A Comparative Study Of College Students' Cognitive Ability Based On Functional Action Screening

Objective: By studying the differences of cognitive ability between different grades of functional action screening,this paper provides certain theories and basis for convenient and low-cost test methods to obtain the level of brain cognitive function,and better promotes the joint improvement of functional action ability and cognitive ability of college students.Methods: 116 students from Shandong Normal University are selected as subjects.We take the NDI-092 EMG evoked potential meter and the word-color Stroop test system,as well as the Montreal cognitive assessment(Mo CA)as the quantitative indicators of cognitive ability assessment.The FMS functional exercise test standard suites is used to quantify and evaluate the performance of the tester.Divide the total score of functional action screening into different score range and grade them.To analyze and evaluate the otherness of cognitive ability in different grades of functional motor ability.Results:(1)Functional action screening(FMS)shows that there is no significant difference between the total scores of boys and girls(P = 0.497,> 0.05),it is consistent with previous research.Cognitive function index Cz point of reaction(P = 0.011,< 0.05),Fz point amplitude(P = 0.031,< 0.05),both of them have significant differences;Pz point response when all(P = 0.066,< 0.1),MOCA score(P = 0.083,< 0.1),both of them are closed to the significant difference.(2)The post-graded Montreal cognitive assessment scale(MOCA)of functional motion screening(FMS)shows there is no difference between boys and girls in the two levels.(3)Among the four grading standards,the mean ± 1/2 standard deviation as the critical value of the grading standard difference index is the most.Among them,the girls' average response time of Pz points(P=0,< 0.01)and Cz points(P=0.001,< 0.01)are significantly different between the two grades.And the average reaction time of Fz points(P=0.04,< 0.05)is significantly different between the two levels.(4)with mean ±1/2 standard deviation as the critical value,there is a significant difference between two levels during the girls' Cz incubation period(P=0.013,<0.05).Conclusions:(1)The difference indexes of girls' cognitive ability were mainly response time and latency,and the difference indexes of boys' cognitive ability were amplitude.(2)There were significant and extremely significant differences in the indicators of cognitive ability at different levels of functional action screening(FMS).(3)In the classification with mean ± 1/2 standard deviation as the critical value,the higher the total score of functional action screening(FMS)is,the higher the level of cognitive ability is.