Distinguishing effective background noise during learning is crucial for students. This study was conducted to determine the effective noise background during learning. Two healthy female subjects were recruited for this experiment. They were put in separate brainwave recording sessions for learning tasks without noise and with background noise. Their theta and alpha brainwave readings showed higher activity while learning with background noise. The finding indicated that both brainwaves represented insight and alertness were more dominant during active learning tasks than without noise. However, there was no statistically significant difference in both learning conditions for theta (p = 0.09) and alpha (p = 0.07) brainwaves. The higher activity level during the learning process with background noise could be interpreted as a sign of enhanced cognitive insight and alertness. Nonetheless, the magnitude of the difference observed did not reach a statistically significant level, thus necessitating further investigation and analysis.
{"title":"Exploring Background Noise During Learning: A Neurofeedback Study","authors":"Nurul Hanim Nasaruddin, None Farah Dania Hipni, None Noraisah Arbadul","doi":"10.33736/jcshd.5867.2023","DOIUrl":"https://doi.org/10.33736/jcshd.5867.2023","url":null,"abstract":"Distinguishing effective background noise during learning is crucial for students. This study was conducted to determine the effective noise background during learning. Two healthy female subjects were recruited for this experiment. They were put in separate brainwave recording sessions for learning tasks without noise and with background noise. Their theta and alpha brainwave readings showed higher activity while learning with background noise. The finding indicated that both brainwaves represented insight and alertness were more dominant during active learning tasks than without noise. However, there was no statistically significant difference in both learning conditions for theta (p = 0.09) and alpha (p = 0.07) brainwaves. The higher activity level during the learning process with background noise could be interpreted as a sign of enhanced cognitive insight and alertness. Nonetheless, the magnitude of the difference observed did not reach a statistically significant level, thus necessitating further investigation and analysis.","PeriodicalId":170307,"journal":{"name":"Journal of Cognitive Sciences and Human Development","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136278509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-30DOI: 10.33736/jcshd.5933.2023
Mohd Izuan Ibrahim, None Rukiah A. Latif, None Afiq Mustafa Kamal
Reading performance is a crucial skill that can predict success in education. Many factors can influence reading performances, such as background music and perceiving the sentences while reading. This study explores the effects of music on screen-based reading materials among health sciences university students. One hundred twelve participants from The National University of Malaysia, Kuala Lumpur Campus, participated in this study. Participants were asked to read and understand the general theme text given on the computer screen. The participants were segregated into two groups according to their preferred way of reading, either music or non-music. Then, participants in the music group randomly listened to rap or classic music (rap = 86 BPM or classic = 161 BPM) using a Sony headphone (MDR-XB450AP) while reading. The reading duration was recorded, and reading comprehension was determined by the correct answers to four questions based on the text. A webcam-based GazeRecorder software was used to measure the eye-tracking metrics (dwell time, first view time, and number of AOI views) on the area of interest (AOI). Reading speed is significantly associated with reading comprehension (rs = -0.1933, p = 0.0412). Reading duration, reading speed, and reading comprehension were not considerably different while listening to and not listening to music. The results show a similar pattern in all eye-tracking metrics. However, the reading duration while listening to rap music (2.68 ± 1.94 minutes) was significantly shorter (U = 299.5, p = 0.02642) compared to classical music (3.42 ± 1.91 minutes). Moreover, reading speed is significantly higher (U = 299.5, p = 0.02642) while listening to rap music (139.38 ± 102.96 wpm) as compared to classical music (109.47 ± 51.51 wpm). Music seems not to affect reading performance and eye-tracking metrics. Despite this, rap music can improve reading performance by reducing the reading duration and increasing reading speed.
阅读能力是一项至关重要的技能，可以预测教育的成功。影响阅读表现的因素有很多，比如背景音乐和阅读时对句子的感知。本研究探讨了音乐对健康科学大学生屏幕阅读材料的影响。来自马来西亚国立大学吉隆坡校区的112名参与者参加了这项研究。参与者被要求阅读和理解电脑屏幕上给出的主题文本。参与者根据他们喜欢的阅读方式被分成两组，一组是音乐，另一组是非音乐。然后，音乐组的参与者在阅读时随机使用索尼耳机(MDR-XB450AP)听说唱音乐或古典音乐(说唱= 86 BPM或古典= 161 BPM)。阅读时长被记录下来，阅读理解能力由基于文本的四个问题的正确答案来决定。基于网络摄像头的GazeRecorder软件用于测量感兴趣区域(AOI)的眼动追踪指标(停留时间、首次观看时间和AOI观看次数)。阅读速度与阅读理解显著相关(rs = -0.1933, p = 0.0412)。在听音乐和不听音乐的情况下，阅读时间、阅读速度和阅读理解能力没有显著差异。结果显示，所有眼动追踪指标都有类似的模式。而说唱音乐的阅读时间(2.68±1.94分钟)明显短于古典音乐(3.42±1.91分钟)(U = 299.5, p = 0.02642)。此外，说唱音乐(139.38±102.96 wpm)的阅读速度显著高于古典音乐(109.47±51.51 wpm) (U = 299.5, p = 0.02642)。音乐似乎不会影响阅读表现和眼球追踪指标。尽管如此，说唱音乐可以通过缩短阅读时间和提高阅读速度来提高阅读成绩。
{"title":"The Effects of Background Music on The Screen-Based Reading Material Among University Students: An Eye Tracking Study","authors":"Mohd Izuan Ibrahim, None Rukiah A. Latif, None Afiq Mustafa Kamal","doi":"10.33736/jcshd.5933.2023","DOIUrl":"https://doi.org/10.33736/jcshd.5933.2023","url":null,"abstract":"Reading performance is a crucial skill that can predict success in education. Many factors can influence reading performances, such as background music and perceiving the sentences while reading. This study explores the effects of music on screen-based reading materials among health sciences university students. One hundred twelve participants from The National University of Malaysia, Kuala Lumpur Campus, participated in this study. Participants were asked to read and understand the general theme text given on the computer screen. The participants were segregated into two groups according to their preferred way of reading, either music or non-music. Then, participants in the music group randomly listened to rap or classic music (rap = 86 BPM or classic = 161 BPM) using a Sony headphone (MDR-XB450AP) while reading. The reading duration was recorded, and reading comprehension was determined by the correct answers to four questions based on the text. A webcam-based GazeRecorder software was used to measure the eye-tracking metrics (dwell time, first view time, and number of AOI views) on the area of interest (AOI). Reading speed is significantly associated with reading comprehension (rs = -0.1933, p = 0.0412). Reading duration, reading speed, and reading comprehension were not considerably different while listening to and not listening to music. The results show a similar pattern in all eye-tracking metrics. However, the reading duration while listening to rap music (2.68 ± 1.94 minutes) was significantly shorter (U = 299.5, p = 0.02642) compared to classical music (3.42 ± 1.91 minutes). Moreover, reading speed is significantly higher (U = 299.5, p = 0.02642) while listening to rap music (139.38 ± 102.96 wpm) as compared to classical music (109.47 ± 51.51 wpm). Music seems not to affect reading performance and eye-tracking metrics. Despite this, rap music can improve reading performance by reducing the reading duration and increasing reading speed.","PeriodicalId":170307,"journal":{"name":"Journal of Cognitive Sciences and Human Development","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136337351","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-30DOI: 10.33736/jcshd.5930.2023
None Chan Wan Xin, None Salmah Bt Mohamad Yusoff
This study aimed to understand the prevailing cultural beliefs concerning mental health literacy and help-seeking behaviours among young adults within the indigenous community of Sarawak. Six participants from various indigenous communities from Sarawak, ranging from 18 to 35-year-olds, were interviewed in the qualitative study. Four main themes with fourteen (14) sub-themes were found in the interview data using thematic analysis. These comprised belief systems on mental health, mental health literacy, help-seeking behaviour, and barriers to help-seeking. The study was done among selected young adults in the Indigenous Community in Sarawak. The predominant finding of this study was the inclination of most participants to seek religious support when confronted with mental health challenges. To advance the investigation, future research should explore similar themes across different age groups and expand participant diversity, encompassing a range of socio-economic backgrounds, to provide a refined understanding of these dynamics on mental health among youths.
{"title":"Cultural Beliefs, Mental Health Literacy, and Help-Seeking Behaviours Among Young Sarawak Indigenous Adults","authors":"None Chan Wan Xin, None Salmah Bt Mohamad Yusoff","doi":"10.33736/jcshd.5930.2023","DOIUrl":"https://doi.org/10.33736/jcshd.5930.2023","url":null,"abstract":"This study aimed to understand the prevailing cultural beliefs concerning mental health literacy and help-seeking behaviours among young adults within the indigenous community of Sarawak. Six participants from various indigenous communities from Sarawak, ranging from 18 to 35-year-olds, were interviewed in the qualitative study. Four main themes with fourteen (14) sub-themes were found in the interview data using thematic analysis. These comprised belief systems on mental health, mental health literacy, help-seeking behaviour, and barriers to help-seeking. The study was done among selected young adults in the Indigenous Community in Sarawak. The predominant finding of this study was the inclination of most participants to seek religious support when confronted with mental health challenges. To advance the investigation, future research should explore similar themes across different age groups and expand participant diversity, encompassing a range of socio-economic backgrounds, to provide a refined understanding of these dynamics on mental health among youths.","PeriodicalId":170307,"journal":{"name":"Journal of Cognitive Sciences and Human Development","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136278518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-30DOI: 10.33736/jcshd.5973.2023
Farah Islah Mohamd Tarmizi, Elza Azri Othman
Working memory (WM) is a mental workspace that stores and processes information. A good WM performance has been associated with enhanced cognitive functions. Recent neuroimaging studies show evidence that physical exercises cause functional alterations in specific WM-related brain regions and these neuroplastic changes are presumed to contribute to enhanced WM performance. However, the evidence was based on studies of various types of physical exercise, with each reporting different findings. Furthermore, the effect of the different types of physical exercise on the WM-related brain regions remains elusive as reports are often inconsistent. This paper presents a systematic review of functional magnetic resonance imaging (fMRI) studies that have examined the effect of physical exercise on WM performance and the underlying neural mechanism. Articles were searched in the PubMed and Scopus databases and analysed following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Five articles were included, of which three reported only on closed-skill exercises and two reported on open-skill and closed-skill exercises. The main finding is that both open-skill and closed-skill exercises can improve WM performance. For open-skill exercises, the types of physical activity found to improve WM performance were tennis, basketball, badminton, ping-pong, soccer, and dodgeball. On the other hand, the close-skill exercises were running, cycling, swimming, jumping ropes, Wushu, jumping jacks, squats, and planks. However, practising yoga was not associated with improved WM performance. Functional imaging revealed that open-skill exercise evoked more significant brain activity in WM-related brain regions than closed-skill exercises. The review also offers recommendations for future works and underscores the importance of fMRI in sports science.
{"title":"Benefits of Physical Exercise on Working Memory Performance: A Systematic Review of Functional MRI Studies","authors":"Farah Islah Mohamd Tarmizi, Elza Azri Othman","doi":"10.33736/jcshd.5973.2023","DOIUrl":"https://doi.org/10.33736/jcshd.5973.2023","url":null,"abstract":"Working memory (WM) is a mental workspace that stores and processes information. A good WM performance has been associated with enhanced cognitive functions. Recent neuroimaging studies show evidence that physical exercises cause functional alterations in specific WM-related brain regions and these neuroplastic changes are presumed to contribute to enhanced WM performance. However, the evidence was based on studies of various types of physical exercise, with each reporting different findings. Furthermore, the effect of the different types of physical exercise on the WM-related brain regions remains elusive as reports are often inconsistent. This paper presents a systematic review of functional magnetic resonance imaging (fMRI) studies that have examined the effect of physical exercise on WM performance and the underlying neural mechanism. Articles were searched in the PubMed and Scopus databases and analysed following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Five articles were included, of which three reported only on closed-skill exercises and two reported on open-skill and closed-skill exercises. The main finding is that both open-skill and closed-skill exercises can improve WM performance. For open-skill exercises, the types of physical activity found to improve WM performance were tennis, basketball, badminton, ping-pong, soccer, and dodgeball. On the other hand, the close-skill exercises were running, cycling, swimming, jumping ropes, Wushu, jumping jacks, squats, and planks. However, practising yoga was not associated with improved WM performance. Functional imaging revealed that open-skill exercise evoked more significant brain activity in WM-related brain regions than closed-skill exercises. The review also offers recommendations for future works and underscores the importance of fMRI in sports science.","PeriodicalId":170307,"journal":{"name":"Journal of Cognitive Sciences and Human Development","volume":"441 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136337047","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-30DOI: 10.33736/jcshd.5589.2023
Charles Ganaprakasam, Tinagaran Selvarajah, Tatchayani Santreseker, Muralitharan Shanmugam
The study aims to develop an Anxiety-Related Disorders Jigsaw Puzzle (ADJP) as an intervention tool and to determine its effectiveness in enhancing children's mental health literacy on anxiety-related disorders. The ADJP contained four modules defining anxiety-related disorders, symptoms, risk factors, and prevention strategies. Seven subject-matter experts and participants evaluated these modules, and feedback was used to improve the tool further. A one-group pretest-posttest quasi-experimental design was then used to test the ADJP's efficacy in enhancing knowledge of anxiety-related disorders among primary school students (N=35). The results showed significant differences in anxiety literacy (A-Lit) scores between the intervention and control groups, implying that the ADJP intervention effectively enhanced the knowledge of anxiety-related disorders among study participants. Findings suggest the tool could be used as a mental health literacy resource for classroom activities to improve students' awareness of anxiety-related disorders.
{"title":"Enhancing Knowledge of Anxiety Disorders in Primary School Students Through Jigsaw Puzzle Activity","authors":"Charles Ganaprakasam, Tinagaran Selvarajah, Tatchayani Santreseker, Muralitharan Shanmugam","doi":"10.33736/jcshd.5589.2023","DOIUrl":"https://doi.org/10.33736/jcshd.5589.2023","url":null,"abstract":"The study aims to develop an Anxiety-Related Disorders Jigsaw Puzzle (ADJP) as an intervention tool and to determine its effectiveness in enhancing children's mental health literacy on anxiety-related disorders. The ADJP contained four modules defining anxiety-related disorders, symptoms, risk factors, and prevention strategies. Seven subject-matter experts and participants evaluated these modules, and feedback was used to improve the tool further. A one-group pretest-posttest quasi-experimental design was then used to test the ADJP's efficacy in enhancing knowledge of anxiety-related disorders among primary school students (N=35). The results showed significant differences in anxiety literacy (A-Lit) scores between the intervention and control groups, implying that the ADJP intervention effectively enhanced the knowledge of anxiety-related disorders among study participants. Findings suggest the tool could be used as a mental health literacy resource for classroom activities to improve students' awareness of anxiety-related disorders.
","PeriodicalId":170307,"journal":{"name":"Journal of Cognitive Sciences and Human Development","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136342162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-30DOI: 10.33736/jcshd.6023.2023
Sahar Azizi, Chris Smyth
Prior research indicates that attachment to primary caregivers significantly influences individuals’ personality traits and exerts lasting effects on their interpersonal relationships in adulthood. This study investigated the impact of parental attachment styles to primary caregivers on the Big-Five Personality traits during the period of Emerging Adulthood. Participants (N = 184) comprised students enrolled at an English University utilising convenience sampling. Using a quantitative methodology, a one-way multivariate analysis of variance (MANOVA) was employed to examine the relationship between parental attachment styles (Secure, Insecure, and Avoidant) and the Big-Five-Personality traits (Openness, Conscientiousness, Agreeableness, and Neuroticism). Participants completed two online questionnaires (The Big-Five Inventory Scale (BFI) and The Adult Scale of Parental Attachment – Short Form) to measure the effects of parental attachment style to a primary caregiver on the Big-Five Personality traits. The results revealed a statistically significant main effect of parental attachment style on the Big-Five Personality traits in emerging adults, with Conscientiousness, Agreeableness, and Neuroticism showing notable significance. Furthermore, a gender-based comparison between those reporting a male or female primary caregiver presented similar results, particularly for female primary caregivers. These findings explain the essential role of primary caregivers in shaping their children’s development, providing valuable insights that may assist primary caregivers in better understanding their impact on their children’s future lives. This study contributes to our understanding of the manifestation of personality traits across the lifespan. It could act as a catalyst for future research investigating personality manifestation at critical periods across the lifespan.
{"title":"The Impact of Parental Attachment Styles on the Expression of Personality Traits among Emerging Adults: A Study of UK University Students","authors":"Sahar Azizi, Chris Smyth","doi":"10.33736/jcshd.6023.2023","DOIUrl":"https://doi.org/10.33736/jcshd.6023.2023","url":null,"abstract":"Prior research indicates that attachment to primary caregivers significantly influences individuals’ personality traits and exerts lasting effects on their interpersonal relationships in adulthood. This study investigated the impact of parental attachment styles to primary caregivers on the Big-Five Personality traits during the period of Emerging Adulthood. Participants (N = 184) comprised students enrolled at an English University utilising convenience sampling. Using a quantitative methodology, a one-way multivariate analysis of variance (MANOVA) was employed to examine the relationship between parental attachment styles (Secure, Insecure, and Avoidant) and the Big-Five-Personality traits (Openness, Conscientiousness, Agreeableness, and Neuroticism). Participants completed two online questionnaires (The Big-Five Inventory Scale (BFI) and The Adult Scale of Parental Attachment – Short Form) to measure the effects of parental attachment style to a primary caregiver on the Big-Five Personality traits. The results revealed a statistically significant main effect of parental attachment style on the Big-Five Personality traits in emerging adults, with Conscientiousness, Agreeableness, and Neuroticism showing notable significance. Furthermore, a gender-based comparison between those reporting a male or female primary caregiver presented similar results, particularly for female primary caregivers. These findings explain the essential role of primary caregivers in shaping their children’s development, providing valuable insights that may assist primary caregivers in better understanding their impact on their children’s future lives. This study contributes to our understanding of the manifestation of personality traits across the lifespan. It could act as a catalyst for future research investigating personality manifestation at critical periods across the lifespan.","PeriodicalId":170307,"journal":{"name":"Journal of Cognitive Sciences and Human Development","volume":"160 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136278510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-30DOI: 10.33736/jcshd.5879.2023
None Amelia Goh Jiaying, Agatha Lamentan Muda
This study examines the effect of career growth dimensions (career goal progress, professional ability development, promotion speed, and remuneration growth) on turnover intention in the Sarawak construction industry. Using a quantitative method and cross-sectional design, data was collected through an online survey questionnaire and analysed using multiple regression analysis. Results indicate that career goal progress and professional ability development have a significant effect on turnover intention, while promotion speed and remuneration growth do not have any significant effect on turnover intention. These findings emphasise the importance of career growth opportunities and professional development strategies to enhance employee satisfaction and reduce turnover. Organisations should reassess retention strategies and consider other factors influencing turnover intention to improve employee retention efforts.
{"title":"The Effect of Career Growth on Employee Turnover Intention in Sarawak Construction Industry","authors":"None Amelia Goh Jiaying, Agatha Lamentan Muda","doi":"10.33736/jcshd.5879.2023","DOIUrl":"https://doi.org/10.33736/jcshd.5879.2023","url":null,"abstract":"This study examines the effect of career growth dimensions (career goal progress, professional ability development, promotion speed, and remuneration growth) on turnover intention in the Sarawak construction industry. Using a quantitative method and cross-sectional design, data was collected through an online survey questionnaire and analysed using multiple regression analysis. Results indicate that career goal progress and professional ability development have a significant effect on turnover intention, while promotion speed and remuneration growth do not have any significant effect on turnover intention. These findings emphasise the importance of career growth opportunities and professional development strategies to enhance employee satisfaction and reduce turnover. Organisations should reassess retention strategies and consider other factors influencing turnover intention to improve employee retention efforts.","PeriodicalId":170307,"journal":{"name":"Journal of Cognitive Sciences and Human Development","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136337203","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-30DOI: 10.33736/jcshd.5738.2023
Mohd Daniel Mohd Idros, None Puteri Fadzline Muhamad Tamyez, Wan Zaiyana Mohd Yusof, Hafizoah Kassim, Muhammad Ashraf Fauzi@Fauri
Inclusive education has shown an increasing interest in teaching students with autism spectrum disorder (ASD) through playgrounds. This approach not only fosters the development of social skills but also enhances cognitive and emotional growth in learners. Although the playground's impact on the skills of ASD students has been acknowledged, some criticism stems from the lack of a precise conceptualisation. Recent studies have highlighted the significance of teaching through playgrounds in improving problem-solving abilities. While there is a growing body of research on hands-on learning through playgrounds, a challenge remains in tailoring the learning experience to accommodate individual differences among ASD learners. Detailed discussions on supporting personalised learning experiences and cognitive enhancement in the playground setting are lacking. This paper is a literature review and qualitative investigation to address these gaps. The main contributions are twofold: first, it offers a review of how the physical space of the playground design impacts the development of children with ASD, and second, it suggests several implications for future research based on extensive literature review and qualitative study.
{"title":"Understanding Inclusive Playgrounds","authors":"Mohd Daniel Mohd Idros, None Puteri Fadzline Muhamad Tamyez, Wan Zaiyana Mohd Yusof, Hafizoah Kassim, Muhammad Ashraf Fauzi@Fauri","doi":"10.33736/jcshd.5738.2023","DOIUrl":"https://doi.org/10.33736/jcshd.5738.2023","url":null,"abstract":"Inclusive education has shown an increasing interest in teaching students with autism spectrum disorder (ASD) through playgrounds. This approach not only fosters the development of social skills but also enhances cognitive and emotional growth in learners. Although the playground's impact on the skills of ASD students has been acknowledged, some criticism stems from the lack of a precise conceptualisation. Recent studies have highlighted the significance of teaching through playgrounds in improving problem-solving abilities. While there is a growing body of research on hands-on learning through playgrounds, a challenge remains in tailoring the learning experience to accommodate individual differences among ASD learners. Detailed discussions on supporting personalised learning experiences and cognitive enhancement in the playground setting are lacking. This paper is a literature review and qualitative investigation to address these gaps. The main contributions are twofold: first, it offers a review of how the physical space of the playground design impacts the development of children with ASD, and second, it suggests several implications for future research based on extensive literature review and qualitative study.","PeriodicalId":170307,"journal":{"name":"Journal of Cognitive Sciences and Human Development","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136337204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-30DOI: 10.33736/jcshd.5938.2023
None Nur Liana Amran, Elza Azri Othman
The intelligence quotient (IQ) is typically used to reflect human intelligence. Conventional IQ tests are commonly used to assess an individual’s level of intelligence. However, the reliability of these conventional methods remains controversial as they are vulnerable to bias and often yield inconsistent results. Interestingly, emerging evidence suggested that magnetic resonance imaging (MRI) may be an alternative method to estimate a person’s level of intelligence, as IQ is closely linked with the brain's structure. In this article, we systematically reviewed published studies on the estimation of IQ in healthy individuals using MRI. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, a comprehensive search was performed in the PubMed database. The literature search focused on studies reporting on brain structures associated with IQ in healthy individuals and the effects of brain structural changes on IQ. 22 studies met the eligibility criteria and were included in this review. Key brain regions associated with IQ are grey matter (GM), white matter (WM), caudate nucleus, left hemisphere, limbic system, frontoparietal (FP) cortices, and default-mode network (DMN). The critical effect of ageing on brain changes and its impact on IQ were also discussed. Overall, the findings suggested that brain structures play a significant role in IQ levels in healthy individuals. This systematic review highlights the potential use of MRI in estimating IQ by examining brain structures. Nonetheless, available MRI studies were limited by methodological issues. Future MRI investigations should include well-characterized groups of females and matched male healthy individuals while considering confounding factors such as types of IQ tests.
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Pub Date : 2023-09-30DOI: 10.33736/jcshd.5817.2023
Mohammed Rasheedan Ellin, None Dayang Zuraina binti Abang Haji Kashim, Mohamad Azhari Abu Bakar
Reflective practice is an integral aspect of nursing education and professional development. However, there is a lack of reflective practice guidelines available in Malay that Malaysian nursing students can effectively utilise. This study aimed to address the gap by developing a reflective practice guideline specifically tailored for nursing students in the Malay language to enhance their learning experience. This study's method involved reviewing existing reflective learning models, adapting the terminologies into the Malay language, and selecting appropriate words for each stage of reflection. To ensure face validity, a discussion was held with subject matter experts, who provided valuable insights and recommendations for further refinement of the guideline. The developed reflective practice guideline was named C-E-R-M-I-N, which stands for C-cerita (describe), E-emosi (emotion), R-rasional (rationale), M-mengambil iktibar/inisiatif (drawing lessons/initiative), and N-nomborkan mengikut prioriti (number according to priority). The C-E-R-M-I-N reflective practice guideline is designed to benefit nursing students, particularly those who use Malay as their main communication language. C-E-R-M-I-N provides a framework in their native language that eases comprehension and memory. Future work on the guideline could focus on its impact on nursing students' reflective skills, critical thinking skills, and overall professional growth.
反思性实践是护理教育和专业发展的一个组成部分。然而，缺乏马来语的反思实践指南，马来西亚护理学生可以有效地利用。本研究旨在通过制定专门为马来语护理学生量身定制的反思性实践指南来解决这一差距，以提高他们的学习经验。这项研究的方法包括回顾现有的反思学习模式，将术语改编成马来语，并为每个反思阶段选择合适的单词。为了确保表面效度，与主题专家进行了讨论，他们为进一步完善指南提供了有价值的见解和建议。制定的反思性实践指南被命名为C-E-R-M-I-N，代表C-cerita(描述)，E-emosi(情感)，r - rational(理由)，M-mengambil iktibar/inisiatif(吸取教训/倡议)和N-nomborkan mengikut priority(根据优先级的数量)。C-E-R-M-I-N反思实践指南旨在使护理专业的学生受益，特别是那些使用马来语作为主要交流语言的学生。C-E-R-M-I-N用他们的母语提供了一个框架，方便理解和记忆。该指南的未来工作可侧重于其对护理学生反思技能、批判性思维技能和整体专业成长的影响。
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