El objetivo de este estudio es conocer cuáles son las estrategias cognitivas utilizadas por estudiantes bailarines pre-profesionales de Conservatorios Profesionales de Danza cuando tienen que ...solucionar problemas de índole psicológica antes, durante y al finalizar una actuación escénica o/y en una clase/ensayo. Se contó con una muestra de 125 bailarines/estudiantes pre-profesionales de los tres últimos cursos de enseñanzas profesionales de danza (cuarto, quinto y sexto), pertenecientes a las tres especialidades (danza clásica, danza española, baile flamenco) de los Conservatorios Profesionales de Danza de Córdoba, Sevilla y Málaga. El instrumento de recogida de información en esta primera fase ha sido el Cuestionario de Estrategias Cognitivas en Deportistas CEAD de Mora, García, Toro, & Zarco (2001), sobre el cual se sustituyeron términos propios del ámbito de la danza por los términos propios del campo del deporte. Los resultados del estudio nos permiten hallar conclusiones sobre los problemas cognitivos más destacados en bailarines de similares características a los estudiados y éstos poderse tener en cuenta en las etapas de formación y aprendizaje de los bailarines para poder presentar a bailarines/as en el ámbito laboral y profesional de la danza con estrategias de afrontamiento cognitivo óptimas para alcanzar el máximo rendimiento escénico.
The Public Opinion Survey of Human Attributes - Stuttering (POSHA-S, St. Louis, 2013) was developed as a standard measure of public attitudes about people who stutter. As with any survey-based ...methods, threats to validity may occur because of social desirability bias. Using computer mouse-tracking, we were interested in observing changes in cognition that are manifested in intentionality through action by evaluating underlying cognitive processes that drive social judgments of people who stutter.
Twenty-two women, 1 non-binary person, and 47 men reported using a computer mouse to complete an online, remote, and modified version of the POSHA-S. Responses were categorized as correct/helpful or incorrect/unhelpful relative to each component of the POSHA-S and were used as measures of explicit cognitive processes. Computer-mouse trajectory metrics, including area under the curve (AUC) and reaction time (RT), were used to measure implicit cognitive processes.
Although participants’ explicit responses were significantly more likely to be correct/helpful than incorrect/unhelpful, with endorsement of correct/helpful prompts 77 % of the time, participants also endorsed incorrect/unhelpful prompts more than half (i.e., 52 %) of the time. Familiarity with people who stutter was associated with disagreeing with incorrect/unhelpful prompts. As indicated by greater AUC, participants exhibited significantly more implicit cognitive processes indicating competition when responding “disagree” compared to “agree”, regardless of whether the prompts were correct/helpful or incorrect/unhelpful. Similarly, participants took significantly longer to respond to prompts with "disagree" rather than "agree".
The findings of this study offer evidence of participants reporting cognitive processes that are overall more correct/helpful than incorrect/unhelpful, in their explicit responses to the dichotomous response tasks of the POSHA-S. However, these findings are tempered by evidence of a tendency to agree with statements in the measure and suggest the need for further research to increase understanding of how to measure and improve explicit and implicit cognitive processes related to people who stutter.
•Mouse-tracking was used to measure stuttering-related explicit and implicit cognitive processes.•Participants endorsed helpful/correct prompts 77 % of the time.•Participants endorsed unhelpful/incorrect prompts 52 % of the time.•Greater uncertainty was apparent when participants disagreed with statements.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
Rumination about the past and worries about the future (perseverative cognition) are extremely common, although pervasive and distressing, dysfunctional cognitive processes. Perseverative cognition ...is not only implicated in psychological health, contributing to mood worsening and psychopathology but, due to its ability to elicit prolonged physiological activity, is also considered to play a role in somatic health. Although there is emerging evidence that such negative and persistent thoughts have consequences on the body, this association has not yet been quantified. The aim of this study was to meta-analyze available studies on the physiological concomitants of perseverative cognition in healthy subjects. Separate meta-analyses were performed on each examined physiological parameter. Sixty studies were eligible for the analyses. Associations emerged between perseverative cognition and higher systolic blood pressure (SBP) (g = .45) and diastolic blood pressure (DBP) (g = .51) in experimental studies, and higher heart rate (HR) (g = .28 and g = .20) and cortisol (g = .36 and g = .32), and lower heart rate variability (HRV) (g = .15 and g = .27) in experimental and correlational studies, respectively. Significant moderators were sex, ethnicity, type of induction used to elicit perseverative cognition, assessment of state versus trait perseverative cognition, focus on worry or rumination, duration of physiological assessment, and quality of the studies. With the exception of blood pressure, results were not influenced by publication bias. Results show that perseverative cognition affects cardiovascular, autonomic, and endocrine nervous system activity, suggesting a pathogenic pathway to long-term disease outcomes and clarifying the still unexplained relationship between chronic stress and health vulnerability.
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CEKLJ, FFLJ, NUK, ODKLJ, PEFLJ, UPUK
An interleaved presentation of items (as opposed to a blocked presentation) has been proposed to foster inductive learning (interleaving effect). A meta-analysis of the interleaving effect (based on ...59 studies with 238 effect sizes nested in 158 samples) was conducted to quantify the magnitude of the interleaving effect, to test its generalizability across different settings and learning materials, and to examine moderators that could augment the theoretical models of interleaved learning. A multilevel meta-analysis revealed a moderate overall interleaving effect (Hedges' g = 0.42). Interleaved practice was best for studies using paintings (g = 0.67) and other visual materials. Results for studies using mathematical tasks revealed a small interleaving effect (g = 0.34), whereas results for expository texts and tastes were ambiguous with nonsignificant overall effects. An advantage of blocking compared with interleaving was found for studies based on words (g = −0.39). A multiple metaregression analysis revealed stronger interleaving effects for learning material more similar between categories, for learning material less similar within categories, and for more complex learning material. These results are consistent with the theoretical account of interleaved learning, most notably with the sequential theory of attention (attentional bias framework). We conclude that interleaving can effectively foster inductive learning but that the setting and the type of learning material must be considered. The interleaved learning, however, should be used with caution in certain conditions, especially for expository texts and words.
Public Significance Statement
In inductive learning, concepts are acquired by studying exemplars (e.g., mathematical procedures used for solving math problems, biological species by studying photographs of animals, or psychological disorders by reading case reports). Research suggests that interleaving exemplars from different categories (in contrast to presenting exemplars from the same category in a blocked fashion) might benefit inductive learning. This study presents a quantitative synthesis of extant studies of interleaving. We found a moderate positive effect of interleaving, but the benefits of interleaving depend on the type of learning material and setting. For educational applications, interleaving is promising but setting and learning material should be evaluated.
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CEKLJ, FFLJ, NUK, ODKLJ, PEFLJ, UPUK
Problem-solving can be understood as a cognitive process in which students know facts, processes, concepts, and procedures and then apply the knowledge to solve problems in real situations. ...Indonesia’s national average achievement of numeracy skills in 2021, the cognitive process of competence reasoning is higher than the competencies of knowing and applying. This study aims to analyze students' cognitive processes in solving numeration problems related to the algebraic domain. The algebraic domain in this study is limited to competencies in making generalizations from patterns in number sequences and object configuration sequences. This research was conducted qualitatively with a phenomenological design using three high-category and three low-category students to achieve data saturation. The supporting instruments are students' answers and interview results related to the algebraic domain. This study concluded that students' cognitive processes in solving numeracy problems associated with the algebraic domain in the high and low categories have different descriptions. This difference in intelligence has an impact when solving math problems. This research can help enrich the understanding of students' cognitive processes and contribute to the development of better mathematics learning strategies and curricula.
Modelling the structure of cognitive systems is a central goal of the cognitive sciences—a goal that has greatly benefitted from the application of network science approaches. This paper provides an ...overview of how network science has been applied to the cognitive sciences, with a specific focus on the two research ‘spirals’ of cognitive sciences related to the representation and processes of the human mind. For each spiral, we first review classic papers in the psychological sciences that have drawn on graphtheoretic ideas or frameworks before the advent of modern network science approaches. We then discuss how current research in these areas has been shaped by modern network science, which provides the mathematical framework and methodological tools for psychologists to (i) represent cognitive network structure and (ii) investigate and model the psychological processes that occur in these cognitive networks. Finally, we briefly comment on the future of, and the challenges facing, cognitive network science.
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BFBNIB, NMLJ, NUK, PNG, SAZU, UL, UM, UPUK
Bilingual environments provide a commonplace example of increased complexity and uncertainty. Learning multiple languages entails mastery of a larger and more variable range of sounds, words, ...syntactic structures, pragmatic conventions, and more complex mapping of linguistic information to objects in the world. Recent research suggests that bilingual learners demonstrate fundamental variation in how they explore and learn from their environment, which may derive from this increased complexity. In particular, the increased complexity and variability of bilingual environments may broaden the focus of learners' attention, laying a different attentional foundation for learning. In this review, we introduce a novel framework, with accompanying empirical evidence, for understanding how early learners may adapt to a more complex environment, drawing on bilingualism as an example. Three adaptations, each relevant to the demands of abstracting structure from a complex environment, are introduced. Each adaptation is discussed in the context of empirical evidence attesting to shifts in basic psychological processes in bilingual learners. This evidence converges on the notion that bilingual learners may explore their environment more broadly. Downstream consequences of broader sampling for perception and learning are discussed. Finally, recommendations for future research to expand the scientific narrative on the impact of diverse environments on learning are provided. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
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CEKLJ, FFLJ, NUK, ODKLJ, PEFLJ, UPUK
Theories of learning developed in education and psychology for the past 100 years are woefully inadequate to support the design of schools and classrooms that foster deep learning and equity. Needed ...is learning theory that can guide us in creating schools and classrooms where deep learning occurs, where learners’ full selves are engaged, and that disrupt existing patterns of inequality and oppression. In this article, we build on recent research in education, neuroscience, psychology, and anthropology to articulate a theory of learning that has the potential to move us toward that goal. We elaborate four key principles of learning: (1) learning is rooted in evolutionary, biological, and neurological systems; (2) learning is integrated with other developmental processes whereby the whole child (emotion, identity, cognition) must be taken into account; (3) learning is shaped in culturally organized practice across people’s lives; and (4) learning is experienced as embodied and coordinated through social interaction. Taken together, these principles help us understand learning in a way that foregrounds the range of community and cultural experiences people have throughout the life course and across the multiple settings of life and accounts for learning as set within systems of injustice.
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NUK, OILJ, SAZU, UKNU, UL, UM, UPUK
Drawing on cognitive rumination theories and conceptualizing customer service interaction as a goal attainment situation for service employees, the current study examined employee rumination about ...negative service encounters as an intermediate cognitive process that explains the within-person fluctuations in negative emotional reactions resulting from customer mistreatment. Multilevel analyses of 149 call-center employees' 1,189 daily surveys revealed that on days that a service employee received more (vs. less) customer mistreatment, he or she ruminated more (vs. less) at night about negative encounters with customers, which in turn led to higher (vs. lower) levels of negative mood experienced in the next morning. In addition, service rule commitment and perceived organizational support moderated the within-person effect of customer mistreatment on rumination, such that this effect was stronger among those who had higher (vs. lower) levels of service rule commitment but weaker among those who had higher (vs. lower) levels of perceived organizational support. Theoretical and practical implications of these findings are discussed.
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CEKLJ, FFLJ, NUK, ODKLJ, PEFLJ, UPUK
Two cognitive processes have been explored that compensate for the limited information that can be perceived and remembered at any given moment. The first parsimonious cognitive process is object ...categorization. We naturally relate objects to their category, assume they share relevant category properties, often disregarding irrelevant characteristics. Another scene organizing mechanism is representing aspects of the visual world in terms of summary statistics. Spreading attention over a group of objects with some similarity, one perceives an ensemble representation of the group. Without encoding detailed information of individuals, observers process summary data concerning the group, including set mean for various features (from circle size to face expression). Just as categorization may include/depend on prototype and intercategory boundaries, so set perception includes property mean and range. We now explore common features of these processes. We previously investigated summary perception of low-level features with a rapid serial visual presentation (RSVP) paradigm and found that participants perceive both the mean and range extremes of stimulus sets, automatically, implicitly, and on-the-fly, for each RSVP sequence, independently. We now use the same experimental paradigm to test category representation of high-level objects. We find participants perceive categorical characteristics better than they code individual elements. We relate category prototype to set mean and same/different category to in/out-of-range elements, defining a direct parallel between low-level set perception and high-level categorization. The implicit effects of mean or prototype and set or category boundaries are very similar. We suggest that object categorization may share perceptual-computational mechanisms with set summary statistics perception.
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