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Kaufman, Ruth. "The Process of Experiencing Mediated Learning as a Result of Peer Collaboration Between Young Adults With Severe Learning Difficulties." Journal of Cognitive Education and Psychology 5, no. 2 (January 2005): 215–16. http://dx.doi.org/10.1891/194589505787382540.
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Mediated learning is an interpersonal experience in which the mediator’s role is to develop in the mediatee functions essential for learning. The mediator focuses on the mediatee while identifying, analyzing, formulating, and solving problems related to everyday life and formal education frameworks. This study was focused upon the mediators, their experience in mediated learning, and the development of mediational abilities and cognitive functions as a result of social goals.Mediation was carried out in pairs and in a group format. The group was composed of low-functioning young adults suffering from severe learning problems. They acted in pairs, using a peer mediating activity, and also worked in the group to replicate their actions as well as to study the theory of mediated learning, its procedure, and its activities. The tasks were taken from Feuerstein’s cognitive intervention program, Instrumental Enrichment.Such a framework allowed me to identify and capture different aspects of students’ cognitive functioning as well as their inter- and intrapersonal mediation. Each student had to play different roles, sometimes acting as mediator to another member of the group, and thus focusing on his/her difficulties and needs, and at other times being a mediatee and receiving mediation from another group member. In addition, each student participated in the whole group activity reflecting upon, analyzing, and evaluating his/her own and his/her peer’s actions as well as those of others in the group. All this promoted strong experience in mediated learning, in different distances and modalities. Three different instruments were developed as a means of data collection and analysis: the mediation circular profile, the structural hierarchy of deficient cognitive functions map, and the process analysis flow chart.The study unfolded as a microdevelopmental process with students starting at a very low level of cognitive functioning and mediational ability and gradually progressing toward quite sophisticated methods of interaction, mediation, and problem solving. In the course of such microevolution, each group member developed his/her own position and role within the group and in the group activities.The findings support the theory of Structural Cognitive Modifiability while showing that even low-functioning people, who usually play the role of mediatee, can be mediators. By mediating to other people, they improve their own cognitive functioning, abstract level of thinking, and social and communication skills.
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Tzuriel, David. "Mediated Learning Experience and Cognitive Modifiability." Journal of Cognitive Education and Psychology 12, no. 1 (2013): 59–80. http://dx.doi.org/10.1891/1945-8959.12.1.59.
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The focus of this article is on the effects of mediated learning experience (MLE) interactions on children’s cognitive modifiability. In this article, I discuss the MLE theory, and selected research findings demonstrating the impact of MLE strategies in facilita ting cognitive modifiability. Research findings derive from mother–child interactions, peer-mediation and cognitive education programs. Mediation for transcendence (expanding) was found consistently as the most powerful strategy predicting cognitive modifiability and distal factors in samples of children with learning difficulties directly predict cognitive modifiability. Findings of peer-mediation studies indicate that children in experimental groups participating in the Peer Mediation with Young Children program showed better mediational teaching style and higher cognitive modifiability than children in control groups. Application of dynamic assessment as a central evaluation method reveals that the contribution of the cognitive education program was not simply supporting the development of a particular skill practiced during the program; it also involved teaching children how to benefit from mediation in a different setting and consequently improve their cognitive performance across other domains.
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Maxwell, Bruce, and Christine Tappolet. "Rethinking Cognitive Mediation: Cognitive–Behavioral Therapy and the Perceptual Theory of Emotion." Philosophy, Psychiatry, & Psychology 19, no. 1 (2012): 1–12. http://dx.doi.org/10.1353/ppp.2012.0001.
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Kwon, Hyungil Harry, Do Young Pyun, and Kyong Keun Choi. "The mediating role of perceived value in two different price settings." International Journal of Sports Marketing and Sponsorship 15, no. 3 (April 1, 2014): 27–39. http://dx.doi.org/10.1108/ijsms-15-03-2014-b004.
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This study investigates the mediating effect of perceived value in the relationship between team identification and purchase intention towards licensed apparel within two different price settings (market price and 40% above market price). Considering adaptation level theory, cognitive dissonance theory and dual information processing, it is hypothesised that team identification will directly influence purchase intention when the price of a product decreases. Two models (partial mediation and full mediation) were constructed in each price setting and tested using structural equation modelling (SEM). The results indicate that the partial mediation model better fits the data for the 70,000 Won setting and the full mediation model was a better fit for the 90,000 Won setting.
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Gluck, Mark A., and Catherine E. Myers. "Hippocampal mediation of stimulus representation: A computational theory." Hippocampus 3, no. 4 (October 1993): 491–516. http://dx.doi.org/10.1002/hipo.450030410.
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Leng Chua, Bee, Oon-Seng Tan, and Paulina Sock Wah Chng. "Mediated Learning Experience: Questions to Enhance Cognitive Development of Young Children." Journal of Cognitive Education and Psychology 16, no. 2 (2017): 178–92. http://dx.doi.org/10.1891/1945-8959.16.2.178.
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Mediated learning experience (MLE) stresses that the quality of interaction between the child and the environment via a human mediator plays a pivotal role in the cognitive development of the individual. Feuerstein’s theory of structural cognitive modifiability posited that humans have the propensity to change the structure of their cognitive functioning. Therefore, teachers and practitioners can intervene early during early childhood to potentially enhance cognition functions of young children, which will prepare them for successful adaptation to the rapidly changing environment. This article rides on the theoretical underpinnings of Feuerstein’s theory of MLE to elaborate appropriate use of questions to enhance cognitive development during early childhood. Essentially, appropriate conditions foster the mediation of intentionality and reciprocity, meaning, and transcendence, the three parameters necessary for mediated interaction to take place and questions are used to mediate the parameters as we scaffold through teacher–student interactions.
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Garland, Howard. "A cognitive mediation theory of task goals and human performance." Motivation and Emotion 9, no. 4 (December 1985): 345–67. http://dx.doi.org/10.1007/bf00992205.
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Iwaszuk, Marta. "On cognitive tensionsm." Journal of Education Culture and Society 12, no. 2 (September 25, 2021): 415–31. http://dx.doi.org/10.15503/jecs2021.2.415.431.
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Aim. The foundation of symbolization is a substitution: a mediation between a Representamen and Object. The paper leverages this core mechanic to examine the substitutions within the conscious and unconscious parts of the mind, which compose every act of thinking. Recognizing it is a single instance: the Ego, which regulates this parallel mediation, the paper focuses on the exploration of dichotomies that result from the necessity to perform two symbolizations simultaneously. Concepts. The study’s theoretical framework is determined by Charles S. Peirce’s (1998) concept of sign and Melanie Klein’s (1948) psychoanalytic theory. From semiotic and psychoanalytic angles, this paper explores possible comprehensions of the object in the quasi-mind (Interpretant in infinite semiosis) and actual realization of code in the act of individual thinking (Ego mediating between conscious and unconscious symbolization). Results and conclusion. The main result of the study is the exposure of dichotomies that structure the shared ground for the conscious and the unconscious symbolization. This, in turn, highlights tangible constraints that the mind is subjected to in the act of thinking. Cognitive value. The study’s main contribution is the high-level scheme of dynamics that hold the Ego in reality through the means of unconscious and conscious symbolization. The study also incorporates into coherent model unexamined aspects of individual sign usage: it deploys psychic continuity into the conscious symbolization process (by basing the model on the instance of Ego), which allows addressing the issues arising at the border of conscious and unconscious symbolization.
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Peng, Changmin, Jeffrey Burr, Sae Hwang Han, Kyungmin Kim, and Jan Mutchler. "Volunteering and Cognitive Health Among Middle-Aged and Older Adults: The Mediating Role of Friendship." Innovation in Aging 4, Supplement_1 (December 1, 2020): 415–16. http://dx.doi.org/10.1093/geroni/igaa057.1340.
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Abstract We lack knowledge about the underlying mechanisms that link formal volunteering to cognitive health. Friendships can be formed and improved through volunteering. Friendship is also beneficial to cognitive health as it often involves sharing information and promoting social interactions. This study investigated the potential mediating role of friendship (i.e., the number of close friends and the quality of friendships) for the association between volunteering (i.e., volunteering status and volunteering hours) and episodic memory among middle-aged and older adults in the United States, using data from the 2014 wave of the Health and Retirement Study (N = 6,029). Moderated mediation models were employed to test the mediation role of friendship for the association between volunteering and cognition for two age groups, middle-aged adults (age 50-64, n = 2,441) and older adults (age 65+, n = 3,588). The results showed that the quality of friendships, but not the number of close friends, mediated the relationship between volunteering (both status and hours) and episodic memory for middle-aged adults. However, mediation effects of friendship were not discovered for older adults. Our findings emphasize the important role of the quality of friendship in understanding the cognitive benefit of volunteering among middle-aged adults. For older adults, the nonsignificant effects of friendship may be consistent with socioemotional selectivity theory, suggesting that older adults may not use volunteering to expand their social networks. Instead, they may participate in volunteer work for other reasons in the context of shrinking social networks.
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Scholten, Marc, and Steven J. Sherman. "Tradeoffs and theory: The double-mediation model." Journal of Experimental Psychology: General 135, no. 2 (2006): 237–61. http://dx.doi.org/10.1037/0096-3445.135.2.237.
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Tzuriel, David, and Adina Shamir. "Mediation Strategies and Cognitive Modifiability in Young Children as a Function of Peer Mediation With Young Children Program and Training in Analogies Versus Math Tasks." Journal of Cognitive Education and Psychology 9, no. 1 (February 2010): 48–72. http://dx.doi.org/10.1891/1945-8959.9.1.48.
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The effects of a peer-mediation program and training in analogies versus math on mediation strategies, cognitive modifiability, and math were investigated with 78 tutor-tutee dyads. Experimental group tutors (EGT, n = 39) received the Peer-Mediation for Young Children program, whereas control group tutors (CGT, n = 39) received a substitute program. Grade 3 tutors taught kindergarten tutees analogies and math problems. Their interactions were videotaped and analyzed by the Observation of Mediation Interaction scale. Dynamic assessment measures were administered before and after the program. EGT showed higher levels of mediation strategies and cognitive modifiability than did CGT. EGT trained in teaching analogies showed higher mediation strategies and cognitive modifiability than did EGT trained in teaching math. EGT teaching math showed higher levels of mediation strategies than did EGT teaching analogies. EGT showed higher improvement in math than CGT. The findings are discussed in view of the mediated learning experience theory and transfer effects of intervention.
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Poehner, Matthew E., Rémi A. van Compernolle, Olga Esteve, and James P. Lantolf. "A Vygotskian Developmental Approach to Second Language Education." Journal of Cognitive Education and Psychology 17, no. 3 (October 1, 2018): 238–59. http://dx.doi.org/10.1891/1945-8959.17.3.238.
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This article considers the pedagogical research informed by the writings of L. S. Vygotsky concerned with the teaching and learning of languages beyond the first (L2). Following a brief overview of developments in the application of Vygotskian theory to explicating processes of L2 development in instructional settings, we consider more recent scholarship that has employed the theory as a principled basis for reconceptualizing L2 education. Three lines of research are brought into focus: Concept-Based Instruction (CBI), Dynamic Assessment (DA), and a Vygotskian approach to the preparation of L2 teachers. This work follows the distinctions that have been proposed between, on the one hand, cognitive and meta-cognitive mediation (Karpov & Haywood, 1998), and on the other hand symbolic and human mediation (Kozulin, 2003), and brings these together in a coherent manner to support learner L2 development. Specifically, cognitive mediation through symbolic means centers on the importance of high-quality conceptual knowledge relating to the object of educative activity (e.g., vocabulary, grammar, reading, and writing), while meta-cognitive mediation through human interaction stresses the quality of cooperative engagement among teachers and students. Cognitive mediation is brought to the fore in L2 CBI work, which has been strongly influenced by the teaching–learning experiments conceived by Piotr Gal'perin (1967) in his efforts to uncover processes involved in internalization (see Talyzina, 1981). Beginning with Negueruela's (2003) longitudinal L2 CBI project, this framework has attracted considerable attention among L2 researchers and has led to numerous projects involving a range of different languages. We give particular attention to uses of CBI concerned with pragmatics of language use (e.g., van Compernolle, 2014)as this work involves the integration of features of language during communicative activity. The meta-cognitive component of language instruction is emphasized in DA as a tester/teacher (or mediator) engages cooperatively with learners when they encounter tasks beyond their independent ability. DA draws specifically on the Zone of Proximal Development (Vygotsky, 1978), according to which the quality of support learners require to identify and overcome problems indicates the extent of their emerging capabilities. Thus, DA offers a diagnosis of the full range of development, including abilities that have fully formed and those that are just “ripening” (Vygotsky, 1986). Early research on L2 DA examined dialogic mediation during dyadic interaction (Poehner, 2007, 2008). Subsequent work has extended L2 DA to group and whole-class formats (Poehner, 2009; van Compernolle & Williams, 2012) as well as computerized testing (Leontjev, 2016). Finally, we turn to the preparation of L2 teachers, where significant advances are being made that build upon both cognitive and meta-cognitive mediation to reorient (student) teachers to teaching–learning activity by beginning with their existing knowledge and experiences and moving beyond them through the introduction of theoretical concepts and principles of developmental education (Esteve, 2018; Johnson & Golombek, 2016).
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Budarina, Anna Olegovna, Irina Nikolaevna Simaeva, Alina Sergeevna Chupris, and Ekaterina Valentinovna Shakhtorina. "Meditation readiness as a Humanities bachelor students’ competence." Samara Journal of Science 7, no. 2 (June 15, 2018): 224–29. http://dx.doi.org/10.17816/snv201872302.
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The article deals with a number of interrelated social, methodological problems that impede the development of mediation as a professional activity in Russia, and put forward the idea of an integrated training of Humanities and Education bachelor students in the sphere of mediation on the basis of a competence approach. It is shown that this variational or optional module makes it possible to train professional mediators with a minimum of expenses for those with a humanitarian worldview and readiness to mediate as a social and humanitarian practice. This eliminates the discrepancy between the objective need of the state and society in mediators, the narrowly utilitarian interpretation of the mediator as a mediator in the settlement of disputes and conflicts, the diluted requirements of the professional standard for higher education of the mediator and the inability to use human resources among the BA graduates for mediation. It is proposed to introduce the universal competence Ability and readiness for mediation into the GEF3++ vocational training for Humanities and Education students. The paper considers the structure of this competence and the content of the cognitive, emotional-evaluative and motivational components of readiness for professional activity in the field of mediation. The paper also contains the results of the approbation of the elective module Fundamentals of Mediation and techniques of modeling the readiness for mediation on the basis of the competence approach, the theory of attitudes and ideas of a restorative strategy of responding to conflict and criminal situations.
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Garland, Howard, Robert Weinberg, Lawrence Bruya, and Allen Jackson. "Self-efficacy and Endurance Performance: A Longitudinal Field Test of Cognitive Mediation Theory." Applied Psychology 37, no. 4 (October 1988): 381–94. http://dx.doi.org/10.1111/j.1464-0597.1988.tb01150.x.
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Zhang, Lili, and Sukwoo Kim. "A Comparative Study on Perceptions of English Teachers’ Mediation Between Private University Teachers and Students." English Language Teaching 11, no. 8 (July 8, 2018): 1. http://dx.doi.org/10.5539/elt.v11n8p1.
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Mediation theory facilitates teachers and students to tackle the barriers in English teaching and learning process. It offers a sound systematic theoretical fort on which teachers could rely, redefines teachers’ roles and functionings in the process of learners’ cognitive development and growing self-regulations. The famous psychologist Lev Vygotsky (1978) raised notions in his ZPD theory, Feuerstein (1980) illuminates capable adults as mediators, and defined twelve main features of mediation, which has empirical study value for English teaching. Thus, through quantitative and qualitative research, this paper aims to investigate the perceptions of English teachers’ mediation between private university teachers and students, analyze and compare the similarities and differences between them. The results reveal that both teachers and students coming from the two private universities have been aware of the importance of teachers’ mediation, however, have different perceptions in the frequency of teachers’ mediation. Teachers’ actual employment on mediation is weaker than their beliefs on the importance of it.
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Lei, Jiang, and Yuewu Lin. "A Comparative Study on Perceptions of English Teachers’ Mediation Between Private University Teachers and Students." English Language Teaching 11, no. 8 (July 8, 2018): 7. http://dx.doi.org/10.5539/elt.v11n8p7.
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Mediation theory facilitates teachers and students to tackle the barriers in English teaching and learning process. It offers a sound systematic theoretical fort on which teachers could rely, redefines teachers’ roles and functionings in the process of learners’ cognitive development and growing self-regulations. The famous psychologist Lev Vygotsky (1978) raised notions in his ZPD theory, Feuerstein (1980) illuminates capable adults as mediators, and defined twelve main features of mediation, which has empirical study value for English teaching. Thus, through quantitative and qualitative research, this paper aims to investigate the perceptions of English teachers’ mediation between private university teachers and students, analyze and compare the similarities and differences between them. The results reveal that both teachers and students coming from the two private universities have been aware of the importance of teachers’ mediation, however, have different perceptions in the frequency of teachers’ mediation. Teachers’ actual employment on mediation is weaker than their beliefs on the importance of it.
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Wang, Dawei, Chaoyue Zhao, Yalin Chen, Phil Maguire, and Yixin Hu. "The Impact of Abusive Supervision on Job Insecurity: A Moderated Mediation Model." International Journal of Environmental Research and Public Health 17, no. 21 (October 23, 2020): 7773. http://dx.doi.org/10.3390/ijerph17217773.
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This paper explores the impact of abusive supervision on job insecurity under the frameworks of the social cognitive theory and the leader-member exchange theory; additionally, it explores the mediating role of leader-member exchange (LMX) and the moderating role of power distance. In this study, 944 employees from two state-owned enterprises located in China were surveyed via questionnaires. Results of the correlation analysis and statistical bootstrapping showed that (i) abusive supervision was significantly and positively related to job insecurity, (ii) LMX played a mediating role in the impact of abusive supervision on job insecurity, and (iii) power distance played a moderating role in the relationship between LMX and job insecurity. Based on the social cognitive theory, this study broadens the perspective of studies regarding job insecurity. It also provides practical suggestions for avoiding abusive supervision and for alleviating employees’ insecurities about management.
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Li, Wenye, Jijun Yao, and Shike Zhou. "How Does Physical Exercise Affect Academic Performance? The Mediating Role of Non-Cognitive Abilities." Best Evidence in Chinese Education 8, no. 2 (July 31, 2021): 1103–20. http://dx.doi.org/10.15354/bece.21.or046.
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Previous studies have found that good physical exercise can promote academic performance, but the underlying mechanism behind this lacks large-scale empirical data. Based on this, we used the 2020 Jiangsu Province academic quality monitoring data to construct an OLS regression. Then, the non-cognitive abilities variable was built with the NEO-FFI Theory, and the mediation effect diagram was drawn through the Amos22.0 software. The study found that: (i) Physical exercise brought academic improvement to elementary and middle school students. (ii) The influence mechanism of physical exercise was different between elementary school and middle school. Students at the elementary school were directly and indirectly affected. (iii) In non-cognitive specific dimensions, openness played a significant and great mediating role.
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Jiang, Shaoqi, Weijiong Chen, Yutao Kang, Jiahao Liu, and Wanglai Kuang. "Identifying Cognitive Mechanism Underlying Situation Awareness of Pilots’ Unsafe Behaviors Using Quantitative Modeling." International Journal of Environmental Research and Public Health 18, no. 6 (March 16, 2021): 3052. http://dx.doi.org/10.3390/ijerph18063052.
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Situation awareness (SA) of pilots’ unsafe behavior can ensure safety onboard. Thus, the cognitive mechanism that controls the SA leading to unsafe behavior must be articulated. This study employs the SA model and theory of planned behavior (TPB) to articulate a quantitative model of ship safe piloting. Firstly, the hierarchical classification framework of unsafe behaviors was constructed as an analytical foundation for rational and unconscious behaviors in sight of cognitive processes, and then the measurement elements of the cognitive mechanisms for behaviors were identified. Subsequently, based on the structural model, a hypothetical model of the cognitive path for unsafe behaviors was proposed by using the extended TPB, where there are four independent variables (i.e., attitude (ATD), subjective norm (SN), and perceived behavioral control (PBC)), one mediating variables (i.e., SA) and two dependent variables (i.e., behavioral intention (BI) and unsafe behaviors (BE)). Finally, this hypothetical model was analyzed with the data resources from extended TPB questionnaire of 295 pilots. Analysis results show that relationships of causation and mediation in the cognitive mechanism are in line with the behavior pattern and SA have a pronounced mediating effect and a strong relevance to the causal chain of extended TPB framework. This study integrated the SA three-level model to understand the motivation–cognition–action–feedback (MCAF) mechanism of pilots’ unsafe behaviors under cognitive mode of information processing through structural model. It would make a valuable contribution to the assessment and intervention of safety behaviors, and provide a basic framework for monitoring the situation awareness of pilot by man-machine interactive measurement technology in the future.
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Silva, Elizabet, Patrícia M. Pascoal, and Pedro Nobre. "Beliefs About Appearance, Cognitive Distraction and Sexual Functioning in Men and Women: A Mediation Model Based on Cognitive Theory." Journal of Sexual Medicine 13, no. 9 (September 2016): 1387–94. http://dx.doi.org/10.1016/j.jsxm.2016.06.005.
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Alkurtehe, Khaled Ali Mohammed, and Hisham Dzakiria. "An Overreview of the Sociocultural Theory and Vocabulary Development." JEES (Journal of English Educators Society) 3, no. 1 (April 4, 2018): 41. http://dx.doi.org/10.21070/jees.v3i1.1227.
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Vegotesky theory is a paramount for the vocabulary development with its multidimensional approach, which has the impact on the cognitive affective contextual aspects and social interaction.Socio-cultural theory(SCT) is the mental development of specific sphere human. It also concerns mediation and the different kinds of mediation tools adopted and valued by society.This paper highlighted that learning as a mediated process in social in origin and then becomes individual as a result of linguistically mediated interaction between the child and more experienced members of the society including parents, teachers, and peers. The relation of mediation of SCT and environment is to enhance vocabulary development in teaching EFL students. It also helps EFL students to use the target language in their daily life .With the help of this theory, the students can master vocabulary and improve their language.This theory focuses on the interaction with the students and shows the social environment. It links the learners with the trainer, if a child/student gets a guidance in an appropriate way he/she can learn more and can enhance his/her capacity of learning.This study tried to look at the influence of SCT on learning and teaching vocabulary. Consequently, This study recommends the use of the SCT while teaching EFL Libyan learners to enhance English language vocabulary.
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Shin Wong, Shyh. "Providing Mediated Learning Experiences Through Multidimensional Play Therapy." Journal of Cognitive Education and Psychology 5, no. 2 (January 2005): 168–82. http://dx.doi.org/10.1891/194589505787382496.
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Multidimensional Play Therapy is an integrative, multidimensional metatheoretical approach to the use of play in working with clients’ different modalities, with specific focus on the provision of mediated learning experiences through play. It is an attempt to fill in the gap and act as a bridge to integrate different ideas and practices in the fields of cognitive education and play therapy. Specifically, Multidimensional Play Therapy expands the use of play therapy to include providing mediated learning experience, based on Feuerstein’s theory of structural cognitive modifiability and mediated learning experience. The use of play as mediation, proposed by Vygotsky, is integrated with Feuerstein’s systematic application of Vygotsky’s idea of a more competent human being (the play therapist) as mediator in the context of Multidimensional Play Therapy.
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Wade, Mark, Chris Moore, Janet Wilde Astington, Kristen Frampton, and Jennifer M. Jenkins. "Cumulative contextual risk, maternal responsivity, and social cognition at 18 months." Development and Psychopathology 27, no. 1 (July 14, 2014): 189–203. http://dx.doi.org/10.1017/s0954579414000674.
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AbstractBy 18 months children demonstrate a range of social–cognitive skills that can be considered important precursors to more advanced forms of social understanding such as theory of mind. Although individual differences in social cognition have been linked to neurocognitive maturation, sociocultural models of development suggest that environmental influences operate in the development of children's social–cognitive outcomes. In the current study of 501 children and their mothers, we tested and found support for a model in which distal environmental risk, assessed when children were newborns, was indirectly associated with children's social–cognitive competency at 18 months through mothers' responsivity at 18 months. Part of this effect also operated through children's concomitant language skills, suggesting both a language-mediated and a language-independent mechanism of social–cognitive development. These findings are discussed with respect to the Vygotskian themes of internalization and semiotic mediation.
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Li, Xin, Yezhou Wang, Wenxiao Wang, Weijie Huang, Kewei Chen, Kai Xu, Junying Zhang, et al. "Age-Related Decline in the Topological Efficiency of the Brain Structural Connectome and Cognitive Aging." Cerebral Cortex 30, no. 8 (March 26, 2020): 4651–61. http://dx.doi.org/10.1093/cercor/bhaa066.
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Abstract Brain disconnection model has been proposed as a possible neural mechanism for cognitive aging. However, the relationship between structural connectivity degeneration and cognitive decline with normal aging remains unclear. In the present study, using diffusion MRI and tractography techniques, we report graph theory-based analyses of the brain structural connectome in a cross-sectional, community-based cohort of 633 cognitively healthy elderly individuals. Comprehensive neuropsychological assessment of the elderly subjects was performed. The association between age, brain structural connectome, and cognition across elderly individuals was examined. We found that the topological efficiency, modularity, and hub integration of the brain structural connectome exhibited a significant decline with normal aging, especially in the frontal, parietal, and superior temporal regions. Importantly, network efficiency was positively correlated with attention and executive function in elderly subjects and had a significant mediation effect on the age-related decline in these cognitive functions. Moreover, nodal efficiency of the brain structural connectome showed good performance for the prediction of attention and executive function in elderly individuals. Together, our findings revealed topological alterations of the brain structural connectome with normal aging, which provides possible structural substrates underlying cognitive aging and sensitive imaging markers for the individual prediction of cognitive functions in elderly subjects.
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Peng, Yisheng, Xiaohong Xu, and Russell Matthews. "Older and Less Deviant Reactions to Abusive Supervision? A Moderated Mediation Model of Age and Cognitive Reappraisal." Work, Aging and Retirement 6, no. 3 (February 24, 2020): 195–205. http://dx.doi.org/10.1093/workar/waaa006.
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Abstract Given the significant costs of abusive supervision and the broad implications of an increasingly aging workforce, scholars have called for examining the role of employee age in the abusive supervision literature. In response to this call, this study introduced a moderated mediation model of age, abusive supervision, cognitive reappraisal, and workplace deviance based on socioemotional selectivity theory. We tested this model with a sample of 614 working adults. Results suggest that employee age significantly moderated the effect of abusive supervision on cognitive reappraisal such that abusive supervision was negatively related to cognitive reappraisal for younger workers, but not for older workers. Cognitive reappraisal was negatively related to workplace (i.e., interpersonal and organizational) deviance. Furthermore, there was a significant moderated mediation effect where the indirect relationship between abusive supervision and workplace deviance via cognitive reappraisal was significant for younger workers, but not for older workers. Our findings suggest that older workers’ emotional competencies (e.g., use of cognitive reappraisal) may account for age-related advantages in coping with abusive supervision. Theoretical and implications were discussed.
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Stepanovic, Ivana. "Parents’ mediation of formal thinking: A try of operationalization." Psihologija 39, no. 3 (2006): 313–26. http://dx.doi.org/10.2298/psi0603313s.
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One possible way of examining parents? mediation of formal thinking has been presented. The specific goal was to construct a scale which represents specific means of parents? mediation that appear in their everyday communication with children. Piaget?s theory i.e. main characteristics of formal operations and concepts from Vygotsky?s paradigm, especially mediation means concept, served as theoretical background for scale constructing. The similarities between final stages of cognitive development within these two approaches have been analyzed. The research was conducted in which Crombach?s alpha was examined as an indicator of scale quality as well as correlation between children?s answers on the scale and their achievement on formal operations test. The most relevant aspects of parents? mediation were extracted and analyzed.
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Ponce, Allison N., Michelle K. Williams, and George J. Allen. "Experience of Maltreatment as a Child and Acceptance of Violence in Adult Intimate Relationships: Mediating Effects of Distortions in Cognitive Schemas." Violence and Victims 19, no. 1 (February 2004): 97–108. http://dx.doi.org/10.1891/vivi.19.1.97.33235.
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Links exist between being subjected to maltreatment as a child and tendencies to accept violence as normative in adult relationships. Constructivist Self Development Theory suggests that such relationships may be affected by “cognitive disruptions” in “self” and “other” schemas. Mediating effects of distorted cognitive schemas on the association between history of child maltreatment and the acceptance of violence in intimate interpersonal relationships were investigated among 433 men and women. Outcomes indicated that individuals who reported childhood maltreatment were more likely to display distortions in their cognitive schemas and those individuals with disrupted schemas were more likely to accept relationship violence. Least-square multiple regression analyses revealed that distorted beliefs fully mediated the relationship between reporting childhood maltreatment and acceptance of violence, for both men and women. Subsidiary analyses suggested that this full mediation was replicated for schemas involving the self but not for schemas about others.
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Rogers, Laura Q., Stephen Markwell, Patricia Hopkins-Price, Sandy Vicari, Kerry S. Courneya, Karen Hoelzer, and Steven Verhulst. "Reduced Barriers Mediated Physical Activity Maintenance Among Breast Cancer Survivors." Journal of Sport and Exercise Psychology 33, no. 2 (April 2011): 235–54. http://dx.doi.org/10.1123/jsep.33.2.235.
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To better understand mechanisms of physical activity (PA) behavior change in breast cancer survivors, we examined mediation of a successful PA behavior change intervention by social cognitive theory (SCT) constructs. Our exploratory study randomized 41 breast cancer survivors to receive the 3-month intervention (INT) or usual care (UC). We used the Freedman and Schatzkin approach to examine mediation of intervention effect on PA 3 months postintervention by changes in SCT constructs from baseline to immediately postintervention. Compared with UC, the INT group reported lower barriers interference (mean difference = −7.8, 95% CI [−15.1, −0.4], d = −0.67, p = .04) and greater PA enjoyment (mean difference = 0.7, 95% CI [0, 1.5], d = 0.61, p = .06). Barriers interference mediated 39% (p = .004) of the intervention effect on PA 3 months postintervention. PA enjoyment was not a significant mediator. Reducing barriers to PA partially explained our intervention effect.
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Abela, John R. Z., and David U. D'Alessandro. "Beck's cognitive theory of depression: A test of the diathesis-stress and causal mediation components." British Journal of Clinical Psychology 41, no. 2 (June 2002): 111–28. http://dx.doi.org/10.1348/014466502163912.
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Peng, Gui-Liang. "The effect of ambidextrous leadership on employee voice: A moderated mediation model." Social Behavior and Personality: an international journal 48, no. 10 (October 7, 2020): 1–11. http://dx.doi.org/10.2224/sbp.9304.
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I drew on social identity theory to explore the influence of ambidextrous leadership on employee voice. Participants were 208 employees at 5 knowledge-intensive business service enterprises in China. Hierarchical regression analysis and bootstrapping analysis results show that ambidextrous leadership was positively correlated with employee voice, and leader identification played a partial mediating role in this relationship. Further, this mediating role was positively moderated by cognitive flexibility, which also positively moderated the relationship between leader identification and employee voice. These findings support a positive link between ambidextrous leadership and employee voice, with leader identification mediating, and cognitive flexibility moderating this relationship. Theoretical and practical implications are discussed.
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Zhang, Yalu, Qin Gao, Fuhua Zhai, and Paul Anand. "WEALTH AND HEALTH IN PREDICTING ELDERS’ SOCIAL CAPABILITIES IN CHINA: MEDIATING ROLE OF SOCIAL NETWORK." Innovation in Aging 3, Supplement_1 (November 2019): S369. http://dx.doi.org/10.1093/geroni/igz038.1348.
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Abstract Despite an established positive link between social wealth, health, and social capability among older adults, the effect and mechanisms among these factors are understudied. This paper uses the WHO Study on Global Ageing and Adult Health (SAGE) data and a mediation analysis method, combing social capital theory and a social capabilities approach, to provide new evidence on the effects of financial resource, physical function, and cognitive function on the social capabilities of older adults (aged 55 and above) in China and the possible mediating role of social network in this relationship. The descriptive analysis results show that urban older adults (n=5,274), on average, had lower freedom of expression, lower sense of living safety, and less frequent community participation, while having better self-perceived health, higher physical and cognitive functions, more household income, and higher educational background than their rural peers (n=5,270). The Baron and Kenny’s mediation analysis results show that social networks accounted for a substantial proportion of the effects of wealth and health on social capabilities, but wealth and health still had strong, positive direct effects of its own. Higher mediating effects of social networks were found in the association between functions and social capabilities of freedom of expression (9.46%) and sense of safety (36.33%) among rural older adults. Results of this study urge for further social policies and intervention programs to enhance older adults’ social capabilities, including social cohesion, sense of trust and safety, physical and mental functioning, and subjective well-being.
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Et al., Dr C. Nagadeepa. "Students’ Understanding and Learning: Mediation Effects of Cognitive Engagement in Online Classes." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 6 (April 5, 2021): 2932–39. http://dx.doi.org/10.17762/turcomat.v12i6.6077.
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Beneath the perils of pandemic, this trend has moved very fast and in a professional manner to fill in the space produced as a result of suspended classroom learning. During this pandemic the educational institutions have been forced to adopt online learning without practicing it. As a consequence, there are several challenges to be encountered by the facilitator as well as learners to benefit from it. This paper is a descriptive study of e learning scenario among the learners of higher education in commerce deanery. This paper aims at finding out the factors which lead to student’s active engagement in the online classes. 1065 students from various colleges who had attended online classes in the last six months responded through a structured questionnaire and the data was analyzed to find out the students’ understanding and learning.
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Чорній, Анастасія. "Комунікативний аспект критерію "нейтральність" під час переговорів (на матеріалі сучасного англомовного конфліктного дискурсу)." East European Journal of Psycholinguistics 5, no. 1 (June 30, 2018): 16–24. http://dx.doi.org/10.29038/eejpl.2018.5.1.cho.
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У статті проаналізовано підходи до визначення і тлумачення поняття «нейтральність», а також практичні підходи його реалізації в межах процесу медіації. Психолінгвістика тлумачить медіативний дискурс як розгортання перемикань від внутрішнього коду до зовнішньої вербалізації у процесах породження мовлення та її інтерпретації з урахуванням соціально-психологічних типів мовних особистостей, рольових установок і приписів. За допомогою загальнонаукових методів вдалося спрямувати концептуальне значення слова «нейтральність» у комунікативну площину, а схеми комунікативних стратегій у реалізацію принципу «нейтральність». Принцип нейтральності є основоположним принципом процесу медіації, який закладений не лише у визначальних критеріях реалізації процесу, але є визначальним елементом статусу посередника. На прикладі англомовної художньої літератури виокремлено та проаналізовано низку комунікативних технік (техніки ігнорування, техніки нейтральних запитань, техніки однакових запитань), які виступають основними інструментами дотримання принципу нейтральності. Окремо звернено увагу і на мотиви введення тактик (оптимального контр реагування, рефлексії) у процес медіативного діалогу у форматі бесіди із залученням сторін та індивідуальних бесід із кожною із сторін окремо (у форматі кокус). Принцип нейтральності є плюралістичним і може розглядатись як синонімічна пара терміну «неупередженість» або ж терміну «справедливість». Ці поняття є близькими за значеннями, проте в межах лінгвістики тактики їх реалізації різняться. На прикладі англомовної художньої літератури, виокремлено не лише комунікативні техніки медіатора, вживання яких слугуватиме дотриманню принципу нейтральності, але й проаналізовано тенденції та умови їх застосування. Важливими аспектами в межах художньої літератури зокрема, є можливість передання ролі посередника іншому учаснику діалогу, а впродовж медіації загалом можна говорити про комбінаторний тип застосування технік.
Література
References
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Astor, H. (2002). Dispute Resolution in Australia. Sydney: LexisNexis Butterworths.
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References (translated and transliterated)
Astor, H. (2000). Rethinking Neutrality: A Theory to Inform Practice. Australian Dispute Resolution Journal, 11(1), 73-83.
Astor, H. (2000). Rethinking Neutrality: A Theory to Inform Practice. Australian Dispute Resolution Journal, 11(2), 145-154.
Astor, H. (2002). Dispute Resolution in Australia. Sydney: LexisNexis Butterworths.
Boulle, L. (2005). Mediation: Principles, Process, Practice. Chatswood: LexisNexis Butterworths.
Cobb, S. (1991) Practice and Paradox: Deconstructing Neutrality in Mediation. Law and Social Inquiry, 16(1), 35-62.
Cohen, O. (1999). The Limits of Mediator’s Neutrality. Mediation Quarterly, 16(4), 341-438.
Douglas, S. (2008). Neutrality in Mediation: A Study of Mediator Perceptions. Retrieved from https://lr.law.qut.edu.au/article/view/88
European Code of Conduct for Mediators. Retrieved from: http://www.mediacia.com/documents.htm.
Field, R. (2000). Neutrality and Power: Myths and Reality. The ADR Bulletin, 3(1), 16-19.
Karasik, V. (2002). Yazykovoi Krug: Lichnost, Kontsepty, Diskurs. [Language circle: Personality, Concepts, Discourse]. Retrieved from: https://www.scribd.com/doc/52113602/
Lederach, J. (1995). Preparing for Peace: Conflict Transformation Across Culture. Syracuse University Press.
Peterson N. (2007). The Mediation Dictionary. Retrieved from http://www.mediation dictionary.com/pdf/mediationdictionary.pdf
Romanyshyna, I. (2014). Mediatsiia yak Efectyvnyi Metod Vyrishennia Konfliktiv u Shkilnii Practytsi [Mediation as Effective Method in Conflict Resolution at School Practice]. Tavriiskyi Visnyk Osvity, 3 (47), 248-255.
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Zou, Xiaolei, Xiaoxi Chen, Fengling Chen, Chuxin Luo, and Hongyan Liu. "The Influence of Negative Workplace Gossip on Knowledge Sharing: Insight from the Cognitive Dissonance Perspective." Sustainability 12, no. 8 (April 17, 2020): 3282. http://dx.doi.org/10.3390/su12083282.
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Increasing attention is drawn to the effect of workplace gossip on the organization. Negative workplace gossip is a negative evaluation of others behind their back in the workplace. Based on the cognitive dissonance theory, the study explored the relationship between negative workplace gossip and knowledge sharing, through the mediation of organizational trust and the moderation of self-efficacy. The regression results of a two-stage questionnaire survey on 173 Chinese employees suggested that negative workplace gossip negatively influenced employees’ knowledge sharing through organizational trust. Additionally, findings also showed that self-efficacy moderated the mediation of organizational trust in the relationship between negative workplace gossip and knowledge sharing. This research provided a new theoretical perspective on the impact of workplace gossip, which has management implications for informal communication and team-building.
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Ball, K., A. MacFarlane, D. Crawford, G. Savige, N. Andrianopoulos, and A. Worsley. "Can social cognitive theory constructs explain socio-economic variations in adolescent eating behaviours? A mediation analysis." Health Education Research 24, no. 3 (October 16, 2008): 496–506. http://dx.doi.org/10.1093/her/cyn048.
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Cave, Terence. "Imagining the Emergence of the Human: Reflections on Chris Johnson's Late Work." Paragraph 43, no. 1 (March 2020): 45–57. http://dx.doi.org/10.3366/para.2020.0319.
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This paper offers a series of commentaries and reflections on certain of Christopher Johnson's lines of argument as perceived from the perspective of cognitive studies, with particular reference to the notion of embodied cognition. It opens with a brief outline of his work on the evolution of human intelligence in the context of the conceptually parallel question of the evolution of cognition. Subsequently, it raises questions about what this account does not include — notably an anthropological view of the role of literature — and what difference that absence might make. It further proposes that a spectrum view of the relationship between ‘body’ and ‘mind’ might helpfully supplement a view which is by implication oppositional and hierarchical. The overall concern of the paper is to reflect on what it might mean to ‘mediate thought’, and more specifically on the economy of such (cognitive) mediation.
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Caprara, Gian Vittorio, and Michele Vecchione. "Alle radici della partecipazione politica: il ruolo di tratti, valori e convinzioni di efficacia." PSICOLOGIA DI COMUNITA', no. 1 (July 2009): 15–26. http://dx.doi.org/10.3280/psc2009-001003.
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- What are the personal determinants of political success? What capacities are needed to actively contribute to the functioning of democracy? What motives, beliefs, habits may predispose toward effective participation of citizens and successful political activity of elected officials? In accordance with Social Cognitive Theory, the following paper presents the results of a research project that places personal self-efficacy beliefs at the basis of political commitment and participation. The same efficacy beliefs have been shown to play a key mediational role between personality traits, basic values, and political participation. In addition, the practical implications of these findings with respect to the selection of political personnel is highlighted.Key words: politics, participation, self-efficacy, values, motives, mediation
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Miettinen, Reijo. "Artifact Mediation in Dewey and in Cultural-Historical Activity Theory." Mind, Culture, and Activity 8, no. 4 (November 2001): 297–308. http://dx.doi.org/10.1207/s15327884mca0804_03.
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Gan, Chenjing, Weixiao Guo, Yandong Chai, and Duanxu Wang. "Unethical leader behavior and employee performance: a deontic justice perspective." Personnel Review 49, no. 1 (October 9, 2019): 188–201. http://dx.doi.org/10.1108/pr-08-2018-0290.
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Purpose The purpose of this paper is to examine the mediating effect of deontic justice in the relationship between unethical leader behavior and employee performance, and whether leader–member exchange (LMX) moderates the effect. Design/methodology/approach A two-time-point questionnaire survey was used to collect data from 225 employees of nine firms in China at two points in time separated by approximately three weeks. Findings The hypothesized moderated mediation model used in this study was supported. Deontic justice mediates the negative relationship between unethical leader behavior and employee performance, and higher LMX tends to strengthen this indirect relationship. Originality/value Previous scholars mainly focused on the cognitive and conscious thought process to explain employees’ reactions to unethical leader behavior, and largely ignored the research on the nonconscious thought process. Drawing on deontic justice theory, this study extends the previous research on the nonconscious system of moral decision-making processing by introducing employee deontic justice as a mediator in the relationship between unethical leader behavior and employee performance and further exploring LMX as a boundary condition of this indirect relationship.
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Phua, Joe. "Quitting smoking using health issue-specific Social Networking Sites (SNSs): What influences participation, social identification, and smoking cessation self-efficacy?" Journal of Smoking Cessation 9, no. 1 (August 9, 2013): 39–51. http://dx.doi.org/10.1017/jsc.2013.18.
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Introduction: This study examined members of health issue-specific social networking sites (SNSs) for smoking cessation, applying Social Identity Theory (SIT).Aims: The aim of the study was to test the relationships between perceived verbal, affective, cognitive and physical intimacy on the sites, participation level, social identification and smoking cessation self-efficacy.Methods: An online questionnaire (N = 252) assessed members of SNSs for smoking cessation. Confirmatory factor analysis (CFA), structural equation modelling (SEM), mediation analysis, MANOVA and ANOVA tests were used to test the hypotheses.Results/Findings: Verbal, affective, cognitive and physical intimacy significantly predicted participation; participation significantly predicted social identification and smoking cessation self-efficacy; and social identification mediated between participation and smoking cessation self-efficacy. Active participants and lurkers differed significantly on perceived verbal, affective, cognitive and physical intimacy, social identification, and smoking cessation self-efficacy.Conclusions: Health issue-specific SNSs for smoking cessation have a positive impact on members’ smoking cessation self-efficacy. Higher perceived intimacy facilitates participation online, which in turn influences smoking cessation self-efficacy, with social identification mediating this relationship.
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Gan, Chenjing. "Ethical Leadership and Unethical Employee Behavior: A Moderated Mediation Model." Social Behavior and Personality: an international journal 46, no. 8 (August 11, 2018): 1271–83. http://dx.doi.org/10.2224/sbp.7328.
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I explored the role of employee moral justification as a cognitive mediator in the relationship between ethical leadership and unethical employee behavior, and then investigated employee moral identity as a moderator of this indirect relationship. I based my moderated meditation model on social learning theory and tested it by analyzing data collected from 271 employees of 17 firms in China at 2 time points separated by approximately 3 weeks. The results showed that the negative indirect relationship between ethical leadership and unethical employee behavior through moral justification was significant when employee moral identity was strong. Theoretical and practical implications of the findings are discussed.
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Yasmin, Humaira, Atia Sharif, and Asma Rashid. "Antecedents and Consequences of Schema Modes among Adults." Journal of Peace, Development & Communication me 05, issue 2 (June 30, 2021): 304–13. http://dx.doi.org/10.36968/jpdc-v05-i02-27.
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Personality disorders (PDs) have a long history of understanding the causes and consequences of PDs. The Schema Theory explained a series of psychological processes that led to the genesis of PDs, rather than the antecedents-consequences dichotomy. Bad childhood events, according to Young's Schema Theory, contribute to the formation of childhood negative cognitive schemas, some of which (schemas) survive into adulthood and transform into PDs. The same theoretically proposed strategy was tested in this investigation. Mediating role of schema modes between emotional maltreatment and PDs in adults was investigated. The study was conducted with 1000 adults by using cross-sectional survey design. Mediation analysis explained that schema modes mediated between emotional maltreatments and PDs of adults. Thus, the Schema Theory gained support from the empirical data. Schema modes mediated for all personality clusters including cluster-A, B and C. In line with these empirical insights, the maladaptive personality traits also mediated between emotional maltreatments and PDs of adults
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Brylla, Catalin, and Mette Kramer. "A Pragmatic Framework for the Cognitive Study of Documentary." Projections 12, no. 2 (December 1, 2018): 159–80. http://dx.doi.org/10.3167/proj.2018.120216.
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Traditionally, there has been little intersection between cognitive film theory and documentary studies. This article initially outlines the main reasons for this lacuna, but it also highlights the few existing exceptions. While these remain too embryonic to initiate a large, overarching, and evolving discourse, they constitute seminal landmarks and stepping stones for the future of cognitive documentary studies, which, as we argue, needs to be a pragmatic endeavor. Based on this premise, we propose a research framework consisting of four areas of interest: the mediation of realities; character engagement; emotion and embodied experience; and documentary practice. This framework takes into account intratextual and extratextual aspects in relation to documentary production and reception, as well as potential social impacts.
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Song, Bo, and Zhonghua Zhao. "Institutional pressures and cluster firms’ ambidextrous innovation: the mediating role of strategic cognition." Chinese Management Studies 15, no. 2 (March 2, 2021): 245–62. http://dx.doi.org/10.1108/cms-11-2019-0397.
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Purpose How do institutional pressures influence the cluster firm’s innovation? Institutional pressure consists of regulative, normative and cognitive pressures; most scholars have only focused on the influence of regulative pressure as institutional environment on innovation. In addition, the nature of strategic cognition, as the mediator act on innovation strategy, remains underexplored in the literature. Based on institution theory and ambidextrous innovation theory, this study aims to propose a framework to examine the mechanism of institutional pressures acting on ambidextrous innovation through the moderated mediating role of strategic cognition in clusters. Design/methodology/approach Using survey data collected from 422 sampled firms in China, regression models were used to test hypotheses from the mediating role of strategic cognition between institutional pressures and cluster firm’s ambidextrous innovation. Findings The results showed that regulative, cognitive pressures and, especially, normative pressures have significant positive effects on cluster firms’ ambidextrous innovation. Strategic cognition presented by prospector and analyzer mediates the relationship between institutional pressure and ambidextrous innovation except defender; dynamic environment positively moderates the mediating effects of prospector cognition on explorative innovation, and negatively moderates the mediating effects of analyzer cognition on exploitative innovation. Originality/value The findings of this study have some implications that strategic cognition played a partially meditating role between the institutional pressure and ambidextrous innovation. Government should construct a dynamic innovation policy system according to the resource endowment in different regions; furthermore, classification support system to cluster firms with different strategic cognition should be built.
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García-Mieres, Helena, Anna Villaplana, Raquel López-Carrilero, Eva Grasa, Ana Barajas, Esther Pousa, Guillem Feixas, and Susana Ochoa. "The Role of Personal Identity on Positive and Negative Symptoms in Psychosis: A Study Using the Repertory Grid Technique." Schizophrenia Bulletin 46, no. 3 (July 29, 2019): 572–80. http://dx.doi.org/10.1093/schbul/sbz082.
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Abstract Background People with psychosis experience disruptions in personal identity that affect positive and negative symptoms, but the complexity of these phenomena needs to be addressed in an in-depth manner. Using the Personal Construct Theory, we examined whether distinct dimensions of personal identity, as measured with the Repertory Grid Technique along with other cognitive factors, might influence psychotic symptomatology. Method Eighty-five outpatients with schizophrenia-spectrum disorders completed a repertory grid, an observed-rated interview of psychotic symptoms, and measures of cognitive insight, depressive symptoms, neurocognition, and theory of mind. Results Structural equation models revealed that interpersonal dichotomous thinking directly affected positive symptoms. Self-discrepancies influenced positive symptoms by mediation of depressive symptoms. Interpersonal cognitive differentiation and interpersonal cognitive richness mediated the impact of self-reflectivity and neurocognitive deficits in negative symptomatology. Conclusions This study is the first of its kind to examine the structure of personal identity in relation to positive and negative symptoms of psychosis. Results suggest interventions targeted to improving interpersonal dichotomous thinking, self-discrepancies, interpersonal cognitive differentiation, and interpersonal cognitive richness may be useful in improving psychotic symptoms.
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Haq, Kazi Sabrina, and Margaret Penning. "Racial Disparities in Cognitive Functioning: The Mediating Role of Social Resources." Innovation in Aging 4, Supplement_1 (December 1, 2020): 342. http://dx.doi.org/10.1093/geroni/igaa057.1099.
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Abstract Despite frequent recognition of disparities in cognitive functioning between White and non-White older adults, the pathways or mechanisms through which race affects cognitive functioning have yet to be elucidated. The research questions addressed in this paper are: 1) Is there a relationship between racial minority status and cognitive functioning in middle and later life? 2) To what extent do social resources (i.e., social support, social networks, and social participation) mediate the relationship between racial minority status and cognitive functioning? 3) Finally, drawing on intersectionality theory, if social resources do mediate the relationship between racial minority status and cognitive functioning, to what extent is this mediation effect moderated by the interaction of gender and Socioeconomic Status (SES)? Using cross-sectional data drawn from the Canadian Longitudinal Study on Aging (CLSA) with a sample of over 50,000 Canadians (2010-15) aged 45 to 85 years, multivariate regression analyses (OLS, logistic, multinomial logistic) assess the mediating effect of social resources on the relationship between racial minority status and cognitive functioning. Controlling for age, gender and other relevant determinants, preliminary results reveal that racial disparities in cognitive functioning (i.e., lower cognitive test scores) exist in Canada and that this relationship is partially mediated by some indicators of social resources (e.g., functional social support, emotional social support). Our findings suggest the need for interventions targeted at increasing social resources for racial minority groups to cope with the risk of developing cognitive impairment in later life.
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Conner, Mark, Rachel Warren, Stephen Close, and Paul Sparks. "Alcohol Consumption and the Theory of Planned Behavior: An Examination of the Cognitive Mediation of Past Behaviorid." Journal of Applied Social Psychology 29, no. 8 (August 1999): 1676–704. http://dx.doi.org/10.1111/j.1559-1816.1999.tb02046.x.
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Kloppers, W. C. "Ervaringsgeoriënteerde geloofsoordrag: geloofwaardige waarheid." Verbum et Ecclesia 24, no. 1 (October 15, 2003): 104–12. http://dx.doi.org/10.4102/ve.v24i1.315.
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The central question in a theological communication theory is the mediation between tradition and experience. How can the reality of God and the reality of human beings be connected on the level of experience? The transmission of the Christian faith is about the mediation of a symbolic reality, meant to bring about spiritual experience and experience of meaning. Not only the cognitive dimension, but the affective, emotive, conative, aesthetic and social dimensions have to play an active role. The communication of faith on all levels of experience is thus a sine qua non for theologians and educators of religion. The challenge for theology is to recognize ways in which experience-driven religious education can be practised.
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Jiang, Xia, Jing Du, Tianfei Yang, and Yujing Liu. "How Do Instant Messages Reduce Psychological Withdrawal Behaviors?—Mediation of Engagement and Moderation of Self-Control." International Journal of Environmental Research and Public Health 18, no. 6 (March 14, 2021): 2983. http://dx.doi.org/10.3390/ijerph18062983.
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Enabling people to send and receive short text-based messages in real-time, instant messaging (IM) is a communication technology that allows instantaneous information exchanges. The development of technology makes IM communication widely adopted in the workplace, which brings a series of changes for modern contemporary working life. Based on the conservation of resource theory (COR), this paper explores the mechanism of workplace IM communication on employees’ psychological withdrawal, and investigates the mediating role of work engagement in the relationship and the moderating role of self-control. Using the experience sampling method (ESM), a 10-consecutive workdays daily study was conducted among 66 employees. By data analysis of 632 observations using SPSS and HLM, results found that: (1) IM demands had a positive relation with emotion and cognitive engagement. (2) Emotion and cognitive engagement were negatively correlated with psychological withdrawal. (3) Emotion and cognitive engagement mediated the relations of IM demands and psychological withdrawal. (4) Self-control moderated the relationship between emotional engagement and psychological withdrawal.
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Takács, Ádám. "Intentionality and objectification: Husserl and Simmel on the cognitive and social conditions of experience." Filozofija i drustvo 25, no. 2 (2014): 42–55. http://dx.doi.org/10.2298/fid1402042t.
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Husserl?s transcendental turn can be best regarded as a turn in his phenomenological models of intentionality. While in the Logical Investigations, he maintains a conception according to which intentionality is a structure of cognitive directedness in which objectification plays a formative role, in his later works the intentional relation is considered as a structure of consciousness founded on a sphere of purely subjective interiority. This paper 42 argues that if Husserl had extended the scope of his early phenomenological research to the problems of object formation in the domain of historical and cultural sciences (Geisteswissenschaften), the radical subjectively oriented transformation of his theory of intentionality would have been much more difficult, if not impossible. We also argue that in Simmel?s theory of historical cognition and culture one can detect the elements of a theory of intentionality that can account for what is missing in Husserl, namely the attention devoted to the specific constitution of social and cultural objects. It is precisely the objective mediation through exteriorization and symbolization deployed in social and cultural values, and in historical time that constitutes the specificity of these objects which also conditions subjective experiencing, rather than remains dependent on it.