that occur at the age of fifty and beyond its important to consider the early changes right from when a baby is born up to middle life for us to understand the topic better.

Developmental and…...

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References

Anstey, K., Hofer, S., & Luszcz, A., (2003). Cross-sectional and longitudinal patterns of differentiation in late-life cognitive and sensory function: The effects of age, ability, attrition, and occasion of measurement. Journal of Experimental Psychology: General. 132, 470 -- 487.

Ball, K., et al. (2002). Effects of cognitive training, interventions with older adults. Journal of the American Medical Association, 288, 2271 -- 2281.

Dixon, R., De Frias, M., & Maitland, S.B. (2001). Memory in midlife. In M.E. Lachman (Ed.), Handbook of midlife development New York: Wiley (pp. 248 -- 278)...

Finkel, D., Pedersen, N.L., & Harris, J.R. (2000). Genetic mediation of the association among motor and perceptual speed and adult cognitive abilities. Aging, Neuropsychology, and Cognition, 7, 141 -- 155.

Cognitive Stimulation Therapy for Early Stages of Dementia
With an aging population, issues related to cognitive abilities and impairment, including dementia, are increasing in relevance to public health officials. Being able to delay the negative results of dementia can contribute to increased quality of life for a number of aging individuals and their families. At present, many health care professionals view dementia as a condition that will deteriorate over time and do not view it as something that can be effectively stalled or reversed (Hodges & Graham, 1999). Many of the programs available for individuals dealing with cognitive deterioration or dementia are designed to provide for their safety and contentedness, but do not focus much on improving or maintaining cognitive abilities. Furthermore, the emphasis of many day programs is on providing a safe place for individuals so that their caregivers can have the much-needed respite in their care routines. Caregivers…...

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References

Banks, M.R., & Banks, W.A. (2002). The effects of animal-assisted therapy on loneliness in an elderly population in long-term care facilities. The Journals of Gerontology: Series A, 57(7), M428-M432.

Barker, S. & Dawson, K.S. (1998). The effects of animal-assisted therapy on anxiety ratings of hospitalized psychiatric patients. Psychiatric Services, 49, 797-801.

Breuil, V., De Rotrou, J., Forette, F., et al. (1994). Cognitive stimulation of patients with dementia: preliminary results. International Journal of Geriatric Psychiatry, 9, 211-217.

Cochran, S.D., Mays, V.M., Bown, D., Gage, S., Bybee, D., Roberts, S.J, Goldstein, R.S., Robinson, A., Rankow, E.J., & White, J. (2001). Cancer-related risk indicators and preventative screening behaviours among lesbian and bisexual women. American Journal of Public Health, 91(4), 591-597.

Cognitive Training for Independent and Vital Elderly -- ACTIVE) was a randomized controlled, single-blind trial; the group design was with four groups, which included " ... 3 treatment groups and a control group" (illis, et al., 2006).
Participant selection: the researchers had recruited 2,832 elder persons (who lived independently, not in nursing homes, for example) that averaged 73.6 years of age; the researchers located the participants from community centers, senior housing, clinics and hospitals in 6 American cities (Birmingham; Detroit; Indianapolis; State College, PA; Boston; and Baltimore). These individuals were originally recruited in April 1998 and there was a follow-up in December 2004; 67% of the original sample participated in 2004.

Assignment to groups: those who were disqualified from the study included: younger than 65; or had serious cognitive decline; had other "substantial impairments"; had Alzheimer disease; were near death or in serious decline; nearly blind, nearly deaf or had trouble…...

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Works Cited

Willis, S.L., Tennsdedt, S. L., Marsiske, M., Ball, K., Elias, J., Koepke, K.M., Morris, J.N.,

Rebok, G.W., Unverzagt, F.W., Stoddard, A.M., and Wright, E. (2006). Long-Term

Effects of Cognitive Training on Everyday Functional Outcomes in Older Adults.

Journal of the American Medical Association, 296(23). 2805-2014.

Confirmation Bias and How it Can Affect People across Age GroupsIntroductionConfirmation bias is a cognitive bias where people tend to search for, interpret, and recall information that confirms their pre-existing beliefs or values, while ignoring or discounting contradictory evidence (Lee et al., 2022). This bias can lead to flawed decision-making, polarization, and overconfidence. Despite being a well-known phenomenon, confirmation bias remains an active area of research, especially regarding its underlying mechanisms, moderators, and consequences.Confirmation bias can affect people of all ages, from young children to older adults, and can manifest in various domains, such as politics, religion, health, and education (Dickinson & Kakoschke, 2021). Understanding how confirmation bias operates and its impact on different age groups can provide insights into how to reduce its negative effects and promote critical thinking and open-mindedness.TheoryConfirmation bias is rooted in several cognitive processes, such as selective attention, memory, and reasoning. According to cognitive dissonance…...

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ReferencesDickinson, D. L., & Kakoschke, N. (2021). Seeking confirmation? Biased information search and deliberation in the food domain. Food Quality and Preference, 91, 104189.Dilakshini, V. L., & Kumar, S. M. (2020). Cognitive dissonance: A psychological unrest. Current Journal of Applied Science and Technology, 39(30), 54-60.Lee, C. C., Lee, H. Y., Yeh, W. C., & Yu, Z. (2022). The impacts of task complexity, overconfidence, confirmation bias, customer influence, and anchoring on variations in real estate valuations. International Journal of Strategic Property Management, 26(2), 141-155.Remmerswaal, D., Huijding, J., Bouwmeester, S., Brouwer, M., & Muris, P. (2014). Cognitive bias in action: Evidence for a reciprocal relation between confirmation bias and fear in children. Journal of Behavior Therapy and Experimental Psychiatry, 45(1), 26-32.Williams, J. C., Korn, R. M., & Mihaylo, S. (2020). Beyond implicit bias: Litigating race and gender employment discrimination using data from the workplace experiences survey. Hastings LJ, 72, 337.

Cognitive and Behavioral Therapy
Cognitive and behavioral techniques / therapy

Cognitive Therapist Behavioral Techniques

Case of the Fat Lady

Cognitive behaviorist therapy is a blend of two therapies; cognitive therapy and behavioral therapy. Cognitive therapy first developed by Aaron Beck in 1960 has its focus on individual beliefs and their influences on actions and moods. Its core aims are to alter an individual mindset to be healthy and adaptive (Beck, 1976; athod, Kingdon, Weiden, & Turkington, 2008). Behavioral therapy focuses on individual aims and actions towards changing patterns in unhealthy behaviors (athod et al., 2008). Cognitive behavioral therapy assists an individual to focus on their current difficulties and relate on how to resolve them. Active involvement of both the therapist and the patient helps in identification of the thinking patterns in distort bringing into foresight a recognizable change in thought and behavior (Leichsenring & Leibing, 2007). Exploring and encouraging discussions on unrelated matters in…...

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References

Beck, A.T. (1976). Cognitive Therapy and the Emotional Disorders. New York: International Universities Press.

Burns, Kubilus, Breuhl, Harden, R.N., & Lofland, K. (2003). Do changes in cognitive factors influence outcome following multidisciplinary treatment for chronic pain? A cross-lagged panel analysis. . Journal of Consulting and Clinical Psychology, 71, 81-91.

Leichsenring, F., & Leibing, E. (2007). Psychodynamic psychotherapy: a systematic review of techniques, indications and empirical evidence. Psychology and Psychotherapy, 80(2), 217-228.

Rathod, S., Kingdon, D., Weiden, P., & Turkington, D. (2008). Cognitive-behavioral therapy for medication-resistant schizophrenia: a review. Journal of Psychiatric Practice, 14(1), 22-33.

Cognitive Effects of Brain Injury and Disease
The care of patients with brain injury and diseases has improved substantially over the last thirty years. Nonetheless, the acute cognitive effects caused by brain injury are still a problem for the survivors. Such impairments are substantial contributors to functional disability after brain injury and reduce quality of life for affected persons and their families (Schultza, Cifub, McNameea, Nicholsb; Carneb, 2011). Accordingly, it is important for clinicians providing care to persons with brain injury to be familiar with the cognitive squeal of such injuries, their neuropathophysiologic bases, the treatment options that may alleviate such problems, and their effects on functional ability and quality of life.

Literature eview: Cognitive Effects

The anatomy, pathophysiology, and cognitive sequel of brain injury and diseases vary as a function of cause of brain injury. Accordingly, identification of the specific cause of injury and other relevant factors (e.g., age, injury severity, comorbid…...

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References

Aaro, Jonsson C., Smedler, AC., Leis, Ljungmark M., & Emanuelson, I (2009). Long-term cognitive outcome after neurosurgically treated childhood traumatic brain injury. Brain Injury: ISSN: 1362-301X, Vol. 23 (13-14), pp. 1008-16. doi:10.3109/02699050903379354

Cozzarelli, Tara A. (2010). Evaluation and Treatment of Persistent Cognitive Dysfunction Following Mild Traumatic Brain Injury. LCDR USPHS. Journal of Special Operations Medicine. Volume 10, Edition 1.pg 39-42. Retrieved from:  http://www.ncbi.nlm.nih.gov/pubmed 

Howard, RS., Holmes, PA & Koutroumanidis, MA. (2011). Hypoxic-ischaemic brain injury. Practical Neurology [Pract Neurol], ISSN: 1474-7766, Vol. 11 (1), pp. 4-18; PMID: 21239649. doi:10.1136/jnnp.2010.235218

Kinnunen, Kirsi Maria., Greenwood, Richard., Powell, Jane Hilary., Leech, Robert., Hawkins, Peter Charlie., Bonnelle, Valerie., Patel, Maneesh Chandrakan., Counsell, Serena Jane., and Sharp, David James (2011). White matter damage and cognitive impairment after traumatic brain injury. Brain A Journal Of Neurology. 134; 449 -- 463. doi:10.1093/brain/awq347

As a conclusion, the authors suggest a functional architecture of cognitive emotional control. The review ends with suggestions for future study, including a consideration of cultural differences and their effect on the individual's ability to control emotion in a cognitive way.
Since the study is a review, the research methodology involves an overview of recent studies in the field of cognitive emotional control. The researchers appear to have made thorough work of this purpose, while also offering insight and into potential future applications of such research. Furthermore, their synthesis of research information is logical and relevant to the questions posed at the beginning of the document.

Conclusion

In conclusion, it is always fascinating to consider the different ways and preference types in how individuals might view and experience the world around them. Having an understanding of cognitive types is particularly useful in fields like education and leadership. Such an understanding can mean…...

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References

Felder, R.M. And Brent, R. (2005). Understanding Student Differences. Journal of Engineering Education, Vol. 94, No. 1. Retrieved from: http://eprints.me.psu.ac.th/ILS/info/Understanding_Differences.pdf

Kay, W.K., Francis, L.J., and Robbins, M. (2011). A distinctive leadership for a distinctive network of churches? Psychological type theory and the apostolic networks. University of Warwick. Retrieved from:  http://wrap.warwick.ac.uk/41317/1/WRAP_Francis_Psychological_type_and_Apostolic_networks_final_version.pdf 

Nardi, D. (2007). The 8 Jungian Cognitive Processes. Retrieved from:  http://www.keys2cognition.com/cgjung.htm 

Ochsner, K.N. And Gross, J.J. (2005, May). The cognitive control of emotion. Trends in Cognitive Sciences, Vol. 9, No. 5. Retrieved from:  http://icdl.com/graduate/Portal/IMH212/documents/ochsner-gross.pdf

There are several ways to learn about student cognitive ability and learning styles. Here are some steps you can take to better understand and support your students:

1. Conduct assessments: Use standardized tests, informal assessments, and observations to gather information about students' cognitive abilities and learning styles.

2. Analyze data: Review assessment results to identify patterns and trends in students' learning strengths and weaknesses.

3. Engage with students: Get to know your students on a personal level and communicate with them about their learning preferences and challenges.

4. Utilize learning style inventories: Use tools like the VARK questionnaire or Honey and Mumford's Learning Styles....

Individualized learning plans can cater to student cognitive abilities and learning styles by taking into account the specific learning preferences and strengths of each student. This can be achieved through a variety of strategies such as:

1. Assessing student cognitive abilities: Individualized learning plans can begin by assessing the cognitive abilities of each student, such as their processing speed, working memory, and executive functioning skills. This information can help educators determine how best to support each student's learning needs.

2. Identifying learning styles: Educators can also determine the learning styles of individual students, such as visual, auditory, or kinesthetic learners. This information....

Nature and Nurture: Understanding Giftedness

Giftedness is a complex phenomenon that has fascinated educators and psychologists for centuries. It is a natural ability that emerges early in life and manifests itself in a variety of domains, including intellectual, creative, and social-emotional.

Cognitive Characteristics of Gifted Students

High IQ: Gifted students typically score well above average on standardized intelligence tests. However, IQ alone does not define giftedness.
Advanced Reasoning Skills: They possess a high level of cognitive flexibility, allowing them to think critically, solve problems, and make abstract connections.
Exceptional Memory: Gifted students often have remarkable memories, enabling them to recall vast amounts....

Teaching Logical Thinking to Teachers: Decoding the Enigma of Critical Thought

Introduction

Logical thinking, the cornerstone of critical thinking, empowers individuals to reason, analyze, and evaluate information objectively. Its significance extends beyond the realm of academia, as it permeates all aspects of modern life. In the educational landscape, teachers play a pivotal role in fostering logical thinking skills in their students. However, equipping teachers with the necessary strategies and techniques to effectively teach logical thinking remains a complex and multifaceted undertaking. This essay delves into the significance of fostering logical thinking in teachers, explores innovative approaches, and investigates potential challenges that need....