background: the nonamnesic type of mild cognitive impairment (na?mci) is predementia state with subtle decline incognitive domains except memory. although cognitive rehabilitation (cr) has been investigated in amnesic type of mci, we could not find any trial that rehabilitated na?mci exclusively. we studied the effectiveness of cr on na?mci. materials and methods: this study was a blinded, rand...

Anemia is an important public health and clinical problem. Observational studies have linked iron deficiency and anemia in children with many poor outcomes, including impaired cognitive development. In this study, we summarize the evidence for the effect of daily iron supplementation on cognitive performance in primary-school-aged children. We searched electronic databases (including MEDLINE an...

The Cognitive Science Research group at ETS conducts research and development at the forefront of educational assessment, using cognitive theory in the design of assessments, building cognitive models to guide interpretation of test-takers’ performance, and researching cognitive issues in the context of assessment. Moving beyond traditional (e.g., multiple-choice) tests, the group investigates ...

Experimental research in psychology, psycholinguistics, and cognitive science has discovered and examined numerous psychological constraints on human information processing. The tendency to concentrate on (a) present, rather than missing cues, (b) the current focus of attention, and (c) recent information are three examples. Short term memory limitations provide a fourth constraint. This paper ...

PURPOSE/OBJECTIVES To review and critique the studies that have investigated chemotherapy-induced impairments in cognitive function in women with breast cancer. DATA SOURCES Published research articles and textbooks. DATA SYNTHESIS Although studies of breast cancer survivors have found chemotherapy-induced impairments in multiple domains of cognitive function, they are beset with conceptual...

The Cognitive Science Research group at ETS conducts research and development at the forefront of educational assessment, using cognitive theory in the design of assessments, building cognitive models to guide interpretation of test-takers’ performance, and researching cognitive issues in the context of assessment. Moving beyond traditional (e.g., multiple-choice) tests, the group explores asse...