Journal articles on the topic 'Externally supported cognition'
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1
Bundy, Donald AP, Lesley J. Drake, and Carmen Burbano. "School food, politics and child health." Public Health Nutrition 16, no. 6 (November 1, 2012): 1012–19. http://dx.doi.org/10.1017/s1368980012004661.
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AbstractObjectiveAn analysis undertaken jointly in 2009 by the UN World Food Programme, The Partnership for Child Development and the World Bank was published as Rethinking School Feeding to provide guidance on how to develop and implement effective school feeding programmes as a productive safety net and as part of the efforts to achieve Education for All. The present paper reflects on how understanding of school feeding has changed since that analysis.DesignData on school feeding programme outcomes were collected through a literature review. Regression models were used to analyse relationships between school feeding costs (from data that were collected), the per capita costs of primary education and Gross Domestic Product per capita. Data on the transition to national ownership, supply chains and country examples were collected through country case studies.ResultsSchool feeding programmes increase school attendance, cognition and educational achievement, as well as provide a transfer of resources to households with possible benefits to local agricultural production and local market development. Low-income countries exhibit large variations in school feeding costs, with concomitant opportunities for cost containment. Countries are increasingly looking to transition from externally supported projects to national programmes.ConclusionsSchool feeding is now clearly evident as a major social programme in most countries with a global turnover in excess of $US 100 billion. This argues for a continuing focus on the evidence base with a view to helping countries ensure that their programmes are as cost-effective as possible. Clear policy advice has never been more important.
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Mento, Giovanni, Vincenza Tarantino, Antonino Vallesi, and Patrizia Silvia Bisiacchi. "Spatiotemporal Neurodynamics Underlying Internally and Externally Driven Temporal Prediction: A High Spatial Resolution ERP Study." Journal of Cognitive Neuroscience 27, no. 3 (March 2015): 425–39. http://dx.doi.org/10.1162/jocn_a_00715.
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Temporal prediction (TP) is a flexible and dynamic cognitive ability. Depending on the internal or external nature of information exploited to generate TP, distinct cognitive and brain mechanisms are engaged with the same final goal of reducing uncertainty about the future. In this study, we investigated the specific brain mechanisms involved in internally and externally driven TP. To this end, we employed an experimental paradigm purposely designed to elicit and compare externally and internally driven TP and a combined approach based on the application of a distributed source reconstruction modeling on a high spatial resolution electrophysiological data array. Specific spatiotemporal ERP signatures were identified, with significant modulation of contingent negative variation and frontal late sustained positivity in external and internal TP contexts, respectively. These different electrophysiological patterns were supported by the engagement of distinct neural networks, including a left sensorimotor and a prefrontal circuit for externally and internally driven TP, respectively.
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Simons, Jon S., Richard N. A. Henson, Sam J. Gilbert, and Paul C. Fletcher. "Separable Forms of Reality Monitoring Supported by Anterior Prefrontal Cortex." Journal of Cognitive Neuroscience 20, no. 3 (March 2008): 447–57. http://dx.doi.org/10.1162/jocn.2008.20036.
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Reality monitoring refers to the process of discriminating between internally and externally generated information. Two different tasks have often been used to assess this ability: (a) memory for perceived versus imagined stimuli; and (b) memory for participant- versus experimenter-performed operations. However, it is not known whether these two reality monitoring tasks share neural substrates. The present study involved use of a within-subjects functional magnetic resonance imaging design to examine common and distinct brain mechanisms associated with the two reality monitoring conditions. The sole difference between the two lay in greater activation in the medial anterior prefrontal cortex when recollecting whether the participant or the experimenter had carried out an operation during prior encoding as compared to recollecting whether an item had been perceived or imagined. This region has previously been linked with attending to mental states. Task differences were also reflected in the nature of functional connectivity relationships between the medial anterior and right lateral prefrontal cortex: There was a stronger correlation in activity between the two regions during recollection of self/experimenter context. This indicates a role for the medial anterior prefrontal cortex in the monitoring of retrieved information relating to internal or external aspects of context. Finally, given the importance of reality monitoring to understanding psychotic symptoms, brain activity was related to measures of proneness to psychosis and schizotypal traits. The observation of significant correlations between reduced medial anterior prefrontal signal and scores on such measures corroborates these theoretical links.
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Toribio, Josefa. "Ecological content." Pragmatics and Cognition 5, no. 2 (January 1, 1997): 253–81. http://dx.doi.org/10.1075/pc.5.2.04tor.
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The paper has a negative and a positive side. The negative side argues that the classical notions of narrow and wide content are not suitable for the purposes of psychological explanation. The positive side shows how to characterize an alternative notion of content (ecological content) that is suitable for those purposes. This account is supported by (a) a way of conceptualizing computation that is constitutively dependent upon properties external to the system and (b) empirical research in developmental psychology. My main contention is that an adequate computational explanation of the behavior involved in cognitive activities should invoke a concept of content that can capture the intimate dynamical relationship between the inner and the outer. The notion of content thus reaches out to include the set of skills, abilities and know-hows that an agent deploys in a constantly variable environment. The assumption underlying my attempt to characterize this ecological notion of content is that cognition is better understood when treated as embedded cognition and that the idea of cognitive significance ought to be cashed out in non-individualistic and pragmatic terms.
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Keller, Sebastian, Stefan Rumann, and Sebastian Habig. "Cognitive Load Implications for Augmented Reality Supported Chemistry Learning." Information 12, no. 3 (February 24, 2021): 96. http://dx.doi.org/10.3390/info12030096.
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This paper presents a study about augmented-reality-based chemistry learning in a university lecture. Organic chemistry is often perceived as particularly difficult by students because spatial information must be processed in order to understand subject specific concepts and key ideas. To understand typical chemistry-related representations in books or literature, sophisticated mental rotation- and other spatial abilities are needed. Providing an augmented reality (AR) based learning support in the learning setting together with text and pictures is consistent with the idea of multiple external representations and the cognitive theory of multimedia learning. Using multiple external representations has proven to be beneficial for learning success, because different types of representations are processed separately in working memory. Nevertheless, the integration of a new learning medium involves the risk to hinder learning, in case of being not suitable for the learning topic or learning purpose. Therefore, this study investigates how the AR-use affects students’ cognitive load during learning in three different topics of organic chemistry. For this purpose also the usability of AR learning support is considered and the possible reduction of the influence of the mental rotation on learning success will be investigated.
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Brynjulf Hjertø, Kjell, Jan Merok Paulsen, and Saku Petteri Tihveräinen. "Social-cognitive outcomes of teachers’ engagement in learning communities." Journal of Educational Administration 52, no. 6 (August 26, 2014): 775–91. http://dx.doi.org/10.1108/jea-07-2013-0074.
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Purpose – The purpose of this paper is to seek to investigate Etienne Wenger's theory of social learning in a community of practice by modeling two simultaneous aspects of teachers’ collaborative learning: their engagement in close-knit internal groupings and engagement with colleagues that work externally to the core group. These two learning processes are related to two social-cognitive outcomes: teachers’ organizational commitment and their sense of impact. Design/methodology/approach – The study investigated a field sample of 246 individual teachers from ten Finnish primary schools. Hypotheses were developed and tested by using multiple regression and structural equation modeling. Findings – The results indicate that local engagement supports teachers’ organizational commitment. However, this form of collaborative learning behavior did not support their sense of impact. Moreover, external engagement with trusted colleagues supported sense of impact but not organizational commitment. Research limitations/implications – The study reinforces the importance of teachers’ engagement in communities of practice. Specifically, the results suggest two specific social-cognitive outcomes related to two different learning processes situated in teachers’ community of practice. It would be highly valuable to replicate this study in various multi-level settings. Practical implications – The study highlights teachers’ engagement in communities of practice as a source of their motivational basis and their commitment. Findings recommend school leaders to facilitate internal and external learning communities. Originality/value – The study provides empirical evidence regarding the partial relationships between teachers’ local and external learning engagement and the social-cognitive outcomes of these forms of learning behaviors.
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Barone, David F. "Introduction to Symposium on Constructing Self with Others." Review of General Psychology 1, no. 4 (December 1997): 323–25. http://dx.doi.org/10.1037/1089-2680.1.4.323.
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The notion that the self is interpersonally embedded can be found throughout psychology's history. This article presents convergent work from different areas of contemporary psychology that supports and elaborates this notion. M. Baldwin's (1997) experimental work in social cognition demonstrates that self-evaluation varies with the relational schema that is activated. C. R. Snyder and R. L. Higgins (1997) present a social–cognitive personality theory of how people maintain their self theories to satisfy internal and external audiences. S. J. Blatt, J. S. Auerbach, and K. N. Levy's (1997) object-relations theory of the role of mental representations of self and others in psychopathology is supported by research that changes in these representations are associated with improvement in psychotherapy. J. Martin and J. Sugarman's (1997) social–cognitive theory of counseling and psychotherapy as conversational reconstructions of self theories also has research support and raises the issue of whether the self is agentic if socially constructed.
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Woodyatt, Jessica J., Daniel N. Allen, Grace Goodwin, Nina Paul, Christine Salva, and Gregory Strauss. "A-172 Evaluating Associations Between the Five Negative Symptom Domains and Cognition in Schizophrenia." Archives of Clinical Neuropsychology 37, no. 6 (August 17, 2022): 1328. http://dx.doi.org/10.1093/arclin/acac060.172.
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Abstract Objective: Recently, factor analysis has supported a five-factor model of negative symptoms in schizophrenia (anhedonia, avolition, alogia, asociality, and blunted affect). Associations between these unique negative symptom domains and neurocognition are yet to be examined. The following study investigates relationships between the five distinct negative symptoms and cognitive functioning. Methods: Outpatients diagnosed with schizophrenia (n=245) were assessed during periods of clinical stability for negative symptom severity using the Brief Negative Symptom Scale (BNSS). The MATRICS Consensus Cognitive Battery (MCCB) was used to assess seven domains of neurocognition, including processing speed, working memory, verbal learning, visual learning, reasoning, problem solving, and social cognition. To evaluate external correlates, the five-domain negative symptoms were correlated with measures of neurocognition. Results: Greater negative associations were found between the five negative symptom domains with processing speed, attention, working memory, social cognition, and overall MCCB scores. Correlational analyses demonstrated the strongest negative relationships between the domain of attention with alogia and blunted affect. Conclusions: The present study examined unique associations between cognitive abilities and the five negative symptom domains. Strong negative associations were found between negative symptoms and distinct measures of neurocognition, indicating a unique variance in cognitive performance correlates with severity of negative symptoms. Results suggest greater severity of negative symptoms is associated with greater impairments in select neurocognitive domains. Further research using analytic approaches would offer additional support for this hypothesis. Findings have implications for developing differential treatments targeting the five negative symptom domains separately, as they may have distinct underlying pathophysiological and neurocognitive mechanisms.
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Donald, Merlin. "Précis ofOrigins of the modern mind: Three stages in the evolution of culture and cognition." Behavioral and Brain Sciences 16, no. 4 (December 1993): 737–48. http://dx.doi.org/10.1017/s0140525x00032647.
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AbstractThis book proposes a theory of human cognitive evolution, drawing from paleontology, linguistics, anthropology, cognitive science, and especially neuropsychology. The properties of humankind's brain, culture, and cognition have coevolved in a tight iterative loop; the main event in human evolution has occurred at the cognitive level, however, mediating change at the anatomical and cultural levels. During the past two million years humans have passed through three major cognitive transitions, each of which has left the human mind with a new way of representing reality and a new form of culture. Modern humans consequently have three systems of memory representation that were not available to our closest primate relatives: mimetic skill, language, and external symbols. These three systems are supported by new types of “hard” storage devices, two of which (mimetic and linguistic) are biological, one technological. Full symbolic literacy consists of a complex of skills for interacting with the external memory system. The independence of these three uniquely human ways of representing knowledge is suggested in the way the mind breaks down after brain injury and confirmed by various other lines of evidence. Each of the three systems is based on aninventivecapacity, and the products of those capacities – such as languages, symbols, gestures, social rituals, and images – continue to be invented and vetted in the social arena. Cognitive evolution is not yet complete: the externalization of memory has altered the actual memory architecture within which humans think. This is changing the role of biological memory and the way in which the human brain deploys its resources; it is also changing the form of modern culture.
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Yu, Yanqiu, Phoenix Kit-han Mo, Jianxin Zhang, Jibin Li, and Joseph Tak-fai Lau. "Validation of the Chinese Version of the Revised Internet Gaming Cognition Scale among Adolescents in China: Maladaptive Cognitions as Potential Determinants of Internet Gaming Disorder." International Journal of Environmental Research and Public Health 17, no. 1 (December 31, 2019): 290. http://dx.doi.org/10.3390/ijerph17010290.
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Maladaptive gaming cognitions are important determinants of Internet gaming disorder (IGD). Based on a systematic review, a 4-factor Internet gaming cognition scale (IGCS) was previously developed and cross-cultural validation of IGCS is warranted. The present study assesses the validation of the IGCS and its revised version, the Chinese version of Revised IGCS (C-RIGCS), among adolescents in China. Altogether, 755 students were recruited from junior middle schools in Guangzhou and Chengdu, China. The psychometric properties of the C-RIGCS were assessed by using appropriate statistical methods. The 4-factor model of the original IGCS was not supported by confirmatory factor analysis (CFA). In the split-half sub-samples, exploratory factor analysis suggested a 3-factor model for C-RIGCS, which was confirmed by CFA. The C-RIGCS and its three subscales showed satisfactory internal reliability, test-retest reliability, content validity, and absence of ceiling and floor effects (except on one case). Besides, the C-RIGCS and its three subscales were significantly correlated with external variables including IGD, gaming time, impulsivity, and self-control, and perceptions that Internet gaming is the primary source of self-esteem and social acceptance. The C-RIGCS proposed a new 3-factor model that showed satisfactory psychometric properties. It can be applied to understand maladaptive gaming cognitions of adolescent IGD.
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Lanzi, Alyssa, and Michelle S. Bourgeois. "Structured External Memory Aid Treatment for Mild Cognitive Impairment." American Journal of Speech-Language Pathology 29, no. 1S (February 21, 2020): 474–84. http://dx.doi.org/10.1044/2019_ajslp-cac48-18-0209.
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Purpose The aims of this study were (a) to examine the effects of a structured external memory aid (EMA) treatment for individuals with possible mild neurocognitive disorder on their use of EMAs to compensate for memory impairments, (b) to examine the extent that improved functional EMA use maintains following intervention, and (c) to measure the effects of treatment on participants' self-reported memory skills. Method The researchers employed a multiple-baseline design across subjects within dyads. Data were collected using the Roleplay Assessment. The graphed data were analyzed visually at baseline, treatment, and maintenance sessions. In addition, the researchers examined the participants' self-report of memory skills through an experimental pre–post design. Results Following intervention, a functional strategy use treatment effect was observed. All 6 participants' graphs revealed a large positive change in level, with no overlapping data. Statistical analyses also supported the positive effects of treatment. The participants maintained the use of strategies for 1–3 months. The participants self-reported a statistically significant increase in strategy use following intervention. Conclusions With treatment, individuals with mild memory impairments can learn to use EMAs to facilitate enhanced performance on functional activities. This study provides evidence for the importance of documenting individual treatment effects and using a functional measure to examine compensatory strategy use in everyday tasks.
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Peng, Hong Bin, Jun Ping Gou, and Xuan Liu. "Analysis of Group Learning Environment on the Collaborative Knowledge Building Perspective--Case of the U.S. VMT Project." Advanced Materials Research 271-273 (July 2011): 1177–84. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1177.
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Computer Supported Collaborative Learning (CSCL) is the highlight in the computer and education area. U.S. Virtual math teams (Virtual Math Teams, Referred to as VMT) project’s main studying purpose is the computer supported group cognition, its collaborative learning environment is a typical environment. By the analysis of this online collaborative learning environment of this project, the paper proposes five aspects of the structure and function which mainly embodied in the group discussions and negotiation, knowledge representation, knowledge reasoning, knowledge co-construction and sharing, external support, and pointed its lack of supporting in the non-mission communication and ubiquitous learning, and the paper proposed the idea of adding micro-blogging function in VMT environment.
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Tsakiris, Manos, and Hugo Critchley. "Interoception beyond homeostasis: affect, cognition and mental health." Philosophical Transactions of the Royal Society B: Biological Sciences 371, no. 1708 (November 19, 2016): 20160002. http://dx.doi.org/10.1098/rstb.2016.0002.
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Interoception refers to the sensing of the internal state of one's body. Interoception is distinct from the processing of sensory information concerning external (non-self) stimuli (e.g. vision, hearing, touch and smell) and is the afferent axis to internal (autonomic and hormonal) physiological control. However, the impact of interoception extends beyond homeostatic/allostatic reflexes: it is proposed to be fundamental to motivation, emotion (affective feelings and behaviours), social cognition and self-awareness. This view is supported by a growing body of experimental evidence that links peripheral physiological states to mental processes. Within this framework, the representation of self is constructed from early development through continuous integrative representation of biological data from the body, to form the basis for those aspects of conscious awareness grounded on the subjective sense of being a unique individual. This theme issue of the Philosophical Transactions of the Royal Society B draws together state-of-the-art knowledge concerning theoretical, experimental and clinical facets of interoception with the emphasis on cognitive and affective neuroscience. The multidisciplinary and cross-disciplinary perspectives represented in this theme issue disseminate and entrench knowledge about interoception across the scientific community and provide a reference for the conceptualization and further study of interoception across behavioural sciences.
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Zhu, Chunying. "Explore the Reform and Practice of College English Flipped Classroom Teaching Model from the Perspective of Cognitive Load Theory." Advances in Higher Education 3, no. 2 (October 10, 2019): 206. http://dx.doi.org/10.18686/ahe.v3i2.1449.
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<p align="justify">With the development of the Internet increasingly mature, people’s social life all aspects are affected greatly, especially for the field of education, which is supported by information technology of the Internet. It began to create a new teaching mode, and one of the most representative is to flip the classroom teaching model. This model is the new teaching ideas and practice in the process of education reform, which is now widely used in college English classroom teaching. From the perspective of cognitive load theory, this paper explores the problems encountered in the reform and practice of college English flipped classroom teaching model from the perspectives of correlated cognitive load, external cognitive load and internal cognitive load.</p>
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Stahl, Gerry. "Perspectives: Group Cognition Factors in Sociotechnical Systems." Human Factors: The Journal of the Human Factors and Ergonomics Society 52, no. 2 (April 2010): 340–43. http://dx.doi.org/10.1177/0018720810369491.
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Objective: This commentary on the special issue suggests a focus on group cognition factors in investigations of teamwork involving sociotechnical systems. Background: The author has conducted research in computer-supported collaborative learning and has found the need to rethink the theory and methodology of that field to take account of its defining characteristics of small-group interaction and sociotechnical mediation. Method: A brief literature review is undertaken of major findings in postcognitive theory and conversation analysis. This suggests a methodological priority to group phenomena as sources for the genesis of individual phenomena and for understanding of processes of coordination and communication in small groups. Results: It is seen that many recent studies of teams take place within traditional disciplinary frameworks that analyze phenomena primarily at the individual unit of analysis, reducing group phenomena to additive sums of individual phenomena. For instance, processes of coordination and communication are treated as secondary to the expression of individuals’ mental models or external expressions of internal representations. Conclusion: The commentary calls for development of a new science of groups, with the development of appropriate theory, conceptualizations of core phenomena, experimental methods, analytic analyses, and presentational formats. Examples are focus on discourse analysis, use of design-based research, conceptualization of mediation rather than causation, and publication of case studies. Application: A focus on the group unit of analysis can shed new light on the topics addressed in this special issue.
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Cho, Soohyun. "A Preliminary Validation Study for the Korean version of the Burnout Assessment Tool (K-BAT)." Korean Journal of Industrial and Organizational Psychology 33, no. 4 (November 30, 2020): 461–99. http://dx.doi.org/10.24230/kjiop.v33i4.461-499.
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Some issues on constructs of MBI-GS in the burnout study has been risen. Schaufeli’s team(2019) invented the new measure of Burnout Assessment Tool(BAT) as the second version of burnout inventory, which covers the problematic issues. The present study aimed to validate the BAT among the South Korean sample. The one among 23 items of BAT were excluded based on an exploratory factor analysis using 367 South Korean employees. A four-factor structure of K-BAT (i.e., exhaustion, mental distance, impaired cognitive control, impaired emotional control) was supported by a confirmatory factor analysis using a different 345 employees. Validity tests for a convergence and a discriminativeness were tested by applying the MTMM(Multi-Traits Multi-Methods) model, along with a correlation analysis with MBI. For external discriminative validity, engagement was used. A sequential test for a criterion validity both with demands of workload and role ambiguity and with outcomes of turnover intention and depression was conducted. A convergence, an external discriminative, and a criterion validity were supported respectively, whereas an internal discriminative validity with MBI not supported. Implications and the directions for a consequential study were discussed, with considering the present study as an initial study for validating K-BAT.
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Hoffart, Asle, and Egil W. Martinsen. "Cognitive and Secondary Symptom Variables as Predictive Factors in the Treatment of Agoraphobic In-Patients." Behavioural and Cognitive Psychotherapy 19, no. 3 (July 1991): 267–76. http://dx.doi.org/10.1017/s014134730001329x.
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The ability of health locus of control, causal attributional, and secondary symptom variables to predict response to an integrated behavioural and psychodynamic treatment of agoraphobic in-patients, both immediately and one year after treatment, was investigated (N = 36). It was hypothesized that patients who retained an external locus of control during treatment would be likely to relapse after treatment. Further, it was hypothesized that tendencies to externalize locus of control, to attribute bad events to internal, stable, and global causes, and to attribute good events to external, unstable, and specific causes, would influence the treatment process in a negative way. It was also hypothesized that high levels of secondary symptoms, that is depression and general anxiety, would inhibit progress. None of these hypotheses were consistently supported by the results. This indicates that more precise and sophisticated models of agoraphobia development and treatment process are needed.
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Ojo, Adedapo Oluwaseyi, Murali Raman, and Chin Wei Chong. "Individual differences and potential absorptive capacity in joint project teams in the Nigerian upstream oil industry." VINE Journal of Information and Knowledge Management Systems 46, no. 1 (February 8, 2016): 45–63. http://dx.doi.org/10.1108/vjikms-08-2014-0050.
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Purpose – The purpose of this study is to elucidate the factors that underlie the differences in individual absorptive capacity (ACAP) within the context of joint project teams, following the individual-level perspective on potential ACAP. Design/methodology/approach – The model was empirically validated through structural equation modeling conducted on a cross-sectional survey of 248 local team members of joint projects in the Nigerian upstream oil industry. Findings – Prior experience and learning goal orientation are positively associated with the ability to assimilate knowledge, whereas performance approach goal orientation and need for cognition are positively associated with the ability to recognize the value of knowledge. Surprisingly, no significant relationship exists between prior experience and ability to recognize the value of knowledge. In addition, the positive relationship between ability to recognize the value of knowledge and ability to assimilate knowledge is supported. Originality/value – This study contributes to the empirical justification of the role of individuals in acquiring and assimilating external knowledge, and extends classroom-based constructs (i.e. need for cognition and goal orientation) to the project domain.
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Hallgren, Mats, Björg Helgadóttir, Matthew P. Herring, Zangin Zeebari, Nils Lindefors, Viktor Kaldo, Agneta Öjehagen, and Yvonne Forsell. "Exercise and internet-based cognitive–behavioural therapy for depression: multicentre randomised controlled trial with 12-month follow-up." British Journal of Psychiatry 209, no. 5 (November 2016): 414–20. http://dx.doi.org/10.1192/bjp.bp.115.177576.
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BackgroundEvidence-based treatment of depression continues to grow, but successful treatment and maintenance of treatment response remains limited.AimsTo compare the effectiveness of exercise, internet-based cognitive–behavioural therapy (ICBT) and usual care for depression.MethodA multicentre, three-group parallel, randomised controlled trial was conducted with assessment at 3 months (post-treatment) and 12 months (primary end-point). Outcome assessors were masked to group allocation. Computer-generated allocation was performed externally in blocks of 36 and the ratio of participants per group was 1:1:1. In total, 945 adults with mild to moderate depression aged 18–71 years were recruited from primary healthcare centres located throughout Sweden. Participants were randomly assigned to one of three 12-week interventions: supervised group exercise, clinician-supported ICBT or usual care by a physician. The primary outcome was depression severity assessed by the Montgomery–Åsberg Depression Rating Scale (MADRS).ResultsThe response rate at 12-month follow-up was 84%. Depression severity reduced significantly in all three treatment groups in a quadratic trend over time. Mean differences in MADRS score at 12 months were 12.1 (ICBT), 11.4 (exercise) and 9.7 (usual care). At the primary end-point the group × time interaction was significant for both exercise and ICBT. Effect sizes for both interventions were small to moderate.ConclusionsThe long-term treatment effects reported here suggest that prescribed exercise and clinician-supported ICBT should be considered for the treatment of mild to moderate depression in adults.
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Johannesen, Jason K., Jessica B. Lurie, Joanna M. Fiszdon, and Morris D. Bell. "The Social Attribution Task-Multiple Choice (SAT-MC): A Psychometric and Equivalence Study of an Alternate Form." ISRN Psychiatry 2013 (June 20, 2013): 1–9. http://dx.doi.org/10.1155/2013/830825.
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The Social Attribution Task-Multiple Choice (SAT-MC) uses a 64-second video of geometric shapes set in motion to portray themes of social relatedness and intentions. Considered a test of “Theory of Mind,” the SAT-MC assesses implicit social attribution formation while reducing verbal and basic cognitive demands required of other common measures. We present a comparability analysis of the SAT-MC and the new SAT-MC-II, an alternate form created for repeat testing, in a university sample (n=92). Score distributions and patterns of association with external validation measures were nearly identical between the two forms, with convergent and discriminant validity supported by association with affect recognition ability and lack of association with basic visual reasoning. Internal consistency of the SAT-MC-II was superior (alpha = .81) to the SAT-MC (alpha = .56). Results support the use of SAT-MC and new SAT-MC-II as equivalent test forms. Demonstrating relatively higher association to social cognitive than basic cognitive abilities, the SAT-MC may provide enhanced sensitivity as an outcome measure of social cognitive intervention trials.
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Yamada, Masahiro, Lauren Q. Higgins, and Louisa D. Raisbeck. "Attentional Focus and Individuals’ Perceptions: A Systematic Review." Journal of Motor Learning and Development 9, no. 2 (August 1, 2021): 327–43. http://dx.doi.org/10.1123/jmld.2020-0054.
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Although multiple review studies have supported the superior effects of an external compared with internal focus, these reviews are based on performance outcomes. Currently, the literature lacks knowledge regarding the effects of external/internal foci on individuals’ perceptions, which may provide further explanations for how attentional focus affects performance. Therefore, the present study conducted a systematic review of survey/questionnaire data of participants’ thoughts and emotions from laboratory studies. The authors used ERIC, SPORTDiscus, PsycArticle, CINAHL Plus, Health Source Nursing Academic edition, and PubMed search engines. Literature specific to external/internal focus effects on motor learning or performance were reviewed (N = 37). The results showed that participants generally adhered to the assigned attentional focus instruction and there was a trend that preference may affect the attentional focus effects, but the results were inconsistent regarding if attentional focus cues affected the magnitude of adherence and mental demands. There were substantial differences in methodologies and theoretical issues of measuring these data. Future studies should adopt inferential statistics, choose theoretically relevant questions in a priori manner, or, at minimum, propose a hypothesis for the selected question.
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Parkes, Jarred F., and Clifford J. Mallett. "Developing Mental Toughness: Attributional Style Retraining in Rugby." Sport Psychologist 25, no. 3 (September 2011): 269–87. http://dx.doi.org/10.1123/tsp.25.3.269.
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Recent research has identified optimism as an underlying mechanism of mental toughness (Coulter, Mallett, & Gucciardi, 2010). To further understand what elements of mental toughness can be developed, the current study evaluated the utility of an optimism intervention that employed cognitive-behavioral techniques (e.g., identifying automatic thoughts; testing accuracy of thoughts) to retrain attributional style. Seven male rugby players who were competing in first grade club rugby participated in the intervention. The effectiveness of the program was partially evaluated via self-reports of the Sport Attributional Style Scale (Hanrahan, Grove, & Hattie, 1989). Qualitative data were also collected via a focus group and semistructured interviews. The quantitative results provided minimal support for the utility of the intervention; there was evidence to suggest participants’ attributions became more external for negative events. The qualitative data suggested that participants (a) developed greater resilience in the face of adversity, (b) were more confident in their sport, and (c) developed a more optimistic explanatory style for negative events. The qualitative findings support the utility of a cognitive-behavioral based attribution retraining intervention for developing optimism in rugby players. The data also supported the flexible use of external attributions for negative events.
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Antonietti, Alessandro, and Barbara Colombo. "The Spontaneous Occurrence of Mental Visualization in Thinking." Imagination, Cognition and Personality 16, no. 4 (June 1997): 415–28. http://dx.doi.org/10.2190/dyhq-xma7-yqw1-nt14.
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Undergraduates were asked to rate how frequently they experienced visual images in a wide set of everyday-life situations. Results showed that imagery often occurs in undirected thinking, such as in daydreaming, or when external stimuli elicit automatically a visual representation; conversely, images are seldom reported in goal-oriented thinking, such as memorizing, judging, problem-solving, planning, and decision-making. Further, the most frequent images refers to spatial representations or to single, static, concrete elements; images about more complex, dynamic, and abstract contents are less frequent. The use of mental visualization is affected selectively by gender and by the course of study attended. Finally, factor analysis stressed the distinction between stimulus-elicited and fantasy images and images used intentionally in cognitive tasks. Findings suggested that in common-life reasoning individuals do not take advantage of the properties of imagery supported by experiments about the cognitive functions of visualization.
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Xiang, Xiaoling, Yihang Sun, Shawna Smith, Patrick Ho Lam Lai, and Joseph Himle. "Internet-Based Cognitive-Behavioral Therapy for Depression: A Feasibility Study for Homecare Older Adults." Innovation in Aging 4, Supplement_1 (December 1, 2020): 371. http://dx.doi.org/10.1093/geroni/igaa057.1194.
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Abstract This pilot study examined the feasibility of delivering internet-based cognitive behavioral therapy (iCBT) to homebound older adults with symptoms of depression who are recipients of non-medical home care. A feasibility open trial was conducted in the homes of homecare older adults (n=26). When possible, home care workers (HCWs) of older adults (n=13) were recruited to provide external support for iCBT usage. In cases where consistent assistance from the same HCW was not feasible, participants were given the choice of working on the program on their own (n=7) or receiving assistance from a research assistant (RA) (n=6). The mean therapy sessions completed was 4.7 out of 8 total sessions. The mean satisfaction rating was 7.7 (SD=2.9) and 86% would recommend the program to others with depressed mood. Significant reductions in depressive symptoms and anxiety symptoms and improvement on a quality of life measure were observed at post-test. The RA-supported group tended to have the best adherence, satisfaction, and reduction in depressive symptoms, followed closely by the HCW-supported group. The self-guided group had the lowest adherence, satisfaction, and symptom reduction. iCBT is a feasible and acceptable treatment modality for homebound older adults with depressive symptoms and potentially effective. Data from the participant exit interviews suggest a need for refining the existing treatment platform to better meet the needs and capabilities of homebound older adults. Future studies are warranted to examine treatment effectiveness as a function of HCW support.
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Truyol, María Elena, Vicente Sanjosé, and Zulma Gangoso. "OBSTACLES MODELLING REALITY: TWO EXPLORATORY STUDIES ON PHYSICS DEFINED AND UNDEFINED PROBLEMS." Journal of Baltic Science Education 13, no. 6 (December 15, 2014): 883–95. http://dx.doi.org/10.33225/jbse/14.13.883.
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One important skill to be developed in future physicists is modelling reality using physics. Problem-solving is the activity most used to teach, learn and assess physics skills at the university level. However, most of the problems habitually used in physics subjects seem not to encourage developing this skill. Two empirical exploratory studies were conducted. Educational materials were analysed to contrast the hypothesis asserting that most of the academic problems would not help students to develop the modelling skills. Secondly, with the proposed ‘Physics Problem Understanding Model’, two kinds of experimental problems were elaborated. A small group of experts solved the experimental problems in an interview. The hypothesis stated that there would be evident differences between skills associated with the solving procedures of each type of experimental problem. Results served to contrast the cognitive model proposed for sufficiency and supported the hypotheses even though further studies are needed to obtain external validity. Key words: cognitive model, modelling skills, problem solving, problem statements, university level.
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Fye, Marissa A., and Grace A. Mims. "Preventing Infidelity: A Theory of Protective Factors." Family Journal 27, no. 1 (October 29, 2018): 22–30. http://dx.doi.org/10.1177/1066480718809428.
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The purpose of this study was to identify a theory that explains how married persons maintain monogamy. Ten participants were interviewed twice using a semistructured interview format. Grounded theory methods of data collection and analysis were used. Member-checking, bracketing, peer-review, analytic memos, and external auditing were used throughout the study for verification purposes. The data supported the finding that monogamy is maintained by small, continual, and consistent efforts in each protective factor area. The protective factors include (a) building a secure attachment or emotional bond; (b) sex in a marriage; (c) behavioral, cognitive, and relationship boundaries; (d) practicing congruence; (e) fostering values and beliefs that support monogamy; and (f) coping individually and as a couple.
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Morris, E., C. Hippman, G. Murray, E. E. Michalak, J. E. Boyd, J. Livingston, A. Inglis, P. Carrion, and J. Austin. "Self-Stigma in Relatives of people with Mental Illness scale: development and validation." British Journal of Psychiatry 212, no. 3 (February 5, 2018): 169–74. http://dx.doi.org/10.1192/bjp.2017.23.
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BackgroundSerious mental illness (SMI) is profoundly stigmatised, such that there is even an impact on relatives of people with SMI.AimsTo develop and validate a scale to comprehensively measure self-stigma among first-degree relatives of individuals with SMI.MethodWe conducted group interviews focusing on self-stigma with first-degree relatives (n = 20) of people with SMI, from which 74 representative quotations were reframed as Likert-type items. Cognitive interviews with relatives (n = 11) identified 30 items for the Self-Stigma in Relatives of people with Mental Illness (SSRMI) scale. Relatives (n = 195) completed the scale twice, a month apart, together with four external correlate scales.ResultsThe 30-item SSRMI was reliable, with scores stable over time. Its single-factor structure allowed generation of a 10-item version. Construct validity of 30- and 10-item versions was supported by expected relationships with external correlates.ConclusionsBoth versions of the SSRMI scale are valid and reliable instruments appropriate for use in clinical and research contexts.Declaration of interestNone.
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Løw Aboulafia, Annette. "COGNITIVE AND SOCIAL ASPECTS OF COMPUTER-MEDIATED WORK: Toward a framework for understanding working life." Psyke & Logos 22, no. 2 (December 31, 2001): 16. http://dx.doi.org/10.7146/pl.v22i2.8547.
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Much IT research and practice attempts to understand and design for the interaction between human beings and computers. This paper focuses on the two most well-known approaches in this area, namely Human-Computer Interaction (HCI) and Computer Supported Cooperative Work (CSCW)2. I argue that HCI and CSCW reflect different aspects of human activity, which can be characterized as the cognitive and the social aspects of systems design. This paper examines these two approaches rom a (meta)theoretical point of view focusing on their ‘unit of analysis’, as well as their underlying philosophical assumptions. It is argued that the two approaches draw on distinct and somewhat contradictory philosophical ideas and theories, and consequently suggest different solutions to the design of computer systems. Much HCI work adapts a cognitive psychological perspective, focusing on the cognitive aspect of systems design, whereas CSCW work takes on a sociological perspective dealing with social and organisational aspects of systems design. In order to achieve a more ‘coherent’ understanding of systems design and computer-mediated work we need to ‘integrate’ the cognitive perspective (internal thought processes) and the social perspective (external social behaviour). Based on a dialectical-materialistic philosophy and the psychological approach developed from such principles, that of Activity Theory, I situate cognitive and the social activity within a broader framework for working life.
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Demir, Mustafa, Nathan J. McNeese, and Nancy J. Cooke. "Dyadic Team Interaction and Shared Cognition to Inform Human-Robot Teaming." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 62, no. 1 (September 2018): 124. http://dx.doi.org/10.1177/1541931218621028.
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Project overview. The current research aims to understand how human operators effectively team with urban search robot teammates in a dynamic and complex task environment. With that in mind, we examined how shared cognition and restricted language capabilities impact performance of human dyadic teams using a simulated Minecraft task environment. In this human dyadic team, an internal teammate (comparable to robot) identifies the location of victims while navigating inside a game environment that reflects a collapsed building; and an external teammate (comparable to operator) sees their teammate's actions from a different screen and guides them through the environment, tracking the location of victims on a map as they go. In order to examine the effects of language and shared cognition, a two by two design was chosen: (1) in the communication manipulation, participants are either able to communicate using natural language or the internal participant’s communication is limited to three-word utterances; and (2) in the shared cognition manipulation, either the internal participant is made fully aware of the external participant’s restricted representation of the environment and inaccurate map or the internal is unaware of these challenges. Method. This study used a simulated search task, in the Minecraft gaming environment, where two humans acted as a human-robot search team (Bartlett & Cooke, 2015). After signing consent forms, two randomly selected participants completed a half-hour training session for their individual role. Both participants sat in the same room but had a divider between them, and then, interacted to complete a 15-minute simulated search task. The Minecraft environment resembled an office structure with interspersed green, blue, and pink blocks that represented potential targets. Blue and green blocks were meant to represent survivors, whereas pink blocks represented hazards. Pressing a button on green blocks counted positively towards the team’s performance, whereas pressing a button on pink blocks counted negatively towards the team’s performance. Blue blocks were time-sensitive, such that pressing a button on them before eight minutes into the scenario counted positively toward performance, but pressing the button after that time counted against performance. Pressing the button on any block more than once counted negatively towards the team’s performance. A map of this environment was also made available. Inconsistencies were intentionally introduced, such as missing walls, additional walls, and misplaced doorways to simulate a damaged building, none of which were depicted on the map. Due to the dynamic nature of the task, effective communication and coordination between the dyads is required for effective performance. Several measures were obtained in this research: team performance, situation awareness, NASA TLX workload, team verbal behaviors, team communication flow, and demographics. In the interest of space, we only present team performance, a determinism measure (served as an index of flexible behavior and was estimated from team communication flow, using Recurrence Quantification Analysis (Marwan, Carmen Romano, Thiel, & Kurths, 2007), and NASA TLX workload. Results and conclusion. The primary findings from this study are that: 1) teams in the natural language and shared model conditions, performed better than teams with the limited language and restricted model, respectively; 2) when the internal participant is unaware of the challenges of the external, the external perceives higher workload than when there is a shared cognition; 3) teams with natural language and shared model demonstrated more predictable behavior than the other teams; 4) some amount of systems predictability is good but too much predictability is not good in the system – this also confirms another study: Demir, Likens, Cooke, Amazeen, & McNeese, InReview. Overall these results indicate that effective team interaction and shared cognition play an important role in human-robot teaming performance. Acknowledgements. Human-Robot Dyad research was partially supported by ONR Grant N0014-13-1-0519 to PI: Subbarao Kambhampati (Program Managers: Marc Steinberg). We also acknowledge assistance of data collection Aaron Bradbury, Emily Gran, Jocelyn Martinez, and Madeline Niichel.
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Bernardini, A. "The Subjective Graphic Representation as the Neural Pathway of the Information Processing: Dyslexia as an Example." European Psychiatry 41, S1 (April 2017): s794. http://dx.doi.org/10.1016/j.eurpsy.2017.01.1526.
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IntroductionThe new theory of the cognitive process by A Bernardini.Objectivesto single out and recover deficits of the information processing by a new research method.Aimto demonstrate dyslexia/language can be considered as an answer to what we are able to perceive. This depends on the way in which the C.N.S. elaborates the two aspect of energy of the internal and external space according to the new theory of the cognitive process by A. Bernardni which underlies her relevant re-educative methodology.Methodsthis study was carried out in Italy, in pre-high school education where students with moderate learning abilities and special needs are integrated into mainstream education. The performance of F 81 subjects was examined. They were divided into two groups: the first supported by A. Bernardini's method, the second one supported by a remedial teacher (traditional method) and the control group being the rest of the class. For five months, tailored programs were followed three times a week, for one hour and a half.ResultsAt the end of the treatment the second group did not show significant results while the first group showed marked improvement. Among the students of the first group, Tobia was the student who best represented dyslexia; for this reason he has been taken as an example.ConclusionDyslexia and disturbances in language depend on perceptive deficits and can be singled out and recovered by A. Bernardini method. The last revolutionizes the current research method.Disclosure of interestThe author has not supplied his/her declaration of competing interest.
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Cochrane, Aaron, Ashley L. Ruba, Alyssa Lovely, Finola E. Kane-Grade, Abigail Duerst, and Seth D. Pollak. "Perceptual learning is robust to manipulations of valence and arousal in childhood and adulthood." PLOS ONE 17, no. 4 (April 19, 2022): e0266258. http://dx.doi.org/10.1371/journal.pone.0266258.
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Despite clear links between affective processes in many areas of cognition and perception, the influence of affective valence and arousal on low-level perceptual learning have remained largely unexplored. Such influences could have the potential to disrupt or enhance learning that would have long-term consequences for young learners. The current study manipulated 8- to 11-year-old children’s and young adults’ mood using video clips (to induce a positive mood) or a psychosocial stressor (to induce a negative mood). Each participant then completed one session of a low-level visual learning task (visual texture paradigm). Using novel computational methods, we did not observe evidence for the modulation of visual perceptual learning by manipulations of emotional arousal or valence in either children or adults. The majority of results supported a model of perceptual learning that is overwhelmingly constrained to the task itself and independent from external factors such as variations in learners’ affect.
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Lampusova, V. B., L. Yu Orekhova, and L. I. Shalamay. "Educational motivation of the senior students of Dental faculty." Scientific Notes of the Pavlov University 26, no. 4 (March 21, 2020): 34–39. http://dx.doi.org/10.24884/1607-4181-2019-26-4-34-39.
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Introduction. The question of learning motivation turns out to be the leading one in psychology of study. The content and structure of motivation form a certain motivational level of a student as well as the degree of his educational activity. During the years of study at the university, the correlation of motives changes, influencing the academic progress of the students.The objective of our study was to investigate the motivation peculiarities of educational activity in 4th year-students of the Faculty of Dentistry.Methods and materials. Forty-eight 4th year – students of the Faculty of Dentistry were analyzed for the structure of their motivation to study. The techniques and methods used in the study were «Studying the motives of students` learning activities» by A. A. Rean and V. A. Yakunin, «Motivation for university education» by T. I. Ilyina, «Motivation for success» and «Motivation to avoid failures» by T. Ehlers.Results. The learning activity of dental students is supported by many motives. The strongest leading motives are professional, educational, and cognitive motives as well as motivation for obtaining a diploma. The motivational sphere of students embraces both external and internal motives that do not depend on external stimuli. The students are equally aimed at gaining knowledge and mastering the profession. In the sphere of motivation, the students have both motivations for achieving success, and the motives for avoiding failures. The methods of forming positive learning motivation in the classes of 4-year dentistry students are given.Conclusion. The educational activity of dental students is supported by professional, educational, cognitive, and pragmatic motives. The structure of motivation includes both external and internal motives that give it stability. Students are satisfied with their chosen profession, and their educational activities are not compelled. The dental students have motivations for archiving success and the motives for avoiding failures, expressed to a greater extend. It must be taken into account in motivational support.Authors declare no conflict of interest.The authors confirm that they respect the rights of the people participated in the study, including obtaining informed consent when it is necessary, and the rules of treatment of animals when they are used in the study. Author Guidelines contains the detailed information.
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Zaltz, Yael, Daphne Ari-Even Roth, and Liat Kishon-Rabin. "Is the Role of External Feedback in Auditory Skill Learning Age Dependent?" Journal of Speech, Language, and Hearing Research 60, no. 12 (December 20, 2017): 3656–66. http://dx.doi.org/10.1044/2017_jslhr-h-16-0446.
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Purpose The purpose of this study is to investigate the role of external feedback in auditory perceptual learning of school-age children as compared with that of adults. Method Forty-eight children (7–9 years of age) and 64 adults (20–35 years of age) conducted a training session using an auditory frequency discrimination (difference limen for frequency) task, with external feedback (EF) provided for half of them. Results Data supported the following findings: (a) Children learned the difference limen for frequency task only when EF was provided. (b) The ability of the children to benefit from EF was associated with better cognitive skills. (c) Adults showed significant learning whether EF was provided or not. (d) In children, within-session learning following training was dependent on the provision of feedback, whereas between-sessions learning occurred irrespective of feedback. Conclusions EF was found beneficial for auditory skill learning of 7–9-year-old children but not for young adults. The data support the supervised Hebbian model for auditory skill learning, suggesting combined bottom-up internal neural feedback controlled by top-down monitoring. In the case of immature executive functions, EF enhanced auditory skill learning. This study has implications for the design of training protocols in the auditory modality for different age groups, as well as for special populations.
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Kleinkorres, Ruben, Boris Forthmann, and Heinz Holling. "An Experimental Approach to Investigate the Involvement of Cognitive Load in Divergent Thinking." Journal of Intelligence 9, no. 1 (January 7, 2021): 3. http://dx.doi.org/10.3390/jintelligence9010003.
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Up to now, support for the idea that a controlled component exists in creative thought has mainly been supported by correlational studies; to further shed light on this issue, we employed an experimental approach. We used four alternate uses tasks that differed in instruction type (“be fluent” vs. “be creative”) and concurrent secondary workload (load vs. no load). A total of 51 participants (39 female) went through all tasks and generated ideas for a total of 16 different objects; their responses were scored in terms of fluency (number of responses generated), creative quality, and flexibility. We did find, as expected, that the be-creative instruction resulted in fewer and more creative ideas, as well as more flexible idea sets, but neither of the expected interaction effects became significant. Specifically, fluency was not affected more strongly by secondary workload in the be-fluent instruction condition than in the be-creative instruction condition. Further, the performance drop evoked by the secondary workload was not stronger in the be-creative instruction condition compared to the be-fluent instruction condition when creative quality or flexibility were examined as dependent variable. Altogether, our results do not confirm that be-creative instructions involve more cognitive load than be-fluent instructions. Nevertheless, the analysis of the serial order effect and additional correlational examinations revealed some promising results. Methodological limitations which may have influenced the results are discussed in light of the inherent suspense between internal and external validity (i.e., most likely the applied self-paced dual-task approach increased external validity, but undermined internal validity) and potentially guide future research.
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Kleinkorres, Ruben, Boris Forthmann, and Heinz Holling. "An Experimental Approach to Investigate the Involvement of Cognitive Load in Divergent Thinking." Journal of Intelligence 9, no. 1 (January 7, 2021): 3. http://dx.doi.org/10.3390/jintelligence9010003.
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Up to now, support for the idea that a controlled component exists in creative thought has mainly been supported by correlational studies; to further shed light on this issue, we employed an experimental approach. We used four alternate uses tasks that differed in instruction type (“be fluent” vs. “be creative”) and concurrent secondary workload (load vs. no load). A total of 51 participants (39 female) went through all tasks and generated ideas for a total of 16 different objects; their responses were scored in terms of fluency (number of responses generated), creative quality, and flexibility. We did find, as expected, that the be-creative instruction resulted in fewer and more creative ideas, as well as more flexible idea sets, but neither of the expected interaction effects became significant. Specifically, fluency was not affected more strongly by secondary workload in the be-fluent instruction condition than in the be-creative instruction condition. Further, the performance drop evoked by the secondary workload was not stronger in the be-creative instruction condition compared to the be-fluent instruction condition when creative quality or flexibility were examined as dependent variable. Altogether, our results do not confirm that be-creative instructions involve more cognitive load than be-fluent instructions. Nevertheless, the analysis of the serial order effect and additional correlational examinations revealed some promising results. Methodological limitations which may have influenced the results are discussed in light of the inherent suspense between internal and external validity (i.e., most likely the applied self-paced dual-task approach increased external validity, but undermined internal validity) and potentially guide future research.
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Eller, Lucille Sanzero, Elise L. Lev, and Lori L. Bakken. "Development and Testing of the Clinical Research Appraisal Inventory-Short Form." Journal of Nursing Measurement 22, no. 1 (2014): 106–19. http://dx.doi.org/10.1891/1061-3749.22.1.106.
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Background and Purpose: The National Academy of Sciences stressed the need for a doctorally prepared workforce and earlier entry into doctoral study in nursing and the behavioral, social, and basic sciences. Social Cognitive Career Theory (SCCT) suggests that self-efficacy for career related skills informs career choices. Thus, increasing clinical research self-efficacy early in students’ studies could increase their choice of a research career. To test interventions, a psychometrically sound measure of clinical research self-efficacy is needed. Methods: We examined the psychometrics of the Clinical Research Appraisal Inventory-Short Form (CRAI-SF) in undergraduate and first-year graduate students (N = 268). This scale is a modification of the Clinical Research Appraisal Inventory, which measures physician–scientists’ clinical research self-efficacy. Results: Content validity was supported by external review. Factor analysis revealed six factors explaining 75% of scale variance. Internal consistency of subscales and total scale ranged from .84 to .98. Differences in scores by gender (p = .016) and discipline of study (p = .000) supported construct validity. Conclusions: The CRAI-SF is a useful measure of undergraduate and first-year graduate students’ perceived clinical research self-efficacy.
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Schaillée, Hebe, Ramón Spaaij, Ruth Jeanes, and Marc Theeboom. "Knowledge Translation Practices, Enablers, and Constraints: Bridging the Research–Practice Divide in Sport Management." Journal of Sport Management 33, no. 5 (September 1, 2019): 366–78. http://dx.doi.org/10.1123/jsm.2018-0175.
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Funding bodies seek to promote scientific research that has a social or economic impact beyond academia, including in sport management. Knowledge translation in sport management remains largely implicit and is yet to be fully understood. This study examines how knowledge translation in sport management can be conceptualized and fostered. The authors draw on a comparative analysis of coproduced research projects in Belgium and Australia to identify the strategic, cognitive, and logistic translation practices that researchers adopt, as well as enablers and constraints that affect knowledge translation. The findings show ways in which knowledge translation may be facilitated and supported, such as codesign, boundary spanning, adaptation of research products, and linkage and exchange activities. The findings reveal individual, organizational, and external constraints that need to be recognized and, where possible, managed.
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Rich, Erin L., and Jonathan D. Wallis. "Medial-lateral Organization of the Orbitofrontal Cortex." Journal of Cognitive Neuroscience 26, no. 7 (July 2014): 1347–62. http://dx.doi.org/10.1162/jocn_a_00573.
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Emerging evidence suggests that specific cognitive functions localize to different subregions of OFC, but the nature of these functional distinctions remains unclear. One prominent theory, derived from human neuroimaging, proposes that different stimulus valences are processed in separate orbital regions, with medial and lateral OFC processing positive and negative stimuli, respectively. Thus far, neurophysiology data have not supported this theory. We attempted to reconcile these accounts by recording neural activity from the full medial-lateral extent of the orbital surface in monkeys receiving rewards and punishments via gain or loss of secondary reinforcement. We found no convincing evidence for valence selectivity in any orbital region. Instead, we report differences between neurons in central OFC and those on the inferior-lateral orbital convexity, in that they encoded different sources of value information provided by the behavioral task. Neurons in inferior convexity encoded the value of external stimuli, whereas those in OFC encoded value information derived from the structure of the behavioral task. We interpret these results in light of recent theories of OFC function and propose that these distinctions, not valence selectivity, may shed light on a fundamental organizing principle for value processing in orbital cortex.
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Cunningham, Everarda G., Serin C. Werner, and Nola V. Firth. "Control Beliefs as Mediators of School Connectedness and Coping Outcomes in Middle Adolescence." Australian Journal of Guidance and Counselling 14, no. 2 (December 2004): 139–50. http://dx.doi.org/10.1017/s1037291100002454.
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The external and internal resources that individuals bring to the coping process have been the focus of increasing theoretical and empirical research. Within the framework of conservation of resources theory (Hobfoll, 1989, 2002) this study examines the interplay between school-, teacher- and peer-connectedness, and mastery, coping self-efficacy and coping behaviours in a sample of 300 9th and 10th grade high-school students. Structural equation modelling analyses supported predictions that coping self-efficacy and mastery mediate the effects of school connectedness factors on the utilisation of nonproductive coping strategies. While coping self-efficacy partially mediated the relationships between school connectedness factors and productive coping behaviours, contrary to expectations this relationship was not partially mediated by mastery. These results support a cognitive mediational model of coping resources and may have implications for school-based intervention programs that promote positive coping in adolescence.
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Richardson, Khalaeb, Anne Collins McLaughlin, Mitchell McDonald, and Aaron Crowson. "The Effects of Diminished Reality on the Detection of and Response to Notifications." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 65, no. 1 (September 2021): 159–63. http://dx.doi.org/10.1177/1071181321651236.
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Many environments contain visual and auditory distractions. Cognitive aids help limit these distractions, support attention, and improve task performance. One way this is done is by adding information to the environment via Augmented Reality (AR). Attention may also be supported by removing distractors using Diminished Reality (DR), a form of AR that computationally erases, de-emphasizes, or otherwise diminishes external stimuli. However, there was no research investigating the design of the control and display system for DR technology and the question of how to redirect or gain someone’s attention when their environment is diminished had not been addressed. This study explored the acceptability and effectiveness of notifications with varying attributes and fills that gap in research. Results indicated that low specificity notifications in a diminished environment are rated as being subjectively better than notifications of other formats; low specificity messages were also recalled at a greater rate.
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Nückles, Matthias, Julian Roelle, Inga Glogger-Frey, Julia Waldeyer, and Alexander Renkl. "The Self-Regulation-View in Writing-to-Learn: Using Journal Writing to Optimize Cognitive Load in Self-Regulated Learning." Educational Psychology Review 32, no. 4 (July 25, 2020): 1089–126. http://dx.doi.org/10.1007/s10648-020-09541-1.
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Abstract We propose the self-regulation view in writing-to-learn as a promising theoretical perspective that draws on models of self-regulated learning theory and cognitive load theory. According to this theoretical perspective, writing has the potential to scaffold self-regulated learning due to the cognitive offloading written text generally offers as an external representation and memory aid, and due to the offloading, that specifically results from the genre-free principle in journal writing. However, to enable learners to optimally exploit this learning opportunity, the journal writing needs to be instructionally supported. Accordingly, we have set up a research program—the Freiburg Self-Regulated-Journal-Writing Approach—in which we developed and tested different instructional support methods to foster learning outcomes by optimizing cognitive load during self-regulated learning by journal writing. We will highlight the main insights of our research program which are synthesized from 16 experimental and 4 correlative studies published in 16 original papers. Accordingly, we present results on (1) the effects of prompting germane processing in journal writing, (2) the effects of providing worked examples and metacognitive information to support students in effectively exploiting prompted journal writing for self-regulated learning, (3) the effects of adapting and fading guidance in line with learners’ expertise in self-regulated learning, and (4) the effects of journal writing on learning motivation and motivation to write. The article closes with a discussion of several avenues of how the Freiburg Self-Regulated-Journal-Writing Approach can be developed further to advance research that integrates self-regulated learning with cognitive load theory.
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Willekens, Marceline C., Don Postel, Martin D. M. Keesenberg, and Robert Lindeboom. "Dutch Translation and Validation of the 3b2:?thyc=10 Headache-Specific3b2:?thyc Locus of Control Scale (HSLC-DV)." Pain Research and Management 2018 (2018): 1–9. http://dx.doi.org/10.1155/2018/3046235.
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Background and Objective. The assessment of locus of control forms an important part of headache treatment, and there is need to adapting them to the Dutch population. Methods. Forward-backward translation was used to obtain the Headache-Specific Locus of Control Scale–Dutch Version (HSLC-DV). The response of 87 participants with migraine, tension-type headache, and cervicogenic headache, aged between 18 and 55 years (75% female), is used. Test-retest reliability was measured by intraclass correlations. Construct validity was assessed by correlations with corresponding domains of the Pain Coping and Cognition List (PCCL) and by confirmation of known groups hypotheses. Structural validity was evaluated by factor analysis (principal axis factoring). Results. The intraclass correlations for the External, Internal, and Chance domains were 0.79, 0.89, and 0.73, respectively. Internal consistencies for domains exceeded 0.73 and were similar to those observed in the original study. Convergent correlations were as expected and three of the seven known groups hypotheses were confirmed. Structural validity was supported by results of the factor analysis that matched the proposed structure of the original instrument. Conclusions. The HSLC-DV is a valid and reliable questionnaire for measuring the locus of control.
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Gomez, Rapson, Taylor Brown, Shaun Watson, and Vasileios Stavropoulos. "Confirmatory factor analysis and exploratory structural equation modeling of the factor structure of the Questionnaire of Cognitive and Affective Empathy (QCAE)." PLOS ONE 17, no. 2 (February 7, 2022): e0261914. http://dx.doi.org/10.1371/journal.pone.0261914.
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The Questionnaire of Cognitive and Affective Empathy (QCAE) is a multiple dimensional measure of cognitive empathy [comprising primary factors for perspective taking (PT), online simulation (OS)], and affective empathy [comprising primary factors for emotion contagion (EC), proximal responsivity (PRO), and peripheral responsivity (PER)]. This study used independent clusters confirmatory factor analysis (ICM-CFA) and exploratory structural equation modeling (ESEM) to examine the scale’s factor structure. A general community sample of 203 (men = 43, women = 160) between 17 and 63 years completed the QCAE. Although both the five-factor oblique and second order factor models showed good model fit, and clarity in the pattern of factor loadings, in the second-order factor model, none of the primary factors loaded significantly on their respective secondary factors, thereby favoring the five-factor oblique model. The factors in this model were supported in terms of external validity. Despite this, the factor for PRO in this model showed low reliability for meaning interpretation. A revised four-factor oblique model without the PRO factor showed good fit, clarity in the pattern of factor loadings, and reliability and validity for the factors in this model, thereby suggesting this to be the best model to represent ratings on the QCAE.
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Tishkina, N. P., and G. A. Rybina. "Instruments of Cognizing the Social and Economic Field of Society: Objectives, Challenges and Prospects." Vestnik of the Plekhanov Russian University of Economics 17, no. 4 (July 23, 2020): 13–23. http://dx.doi.org/10.21686/2413-2829-2020-4-13-23.
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Today’s concepts, theories and methodology of classical political economy, economics in general, state and economic governance clearly demonstrate their unsoundness in resolving issues of rational organization of public reproduction by levels of economic management. They are characterized by the subjective-contract and dogmatic tool and the relevant theory of cognition, which are aimed at retaining the discriminative-degrading, religiouspolitical initial model of man and society vital functions in nature, i. e. ‘Tyrant – Victim’. Their alternative is the system-integrated inter-disciplinary methodology providing the development of scientific, objective economic theory, rational practice of state and economic governance of public production, which excludes political mongering, subjectivism and voluntarism. The current internal and external situation in Russia shows that neither traditional public sciences and their leading academics, nor state bodies and their advisers-scientists, nor politicians can produce a variant of further positive development of society and production for the near future. An additional set of notions, categories and tools of cognition supplementary to the traditional one was designed on the basis of approaches put forward by supporters of classical political-economic, biosphere, noosphere and fundamental sciences. It does not reject the accumulated experience, which can be adapted, concretize and correct to improve the quality of research in accordance with the extended totality of objective general, social and economic laws of man and society development in nature.
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Kumar, Gautam, and Mayuresh V. Kothare. "On the Continuous Differentiability of Inter-Spike Intervals of Synaptically Connected Cortical Spiking Neurons in a Neuronal Network." Neural Computation 25, no. 12 (December 2013): 3183–206. http://dx.doi.org/10.1162/neco_a_00503.
Full textAbstract:
We derive conditions for continuous differentiability of inter-spike intervals (ISIs) of spiking neurons with respect to parameters (decision variables) of an external stimulating input current that drives a recurrent network of synaptically connected neurons. The dynamical behavior of individual neurons is represented by a class of discontinuous single-neuron models. We report here that ISIs of neurons in the network are continuously differentiable with respect to decision variables if (1) a continuously differentiable trajectory of the membrane potential exists between consecutive action potentials with respect to time and decision variables and (2) the partial derivative of the membrane potential of spiking neurons with respect to time is not equal to the partial derivative of their firing threshold with respect to time at the time of action potentials. Our theoretical results are supported by showing fulfillment of these conditions for a class of known bidimensional spiking neuron models.
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Seliger, Jordan, and Avi Ben-Zeev. "Race is Still Black and White: Voluntary Racial Phenotypic Change Elicits Meaning Threat and Backlash." International Journal of Psychological Studies 12, no. 4 (October 29, 2020): 1. http://dx.doi.org/10.5539/ijps.v12n4p1.
Full textAbstract:
We offer evidence that a target who voluntarily changes his/her racial phenotypic features causes perceivers to engage in two-pronged social policing of racial group boundaries: (a) vilifying and disliking the target (cognitive and affective backlash; external policing) (Experiments 1a-1b, 2, & 3) and (b) increasing own racial essentialism, in response to a meaning threat (internal policing) (Experiment 3). In all experiments, participants received a vignette of a protagonist that underwent non-elective surgery (white/Asian, Experiments 1a-1b; white/Black, Experiments 2-3). In the voluntary change condition, the protagonist asks that the surgeon change his/her racial features to resemble that of a different race whereas, in the involuntary change condition the protagonist asks that the surgeon keep his/her racial features intact (Experiment 1: eye shape, Experiment 2: Afrocentric features). Findings supported the predictions and showed a dissociation between similarity and categorization judgments, underscoring the essentialized versus socially constructed nature of beliefs about race.
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KONOLD, TIMOTHY R., CONNIE JUEL, MARLIE MCKINNON, and REBECCA DEFFES. "A multivariate model of early reading acquisition." Applied Psycholinguistics 24, no. 1 (January 21, 2003): 89–112. http://dx.doi.org/10.1017/s0142716403000055.
Full textAbstract:
How similar are the cognitive and linguistic profiles of those children who easily learn to read? How similar are the profiles of those children who have difficulty learning to read? Do the profiles of successful and less successful readers vary among children 5–10 years of age? These were the questions that guided this study. Six core profiles were identified on four fluid reasoning to comprehension knowledge constructs previously found to be both theoretically and empirically linked to children's reading acquisition: auditory processing, crystallized ability, processing speed, and short-term memory. Cluster analysis was used to develop this taxonomy and the six-cluster solution was supported through cross-validation. The internal and external validity of the resulting profiles was favorable, suggesting homogeneous within-cluster membership and clear separation among the six core profiles. A summary of the defining characteristics for each profile is provided. The performance of children comprising different profiles was investigated on four external reading outcomes. These comparisons were conducted for each of the six age groups comprising the sample (i.e., 5–10 years) to assess whether the importance of certain score configurations varied as a function of the reading tasks required of children learning to read and those who are already readers. Results indicated that certain profiles were associated with greater success on external measures of reading achievement than other profiles. Trends across ages and differences among age groups are described.
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Cheal, Mary Lou, Don R. Lyon, and Lawrence R. Gottlob. "A Framework for Understanding the Allocation of Attention in Location-Precued Discrimination." Quarterly Journal of Experimental Psychology Section A 47, no. 3 (August 1994): 699–739. http://dx.doi.org/10.1080/14640749408401134.
Full textAbstract:
The effects of attention on visual perception are assessed in the location-precuing paradigm. First, we present a review of some current metaphors for attention and relevant data. Then, a framework is suggested that provides an interpretation of the temporal sequence of external and assumed internal processes within a location-cuing trial. Cases when a precue correctly indicates the target location (valid trials) are compared to cases when the precue directs attention to the wrong location (invalid trials) with the cue location either at fixation or peripheral to the target location. Several specific hypotheses are suggested; these concern decrements in performance on invalid trials and effects of the location of a precue. For the most part, these hypotheses are supported by data in the literature and in some new studies. A gradient-filter metaphor for attention, which includes a synthesis of ideas from the gradient model and the attention gate model, is more consistent with the data than is a spotlight metaphor.
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Ryazanova, T. B., and A. V. Markina. "Characteristics of Visual and Haptic Functions Relate Similarly to Alpha Rhythm Parameters." Perception 26, no. 1_suppl (August 1997): 336. http://dx.doi.org/10.1068/v970272.
Full textAbstract:
Visual short-term memory (STM) for digits and reaction times (RT) has been found to correlate significantly with parameters of the occipital background EEG: the dominating alpha frequency and the alpha spindle duration (Markina and Maltzeva, 1993 Proceedings of 7th EMPS in Trier pp 311 – 314). STM span is more closely related to the latter, RT to the former of these parameters. We studied how certain characteristics of accuracy in haptic performance correlated with the same alpha parameters. We measured the control of line-length scatter, and the quantity of metrically accurate copies, in the standard task of blindly copying zigzag lines. The two measures were statistically independent of each other. We found that these characteristics of haptic performance show a similar pattern of correlation with alpha parameters as do STM and RT. Line-length scatter, as an index of control processes in the motor system, is related to alpha spindle duration. The quantity of metrically accurate copies, as an index of how precisely external metrical parameters are mapped to a subjective representation, is related to the dominating alpha frequency. The results are supported by factor analysis. They imply that (1) there are similar types of structures in visual cognition and haptic processes, and (2) the alpha rhythm parameters considered underly both kinds of processes.
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Benson, Nicholas F., and John H. Kranzler. "Another Look at the Construct Validity of the Gifted Rating Scales: Preschool/Kindergarten and School Forms." Journal of Psychoeducational Assessment 36, no. 8 (May 24, 2017): 782–97. http://dx.doi.org/10.1177/0734282917710377.
Full textAbstract:
This study further examined the Gifted Rating Scales (GRS) at the internal and external stages of test validation by (a) testing structural fidelity as indicated by the number of factors supported as well as the correspondence of the latent factor structure with the scoring model proposed by the authors and (b) examining the external relations of factors underlying GRS ratings with the general factor from two widely used standardized tests of intelligence using the multimethod confirmatory factor analysis (CFA). Results of our analyses revealed the presence of a large general factor on both the GRS-Preschool (GRS-P) and the GRS-School (GRS-S) forms. This factor accounted for 80% of the variance on the GRS-P and 72% of the variance on the GRS-S, revealing that the vast majority of what the GRS measures is the general factor. In addition, coefficient ω for both the GRS-P and the GRS-S was .95 and ω H for the GRS-S was .92, demonstrating that this general factor is measured with a high degree of reliability. Results of multimethod CFAs indicated the general factor underlying the GRS correlated substantially with the general factor underlying the Wechsler scales, which may suggest that the GRS primarily reflects general cognitive ability and not multiple dimensions of giftedness. Implications of these results and directions for further research are discussed.