The Efficacy of Prospective Memory and Metacognitive Skills Training in Improving the Cognitive Skills and the Quality of Life of Elderly Persons With Dementia.

Introduction Elderly people may experience a deterioration in cognitive function as part of natural aging, which impacts their ability to function independently. Dementia is often experienced by the elderly; their cognitive and memory deficits can limit independence and productivity. Metacognitive skills training can facilitate self-awareness and strategy use and may improve cognitive skills.  Aims and objectives  The article aimed to evaluate the effectiveness of prospective memory and metacognitive skills training in improving cognitive skills and quality of life for elderly persons with dementia.  Methods This was a quasi-experimental study that took place in Chennai city, India. Based on the criteria, a total of fifty (n = 50) elderly participants were selected and divided into control (n = 25) and experimental (n = 25) groups. The control group underwent conventional occupational therapy, whereas the experimental group underwent prospective memory and metacognitive skills training (PM and MST) over 36 sessions (three times/week, for 12 weeks). Outcome measures used were the mini mental status examination (MMSE) and quality of life - Alzheimer's disease (QOL-AD). Data were analyzed using the Mann-Whitney U test and Wilcoxon signed-rank test.  Results The results revealed that there were statistically significant (p-value < 0.05) differences between control and experimental groups. When compared to the control group, the experimental group had greater significant improvement in cognitive skills (MMSE, the control group's mean score was 20.94 and the experimental group's mean score was 30.94, p-value = 0.026), and quality of life (QOL-AD, the control group's mean score was 13.54 and the experimental group's mean score was 37.46, p-value = 0.000) after the implementation of a 12-week therapy program.  Conclusion This study concludes that PM and MST can be used as an effective intervention as it improves cognitive skills and quality of life among elderly persons with dementia.

Analyzing the Influence of Video Game and Music Engagement on Technical Skills Acquisition in Dental Students in Preclinical Phase: Protocol for a Prospective, Controlled, Longitudinal Study.

BACKGROUND: The practice of dental surgery requires a few different skills, including mental rotation of an object, precision of movement with good hand-eye coordination, and speed of technical movement. Learning these different skills begins during the preclinical phase of dental student training. Moreover, playing a musical instrument or video game seems to promote the early development of these skills. However, we found that studies specifically addressing this issue in the field of dental education are lacking. OBJECTIVE: The main aims of this study are to evaluate whether the ability to mentally represent a volume in 3D, the precision of gestures with their right and left hand, or the speed of gesture execution is better at baseline or progresses faster for players (video games or music or both). METHODS: A prospective monocentric controlled and longitudinal study will be conducted from September 2023 and will last until April 2025 in the Faculty of Dental Surgery of Nantes. Participants were students before starting their preclinical training. Different tests will be used such as Vandenberg and Kuse's mental rotation test, the modified Precision Manual Dexterity (PMD), and performing a pulpotomy on a permanent tooth. This protocol was approved by the Ethics, Deontology, and Scientific Integrity Committee of Nantes University (institutional review board approval number IORG0011023). RESULTS: A total of 86 second-year dental surgery students were enrolled to participate in the study in September 2023. They will take part in 4 iterations of the study, the last of which will take place in April 2025. CONCLUSIONS: Playing video games or a musical instrument or both could be a potential tool for initiating or facilitating the learning of certain technical skills in dental surgery. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID): DERR1-10.2196/55738.

General skills amidst the details: alternative learning objectives and a framework of competencies for human anatomy.

The field of anatomy is often seen by nonanatomists as concerned primarily with the tasks of locating, naming, and describing structures; these tasks, in turn, are often assumed to require only lower-order cognitive skills (LOCSs), i.e., the Knowledge or Comprehension levels of Bloom's taxonomy. Many nonanatomists may thus believe that studying anatomy does not develop transferable higher-order cognitive skills. Published lists of anatomy learning objectives (LOs) might reinforce this view by focusing attention on numerous details of specific structures and regions. To explore this issue further, we have analyzed the structure of published peer-reviewed LOs by characterizing their organization (single-tiered or multi-tiered), inclusion of function, use of action verbs, and dependence on or independence of context. Our results suggest that previously published LO lists, despite their value, may not fully showcase opportunities for students to develop higher-order skills. In the hope of stimulating further discussion and scholarship, we present here a two-tiered framework of human anatomy competencies, i.e., generalizable skills beyond straightforward recognition and memorization. This framework, which is intended to be both student-facing and faculty-facing, illustrates how anatomy courses may be reframed as opportunities to think critically and develop sophisticated, professionally relevant skills.NEW & NOTEWORTHY Although skilled anatomists know that anatomy is much more than memorization, nonanatomists are often unsure how to emphasize general skills and problem-solving in their teaching of the subject. Here we show how a multi-tiered approach to defining and assessing learning objectives (LOs) can reframe anatomy courses as more than long lists of structures to remember.

Beyond milestones and percentiles: Revisiting non-cognitive and non-interpretive skills in radiology.

While there is no precise formula for a great radiology resident, certain attributes and achievements may herald success during training. We briefly review prior works exploring predictive factors and evaluation metrics of top resident performance, noting that those focusing on non-cognitive attributes are over twenty years old. As radiology practice and education has substantially evolved in the interim, we revisit this topic from a contemporary perspective. Inspired by the literature and our own personal experiences, we suggest that the following non-cognitive traits are invaluable for radiology trainees: communication expertise, workplace adaptability, self-awareness, tech savvy and genuine interest in one's individual work and greater community. These characteristics should be highlighted by applicants, sought by selection committees, cultivated by mentors, evaluated by programs and valued by colleagues.

The Transformative Impact of Stealth Assessment on Medical Education.

This Letter explores the transformative impact of stealth assessment on medical education and its potential to enhance learning outcomes. Stealth assessment, an innovative approach, subtly measures students' learning progress while the students interact with rich and engaging environments, seamlessly integrating assessment within authentic learning activities. By mirroring the testing scenario with the learning format, stealth assessment mitigates test-related anxiety and promotes continuous engagement in training. It also plays a pivotal role in evaluating non-cognitive skills and attributes, such as empathy and ethical decision-making, which are often overlooked by traditional testing methods. Stealth assessment offers advantages in scalability and efficiency, leveraging technology and automation to streamline data analysis and feedback generation. The adoption of stealth assessment in medical education holds the promise of nurturing self-directed learning, reflective practices, and the development of nuanced skills necessary for medical practice, ultimately producing competent and well-rounded healthcare professionals.

Trauma exposure among young children in rural Pakistan: Associations with gender, mental health, and cognitive skills.

BACKGROUND: The burden of childhood trauma (violence, injury/illness, loss) in low-resource settings is high, although the effect of trauma on children's mental and cognitive health is under-researched. Child gender may moderate the association between trauma and outcomes; boys are more likely to experience trauma, but girls are more likely to show distress following trauma. METHODS: We draw on data from the Bachpan cohort (n = 888), a sample of mother-child dyads in rural Pakistan, to investigate these associations among 6-year-old children in a South Asian, low-resource setting. Mothers reported on children's lifetime exposure to 15 possible traumas and their current mental health. In addition, children were assessed for their verbal skills, working memory, and inhibitory control. We estimated trauma prevalence and used generalized estimating equations to test the association between number of traumatic events and child mental health and cognitive skills in the overall sample and by gender. RESULTS: 90.5% of children experienced at least one trauma. The most common traumas were death of a loved one (47%) and hearing about war/terrorism on the TV/radio (48%). On average, boys experienced more traumas (M = 3.00) than girls (M = 2.67). Specifically, boys were more likely than girls to experience an injury or hospitalization (30% vs. 21%, p < .05) and to hear about war/terrorism on the TV/radio (52% vs. 43%, p < .05). Trauma was associated with increased mental health difficulties and increased anxiety scores. There was little evidence that trauma exposure was associated with child cognitive skills. The strength of association between trauma and outcomes was similar for boys and girls. CONCLUSIONS: Findings show that childhood trauma exposure is common in this setting and associated with worse mental health problems among young boys and girls. Results suggest that trauma-informed interventions are important for supporting child mental health in South Asia.

Effects of fancy rope-skipping on motor coordination and selective attention in children aged 7-9 years: a quasi-experimental study.

Introduction: Recent studies have emphasized the intricate connection between exercise and cognition, focusing on specific cognitive processes and their correlations with specific motor skills. However, research on the impact of the qualitative aspects of movement on both short- and long-term cognitive performance is limited. In this quasi-experimental study, we investigate the impact of a 10-week fancy rope-skipping intervention on motor coordination and selective attention of 7-9-year-old children. Methods: A total of 60 primary school students from Changbin School in Haikou participated and completed the study from October to December 2022. The 60 participants were divided into a fancy rope-skipping group and a control group. Children's motor coordination was assessed using the Körperkoordinations Test für Kinder (KTK), while selective attention was evaluated using the d2 Test of Attention. Children were assessed at baseline and after the 10-week intervention. Results: Compared with the control group, the scores for the total KTK and for the hopping for height, jumping sideways, and moving sideways sub-items were significantly higher in the rope-skipping group after the intervention, with a significant interaction effect between time and intervention. Attention concentration improved in the rope-skipping group and had a significant interaction effect between time and intervention compared with the control group; the effects of the intervention on other aspects of selective attention were unclear. Conclusions: Our study suggests that a 10-week fancy rope-skipping intervention may potentially enhance motor coordination and selective attention accuracy in children aged 7-9 years.

Insight into Olfactory Learning, Memory, and Mortality of Apis mellifera jemenitica after Exposure to Acetamiprid Insecticide.

The honey bee, a significant crop pollinator, encounters pesticides through various routes of exposure during foraging and flower visitation. Considering the potential threat of pesticide poisoning, the indigenous Saudi bee Apis mellifera jemenitica is susceptible to the risks associated with acetamiprid, a neonicotinoid insecticide. This study investigates the acetamiprid-induced effects on the survival, olfactory learning, and memory formation of A. m. jemenitica through two exposure routes: topical application and oral ingestion. Field-realistic and serially diluted concentrations (100, 50, 25, and 10 ppm) of acetamiprid led to notable mortality at 4, 12, 24, and 48 h after treatment, with peak mortality observed at 24 h and 48 h for both exposure routes. Bee mortality was concentration-dependent, increasing with the rising concentration of acetamiprid at the tested time intervals. Food consumption following oral exposure exhibited a concentration-dependent pattern, steadily decreasing with increasing concentrations of acetamiprid. Oral exposure resulted in a substantially higher cumulative mortality (55%) compared to topical exposure (15%), indicating a significant disparity in bee mortality between the two exposure routes. The 24 h post-treatment LC50 values for acetamiprid were 160.33 and 12.76 ppm for topical application and oral ingestion, respectively. The sublethal concentrations (LC10, LC20, and LC30) of acetamiprid were 15.23, 34.18, and 61.20 ppm, respectively, following topical exposure, and 2.85, 4.77, and 6.91 ppm, respectively, following oral exposure. The sublethal concentrations of acetamiprid significantly decreased learning during the 2nd-3rd conditioning trials and impaired memory formation at 2, 12, and 24 h following both topical and oral exposure routes, compared to the control bees. Notably, the sublethal concentrations were equally effective in impairing bee learning and memory. Taken together, acetamiprid exposure adversely affected bee survival, hindered learning, and impaired the memory retention of learned tasks.

A comparison of perceptual-cognitive skills in expert and non-expert sports officials: a systematic review and meta-analysis.

Introduction: The purpose of this study is to systematically compare and assess the differences in perceptual-cognitive skills between expert and non-expert sports officials, and further explore the potential differences caused by different types of sports officials, in order to provide a more comprehensive understanding of the perceptual-cognitive skills of sports officials. Methods: Relevant literature published before 31 December 2022 was searched in four English databases. Review Manager 5.4 and Stata 12.0 software were used for meta-analysis and bias test. Results: Expert sports officials are significantly more accurate in their decision-making than non-expert sports officials, and exhibit a large amount of effect size (SMD = 1.09; 95%CI: 0.52, 1.66; P < 0.05). Expert sports officials had significantly fewer number of fixations than non-expert sports officials and showed a moderate amount of effect size (SMD = 0.71; 95%CI: 1.25, 0.17; P < 0.05). Expert sports officials' duration of fixation (SMD = 0.23; 95%CI: 0.25, 0.71; P = 0.35) were not significantly different from non-expert sports officials. Discussion: It can be seen that there are differences in the Perceptual-cognitive skills of expert and non-expert sports officials. Decision-making accuracy can serve as an important indicator for distinguishing the perceptual-cognitive skills of expert and non-expert sports officials. Number of fixations can serve as important indicators to differentiate the perceptual-cognitive skills of monitors. Systematic review registration: https://www.crd.york.ac.uk/PROSPERO/display_record.php?RecordID=418594, identifier: CRD42023418594.

Late-childhood foundational cognitive skills predict educational outcomes through adolescence and into young adulthood: evidence from Ethiopia and Peru.

We estimate associations between foundational cognitive skills (inhibitory control, working memory, long-term memory, and implicit learning) measured at age 12 and educational outcomes measured at ages 15 and 19-20 in Ethiopia and Peru, using the Young Lives data. The estimates adjust for rich sets of controls and include measurements of children's baseline abilities. For a subset of the outcomes, we exploit within-household variation. Working memory and long-term memory are consistently and positively associated with subsequent domain-specific cognitive achievement tests (measuring specifically numeracy, vocabulary and literacy achievement) in both countries, university enrolment in Peru (long-term memory) and lower secondary-school completion in Ethiopia (working memory). Inhibitory control predicts subsequent math-test scores in both countries, grade attainment (Ethiopia), and university enrolment (Peru). Value-added estimates show that these skills play roles during adolescence, with the memory-related skills predicting higher domain-specific test scores (Peru and Ethiopia) and grade attainment (Ethiopia), while inhibitory control has associations with math (both countries). These results provide additional evidence to justify the importance of promoting investments in cognitive skills throughout childhood and adolescence, and elucidate how such investments impact educational achievements.

Effect of immersive virtual reality-based training on cognitive, social, and emotional skills in children and adolescents with autism spectrum disorder: A meta-analysis of randomized controlled trials.

BACKGROUND: Virtual Reality (VR) based diagnostic and therapeutic interventions have opened up new possibilities for addressing the challenges in identifying and treating individuals with Autism Spectrum Disorders (ASD). AIM: To conduct a systematic review and meta-analysis of Randomized Controlled Trials to investigate the impact of Immersive VR techniques on the cognitive, social, and emotional skills of under-18 children and adolescents with ASD. METHODS AND PROCEDURES: Four databases were systematically searched as per "Preferred Reporting Items for Systematic Reviews and Meta-analyses" guidelines and assessed six RCTs for further analysis. The Cochrane Risk of Bias tool was used to assess the methodological quality of the studies. OUTCOMES: Pooled results favoured VR and reported significant differences between experimental and control groups concerning social skills (SMD:1.43; 95 % CI: 0.01-2.84; P: 0.05), emotional skills (SMD: 2.45; 95 % CI: 0.21-4.18; P: 0.03) and cognitive skills. CONCLUSION: VR offers an array of benefits that make it a promising tool for children and adolescents with ASD to improve their cognitive, social and emotional skills in a safe and supportive setting. However, accessibility, affordability, customization, and cost are also significant aspects to consider when developing and implementing VR-based interventions for ASD.

Assessment of cognitive games to improve the quality of life of Parkinson's and Alzheimer's patients.

Objectives: The core objectives of this study centre on enhancing the quality of life and well-being of individuals diagnosed with Parkinson's and Alzheimer's diseases. Our aim is to facilitate the monitoring of patient information, benefiting both caregivers and healthcare professionals. Methods: As part of the PROCare4Life platform sensorial ecosystem, a web application with six engaging cognitive games focusing on developing cognitive training and stimulating brain activity are developed. A set of metrics calculated by the application feed machine learning predictive models to evaluate the cognitive status and evolution over time. Long-term analysis of the daily cognitive ability information is used to generate high-level outcomes and identify deviations for each patient from the multimodal fusion engine. And based on these results, a recommender system provides a set of personalized notifications. Results: A 3-month pilot study that took place in five different countries shows the results obtained from 93 patients. An average of 22.4 games were completed per day and the recommender system generated a total of 260 game notifications, 37.7% of them were marked as read by the patients. The Cognitive State Score and the Deviations in Cognitive Abilities measurement, calculated by the multimodal fusion engine, when used in conjunction present a good overview of the patient's current state and potential deviations. Conclusion: The cognitive games application was well-received by elderly individuals who took part in the study. This tool can be valuable for caregivers and healthcare providers in assessing the cognitive function of patients through engaging in cognitive games.

Cognitive factors and educational placement affecting mathematical attainment in middle school students with mild intellectual disability.

The study investigated the relationship between mathematics achievement, cognitive and motor skills, and general intellectual ability among seventy 10-12 years old students with mild intellectual disability (MID) attending regular school (n = 30) and special school (n = 40). The purpose of the study was to identify the critical deficits teachers need to consider when teaching mathematics at the secondary school level. The students attending regular schools had significantly higher fluid intelligence scores (p = 0.036), but we found no difference in the total score of the math achievement test. Special school students were more eager to use assistance and aids when solving math problems (p = 0.040). The study indicated significant associations between basic mathematical skills, verbal and visuospatial processing, and motor skills. Thus, it is essential to compensate for the delay of students' cognitive development to improve their basic mathematical skills and, in general, mathematical performance. The educational placement affects the willingness or ability to seek academic help when solving mathematical problems.

Social Protection and Foundational Cognitive Skills during Adolescence: Evidence from a Large Public Works Program.

Many low- and middle-income countries have introduced public works programs (PWPs) to fight poverty. This paper provides the first evidence that children from families who benefit from PWPs show increased foundational cognitive skills. The results, based on unique tablet-based data collected as part of a long-standing longitudinal survey, show positive associations between participation in the Productive Safety Net Programme (PSNP) in Ethiopia during childhood with long-term memory and implicit learning, and suggestive evidence for working memory. These associations appear to be strongest for children whose households were still PSNP participants in the year of data collection. Evidence suggests that the association with implicit learning may be operating partially through children's time reallocation away from unpaid labor responsibilities, while the association with long-term memory may in part be due to the program's success in remediating nutritional deficits caused by early-life rainfall shocks.

Longitudinal Associations of Body Fatness and Physical Fitness with Cognitive Skills in Preschoolers.

A good cognitive status predicts academic, professional, and health outcomes. However, longitudinal data regarding the associations of body fatness, physical fitness, and cognition are relatively scarce and mixed. The purpose of this longitudinal study was to investigate whether body fatness, cardiorespiratory fitness (CRF), and muscular fitness (MF) in preschool are associated with cognitive skills in the first grade of school. A total of 133 South Estonian children whose age was 6-7 years were recruited from 13 kindergartens and again at 7-8 years after they had entered school. Body fat percentage (BF%), CRF, MF as the mean of z-scores of relative upper-limb strength, standing long jump results, and cognitive skills (verbal, conceptual, and perceptual) were studied. There were no associations between BF% and CRF in preschool with perceptual, conceptual, or verbal skills in school in boys and girls. In boys, a higher MF in preschool was associated with higher verbal skills (ß = 0.293, p = 0.021) in school after adjustment for confounders. Cognitive skills at baseline seemed to be frequently associated with cognitive performance in school. In conclusion, higher MF in preschool was associated with better verbal skills in the first grade of school in boys but not in girls. Body fatness and cardiorespiratory fitness in preschool were not associated with cognitive skills in school.

Chronic Traumatic Encephalopathy as the Course of Alzheimer's Disease.

This editorial investigates chronic traumatic encephalopathy (CTE) as a course of Alzheimer's disease (AD). CTE is a debilitating neurodegenerative disease that is the result of repeated mild traumatic brain injury (TBI). Many epidemiological studies show that experiencing a TBI in early or middle life is associated with an increased risk of dementia later in life. Chronic traumatic encephalopathy (CTE) and Alzheimer's disease (AD) present a series of similar neuropathological features that were investigated in this work like recombinant tau into filaments or the accumulation and aggregation of Aß protein. However, these two conditions differ from each other in brain-blood barrier damage. The purpose of this review was to evaluate information about CTE and AD from various articles, focusing especially on new therapeutic possibilities for the improvement in cognitive skills.

New Training Options for Minimally Invasive Surgery Skills.

Veterinary minimally invasive surgery (MIS) training options are becoming more available. This article reviews new developments in this area and the current evidence for manual skills and cognitive training of MIS.

The role of offensive processes and age development for female soccer players' anticipation.

Anticipation has been confirmed as a more valid measure for recognizing talented athletes than pattern recall alone. Anticipation of offensive processes in soccer, such as counter attacks and positional attacks, is essential for the sport. Additionally, the anticipation of elements such as the soccer ball, offensive and defensive players may also be affected by varied offensive processes. In this study, we combined anticipation with the pattern recall paradigm to measure the perceptual-cognitive skills of female soccer players across different age groups and offensive processes. Adult (U23) and adolescent (U15) female soccer players were recruited to complete the pattern anticipation task using coach-rated video segments. Our results show that adult female soccer players demonstrated greater accuracy in anticipating locations during positional attacks compared to adolescents, but no significant difference was observed during counter attacks. Furthermore, location anticipation accuracy is higher in all groups towards elements of the soccer ball and offensive players, but not defensive players, during counter attacks compared to positional attacks. These findings suggest that positional attack is the main advantage in perceptual-cognitive skills for adult female soccer players. Additionally, offensive processes and elements should be carefully considered when measuring perceptual-cognitive skills.

Impact of AI-Powered Solutions in Rehabilitation Process: Recent Improvements and Future Trends.

Rehabilitation is an important and necessary part of local and global healthcare services along with treatment and palliative care, prevention of disease, and promotion of good health. The rehabilitation process helps older and young adults even children to become as independent as possible in activities of daily life and enables participation in useful living activities, recreation, work, and education. The technology of Artificial Intelligence (AI) has evolved significantly in recent years. Many activities related to rehabilitation have been getting benefits from using AI techniques. The objective of this review study is to explore the advantages of AI for rehabilitation and how AI is impacting the rehabilitation process. This study aims at the most critical aspects of the rehabilitation process that could potentially take advantage of AI techniques including personalized rehabilitation apps, rehabilitation through assistance, rehabilitation for neurological disorders, rehabilitation for developmental disorders, virtual reality rehabilitation, rehabilitation of neurodegenerative diseases and Telerehabilitation of Cardiovascular. We presented a survey on the newest empirical studies available in the literature including the AI-based technology helpful in the Rehabilitation process. The novelty feature included but was not limited to an overview of the technological solutions useful in rehabilitation. Seven different categories were identified. Illustrative examples of practical applications were detailed. Implications of the findings for both research and practice were critically discussed. Most of the AI applications in these rehabilitation types are in their infancy and continue to grow while exploring new opportunities. Therefore, we investigate the role of AI technology in rehabilitation processes. In addition, we do statistical analysis of the selected studies to highlight the significance of this review work. In the end, we also present a discussion on some challenges, and future research directions.

Early identification of the opposition shot taker characterises elite goalkeepers' ability to read the game.

Researchers investigating expertise in soccer goalkeepers have overwhelmingly focused on anticipating penalty kicks and identifying kinematic cues that are used to anticipate action outcomes. In this study, we took a novel approach to exploring 'game reading' skills in soccer goalkeepers. Specifically, we investigated whether and by what point during an attacking sequence in open play, elite goalkeepers can identify the opposition shot taker, a skill that is likely to facilitate organisation of the defensive line and interception of forward creative attacking passes. We used a moving window temporal occlusion paradigm to present elite, sub-elite, and amateur goalkeepers with 11-vs-11 attacking sequences that were divided into progressive segments. After viewing each segment, participants identified the player they thought would shoot at goal at the end of the attacking sequence. Elite goalkeepers identified the opposition shot taker earlier and more accurately than sub-elite and amateur participants. Findings suggest that elite goalkeeping is underpinned not only by anticipation of action outcomes but also game-reading skill that enables identification of the player most likely to carry out those actions.