How to cite this paper
Alqudah, H & Khasawneh, M. (2024). Assessing cognitive flexibility: Quantitative insights into the impact of adaptive learning technologies in special education.International Journal of Data and Network Science, 8(3), 1463-1470.
Refrences
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Boswell, S. S. (2023, October 9). Use of the Faculty Handbook and Student Feedback to Intentionally Improve Teaching. College Teaching, 1–2. https://doi.org/10.1080/87567555.2023.2266856
Chudzik, M., & Corr, C. (2023, November 25). The Critical Role Qualitative Research Plays in Service to High Quality Mixed Methods Research. Topics in Early Childhood Special Education. https://doi.org/10.1177/02711214231212231
Dağgöl, G. D. (2023, February 1). Online Self-Regulated Learning and Cognitive Flexibility through the Eyes of English-Major Students. Acta Educationis Generalis, 13(1), 107–132. https://doi.org/10.2478/atd-2023-0006
Dawidowsky, B. (2019). Do Orthoptic Exercises Have Any Influence on Children and Adolescents Diagnosed with Con-vergence Insufficiency and Attention Deficit/Hyperactivity Disorder? Acta Clinica Croatica, 58. https://doi.org/10.20471/acc.2019.58.04.14
Ellis, P. (1995, December). Developing Abilities in Children With Special Needs: A New Approach. Children & Society, 9(4), 64–79. https://doi.org/10.1111/j.1099-0860.1995.tb00303.x
Eschmann, H., & Eberhard, P. (2021, January). Learning‐Based Model Predictive Control for Multi‐Agent Systems using Gaussian Processes. PAMM, 20(1). https://doi.org/10.1002/pamm.202000009
Friedman, N. P., & Robbins, T. W. (2021, August 18). The role of prefrontal cortex in cognitive control and executive function. Neuropsychopharmacology, 47(1), 72–89. https://doi.org/10.1038/s41386-021-01132-0
Fukuzaki, T., & Takeda, S. (2022, December). The relationship between cognitive flexibility, depression, and work per-formance: Employee assessments using cognitive flexibility tests. Journal of Affective Disorders Reports, 10, 100388. https://doi.org/10.1016/j.jadr.2022.100388
Goldstein, S. E., Boxer, P., & Rudolph, E. (2015, January 21). Middle School Transition Stress: Links with Academic Per-formance, Motivation, and School Experiences. Contemporary School Psychology, 19(1), 21–29. https://doi.org/10.1007/s40688-014-0044-4
Hadfield, K. F. (2020, November 4). Providing ability to probability: Reducing cognitive load through worked‐out exam-ples. Teaching Statistics, 43(1), 28–35. https://doi.org/10.1111/test.12244
Hamer, W., & Lely, L. N. (2020, May 17). The Role of SPADA as Instructional Media and Technologies to Utilize Learn-ers’ Self-Regulated Learning. Journal of English Education Studies, 3(1), 18–28. https://doi.org/10.30653/005.202031.53
Henshall, C., Randle, H., Francis, N., & Freire, R. (2022, October 18). Habit Formation and the Effect of Repeated Stress Exposures on Cognitive Flexibility Learning in Horses. Animals, 12(20), 2818. https://doi.org/10.3390/ani12202818
Ionescu, T. (2012, August). Exploring the nature of cognitive flexibility. New Ideas in Psychology, 30(2), 190–200. https://doi.org/10.1016/j.newideapsych.2011.11.001
Järvelä, S., & Bannert, M. (2021, April). Temporal and adaptive processes of regulated learning - What can multimodal data tell? Learning and Instruction, 72, 101268. https://doi.org/10.1016/j.learninstruc.2019.101268
Kostons, D., van Gog, T., & Paas, F. (2012, April). Training self-assessment and task-selection skills: A cognitive ap-proach to improving self-regulated learning. Learning and Instruction, 22(2), 121–132. https://doi.org/10.1016/j.learninstruc.2011.08.004
Lee, H., & Boo, E. (2022, October). The effects of teachers’ instructional styles on students’ interest in learning school subjects and academic achievement: Differences according to students’ gender and prior interest. Learning and Indi-vidual Differences, 99, 102200. https://doi.org/10.1016/j.lindif.2022.102200
Podlogar, N., & Podlesek, A. (2022, April 14). Comparison of mental rotation ability, attentional capacity and cognitive flexibility in action video gamers and non-gamers. Cyberpsychology: Journal of Psychosocial Research on Cyber-space, 16(2). https://doi.org/10.5817/cp2022-2-8
Ribner, A. D. (2020, February). Executive function facilitates learning from math instruction in kindergarten: Evidence from the ECLS-K. Learning and Instruction, 65, 101251. https://doi.org/10.1016/j.learninstruc.2019.101251
Sarathy, K. (2022). Effect of Maternal Sensitiveness and Demographic Variables on Auditory and Speech Outcomes in Pediatric Cochlear Implant Users-Prospective Study. Pediatrics & Neonatal Biology Open Access, 7(2). https://doi.org/10.23880/pnboa-16000166
Schmitz, F., & Krämer, R. J. (2023, March 30). Task Switching: On the Relation of Cognitive Flexibility with Cognitive Capacity. Journal of Intelligence, 11(4), 68. https://doi.org/10.3390/jintelligence11040068
Sievert, H., van den Ham, A. K., Niedermeyer, I., & Heinze, A. (2019, August). Effects of mathematics textbooks on the development of primary school children’s adaptive expertise in arithmetic. Learning and Individual Differences, 74, 101716. https://doi.org/10.1016/j.lindif.2019.02.006
Trute, S. (2017, March 27). Behavioural Challenges in Children with Autism and Other Special NeedsCullinane Diane Be-havioural Challenges in Children with Autism and Other Special Needs 368pp £25 WW Norton 9780393709254 0393709256. Learning Disability Practice, 20(2), 13–13. https://doi.org/10.7748/ldp.20.2.13.s15
Tsomokos, D. I., & Flouri, E. (2023). Superior social cognitive abilities in childhood are associated with better reward-seeking strategies in adolescence: evidence for a Social-Motivational Flexibility Model. Advances.in/Psychology. https://doi.org/10.56296/aip00002
Uhlig, L., Korunka, C., Prem, R., & Kubicek, B. (2022, May 10). A two‐wave study on the effects of cognitive demands of flexible work on cognitive flexibility, work engagement and fatigue. Applied Psychology, 72(2), 625–646. https://doi.org/10.1111/apps.12392
Zenkina, S., & Yusova, M. (2023, August 24). Adaptive Computer Technologies As Means of Effective Education of Children with Special Educational Needs. Standards and Monitoring in Education, 11(4), 51–54. https://doi.org/10.12737/1998-1740-2023-11-4-51-54
Birch, D. A. (1994, June). Utilizing Role Plays to Develop Health Skills and Promote Social Interaction between Special Education and Non-Special Education Students. Journal of Health Education, 25(3), 181–182. https://doi.org/10.1080/10556699.1994.10603035
Boswell, S. S. (2023, October 9). Use of the Faculty Handbook and Student Feedback to Intentionally Improve Teaching. College Teaching, 1–2. https://doi.org/10.1080/87567555.2023.2266856
Chudzik, M., & Corr, C. (2023, November 25). The Critical Role Qualitative Research Plays in Service to High Quality Mixed Methods Research. Topics in Early Childhood Special Education. https://doi.org/10.1177/02711214231212231
Dağgöl, G. D. (2023, February 1). Online Self-Regulated Learning and Cognitive Flexibility through the Eyes of English-Major Students. Acta Educationis Generalis, 13(1), 107–132. https://doi.org/10.2478/atd-2023-0006
Dawidowsky, B. (2019). Do Orthoptic Exercises Have Any Influence on Children and Adolescents Diagnosed with Con-vergence Insufficiency and Attention Deficit/Hyperactivity Disorder? Acta Clinica Croatica, 58. https://doi.org/10.20471/acc.2019.58.04.14
Ellis, P. (1995, December). Developing Abilities in Children With Special Needs: A New Approach. Children & Society, 9(4), 64–79. https://doi.org/10.1111/j.1099-0860.1995.tb00303.x
Eschmann, H., & Eberhard, P. (2021, January). Learning‐Based Model Predictive Control for Multi‐Agent Systems using Gaussian Processes. PAMM, 20(1). https://doi.org/10.1002/pamm.202000009
Friedman, N. P., & Robbins, T. W. (2021, August 18). The role of prefrontal cortex in cognitive control and executive function. Neuropsychopharmacology, 47(1), 72–89. https://doi.org/10.1038/s41386-021-01132-0
Fukuzaki, T., & Takeda, S. (2022, December). The relationship between cognitive flexibility, depression, and work per-formance: Employee assessments using cognitive flexibility tests. Journal of Affective Disorders Reports, 10, 100388. https://doi.org/10.1016/j.jadr.2022.100388
Goldstein, S. E., Boxer, P., & Rudolph, E. (2015, January 21). Middle School Transition Stress: Links with Academic Per-formance, Motivation, and School Experiences. Contemporary School Psychology, 19(1), 21–29. https://doi.org/10.1007/s40688-014-0044-4
Hadfield, K. F. (2020, November 4). Providing ability to probability: Reducing cognitive load through worked‐out exam-ples. Teaching Statistics, 43(1), 28–35. https://doi.org/10.1111/test.12244
Hamer, W., & Lely, L. N. (2020, May 17). The Role of SPADA as Instructional Media and Technologies to Utilize Learn-ers’ Self-Regulated Learning. Journal of English Education Studies, 3(1), 18–28. https://doi.org/10.30653/005.202031.53
Henshall, C., Randle, H., Francis, N., & Freire, R. (2022, October 18). Habit Formation and the Effect of Repeated Stress Exposures on Cognitive Flexibility Learning in Horses. Animals, 12(20), 2818. https://doi.org/10.3390/ani12202818
Ionescu, T. (2012, August). Exploring the nature of cognitive flexibility. New Ideas in Psychology, 30(2), 190–200. https://doi.org/10.1016/j.newideapsych.2011.11.001
Järvelä, S., & Bannert, M. (2021, April). Temporal and adaptive processes of regulated learning - What can multimodal data tell? Learning and Instruction, 72, 101268. https://doi.org/10.1016/j.learninstruc.2019.101268
Kostons, D., van Gog, T., & Paas, F. (2012, April). Training self-assessment and task-selection skills: A cognitive ap-proach to improving self-regulated learning. Learning and Instruction, 22(2), 121–132. https://doi.org/10.1016/j.learninstruc.2011.08.004
Lee, H., & Boo, E. (2022, October). The effects of teachers’ instructional styles on students’ interest in learning school subjects and academic achievement: Differences according to students’ gender and prior interest. Learning and Indi-vidual Differences, 99, 102200. https://doi.org/10.1016/j.lindif.2022.102200
Podlogar, N., & Podlesek, A. (2022, April 14). Comparison of mental rotation ability, attentional capacity and cognitive flexibility in action video gamers and non-gamers. Cyberpsychology: Journal of Psychosocial Research on Cyber-space, 16(2). https://doi.org/10.5817/cp2022-2-8
Ribner, A. D. (2020, February). Executive function facilitates learning from math instruction in kindergarten: Evidence from the ECLS-K. Learning and Instruction, 65, 101251. https://doi.org/10.1016/j.learninstruc.2019.101251
Sarathy, K. (2022). Effect of Maternal Sensitiveness and Demographic Variables on Auditory and Speech Outcomes in Pediatric Cochlear Implant Users-Prospective Study. Pediatrics & Neonatal Biology Open Access, 7(2). https://doi.org/10.23880/pnboa-16000166
Schmitz, F., & Krämer, R. J. (2023, March 30). Task Switching: On the Relation of Cognitive Flexibility with Cognitive Capacity. Journal of Intelligence, 11(4), 68. https://doi.org/10.3390/jintelligence11040068
Sievert, H., van den Ham, A. K., Niedermeyer, I., & Heinze, A. (2019, August). Effects of mathematics textbooks on the development of primary school children’s adaptive expertise in arithmetic. Learning and Individual Differences, 74, 101716. https://doi.org/10.1016/j.lindif.2019.02.006
Trute, S. (2017, March 27). Behavioural Challenges in Children with Autism and Other Special NeedsCullinane Diane Be-havioural Challenges in Children with Autism and Other Special Needs 368pp £25 WW Norton 9780393709254 0393709256. Learning Disability Practice, 20(2), 13–13. https://doi.org/10.7748/ldp.20.2.13.s15
Tsomokos, D. I., & Flouri, E. (2023). Superior social cognitive abilities in childhood are associated with better reward-seeking strategies in adolescence: evidence for a Social-Motivational Flexibility Model. Advances.in/Psychology. https://doi.org/10.56296/aip00002
Uhlig, L., Korunka, C., Prem, R., & Kubicek, B. (2022, May 10). A two‐wave study on the effects of cognitive demands of flexible work on cognitive flexibility, work engagement and fatigue. Applied Psychology, 72(2), 625–646. https://doi.org/10.1111/apps.12392
Zenkina, S., & Yusova, M. (2023, August 24). Adaptive Computer Technologies As Means of Effective Education of Children with Special Educational Needs. Standards and Monitoring in Education, 11(4), 51–54. https://doi.org/10.12737/1998-1740-2023-11-4-51-54