Self-distancing improves interpersonal perceptions and behavior by decreasing medial prefrontal cortex activity during the provision of criticism.

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Leitner, Jordan B; Ayduk, Ozlem; Mendoza-Denton, Rodolfo; Magerman, Adam; Amey, Rachel; Kross, Ethan; Forbes, Chad E

2017-04-01

Previous research suggests that people show increased self-referential processing when they provide criticism to others, and that this self-referential processing can have negative effects on interpersonal perceptions and behavior. The current research hypothesized that adopting a self-distanced perspective (i.e. thinking about a situation from a non-first person point of view), as compared with a typical self-immersed perspective (i.e. thinking about a situation from a first-person point of view), would reduce self-referential processing during the provision of criticism, and in turn improve interpersonal perceptions and behavior. We tested this hypothesis in an interracial context since research suggests that self-referential processing plays a role in damaging interracial relations. White participants prepared for mentorship from a self-immersed or self-distanced perspective. They then conveyed negative and positive evaluations to a Black mentee while electroencephalogram (EEG) was recorded. Source analysis revealed that priming a self-distanced (vs self-immersed) perspective predicted decreased activity in regions linked to self-referential processing (medial prefrontal cortex; MPFC) when providing negative evaluations. This decreased MPFC activity during negative evaluations, in turn, predicted verbal feedback that was perceived to be more positive, warm and helpful. Results suggest that self-distancing can improve interpersonal perceptions and behavior by decreasing self-referential processing during the provision of criticism. © The Author (2016). Published by Oxford University Press. For Permissions, please email: journals.permissions@oup.com.

Self-referential processing is distinct from semantic elaboration: evidence from long-term memory effects in a patient with amnesia and semantic impairments.

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Sui, Jie; Humphreys, Glyn W

2013-11-01

We report data demonstrating that self-referential encoding facilitates memory performance in the absence of effects of semantic elaboration in a severely amnesic patient also suffering semantic problems. In Part 1, the patient, GA, was trained to associate items with the self or a familiar other during the encoding phase of a memory task (self-ownership decisions in Experiment 1 and self-evaluation decisions in Experiment 2). Tests of memory showed a consistent self-reference advantage, relative to a condition where the reference was another person in both experiments. The pattern of the self-reference advantage was similar to that in healthy controls. In Part 2 we demonstrate that GA showed minimal effects of semantic elaboration on memory for items he semantically classified, compared with items subject to physical size decisions; in contrast, healthy controls demonstrated enhanced memory performance after semantic relative to physical encoding. The results indicate that self-referential encoding, not semantic elaboration, improves memory in amnesia. Self-referential processing may provide a unique scaffold to help improve learning in amnesic cases. Copyright © 2013 Elsevier Ltd. All rights reserved.

Ways of thinking: an essay on referential coordination

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Clarke, H. H. P.

2016-01-01

Referential coordination occurs when a thinker is rational in treating her thoughts as being about the same thing. This is manifested primarily in the thinker’s dispositions to make inferences, paradigmatically the disposition to infer an existential generalisation conjoining two or more properties without recourse to an additional premise concerning an identity. It therefore presents an indispensable way for identity to figure in thought. This topic is often addressed in the form of discussi...

Randomized controlled trial of Mindfulness-Based Stress Reduction versus aerobic exercise: effects on the self-referential brain network in social anxiety disorder

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Philippe eGoldin

2012-11-01

Full Text Available Background: Social Anxiety Disorder (SAD is characterized by distorted self-views. The goal of this study was to examine whether Mindfulness-Based Stress Reduction (MBSR alters behavioral and brain measures of negative and positive self-views. Methods: 56 adult patients with generalized SAD were randomly assigned to MBSR or a comparison aerobic exercise (AE program. A self-referential encoding task was administered at baseline and post-intervention to examine changes in behavioral and neural responses in the self-referential brain network during functional magnetic resonance imaging. Patients were cued to decide whether positive and negative social trait adjectives were self-descriptive or in upper case font. Results: Behaviorally, compared to AE, MBSR produced greater decreases in negative self-views, and equivalent increases in positive self-views. Neurally, during negative self vs. case, compared to AE, MBSR led to increased brain responses in the posterior cingulate cortex (PCC. There were no differential changes for positive self vs. case. Secondary analyses showed that changes in endorsement of negative and positive self-views were associated with decreased social anxiety symptom severity for MBSR, but not AE. Additionally, MBSR-related increases in DMPFC activity during negative self-view vs. case were associated with decreased social anxiety-related disability and increased mindfulness. Analysis of neural temporal dynamics revealed MBSR-related changes in the timing of neural responses in the DMPFC and PCC for negative self-view vs. case.Conclusions: These findings suggest that MBSR attenuates maladaptive habitual self-views by facilitating automatic (i.e., uninstructed recruitment of cognitive and attention regulation neural networks. This highlights potentially important links between self-referential and cognitive-attention regulation systems and suggests that MBSR may enhance more adaptive social self-referential processes in

Self-Referential Processing in Adolescents: Stability of Behavioral and Event-Related Potential Markers

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Auerbach, Randy P.; Bondy, Erin; Stanton, Colin H.; Webb, Christian A.; Shankman, Stewart A.; Pizzagalli, Diego A.

2016-01-01

The self-referential encoding task (SRET)—an implicit measure of self-schema—has been used widely to probe cognitive biases associated with depression, including among adolescents. However, research testing the stability of behavioral and electrocortical effects is sparse. Therefore, the current study sought to evaluate the stability of behavioral markers and event-related potentials (ERP) elicited from the SRET over time in healthy, female adolescents (n = 31). At baseline, participants were administered a diagnostic interview and a self-report measure of depression severity. In addition, they completed the SRET while 128-channel event-related potential (ERP) data were recorded to examine early (P1) and late (late positive potential [LPP]) ERPs. Three months later, participants were re-administered the depression self-report measure and the SRET in conjunction with ERPs. Results revealed that healthy adolescents endorsed, recalled, and recognized more positive and fewer negative words at each assessment, and these effects were stable over time (rs = 0.44–0.83). Similarly, they reported a faster reaction time when endorsing self-relevant positive words, as opposed to negative words, at both the initial and follow-up assessment (r = 0.82). Second, ERP responses, specifically potentiated P1 and late LPP positivity to positive versus negative words, were consistent over time (rs = 0.56–0.83), and the internal reliability of ERPs were robust at each time point (rs = 0.52–0.80). As a whole, these medium-to-large effects suggest that the SRET is a reliable behavioral and neural probe of self-referential processing. PMID:27302282

Medial cortex activity, self-reflection and depression.

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Johnson, Marcia K; Nolen-Hoeksema, Susan; Mitchell, Karen J; Levin, Yael

2009-12-01

Using functional magnetic resonance imaging, we investigated neural activity associated with self-reflection in depressed [current major depressive episode (MDE)] and healthy control participants, focusing on medial cortex areas previously shown to be associated with self-reflection. Both the MDE and healthy control groups showed greater activity in anterior medial cortex (medial frontal gyrus, anterior cingulate gyrus) when cued to think about hopes and aspirations compared with duties and obligations, and greater activity in posterior medial cortex (precuneus, posterior cingulate) when cued to think about duties and obligations (Experiment 1). However, the MDE group showed less activity than controls in the same area of medial frontal cortex when self-referential cues were more ambiguous with respect to valence (Experiment 2), and less deactivation in a non-self-referential condition in both experiments. Furthermore, individual differences in rumination were positively correlated with activity in both anterior and posterior medial cortex during non-self-referential conditions. These results provide converging evidence for a dissociation of anterior and posterior medial cortex depending on the focus of self-relevant thought. They also provide neural evidence consistent with behavioral findings that depression is associated with disruption of positively valenced thoughts in response to ambiguous cues, and difficulty disengaging from self-reflection when it is appropriate to do so.

Electrocortical Reactivity During Self-referential Processing in Female Youth With Borderline Personality Disorder.

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Auerbach, Randy P; Tarlow, Naomi; Bondy, Erin; Stewart, Jeremy G; Aguirre, Blaise; Kaplan, Cynthia; Yang, Wenhui; Pizzagalli, Diego A

2016-07-01

Borderline personality disorder (BPD) is debilitating, and theoretical models have postulated that cognitive-affective biases contribute to the onset and maintenance of BPD symptoms. Despite advances, our understanding of BPD pathophysiology in youth is limited. The present study used event-related potentials (ERPs) to identify cognitive-affective processes that underlie negative self-referential processing in BPD youth. Healthy females ( n = 33) and females with BPD ( n = 26) 13 to 22 years of age completed a self-referential encoding task while 128-channel electroencephalography data were recorded to examine early (i.e., P1 and P2) and late (late positive potential [LPP]) ERP components. Whole-brain standardized low-resolution electromagnetic tomography explored intracortical sources underlying significant scalp ERP effects. Compared to healthy females, participants with BPD endorsed, recalled, and recognized fewer positive and more negative words. Moreover, unlike the healthy group, females with BPD had faster reaction times to endorse negative versus positive words. In the scalp ERP analyses, the BPD group had greater P2 and late LPP positivity to negative as opposed to positive words. For P2 and late LPP, whole-brain standardized low-resolution electromagnetic tomography analyses suggested that females with BPD overrecruit frontolimbic circuitry in response to negative stimuli. Collectively, these findings show that females with BPD process negative self-relevant information differently than healthy females. Clinical implications and future directions are discussed.

Toward Self-Referential Autonomous Learning of Object and Situation Models.

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Damerow, Florian; Knoblauch, Andreas; Körner, Ursula; Eggert, Julian; Körner, Edgar

2016-01-01

Most current approaches to scene understanding lack the capability to adapt object and situation models to behavioral needs not anticipated by the human system designer. Here, we give a detailed description of a system architecture for self-referential autonomous learning which enables the refinement of object and situation models during operation in order to optimize behavior. This includes structural learning of hierarchical models for situations and behaviors that is triggered by a mismatch between expected and actual action outcome. Besides proposing architectural concepts, we also describe a first implementation of our system within a simulated traffic scenario to demonstrate the feasibility of our approach.

Self-reflection and the temporal focus of the wandering mind.

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Smallwood, Jonathan; Schooler, Jonathan W; Turk, David J; Cunningham, Sheila J; Burns, Phebe; Macrae, C Neil

2011-12-01

Current accounts suggest that self-referential thought serves a pivotal function in the human ability to simulate the future during mind-wandering. Using experience sampling, this hypothesis was tested in two studies that explored the extent to which self-reflection impacts both retrospection and prospection during mind-wandering. Study 1 demonstrated that a brief period of self-reflection yielded a prospective bias during mind-wandering such that participants' engaged more frequently in spontaneous future than past thought. In Study 2, individual differences in the strength of self-referential thought - as indexed by the memorial advantage for self rather than other-encoded items - was shown to vary with future thinking during mind-wandering. Together these results confirm that self-reflection is a core component of future thinking during mind-wandering and provide novel evidence that a key function of the autobiographical memory system may be to mentally simulate events in the future. Copyright © 2011 Elsevier Inc. All rights reserved.

Referential Choices in a Collaborative Storytelling Task: Discourse Stages and Referential Complexity Matter.

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Fossard, Marion; Achim, Amélie M; Rousier-Vercruyssen, Lucie; Gonzalez, Sylvia; Bureau, Alexandre; Champagne-Lavau, Maud

2018-01-01

During a narrative discourse, accessibility of the referents is rarely fixed once and for all. Rather, each referent varies in accessibility as the discourse unfolds, depending on the presence and prominence of the other referents. This leads the speaker to use various referential expressions to refer to the main protagonists of the story at different moments in the narrative. This study relies on a new, collaborative storytelling in sequence task designed to assess how speakers adjust their referential choices when they refer to different characters at specific discourse stages corresponding to the introduction, maintaining, or shift of the character in focus, in increasingly complex referential contexts. Referential complexity of the stories was manipulated through variations in the number of characters (1 vs. 2) and, for stories in which there were two characters, in their ambiguity in gender (different vs. same gender). Data were coded for the type of reference markers as well as the type of reference content (i.e., the extent of the information provided in the referential expression). Results showed that, beyond the expected effects of discourse stages on reference markers (more indefinite markers at the introduction stage, more pronouns at the maintaining stage, and more definite markers at the shift stage), the number of characters and their ambiguity in gender also modulated speakers' referential choices at specific discourse stages, For the maintaining stage, an effect of the number of characters was observed for the use of pronouns and of definite markers, with more pronouns when there was a single character, sometimes replaced by definite expressions when two characters were present in the story. For the shift stage, an effect of gender ambiguity was specifically noted for the reference content with more specific information provided in the referential expression when there was referential ambiguity. Reference content is an aspect of referential marking

Referential Choices in a Collaborative Storytelling Task: Discourse Stages and Referential Complexity Matter

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Marion Fossard

2018-02-01

Full Text Available During a narrative discourse, accessibility of the referents is rarely fixed once and for all. Rather, each referent varies in accessibility as the discourse unfolds, depending on the presence and prominence of the other referents. This leads the speaker to use various referential expressions to refer to the main protagonists of the story at different moments in the narrative. This study relies on a new, collaborative storytelling in sequence task designed to assess how speakers adjust their referential choices when they refer to different characters at specific discourse stages corresponding to the introduction, maintaining, or shift of the character in focus, in increasingly complex referential contexts. Referential complexity of the stories was manipulated through variations in the number of characters (1 vs. 2 and, for stories in which there were two characters, in their ambiguity in gender (different vs. same gender. Data were coded for the type of reference markers as well as the type of reference content (i.e., the extent of the information provided in the referential expression. Results showed that, beyond the expected effects of discourse stages on reference markers (more indefinite markers at the introduction stage, more pronouns at the maintaining stage, and more definite markers at the shift stage, the number of characters and their ambiguity in gender also modulated speakers' referential choices at specific discourse stages, For the maintaining stage, an effect of the number of characters was observed for the use of pronouns and of definite markers, with more pronouns when there was a single character, sometimes replaced by definite expressions when two characters were present in the story. For the shift stage, an effect of gender ambiguity was specifically noted for the reference content with more specific information provided in the referential expression when there was referential ambiguity. Reference content is an aspect of

The Peace System - As a self-referential communication system

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Gorm Harste

2013-11-01

Full Text Available Peace communication as diplomatic communication is an often neglected phenomenon in social and political theory that concerns problems of international order, justice and peace. Political philosophy seldom embarks on the theme with more than a few comments. Yet, throughout history, diplomacy has a strong record not only for negotiations but also for social learning processes about communication codes. Many codes of respect, trust, expression and listening have a top-down history from aristocratic circles to broader social layers. However, the article argues that communication codes of peace developed in opposition to violence and war exactly when they transgress dividing lines allowing for cross-cultural and even cross-stratified communication. The article’s main point is to describe how such communication codes about peace and diplomacy can be described in recent social theory of communication, and to get some added value in this respect, Niklas Luhmann’s theory of self-referential communication systems has been applied.

The self and its resting state in consciousness: an investigation of the vegetative state.

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Huang, Zirui; Dai, Rui; Wu, Xuehai; Yang, Zhi; Liu, Dongqiang; Hu, Jin; Gao, Liang; Tang, Weijun; Mao, Ying; Jin, Yi; Wu, Xing; Liu, Bin; Zhang, Yao; Lu, Lu; Laureys, Steven; Weng, Xuchu; Northoff, Georg

2014-05-01

Recent studies have demonstrated resting-state abnormalities in midline regions in vegetative state/unresponsive wakefulness syndrome and minimally conscious state patients. However, the functional implications of these resting-state abnormalities remain unclear. Recent findings in healthy subjects have revealed a close overlap between the neural substrate of self-referential processing and the resting-state activity in cortical midline regions. As such, we investigated task-related neural activity during active self-referential processing and various measures of resting-state activity in 11 patients with disorders of consciousness (DOC) and 12 healthy control subjects. Overall, the results revealed that DOC patients exhibited task-specific signal changes in anterior and posterior midline regions, including the perigenual anterior cingulate cortex (PACC) and posterior cingulate cortex (PCC). However, the degree of signal change was significantly lower in DOC patients compared with that in healthy subjects. Moreover, reduced signal differentiation in the PACC predicted the degree of consciousness in DOC patients. Importantly, the same midline regions (PACC and PCC) in DOC patients also exhibited severe abnormalities in the measures of resting-state activity, that is functional connectivity and the amplitude of low-frequency fluctuations. Taken together, our results provide the first evidence of neural abnormalities in both the self-referential processing and the resting state in midline regions in DOC patients. This novel finding has important implications for clinical utility and general understanding of the relationship between the self, the resting state, and consciousness. Copyright © 2013 Wiley Periodicals, Inc.

Imbalance of default mode and regulatory networks during externally focused processing in depression

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Belleau, Emily L.; Taubitz, Lauren E.

2015-01-01

Attentional control difficulties likely underlie rumination, a core cognitive vulnerability in major depressive disorder (MDD). Abnormalities in the default mode, executive and salience networks are implicated in both rumination and attentional control difficulties in MDD. In the current study, individuals with MDD (n = 16) and healthy controls (n = 16) completed tasks designed to elicit self-focused (ruminative) and externally-focused thinking during fMRI scanning. The MDD group showed greater default mode network connectivity and less executive and salience network connectivity during the external-focus condition. Contrary to our predictions, there were no differences in connectivity between the groups during the self-focus condition. Thus, it appears that when directed to engage in self-referential thinking, both depressed and non-depressed individuals similarly recruit networks supporting this process. In contrast, when instructed to engage in non-self-focused thought, non-depressed individuals show a pattern of network connectivity indicative of minimized self-referential processing, whereas depressed individuals fail to reallocate neural resources in a manner consistent with effective down regulation of self-focused thought. This is consistent with difficulties in regulating self-focused thinking in order to engage in more goal-directed behavior that is seen in individuals with MDD. PMID:25274576

Using Self-Referential Pronouns in Writing: The Effect of Explicit Instruction on L2 Writers at Two Levels of Proficiency

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Abbuhl, Rebekha

2012-01-01

Skilled writers have at their disposal a range of rhetorical strategies for positioning themselves as competent members of a particular discourse community, including the judicious use of self-referential pronouns (e.g. "I," "she," "he") to overtly signal authorial presence. However, while researchers routinely recommend that second language (L2)…

Self-referential forces are sufficient to explain different dendritic morphologies

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Heraldo eMemelli

2013-01-01

Full Text Available Dendritic morphology constrains brain activity, as it determines first which neuronal circuits are possible and second which dendritic computations can be performed over a neuron's inputs. It is known that a range of chemical cues can influence the final shape of dendrites during development. Here, we investigate the extent to which self-referential influences, cues generated by the neuron itself, might influence morphology. To this end, we developed a phenomenological model and algorithm to generate virtual morphologies, which are then compared to experimentally reconstructed morphologies. In the model, branching probability follows a Galton-Watson process, while the geometry is determined by "homotypic forces" exerting influence on the direction of random growth in a constrained space. We model three such homotypic forces, namely an inertial force based on membrane stiffness, a soma-oriented tropism, and a force of self avoidance, as directional biases in the growth algorithm. With computer simulations we explored how each bias shapes neuronal morphologies. We show that based on these principles, we can generate realistic morphologies of several distinct neuronal types. We discuss the extent to which homotypic forces might influence real dendritic morphologies, and speculate about the influence of other environmental cues on neuronal shape and circuitry.

Self-referential forces are sufficient to explain different dendritic morphologies

Science.gov (United States)

Memelli, Heraldo; Torben-Nielsen, Benjamin; Kozloski, James

2013-01-01

Dendritic morphology constrains brain activity, as it determines first which neuronal circuits are possible and second which dendritic computations can be performed over a neuron's inputs. It is known that a range of chemical cues can influence the final shape of dendrites during development. Here, we investigate the extent to which self-referential influences, cues generated by the neuron itself, might influence morphology. To this end, we developed a phenomenological model and algorithm to generate virtual morphologies, which are then compared to experimentally reconstructed morphologies. In the model, branching probability follows a Galton–Watson process, while the geometry is determined by “homotypic forces” exerting influence on the direction of random growth in a constrained space. We model three such homotypic forces, namely an inertial force based on membrane stiffness, a soma-oriented tropism, and a force of self-avoidance, as directional biases in the growth algorithm. With computer simulations we explored how each bias shapes neuronal morphologies. We show that based on these principles, we can generate realistic morphologies of several distinct neuronal types. We discuss the extent to which homotypic forces might influence real dendritic morphologies, and speculate about the influence of other environmental cues on neuronal shape and circuitry. PMID:23386828

Referential Zero Point

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Matjaž Potrč

2016-04-01

Full Text Available Perhaps the most important controversy in which ordinary language philosophy was involved is that of definite descriptions, presenting referential act as a community-involving communication-intention endeavor, thereby opposing the direct acquaintance-based and logical proper names inspired reference aimed at securing truth conditions of referential expression. The problem of reference is that of obtaining access to the matters in the world. This access may be forthcoming through the senses, or through descriptions. A review of how the problem of reference is handled shows though that one main practice is to indulge in relations of acquaintance supporting logical proper names, demonstratives, indexicals and causal or historical chains. This testifies that the problem of reference involves the zero point, and with it phenomenology of intentionality. Communication-intention is but one dimension of rich phenomenology that constitutes an agent’s experiential space, his experiential world. Zero point is another constitutive aspect of phenomenology involved in the referential relation. Realizing that the problem of reference is phenomenology based opens a new perspective upon the contribution of analytical philosophy in this area, reconciling it with continental approach, and demonstrating variations of the impossibility related to the real. Chromatic illumination from the cognitive background empowers the referential act, in the best tradition of ordinary language philosophy.

Cognitive Defusion versus Thought Distraction: A Clinical Rationale, Training, and Experiential Exercise in Altering Psychological Impacts of Negative Self-Referential Thoughts

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Masuda, Akihiko; Feinstein, Amanda B.; Wendell, Johanna W.; Sheehan, Shawn T.

2010-01-01

Using two modes of intervention delivery, the present study compared the effects of a cognitive defusion strategy with a thought distraction strategy on the emotional discomfort and believability of negative self-referential thoughts. One mode of intervention delivery consisted of a clinical rationale and training (i.e., Partial condition). The…

Self-esteem and counterfactual thinking.

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Roese, N J; Olson, J M

1993-07-01

Two studies examined the relation between self-esteem and counterfactual thinking (consideration of "might-have-been" alternatives to reality). Ss imagined themselves in scenarios with another actor that resulted in either success or failure. Ss then "undid" the outcome by altering events that preceded the outcome. Following success, high self-esteem (HSE) Ss were more likely than low self-esteem (LSE) Ss to mutate their own actions. Following failure, LSE Ss were more likely than HSE Ss to mutate their own actions. Also, the structure of counterfactuals was influenced by outcome valence but not by self-esteem: Subtractive structures (in which antecedents are removed) were elicited by success, whereas additive structures (in which antecedents are added) were elicited by failure. The importance of the self and individual differences in self-esteem to counterfactual thinking is discussed.

The Relationship between Critical Thinking Disposition and Self-Esteem

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Shirin Iranfar

2013-12-01

Full Text Available Introduction: Critical Thinking Disposition indicates individual’s inclination to Critical Thinking, which is one of the domains of personality. Individual characteristics are important and influential factors in the growth and development of students’ Critical Thinking. One of these influential characteristics might be self-esteem, thus this study was to determine the correlation between Critical Thinking Disposition and self-esteem in medical students. Methods: In an analytical cross-sectional study, 289 medical students were selected through stratified random sampling method in Kermanshah University of Medical Sciences in 2011. The instrument for data collection was a questionnaire containing 3 parts: demographic data, California Critical Thinking Disposition Inventory, and Cooper-Smith Self-Esteem Inventory. The results were analyzed by SPSS-16 using descriptive statistics, Pearson and Spearman Correlation Coefficient, ANOVA, Chi-Square and Fisher exact test. Results: Results showed that 98.6% (285 of students had deficiency, 1.4% (4 ambivalence and nobody had positive critical thinking disposition. There was a significantly negative correlation between Critical Thinking Disposition and self-esteem (r=-0.462, P<0.001. Also, there was no a significant relationship between two groups of low self-esteem , high self-esteem , negative and ambivalent Critical Thinking Disposition. Conclusion: It seems that Critical Thinking Disposition, like other psychological variables, is influenced by social factors and social environment plays a role in promoting or undermining it. So, similar studies are recommended to investigate the factors affecting Critical Thinking in medical students.

Respiratory therapists and critical-thinking behaviors: a self-assessment.

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Goodfellow, L T

2001-01-01

The purpose of this study was to assess critical-thinking behaviors of respiratory therapists through self-report. Using a quantitative survey research method, respiratory therapists rated themselves on seven critical thinking skills. The effects of personal variables on the self-assessments were also investigated. The respiratory therapists self-assessed their critical-thinking behaviors highest in the categories of prioritizing, troubleshooting, and communicating. Anticipating was self-assessed as the lowest-ranked critical-thinking behavior. Age and educational level were found to have no effect on the self-assessed behaviors, while years of experience in respiratory care and gender were found to affect self-assessed troubleshooting, decision making, and anticipating. The results of this study suggest that educators and clinicians should consider learning strategies that incorporate the use of experience when targeting novice practitioners.

The Investigation of Youth Religiosity, with the Emphasis on Self Referential Religiosity (Using Grounded Theory

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Arash Hassan pour

2015-12-01

Full Text Available Religiosity has been pluralized and diversified at present era. This study, accepted this presupposition that religiosity as a varied, diverse and instable issue is out of duality of being religiousness or not. By accepting this presupposition we study and interpret one type of religiosity among youth in Isfahan. To achieve the given purpose, by review the previous studies, in interpretive approach, qualitative method framework, Grounded Theory tradition, interview and Simmel theory about religiosity, data is collected. Based on the findings of the study, and with criteria of “self-recognition” we discovered and identified Self referential religiosity. Also, the results of the qualitative data reveal that religiosity of Youth change to: individual, non-compulsory, private, dispositional, and selective, based on self- Intellection, non-accepting heteronomy of religious institution and tend to contingency, hedonistic Phenomena. Finally In this study we also tried to offer, describe and illustrate paradigmatic model of qualitative data in frame of casual, contextual, consequential circumstances about advent and influence this type of religiosity.

I think therefore I am: Rest-related prefrontal cortex neural activity is involved in generating the sense of self.

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Gruberger, M; Levkovitz, Y; Hendler, T; Harel, E V; Harari, H; Ben Simon, E; Sharon, H; Zangen, A

2015-05-01

The sense of self has always been a major focus in the psychophysical debate. It has been argued that this complex ongoing internal sense cannot be explained by any physical measure and therefore substantiates a mind-body differentiation. Recently, however, neuro-imaging studies have associated self-referential spontaneous thought, a core-element of the ongoing sense of self, with synchronous neural activations during rest in the medial prefrontal cortex (PFC), as well as the medial and lateral parietal cortices. By applying deep transcranial magnetic stimulation (TMS) over human PFC before rest, we disrupted activity in this neural circuitry thereby inducing reports of lowered self-awareness and strong feelings of dissociation. This effect was not found with standard or sham TMS, or when stimulation was followed by a task instead of rest. These findings demonstrate for the first time a critical, causal role of intact rest-related PFC activity patterns in enabling integrated, enduring, self-referential mental processing. Copyright © 2015 Elsevier Inc. All rights reserved.

A pattern theory of self.

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Gallagher, Shaun

2013-01-01

I argue for a pattern theory of self as a useful way to organize an interdisciplinary approach to discussions of what constitutes a self. According to the pattern theory, a self is constituted by a number of characteristic features or aspects that may include minimal embodied, minimal experiential, affective, intersubjective, psychological/cognitive, narrative, extended, and situated aspects. A pattern theory of self helps to clarify various interpretations of self as compatible or commensurable instead of thinking them in opposition, and it helps to show how various aspects of self may be related across certain dimensions. I also suggest that a pattern theory of self can help to adjudicate (or at least map the differences) between the idea that the self correlates to self-referential processing in the cortical midline structures of the brain and other narrower or wider conceptions of self.

Critical thinking as a self-regulatory process component in teaching and learning.

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Phan, Huy P

2010-05-01

This article presents a theoretically grounded model of critical thinking and self-regulation in the context of teaching and learning. Critical thinking, deriving from an educational psychology perspective is a complex process of reflection that helps individuals become more analytical in their thinking and professional development. My conceptualisation in this discussion paper argues that both theoretical orientations (critical thinking and self-regulation) operate in a dynamic interactive system of teaching and learning. My argument, based on existing research evidence, suggests two important points: (i) critical thinking acts as another cognitive strategy of self-regulation that learners use in their learning, and (ii) critical thinking may be a product of various antecedents such as different self-regulatory strategies.

Implicit Referential Meaning with Reference to English Arabic Translation

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Al-Zughoul, Basem

2014-01-01

The purpose of this study is to investigate how English implicit referential meaning is translated into Arabic by analyzing sentences containing implicit referential meanings found in the novel "Harry Potter and the Prisoner of Azkaban". The analysis shows that the translation of English implicit referential meaning into Arabic can be…

The Interplay between Reflective Thinking, Critical Thinking, Self-Monitoring, and Academic Achievement in Higher Education

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Ghanizadeh, Afsaneh

2017-01-01

The present study assessed the associations among higher-order thinking skills (reflective thinking, critical thinking) and self-monitoring that contribute to academic achievement among university students. The sample consisted of 196 Iranian university students (mean age = 22.05, SD = 3.06; 112 females; 75 males) who were administered three…

A pattern theory of self

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Shaun eGallagher

2013-08-01

Full Text Available I argue for a pattern theory of self as a useful way to organize an interdisciplinary approach to discussions of what constitutes a self. According to the pattern theory, a self is constituted by a number of characteristic features or aspects that may include minimal embodied, minimal experiential, affective, intersubjective, psychological/cognitive, narrative, extended and situated aspects. A pattern theory of self helps to clarify various interpretations of self as compatible or commensurable instead of thinking them in opposition, and it helps to show how various aspects of self may be related across certain dimensions. I also suggest that a pattern theory of self can help to adjudicate (or at least map the differences between the idea that the self correlates to self-referential processing in the cortical midline structures of the brain and other narrower or wider conceptions of self.

Collective Referential Intentionality in the Semantics of Dialogue

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Jacquette Dale

2014-03-01

Full Text Available The concept of a dialogue is considered in general terms from the standpoint of its referential presuppositions. The semantics of dialogue implies that dialogue participants must generally have a collective intentionality of agreed-upon references that is minimally sufficient for them to be able to disagree about other things, and ideally for outstanding disagreements to become clearer at successive stages of the dialogue. These points are detailed and illustrated in a fictional dialogue, in which precisely these kinds of referential confusions impede progress in shared understanding. It is only through a continuous exchange of question and answer in this dialogue case study that the meanings of key terms and anaphorical references are disambiguated, and a relevantly complete collective intentionality of shared meaning between dialogue participants is achieved. The importance of a minimally shared referential semantics for the terms entering into reasoning and argument in dialogue contexts broadly construed cannot be over-estimated. Where to draw the line between referential agreement and disagreement within any chosen dialogue, as participants work toward better mutual understanding in clearing up referential incongruities, is sometimes among the dialogue’s main points of dispute.

The agreement between self-reported cervical smear abnormalities and screening programme records.

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Canfell, Karen; Beral, Valerie; Green, Jane; Cameron, Rebecca; Baker, Krys; Brown, Anna

2006-01-01

The Million Women Study is a cohort study of women aged 50-64 years in England and Scotland. As a component of the follow-up questionnaire, participants were asked to indicate if they had an abnormal cervical smear in the previous five years. This study compared self-reported cervical abnormalities with screening records obtained from the National Health Service Cervical Screening Programme. For 1944 randomly selected Million Women Study participants in Oxfordshire, screening records were assessed over a six-year period prior to the date of self-reporting. The six-year period was chosen to allow for errors in the recall of timing of abnormal smears. A total of 68 women (3.5%) had a record of at least one equivocal or abnormal smear within the last six years, whereas 49 women (2.5%) self-reported an abnormality. There was a strong trend for an increased probability of self-reporting a history of an abnormal smear as the severity of the recorded abnormality increased (P screening programme records show an abnormal smear, the proportion self-reporting an abnormality increases with the severity of the recorded lesion. Almost all women with a record of negative or inadequate smear(s) correctly interpret the result and do not self-report an abnormality.

Critical thinking, self-esteem, and state anxiety of nursing students.

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Suliman, Wafika A; Halabi, Jehad

2007-02-01

This study aimed at exploring the existing predominant critical thinking disposition(s) of baccalaureate nursing students and the relationship among their critical thinking (CT), self-esteem (SE), and state anxiety (SA). Cross-sectional correlational design was utilized to achieve the said aim. A voluntary convenient sample consisted of first year (n=105) and fourth year (n=60) nursing students. The California Critical Thinking Disposition Inventory, Rosenberg Self-Esteem Scale, and Spielberger State Anxiety Inventory were used for data collection after their translation to Arabic language and test for validity and reliability. Descriptive and inferential statistics were used to analyze data. Results showed that both groups overall CT was marginal indicating no serious deficiency, their SE was average, and their SA was relatively high; they reported analyticity, open-mindedness, systematicity, inquisitiveness, and truth seeking as predominant critical thinking dispositions with no significant difference between them. However, the two groups were weak with significant difference on CT self-confidence (t=-2.053, df=136.904, p=.042) with beginning students reporting poorer level of CT self-confidence. Significant correlation results showed that critical thinking is positively correlated with SE, negatively correlated with SA, and SE is negatively correlated with SA; however, all correlations were actually quite low.

High School Students' Critical Thinking Related to Their Metacognitive Self-Regulation and Physics Self-Efficacy Beliefs

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Gurcay, Deniz; Ferah, Hatice Ozturk

2018-01-01

The purpose of this study is to examine the relationships between ninth grade students' metacognitive self-regulation skills and physics self-efficacy beliefs and their critical thinking. To this end, 162 students attending the ninth grade participated in the study. Critical thinking scale, metacognitive self-regulation scale and physics…

In search of the Chinese self: An fMRI study

Institute of Scientific and Technical Information of China (English)

ZHANG; Li; ZHOU; Tiangang; ZHANG; Jian; LIU; Zuxiang; FAN; Jin

2006-01-01

Cultural influences on the concept of self is a very important topic for social cognitive neuroscientific exploration, as yet, little if anything is known about this topic at the neural level. The present study investigates this problem by looking at the Chinese culture's influence on the concept of self, in which the self includes mother. In Western cultures, self-referential processing leads to a memory performance advantage over other forms of semantic processing including mother-referential, other-referential and general semantic processing, and an advantage that is potentially localizable to the medial prefrontal cortex (MPFC). In Chinese culture, however, the behavioral study showed that mother-referential processing was comparable with self-referential processing in both memory performance and autonoetic awareness. The present study attempts to address whether similar neural correlates (e.g. MPFC) are acting to facilitate both types of referencing. Participants judged trait adjectives under three reference conditions of self, other and semantic processing in Experiment I, and a mother-reference condition replaced the other-reference condition in Experiment II. The results showed that when compared to other, self-referential processing yielded activations of MPFC and cingulate areas. However, when compared to mother, the activation of MPFC disappeared in self-referential processing, which suggests that mother and self may have a common brain region in the MPFC and that the Chinese idea of self includes mother.

Increasing self-other integration through divergent thinking.

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Colzato, Lorenza S; van den Wildenberg, Wery P M; Hommel, Bernhard

2013-10-01

Increasing evidence suggests that people may cognitively represent themselves and others just like any other, nonsocial event. Here, we provide evidence that the degree of self-other integration (as reflected by the joint Simon effect; JSE) is systematically affected by the control characteristics of temporally overlapping but unrelated and nonsocial creativity tasks. In particular, the JSE was found to be larger in the context of a divergent-thinking task (alternate uses task) than in the context of a convergent-thinking task (remote association task). This suggests that self-other integration and action corepresentation are controlled by domain-general cognitive-control parameters that regulate the integrativeness (strong vs. weak top-down control and a resulting narrow vs. broad attentional focus) of information processing irrespective of its social implications.

Vocal learning in the functionally referential food grunts of chimpanzees.

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Watson, Stuart K; Townsend, Simon W; Schel, Anne M; Wilke, Claudia; Wallace, Emma K; Cheng, Leveda; West, Victoria; Slocombe, Katie E

2015-02-16

One standout feature of human language is our ability to reference external objects and events with socially learned symbols, or words. Exploring the phylogenetic origins of this capacity is therefore key to a comprehensive understanding of the evolution of language. While non-human primates can produce vocalizations that refer to external objects in the environment, it is generally accepted that their acoustic structure is fixed and a product of arousal states. Indeed, it has been argued that the apparent lack of flexible control over the structure of referential vocalizations represents a key discontinuity with language. Here, we demonstrate vocal learning in the acoustic structure of referential food grunts in captive chimpanzees. We found that, following the integration of two groups of adult chimpanzees, the acoustic structure of referential food grunts produced for a specific food converged over 3 years. Acoustic convergence arose independently of preference for the food, and social network analyses indicated this only occurred after strong affiliative relationships were established between the original subgroups. We argue that these data represent the first evidence of non-human animals actively modifying and socially learning the structure of a meaningful referential vocalization from conspecifics. Our findings indicate that primate referential call structure is not simply determined by arousal and that the socially learned nature of referential words in humans likely has ancient evolutionary origins. Copyright © 2015 Elsevier Ltd. All rights reserved.

Self-assessment, reflection on practice and critical thinking in nursing students.

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Siles-González, José; Solano-Ruiz, Carmen

2016-10-01

In accordance with the principles of the European Higher Education Area, the aim of this study was to contribute to the implementation of self-assessment through the application of reflection on learning and critical thinking. The theoretical framework employed was Habermas's critical theory and emancipatory interest as a preliminary step to generate educational transformations. The methodological contribution is the design a student self-assessment document that promotes reflection on action and critical thinking. The development of assessment through peer evaluation and other intermediate solutions until achieving self-assessment entails a shift in the educational and scientific paradigm, but also involves the implementation in practice of democratic and ethical principles, values and premises in society. Self-assessment is a novel concept for students, and obliges them to reinterpret their role. Due to the diversity of students' principles, values, motivations, interests and aspirations, this reinterpretation of their role can have a positive outcome, stimulating an active and critical attitude towards group work and self-assessment; or, on the contrary, can generate a stance characterised by disinterest, passivity and lack of critical thinking. The forms of assessment adopted in a given educational system reflect ways of thinking related to ideologies, values, ethical principles and educational paradigms: in order to render implementation of effective self-assessment feasible, it is necessary to undertake structural and regulatory reforms. Students have little experience of reflection on practice or critical thinking. Massification and cultural and structural factors determine the form of assessment. In this context, it would seem advisable to move towards self-assessment gradually and cautiously. Copyright © 2016 Elsevier Ltd. All rights reserved.

Young Children Create Partner-Specific Referential Pacts with Peers

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Köymen, Bahar; Schmerse, Daniel; Lieven, Elena; Tomasello, Michael

2014-01-01

In 2 studies, we investigated how peers establish a "referential pact" to call something, for example, a "cushion" versus a "pillow" (both equally felicitous). In Study 1, pairs of 4-and 6-year-old German-speaking peers established a referential pact for an artifact, for example, a "woman's shoe," in a…

Self-handicapping, excuse making, and counterfactual thinking: consequences for self-esteem and future motivation.

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McCrea, Sean M

2008-08-01

Researchers interested in counterfactual thinking have often found that upward counterfactual thoughts lead to increased motivation to improve in the future, although at the cost of increased negative affect. The present studies suggest that because upward counterfactual thoughts indicate reasons for a poor performance, they can also serve as excuses. In this case, upward counterfactual thoughts should result in more positive self-esteem and reduced future motivation. Five studies demonstrated these effects in the context of self-handicapping. First, upward counterfactual thinking was increased in the presence of a self-handicap. Second, upward counterfactual thoughts indicating the presence of a self-handicap protected self-esteem following failure. Finally, upward counterfactual thoughts that protect self-esteem reduced preparation for a subsequent performance as well as performance itself. These findings suggest that the consequences of upward counterfactuals for affect and motivation are moderated by the goals of the individual as well as the content of the thoughts. (c) 2008 APA, all rights reserved

Reflective Thinking, Self-Efficacy, Self-Esteem and Academic Achievement of Iranian EFL Students

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Asakereh, Ahmad; Yousofi, Nouroddin

2018-01-01

The present study investigated the relationship between reflective thinking, general self-efficacy, self-esteem and academic achievement of Iranian EFL students. To this end, 132 Iranian EFL students from three state universities were recruited. To collect the data, the participants completed four questionnaires, namely background information…

The effect of transcranial direct current stimulation of the prefrontal cortex on implicit self-esteem is mediated by rumination after criticism.

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De Raedt, Rudi; Remue, Jonathan; Loeys, Tom; Hooley, Jill M; Baeken, Chris

2017-12-01

It has been proposed that a crucial link between cognitive (i.e., self-schemas) and biological vulnerability is prefrontal control. This is because decreased control leads to impaired ability to inhibit ruminative thinking after the activation of negative self-schemas. However, current evidence is mainly correlational. In the current experimental study we tested whether the effect of neurostimulation of the dorsolateral prefrontal cortex (DLPFC) on self-esteem is mediated by momentary ruminative self-referential thinking (MRST) after the induction of negative self-schemas by criticism. We used a single, sham-controlled crossover session of anodal transcranial Direct Current Stimulation (tDCS) applied to the left DLPFC (cathode over the right supraorbital region) in healthy female individuals. After receiving tDCS/sham stimulation, we measured MRST and exposed the participants to critical audio scripts, followed by another MRST measurement. Subsequently, all participants completed two Implicit Relational Assessment Procedures to implicitly measure actual and ideal self-esteem. Our behavioral data indicated a significant decrease in MRST after real but not sham tDCS. Moreover, although there was no immediate effect of tDCS on implicit self-esteem, an indirect effect was found through double mediation, with the difference in MRST from baseline to after stimulation and from baseline to after criticism as our two mediators. The larger the decrease of criticism induced MRST after real tDCS, the higher the level of actual self-esteem. Our results show that tDCS can influence cognitive processes such as rumination, and subsequently self-esteem, but only after the activation of negative self-schemas. Rumination and negative self-esteem characterize different forms of psychopathology, and these data expand our knowledge of the role of the prefrontal cortex in controlling these self-referential processes, and the mechanisms of action of tDCS. Copyright © 2017 Elsevier Ltd

Accumulation of Content Validation Evidence for the Critical Thinking Self-Assessment Scale.

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Nair, Girija Gopinathan; Hellsten, Laurie-Ann M; Stamler, Lynnette Leeseberg

2017-04-01

Critical thinking skills (CTS) are essential for nurses; assessing students' acquisition of these skills is a mandate of nursing curricula. This study aimed to develop a self-assessment instrument of critical thinking skills (Critical Thinking Self-Assessment Scale [CTSAS]) for students' self-monitoring. An initial pool of 196 items across 6 core cognitive skills and 16 subskills were generated using the American Philosophical Association definition of CTS. Experts' content review of the items and their ratings provided evidence of content relevance using the item-level content validity index (I-CVI) and Aiken's content validity coefficient (VIk). 115 items were retained (range of I-CVI values = .70 to .94 and range of VIk values = .69-.95; significant at pself-assessment purposes.

Effects of the exposure to self- and other-referential bodies on state body image and negative affect in resistance-trained men.

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Cordes, Martin; Vocks, Silja; Düsing, Rainer; Waldorf, Manuel

2017-06-01

Previous body image research suggests that first, exposure to body stimuli can negatively affect men's body satisfaction and second, body concerns are associated with dysfunctional gaze behavior. To date, however, the effects of self- vs. other-referential body stimuli and of gaze behavior on body image in men under exposure conditions have not been investigated. Therefore, 49 weight-trained men were presented with pictures of their own and other bodies of different builds (i.e., normal, muscular, hyper-muscular) while being eye-tracked. Participants completed pre- and post-exposure measures of body image and affect. Results indicated that one's own and the muscular body negatively affected men's body image to a comparable degree. Exposure to one's own body also led to increased negative affect. Increased attention toward disliked own body parts was associated with a more negative post-exposure body image and affect. These results suggest a crucial role of critical self-examination in maintaining body dissatisfaction. Copyright © 2017 Elsevier Ltd. All rights reserved.

Critical thinking level in geometry based on self-regulated learning

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Bayuningsih, A. S.; Usodo, B.; Subanti, S.

2018-03-01

Critical thinking ability of mathematics students affected by the student’s ability in solving a specific problem. This research aims to determine the level of critical thinking (LCT) students in solving problems of geometry regarding self-regulated learning (SRL) students. This is a qualitative descriptive study with the purpose to analyze the level of Junior High School student’s critical thinking in the Regency of Banyumas. The subject is taken one student from each category SRL (high, medium and low). Data collection is given problem-solving tests to find out the level of critical thinking student, questionnaire, interview and documentation. The result of the research shows that student with SRL high is at the level of critical thinking 2, then a student with SRL medium is at the level of critical thinking 1 and student with SRL low is at the level of critical thinking 0. So students with SRL high, medium or low can solve math problems based on the critical thinking level of each student.

Dispositional Mindfulness and Depressive Symptomatology: Correlations with Limbic and Self-Referential Neural Activity during Rest

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Way, Baldwin M.; Creswell, J. David; Eisenberger, Naomi I.; Lieberman, Matthew D.

2010-01-01

To better understand the relationship between mindfulness and depression, we studied normal young adults (n=27) who completed measures of dispositional mindfulness and depressive symptomatology, which were then correlated with: a) Rest: resting neural activity during passive viewing of a fixation cross, relative to a simple goal-directed task (shape-matching); and b) Reactivity: neural reactivity during viewing of negative emotional faces, relative to the same shape-matching task. Dispositional mindfulness was negatively correlated with resting activity in self-referential processing areas, while depressive symptomatology was positively correlated with resting activity in similar areas. In addition, dispositional mindfulness was negatively correlated with resting activity in the amygdala, bilaterally, while depressive symptomatology was positively correlated with activity in the right amygdala. Similarly, when viewing emotional faces, amygdala reactivity was positively correlated with depressive symptomatology and negatively correlated with dispositional mindfulness, an effect that was largely attributable to differences in resting activity. These findings indicate that mindfulness is associated with intrinsic neural activity and that changes in resting amygdala activity could be a potential mechanism by which mindfulness-based depression treatments elicit therapeutic improvement. PMID:20141298

Issues in the formal semantics of referentiality

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Roberta Pires de Oliveira

2015-06-01

Full Text Available On October 21st, and 22nd, 2013, during the Conference “On Referentiality”, which took place in Curitiba, Paraná, Brazil, the papers that compose this issue were first discussed. The conference is one of the activities of the Cooperation Project CAPES-NUFFIC, between universities in Brazil and the Netherlands, entitled 'The Effects of Modification on Referentiality '(CAPES process number 040/12. The aim of this project is to investigate the effects of modification in the licensing and blocking of nominal phrases. The project’s main hypothesis is that “modification” introduces a feature of referentiality, precisely the notion the conference aimed at clarifying.

Correlation Between Critical Thinking Disposition and Mental Self-Supporting Ability in Nursing Undergraduates: A Cross-Sectional Descriptive Study.

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Wu, Defang; Luo, Yang; Liao, Xinyu

2017-02-01

There is universal agreement on the essential role of critical thinking in nursing practice. Most studies into this topic have provided descriptive statistical information and insights on related external factors such as educational environment and teaching strategies. However, there has been limited research into the psychological factors that may predict the disposition of students toward critical thinking. This study explored the relationship between the disposition of nursing students toward critical thinking and their mental self-supporting ability to obtain a profile and determine the psychological predictors of critical thinking. A cross-sectional descriptive study was conducted in 2013 using a convenience sample from four nursing schools. Four hundred six Chinese nursing undergraduates completed two questionnaires including (a) the California Critical Thinking Disposition Inventory (Chinese version) and (b) the Mental Self-Supporting Questionnaire for University Students. Pearson's correlation and linear regression analysis were used to investigate the relationship between these two variables and the predicted positive psychological qualities for the critical thinking disposition of participants. Average participant scores for critical thinking disposition and mental self-supporting were 280.91 ± 28.43 and 76.40 ± 8.47, respectively. Positive correlations were observed between these two variables (r = .583, p critical thinking disposition (R = .435, p critical thinking and mental self-supporting abilities.The four factors that had a major influence on critical thinking disposition included self-decision, self-cognition, self-confidence, and self-responsibility. Nursing educators should focus on improving the critical thinking ability of their students in these four aspects.

A Referential Communication Demonstration versus a Lecture-Only Control: Learning Benefits

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Balch, William R.

2014-01-01

To evaluate a demonstration involving active and cooperative learning, 40 students in a cognitive psychology course and 132 students in an introductory psychology course completed a brief multiple-choice pretest on referential communication. Two days later, randomly assigned students either participated in a classroom referential communication…

FRESCO: Referential compression of highly similar sequences.

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Wandelt, Sebastian; Leser, Ulf

2013-01-01

In many applications, sets of similar texts or sequences are of high importance. Prominent examples are revision histories of documents or genomic sequences. Modern high-throughput sequencing technologies are able to generate DNA sequences at an ever-increasing rate. In parallel to the decreasing experimental time and cost necessary to produce DNA sequences, computational requirements for analysis and storage of the sequences are steeply increasing. Compression is a key technology to deal with this challenge. Recently, referential compression schemes, storing only the differences between a to-be-compressed input and a known reference sequence, gained a lot of interest in this field. In this paper, we propose a general open-source framework to compress large amounts of biological sequence data called Framework for REferential Sequence COmpression (FRESCO). Our basic compression algorithm is shown to be one to two orders of magnitudes faster than comparable related work, while achieving similar compression ratios. We also propose several techniques to further increase compression ratios, while still retaining the advantage in speed: 1) selecting a good reference sequence; and 2) rewriting a reference sequence to allow for better compression. In addition,we propose a new way of further boosting the compression ratios by applying referential compression to already referentially compressed files (second-order compression). This technique allows for compression ratios way beyond state of the art, for instance,4,000:1 and higher for human genomes. We evaluate our algorithms on a large data set from three different species (more than 1,000 genomes, more than 3 TB) and on a collection of versions of Wikipedia pages. Our results show that real-time compression of highly similar sequences at high compression ratios is possible on modern hardware.

Medial prefrontal cortex subserves diverse forms of self-reflection.

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Jenkins, Adrianna C; Mitchell, Jason P

2011-01-01

The ability to think about oneself--to self--reflect--is one of the defining features of the human mind. Recent research has suggested that this ability may be subserved by a particular brain region: the medial prefrontal cortex (MPFC). However, although humans can contemplate a variety of different aspects of themselves, including their stable personality traits, current feelings, and physical attributes, no research has directly examined the extent to which these different forms of self-reflection are subserved by common mechanisms. To address this question, participants were scanned using functional magnetic resonance imaging (fMRI) while making judgments about their own personality traits, current mental states, and physical attributes as well as those of another person. Whereas some brain regions responded preferentially during only one form of self-reflection, a robust region of MPFC was engaged preferentially during self-reflection across all three types of judgment. These results suggest that--although dissociable--diverse forms of self-referential thought draw on a shared cognitive process subserved by MPFC.

Negative Emotion Weakens the Degree of Self-reference Effect: Evidence from ERPs

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Wei Fan

2016-09-01

Full Text Available We investigated the influence of negative emotion on the degree of self-reference effect using event-related potentials (ERPs. We presented emotional pictures and self-referential stimuli (stimuli that accelerate and improve processing and improve memory of information related to an individual’s self-concept in sequence. Participants judged the color of the target stimulus (self-referential stimuli. ERP results showed that the target stimuli elicited larger P2 amplitudes under neutral conditions than under negative emotional conditions. Under neutral conditions, N2 amplitudes for highly self-relevant names (target stimulus were smaller than those for any other names. Under negative emotional conditions, highly and moderately self-referential stimuli activated smaller N2 amplitudes. P3 amplitudes activated by self-referential processing under negative emotional conditions were smaller than neutral conditions. In the left and central sites, highly self-relevant names activated larger P3 amplitudes than any other names. But in the central sites, moderately self-relevant names activated larger P3 amplitudes than non-self-relevant names. The findings indicate that negative emotional processing could weaken the degree of self-reference effect.

A conceptual framework for developing a critical thinking self-assessment scale.

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Nair, Girija G; Stamler, Lynnette Leeseberg

2013-03-01

Nurses must be talented critical thinkers to cope with the challenges related to the ever-changing health care system, population trends, and extended role expectations. Several countries now recognize critical thinking skills (CTS) as an expected outcome of nursing education programs. Critical thinking has been defined in multiple ways by philosophers, critical thinking experts, and educators. Nursing experts conceptualize critical thinking as a process involving cognitive and affective domains of reasoning. Nurse educators are often challenged with teaching and measuring CTS because of their latent nature and the lack of a uniform definition of the concept. In this review of the critical thinking literature, we examine various definitions, identify a set of constructs that define critical thinking, and suggest a conceptual framework on which to base a self-assessment scale for measuring CTS. Copyright 2013, SLACK Incorporated.

Referential communication in children with autism spectrum disorder.

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Dahlgren, Svenolof; Sandberg, Annika Dahlgren

2008-07-01

Referential communication was studied in children with autism spectrum disorder (ASD) including children with autism and Asperger syndrome. The aim was to study alternative explanations for the children's communicative problems in such situations. Factors studied were theory of mind, IQ, verbal ability and memory. The main results demonstrated diminished performance in children with autism spectrum disorder, mirroring performance in everyday life, in comparison to verbal IQ and mental age matched typically developing children. Among children with autism spectrum disorders, there was a positive relationship between performance in referential communication and theory of mind. Memory capacity also proved to play a role in success in the task.

The Relationship among EFL Teachers’ Critical Thinking, Self-efficacy, and their Perception of Effective Teaching

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Nassim Shangarffam

2010-05-01

Full Text Available The present study was an attempt, in the first place, to observe whether there was any significant relationship among teachers’ critical thinking, self-efficacy, and perception of effective teaching. Moreover, the researchers tried to examine which variable was a better predictor of perception of effective teaching. To this end, the measures of the critical thinking ability of 143 EFL teachers were obtained using Honey’s (2000 Critical Thinking Questionnaire(adopted from Naieni, 2005. Also, their sense of efficacy was estimated utilizing Tschannen-Moran and Hoy’s (2001 Teachers’ Sense of Efficacy Scale. Moreover, their perception of effective teaching was determined employing Bell’s (2005 Effective Teaching Questionnaire. The results revealed a statistically significant relationship between both critical thinking and self efficacy of teachers and their perception of effective teaching. However, only two of the components of critical thinking, namely analysis and evaluation, were correlated with perception of effective teaching. Also, critical thinking components had a significant relationship with perception of effective teaching components. Additionally, it was found that there was a positive relationship between all components of self efficacy and perception of effective teaching and its components. Finally, the regression analysis showed that self efficacy was a better predictor of teachers’ perception of effective teaching in comparison with critical thinking though the margin of difference was not that large. This study has implications for the EFL teacher preparation and education programs.

Self-reflection and the psychosis-prone brain: an fMRI study.

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Modinos, Gemma; Renken, Remco; Ormel, Johan; Aleman, André

2011-05-01

The Cortical Midline Structures (CMS) play a critical role in self-reflection, together with the insula. Abnormalities in self-referential processing and its neural underpinnings have been reported in schizophrenia and at-risk populations, suggesting they might be markers of psychotic vulnerability. Psychometric measures of schizotypal traits may be used to index psychosis proneness (PP) in nonclinical samples. It remains an unresolved question whether differences in self-reflective processing are associated with PP. Six hundred students completed the Community Assessment of Psychic Experiences Questionnaire, positive subscale. Two groups were formed from the extremes of the distribution (total N = 36). fMRI was used to examine CMS/insula function during a self-reflection task. Participants judged personality trait sentences about self and about an acquaintance. High PP subjects attributed less positive traits to others (i.e., acquaintances) than subjects with low PP. Across groups, the contrasts self > semantic and self > other induced activation in CMS and insula, whereas other > semantic did not produce insula activation. Other > self induced posterior cingulate cortex activation in low PP but not in high PP. In addition, high PP subjects showed stronger activation than low PP in left insula during self > semantic. Examining valence effects revealed that high PP individuals showed increased activation in left insula, right dMPFC, and left vMPFC for positive self-related traits, and in bilateral insula, ACC, and right dMPFC for negative self-related traits. The findings suggest that aspects of self-referential processing and underlying brain mechanisms are similar in clinical and subclinical (high PP) forms of psychosis, suggesting that these may be associated with vulnerability to psychosis.

Pengaruh Model Pembelajaran Kooperatif Tipe Think-pair-share Terhadap Self-efficacy Siswa SMP Ditinjau Berdasarkan Gender

OpenAIRE

NI MADE SRI NUYAMI; Prof. Dr.I Wayan Suastra,M.Pd; Prof. Dr I Wayan Sadia,M.Pd

2014-01-01

Penelitian bertujuan menganalisis (1) perbedaan self-efficacy siswa yang belajar dengan model pembelajaran kooperatif tipe think-pair-share dan model pembelajaran konvensional, (2) perbedaan self-efficacy siswa laki-laki dan siswa perempuan,(3) pengaruh interaksi model pembelajaran dan jenis kelamin, (4) perbedaan self-efficacy yang belajar dengan model pembelajaran kooperatif tipe think-pair-share dan model pembelajaran konvensional untuk siswa laki-laki, (5) perbedaan self-efficacy yang b...

Optional thinking ability among hospital-treated deliberate self-harm patients: a 1-year follow-up study.

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McAuliffe, Carmel; Corcoran, Paul; Hickey, Portia; McLeavey, Breda C

2008-03-01

To investigate the association between optional thinking (the ability to generate alternative solutions to interpersonal problems) in deliberate self-harm (DSH) patients and repeated self-harm. A prospective study of the association between optional thinking in interpersonal problem solving and repeated DSH within 12 months. A non-consecutive sample (N=152) of DSH patients presenting to the Accident and Emergency department of an acute hospital in Cork city, Ireland, was assessed using a structured interview schedule including the Suicide Intent Scale, the Hopelessness Scale, and the Optional Thinking Test. Repetition within 1 year was established by checking Accident and Emergency records at all three city hospitals. Participants were categorized as repeaters if they engaged in at least one further hospital-treated DSH episode, or non-repeaters. Approximately two-thirds (63.1%) of the sample had engaged in at least one act of DSH prior to their index episode. During follow-up 31 individuals (20.4%) repeated. History of self-harm was significantly associated with prospective repetition when considered alongside all the other predictor variables. Among first evers, low scores on the optional thinking test were significantly associated with the increased risk of repetition within 12 months. Among those with previous DSH, there was no evidence of an association between optional thinking and repetition within 12 months. Poor optional thinking is associated with increased risk of repeated deliberate self-harm in those who present with a first self-harm episode. Interventions to improve optional thinking skills, delivered soon after a first DSH presentation, may be useful in preventing repetition.

Abnormal self-schema in semantic memory in major depressive disorder: Evidence from event-related brain potentials.

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Kiang, Michael; Farzan, Faranak; Blumberger, Daniel M; Kutas, Marta; McKinnon, Margaret C; Kansal, Vinay; Rajji, Tarek K; Daskalakis, Zafiris J

2017-05-01

An overly negative self-schema is a proposed cognitive mechanism of major depressive disorder (MDD). Self-schema - one's core conception of self, including how strongly one believes one possesses various characteristics - is part of semantic memory (SM), our knowledge about concepts and their relationships. We used the N400 event-related potential (ERP) - elicited by meaningful stimuli, and reduced by greater association of the stimulus with preceding context - to measure association strength between self-concept and positive, negative, and neutral characteristics in SM. ERPs were recorded from MDD patients (n=16) and controls (n=16) who viewed trials comprising a self-referential phrase followed by a positive, negative, or neutral adjective. Participants' task was to indicate via button-press whether or not they felt each adjective described themselves. Controls endorsed more positive adjectives than did MDD patients, but the opposite was true for negative adjectives. Patients had smaller N400s than controls specifically for negative adjectives, suggesting that MDD is associated with stronger than normal functional neural links between self-concept and negative characteristics in SM. Copyright © 2017 Elsevier B.V. All rights reserved.

The spiritual brain: selective cortical lesions modulate human self-transcendence.

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Urgesi, Cosimo; Aglioti, Salvatore M; Skrap, Miran; Fabbro, Franco

2010-02-11

The predisposition of human beings toward spiritual feeling, thinking, and behaviors is measured by a supposedly stable personality trait called self-transcendence. Although a few neuroimaging studies suggest that neural activation of a large fronto-parieto-temporal network may underpin a variety of spiritual experiences, information on the causative link between such a network and spirituality is lacking. Combining pre- and post-neurosurgery personality assessment with advanced brain-lesion mapping techniques, we found that selective damage to left and right inferior posterior parietal regions induced a specific increase of self-transcendence. Therefore, modifications of neural activity in temporoparietal areas may induce unusually fast modulations of a stable personality trait related to transcendental self-referential awareness. These results hint at the active, crucial role of left and right parietal systems in determining self-transcendence and cast new light on the neurobiological bases of altered spiritual and religious attitudes and behaviors in neurological and mental disorders. Copyright 2010 Elsevier Inc. All rights reserved.

[On establishing comparative reference system for syndrome classification study from the thinking characteristics of syndrome differentiation dependent therapy].

Science.gov (United States)

Liu, Ping; Hu, Yi-yang; Ni, Li-qiang

2006-05-01

To create a comparative referential system for syndrome classification study by viewing from the thinking characteristics of TCM on syndrome differentiation dependent therapy (SDDT), through analyzing the thinking process of SDDT, and the basic features of disease, syndrome and prescription, combining the basic principles of modern evidence-based medicine and feasibility of establishing integrative disease-syndrome animal model. The practice of creating a comparative referential system based on clinical efficacy of prescription was discussed around syndrome pathogenesis and its relationship with disease and prescription, which was one of the important scientific problems in TCM syndrome study. The authors hold that, it may be one of the available approaches for the present study on integration of disease with syndrome by way of insisting on the thinking pathway of stressing the characteristics of TCM and intermerging with modern scientific design; on taking the efficacy of prescription as the comparative reference system to accumulate and improve unceasingly according to the TCM method of syndrome diagnosis inferred from effect of prescription with reverse thought (i.e., to differentiate syndrome from the effect of prescription), and thus build up the syndrome diagnostic standard on the solid clinical and scientific base.

Application of GI-TPS Model to Skills Critical Thinking and Self Efficacy

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Rusmansyah

2017-12-01

Full Text Available This research aims to know the: (1 the difference in critical thinking ability of students (2 difference in the results of learning (cognitive, affective, psychomotor (3 self efficacy of students (4 student response towards the learning model GI-TPS (Guided Inquiry-Think Pair Share on the hydrolysis of salt. This research use the pretest-posttest design nonequivalent control group design. A sample of 50 research students, namely class XI IPA 2 and XI IPA 3. Samples taken with purposive sampling technique. Engineering data collection using the test the critical thinking ability, cognitive learning results, observations, and the now. Analytical techniques descriptive analyses using data and analysis inferensial (test, test the normality of its homogeneity, and t-test. The results of this study suggest that (1 there is a difference significant critical thinking abilities (2 there is a difference in learning outcomes (cognitive, affective, psychomotor a significant (3 students who have self efficacy. (4 the students gave positive response towards the learning model GI-TPS material on the hydrolysis of salt.

Self-Esteem and Different Forms of Thinking in Seven and Nine Year Olds

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Uszynska-Jarmoc, Janina

2007-01-01

This paper reports a longitudinal study that explored the relationship between children's thinking and self-esteem. The level of self-esteem can serve as a powerful motivational force. Because positive self-evaluations are emotionally pleasurable, we are generally motivated to act in ways that enable us to feel good about ourselves. Self-esteem…

Discourse Analysis of the Documentary Method as "Key" to Self-Referential Communication Systems? Theoretic-Methodological Basics and Empirical Vignettes

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Gian-Claudio Gentile

2010-09-01

Full Text Available Niklas LUHMANN is well known for his deliberate departure from the classical focus on studying individual actions and directing attention on the actors' relatedness through so called (autopoietic communication systems. In contrast to the gain of a new perspective of observation his focus on autopoietic systems is simultaneously its biggest methodological obstacle for the use in social and management sciences. The present contribution considers the above shift on a theoretical level and with a specific qualitative method. It argues for a deeper understanding of systemic sense making and its enactment in a systematic and comprehensible way. Central to this approach is its focus on groups. Using group discussions as the method of data collection, and the "documentary method" by Ralf BOHNSACK (2003 as a method of data analysis, the article describes a methodologically grounded way to record the self-referential systems proposed by LUHMANN's system theory. The theoretical considerations of the paper are illustrated by empirical vignettes derived from a research project conducted in Switzerland concerning the social responsibility of business. URN: urn:nbn:de:0114-fqs1003156

Referential shift in Nicaraguan Sign Language: a transition from lexical to spatial devices.

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Kocab, Annemarie; Pyers, Jennie; Senghas, Ann

2014-01-01

Even the simplest narratives combine multiple strands of information, integrating different characters and their actions by expressing multiple perspectives of events. We examined the emergence of referential shift devices, which indicate changes among these perspectives, in Nicaraguan Sign Language (NSL). Sign languages, like spoken languages, mark referential shift grammatically with a shift in deictic perspective. In addition, sign languages can mark the shift with a point or a movement of the body to a specified spatial location in the three-dimensional space in front of the signer, capitalizing on the spatial affordances of the manual modality. We asked whether the use of space to mark referential shift emerges early in a new sign language by comparing the first two age cohorts of deaf signers of NSL. Eight first-cohort signers and 10 second-cohort signers watched video vignettes and described them in NSL. Narratives were coded for lexical (use of words) and spatial (use of signing space) devices. Although the cohorts did not differ significantly in the number of perspectives represented, second-cohort signers used referential shift devices to explicitly mark a shift in perspective in more of their narratives. Furthermore, while there was no significant difference between cohorts in the use of non-spatial, lexical devices, there was a difference in spatial devices, with second-cohort signers using them in significantly more of their narratives. This suggests that spatial devices have only recently increased as systematic markers of referential shift. Spatial referential shift devices may have emerged more slowly because they depend on the establishment of fundamental spatial conventions in the language. While the modality of sign languages can ultimately engender the syntactic use of three-dimensional space, we propose that a language must first develop systematic spatial distinctions before harnessing space for grammatical functions.

When compliments don't hit but critiques do: an fMRI study into self-esteem and self-knowledge in processing social feedback.

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van Schie, C C; Chiu, C D; Rombouts, S A R B; Heiser, W J; Elzinga, B M

2018-02-27

The way we view ourselves may play an important role in our responses to interpersonal interactions. In this study, we investigate how feedback valence, consistency of feedback with self-knowledge and global self-esteem influence affective and neural responses to social feedback. Participants (N = 46) with a high range of self-esteem levels performed the social feedback task in an MRI scanner. Negative, intermediate and positive feedback was provided, supposedly by another person based on a personal interview. Participants rated their mood and applicability of feedback to the self. Analyses on trial basis on neural and affective responses are used to incorporate applicability of individual feedback words. Lower self-esteem related to low mood especially after receiving non-applicable negative feedback. Higher self-esteem related to increased PCC and precuneus activation (i.e., self-referential processing) for applicable negative feedback. Lower self-esteem related to decreased mPFC, insula, ACC and PCC activation (i.e, self-referential processing) during positive feedback and decreased TPJ activation (i.e., other referential processing) for applicable positive feedback. Self-esteem and consistency of feedback with self-knowledge appear to guide our affective and neural responses to social feedback. This may be highly relevant for the interpersonal problems that individuals face with low self-esteem and negative self-views.

The wandering self : Tracking distracting self-generated thought in a cognitively demanding context

NARCIS (Netherlands)

Huijser, Stefan; van Vugt, Marieke K; Taatgen, Niels A

We investigated how self-referential processing (SRP) affected self-generated thought in a complex working memory task (CWM) to test the predictions of a computational cognitive model. This model described self-generated thought as resulting from competition between task- and distracting processes,

Referential processing: reciprocity and correlates of naming and imaging.

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Paivio, A; Clark, J M; Digdon, N; Bons, T

1989-03-01

To shed light on the referential processes that underlie mental translation between representations of objects and words, we studied the reciprocity and determinants of naming and imaging reaction times (RT). Ninety-six subjects pressed a key when they had covertly named 248 pictures or imaged to their names. Mean naming and imagery RTs for each item were correlated with one another, and with properties of names, images, and their interconnections suggested by prior research and dual coding theory. Imagery RTs correlated .56 (df = 246) with manual naming RTs and .58 with voicekey naming RTs from prior studies. A factor analysis of the RTs and of 31 item characteristics revealed 7 dimensions. Imagery and naming RTs loaded on a common referential factor that included variables related to both directions of processing (e.g., missing names and missing images). Naming RTs also loaded on a nonverbal-to-verbal factor that included such variables as number of different names, whereas imagery RTs loaded on a verbal-to-nonverbal factor that included such variables as rated consistency of imagery. The other factors were verbal familiarity, verbal complexity, nonverbal familiarity, and nonverbal complexity. The findings confirm the reciprocity of imaging and naming, and their relation to constructs associated with distinct phases of referential processing.

Noun complement clauses as referential modifiers

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Carlos de Cuba

2017-01-01

Full Text Available A number of recent analyses propose that so-called noun complement clauses should be analyzed as a type of relative clause. In this paper, I present a number of complications for any analysis that equates noun complement clauses to relative clauses, and conclude that this type of analysis is on the wrong track. I present cross-linguistic evidence showing that the syntactic behavior of noun complement clauses does not pattern with relative clauses. Patterns of complementizer choice and complementizer drop as well as patterns involving main clause phenomena and extraction differ in the two constructions, which I argue is unexpected under a relative clause analysis that involves operator movement. Instead I present an alternative analysis in which I propose that the referentiality of a noun complement clause is linked to its syntactic behavior. Following recent work, I claim that referential clauses have a syntactically truncated left-periphery, and this truncation can account for the lack of main clause phenomena in noun complement clauses. I argue that the truncation analysis is also able to accommodate complementizer data patterns more easily than relative clause analyses that appeal to operator movement.

Abnormal Functional Connectivity of Resting State Network Detection Based on Linear ICA Analysis in Autism Spectrum Disorder.

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Bi, Xia-An; Zhao, Junxia; Xu, Qian; Sun, Qi; Wang, Zhigang

2018-01-01

Some functional magnetic resonance imaging (fMRI) researches in autism spectrum disorder (ASD) patients have shown that ASD patients have significant impairment in brain response. However, few researchers have studied the functional structure changes of the eight resting state networks (RSNs) in ASD patients. Therefore, research on statistical differences of RSNs between 42 healthy controls (HC) and 50 ASD patients has been studied using linear independent component analysis (ICA) in this paper. Our researches showed that there was abnormal functional connectivity (FC) of RSNs in ASD patients. The RSNs with the decreased FC and increased FC in ASD patients included default mode network (DMN), central executive network (CEN), core network (CN), visual network (VN), self-referential network (SRN) compared to HC. The RSNs with the increased FC in ASD patients included auditory network (AN), somato-motor network (SMN). The dorsal attention network (DAN) in ASD patients showed the decreased FC. Our findings indicate that the abnormal FC in RSNs extensively exists in ASD patients. Our results have important contribution for the study of neuro-pathophysiological mechanisms in ASD patients.

Linguistic measures of the referential process in psychodynamic treatment: the English and Italian versions.

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Mariani, Rachele; Maskit, Bernard; Bucci, Wilma; De Coro, Alessandra

2013-01-01

The referential process is defined in the context of Bucci's multiple code theory as the process by which nonverbal experience is connected to language. The English computerized measures of the referential process, which have been applied in psychotherapy research, include the Weighted Referential Activity Dictionary (WRAD), and measures of Reflection, Affect and Disfluency. This paper presents the development of the Italian version of the IWRAD by modeling Italian texts scored by judges, and shows the application of the IWRAD and other Italian measures in three psychodynamic treatments evaluated for personality change using the Shedler-Westen Assessment Procedure (SWAP-200). Clinical predictions based on applications of the English measures were supported.

Efficacy of rajayoga meditation on positive thinking: an index for self-satisfaction and happiness in life.

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M G, Ramesh; B, Sathian; E, Sinu; S Rai, Kiranmai

2013-10-01

Psychological studies have shown that brief period of mindfulness meditation significantly improves critical cognitive skills. But, there are no studies which have assessed the effects of Brahma Kumaris Rajayoga Meditation (BKRM) practice on positive thinking and happiness in life. The present study was designed to test the hypothesis is BKRM enhances positive thinking and that essential to attain higher levels of self-satisfaction and happiness in life. This study is a cross sectional comparative study which was done between Rajayoga meditators and non-meditators. This study was conducted at BKRM Centres at Manipal and Udupi in Karnataka, India. Fifty subjects were selected for this study, which included those practising BKRM in their normal routine life (n=25) and non-meditators (n=25) who were aged 42.95+/15.29 years. Self-reported Oxford happiness questionnaire (OHQ) was administered to all subjects and their happiness scores and status were assessed and compared. Items related to self-satisfaction in life were selected from the OHQ and compared between meditators and non-meditators. Participants completed self-reported OHQ, from which data of happiness status and self-satisfaction in relation to meditation duration and frequency were analyzed by descriptive statistics and test of hypothesis. Mean happiness scores of BKRM were significantly higher (phappiness status were significantly higher (phappiness score and self-satisfaction score. BKRM helps in significantly increasing self-satisfaction and happiness in life by enhancing positive thinking. Irrespective of age and years of short-term or long-term meditation practice, enhanced positive thinking increases self-satisfaction and happiness in life.

The morphological classification of normal and abnormal red blood cell using Self Organizing Map

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Rahmat, R. F.; Wulandari, F. S.; Faza, S.; Muchtar, M. A.; Siregar, I.

2018-02-01

Blood is an essential component of living creatures in the vascular space. For possible disease identification, it can be tested through a blood test, one of which can be seen from the form of red blood cells. The normal and abnormal morphology of the red blood cells of a patient is very helpful to doctors in detecting a disease. With the advancement of digital image processing technology can be used to identify normal and abnormal blood cells of a patient. This research used self-organizing map method to classify the normal and abnormal form of red blood cells in the digital image. The use of self-organizing map neural network method can be implemented to classify the normal and abnormal form of red blood cells in the input image with 93,78% accuracy testing.

When compliments do not hit but critiques do: an fMRI study into self-esteem and self-knowledge in processing social feedback

Science.gov (United States)

van Schie, Charlotte C; Chiu, Chui-De; Rombouts, Serge A R B; Heiser, Willem J; Elzinga, Bernet M

2018-01-01

Abstract The way we view ourselves may play an important role in our responses to interpersonal interactions. In this study, we investigate how feedback valence, consistency of feedback with self-knowledge and global self-esteem influence affective and neural responses to social feedback. Participants (N = 46) with a high range of self-esteem levels performed the social feedback task in an MRI scanner. Negative, intermediate and positive feedback was provided, supposedly by another person based on a personal interview. Participants rated their mood and applicability of feedback to the self. Analyses on trial basis on neural and affective responses are used to incorporate applicability of individual feedback words. Lower self-esteem related to low mood especially after receiving non-applicable negative feedback. Higher self-esteem related to increased posterior cingulate cortex and precuneus activation (i.e. self-referential processing) for applicable negative feedback. Lower self-esteem related to decreased medial prefrontal cortex, insula, anterior cingulate cortex and posterior cingulate cortex activation (i.e. self-referential processing) during positive feedback and decreased temporoparietal junction activation (i.e. other referential processing) for applicable positive feedback. Self-esteem and consistency of feedback with self-knowledge appear to guide our affective and neural responses to social feedback. This may be highly relevant for the interpersonal problems that individuals face with low self-esteem and negative self-views. PMID:29490088

Discourse Model Representation of Referential and Attributive Descriptions.

Science.gov (United States)

Onishi, Kristine H.; Murphy, Gregory L.

2002-01-01

Manipulated shared knowledge and focus on specific entities, the verb in the sentence, and whether the description was definite or indefinite. Each factor influenced interpretation of the description. Confirmed that changing verbs alone affected reference choice. Indicated that both referentially and attributively introduced entities are…

Comparing the Effects of Simulation-Based and Traditional Teaching Methods on the Critical Thinking Abilities and Self-Confidence of Nursing Students.

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AlAmrani, Mashael-Hasan; AlAmmar, Kamila-Ahmad; AlQahtani, Sarah-Saad; Salem, Olfat A

2017-10-10

Critical thinking and self-confidence are imperative to success in clinical practice. Educators should use teaching strategies that will help students enhance their critical thinking and self-confidence in complex content such as electrocardiogram interpretation. Therefore, teaching electrocardiogram interpretation to students is important for nurse educators. This study compares the effect of simulation-based and traditional teaching methods on the critical thinking and self-confidence of students during electrocardiogram interpretation sessions. Thirty undergraduate nursing students volunteered to participate in this study. The participants were divided into intervention and control groups, which were taught respectively using the simulation-based and traditional teaching programs. All of the participants were asked to complete the study instrumentpretest and posttest to measure their critical thinking and self-confidence. Improvement was observed in the control and experimental groups with respect to critical thinking and self-confidence, as evidenced by the results of the paired samples t test and the Wilcoxon signed-rank test (p .05). This study evaluated an innovative simulation-based teaching method for nurses. No significant differences in outcomes were identified between the simulator-based and traditional teaching methods, indicating that well-implemented educational programs that use either teaching method effectively promote critical thinking and self-confidence in nursing students. Nurse educators are encouraged to design educational plans with clear objectives to improve the critical thinking and self-confidence of their students. Future research should compare the effects of several teaching sessions using each method in a larger sample.

Stop Think: a simple approach to encourage the self-assessment of learning.

Science.gov (United States)

Guy, Richard; Byrne, Bruce; Dobos, Marian

2017-03-01

A simple "stop think" approach was developed to encourage the self-assessment of learning. A key element was the requirement for students to rate their feeling of difficulty before [FOD (pre) ] and after [FOD (post) ] completing each of three authentic anatomy and physiology concept map exercises. The cohort was divided into low- (group L) and high-performing (group H) groups (based on final subject marks). Both FOD (pre) (group L) and FOD (post) (groups L and H) were significantly negatively correlated with score for some maps. A comparison of FOD (pre) and FOD (post) showed that students changed their mind about difficulty in 58-70% of the completed maps. Students who changed their estimation were asked to provide explanatory comments, and an increase in difficulty was related to problems with map link generation. For students who found the maps easier, 40% of comments indicated that map generation prompted recall of information from memory. Both difficulty estimations and comments supported the contention that students were self-assessing their interaction with the concept maps. Group H was significantly older than group L, had significantly higher levels of deep strategic and deep motivational learning, and had significantly higher marks in two of three concept map exercises. Notwithstanding these differences, the results from the "stop think" approach were similar between groups, indicating that it may be appropriate for students of varying academic ability. It is suggested that "stop think" may be a useful approach to encourage student self-assessment, an important step in assisting self-regulated learning development. Copyright © 2017 the American Physiological Society.

Development of Critical Thinking Self-Assessment System Using Wearable Device

Science.gov (United States)

Gotoh, Yasushi

2015-01-01

In this research the author defines critical thinking as skills and dispositions which enable one to solve problems logically and to attempt to reflect autonomously by means of meta-cognitive activities on one's own problem-solving processes. The author focuses on providing meta-cognitive knowledge to help with self-assessment. To develop…

The Effects of College Students' Positive Thinking, Learning Motivation and Self-Regulation through a Self-Reflection Intervention in Taiwan

Science.gov (United States)

Wang, Hsin-Hui; Chen, Hsiang-Ting; Lin, Huann-Shyang; Hong, Zuway-R

2017-01-01

This quasi-experimental study examined the effects of a self-reflection intervention on college (college in this article refers to university-level education) students' positive thinking, learning motivation and self-regulation in Taiwan. One hundred and two college students were selected to participate in an 18-week intervention forming the…

Referential Communication in Children with Autism Spectrum Disorder

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Dahlgren, Svenolof; Sandberg, Annika Dahlgren

2008-01-01

Referential communication was studied in children with autism spectrum disorder (ASD) including children with autism and Asperger syndrome. The aim was to study alternative explanations for the children's communicative problems in such situations. Factors studied were theory of mind, IQ, verbal ability and memory. The main results demonstrated…

The world according to me: Personal relevance and the medial prefrontal cortex

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Anna eAbraham

2013-07-01

Full Text Available More than a decade of neuroimaging research has established that anterior and posterior cortical midline regions are consistently recruited during self-referential thinking. These regions are engaged under conditions of directed cognition, such as during explicit self-reference tasks, as well as during spontaneous cognition, such as under conditions of rest. One of the many issues that remain to be clarified regarding the relationship between self-referential thinking and cortical midline activity is the functional specificity of these regions with regard to the nature of self-representation and processing. The functional profile associated with the medial prefrontal cortex (mPFC is the focus of the current article. What is specifically explored is the idea that personal relevance or personal significance is a central factor that impacts how brain activity is modulated within this cortical midline region. The proactive, imaginative and predictive nature of function in the mPFC is examined by evaluating studies of spontaneously-directed cognition, which is triggered by stimulus associated personal relevance.

A social work study on relationship between thinking styles, self-esteem and socio-economic conditions among university students

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Sahar Mirghobad Khodarahmi

2013-07-01

Full Text Available This paper presents a social work study on relationship between thinking style and self-esteem as well as socio-economic conditions among university students. The study selects 512 students from Islamic Azad University of Najafabad in province of Esfahan, Iran and distributes a questionnaire, which measures creativity and self-esteem. We also collect students’ socio-economic conditions and analyze the information. The results of our survey disclose that thinking style and self-esteem have overlap with each other. In addition, students with better socio-economic conditions are more creative and use complex style of thinking. The study also provides some guidelines for practically implementing the results of our survey among other students.

Pragmatic Failure and Referential Ambiguity when Attorneys Ask Child Witnesses "Do You Know/Remember" Questions.

Science.gov (United States)

Evans, Angela D; Stolzenberg, Stacia N; Lyon, Thomas D

2017-05-01

"Do you know" and "Do you remember" (DYK/R) questions explicitly ask whether one knows or remembers some information while implicitly asking for that information. This study examined how 104 4- to 9-year-old children testifying in child sexual abuse cases responded to DYK/R wh- and yes/no questions. When asked DYK/R questions containing an implicit wh- question requesting information, children often provided unelaborated "Yes" responses. Attorneys' follow-up questions suggested that children usually misunderstood the pragmatics of the questions. When DYK/R questions contained an implicit yes/no question, unelaborated "Yes" or "No" responses could be responding to the explicit or the implicit questions resulting in referentially ambiguous responses. Children often provided referentially ambiguous responses and attorneys usually failed to disambiguate children's answers. Although pragmatic failure following DYK/R wh- questions decreased with age, the likelihood of referential ambiguity following DYK/R yes/no questions did not. The results highlight the risks of serious miscommunications caused by pragmatic misunderstanding and referential ambiguity when children testify.

Referential calls coordinate multi-species mobbing in a forest bird community.

Science.gov (United States)

Suzuki, Toshitaka N

2016-01-01

Japanese great tits ( Parus minor ) use a sophisticated system of anti-predator communication when defending their offspring: they produce different mobbing calls for different nest predators (snake versus non-snake predators) and thereby convey this information to conspecifics (i.e. functionally referential call system). The present playback experiments revealed that these calls also serve to coordinate multi-species mobbing at nests; snake-specific mobbing calls attracted heterospecific individuals close to the sound source and elicited snake-searching behaviour, whereas non-snake mobbing calls attracted these birds at a distance. This study demonstrates for the first time that referential mobbing calls trigger different formations of multi-species mobbing parties.

The integrate model of emotion, thinking and self regulation: an application to the "paradox of aging".

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Williams, Leanne M; Gatt, Justine M; Hatch, Ainslie; Palmer, Donna M; Nagy, Marie; Rennie, Christopher; Cooper, Nicholas J; Morris, Charlotte; Grieve, Stuart; Dobson-Stone, Carol; Schofield, Peter; Clark, C Richard; Gordon, Evian; Arns, Martijn; Paul, Robert H

2008-09-01

This study was undertaken using the INTEGRATE Model of brain organization, which is based on a temporal continuum of emotion, thinking and self regulation. In this model, the key organizing principle of self adaption is the motivation to minimize danger and maximize reward. This principle drives brain organization across a temporal continuum spanning milliseconds to seconds, minutes and hours. The INTEGRATE Model comprises three distinct processes across this continuum. Emotion is defined by automatic action tendencies triggered by signals that are significant due to their relevance to minimizing danger-maximizing reward (such as abrupt, high contrast stimuli). Thinking represents cognitive functions and feelings that rely on brain and body feedback emerging from around 200 ms post-stimulus onwards. Self regulation is the modulation of emotion, thinking and feeling over time, according to more abstract adaptions to minimize danger-maximize reward. Here, we examined the impact of dispositional factors, age and genetic variation, on this temporal continuum. Brain Resource methodology provided a standardized platform for acquiring genetic, brain and behavioral data in the same 1000 healthy subjects. Results showed a "paradox" of declining function in the "thinking" time scale over the lifespan (6 to 80+ years), but a corresponding preservation or even increase in automatic functions of "emotion" and "self regulation". This paradox was paralleled by a greater loss of grey matter in cortical association areas (assessed using MRI) over age, but a relative preservation of subcortical grey matter. Genetic polymorphisms associated with both healthy function and susceptibility to disorder (including the BDNFVal(66)Met, COMTVal(158/108)Met, MAOA and DRD4 tandem repeat and 5HTT-LPR polymorphisms) made specific contributions to emotion, thinking and self regulatory functions, which also varied according to age.

Kwelders en schorren in de Kaderrichtlijn Water; ontwikkeling van potentiële referenties en van potentiële goede ecologische toestanden

NARCIS (Netherlands)

Dijkema, K.S.; Jong, de D.J.; Vreeken-Buijs, M.J.; Duin, van W.E.

2005-01-01

Ten behoeve van maatlatontwikkeling worden in dit document twee parameters ontwikkeld voor de Nederlandse kwelders. En wel: een areaal-referentie (deze studie gaat uit van historische referenties over bedijkingen; soms is het huidige areaal als referentie of als goede ecologische toestand gebruikt)

Development of Scientific Thinking Facilitated by Reflective Self-Assessment in a Communication-Intensive Food Science and Human Nutrition Course

Science.gov (United States)

Hendrich, Suzanne; Licklider, Barbara; Thompson, Katherine; Thompson, Janette; Haynes, Cynthia; Wiersema, Jan

2018-01-01

A one-credit seminar on controversies in food science and human nutrition was a platform to introduce students to learning frameworks for thinking-like-a-scientist. We hypothesized that explicitly engaging students in thinking about their thinking abilities within these frameworks would enhance their self-perception of scientific thinking, an…

Unraveling the Effects of Critical Thinking Instructions, Practice, and Self-Explanation on Students' Reasoning Performance

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Heijltjes, Anita; van Gog, Tamara; Leppink, Jimmie; Paas, Fred

2015-01-01

Acquisition of critical thinking skills is considered an important goal in higher education, but it is still unclear which specific instructional techniques are effective for fostering it. The main aim of this study was to unravel the impact of critical thinking instructions, practice, and self-explanation prompts during practice, on students'…

Talented football players' development of achievement motives, volitional components, and self-referential cognitions: A longitudinal study.

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Feichtinger, Philip; Höner, Oliver

2015-01-01

Adolescence is regarded as a key developmental phase in the course of talented football players' careers. The present study focuses on early adolescent players' development of achievement motives, volitional components, and self-referential cognitions. Based on the multidimensional and dynamic nature of talent, the development of multifaceted personality characteristics is an important issue in the context of sports talent research. According to previous findings in psychology, personality characteristics' development is defined by both stability and change, and the current study analyses four different types: differential stability (I), mean-level change (II), individual-level change (III), and structural stability (IV). The sample consists of 151 male players in the talent development programme of the German Football Association. Psychological diagnostics of the personality characteristics are implemented across longitudinal sections over a time period of three seasons, from the U12 to U14 age classes. The results reveal that the personality characteristics show (I) moderate test-retest correlations over one-year intervals (.43 ≤ rtt ≤ .62), and lower coefficients for a two-year period (.26 ≤ rtt ≤ .53). (II) Most of the personality characteristics' mean values differ significantly across the age classes with small effect sizes (.01 ≤ [Formula: see text] ≤ .03). (III) Only minor individual-level changes in the football players' development are found. (IV) The personality characteristics' associations within a two-factor structure do not stay invariant over time. From the results of the present study, conclusions are drawn regarding the talent identification and development process.

Do domestic dogs learn words based on humans' referential behaviour?

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Sebastian Tempelmann

Full Text Available Some domestic dogs learn to comprehend human words, although the nature and basis of this learning is unknown. In the studies presented here we investigated whether dogs learn words through an understanding of referential actions by humans rather than simple association. In three studies, each modelled on a study conducted with human infants, we confronted four word-experienced dogs with situations involving no spatial-temporal contiguity between the word and the referent; the only available cues were referential actions displaced in time from exposure to their referents. We found that no dogs were able to reliably link an object with a label based on social-pragmatic cues alone in all the tests. However, one dog did show skills in some tests, possibly indicating an ability to learn based on social-pragmatic cues.

Descriptive and discourse-referential modifiers in a layered model of the noun phrase

DEFF Research Database (Denmark)

Rijkhoff, Jan

2008-01-01

This article argues that adnominal modifiers in a layered model of the noun phrase can be divided into two major subcategories: descriptive modifiers and discourse-referential modifiers. Whereas descriptive modifiers can be subdivided into classifying, qualifying, quantifying and localizing...... modifiers (section 2), discourse-referential modifiers in the noun phrase are concerned with the status of entities as referents in the world of discourse (section 3). I will pay particular attention to three issues: (i) formal reflections of the layered, semantic structure of the noun phrase (section 4...

"Estoy viejo" [I'm old]: internalized ageism as self-referential, negative, ageist speech in the Republic of Panama.

Science.gov (United States)

Campos, Irma D; Stripling, Ashley M; Heesacker, Martin

2012-12-01

Ageism is a form of discrimination that anyone may experience at some point in life (Palmore 2004). Yet ageism is rarely the focus of behavioral research (Nelson 2005). Age can be understood as a social construct that reflects social norms (Lemus and Exposito 2005). Based on our review of the published literature, there were two studies on perceptions of aging among Latina/os in the United States (Beyene et al. 2002; Sarkisian et al. 2006). These studies investigated perceptions and expectations of aging among older Latina/o adults rather than direct experiences of ageism. It is important to note that Latina/os are not a homogenous group and that there are within-group differences. For this reason, this study explored internalized, negative ageism specifically in the Republic of Panama. Although Panama has unique characteristics, it also reflects Central American culture and therefore should provide initial insights regarding Central American self-referential, negative, ageist talk, which we labeled "Estoy viejo." Flanagan's Critical Incident Technique was used to access and understand participants' (ages 18-65) negative ageist talk (n=159). Participants who reported engaging in "Estoy viejo." (46.3% of those sampled) were significantly younger than participants who did not (pexplanation is that younger participants may have been more influenced by North American culture and its strongly negative ageist stereotypes than older participants, who may have identified primarily with Central American culture.

Pragmatic Failure and Referential Ambiguity when Attorneys Ask Child Witnesses “Do You Know/Remember” Questions

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Evans, Angela D.; Stolzenberg, Stacia N.; Lyon, Thomas D.

2016-01-01

“Do you know” and “Do you remember” (DYK/R) questions explicitly ask whether one knows or remembers some information while implicitly asking for that information. This study examined how 104 4- to 9-year-old children testifying in child sexual abuse cases responded to DYK/R wh- and yes/no questions. When asked DYK/R questions containing an implicit wh- question requesting information, children often provided unelaborated “Yes” responses. Attorneys’ follow-up questions suggested that children usually misunderstood the pragmatics of the questions. When DYK/R questions contained an implicit yes/no question, unelaborated “Yes” or “No” responses could be responding to the explicit or the implicit questions resulting in referentially ambiguous responses. Children often provided referentially ambiguous responses and attorneys usually failed to disambiguate children’s answers. Although pragmatic failure following DYK/R wh- questions decreased with age, the likelihood of referential ambiguity following DYK/R yes/no questions did not. The results highlight the risks of serious miscommunications caused by pragmatic misunderstanding and referential ambiguity when children testify. PMID:28652686

"Atypical touch perception in MTS may derive from an abnormally plastic self-representation".

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Bufalari, Ilaria; Porciello, Giuseppina; Aglioti, Salvatore Maria

2015-01-01

Mirror Touch Synesthetes (MTSs) feel touch while they observe others being touched. According to the authors, two complementary theoretical frameworks, the Threshold Theory and the Self-Other Theory, explain Mirror Touch Synesthesia (MTS). Based on the behavioral evidence that in MTSs the mere observation of touch is sufficient to elicit self-other merging (i.e., self-representation changes), a condition that in non-MTSs just elicits self-other sharing (i.e., mirroring activity without self-other blurring), and on the rTPJ anatomical alterations in MTS, we argue that MTS may derive from an abnormally plastic self-representation and atypical multisensory integrative mechanisms.

The relationship between critical thinking skills and self-efficacy beliefs in mental health nurses.

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Gloudemans, Henk A; Schalk, René M J D; Reynaert, Wouter

2013-03-01

In the Netherlands, the distinction between Bachelor degree and diploma nursing educational levels remains unclear. The added value of Bachelor degree nurses and how they develop professionally after graduation are subject to debate. The aim of this study is to investigate whether Bachelor degree nurses have higher critical thinking skills than diploma nurses do and whether there is a positive relationship between higher critical thinking skills and self-efficacy beliefs. Outcomes might provide instruments that are helpful in positioning of nursing levels in education and practice. Questionnaire data were used of a sample of 95 registered mental health staff nurses (62 diploma nurses and 33 Bachelor degree nurses). First, ANOVA was performed to test whether the two groups were comparable with respect to elements of work experience. Second, t-tests were conducted to compare the two groups of nurses on self-efficacy, perceived performance and critical thinking outcomes. Third, relationships between the study variables were investigated. Finally, structural equation modelling using AMOS was applied to test the relationships. The hypothesis that Bachelor degree nurses are better critical thinkers than diploma nurses was supported (p<0.01). Years in function turned out to be positively related to self-efficacy beliefs (p<0.01). No significant relation was found between the level of education and self-efficacy beliefs. The results of this study support career development and facilitate more efficient positioning of nursing levels. Copyright © 2012 Elsevier Ltd. All rights reserved.

False memory in aging resulting from self-referential processing.

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Rosa, Nicole M; Gutchess, Angela H

2013-11-01

Referencing the self is known to enhance accurate memory, but less is known about how the strategy affects false memory, particularly for highly self-relevant information. Because older adults are more prone to false memories, we tested whether self-referencing increased false memories with age. In 2 studies, older and younger adults rated adjectives for self-descriptiveness and later completed a surprise recognition test comprised of words rated previously for self-descriptiveness and novel lure words. Lure words were subsequently rated for self-descriptiveness in order to assess the impact of self-relevance on false memory. Study 2 introduced commonness judgments as a control condition, such that participants completed a recognition test on adjectives rated for commonness in addition to adjectives in the self-descriptiveness condition. Across both studies, findings indicate an increased response bias to self-referencing that increased hit rates for both older and younger adults but also increased false alarms as information became more self-descriptive, particularly for older adults. Although the present study supports previous literature showing a boost in memory for self-referenced information, the increase in false alarms, especially in older adults, highlights the potential for memory errors, particularly for information that is strongly related to the self.

Fear of negative evaluation biases social evaluation inference: evidence from a probabilistic learning task.

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Button, Katherine S; Kounali, Daphne; Stapinski, Lexine; Rapee, Ronald M; Lewis, Glyn; Munafò, Marcus R

2015-01-01

Fear of negative evaluation (FNE) defines social anxiety yet the process of inferring social evaluation, and its potential role in maintaining social anxiety, is poorly understood. We developed an instrumental learning task to model social evaluation learning, predicting that FNE would specifically bias learning about the self but not others. During six test blocks (3 self-referential, 3 other-referential), participants (n = 100) met six personas and selected a word from a positive/negative pair to finish their social evaluation sentences "I think [you are / George is]…". Feedback contingencies corresponded to 3 rules, liked, neutral and disliked, with P[positive word correct] = 0.8, 0.5 and 0.2, respectively. As FNE increased participants selected fewer positive words (β = -0.4, 95% CI -0.7, -0.2, p = 0.001), which was strongest in the self-referential condition (FNE × condition 0.28, 95% CI 0.01, 0.54, p = 0.04), and the neutral and dislike rules (FNE × condition × rule, p = 0.07). At low FNE the proportion of positive words selected for self-neutral and self-disliked greatly exceeded the feedback contingency, indicating poor learning, which improved as FNE increased. FNE is associated with differences in processing social-evaluative information specifically about the self. At low FNE this manifests as insensitivity to learning negative self-referential evaluation. High FNE individuals are equally sensitive to learning positive or negative evaluation, which although objectively more accurate, may have detrimental effects on mental health.

An experimental investigation of referential looking in free-ranging Barbary macaques (Macaca sylvanus).

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Roberts, Sam G B; McComb, Karen; Ruffman, Ted

2008-02-01

The authors examined looking behavior between 15 Barbary macaque (Macaca sylvanus) infants and their mothers in the presence of a rubber snake (experimental period) and in the absence of the snake (control period). Two of the 15 infants looked referentially at their mother in the experimental period. Including both referential and nonreferential looks, the six older infants (aged 5 to 12 months) displayed a higher frequency of looks to mother than nine younger infants (aged 3 to 4.5 months) in the experimental period, but not in the control period. Older infants looked more to the mother in the experimental condition, whereas the younger infants looked more to the mother in the control condition, or looked equally in the two conditions. These results suggest that age is an important factor in determining looking behavior to mother in situations of uncertainty. Compared to hand-reared chimpanzees or human infants tested in standard social referencing paradigms, the infant macaques displayed a low rate of referential looking. Possible explanations for this are discussed. (PsycINFO Database Record (c) 2008 APA, all rights reserved).

Divided attention selectively impairs memory for self-relevant information.

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Turk, David J; Brady-van den Bos, Mirjam; Collard, Philip; Gillespie-Smith, Karri; Conway, Martin A; Cunningham, Sheila J

2013-05-01

Information that is relevant to oneself tends to be remembered more than information that relates to other people, but the role of attention in eliciting this "self-reference effect" is unclear. In the present study, we assessed the importance of attention in self-referential encoding using an ownership paradigm, which required participants to encode items under conditions of imagined ownership by themselves or by another person. Previous work has established that this paradigm elicits a robust self-reference effect, with more "self-owned" items being remembered than "other-owned" items. Access to attentional resources was manipulated using divided-attention tasks at encoding. A significant self-reference effect emerged under full-attention conditions and was related to an increase in episodic recollection for self-owned items, but dividing attention eliminated this memory advantage. These findings are discussed in relation to the nature of self-referential cognition and the importance of attentional resources at encoding in the manifestation of the self-reference effect in memory.

Examining the Relationship between Pre-Service Teachers' Critical Thinking Disposition, Problem Solving Skills and Teacher Self-Efficacy

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Cansoy, Ramazan; Türkoglu, Muhammet Emin

2017-01-01

The aim of this study was to examine the relationships between the pre-service teachers' critical thinking disposition, problem-solving skills and self-efficacy beliefs. The participants of the study were 519 pre-service teachers from Afyon Kocatepe University, Education Faculty. Critical Thinking Disposition, Problem Solving Inventory, and…

Effect of reflective practice education on self-reflection, insight, and reflective thinking among experienced nurses: a pilot study.

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Asselin, Marilyn E; Fain, James A

2013-01-01

A mixed-method study was conducted to determine whether nurses' participation in a reflective practice continuing education program using a structured reflection model makes a difference in nurses' self-reflection, insight, and reflective thinking about clinical practice situations. Findings suggested that use of structured reflection using question cues, written narratives, and peer-facilitated reflection increased nurses' engagement in self-reflection and enhanced reflective thinking in practice. Including reflective practice education in novice orientation and preceptor training may be beneficial.

Adolescent Gender Differences in Cognitive Control Performance and Functional Connectivity Between Default Mode and Fronto-Parietal Networks Within a Self-Referential Context

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Gabriela Alarcón

2018-04-01

Full Text Available Ineffective reduction of functional connectivity between the default mode network (DMN and frontoparietal network (FPN during cognitive control can interfere with performance in healthy individuals—a phenomenon present in psychiatric disorders, such as depression. Here, this mechanism is studied in healthy adolescents by examining gender differences in task-regressed functional connectivity using functional magnetic resonance imaging (MRI and a novel task designed to place the DMN—supporting self-referential processing (SRP—and FPN—supporting cognitive control—into conflict. Compared to boys, girls showed stronger functional connectivity between DMN and FPN during cognitive control in an SRP context (n = 40; boys = 20, a context that also elicited more errors of omission in girls. The gender difference in errors of omission was mediated by higher self-reported co-rumination—the extensive and repetitive discussion of problems and focus on negative feelings with a same-gender peer—by girls, compared to boys. These findings indicate that placing internal and external attentional demands in conflict lead to persistent functional connectivity between FPN and DMN in girls, but not boys; however, deficits in performance during this context were explained by co-rumination, such that youth with higher co-rumination displayed the largest performance deficits. Previous research shows that co-rumination predicts depressive symptoms during adolescence; thus, gender differences in the mechanisms involved with transitioning from internal to external processing may be relevant for understanding heightened vulnerability for depression in adolescent girls.

Referential communication in children with ADHD: challenges in the role of a listener.

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Nilsen, Elizabeth S; Mangal, Leilani; Macdonald, Kristi

2013-04-01

Successful communication requires that listeners accurately interpret the meaning of speakers' statements. The present work examined whether children with and without attention-deficit/hyperactivity disorder (ADHD) differ in their ability to interpret referential statements (i.e., phrases that denote objects or events) from speakers. Children (6 to 9 years old), diagnosed with ADHD (n = 27) and typically developing (n = 26), took part in an interactive task in which they were asked by an adult speaker to retrieve objects from a display case. Children interpreted the referential statements in contexts that either did or did not require perspective-taking. Children's eye movements and object choices were recorded. Parents completed questionnaires assessing their child's frequency of ADHD symptoms and pragmatic communicative abilities. Behavioral and eye movement measures revealed that children with ADHD made more interpretive errors and were less likely to consider target referents across the 2 communicative conditions. Furthermore, ADHD symptoms related to children's performance on the communicative task and to parental report of the child's pragmatic skills. Children with ADHD are less accurate in their interpretations of referential statements. Such difficulties would lead to greater occurrences of miscommunication.

Book review: ALMOG, J. Referential Mechanics: Direct Reference and the Foundations of Semantics (Oxford University Press, 2014

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Filipe Martone

Full Text Available Abstract: In this review I discuss Joseph Almog's book "Referential Mechanics". The book discusses direct reference as conceived by three of its founding fathers, Kripke, Kaplan and Donnellan, and introduces Almog's ambitious project of providing a referential semantics to all subject-phrases. I offer a brief overview of its four chapters and point out some of their virtues and shortcomings.

Inculcating Positive Thinking in the Self-Concept of Children with Learning Difficulties

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Abed, Mohaned Ghazi

2017-01-01

Inculcating positive thinking can act as a valuable tool in enhancing the overall self-concept of children with learning disabilities. The value of positive psychology is recognized as the basis for recent research conducted in the field of strength development. Positive psychology is centered on the view that individual lives can be improved by…

Pedagogical Factors Stimulating the Self-Development of Students' Multi-Dimensional Thinking in Terms of Subject-Oriented Teaching

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Andreev, Valentin I.

2014-01-01

The main aim of this research is to disclose the essence of students' multi-dimensional thinking, also to reveal the rating of factors which stimulate the raising of effectiveness of self-development of students' multi-dimensional thinking in terms of subject-oriented teaching. Subject-oriented learning is characterized as a type of learning where…

Fear of Negative Evaluation Biases Social Evaluation Inference: Evidence from a Probabilistic Learning Task

Science.gov (United States)

Button, Katherine S.; Kounali, Daphne; Stapinski, Lexine; Rapee, Ronald M.; Lewis, Glyn; Munafò, Marcus R.

2015-01-01

Background Fear of negative evaluation (FNE) defines social anxiety yet the process of inferring social evaluation, and its potential role in maintaining social anxiety, is poorly understood. We developed an instrumental learning task to model social evaluation learning, predicting that FNE would specifically bias learning about the self but not others. Methods During six test blocks (3 self-referential, 3 other-referential), participants (n = 100) met six personas and selected a word from a positive/negative pair to finish their social evaluation sentences “I think [you are / George is]…”. Feedback contingencies corresponded to 3 rules, liked, neutral and disliked, with P[positive word correct] = 0.8, 0.5 and 0.2, respectively. Results As FNE increased participants selected fewer positive words (β = −0.4, 95% CI −0.7, −0.2, p = 0.001), which was strongest in the self-referential condition (FNE × condition 0.28, 95% CI 0.01, 0.54, p = 0.04), and the neutral and dislike rules (FNE × condition × rule, p = 0.07). At low FNE the proportion of positive words selected for self-neutral and self-disliked greatly exceeded the feedback contingency, indicating poor learning, which improved as FNE increased. Conclusions FNE is associated with differences in processing social-evaluative information specifically about the self. At low FNE this manifests as insensitivity to learning negative self-referential evaluation. High FNE individuals are equally sensitive to learning positive or negative evaluation, which although objectively more accurate, may have detrimental effects on mental health. PMID:25853835

Measuring third year undergraduate nursing students' reflective thinking skills and critical reflection self-efficacy following high fidelity simulation: A pilot study.

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Tutticci, Naomi; Lewis, Peter A; Coyer, Fiona

2016-05-01

Critical reflection underpins critical thinking, a highly desirable generic nursing graduate capability. To improve the likelihood of critical thinking transferring to clinical practice, reflective thinking needs to be measured within the learning space of simulation. This study was divided into two phases to address the reliability and validity measures of previously untested surveys. Phase One data was collected from individuals (n = 6) using a 'think aloud' approach and an expert panel to review content validity, and verbatim comment analysis was undertaken. The Reflective Thinking Instrument and Critical Reflection Self-Efficacy Visual Analogue Scale items were contextualised to simulation. The expert review confirmed these instruments exhibited content validity. Phase Two data was collected through an online survey (n = 58). Cronbach's alpha measured internal consistency and was demonstrated by all subscales and the Instrument as a whole (.849). There was a small to medium positive correlation between critical reflection self-efficacy and general self-efficacy (r = .324, n = 56, p = .048). Participant responses were positive regarding the simulation experience. The research findings demonstrated that the Reflective Thinking and Simulation Satisfaction survey is reliable. Further development of this survey to establish validity is recommended to make it viable. Copyright © 2016 Elsevier Ltd. All rights reserved.

Caring behaviours directly and indirectly affect nursing students' critical thinking.

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Chen, Shu-Yueh; Chang, Hsing-Chi; Pai, Hsiang-Chu

2018-03-01

The purpose of this study was to determine the effect of caring behaviours on critical thinking and to examine whether self-reflection mediates the effect of caring on critical thinking. We also tested whether caring behaviours moderated the relationship between self-reflection and critical thinking. For this descriptive, correlational, cross-sectional study, we recruited 293 fifth-year nursing students from a junior college in southern Taiwan. Data were collected in 2014 on critical thinking, caring behaviours and self-reflection with insight using the Taiwan Critical Thinking Disposition Inventory, a Chinese version of the Caring Assessment Report Evaluation Q-sort, and a Chinese version of the Self-Reflection and Insight Scale, respectively. Relationships among variables were analysed by structural equation modelling, with the partial least squares method and Sobel test. The results showed that caring behaviours significantly positively affected critical thinking (β = 0.56, t = 12.37, p critical thinking (β = 0.34, t = 6.48, p critical thinking. Caring behaviours did not, however, moderate the relationship between self-reflection (β = 0.001, t = 0.021, p > 0.05) and critical thinking. Caring behaviours directly affect self-reflection with insight and critical thinking. In addition, caring behaviours also indirectly affect critical thinking through self-reflection and insight. © 2017 Nordic College of Caring Science.

Student self-assessment in dental hygiene education: a cornerstone of critical thinking and problem-solving.

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Mould, Michelle R; Bray, Kimberly Krust; Gadbury-Amyot, Cynthia C

2011-08-01

Self-assessment is an integral component of learning and developing decision making and critical thinking skills in the practice of dental hygiene. Dental hygienists must think critically and develop problem-solving strategies during their formal education to ensure lifelong quality and ongoing development of their personal knowledge and skill as related to providing comprehensive, evidence-based patient care. The primary focus of this qualitative investigation was to obtain undergraduate dental hygiene students' perceptions of and experiences with self-assessment. The sample consisted of an intact undergraduate dental hygiene class of seventeen students in their final semester of a two-year, entry-level dental hygiene program at a community college in the southeast United States. Data for this research were obtained from three sources: 1) a program-designed self-assessment survey assignment, 2) in-depth interviews with four second-year dental hygiene students, and 3) program-designed clinical competence evaluation forms. Inductive data analysis revealed that the majority of students perceived that they had no prior experience with self-assessment in any prerequisite coursework and thus felt unprepared for its use in the dental hygiene program. As they matriculated in the program, students began to see the advantages of self-assessment in clinical practice. Programmatic orientation to self-assessment may therefore be beneficial due to the varying backgrounds of students entering dental hygiene programs.

Does the Eye of the Beholder Construct Beauty? Contributions of Self-Efficacy Factors to Divergent Thinking Traits

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Kharkhurin, Anatoliy V.

2017-01-01

The study initiated a project exploring a contribution of creative perception to creative behavior. This study investigated the factors in creative self-perception contributing to creative potential. Creative potential was operationalized as divergent thinking and measured by the Abbreviated Torrance Test for Adults. Creative self-perception was…

Sensitivity to Referential Ambiguity in Discourse: The Role of Attention, Working Memory, and Verbal Ability.

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Boudewyn, Megan A; Long, Debra L; Traxler, Matthew J; Lesh, Tyler A; Dave, Shruti; Mangun, George R; Carter, Cameron S; Swaab, Tamara Y

2015-12-01

The establishment of reference is essential to language comprehension. The goal of this study was to examine listeners' sensitivity to referential ambiguity as a function of individual variation in attention, working memory capacity, and verbal ability. Participants listened to stories in which two entities were introduced that were either very similar (e.g., two oaks) or less similar (e.g., one oak and one elm). The manipulation rendered an anaphor in a subsequent sentence (e.g., oak) ambiguous or unambiguous. EEG was recorded as listeners comprehended the story, after which participants completed tasks to assess working memory, verbal ability, and the ability to use context in task performance. Power in the alpha and theta frequency bands when listeners received critical information about the discourse entities (e.g., oaks) was used to index attention and the involvement of the working memory system in processing the entities. These measures were then used to predict an ERP component that is sensitive to referential ambiguity, the Nref, which was recorded when listeners received the anaphor. Nref amplitude at the anaphor was predicted by alpha power during the earlier critical sentence: Individuals with increased alpha power in ambiguous compared with unambiguous stories were less sensitive to the anaphor's ambiguity. Verbal ability was also predictive of greater sensitivity to referential ambiguity. Finally, increased theta power in the ambiguous compared with unambiguous condition was associated with higher working-memory span. These results highlight the role of attention and working memory in referential processing during listening comprehension.

The material realization of science from Habermas to experimentation and referential realism

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Radder, Hans

2012-01-01

This book develops a conception of science as a multi-dimensional practice, which includes experimental action and production, conceptual-theoretical interpretation, and formal-mathematical work. On this basis, it addresses the topical issue of scientific realism and expounds a detailed, referentially realist account of the natural sciences. This account is shown to be compatible with the frequent occurrence of conceptual discontinuities in the historical development of the sciences. Referential realism exploits several fruitful ideas of Jürgen Habermas, especially his distinction between objectivity and truth; it builds on a in-depth analysis of scientific experiments, including their material realization; and it is developed through an extensive case study in the history and philosophy of quantum mechanics. The new postscript explains how the book relates to several important issues in recent philosophy of science and science studies.

Reduced connectivity in the self-processing network of schizophrenia patients with poor insight.

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Edith J Liemburg

Full Text Available Lack of insight (unawareness of illness is a common and clinically relevant feature of schizophrenia. Reduced levels of self-referential processing have been proposed as a mechanism underlying poor insight. The default mode network (DMN has been implicated as a key node in the circuit for self-referential processing. We hypothesized that during resting state the DMN network would show decreased connectivity in schizophrenia patients with poor insight compared to patients with good insight. Patients with schizophrenia were recruited from mental health care centers in the north of the Netherlands and categorized in groups having good insight (n= 25 or poor insight (n = 19. All subjects underwent a resting state fMRI scan. A healthy control group (n = 30 was used as a reference. Functional connectivity of the anterior and posterior part of the DMN, identified using Independent Component Analysis, was compared between groups. Patients with poor insight showed lower connectivity of the ACC within the anterior DMN component and precuneus within the posterior DMN component compared to patients with good insight. Connectivity between the anterior and posterior part of the DMN was lower in patients than controls, and qualitatively different between the good and poor insight patient groups. As predicted, subjects with poor insight in psychosis showed decreased connectivity in DMN regions implicated in self-referential processing, although this concerned only part of the network. This finding is compatible with theories implying a role of reduced self-referential processing as a mechanism contributing to poor insight.

Effect of simulation-based emergency cardiac arrest education on nursing students' self-efficacy and critical thinking skills: Roleplay versus lecture.

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Kim, Eunsook

2018-02-01

Simulation education is a learning method for improving self-efficacy and critical thinking skills. However, not much study has been done on how to use it for education on emergency cardiac arrest situations, for which a multidisciplinary team approach is required. This study investigated the effects of simulation education on nursing students' self-efficacy and critical thinking skills in emergency cardiac arrest situations. A quasi-experimental research approach with a crossover design was used to compare two types of simulation instruction methods. This study was conducted with 76 nursing students divided into two groups by order of instruction methods, in November and December 2016. Both groups of participants experienced a simulation lesson based on the same emergency scenario. Group A first completed a roleplay of an emergency cardiac arrest situation in a clinical setting, while Group B first listened to a lecture on the procedure. After ten days, Group A repeated the simulation exercise after listening to the lecture, while Group B completed the simulation exercise after the roleplay. The students' self-efficacy and critical thinking skills were measured using a questionnaire before and after each session. In the first session, self-efficacy and critical thinking skills scores increased greatly from pretest to posttest for Group A in comparison to Group B; no statistically significant difference was found between the two groups. In the second session, Group B showed a significant increase between pretest and posttest, while Group A showed no significant difference. Conducting the simulation exercise after the roleplay was a more effective teaching method than conducting it after the lecture. Moreover, having the nursing students assume various roles in realistic roleplay situations combined with simulation exercises led to a deeper understanding of clinical situations and improved their self-efficacy and critical thinking skills. Copyright © 2017 Elsevier

Improving self-efficacy in spinal cord injury patients through "design thinking" rehabilitation workshops.

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Wolstenholme, Daniel; Downes, Tom; Leaver, Jackie; Partridge, Rebecca; Langley, Joseph

2014-01-01

Advances in surgical and medical management have significantly reduced the length of time that patients with spinal cord injury (SCI) have to stay in hospital, but has left patients with potentially less time to psychologically adjust. Following a pilot in 2012, this project was designed to test the effect of "design thinking" workshops on the self-efficacy of people undergoing rehabilitation following spinal injuries. Design thinking is about understanding the approaches and methods that designers use and then applying these to think creatively about problems and suggest ways to solve them. In this instance, design thinking is not about designing new products (although the approaches can be used to do this) but about developing a long term creative and explorative mind-set through skills such as lateral thinking, prototyping and verbal and visual communication. The principles of "design thinking" have underpinned design education and practice for many years, it is also recognised in business and innovation for example, but a literature review indicated that there was no evidence of it being used in rehabilitation or spinal injury settings. Twenty participants took part in the study; 13 (65%) were male and the average age was 37 years (range 16 to 72). Statistically significant improvements were seen for EQ-5D score (t = -3.13, p = 0.007) and Patient Activation Measure score (t = -3.85, p = 0.001). Other outcome measures improved but not statistically. There were no statistical effects on length of stay or readmission rates, but qualitative interviews indicated improved patient experience.

Enhancing self-efficacy improves episodic future thinking and social-decision making in combat veterans with posttraumatic stress disorder.

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Brown, Adam D; Kouri, Nicole A; Rahman, Nadia; Joscelyne, Amy; Bryant, Richard A; Marmar, Charles R

2016-08-30

Posttraumatic Stress Disorder (PTSD) is associated with maladaptive changes in self-identity, including impoverished perceived self-efficacy. This study examined if enhancing perceptions of self-efficacy in combat veterans with and without symptoms of PTSD promotes cognitive strategies associated with positive mental health outcomes. Prior to completing a future thinking and social problem-solving task, sixty-two OEF/OIF veterans with and without symptoms of PTSD were randomized to either a high self-efficacy (HSE) induction in which they were asked to recall three autobiographical memories demonstrating self-efficacy or a control condition in which they recalled any three autobiographical events. An interaction between HSE and PTSD revealed that individuals with symptoms of PTSD in the HSE condition generated future events with more self-efficacious statements than those with PTSD in the control condition, whereas those without PTSD did not differ in self-efficacy content across the conditions. In addition, individuals in the HSE condition exhibited better social problem solving than those in the control condition. Increasing perceptions of self-efficacy may promote future thinking and problem solving in ways that are relevant to overcoming trauma and adversity. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Relations between Goals, Self-Efficacy, Critical Thinking and Deep Processing Strategies: A Path Analysis

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Phan, Huy Phuong

2009-01-01

Research exploring students' academic learning has recently amalgamated different motivational theories within one conceptual framework. The inclusion of achievement goals, self-efficacy, deep processing and critical thinking has been cited in a number of studies. This article discusses two empirical studies that examined these four theoretical…

Is BodyThink an efficacious body image and self-esteem program? A controlled evaluation with adolescents.

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Richardson, Shanel M; Paxton, Susan J; Thomson, Julie S

2009-03-01

This study aimed to evaluate the efficacy of BodyThink, a widely disseminated body image and self-esteem program. Participants were 277, grade 7 students from 4 secondary schools in Australia. The intervention group (62 girls, 85 boys) participated in BodyThink during four 50-min lessons, while the control group (65 girls, 65 boys) received their usual classes. All participants completed baseline, postintervention and 3-month follow-up questionnaires. For girls, the intervention group reported higher media literacy and lower internalization of the thin ideal compared to the control group. For boys, the intervention group reported higher media literacy and body satisfaction than the control group. Although some positive outcomes were observed, it would be valuable to find ways to enhance the impact of BodyThink, especially in light of its wide dissemination. Suggestions for improving BodyThink are presented.

Changes in the relationship between self-reference and emotion as a function of dysphoria

DEFF Research Database (Denmark)

Watson, Lynn Ann; Dritschel, Barbara; Jentzsch, Ines

2008-01-01

The self-positivity bias is found to be an aspect of normal cognitive function. Changes in this bias are usually associated with changes in emotional states, such as dysphoria or depression. The aim of the present study was to clarify the role of emotional valence within self-referential processing...... the existence of the self-positivity bias in non-dysphoric individuals. More interestingly, dysphoric individuals were able to accurately identify the emotional content of the word stimuli. They failed, however, to associate this emotional valence with self-reference. These findings are discussed in terms....... By asking non-dysphoric and dysphoric individuals to rate separately the emotional and self-referential content of a set of 240 words, it was possible to identify the differences in the relationship between self-reference and emotional valence, which are associated with dysphoria. The results support...

Paranoid thinking as a heuristic.

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Preti, Antonio; Cella, Matteo

2010-08-01

Paranoid thinking can be viewed as a human heuristic used by individuals to deal with uncertainty during stressful situations. Under stress, individuals are likely to emphasize the threatening value of neutral stimuli and increase the reliance on paranoia-based heuristic to interpreter events and guide their decisions. Paranoid thinking can also be activated by stress arising from the possibility of losing a good opportunity; this may result in an abnormal allocation of attentional resources to social agents. A better understanding of the interplay between cognitive heuristics and emotional processes may help to detect situations in which paranoid thinking is likely to exacerbate and improve intervention for individuals with delusional disorders.

Understanding Negative Self-Evaluations in Borderline Personality Disorder-a Review of Self-Related Cognitions, Emotions, and Motives.

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Winter, Dorina; Bohus, Martin; Lis, Stefanie

2017-03-01

Self-conscious emotions, such as guilt, shame, or self-disgust, as well as self-related motives, such as self-enhancement or self-verification, influence how people perceive, evaluate, memorize, and respond to self-related information. They not only influence peoples' concepts of themselves but may also affect their behavior in social environments. In the current review, we describe alterations of self-related processing in borderline personality disorder (BPD). We chose BPD as an example of a mental disorder of which impairments in self-functioning and identity constitute a major feature. Since terminology used in clinical research on self-referential processing is diverse and often confusing, we start with reviewing some of the main concepts in this area of research using a conceptual framework provided from social psychology. Most studies on self-referential processing in BPD focused on descriptions of self-esteem and revealed a negative self-concept, particularly expressed by explicitly reported low self-esteem. Moreover, self-esteem is unstable in BPD and likely reactive to self-relevant cues. BPD patients are prone to negative emotions with respect to themselves, such as self-disgust and shame. First data point to altered self-related motives, too. In conclusion, although explicit self-esteem is widely studied as a global and trait-like feature of BPD, there is a strong lack of studies that take the complexity of the construct self-esteem into account. Further studies on alterations in self-related processes are required to deepen our understanding of impairments of the self-concept in BPD and enable the improvement of psychosocial therapeutic approaches.

The Implicit Relational Assessment Procedure as a Measure of Self-Esteem

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Timko, C. Alix; England, Erica L.; Herbert, James D.; Forman, Evan M.

2010-01-01

Two studies were conducted to pilot the Implicit Relational Assessment Procedure (IRAP) in measuring attitudes toward the self: one related to body image specifically and another assessing the broader construct of self-esteem. Study 1 utilized the IRAP with female college students to examine self-referential beliefs regarding body image. Results…

The Effect of Self-Referential Expectation on Emotional Face Processing.

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Mel McKendrick

Full Text Available The role of self-relevance has been somewhat neglected in static face processing paradigms but may be important in understanding how emotional faces impact on attention, cognition and affect. The aim of the current study was to investigate the effect of self-relevant primes on processing emotional composite faces. Sentence primes created an expectation of the emotion of the face before sad, happy, neutral or composite face photos were viewed. Eye movements were recorded and subsequent responses measured the cognitive and affective impact of the emotion expressed. Results indicated that primes did not guide attention, but impacted on judgments of valence intensity and self-esteem ratings. Negative self-relevant primes led to the most negative self-esteem ratings, although the effect of the prime was qualified by salient facial features. Self-relevant expectations about the emotion of a face and subsequent attention to a face that is congruent with these expectations strengthened the affective impact of viewing the face.

Three-dimensional components of selfhood in treatment-naive patients with major depressive disorder: A resting-state qEEG imaging study.

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Fingelkurts, Andrew A; Fingelkurts, Alexander A

2017-05-01

Based on previous studies implicating increased functional connectivity within the self-referential brain network in major depressive disorder (MDD), and considering the functional roles of three distinct modules of such brain net (responsible for three-dimensional components of Selfhood) together with the documented abnormalities of self-related processing in MDD, we tested the hypothesis that patients with depression would exhibit increased connectivity within each module of the self-referential brain network and that the strength of these connections would correlate positively with depression severity. Applying the electroencephalogram (EEG) operational synchrony analysis to extract three modules of the self-referential brain network in 12 medication-free depressive outpatients and 10 control subjects we have found an increase in the strength of EEG synchrony within all three modules in depressive patients (though non-significant for the right module). Furthermore, multiple regression analysis that used 3 factors (values of synchrony strength for all three modules) as input indicated that combined increase in the strength of synchrony in all three modules was positively associated with severity of depression. Taken together the findings of this study suggest that depression is primarily associated with hypersynchrony in all three modules of the brain self-referential network (the anterior module been responsible for "witnessing observation and first-person perspective", the left posterior module been responsible for "reflective agency and narration" and the right posterior module been responsible for "bodily representational-emotional agency"), thus contributing to excessive self-focus, rumination, and body tension. Copyright © 2017 Elsevier Ltd. All rights reserved.

How Babies Think

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Bachleda, Amelia R.; Thompson, Ross A.

2018-01-01

Babies think differently than adults, and understanding how they think can help us see their explosive brain growth in everyday behavior. Infants learn language faster than adults do, use statistics to understand how the world works, and even reason about the minds of others. But these achievements can be hidden by their poor self-regulatory…

Impact of self-esteem and sex on stress reactions.

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Kogler, Lydia; Seidel, Eva-Maria; Metzler, Hannah; Thaler, Hanna; Boubela, Roland N; Pruessner, Jens C; Kryspin-Exner, Ilse; Gur, Ruben C; Windischberger, Christian; Moser, Ewald; Habel, Ute; Derntl, Birgit

2017-12-08

Positive self-evaluation is a major psychological resource modulating stress coping behavior. Sex differences have been reported in self-esteem as well as stress reactions, but so far their interactions have not been investigated. Therefore, we investigated sex-specific associations of self-esteem and stress reaction on behavioral, hormonal and neural levels. We applied a commonly used fMRI-stress task in 80 healthy participants. Men compared to women showed higher activation during stress in hippocampus, precuneus, superior temporal gyrus (STG) and insula. Furthermore, men outperformed women in the stress task and had higher cortisol and testosterone levels than women after stress. Self-esteem had an impact on precuneus, insula and STG activation during stress across the whole group. During stress, men recruit regions associated with emotion and stress regulation, self-referential processing and cognitive control more strongly than women. Self-esteem affects stress processing, however in a sex-independent fashion: participants with lower self-esteem show higher activation of regions involved in emotion and stress regulation, self-referential processing and cognitive control. Taken together, our data suggest that men are more engaged during the applied stress task. Across women and men, lower self-esteem increases the effort in emotion and stress processing and cognitive control, possibly leading to self-related thoughts in stressful situations.

Can the Pro-Drop Parameter Account for All the Errors in the Acquisition of Non-Referential "It" in L2 English?

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Antonova-Ünlü, Elena

2015-01-01

Numerous studies, examining the acquisition of non-referential it in [-pro-drop] English by learners of [+pro-drop] languages, have revealed that their participants omit non-referential subjects in English if their L1 allows null-subject position. However, due to the specificity of their focus, these studies have not considered other difficulties…

Effects of problem-based learning vs. traditional lecture on Korean nursing students' critical thinking, problem-solving, and self-directed learning.

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Choi, Eunyoung; Lindquist, Ruth; Song, Yeoungsuk

2014-01-01

Problem-based learning (PBL) is a method widely used in nursing education to develop students' critical thinking skills to solve practice problems independently. Although PBL has been used in nursing education in Korea for nearly a decade, few studies have examined its effects on Korean nursing students' learning outcomes, and few Korean studies have examined relationships among these outcomes. The objectives of this study are to examine outcome abilities including critical thinking, problem-solving, and self-directed learning of nursing students receiving PBL vs. traditional lecture, and to examine correlations among these outcome abilities. A quasi-experimental non-equivalent group pretest-posttest design was used. First-year nursing students (N=90) were recruited from two different junior colleges in two cities (GY and GJ) in South Korea. In two selected educational programs, one used traditional lecture methods, while the other used PBL methods. Standardized self-administered questionnaires of critical thinking, problem-solving, and self-directed learning abilities were administered before and at 16weeks (after instruction). Learning outcomes were significantly positively correlated, however outcomes were not statistically different between groups. Students in the PBL group improved across all abilities measured, while student scores in the traditional lecture group decreased in problem-solving and self-directed learning. Critical thinking was positively associated with problem-solving and self-directed learning (r=.71, and r=.50, respectively, plearning (r=.75, pLearning outcomes of PBL were not significantly different from traditional lecture in this small underpowered study, despite positive trends. Larger studies are recommended to study effects of PBL on critical student abilities. Copyright © 2013 Elsevier Ltd. All rights reserved.

Neural activity associated with self-reflection.

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Herwig, Uwe; Kaffenberger, Tina; Schell, Caroline; Jäncke, Lutz; Brühl, Annette B

2012-05-24

Self-referential cognitions are important for self-monitoring and self-regulation. Previous studies have addressed the neural correlates of self-referential processes in response to or related to external stimuli. We here investigated brain activity associated with a short, exclusively mental process of self-reflection in the absence of external stimuli or behavioural requirements. Healthy subjects reflected either on themselves, a personally known or an unknown person during functional magnetic resonance imaging (fMRI). The reflection period was initialized by a cue and followed by photographs of the respective persons (perception of pictures of oneself or the other person). Self-reflection, compared with reflecting on the other persons and to a major part also compared with perceiving photographs of one-self, was associated with more prominent dorsomedial and lateral prefrontal, insular, anterior and posterior cingulate activations. Whereas some of these areas showed activity in the "other"-conditions as well, self-selective characteristics were revealed in right dorsolateral prefrontal and posterior cingulate cortex for self-reflection; in anterior cingulate cortex for self-perception and in the left inferior parietal lobe for self-reflection and -perception. Altogether, cingulate, medial and lateral prefrontal, insular and inferior parietal regions show relevance for self-related cognitions, with in part self-specificity in terms of comparison with the known-, unknown- and perception-conditions. Notably, the results are obtained here without behavioural response supporting the reliability of this methodological approach of applying a solely mental intervention. We suggest considering the reported structures when investigating psychopathologically affected self-related processing.

Critical thinking skills in midwifery practice: Development of a self-assessment tool for students.

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Carter, Amanda G; Creedy, Debra K; Sidebotham, Mary

2017-07-01

Develop and test a tool designed for use by pre-registration midwifery students to self-appraise their critical thinking in practice. A descriptive cohort design was used. All students (n=164) enrolled in a three-year Bachelor of Midwifery program in Queensland, Australia. The staged model for tool development involved item generation, mapping draft items to critical thinking concepts and expert review to test content validity, pilot testing of the tool to a convenience sample of students, and psychometric testing. Students (n=126, 76.8% response rate) provided demographic details, completed the new tool, and five questions from the Motivated Strategies for Learning Questionnaire (MSLQ) via an online platform or paper version. A high content validity index score of 0.97 was achieved through expert review. Construct validity via factor analysis revealed four factors: seeks information, reflects on practice, facilitates shared decision making, and evaluates practice. The mean total score for the tool was 124.98 (SD=12.58). Total and subscale scores correlated significantly. The scale achieved good internal reliability with a Cronbach's alpha coefficient of 0.92. Concurrent validity with the MSLQ subscale was 0.35 (pcritical thinking in practice. Critical thinking skills are vital for safe and effective midwifery practice. Students' assessment of their critical thinking development throughout their pre-registration programme makes these skills explicit, and could guide teaching innovation to address identified deficits. The availability of a reliable and valid tool assists research into the development of critical thinking in education and practice. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.

De sterktebepaling van drie monocomponent insulines ten opzichte van het Europese Referentie Preparaat

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Hillen; F.C.; Jong; Y. de; Weick; G.

1986-01-01

Drie monocomponent insulines werden geijkt tegen de Europese Referentie Standaar. Van iedere insuline-soort (humaan-, varken-, en runderinsulines) werden drie ijkingen uitgevoerd als 2 x 2 punts- kuisijking bij konijnen met de bloedglucose-verlaging methode. De gecombineerde sterktes waren

Enhancing students' learning in problem based learning: validation of a self-assessment scale for active learning and critical thinking.

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Khoiriyah, Umatul; Roberts, Chris; Jorm, Christine; Van der Vleuten, C P M

2015-08-26

Problem based learning (PBL) is a powerful learning activity but fidelity to intended models may slip and student engagement wane, negatively impacting learning processes, and outcomes. One potential solution to solve this degradation is by encouraging self-assessment in the PBL tutorial. Self-assessment is a central component of the self-regulation of student learning behaviours. There are few measures to investigate self-assessment relevant to PBL processes. We developed a Self-assessment Scale on Active Learning and Critical Thinking (SSACT) to address this gap. We wished to demonstrated evidence of its validity in the context of PBL by exploring its internal structure. We used a mixed methods approach to scale development. We developed scale items from a qualitative investigation, literature review, and consideration of previous existing tools used for study of the PBL process. Expert review panels evaluated its content; a process of validation subsequently reduced the pool of items. We used structural equation modelling to undertake a confirmatory factor analysis (CFA) of the SSACT and coefficient alpha. The 14 item SSACT consisted of two domains "active learning" and "critical thinking." The factorial validity of SSACT was evidenced by all items loading significantly on their expected factors, a good model fit for the data, and good stability across two independent samples. Each subscale had good internal reliability (>0.8) and strongly correlated with each other. The SSACT has sufficient evidence of its validity to support its use in the PBL process to encourage students to self-assess. The implementation of the SSACT may assist students to improve the quality of their learning in achieving PBL goals such as critical thinking and self-directed learning.

Functionally referential and intentional communication in the domestic dog: effects of spatial and social contexts.

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Gaunet, Florence; Deputte, Bertrand L

2011-11-01

In apes, four criteria are set to explore referential and intentional communication: (1) successive visual orienting between a partner and distant targets, (2) the presence of apparent attention-getting behaviours, (3) the requirement of an audience to exhibit the behaviours, and (4) the influence of the direction of attention of an observer on the behaviours. The present study aimed at identifying these criteria in behaviours used by dogs in communicative episodes with their owner when their toy is out of reach, i.e. gaze at a hidden target or at the owner, gaze alternation between a hidden target and the owner, vocalisations and contacts. In this study, an additional variable was analysed: the position of the dog in relation to the location of the target. Dogs witnessed the hiding of a favourite toy, in a place where they could not get access to. We analysed how dogs engaged in communicative deictic behaviours in the presence of their owner; four heights of the target were tested. To control for the motivational effects of the toy on the dogs' behaviour and for the referential nature of the behaviours, observations were staged where only the toy or only the owner was present, for one of the four heights. The results show that gazing at the container and gaze alternation were used as functionally referential and intentional communicative behaviours. Behavioural patterns of dog position, the new variable, fulfilled the operational criteria for functionally referential behaviour and a subset of operational criteria for intentional communication: the dogs used their own position as a local enhancement signal. Finally, our results suggest that the dogs gazed at their owner at optimal locations in the experimental area, with respect to the target height and their owner's (or their own) line of gaze. © Springer-Verlag 2011

Use of the self-organizing feature map to diagnose abnormal engineering change

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Lu, Ruei-Shan; Wu, Zhi-Ting; Peng, Kuo-Wei; Yu, Tai-Yi

2015-07-01

This study established identification manners with self-organizing feature map (SOM) to achieve the goal of monitoring Engineering Change (EC) based on historical data of a company that specializes in computers and peripherals. The product life cycle of this company is 3-6 months. The historical data were divided into three parts, each covering four months. The first part, comprising 2,343 records from January to April (the training period), comprise the Control Group. The second and third parts comprise Experimental Groups (EG) 1 and 2, respectively. For EG 1 and 2, the successful rate of recognizing information on abnormal ECs was approximately 96% and 95%, respectively. This paper shows the importance and screening procedures of abnormal engineering change for a particular company specializing in computers and peripherals.

Effect of Robotics on Elementary Preservice Teachers' Self-Efficacy, Science Learning, and Computational Thinking

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Jaipal-Jamani, Kamini; Angeli, Charoula

2017-01-01

The current impetus for increasing STEM in K-12 education calls for an examination of how preservice teachers are being prepared to teach STEM. This paper reports on a study that examined elementary preservice teachers' (n = 21) self-efficacy, understanding of science concepts, and computational thinking as they engaged with robotics in a science…

Multimodal frontostriatal connectivity underlies individual differences in self-esteem.

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Chavez, Robert S; Heatherton, Todd F

2015-03-01

A heightened sense of self-esteem is associated with a reduced risk for several types of affective and psychiatric disorders, including depression, anxiety and eating disorders. However, little is known about how brain systems integrate self-referential processing and positive evaluation to give rise to these feelings. To address this, we combined diffusion tensor imaging (DTI) and functional magnetic resonance imaging (fMRI) to test how frontostriatal connectivity reflects long-term trait and short-term state aspects of self-esteem. Using DTI, we found individual variability in white matter structural integrity between the medial prefrontal cortex and the ventral striatum was related to trait measures of self-esteem, reflecting long-term stability of self-esteem maintenance. Using fMRI, we found that functional connectivity of these regions during positive self-evaluation was related to current feelings of self-esteem, reflecting short-term state self-esteem. These results provide convergent anatomical and functional evidence that self-esteem is related to the connectivity of frontostriatal circuits and suggest that feelings of self-worth may emerge from neural systems integrating information about the self with positive affect and reward. This information could potentially inform the etiology of diminished self-esteem underlying multiple psychiatric conditions and inform future studies of evaluative self-referential processing. © The Author (2014). Published by Oxford University Press. For Permissions, please email: journals.permissions@oup.com.

Interactive design for self-study and developing students’ critical thinking skills in electromagnetic radiation topic

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Ambarwati, D.; Suyatna, A.

2018-01-01

The purpose of this research are to create interactive electronic school books (ESB) for electromagnetic radiation topic that can be used for self-study and increasing students’ critical thinking skills. The research method was based on the design of research and development (R&D) model of ADDIE. The research procedure is used limited the design of the product has been validated. Data source at interactive requirement analysis phase of ESB is student and high school teacher of class XII in Lampung province. The validation of interactive ESB designs is performed by experts in science education. The data of ESB interactive needs were collected using questionnaires and analyzed using quantitative descriptive. The results of the questionnaire obtained by 97% of books that are often used in the form of printed books from schools have not been interactive and foster critical thinking of students, and 55% of students stating physics books are used not meet expectations. Expectations of students in physics learning, teachers must use interactive electronic books. The results of the validation experts pointed out, the design of ESB produced is interactive, can be used for self-study, and increasing students’ critical thinking skills, which contains instruction manuals, learning objectives, learning materials, sample questions and discussion, video illustrations, animations, summaries, as well as interactive quizzes incorporating feedback exam practice and preparation for college entrance.

Processos de Referenciação Na Produção Discursiva Referential processes in discourse production

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Ingedore Villaça KOCH

1998-01-01

Full Text Available Este ensaio analisa algumas das estratégias pelas quais se realizam os processos referenciais na produção do texto oral. Trata de explicar como os referentes são introduzidos, conduzidos, retomados, apontados e identificados no texto. A relevância desta investigação está diretamente ligada à essencialidade do sistema referencial na coesividade e organização tópica do texto. Justamente por isso, Sanford e Garrod (1982:100 julgam importante a resolução do processo referencial para a própria compreensão textual.In this paper, we discuss some of the strategies responsable for the accomplishment of referential processes in spoken language. Our aim is to elucidate how referents are introduced, maintained, retrieved, indicated and identified in the text. The relevance of this investigation is directly connected with the essenciality of referential system for the connexity and tropical organization of texts and with the conviction that the resolution of referential processes is the basis for text comprehension.

O fim da metafísica segundo Habermas: ponderações à luz do pensamento heideggeriano

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Caroline Vasconcelos Ribeiro

2009-12-01

Full Text Available In his work Post-Metaphysical Thinking, the philosopher Habermas announces the end of metaphysics as a totalizing and self-referential thinking, which intends to have a privileged access to truth. The devaluation of this kind of thinking culminates in the passage to what he calls post-metaphysical thinking, making a resizing of the role of philosophy necessary considering that a new scenario of thinking is being established. This article intends to problematize – in the light of the philosophy of Martin Heidegger – assumptions of Habermas, which justify his proposition of the end of metaphysics. In this sense, this article wants to show that the proposition of the contemporary empire of technique makes the announcement of the establishment of a post-metaphysical thinking something difficult to sustain.

Tone of voice guides word learning in informative referential contexts.

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Reinisch, Eva; Jesse, Alexandra; Nygaard, Lynne C

2013-06-01

Listeners infer which object in a visual scene a speaker refers to from the systematic variation of the speaker's tone of voice (ToV). We examined whether ToV also guides word learning. During exposure, participants heard novel adjectives (e.g., "daxen") spoken with a ToV representing hot, cold, strong, weak, big, or small while viewing picture pairs representing the meaning of the adjective and its antonym (e.g., elephant-ant for big-small). Eye fixations were recorded to monitor referent detection and learning. During test, participants heard the adjectives spoken with a neutral ToV, while selecting referents from familiar and unfamiliar picture pairs. Participants were able to learn the adjectives' meanings, and, even in the absence of informative ToV, generalize them to new referents. A second experiment addressed whether ToV provides sufficient information to infer the adjectival meaning or needs to operate within a referential context providing information about the relevant semantic dimension. Participants who saw printed versions of the novel words during exposure performed at chance during test. ToV, in conjunction with the referential context, thus serves as a cue to word meaning. ToV establishes relations between labels and referents for listeners to exploit in word learning.

Developing thinking skill system for modelling creative thinking and critical thinking of vocational high school student

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Dewanto, W. K.; Agustianto, K.; Sari, B. E.

2018-01-01

Vocational students must have practical skills in accordance with the purpose of vocational school that creating the skilled graduates according to their field. Graduates of vocational education are required not just as users, but be able to create. Thus requiring critical and creative thinking skills to assist students in generating ideas, analyzing and creating a product of value. Based on this, then this research aims to develop a system to know the level of ability to think critically and creative students, that resulted students can do self-reflection in improving the ability to think critically and creatively as a supporter of practical ability. The system testing using Naïve Bayes Correlation shown an average accuracy of 93.617% in assessing the students’ critical and creative thinking ability. By using modeling with this system will be known level of students’ critical and creative thinking ability, then the output of the system is used to determine the type of innovation in the learning process to improve the critical and creative thinking skills to support the practical skills of students as skilled vocational students.

Self-defining future projections: exploring the identity function of thinking about the future.

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D'Argembeau, Arnaud; Lardi, Claudia; Van der Linden, Martial

2012-01-01

The act of projecting oneself into meaningful future events may significantly contribute to a person's sense of self and identity. Yet if the role of memories, in particular self-defining memories (SDMs), in grounding the self is now well established, the identity function of anticipated future events has received comparatively little attention. This article introduces the construct of self-defining future projection (SDFP) to address this issue. Two studies show that people can readily identify significant future events that they frequently think about and that convey core information about who they are as individuals. Furthermore, a person's particular style of constructing SDMs is similarly manifested in SDFPs, suggesting that both types of events can be used to ground the self. Notably, people who display a stronger tendency to extract meaning from their past experiences also reflect more about the potential implications of imagined future events. The results further demonstrate that SDMs and SDFPs both give rise to a strong sense of personal continuity over time and are meaningfully related to self-esteem. Together these findings lend support to the idea that a person's sense of self and identity is in part nourished by the anticipation of significant future events.

Effects of Target Attributes on Children's Patterns of Referential Under- and Overspecification

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Charest, Monique; Johnston, Judith R.

2016-01-01

We examined the effects of object attributes on children's descriptive patterns in a referential communication task. Thirty preschoolers described object pairs that were selected by the experimenter. The targets were defined by shared size or colour, and differed on the non-target dimension in half of the trials. The children also completed a…

Episodic memory and episodic future thinking impairments in high-functioning autism spectrum disorder: an underlying difficulty with scene construction or self-projection?

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Lind, Sophie E; Williams, David M; Bowler, Dermot M; Peel, Anna

2014-01-01

There appears to be a common network of brain regions that underlie the ability to recall past personal experiences (episodic memory) and the ability to imagine possible future personal experiences (episodic future thinking). At the cognitive level, these abilities are thought to rely on "scene construction" (the ability to bind together multimodal elements of a scene in mind--dependent on hippocampal functioning) and temporal "self-projection" (the ability to mentally project oneself through time--dependent on prefrontal cortex functioning). Although autism spectrum disorder (ASD) is characterized by diminished episodic memory, it is unclear whether episodic future thinking is correspondingly impaired. Moreover, the underlying basis of such impairments (difficulties with scene construction, self-projection, or both) is yet to be established. The current study therefore aimed to elucidate these issues. Twenty-seven intellectually high-functioning adults with ASD and 29 age- and IQ-matched neurotypical comparison adults were asked to describe (a) imagined atemporal, non-self-relevant fictitious scenes (assessing scene construction), (b) imagined plausible self-relevant future episodes (assessing episodic future thinking), and (c) recalled personally experienced past episodes (assessing episodic memory). Tests of narrative ability and theory of mind were also completed. Performances of participants with ASD were significantly and equally diminished in each condition and, crucially, this diminution was independent of general narrative ability. Given that participants with ASD were impaired in the fictitious scene condition, which does not involve self-projection, we suggest the underlying difficulty with episodic memory/future thinking is one of scene construction.

Using Robotics and Game Design to Enhance Children's Self-Efficacy, STEM Attitudes, and Computational Thinking Skills

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Leonard, Jacqueline; Buss, Alan; Gamboa, Ruben; Mitchell, Monica; Fashola, Olatokunbo S.; Hubert, Tarcia; Almughyirah, Sultan

2016-12-01

This paper describes the findings of a pilot study that used robotics and game design to develop middle school students' computational thinking strategies. One hundred and twenty-four students engaged in LEGO® EV3 robotics and created games using Scalable Game Design software. The results of the study revealed students' pre-post self-efficacy scores on the construct of computer use declined significantly, while the constructs of videogaming and computer gaming remained unchanged. When these constructs were analyzed by type of learning environment, self-efficacy on videogaming increased significantly in the combined robotics/gaming environment compared with the gaming-only context. Student attitudes toward STEM, however, did not change significantly as a result of the study. Finally, children's computational thinking (CT) strategies varied by method of instruction as students who participated in holistic game development (i.e., Project First) had higher CT ratings. This study contributes to the STEM education literature on the use of robotics and game design to influence self-efficacy in technology and CT, while informing the research team about the adaptations needed to ensure project fidelity during the remaining years of the study.

Exploring self-rated health among adolescents: a think-aloud study

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Junia Joffer

2016-02-01

Full Text Available Abstract Background Despite extensive use of self-rated health questions in youth studies, little is known about what such questions capture among adolescents. Hence, the aim of this study was to explore how adolescents interpret and reason when answering a question about self-rated health. Methods A qualitative study using think-aloud interviews explored the question, “How do you feel most of the time?”, using five response options (“Very good”, “Rather good”, “Neither good, nor bad”, “Rather bad”, and “Very bad”. The study involved 58 adolescents (29 boys and 29 girls in lower secondary school (7th grade and upper secondary school (12th grade in Sweden. Results Respondents’ interpretations of the question about how they felt included social, mental, and physical aspects. Gender differences were found primarily in that girls emphasized stressors, while age differences were reflected mainly in the older respondents’ inclusion of a wider variety of influences on their assessments. The five response options all demonstrated differences in self-rated health, and the respondents’ understanding of the middle option, “Neither good, nor bad”, varied widely. In the answering of potential sensitive survey questions, rationales for providing honest or biased answers were described. Conclusions The use of a self-rated health question including the word ‘feel’ captured a holistic view of health among adolescents. Differences amongst response options should be acknowledged when analyzing self-rated health questions. If anonymity is not feasible when answering questions on self-rated health, a high level of privacy is recommended to increase the likelihood of reliability.

Early referential context effects in sentence processing: Evidence from event-related brain potentials

NARCIS (Netherlands)

Berkum, J.J.A. van; Brown, C.M.; Hagoort, P.

1999-01-01

An event-related brain potentials experiment was carried out to examine the interplay of referential and structural factors during sentence processing in discourse. Subjects read (Dutch) sentences beginning like “David told the girl that … ” in short story contexts that had introduced either one or

Component processes underlying future thinking.

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D'Argembeau, Arnaud; Ortoleva, Claudia; Jumentier, Sabrina; Van der Linden, Martial

2010-09-01

This study sought to investigate the component processes underlying the ability to imagine future events, using an individual-differences approach. Participants completed several tasks assessing different aspects of future thinking (i.e., fluency, specificity, amount of episodic details, phenomenology) and were also assessed with tasks and questionnaires measuring various component processes that have been hypothesized to support future thinking (i.e., executive processes, visual-spatial processing, relational memory processing, self-consciousness, and time perspective). The main results showed that executive processes were correlated with various measures of future thinking, whereas visual-spatial processing abilities and time perspective were specifically related to the number of sensory descriptions reported when specific future events were imagined. Furthermore, individual differences in self-consciousness predicted the subjective feeling of experiencing the imagined future events. These results suggest that future thinking involves a collection of processes that are related to different facets of future-event representation.

The Effectiveness of SSCS Learning Model with KNWS Strategy towards Mathematical Creative Thinking Ability and Self Confidence of Students

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Asa Kuntifatin Warda

2017-11-01

Full Text Available Type of this study is quantitative. The purpose of this study was to determine the effectiveness of SSCS learning model with KNWS strategy towards mathematical creative thinking ability and self confidence of students. The populations of this study was students at grade VIII SMP Muhammadiyah 8 Semarang academic year 2016/2017. The sampling was done by cluster random sampling technique, which were chosen VIIIA as experiment class and VIIIC as control class. Data collection methods used documentation, a test, a questionnaire, and an observation. The result of this study stated that the mathematical creative thinking ability of the experiment class students had reached the classical completeness, percentage of mastery learning on mathematical creative thinking ability of the experiment class students was better than that percentage of the control class students, average of test result on mathematical creative thinking ability of the experiment class students was better than that average of the control class students, average of self confidence score of the experiment class students was better than that average of the control class students, teacher ability and the learning activities at the experiment class students included in good category, response of the experiment class students to joint the learning is positive.

Brain activation associated with pride and shame

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Roth, Lilian; Kaffenberger, Tina; Herwig, Uwe; Brühl, Annette Beatrix

2014-01-01

BACKGROUND: Self-referential emotions such as shame/guilt and pride provide evaluative information about persons themselves. In addition to emotional aspects, social and self-referential processes play a role in self-referential emotions. Prior studies have rather focused on comparing self-referential and other-referential processes of one valence, triggered mostly by external stimuli. In the current study, we aimed at investigating the valence-specific neural correlates of shame/guilt and pr...

Change in emotional self-concept following socio-cognitive training relates to structural plasticity of the prefrontal cortex.

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Lumma, Anna-Lena; Valk, Sofie L; Böckler, Anne; Vrtička, Pascal; Singer, Tania

2018-04-01

Self-referential processing is a key component of the emotional self-concept. Previous studies have shown that emotional self-referential processing is related to structure and function of cortical midline areas such as medial prefrontal cortex (mPFC), and that it can be altered on a behavioral level by specific mental training practices. However, it remains unknown how behavioral training-related change in emotional self-concept content relates to structural plasticity. To address this issue, we examined the relationship between training-induced change in participant's emotional self-concept measured through emotional word use in the Twenty Statement Test and change in cortical thickness in the context of a large-scale longitudinal mental training study called the ReSource Project . Based on prior behavioral findings showing increased emotional word use particularly after socio-cognitive training targeting perspective-taking capacities, this study extended these results by revealing that individual differences in the degree to which participants changed their emotional self-concept after training was positively related to cortical thickness change in right mPFC extending to dorsolateral PFC (dlPFC). Furthermore, increased self-related negative emotional word use after training was positively associated with cortical thickness change in left pars orbitalis and bilateral dlPFC. Our findings reveal training-related structural brain change in regions known to be involved in self-referential processing and cognitive control, and could indicate a relationship between restructuring of the emotional self-concept content as well as reappraisal of negative aspects and cortical thickness change. As such, our findings can guide the development of psychological interventions targeted to alter specific facets of the self-concept.

Referential Communication Skills of Children with Williams Syndrome: Understanding when Messages Are Not Adequate

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John, Angela E.; Rowe, Melissa L.; Mervis, Carolyn B.

2009-01-01

Although children with Williams syndrome have relatively good structural language and concrete vocabulary abilities, they have difficulty with pragmatic aspects of language. To investigate the impact of pragmatic difficulties on listener-role referential communication, we administered a picture placement task designed to measure ability to…

Analysis of creative mathematic thinking ability in problem based learning model based on self-regulation learning

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Munahefi, D. N.; Waluya, S. B.; Rochmad

2018-03-01

The purpose of this research identified the effectiveness of Problem Based Learning (PBL) models based on Self Regulation Leaning (SRL) on the ability of mathematical creative thinking and analyzed the ability of mathematical creative thinking of high school students in solving mathematical problems. The population of this study was students of grade X SMA N 3 Klaten. The research method used in this research was sequential explanatory. Quantitative stages with simple random sampling technique, where two classes were selected randomly as experimental class was taught with the PBL model based on SRL and control class was taught with expository model. The selection of samples at the qualitative stage was non-probability sampling technique in which each selected 3 students were high, medium, and low academic levels. PBL model with SRL approach effectived to students’ mathematical creative thinking ability. The ability of mathematical creative thinking of low academic level students with PBL model approach of SRL were achieving the aspect of fluency and flexibility. Students of academic level were achieving fluency and flexibility aspects well. But the originality of students at the academic level was not yet well structured. Students of high academic level could reach the aspect of originality.

THE DIALOGICAL SELF IN PSYCHOANALYSIS.

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Muller, Felipe

2016-10-01

This paper describes the shift that appears to be taking place in contemporary psychoanalysis, as reflected among intersubjective approaches, from a monological conception of the self to a dialogical one. The monological self emphasizes the separation between mind, body, and external world, focusing on the representational and descriptive/referential function of language. In contrast, the dialogical self emphasizes practices, the permeable nature of relationships between subjects, and the constitutive function of language. This paper attempts to explain the growing emphasis on the dialogical self, understood from a theoretical, metatheoretical, and technical point of view, using contemporary intersubjective approaches to illustrate this shift. © 2016 The Psychoanalytic Quarterly, Inc.

Brain activation associated with pride and shame.

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Roth, Lilian; Kaffenberger, Tina; Herwig, Uwe; Brühl, Annette B

2014-01-01

Self-referential emotions such as shame/guilt and pride provide evaluative information about persons themselves. In addition to emotional aspects, social and self-referential processes play a role in self-referential emotions. Prior studies have rather focused on comparing self-referential and other-referential processes of one valence, triggered mostly by external stimuli. In the current study, we aimed at investigating the valence-specific neural correlates of shame/guilt and pride, evoked by the remembrance of a corresponding autobiographical event during functional magnetic resonance imaging. A total of 25 healthy volunteers were studied. The task comprised a negative (shame/guilt), a positive (pride) and a neutral condition (expecting the distractor). Each condition was initiated by a simple cue, followed by the remembrance and finished by a distracting picture. Pride and shame/guilt conditions both activated typical emotion-processing circuits including the amygdala, insula and ventral striatum, as well as self-referential brain regions such as the bilateral dorsomedial prefrontal cortex. Comparing the two emotional conditions, emotion-processing circuits were more activated by pride than by shame, possibly due to either hedonic experiences or stronger involvement of the participants in positive self-referential emotions due to a self-positivity bias. However, the ventral striatum was similarly activated by pride and shame/guilt. In the whole-brain analysis, both self-referential emotion conditions activated medial prefrontal and posterior cingulate regions, corresponding to the self-referential aspect and the autobiographical evocation of the respective emotions. Autobiographically evoked self-referential emotions activated basic emotional as well as self-referential circuits. Except for the ventral striatum, emotional circuits were more active with pride than with shame.

Using Robotics and Game Design to Enhance Children's Self-Efficacy, STEM Attitudes, and Computational Thinking Skills

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Leonard, Jacqueline; Buss, Alan; Gamboa, Ruben; Mitchell, Monica; Fashola, Olatokunbo S.; Hubert, Tarcia; Almughyirah, Sultan

2016-01-01

This paper describes the findings of a pilot study that used robotics and game design to develop middle school students' computational thinking strategies. One hundred and twenty-four students engaged in LEGO® EV3 robotics and created games using Scalable Game Design software. The results of the study revealed students' pre-post self-efficacy…

Self-imagining enhances recognition memory in memory-impaired individuals with neurological damage.

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Grilli, Matthew D; Glisky, Elizabeth L

2010-11-01

The ability to imagine an elaborative event from a personal perspective relies on several cognitive processes that may potentially enhance subsequent memory for the event, including visual imagery, semantic elaboration, emotional processing, and self-referential processing. In an effort to find a novel strategy for enhancing memory in memory-impaired individuals with neurological damage, we investigated the mnemonic benefit of a method we refer to as self-imagining-the imagining of an event from a realistic, personal perspective. Fourteen individuals with neurologically based memory deficits and 14 healthy control participants intentionally encoded neutral and emotional sentences under three instructions: structural-baseline processing, semantic processing, and self-imagining. Findings revealed a robust "self-imagination effect (SIE)," as self-imagination enhanced recognition memory relative to deep semantic elaboration in both memory-impaired individuals, F(1, 13) = 32.11, p memory disorder nor were they related to self-reported vividness of visual imagery, semantic processing, or emotional content of the materials. The findings suggest that the SIE may depend on unique mnemonic mechanisms possibly related to self-referential processing and that imagining an event from a personal perspective makes that event particularly memorable even for those individuals with severe memory deficits. Self-imagining may thus provide an effective rehabilitation strategy for individuals with memory impairment.

Reading Instruction That Increases Thinking Abilities.

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Collins, Cathy

1991-01-01

Analyzes the effects of eight reading and writing lessons designed to increase adolescent thinking ability. Finds that the lessons increased thinking abilities and scholastic achievement of middle school students. Notes that the lessons positively affect students' self-esteem and communication skills. (RS)

Educational strategies associated with development of problem-solving, critical thinking, and self-directed learning.

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Hendricson, William D; Andrieu, Sandra C; Chadwick, D Gregory; Chmar, Jacqueline E; Cole, James R; George, Mary C; Glickman, Gerald N; Glover, Joel F; Goldberg, Jerold S; Haden, N Karl; Meyerowitz, Cyril; Neumann, Laura; Pyle, Marsha; Tedesco, Lisa A; Valachovic, Richard W; Weaver, Richard G; Winder, Ronald L; Young, Stephen K; Kalkwarf, Kenneth L

2006-09-01

This article was developed for the Commission on Change and Innovation in Dental Education (CCI), established by the American Dental Education Association. CCI was created because numerous organizations within organized dentistry and the educational community have initiated studies or proposed modifications to the process of dental education, often working to achieve positive and desirable goals but without coordination or communication. The fundamental mission of CCI is to serve as a focal meeting place where dental educators and administrators, representatives from organized dentistry, the dental licensure community, the Commission on Dental Accreditation, the ADA Council on Dental Education and Licensure, and the Joint Commission on National Dental Examinations can meet and coordinate efforts to improve dental education and the nation's oral health. One of the objectives of the CCI is to provide guidance to dental schools related to curriculum design. In pursuit of that objective, this article summarizes the evidence related to this question: What are educational best practices for helping dental students acquire the capacity to function as an entry-level general dentist or to be a better candidate to begin advanced studies? Three issues are addressed, with special emphasis on the third: 1) What constitutes expertise, and when does an individual become an expert? 2) What are the differences between novice and expert thinking? and 3) What educational best practices can help our students acquire mental capacities associated with expert function, including critical thinking and self-directed learning? The purpose of this review is to provide a benchmark that faculty and academic planners can use to assess the degree to which their curricula include learning experiences associated with development of problem-solving, critical thinking, self-directed learning, and other cognitive skills necessary for dental school graduates to ultimately become expert performers as

Open-Ended Approach: An Effort in Cultivating Students' Mathematical Creative Thinking Ability and Self-Esteem in Mathematics

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Fatah, Abdul; Suryadi, Didi; Sabandar, Jozua; Turmudi

2016-01-01

The present study aims at examining the use of open-ended approach in cultivating senior high school students' mathematical creative thinking ability (MCTA) and self-esteem (SE) in mathematics viewed from school category. The subjects of this research were the students grade XI at three schools; high, middle and low category in Kota Serang, Banten…

Referential values of certain roentgenometric indices of the humerus diaphysis in newborn infants

International Nuclear Information System (INIS)

Georgieva, P.G.; Georgiev, I.G.

1985-01-01

A roentgenometric study was made on two indicies of the humerus diaphysis in the corpses of newborn infants: 1) the transverse diameter of the medullar canal in the centre of the diaphysis after Svadkovski; 2) the transverse diameter of the diaphysis at the level of the same bone after Spencer. The statistical processing of the data established had to take into consideration the fact that Gauss's distribution is not often found in biological indices. This complicates the determination of referntial values. That is why a combined method was applied which was worked out by the authors and ensures orderliness and precision. A similar mathematical-statistical apparatus has not been used by other authors. The studies made and the processing of the data obtained contribute to the following inferences on the transverse diameter of the medullar canal in the centre of the humerus diaphysis and the transverse diameter of the diaphysis at the same level of the same bone in newborn infants: 1) their referential values have Gauss's distribution; 2) sex dimorphism does not exist as an objective law; 3) their referential intervals have been determined

Systems thinking managing chaos and complexity : a platform for designing business architecture

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Gharajedaghi, Jamshid

2011-01-01

In a global market economy, a viable business cannot be locked into a single form or function anymore. Rather, success is contingent upon a self-renewing capacity to spontaneously create structures, functions, and processes responsive to a fluctuating business landscape. Now in its third edition, Systems Thinking synthesizes systems theory and interactive design, providing an operational methodology for defining problems and designing solutions in an environment increasingly characterized by chaos and complexity. The current edition has been updated to include all new chapters on self-organizing systems, Holistic, Operational, and Design thinking. Gharajedaghi covers recent crises in financial systems and job markets, the housing bubble, and environment, assessing their impact on systems thinking. A companion website to accompany the book is available at www.interactdesign.com. Four NEW chapters on self-organizing systems, holistic thinking, operational thinking, and design thinking Covers the recent crises i...

Written production of learners of Portuguese as an additional foreign language: referentiation as a sociocognitive processing resource

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Lucia Rottava

2011-12-01

Full Text Available This article discusses referentiation in texts written by learners of Portuguese as an additional foreign language. Referentiation consists of construction and reconstruction of discourse objects, a product that results from cognitive and interactive activity. Among forms of interaction, written production is an interactive process as meanings derive from the interaction between writer/reader and text in complex and multifaceted experiences that involve prior experiences and/or knowledge, besides the interlocutor’s discursive purpose. Therefore, the text is the result of an action ‘under construction’ made possible through the use of language. Data for this article come from written production developed in classes of Portuguese as a foreign language. The findings reveal learners’ textual processing and its peculiarities resulting from the learners’ proficiency levels and the requirements of the type and theme of the specified task.

Design Thinking for mHealth Application Co-Design to Support Heart Failure Self-Management.

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Woods, Leanna; Cummings, Elizabeth; Duff, Jed; Walker, Kim

2017-01-01

Heart failure is a prevalent, progressive chronic disease costing in excess of $1billion per year in Australia alone. Disease self-management has positive implications for the patient and decreases healthcare usage. However, adherence to recommended guidelines is challenging and existing literature reports sub-optimal adherence. mHealth applications in chronic disease education have the potential to facilitate patient enablement for disease self-management. To the best of our knowledge no heart failure self-management application is available for safe use by our patients. In this paper, we present the process established to co-design a mHealth application in support of heart-failure self-management. For this development, an interdisciplinary team systematically proceeds through the phases of Stanford University's Design Thinking process; empathise, define, ideate, prototype and test with a user-centred philosophy. Using this clinician-led heart failure app research as a case study, we describe a sequence of procedures to engage with local patients, carers, software developers, eHealth experts and clinical colleagues to foster rigorously developed and locally relevant patient-facing mHealth solutions. Importantly, patients are engaged in each stage with ethnographic interviews, a series of workshops and multiple re-design iterations.

Thinking Styles and Conceptions of Creativity among University Students

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Zhu, Chang; Zhang, Li-Fang

2011-01-01

This research aims to understand university students' thinking styles and the relationship with their views of creativity. The Thinking Styles Inventory-Revised II was used to measure 13 thinking styles as defined in Sternberg's theory of mental self-government and the Conceptions of Creativity Scales was used to inquire students' views about the…

College Students' Experiences with Diversity and Their Effects on Academic Self-Confidence, Social Agency, and Disposition toward Critical Thinking

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Laird, Thomas F. Nelson

2005-01-01

The results of this study conducted at the University of Michigan (n = 289) indicate that students with more experiences with diversity, particularly enrollment in diversity courses and positive interactions with diverse peers, are more likely to score higher on academic self-confidence, social agency, and critical thinking disposition. In…

Becoming with Data: Developing Self-Assessing Recursive Pedagogies in Schools and Using Second-Order Cybernetics as a Thinking Tool

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Reinertsen, Anne Beate

2014-01-01

This article is about developing school-based self-assessing recursive pedagogies and case/action research practices and/or approaches in schools, and teachers, teacher researchers and researchers simultaneously producing and theorising their own practices using second-order cybernetics as a thinking tool. It is a move towards pragmatic…

OPEN-ENDED APPROACH: AN EFFORT IN CULTIVATING STUDENTS’ MATHEMATICAL CREATIVE THINKING ABILITY AND SELF-ESTEEM IN MATHEMATICS

Directory of Open Access Journals (Sweden)

Abdul Fatah

2016-01-01

Full Text Available The present study aims at examining the use of open-ended approach in cultivating senior high school students’ mathematical creative thinking ability (MCTA and self-esteem (SE in mathematics viewed from school category. The subjects of this research were the students grade XI at three schools; high, middle and low category in Kota Serang, Banten Province. In every school category, two classes were chosen; one class was the experimental group which was taught by open-ended approach, while another class was a control group which was taught by conventional way. This quasi-experimental research employed MCTA test and SE in mathematics scale as the instruments. In general, the research result shows that the MCTA improvement and SE level of the students who are taught by open-ended approach is better than those who are taught conventionally. The results of students’ MCTA and SE viewed from school category will be further discussed.Keywords: mathematical creative thinking ability, self-esteem, open-ended approach DOI: http://dx.doi.org/10.22342/jme.7.1.2813.9-18

On three forms of thinking: magical thinking, dream thinking, and transformative thinking.

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Ogden, Thomas H

2010-04-01

The author believes that contemporary psychoanalysis has shifted its emphasis from the understanding of the symbolic meaning of dreams, play, and associations to the exploration of the processes of thinking, dreaming, and playing. In this paper, he discusses his understanding of three forms of thinking-magical thinking, dream thinking, and transformative thinking-and provides clinical illustrations in which each of these forms of thinking figures prominently. The author views magical thinking as a form of thinking that subverts genuine thinking and psychological growth by substituting invented psychic reality for disturbing external reality. By contrast, dream thinking--our most profound form of thinking-involves viewing an emotional experience from multiple perspectives simultaneously: for example, the perspectives of primary process and secondary process thinking. In transformative thinking, one creates a new way of ordering experience that allows one to generate types of feeling, forms of object relatedness, and qualities of aliveness that had previously been unimaginable.

Dealing with Change in Hong Kong Schools Using Strategic Thinking Skills

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Pang, Nicholas Sun-Keung; Pisapia, John

2012-01-01

This paper reports an investigation into the strategic thinking skills of school leaders in Hong Kong. By adapting the Strategic Thinking Questionnaire in the school context and based on data self-reported from 543 Hong Kong school leaders, three cognitive capabilities with strategic thinking were identified: reflection, systems thinking and…

Creative Self-Efficacy: The Influence of Affective States and Social Persuasion as Antecedents and Imagination and Divergent Thinking as Consequences

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Puente-Díaz, Rogelio; Cavazos-Arroyo, Judith

2017-01-01

Two studies examined the influence of encouragement for creativity, curiosity, harmonious passion, and autonomy support as antecedents of creative self-efficacy and imagination and divergent thinking as consequences. College students completed a battery of questionnaires. Structural equation modeling treating the variables as latent and not…

Oseltamivir use and severe abnormal behavior in Japanese children and adolescents with influenza: Is a self-controlled case series study applicable?

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Fukushima, Wakaba; Ozasa, Kotaro; Okumura, Akihisa; Mori, Masaaki; Hosoya, Mitsuaki; Nakano, Takashi; Tanabe, Takuya; Yamaguchi, Naoto; Suzuki, Hiroshi; Mori, Mitsuru; Hatayama, Hideaki; Ochiai, Hirotaka; Kondo, Kyoko; Ito, Kazuya; Ohfuji, Satoko; Nakamura, Yosikazu; Hirota, Yoshio

2017-08-24

Since the 1990s, self-controlled designs including self-controlled case series (SCCS) studies have been occasionally used in post-marketing evaluation of drug or vaccine safety. An SCCS study was tentatively applied to evaluate the relationship between oseltamivir use and abnormal behavior Type A (serious abnormal behavior potentially leading to an accident or harm to another person) in influenza patients. From the original prospective cohort study with approximately 10,000 Japanese children and adolescents with influenza (aged collaborating hospitals/clinics were analyzed. We hypothesized four combination patterns of the effect period (i.e., the period that effect of oseltamivir on occurrence of abnormal behavior Type A is likely) and the control period. Mantel-Haenszel rate ratio (M-H RR) and its 95% confidence interval (CI) were calculated as the relative risk estimate. Among 28 subjects in the SCCS study, 24 subjects (86%) were administered oseltamivir and 4 subjects (14%) were not. Abnormal behavior Type A was more likely to occur in the effect period than the control period in every pattern (M-H RR: 1.90-29.1). We observed the highest estimate when the effect period was set between the initial intake of oseltamivir and T max (M-H RR: 29.1, 95% CI: 4.21-201). Abnormal behavior Type A was more likely to develop up to approximately 30 times during the period between the initial intake of oseltamivir and T max . However, this period overlapped with the early period of influenza where high fever was observed. Since useful approaches to control the influence of the natural disease course of influenza were not available in this study, we could not deny the possibility that abnormal behavior was induced by influenza itself. The SCCS study was not an optimal method to evaluate the relationship between oseltamivir use and abnormal behavior. Copyright © 2017 Elsevier Ltd. All rights reserved.

The Role of Violent Thinking in Violent Behavior: It's More About Thinking Than Drinking.

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Bowes, Nicola; Walker, Julian; Hughes, Elise; Lewis, Rhiannon; Hyde, Gemma

2017-08-01

This article aims to explore and report on violent thinking and alcohol misuse; how these factors may predict self-reported violence. The role of violent thinking in violent behavior is both well established in theoretical models, yet there are few measures that explain this role. One measure that has been identified is the Maudsley Violence Questionnaire (MVQ). This is the first study to explore the use of the MVQ with a general (nonoffender) adult sample, having already been shown to be valid with young people (under 18 years old), adult male offenders, and mentally disordered offenders. This study involved 808 adult participants-569 female and 239 male participants. As figures demonstrate that around half of all violent crime in the United Kingdom is alcohol related, we also explored the role of alcohol misuse. Regression was used to explore how these factors predicted violence. The results demonstrate the important role of violent thinking in violent behavior. The MVQ factor of "Machismo" was the primary factor in regression models for both male and female self-reported violence. The role of alcohol in the regression models differed slightly between the male and female participants, with alcohol misuse involved in male violence. The study supports theoretical models including the role of violent thinking and encourages those hoping to address violence, to consider "Machismo" as a treatment target. The study also provides further validation of the MVQ as a helpful tool for clinicians or researchers who may be interested in "measuring" violent thinking.

Stress Management: Positive Thinking

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Healthy Lifestyle Stress management Positive thinking helps with stress management and can even improve your health. Practice overcoming negative self-talk ... with optimism is a key part of effective stress management. And effective stress management is associated with ...

Gödel, Escher, and degree of handedness: differences in interhemispheric interaction predict differences in understanding self-reference.

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Niebauer, Christopher Lee; Garvey, Kilian

2004-01-01

Ramachandran (1995) theorised that the left hemisphere (LH) is specialised for making a single and consistent interpretation of the self and the world, whereas the right hemisphere (RH) is responsible for monitoring anomalies in reference to these interpretations. If the anomalous information reaches a threshold, it interacts with the LH to update these interpretations or beliefs. Because mixed handers may have greater degrees of interhemispheric interaction compared to strong handers, they may have a lower threshold for updating beliefs. Two previous studies found this to be the case (Niebauer, Aselage, & Schutte, 2002a; Niebauer, Christman, & Reid, 2002b). Because monitoring one's beliefs may involve metacognitive processes, i.e., cognitions about cognitions, this model was extended to help explain individual differences in understanding self-referential concepts. In the first two studies, mixed-handed participants displayed a greater understanding of self-reference using a conceptual description of Gödel's Incompleteness Theorem. In a third study, mixed-handed participants displayed greater appreciation for self-referential works of M. C. Escher. Implications for a neuropsychological model of metacognition are discussed.

The response of guide dogs and pet dogs (Canis familiaris) to cues of human referential communication (pointing and gaze).

Science.gov (United States)

Ittyerah, Miriam; Gaunet, Florence

2009-03-01

The study raises the question of whether guide dogs and pet dogs are expected to differ in response to cues of referential communication given by their owners; especially since guide dogs grow up among sighted humans, and while living with their blind owners, they still have interactions with several sighted people. Guide dogs and pet dogs were required to respond to point, point and gaze, gaze and control cues of referential communication given by their owners. Results indicate that the two groups of dogs do not differ from each other, revealing that the visual status of the owner is not a factor in the use of cues of referential communication. Both groups of dogs have higher frequencies of performance and faster latencies for the point and the point and gaze cues as compared to gaze cue only. However, responses to control cues are below chance performance for the guide dogs, whereas the pet dogs perform at chance. The below chance performance of the guide dogs may be explained by a tendency among them to go and stand by the owner. The study indicates that both groups of dogs respond similarly in normal daily dyadic interaction with their owners and the lower comprehension of the human gaze may be a less salient cue among dogs in comparison to the pointing gesture.

Reduced Connectivity in the Self-Processing Network of Schizophrenia Patients with Poor Insight

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Liemburg, Edith J.; van der Meer, Lisette; Swart, Marte; Curcic-Blake, Branislava; Bruggeman, Richard; Knegtering, Henderikus; Aleman, Andre

2012-01-01

Lack of insight (unawareness of illness) is a common and clinically relevant feature of schizophrenia. Reduced levels of self-referential processing have been proposed as a mechanism underlying poor insight. The default mode network (DMN) has been implicated as a key node in the circuit for

Third-Person Self-Talk Reduces Ebola Worry and Risk Perception by Enhancing Rational Thinking.

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Kross, Ethan; Vickers, Brian D; Orvell, Ariana; Gainsburg, Izzy; Moran, Tim P; Boyer, Margaret; Jonides, John; Moser, Jason; Ayduk, Ozlem

2017-11-01

During the fall of 2014, the threat of an Ebola outbreak gripped the United States (Poll, 8-12 October 2014; see Harvard School of Public Health & SSRS, 2014), creating a unique opportunity to advance basic knowledge concerning how emotion regulation works in consequential contexts and translate existing research in this area to inform public health and policy. We addressed these issues by examining whether third-person self-talk, a simple technique that promotes emotion regulation, could nudge people into reasoning about Ebola more rationally. In all, 1,257 people from across the United States were asked to write about their feelings about Ebola using their name or I (i.e. third-person self-talk vs. first-person self-talk) as concerns about Ebola swelled (24 October 2014-26 October 2014). Third-person self-talk led participants who scored high on Ebola worry at baseline to generate more fact-based reasons not to worry about Ebola, which predicted reductions in their Ebola worry and risk perception. These findings held when controlling for several theoretically relevant covariates, highlighting their robustness. These results demonstrate how a simple linguistic technique can enhance rational thinking and quell worry about a pressing public health threat. © 2017 The International Association of Applied Psychology.

Referential first mention in narratives by mildly mentally retarded adults.

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Kernan, K T; Sabsay, S

1987-01-01

Referential first mentions in narrative reports of a short film by 40 mildly mentally retarded adults and 20 nonretarded adults were compared. The mentally retarded sample included equal numbers of male and female, and black and white speakers. The mentally retarded speakers made significantly fewer first mentions and significantly more errors in the form of the first mentions than did nonretarded speakers. A pattern of better performance by black males than by other mentally retarded speakers was found. It is suggested that task difficulty and incomplete mastery of the use of definite and indefinite forms for encoding old and new information, rather than some global type of egocentrism, accounted for the poorer performance by mentally retarded speakers.

Exploring Finnish university students' perceived level of critical thinking

OpenAIRE

Orszag, Aaron

2015-01-01

Critical thinking is believed to be a 21 st century skill that many employers consider crucial when hiring recent graduates. However, it is debated whether critical thinking should be taught in academic foreign language courses at the tertiary level, which primarily aim to develop students’ language and communication skills. This localized, exploratory research examines Finnish university students’ self-reported critical thinking skills a...

Improving critical thinking : Effects of dispositions and instructions oneconomics students' reasoning skills

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Heijltjes, Anita; van Gog, Tamara; Leppink, Jimmie; Paas, Fred

2014-01-01

This experiment investigated the impact of critical thinking dispositions and instructions on economics students' performance on reasoning skills. Participants (. N=. 183) were exposed to one of four conditions: critical thinking instruction, critical thinking instruction with self-explanation

Enhancing students’ critical thinking skills through critical thinking assessment in calculus course

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Zulfaneti; Edriati, S.; Mukhni

2018-01-01

This study aims to determine the development of students’ critical thinking skills through the implementation of critical thinking instruments in Calculus lectures. The instruments consist of observation sheets, critical thinking test, self-assessment, peer assessment and portfolio. The research was a qualitative research; with the participants were 53 first-year students who take Integral Calculus in Mathematics Education Department STKIP PGRI Sumatera Barat representing high-ability students, medium and low. The data in this study were collected by tests, interviews, observations and field notes. Data were analyzed descriptively; data reduction, data presentation, and conclusions. For testing the validity of data, it was used credibility test data by increasing persistence and triangulation. The results showed that in high-level students there is a change of ability from Critical enough to be Very Critical, in the students with moderate and low ability there is a change of ability from Uncritical to Critical. So it can be concluded that the assessment instruments have a good contribution and can improve the ability of critical thinking.

Written Assignments for Abnormal Psychology at Howard Community College, Fall 1988.

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Bell, James

Designed for students enrolled in an Abnormal Psychology course at Howard Community College (Maryland), this booklet explains the requirements for the course's writing assignments, which are designed to teach the skills of comparison and contrast, analysis, critical thinking, and synthesis. Following an overview of class assignments and…

Becoming a Thinking Thinker: Metacognition, Self-Reflection, and Classroom Practice

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Desautel, Daric

2009-01-01

Background/Context: Metacognition has been a subject of study for cognitive theorists, behaviorists, educators, and others. The term metacognition has traditionally and simply been defined as "thinking about thinking," yet it describes a complex process that can result in a nuanced understanding of oneself as a thinker and a learner. Metacognition…

The enrichment of magical thinking through practices among Reiki self-healers

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Outi Pohjanheimo

2012-01-01

Full Text Available Reiki is an example of a spiritually based healing context, which offers an entry into the magical thinking through the ritual initiation. There are several practices like Reiki in the field of new spirituality. Their backgrounds are situated in a variety of religious traditions, although many religious ideas in the field are based on assimilation of ideas and practices familiar in Eastern religious traditions. Why is Reiki so particularly famous in the field? It would seem that Reiki is very flexible and easily integrated to other practices. One factor which explains the popularity of Reiki has to do with healing. Healing, as well as illness and sickness, involving pain and relief from pain, are universal experiences felt by everyone. Complementary and alternative ways of healing are as popular among ordinary folk now as they have been throughout the history of medicine. Even medical nursing staff participate in Reiki courses in their leisure time. One reason for the popularity might also be that Reiki courses are open to everybody. Everybody can learn to heal. After initiation, participants are promised, and believed, to be rewarded for the ability to heal themselves and those near to them with the help of cosmic energy.The focus of this article is the enrichment of magical thinking among Reiki self-healers.The term ‘enrichment’ refers to an observable thickness (or density of spontaneous reasoning going along lines of magical trains of thought. This includes, for example, assumptions of agency and magical contagion.

Critical thinking skills profile of senior high school students in Biology learning

Science.gov (United States)

Saputri, A. C.; Sajidan; Rinanto, Y.

2018-04-01

Critical thinking is an important and necessary skill to confront the challenges of the 21st century. Critical thinking skills accommodate activities that can improve high-order thinking skills. This study aims to determine senior high school students' critical thinking skills in Biology learning. This research is descriptive research using instruments developed based on the core aspects of critical thinking skills according to Facione which include interpretation, analysis, evaluation, explanation, conclusion, and self-regulation. The subjects in this study were 297 students in grade 12 of a senior high school in Surakarta selected through purposive sampling technique. The results of this study showed that the students' critical thinking skills on evaluation and self-regulation are in good criterion with 78% and 66% acquisition while 52% interpretation, 56% analysis, 52% conclusion and 42% explanation indicate sufficient criteria. The conclusion from this research is that critical thinking skill of the students still was in enough category, so that needed a way to enhance it on some indicators.

The fragmented self: imbalance between intrinsic and extrinsic self-networks in psychotic disorders.

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Ebisch, Sjoerd J H; Aleman, André

2016-08-01

Self-disturbances are among the core features of schizophrenia and related psychotic disorders. The basic structure of the self could depend on the balance between intrinsic and extrinsic self-processing. We discuss studies on self-related processing in psychotic disorders that provide converging evidence for disrupted communication between neural networks subserving the so-called intrinsic self and extrinsic self. This disruption might be mainly caused by impaired integrity of key brain hubs. The intrinsic self has been associated with cortical midline structures involved in self-referential processing, autobiographical memory, and emotional evaluation. Additionally, we highlight central aspects of the extrinsic self in its interaction with the environment using sensorimotor networks, including self-experience in sensation and actions. A deficient relationship between these self-aspects because of disrupted between-network interactions offers a framework to explain core clinical features of psychotic disorders. In particular, we show how relative isolation and reduced modularity of networks subserving intrinsic and extrinsic self-processing might trigger the emergence of hallucinations and delusions, and why patients with psychosis typically have difficulties with self-other relationships and do not recognise mental problems. Copyright © 2016 Elsevier Ltd. All rights reserved.

Mediating Effects of Positive Thinking and Social Support on Suicide Resilience.

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Matel-Anderson, Denise M; Bekhet, Abir K; Garnier-Villarreal, Mauricio

2018-02-01

Suicide has been the second leading cause of death for 18- to 24-year-olds in the United States since 2011. The stress experienced by undergraduate college students has the potential to increase one's risk for suicide. Resilience theory was used as a theoretical framework to examine the interplay between risk and protective factors. A cross-sectional and correlational design was used to assess the mediating effects of positive thinking and/or social support on suicide resilience in 131 college students 18 to 24 years old who completed an online survey. The study found an indirect effect of self-esteem on suicide resilience through positive thinking and social support indicating that as self-esteem increases, positive thinking and social support also increase, which leads to an increase in resilience. The study also found a direct effect of self-esteem, positive thinking, and social support on suicide resilience. The findings inform the development of tailored interventions to build suicide resilience in college students.

Constructive Thinking Strategies in College Students

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Ofelia Contreras Gutiérrez

2011-01-01

Full Text Available The aim of this paper was to identify the strategies of constructive thinking that are used by university students. Constructive thinking is the automatic representation of the world, ourselves, and the future, it direct our actions to solve everyday problems. Results show that, there are no significant differences in global constructive thinking between male and female students. Although, exist differences in the copy style: men are better at emotional copies, they diminish the emotional cost of the events, and overcame faster negative experiences, they also show higher self-esteem. Women, on the other hand, show better strategies in order to solve problems (behavioral copy.

[Accepting pessimistic thinking is associated with better mental and physical health in defensive pessimists].

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Hosogoshi, Hiroki; Kodama, Masahiro

2009-02-01

The mental and physical health of defensive pessimists (DPs) is generally worse than that of optimists. However, some DPs who accept their pessimistic thinking style are in good health. This study examined the health of college students who were DPs related to how they accepted their thinking style. In Study 1 (F = 211, M = 131), self-esteem was compared among DPs, strategic optimists (SOs), and depressed persons (DEPs). In Study 2 (F = 376, M = 251, not indicated = 5), the General Health Questionnaire (GHQ28) was compared among these groups. ANOVAs revealed that DPs were healthier than DEPs in self-esteem and on the GHQ28, but worse than SOs in self-esteem. However, ANCOVA examining self-esteem with acceptance of their thinking style as a covariate showed that DPs were better than DEPs and as good as SOs in health. Regarding the acceptance of their thinking style, DPs scored worse than SOs. This study concluded that DPs in better health had better acceptance of their pessimistic thinking style.

Assessment of the critical thinking skills of student radiographers

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Castle, Alan [University of Portsmouth, Centre for Radiography Education, St George' s Building, Portsmouth PO1 2HY (United Kingdom)]. E-mail: alan.castle@port.ac.uk

2006-05-15

Purpose: Enabling students to develop critical thinking skills is one of the key aims of higher education and in preparing student radiographers for the future, there are increasing demands on educators to teach critical thinking skills to facilitate reflective, evidence-based practice and inter-professional working. The aim of the paper is to attempt to compare students' self-perception of their critical thinking skills to their actual written assessment performance. Methods: Students were asked to self-report how they thought the course had developed their critical thinking skills and the outcomes of this exercise were compared to the scores of previous assessments that required the demonstration of these skills. Results: The results suggest that whilst students report having developed critical thinking skills during the course, the results of their written assessments requiring the demonstration of these skills all had a mean score of less than 60% which indicates (in terms of the university's grade criteria guidelines) 'little attempt to use critical discussion in their work.' Discussion: Thirteen components of critical thinking are proposed, together with ways in which they could be incorporated into a radiographic curriculum. Conclusions: It is suggested that educators may need to review the constructive alignment of their curricula and re-assess their teaching and assessment strategies in order to effectively develop students' critical thinking skills.

Assessment of the critical thinking skills of student radiographers

International Nuclear Information System (INIS)

Castle, Alan

2006-01-01

Purpose: Enabling students to develop critical thinking skills is one of the key aims of higher education and in preparing student radiographers for the future, there are increasing demands on educators to teach critical thinking skills to facilitate reflective, evidence-based practice and inter-professional working. The aim of the paper is to attempt to compare students' self-perception of their critical thinking skills to their actual written assessment performance. Methods: Students were asked to self-report how they thought the course had developed their critical thinking skills and the outcomes of this exercise were compared to the scores of previous assessments that required the demonstration of these skills. Results: The results suggest that whilst students report having developed critical thinking skills during the course, the results of their written assessments requiring the demonstration of these skills all had a mean score of less than 60% which indicates (in terms of the university's grade criteria guidelines) 'little attempt to use critical discussion in their work.' Discussion: Thirteen components of critical thinking are proposed, together with ways in which they could be incorporated into a radiographic curriculum. Conclusions: It is suggested that educators may need to review the constructive alignment of their curricula and re-assess their teaching and assessment strategies in order to effectively develop students' critical thinking skills

Neural Response After a Single ECT Session During Retrieval of Emotional Self-Referent Words in Depression

DEFF Research Database (Denmark)

Miskowiak, Kamilla W; Macoveanu, Julian; Jørgensen, Martin B

2018-01-01

of their electroconvulsive therapy course in a double-blind, between-groups design. The following day, patients were given a self-referential emotional word categorization test and a free recall test. This was followed by an incidental word recognition task during whole-brain functional magnetic resonance imaging at 3T...... response may reflect early facilitation of memory for positive self-referent information, which could contribute to improvements in depressive symptoms including feelings of self-worth with repeated treatments....

Thinking styles: implications for optimising learning and teaching in ...

African Journals Online (AJOL)

Thirteen thinking styles of 223 first year students in the Arts (44%), Natural Sciences (44%) and Education (12%) faculties at Stellenbosch University were measured by means of the Sternberg Mental Self-government Thinking Styles Inventory. Responses were entered on a seven-point Lickert scale. Faculty, gender and ...

Learning by Thinking during Play: The Power of Reflection to Aid Performance

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Salmon, Angela K.

2016-01-01

Coupled with reflection, play leads to the development of thinking dispositions and promotes deep learning and understanding. The twenty-first century world demands that children learn how to learn by becoming reflective, self-regulating inquirers capable of metacognition (thinking about thinking). This manuscript aims to analyse how young minds…

Thinking style preferences among librarians in public and special libraries in the Ljubljana region

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Simona Senica

2005-01-01

Full Text Available The paper presents Sternberg’s theory of mental self-government that makes an unique contribution to the understanding of human individual differences. In order to investigate individual differences of librarians in public and special libraries in the Ljubljana region, the Thinking Styles Inventory was applied to determine the styles of thinking according to Sternberg’s theory of mental self-government. Building on the acquired data, some differences in styles of thinking in regard to demographic variable are highlighted. The results point out that the profile of thinking styles of librarians shows high levels for the external and liberal thinking styles, and modest levels for internal, conservative, global and local thinking styles. Some comparisons with other studies are drawn, and a few proposals for further research on the individual differences are suggested.

Fostering Critical Thinking in the Geosciences: Combining Geoethics, the Affective Domain, Metacognition, and Systems Thinking

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Mogk, D. W.; Geissman, J. W.

2015-12-01

There is a compelling need to develop the geoscience workforce of the future to address the "grand challenges" that face humanity. This workforce must have a strong understanding of Earth history, processes and materials and be able to communicate effectively and responsibly to inform public policy and personal and societal actions, particularly with regard to geohazards and natural resources. Curricula to train future geoscientists must be designed to help students develop critical thinking skills across the curriculum, from introductory to senior capstone courses. Students will be challenged in their pre-professional training as geoscientists as they encounter an incomplete geologic record, ambiguity and uncertainty in observed and experimental results, temporal reasoning ("deep time", frequency, recurrence intervals), spatial reasoning (from microns to mountains), and complex system behavior. Four instructional approaches can be combined to address these challenges and help students develop critical thinking skills: 1) Geoethics and ethical decision making includes review and integration of the context/facts of the situation, stakeholders, decision-makers, and possible alternative actions and expected outcomes; 2) The affective domain which encompasses factors such as student motivation to learn, curiosity, fear, attitudes, perceptions, social barriers and values; 3) Metacognition which encourages students to be aware about their own thinking processes, and to develop self-monitoring and self-regulating behaviors; and 4) Systems thinking which requires integrative thinking about the interactions between physical, chemical, biological and human processes, feedback mechanisms and emergent phenomena. Guided inquiry and scaffolded exercises can be used to present increasingly complex situations that require a thorough understanding of geologic principles and processes as applied to issues of societal concern. These approaches are not "owned" by any single course or

Proactive and Reactive Composite Scales for the Psychological Inventory of Criminal Thinking Styles (PICTS)

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Walters, Glenn D.

2006-01-01

The purpose of this study was to construct composite scales for the Psychological Inventory of Criminal Thinking Styles (PICTS) from the PICTS thinking style, factor, and content scales designed to provide general estimates of criminal thinking. The Entitlement thinking style scale, Self-Assertion/Deception factor scale, and Historical content…

Think Tanks in Poland: Policy Experts at the Crossroads

OpenAIRE

Stasiak, Dorota (Dr)

2015-01-01

Development of the think tank sector in post-communist states is, at times, regarded as a self-evident consequence of the processes of democratization. However, the specific “environment of obstacles and opportunities” makes it neither automatic, nor easy for think tanks of the region to join the policy game. In particular, it is not clear to what extent the think tanks in transition democracies can or should engage in strictly political disputes. The alleged shift from academic towards...

Self-reference enhances relational memory in young and older adults.

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Hou, Mingzhu; Grilli, Matthew D; Glisky, Elizabeth L

2017-11-27

The present study investigated the influence of self-reference on two kinds of relational memory, internal source memory and associative memory, in young and older adults. Participants encoded object-location word pairs using the strategies of imagination and sentence generation, either with reference to themselves or to a famous other (i.e., George Clooney or Oprah Winfrey). Both young and older adults showed memory benefits in the self-reference conditions compared to other-reference conditions on both tests, and the self-referential effects in older adults were not limited by low memory or executive functioning. These results suggest that self-reference can benefit relational memory in older adults relatively independently of basic memory and executive functions.

Critical thinking dispositions in baccalaureate nursing students.

Science.gov (United States)

Shin, Kyung Rim; Lee, Ja Hyung; Ha, Ju Young; Kim, Kon Hee

2006-10-01

This paper reports an investigation into the critical thinking disposition of students enrolled in a baccalaureate nursing programme at a university in Korea. Critical thinking may be summarized as a skilled process that conceptualizes and applies information from observation, experience, reflection, inference and communication in a technical manner. It is more of a rational act used as an instrument rather than as a result. Critical thinking is a core competency in nursing and has been widely discussed in nursing education. However, the results of previous research on the effectiveness of nursing education in improving students' critical thinking have been inconsistent. A longitudinal design was used with a convenience sample of 60 nursing students; 32 students participated four times in completing a questionnaire each March from 1999 to 2002. The California Critical Thinking Disposition Inventory was administered to measure disposition to critical thinking. There was a statistically significant improvement in critical thinking disposition score by academic year (F = 7.54, P = 0.0001). Among the subscales, open-mindedness, self-confidence, and maturity also showed a statistically significant difference by academic year (P = 0.0194, 0.0041, 0.0044). Teaching strategies to enhance critical thinking should be developed, in addition to further research on the effect of the nursing curriculum on students' critical thinking. Moreover, survey instruments could be adjusted to incorporate characteristics of the Korean culture.

The effect of human patient simulation on critical thinking and its predictors in prelicensure nursing students.

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Shinnick, Mary Ann; Woo, Mary A

2013-09-01

Human patient simulation (HPS) is becoming a popular teaching method in nursing education globally and is believed to enhance both knowledge and critical thinking. While there is evidence that HPS improves knowledge, there is no objective nursing data to support HPS impact on critical thinking. Therefore, we studied knowledge and critical thinking before and after HPS in prelicensure nursing students and attempted to identify the predictors of higher critical thinking scores. Using a one-group, quasi-experimental, pre-test post-test design, 154 prelicensure nursing students (age 25.7± 6.7; gender=87.7% female) from 3 schools were studied at the same point in their curriculum using a high-fidelity simulation. Pre- and post-HPS assessments of knowledge, critical thinking, and self-efficacy were done as well as assessments for demographics and learning style. There was a mean improvement in knowledge scores of 6.5 points (Pcritical thinking scores. A logistic regression with 10 covariates revealed three variables to be predictors of higher critical thinking scores: greater "age" (P=0.01), baseline "knowledge" (P=0.04) and a low self-efficacy score ("not at all confident") in "baseline self-efficacy in managing a patient's fluid levels" (P=.05). This study reveals that gains in knowledge with HPS do not equate to changes in critical thinking. It does expose the variables of older age, higher baseline knowledge and low self-efficacy in "managing a patient's fluid levels" as being predictive of higher critical thinking ability. Further study is warranted to determine the effect of repeated or sequential simulations (dosing) and timing after the HPS experience on critical thinking gains. Copyright © 2012 Elsevier Ltd. All rights reserved.

Autobiographical memory functions of nostalgia in comparison to rumination and counterfactual thinking: similarity and uniqueness.

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Cheung, Wing-Yee; Wildschut, Tim; Sedikides, Constantine

2018-02-01

We compared and contrasted nostalgia with rumination and counterfactual thinking in terms of their autobiographical memory functions. Specifically, we assessed individual differences in nostalgia, rumination, and counterfactual thinking, which we then linked to self-reported functions or uses of autobiographical memory (Self-Regard, Boredom Reduction, Death Preparation, Intimacy Maintenance, Conversation, Teach/Inform, and Bitterness Revival). We tested which memory functions are shared and which are uniquely linked to nostalgia. The commonality among nostalgia, rumination, and counterfactual thinking resides in their shared positive associations with all memory functions: individuals who evinced a stronger propensity towards past-oriented thought (as manifested in nostalgia, rumination, and counterfactual thinking) reported greater overall recruitment of memories in the service of present functioning. The uniqueness of nostalgia resides in its comparatively strong positive associations with Intimacy Maintenance, Teach/Inform, and Self-Regard and weak association with Bitterness Revival. In all, nostalgia possesses a more positive functional signature than do rumination and counterfactual thinking.

Cognitive Creative Abilities and Self-Esteem across the Adult Life-Span.

Science.gov (United States)

Jaquish, Gail A.; Ripple, Richard E.

1981-01-01

Explored the relationship between divergent thinking and self-esteem across the adult lifespan. Subjects from 18 to 84 years of age responded to a self-esteem inventory and an exercise in divergent thinking. Self-esteem predicted divergent thinking across age groups, whereas age differences accounted for little variance in divergent thinking.…

SOCIAL ANXIETY DISORDER AND THE PSYCHOBIOLOGY OF SELF-CONSCIOUSNESS

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Dan J Stein

2015-09-01

Full Text Available Individuals with social anxiety disorder (SAD are characterized by fear or anxiety about social situations, but also by important alterations in self-referential processing. Given advances in our understanding of the neurocircuitry and neurochemistry of SAD, the question arises of the relationship between this research and an emergent literature on the psychobiology of self and self-consciousness. A number of investigations of SAD have highlighted altered activity in the medial prefrontal cortex (involved in self-representation, insula (involved in interoceptive processing, and other structures that play a role in bodily self-consciousness, as well as the potential value of interventions such as selective serotonin reuptake inhibitors and self-focused reappraisal in normalizing such changes. Future studies to more closely investigate associations between psychobiological alterations and changes in self-related processing in SAD, may be useful in shedding additional light on both SAD and self-consciousness.

The self-pleasantness judgment modulates the encoding performance and the Default Mode Network activity

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Perrone-Bertolotti eMarcela

2016-03-01

Full Text Available In this functional magnetic resonance imaging (fMRI study, we evaluated the effect of self-relevance on cerebral activity and behavioral performance during an incidental encoding task. Recent findings suggest that pleasantness judgments reliably induce self-oriented (internal thoughts and increase default mode network (DMN activity. We hypothesized that this increase in DMN activity would relate to increased memory recognition for pleasantly-judged stimuli (which depend on internally-oriented attention but decreased recognition for unpleasantly-judged items (which depend on externally-oriented attention. To test this hypothesis, brain activity was recorded from 21 healthy participants while they performed a pleasantness judgment requiring them to rate visual stimuli as pleasant or unpleasant. One hour later, participants performed a surprise memory recognition test outside of the scanner. Thus, we were able to evaluate the effects of pleasant and unpleasant judgments on cerebral activity and incidental encoding. The behavioral results showed that memory recognition was better for items rated as pleasant than items rated as unpleasant. The whole brain analysis indicated that successful encoding activates the inferior frontal and lateral temporal cortices, whereas unsuccessful encoding recruits two key medial posterior DMN regions, the posterior cingulate cortex and precuneus. A region of interest analysis including classic DMN areas, revealed significantly greater involvement of the medial Prefrontal Cortex in pleasant compared to unpleasant judgments, suggesting this region’s involvement in self-referential (i.e., internal processing. This area may be responsible for the greater recognition performance seen for pleasant stimuli. Furthermore, a significant interaction between the encoding performance (successful vs. unsuccessful and pleasantness was observed for the posterior cingulate cortex, precuneus and inferior frontal gyrus. Overall, our

Sleep deprivation reduces perceived emotional intelligence and constructive thinking skills.

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Killgore, William D S; Kahn-Greene, Ellen T; Lipizzi, Erica L; Newman, Rachel A; Kamimori, Gary H; Balkin, Thomas J

2008-07-01

Insufficient sleep can adversely affect a variety of cognitive abilities, ranging from simple alertness to higher-order executive functions. Although the effects of sleep loss on mood and cognition are well documented, there have been no controlled studies examining its effects on perceived emotional intelligence (EQ) and constructive thinking, abilities that require the integration of affect and cognition and are central to adaptive functioning. Twenty-six healthy volunteers completed the Bar-On Emotional Quotient Inventory (EQi) and the Constructive Thinking Inventory (CTI) at rested baseline and again after 55.5 and 58 h of continuous wakefulness, respectively. Relative to baseline, sleep deprivation was associated with lower scores on Total EQ (decreased global emotional intelligence), Intrapersonal functioning (reduced self-regard, assertiveness, sense of independence, and self-actualization), Interpersonal functioning (reduced empathy toward others and quality of interpersonal relationships), Stress Management skills (reduced impulse control and difficulty with delay of gratification), and Behavioral Coping (reduced positive thinking and action orientation). Esoteric Thinking (greater reliance on formal superstitions and magical thinking processes) was increased. These findings are consistent with the neurobehavioral model suggesting that sleep loss produces temporary changes in cerebral metabolism, cognition, emotion, and behavior consistent with mild prefrontal lobe dysfunction.

Does a short self-compassion intervention for students increase healthy self-regulation?

DEFF Research Database (Denmark)

Dundas, Ingrid; Binder, Per Einar; Hansen, Tia G.B.

2017-01-01

negative self-directed thinking; as well as for self-compassion, anxiety and depression. Concluding, a short self-compassion course seems an effective method of increasing self-compassion and perceived control over one's life for university students, as well as increasing mental health.......The primary aim of this study was to examine the effects of a two-week self-compassion course on healthy self-regulation (personal growth self-efficacy and healthy impulse control) and unhealthy self-regulation (self-judgment and habitual negative self-directed thinking) in university students. We...... also examined the effects on self-compassion, anxiety and depression. Students (N = 158, 85% women, mean age = 25 years) were randomized to an intervention group and a waiting-list control group in a multi-baseline randomized control trial. Healthy self-control was measured by the Personal Growth...

The effect of Think Pair Share (TPS) using scientific approach on students’ self-confidence and mathematical problem-solving

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Rifa’i, A.; Lestari, H. P.

2018-03-01

This study was designed to know the effects of Think Pair Share using Scientific Approach on students' self-confidence and mathematical problem-solving. Quasi-experimental with pre-test post-test non-equivalent group method was used as a basis for design this study. Self-confidence questionnaire and problem-solving test have been used for measurement of the two variables. Two classes of the first grade in religious senior high school (MAN) in Indonesia were randomly selected for this study. Teaching sequence and series from mathematics book at control group in the traditional way and at experiment group has been in TPS using scientific approach learning method. For data analysis regarding students’ problem-solving skill and self-confidence, One-Sample t-Test, Independent Sample t-Test, and Multivariate of Variance (MANOVA) were used. The results showed that (1) TPS using a scientific approach and traditional learning had positive effects (2) TPS using scientific approach learning in comparative with traditional learning had a more significant effect on students’ self-confidence and problem-solving skill.

Analysis of mathematical literacy ability based on self-efficacy in model eliciting activities using metaphorical thinking approach

Science.gov (United States)

Setiani, C.; Waluya, S. B.; Wardono

2018-03-01

The purposes of this research are: (1) to identify learning quality in Model Eliciting Activities (MEAs) using a Metaphorical Thinking (MT) approach regarding qualitative and quantitative; (2) to analyze mathematical literacy of students based on Self-Efficacy (SE). This research is mixed method concurrent embedded design with qualitative research as the primary method. The quantitative research used quasi-experimental with non-equivalent control group design. The population is VIII grade students of SMP Negeri 3 Semarang Indonesia. Quantitative data is examined by conducting completeness mean test, standard completeness test, mean differentiation test and proportional differentiation test. Qualitative data is analyzed descriptively. The result of this research shows that MEAs learning using MT approach accomplishes good criteria both quantitatively and qualitatively. Students with low self-efficacy can identify problems, but they are lack ability to arrange problem-solving strategy on mathematical literacy questions. Students with medium self-efficacy can identify information provided in issues, but they find difficulties to use math symbols in making a representation. Students with high self-efficacy are excellent to represent problems into mathematical models as well as figures by using appropriate symbols and tools, so they can arrange strategy easily to solve mathematical literacy questions.

First Think Tank Initiative Learning Event: Strengthening ...

International Development Research Centre (IDRC) Digital Library (Canada)

Katy Stockton

reflective, self-critical, constructive) and its aspirations (interdisciplinarity, ... evaluative thinking within their research organizations and to become aware of ... concepts, practices, methods and tools that are conducive to the development of an.

What Students Think They Feel Differs from What They Really Feel – Academic Self-Concept Moderates the Discrepancy between Students’ Trait and State Emotional Self-Reports

Science.gov (United States)

Bieg, Madeleine; Goetz, Thomas; Lipnevich, Anastasiya A.

2014-01-01

This study investigated whether there is a discrepancy pertaining to trait and state academic emotions and whether self-concept of ability moderates this discrepancy. A total of 225 secondary school students from two different countries enrolled in grades 8 and 11 (German sample; n = 94) and grade 9 (Swiss sample; n = 131) participated. Students’ trait academic emotions of enjoyment, pride, anger, and anxiety in mathematics were assessed with a self-report questionnaire, whereas to assess their state academic emotions experience-sampling method was employed. The results revealed that students’ scores on the trait assessment of emotions were generally higher than their scores on the state assessment. Further, as expected, students’ academic self-concept in the domain of mathematics was shown to partly explain the discrepancy between scores on trait and state emotions. Our results indicate that there is a belief-driven discrepancy between what students think they feel (trait assessment) and what they really feel (state assessment). Implications with regard to the assessment of self-reported emotions in future studies and practical implications for the school context are discussed. PMID:24647760

Brain activity and functional coupling changes associated with self-reference effect during both encoding and retrieval.

Directory of Open Access Journals (Sweden)

Nastassja Morel

Full Text Available Information that is processed with reference to oneself, i.e. Self-Referential Processing (SRP, is generally associated with better remembering compared to information processed in a condition not related to oneself. This positive effect of the self on subsequent memory performance is called as Self-Reference Effect (SRE. The neural basis of SRE is still poorly understood. The main goal of the present work was thus to highlight brain changes associated with SRE in terms of activity and functional coupling and during both encoding and retrieval so as to assess the relative contribution of both processes to SRE. For this purpose, we used an fMRI event-related self-referential paradigm in 30 healthy young subjects and measured brain activity during both encoding and retrieval of self-relevant information compared to a semantic control condition. We found that SRE was associated with brain changes during the encoding phase only, including both greater activity in the medial prefrontal cortex and hippocampus, and greater functional coupling between these brain regions and the posterior cingulate cortex. These findings highlight the contribution of brain regions involved in both SRP and episodic memory and the relevance of the communication between these regions during the encoding process as the neural substrates of SRE. This is consistent with the idea that SRE reflects a positive effect of the reactivation of self-related memories on the encoding of new information in episodic memory.

Thinking Critically about Critical Thinking

Science.gov (United States)

Mulnix, Jennifer Wilson

2012-01-01

As a philosophy professor, one of my central goals is to teach students to think critically. However, one difficulty with determining whether critical thinking can be taught, or even measured, is that there is widespread disagreement over what critical thinking actually is. Here, I reflect on several conceptions of critical thinking, subjecting…

The Development of Narrative Productivity, Syntactic Complexity, Referential Cohesion and Event Content in Four- to Eight-Year-Old Finnish Children

Science.gov (United States)

Mäkinen, Leena; Loukusa, Soile; Nieminen, Lea; Leinonen, Eeva; Kunnari, Sari

2014-01-01

This study focuses on the development of narrative structure and the relationship between narrative productivity and event content. A total of 172 Finnish children aged between four and eight participated. Their picture-elicited narrations were analysed for productivity, syntactic complexity, referential cohesion and event content. Each measure…

Effects of Episodic Future Thinking and Self-Projection on Children's Prospective Memory Performance.

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Anett Kretschmer-Trendowicz

Full Text Available The present study is the first to investigate the benefits of episodic future thinking (EFT at encoding on prospective memory (PM in preschool (age: M = 66.34 months, SD = 3.28 and primary school children (age: M = 88.36 months, SD = 3.12. A second aim was to examine if self-projection influences the possible effects of EFT instructions. PM was assessed using a standard PM paradigm in children with a picture-naming task as the ongoing activity in which the PM task was embedded. Further, two first- and two second-order ToM tasks were administered as indicator of children's self-projection abilities. Forty-one preschoolers and 39 school-aged children were recruited. Half of the participants in each age group were instructed to use EFT as a strategy to encode the PM task, while the others received standard PM instructions. Results revealed a significant age effect, with school-aged children significantly outperforming preschoolers and a significant effect of encoding condition with overall better performance when receiving EFT instructions compared to the standard encoding condition. Even though the interaction between age group and encoding condition was not significant, planned comparisons revealed first evidence that compared to the younger age group, older children's PM benefitted more from EFT instructions during intention encoding. Moreover, results showed that although self-projection had a significant impact on PM performance, it did not influence the effects of EFT instructions. Overall, results indicate that children can use EFT encoding strategies to improve their PM performance once EFT abilities are sufficiently developed. Further, they provide first evidence that in addition to executive functions, which have already been shown to influence the development of PM across childhood, self-projection seems to be another key mechanism underlying this development.

Nonparametric Information Geometry: From Divergence Function to Referential-Representational Biduality on Statistical Manifolds

Directory of Open Access Journals (Sweden)

Jun Zhang

2013-12-01

Full Text Available Divergence functions are the non-symmetric “distance” on the manifold, Μθ, of parametric probability density functions over a measure space, (Χ,μ. Classical information geometry prescribes, on Μθ: (i a Riemannian metric given by the Fisher information; (ii a pair of dual connections (giving rise to the family of α-connections that preserve the metric under parallel transport by their joint actions; and (iii a family of divergence functions ( α-divergence defined on Μθ x Μθ, which induce the metric and the dual connections. Here, we construct an extension of this differential geometric structure from Μθ (that of parametric probability density functions to the manifold, Μ, of non-parametric functions on X, removing the positivity and normalization constraints. The generalized Fisher information and α-connections on M are induced by an α-parameterized family of divergence functions, reflecting the fundamental convex inequality associated with any smooth and strictly convex function. The infinite-dimensional manifold, M, has zero curvature for all these α-connections; hence, the generally non-zero curvature of M can be interpreted as arising from an embedding of Μθ into Μ. Furthermore, when a parametric model (after a monotonic scaling forms an affine submanifold, its natural and expectation parameters form biorthogonal coordinates, and such a submanifold is dually flat for α = ± 1, generalizing the results of Amari’s α-embedding. The present analysis illuminates two different types of duality in information geometry, one concerning the referential status of a point (measurable function expressed in the divergence function (“referential duality” and the other concerning its representation under an arbitrary monotone scaling (“representational duality”.

Do different medical curricula influence self-assessed clinical thinking of students?

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Gehlhar, Kirsten; Klimke-Jung, Kathrin; Stosch, Christoph; Fischer, Martin R

2014-01-01

As a fundamental element of medical practice, clinical reasoning should be cultivated in courses of study in human medicine. To date, however, no conclusive evidence has been offered as to what forms of teaching and learning are most effective in achieving this goal. The Diagnostic Thinking Inventory (DTI) was developed as a means of measuring knowledge-unrelated components of clinical reasoning. The present pilot study examines the adequacy of this instrument in measuring differences in the clinical reasoning of students in varying stages of education in three curricula of medical studies. The Diagnostic Thinking Inventory (DTI) comprises 41 items in two subscales ("Flexibility in Thinking" and "Structure of Knowledge in Memory"). Each item contains a statement or finding concerning clinical reasoning in the form of a stem under which a 6-point scale presents opposing conclusions. The subjects are asked to assess their clinical thinking within this range. The German-language version of the DTI was completed by 247 student volunteers from three schools and varying clinical semesters. In a quasi-experimental design, 219 subjects from traditional and model courses of study in the German state of North Rhine-Westphalia took part. Specifically, these were 5(th), 6(th) and 8(th) semester students from the model course of study at Witten/Herdecke University (W/HU), from the model (7(th) and 9(th) semester) and traditional (7(th) semester) courses of study at the Ruhr University Bochum (RUB) and from the model course of study (9(th) semester) at the University of Cologne (UoC). The data retrieved were quantitatively assessed. The reliability of the questionnaire in its entirety was good (Cronbach's alpha between 0.71 and 0.83); the reliability of the subscales ranged between 0.49 and 0.75. The different groups were compared using the Mann-Whitney test, revealing significant differences among semester cohorts within a school as well as between students from similar

Enhancing Self-Esteem through Self-Management Strategies.

Science.gov (United States)

Valett, Robert E.

Self-esteem, well managed, is a powerful force for effective learning. Research has shown that good self-esteem is associated with analytical thinking, persistence, creative ability, social independence, stability and high expectations, and that the antecedents of positive self-esteem are found in parental models who provide firm guidance in the…

Self-recognition, theory-of-mind, and self-awareness: what side are you on?

Science.gov (United States)

Morin, Alain

2011-05-01

A fashionable view in comparative psychology states that primates possess self-awareness because they exhibit mirror self-recognition (MSR), which in turn makes it possible to infer mental states in others ("theory-of-mind"; ToM). In cognitive neuroscience, an increasingly popular position holds that the right hemisphere represents the centre of self-awareness because MSR and ToM tasks presumably increase activity in that hemisphere. These two claims are critically assessed here as follows: (1) MSR should not be equated with full-blown self-awareness, as it most probably only requires kinaesthetic self-knowledge and does not involve access to one's mental events; (2) ToM and self-awareness are fairly independent and should also not be taken as equivalent notions; (3) MSR and ToM tasks engage medial and left brain areas; (4) other self-awareness tasks besides MSR and ToM tasks (e.g., self-description, autobiography) mostly recruit medial and left brain areas; (5) and recent neuropsychological evidence implies that inner speech (produced by the left hemisphere) plays a significant role in self-referential activity. The main conclusions reached based on this analysis are that (a) organisms that display MSR most probably do not possess introspective self-awareness, and (b) self-related processes most likely engage a distributed network of brain regions situated in both hemispheres.

The neural sociometer: brain mechanisms underlying state self-esteem.

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Eisenberger, Naomi I; Inagaki, Tristen K; Muscatell, Keely A; Byrne Haltom, Kate E; Leary, Mark R

2011-11-01

On the basis of the importance of social connection for survival, humans may have evolved a "sociometer"-a mechanism that translates perceptions of rejection or acceptance into state self-esteem. Here, we explored the neural underpinnings of the sociometer by examining whether neural regions responsive to rejection or acceptance were associated with state self-esteem. Participants underwent fMRI while viewing feedback words ("interesting," "boring") ostensibly chosen by another individual (confederate) to describe the participant's previously recorded interview. Participants rated their state self-esteem in response to each feedback word. Results demonstrated that greater activity in rejection-related neural regions (dorsal ACC, anterior insula) and mentalizing regions was associated with lower-state self-esteem. Additionally, participants whose self-esteem decreased from prescan to postscan versus those whose self-esteem did not showed greater medial prefrontal cortical activity, previously associated with self-referential processing, in response to negative feedback. Together, the results inform our understanding of the origin and nature of our feelings about ourselves.

The evaluation of violent thinking in adult offenders and non-offenders using the Maudsley Violence Questionnaire.

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Walker, Julian; Bowes, Nicola

2013-04-01

The Maudsley Violence Questionnaire (MVQ) was designed to measure explicit rules and beliefs associated with violence. Previous studies with young people and offenders with mental disorder found the MVQ to be a valid and reliable measure of violent thinking. This study explores the use of the MVQ with a 'normal' (non-offender) population and an offender population without mental illness in order to evaluate how the MVQ's subscales related to violence within these groups. The MVQ was given to 78 adult male participants along with a measure of self-reported violence; demographic information and criminal history were also recorded. Thirty-five of the participants were convicted adult male offenders resident of an adult male closed prison in South Wales; 43 were volunteers from the staff group in the same prison. The MVQ factors were compared with self-reported violence and with officially recorded violent convictions. Although both subscales of the MVQ related to self-reported violence, 'Machismo' showed a stronger relationship to both self-reported and officially recorded violence. Violent thinking, specifically beliefs measured by the Machismo subscale of the MVQ, was robustly associated with self-reported and officially recorded violence in this study with offender and non-offender adults. The MVQ is a valid and feasible measure for use with adult populations. Violent thinking (specifically Machismo thinking styles) should be included in the assessments of violent offenders. Work on violent thinking and reducing 'macho' thinking could be a useful adjunct to anger management work with violent offenders. Copyright © 2013 John Wiley & Sons, Ltd.

Stability of referential signalling across time and locations: testing alarm calls of Australian magpies (Gymnorhina tibicen in urban and rural Australia and in Fiji

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Gisela Kaplan

2013-07-01

Full Text Available In many avian species, vocal repertoire expands and changes throughout life as new syllables are added and sounds adapted to neighbours and circumstances. Referential signals, on the other hand, demand stability and lack of variation so that their meaning can be understood by conspecifics at all times. It is not known how stable such signals may be when the context is changed entirely but the point of reference remains unchanged. We investigated these questions in a rare case of forced translocation of an avian species, the Australian magpie (Gymnorhina tibicen, from Australia to the remote Fijian island of Taveuni decades ago. By using playbacks of vocalisations to 45 magpie groups in Australia, we first established that magpies use functionally referential signals in their alarm call repertoire signalling aerial danger (measured as looking up in response to a specific alarm call even though the speakers were on the ground. With these results in hand, we then used the same playbacks to magpie groups on the island of Taveuni. Our results showed that the meaning of one specific call (eagle alarm call is stable and maintained even in populations that have been isolated from Australian conspecifics over many (at least 10 generations. To our knowledge, this is the first time such a stability of a referential signal has been shown in the natural habitat.

[Effects of situational and individual variables on critical thinking expression].

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Tanaka, Yuko; Kusumi, Takashi

2016-04-01

The present study examined when people decide to choose an expression that is based on critical thinking, and how situational and individual variables affect such a decision process. Given a conversation scenario including overgeneralization with two friends, participants decided whether to follow the conversation by a critical-thinking expression or not. The authors controlled purpose and topic as situational variables, and measured critical-thinking ability, critical-thinking disposition, and self-monitoring as individual variables. We conducted an experiment in which the situational variables were counterbalanced in a within-subject design with 60 university students. The results of logistic regression analysis showed differences within individuals in the decision process whether to choose a critical-thinking expression, and that some situational factors and some subscales of the individual measurements were related to the differences.

The self-imagination effect: benefits of a self-referential encoding strategy on cued recall in memory-impaired individuals with neurological damage.

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Grilli, Matthew D; Glisky, Elizabeth L

2011-09-01

Knowledge of oneself is preserved in many memory-impaired individuals with neurological damage. Therefore, cognitive strategies that capitalize on mechanisms related to the self may be particularly effective at enhancing memory in this population. The present study investigated the effect of "self-imagining," imagining an event from a personal perspective, on short and long delayed cued recall in memory-impaired individuals with neurological damage. Sixteen patients intentionally encoded word pairs under four separate conditions: visual imagery, semantic elaboration, other person imagining, and self-imagining. The results revealed that self-imagining led to better performance than other-imagining, semantic elaboration, and visual imagery. Furthermore, the "self-imagination effect" (SIE) was preserved after a 30-min delay and was independent of memory functioning. These findings indicate that self-imagining provides a mnemonic advantage in brain-injured individuals, even those with relatively poor memory functioning, and suggest that self-imagining may tap into mnemonic mechanisms related to the self.

Does Incomputable Mean Not Engineerable?

International Nuclear Information System (INIS)

Kercel, SW

2001-01-01

Self-referential systems have some remarkable properties. The processes of life and mind are not only self-referential, but self-reference turns out to be a crucial property of both. However, they are difficult to understand. From a given starting point, both endogenous systems (self-referential natural systems) and impredicative systems (self-referential formal systems) have infinitely many logically consistent consequences. Both are incomputable; neither halts after a finite number of steps. Therefore, neither can produce an exact prediction of the behavior of the other in finitely many steps. Despite the fact that all engineering decisions are based on incomplete information, this inherent inability of an impredicative model to produce exact predictions of an endogenous system is troubling to some engineers. Nevertheless, self-reference leads to a more general, but no less rational, form of modeling than that provided by traditional reductionism. Although the mathematics of self-reference is unfamiliar to engineers, its power is dramatic. For example, it resolves the apparent paradox of how a brain/mind possessing freewill can operate in a deterministic Universe

Being Yourself and Thinking About the Future in People With Motor Neuron Disease: A Grounded Theory of Self-care Processes.

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Bassola, Barbara; Sansone, Valeria Ada; Lusignani, Maura

2018-06-01

Self-care is a crucial aspect in the management of people with motor neuron disease (MND). Nurses and healthcare professionals must know the processes used by patients in performing self-care to identify problems and help them. Decision-making processes, self-understanding, and political and social support influence the self-care process in chronic diseases. Little is known about the self-care process in MND. The aim of this study was to gain insight on the self-care processes in people with MND. A grounded theory method was chosen for this study. Data from interviews were gathered, and a simultaneous comparative analysis was conducted to identify categories and codes. Twenty-one people with spinal muscular atrophy and amyotrophic lateral sclerosis participated in the study. Five categories were identified as grounded in the data. The process starts from "being yourself in the care," and it develops thanks to "growing and changing" and with a "thinking about the future" approach. "Family role" and "you and who helps you" categories affect the process itself. The self-care process in people with MND is not seen in a daily perspective but changes with the evolution of the disease. For the growing patients with MND, changing, accepting and controlling the disease while deciding autonomously are the foundations of the process.

Biological information systems: Evolution as cognition-based information management.

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Miller, William B

2018-05-01

An alternative biological synthesis is presented that conceptualizes evolutionary biology as an epiphenomenon of integrated self-referential information management. Since all biological information has inherent ambiguity, the systematic assessment of information is required by living organisms to maintain self-identity and homeostatic equipoise in confrontation with environmental challenges. Through their self-referential attachment to information space, cells are the cornerstone of biological action. That individualized assessment of information space permits self-referential, self-organizing niche construction. That deployment of information and its subsequent selection enacted the dominant stable unicellular informational architectures whose biological expressions are the prokaryotic, archaeal, and eukaryotic unicellular forms. Multicellularity represents the collective appraisal of equivocal environmental information through a shared information space. This concerted action can be viewed as systematized information management to improve information quality for the maintenance of preferred homeostatic boundaries among the varied participants. When reiterated in successive scales, this same collaborative exchange of information yields macroscopic organisms as obligatory multicellular holobionts. Cognition-Based Evolution (CBE) upholds that assessment of information precedes biological action, and the deployment of information through integrative self-referential niche construction and natural cellular engineering antecedes selection. Therefore, evolutionary biology can be framed as a complex reciprocating interactome that consists of the assessment, communication, deployment and management of information by self-referential organisms at multiple scales in continuous confrontation with environmental stresses. Copyright © 2017 Elsevier Ltd. All rights reserved.

Story on Self-Esteem

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... Staying Safe Videos for Educators Search English Español Self-Esteem KidsHealth / For Kids / Self-Esteem Print en español Sobre la autoestima What Is Self-Esteem? Self-esteem is a way of thinking and ...

GENDER-BASED DIFFERENCES IN SCHOOL-AGED CHILDREN’S DIVERGENT THINKING

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Leah Roue

2014-12-01

Full Text Available This study examines whether the shortage of females in science and engineering is linked to possible gender-based differences in school-aged children’s divergent thinking. Divergent thinking is a direct measure of creativity and an important characteristic in science and engineering. A survey instrument designed to measure divergent thinking was administered to 8th and 11th graders in a mid-western United States school district. Results showed that there were no difference between girls and boys on the three measures of divergent thinking: fluency, flexibility, and originality. These results indicate little reason as to why participation in science and engineering is male dominated, and support the notion that additional exposure to science and engineering through divergent-thinking activities will provide girls with the self-knowledge that they are capable of solving open-ended problems and engineering tasks.

CREATE Cornerstone: Introduction to Scientific Thinking, a New Course for STEM-Interested Freshmen, Demystifies Scientific Thinking through Analysis of Scientific Literature

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Gottesman, Alan J.; Hoskins, Sally G.

2013-01-01

The Consider, Read, Elucidate hypotheses, Analyze and interpret data, Think of the next Experiment (CREATE) strategy for teaching and learning uses intensive analysis of primary literature to improve students’ critical-thinking and content integration abilities, as well as their self-rated science attitudes, understanding, and confidence. CREATE also supports maturation of undergraduates’ epistemological beliefs about science. This approach, originally tested with upper-level students, has been adapted in Introduction to Scientific Thinking, a new course for freshmen. Results from this course's initial semesters indicate that freshmen in a one-semester introductory course that uses a narrowly focused set of readings to promote development of analytical skills made significant gains in critical-thinking and experimental design abilities. Students also reported significant gains in their ability to think scientifically and understand primary literature. Their perceptions and understanding of science improved, and multiple aspects of their epistemological beliefs about science gained sophistication. The course has no laboratory component, is relatively inexpensive to run, and could be adapted to any area of scientific study. PMID:23463229

Resting state glutamate predicts elevated pre-stimulus alpha during self-relatedness: A combined EEG-MRS study on "rest-self overlap".

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Bai, Yu; Nakao, Takashi; Xu, Jiameng; Qin, Pengmin; Chaves, Pedro; Heinzel, Alexander; Duncan, Niall; Lane, Timothy; Yen, Nai-Shing; Tsai, Shang-Yueh; Northoff, Georg

2016-01-01

Recent studies have demonstrated neural overlap between resting state activity and self-referential processing. This "rest-self" overlap occurs especially in anterior cortical midline structures like the perigenual anterior cingulate cortex (PACC). However, the exact neurotemporal and biochemical mechanisms remain to be identified. Therefore, we conducted a combined electroencephalography (EEG)-magnetic resonance spectroscopy (MRS) study. EEG focused on pre-stimulus (e.g., prior to stimulus presentation or perception) power changes to assess the degree to which those changes can predict subjects' perception (and judgment) of subsequent stimuli as high or low self-related. MRS measured resting state concentration of glutamate, focusing on PACC. High pre-stimulus (e.g., prior to stimulus presentation or perception) alpha power significantly correlated with both perception of stimuli judged to be highly self-related and with resting state glutamate concentrations in the PACC. In sum, our results show (i) pre-stimulus (e.g., prior to stimulus presentation or perception) alpha power and resting state glutamate concentration to mediate rest-self overlap that (ii) dispose or incline subjects to assign high degrees of self-relatedness to perceptual stimuli.

Gaze perception in social anxiety and social anxiety disorder

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Lars eSchulze

2013-12-01

Full Text Available Clinical observations suggest abnormal gaze perception to be an important indicator of social anxiety disorder (SAD. Experimental research has yet paid relatively little attention to the study of gaze perception in SAD. In this article we first discuss gaze perception in healthy human beings before reviewing self-referential and threat-related biases of gaze perception in clinical and non-clinical socially anxious samples. Relative to controls, socially anxious individuals exhibit an enhanced self-directed perception of gaze directions and demonstrate a pronounced fear of direct eye contact, though findings are less consistent regarding the avoidance of mutual gaze in SAD. Prospects for future research and clinical implications are discussed.

Microneedle physical contact as a therapeutic for abnormal scars

OpenAIRE

Yeo, David C.; Balmayor, Elizabeth R.; Schantz, Jan-Thorsten; Xu, Chenjie

2017-01-01

Background Abnormal (keloid and hypertrophic) scars are a significant affliction with no satisfactory single modality therapy to-date. Available options are often ineffective, painful, potentially hazardous, and require healthcare personnel involvement. Herein a self-administered microneedle device based on drug-free physical contact for inhibiting abnormal scars is reported. Its therapeutic activity through microneedle contact eliminates hazards associated with toxic anti-scarring drugs whil...

The effects of attachment components on formal-operational thinking

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Vukčević Branimir

2010-01-01

Full Text Available In this work our aim is to examine how the components of attachment influence the thinking development of adolescents in familial context. We investigated the components of attachment: unresolved family traumatisation, the use of external security base, fear of loss of external security base, negative self concept, negative other concept, capacity for mentalisation, low control of anger. We used a revised Questionnaire for Assessment of Adult and Adolescent Attachment (in original: UPIPAV-R. Formal operations were tested by Bond's Logical Operations Test. We examined the cultural-pedagogical status of the family, the parental mediation characteristic for the development of formal operations, and family property as the aspects of familial context. The sample consisted of 200 pupils aged 14 to 19. According to the attachment theory, secure attachment provides the feel of security in environment exploration, which is the ground of personality development. We assumed that components of attachment contribute formal-operational thinking development and change the influence of familial cultural-supportive tools. The findings show us that the culturalpedagogical status of the family improves formal operations development and unresolved family traumatisation has negative influence. Capacity for mentalisation has a positive indirect effect on thinking development through the influence of the cultural-pedagogical status of the family. The low control of anger has a negative indirect effect on thinking development; it increases the influence of unresolved family traumatisation. Negative self concept has indirect effects on thinking development through increasing this negative influence of unresolved family traumatisation and decreasing the role of familial cultural-supportive tools.

Thinking in time an introduction to Henri Bergson

CERN Document Server

Guerlac, Suzanne

2006-01-01

"In recent years, we have grown accustomed to philosophical language that is intensely self-conscious and rhetorically thick, often tragic in tone. It is enlivening to read Bergson, who exerts so little rhetorical pressure while exacting such a substantial effort of thought. . . . Bergson's texts teach the reader to let go of entrenched intellectual habits and to begin to think differently—to think in time. . . . Too much and too little have been said about Bergson. Too much, because of the various appropriations of his thought. Too little, because the work itself has not been carefully studied in recent decades."—from Thinking in TimeHenri Bergson (1859–1941), whose philosophical works emphasized motion, time, and change, won the Nobel Prize for Literature in 1927. His work remains influential, particularly in the realms of philosophy, cultural studies, and new media studies. In Thinking in Time, Suzanne Guerlac provides readers with the conceptual and contextual tools necessary for informed appreciati...

Microneedle physical contact as a therapeutic for abnormal scars.

Science.gov (United States)

Yeo, David C; Balmayor, Elizabeth R; Schantz, Jan-Thorsten; Xu, Chenjie

2017-08-14

Abnormal (keloid and hypertrophic) scars are a significant affliction with no satisfactory single modality therapy to-date. Available options are often ineffective, painful, potentially hazardous, and require healthcare personnel involvement. Herein a self-administered microneedle device based on drug-free physical contact for inhibiting abnormal scars is reported. Its therapeutic activity through microneedle contact eliminates hazards associated with toxic anti-scarring drugs while self-treatment enables administration flexibility. The microneedle patch was fabricated with FDA-approved liquid crystalline polymer under good manufacturing practice. It was first tested to ascertain its ability to inhibit (keloid) fibroblast proliferation. Later the microneedle patch was examined on the rabbit ear hypertrophic scar model to explore its potential in inhibiting the generation of abnormal scars post-injury. Finally, the microneedle patch was applied to the caudal region of a hypertrophic scar located on a female patient's dorsum to verify clinical efficacy. On untreated control cultures, barely any non-viable fibroblasts could be seen. After 12-h treatment with the microneedle patch, the non-viable proportion increased to 83.8 ± 11.96%. In rabbit ear hypertrophic scar model, 100% of the control wounds without the presence of patches on rabbit ears generated regions of raised dermis originating from the wound site (3/3), whereas microneedle treatment prevented dermis tissue thickening in 83.33% of the wounds (15/18). In the clinical test, the microneedle patch was well tolerated by the patient. Compared to the untreated region, microneedle treatment decreased the number of infiltrated inflammatory cells, with less disrupted dermis tissue architecture and more flattened appearance. A self-administered, drug-free microneedle patch appears highly promising in reducing abnormal scarring as observed from in vitro, in vivo and clinical experiments. Larger cohort clinical

From memory to prospection: The overlapping and the distinct components between remembering and imagining

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Huimin eZheng

2014-08-01

Full Text Available Reflecting on past and reflecting on future events are two fundamentally different processes, each traveling in the opposite direction of the other through conceptual time. But what we are able to imagine seems to be constrained by what we have previously experienced, suggesting a close link between memory and prospection. Recent theories suggest that recalling the past lies at the core of imagining and planning for the future. The existence of this link is supported by evidence gathered from neuroimaging, lesion, and developmental studies. Yet it is not clear exactly how the novel episodes people construct in their sense of the future develop out of their historical memories. There must be intermediary processes that utilize memory as a basis on which to generate future oriented thinking. Here, we review studies on goal-directed processing, associative learning, cognitive control, and creativity and link them with research on prospection. We suggest that memory cooperates with additional functions like goal-directed learning to construct and simulate novel events, especially self-referential events. The coupling between memory-related hippocampus and other brain regions may underlie such memory- based prospection. Abnormalities in this constructive process may contribute to mental disorders such as schizophrenia.

Episodic memory and self-reference via semantic autobiographical memory: Insights from an fMRI study in younger and older adults

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Sandrine eKalenzaga

2015-01-01

Full Text Available Self-referential processing relies mainly on the medial prefrontal cortex (MPFC and enhances memory encoding (i.e., Self-Reference Effect, SRE as it improves the accuracy and richness of remembering in both young and older adults. However, studies on age-related changes in the neural correlates of the SRE on the subjective (i.e., autonoetic consciousness and the objective (i.e., source memory qualitative features of episodic memory are lacking. In the present fMRI study, we compared the effects of a self-related (semantic autobiographical memory task and a non self-related (general semantic memory task encoding condition on subsequent episodic memory retrieval. We investigated encoding-related activity during each condition in two groups of 19 younger and 16 older adults. Behaviorally, the SRE improved subjective memory performance in both groups but objective memory only in young adults. At the neural level, a direct comparison between self-related and non self-related conditions revealed that SRE mainly activated the cortical midline system, especially the MPFC, in both groups. Additionally, in older adults and regardless of the condition, greater activity was found in a fronto-parietal network. Overall, correlations were noted between source memory performance and activity in the MPFC (irrespective of age and visual areas (mediated by age. Thus, the present findings expand evidence of the role of the MPFC in self-referential processing in the context of source memory benefit in both young and older adults using incidental encoding via semantic autobiographical memory. However, our finding suggests that its role is less effective in aging.

Episodic memory and self-reference via semantic autobiographical memory: insights from an fMRI study in younger and older adults.

Science.gov (United States)

Kalenzaga, Sandrine; Sperduti, Marco; Anssens, Adèle; Martinelli, Penelope; Devauchelle, Anne-Dominique; Gallarda, Thierry; Delhommeau, Marion; Lion, Stéphanie; Amado, Isabelle; Krebs, Marie-Odile; Oppenheim, Catherine; Piolino, Pascale

2014-01-01

Self-referential processing relies mainly on the medial prefrontal cortex (MPFC) and enhances memory encoding (i.e., Self-Reference Effect, SRE) as it improves the accuracy and richness of remembering in both young and older adults. However, studies on age-related changes in the neural correlates of the SRE on the subjective (i.e., autonoetic consciousness) and the objective (i.e., source memory) qualitative features of episodic memory are lacking. In the present fMRI study, we compared the effects of a self-related (semantic autobiographical memory task) and a non self-related (general semantic memory task) encoding condition on subsequent episodic memory retrieval. We investigated encoding-related activity during each condition in two groups of 19 younger and 16 older adults. Behaviorally, the SRE improved subjective memory performance in both groups but objective memory only in young adults. At the neural level, a direct comparison between self-related and non self-related conditions revealed that SRE mainly activated the cortical midline system, especially the MPFC, in both groups. Additionally, in older adults and regardless of the condition, greater activity was found in a fronto-parietal network. Overall, correlations were noted between source memory performance and activity in the MPFC (irrespective of age) and visual areas (mediated by age). Thus, the present findings expand evidence of the role of the MPFC in self-referential processing in the context of source memory benefit in both young and older adults using incidental encoding via semantic autobiographical memory. However, our finding suggests that its role is less effective in aging.

Sociocultural patterning of neural activity during self-reflection.

Science.gov (United States)

Ma, Yina; Bang, Dan; Wang, Chenbo; Allen, Micah; Frith, Chris; Roepstorff, Andreas; Han, Shihui

2014-01-01

Western cultures encourage self-construals independent of social contexts, whereas East Asian cultures foster interdependent self-construals that rely on how others perceive the self. How are culturally specific self-construals mediated by the human brain? Using functional magnetic resonance imaging, we monitored neural responses from adults in East Asian (Chinese) and Western (Danish) cultural contexts during judgments of social, mental and physical attributes of themselves and public figures to assess cultural influences on self-referential processing of personal attributes in different dimensions. We found that judgments of self vs a public figure elicited greater activation in the medial prefrontal cortex (mPFC) in Danish than in Chinese participants regardless of attribute dimensions for judgments. However, self-judgments of social attributes induced greater activity in the temporoparietal junction (TPJ) in Chinese than in Danish participants. Moreover, the group difference in TPJ activity was mediated by a measure of a cultural value (i.e. interdependence of self-construal). Our findings suggest that individuals in different sociocultural contexts may learn and/or adopt distinct strategies for self-reflection by changing the weight of the mPFC and TPJ in the social brain network.

Developing critical thinking skills from clinical assignments: a pilot study on nursing students' self-reported perceptions.

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Marchigiano, Gail; Eduljee, Nina; Harvey, Kimberly

2011-01-01

Clinical assignments in nursing education provide opportunities for students to develop thinking skills vital to the effective delivery of patient care. The purpose of the present study was to examine students' perceived levels of confidence for using thinking skills when completing two types of clinical assignments. Clinical educators and managers are challenged to develop teaching and learning strategies that help students think critically and reflectively and transfer these skills into sound nursing practice. This study is based on the theoretical framework of critical thinking within the nursing process framework. Undergraduate nursing students (n=51) completed surveys indicating their confidence in using seven thinking skills for nursing care. Students indicated significantly more confidence when implementing the journal format as compared with the care plan format when analysing information, determining relevance, making connections, selecting appropriate information, applying relevant knowledge and evaluating outcomes. The findings of the present study propose a new approach for enhancing students' thinking skills. Journaling is an effective strategy for enhancing students' thinking skills. Nursing managers are in key organisational positions for supporting and promoting the use of the journal format and building supportive and collaborative learning environments for students to develop thinking skills for managing patient care. © 2010 The Authors. Journal compilation © 2010 Blackwell Publishing Ltd.

Critical Thinking Skills of an Eighth Grade Male Student with High Mathematical Ability in Solving Problem

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Ismail

2018-01-01

This study aims to describe student’s critical thinking skill of grade VIII in solving mathematical problem. A qualitative research was conducted to a male student with high mathematical ability. Student’s critical thinking skill was obtained from a depth task-based interview. The result show that male student’s critical thinking skill of the student as follows. In understanding the problem, the student did categorization, significance decoding, and meaning clarification. In devising a plan he examined his ideas, detected his argument, analyzed his argument and evaluated his argument. During the implementation phase, the skill that appeared were analyzing of the argument and inference skill such as drawing conclusion, deliver alternative thinking, and problem solving skills. At last, in rechecking all the measures, they did self-correcting and self-examination.

Self-reflection Orients Visual Attention Downward.

Science.gov (United States)

Liu, Yi; Tong, Yu; Li, Hong

2017-01-01

Previous research has demonstrated abstract concepts associated with spatial location (e.g., God in the Heavens) could direct visual attention upward or downward, because thinking about the abstract concepts activates the corresponding vertical perceptual symbols. For self-concept, there are similar metaphors (e.g., "I am above others"). However, whether thinking about the self can induce visual attention orientation is still unknown. Therefore, the current study tested whether self-reflection can direct visual attention. Individuals often display the tendency of self-enhancement in social comparison, which reminds the individual of the higher position one possesses relative to others within the social environment. As the individual is the agent of the attention orientation, and high status tends to make an individual look down upon others to obtain a sense of pride, it was hypothesized that thinking about the self would lead to a downward attention orientation. Using reflection of personality traits and a target discrimination task, Study 1 found that, after self-reflection, visual attention was directed downward. Similar effects were also found after friend-reflection, with the level of downward attention being correlated with the likability rating scores of the friend. Thus, in Study 2, a disliked other was used as a control and the positive self-view was measured with above-average judgment task. We found downward attention orientation after self-reflection, but not after reflection upon the disliked other. Moreover, the attentional bias after self-reflection was correlated with above-average self-view. The current findings provide the first evidence that thinking about the self could direct visual-spatial attention downward, and suggest that this effect is probably derived from a positive self-view within the social context.

Who Buys Oddly Shaped Food and Why? Impacts of Food Shape Abnormality and Organic Labeling on Purchase Intentions

DEFF Research Database (Denmark)

Loebnitz, Natascha; Schuitema, Geertje; Grunert, Klaus G

2015-01-01

influence consumers’ purchase intentions, but only if the food deviates extremely from the norm; no differences in purchase intentions emerge for moderately abnormal food. Awareness of food waste issues and proenvironmental self-identities also drive purchase intentions, such that participants with high...... experimentally. A representative sample of 964 Danish consumers indicated their purchase intentions for two fruits and two vegetables with varying levels of food shape abnormality (normal, moderately abnormal, and extremely abnormal) and organic labels (organic label, no label). Food shape abnormalities...... levels of these traits express significantly higher purchase intentions for abnormally shaped food. Thus, increasing awareness of food waste issues, particularly among those with strong proenvironmental self-identities, might encourage more consumers to purchase abnormally shaped fruits and vegetables....

Collaboration and critical thinking in an online chemistry environment

Science.gov (United States)

Kershisnik, Elizabeth Irene

The purpose of this dissertation was to examine collaboration and student's critical thinking and cognitive achievement within online chemistry courses. This quantitative study focused on the apparent lack of research relating collaboration and critical thinking in online science courses. Collaboration was determined using the small group collaboration model coding scheme, which examined student postings in asynchronous discussion forums for quantity, equality, and shareness. Critical thinking was measured using the chemistry concept reasoning test, the online self-diagnostic test, and also asynchronous student homework discussion postings that were coded using the community of inquiry cognitive presence indicators. Finally cognitive achievement was determined using quiz scores and the student's final grade. Even though no significant findings were revealed in this exploratory quasi-experimental study, this research did add to the educational technology knowledge base since very few studies have investigated the chemistry discipline in an online environment. Continued research in this area is vital to understanding how critical thinking progresses, how it can be assessed, and what factors in the classroom, be it virtual or face-to-face, have the greatest effect on critical thinking.

Prior Education of Open University Students Contributes to Their Capability in Critical Thinking

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Repo, Saara; Lehtinen, Taina; Rusanen, Erja; Hyytinen, Heidi

2017-01-01

The focus of this study is on Open University students' entry-level critical thinking skills. The research questions were: how are students' age, and level and discipline of previous education related to critical thinking skills; is the level and discipline of previous education connected to the accuracy of students' self-evaluation of their…

Fostering critical thinking skills: a strategy for enhancing evidence based wellness care

Directory of Open Access Journals (Sweden)

Jamison Jennifer R

2005-09-01

Full Text Available Abstract Chiropractic has traditionally regarded itself a wellness profession. As wellness care is postulated to play a central role in the future growth of chiropractic, the development of a wellness ethos acceptable within conventional health care is desirable. This paper describes a unit which prepares chiropractic students for the role of "wellness coaches". Emphasis is placed on providing students with exercises in critical thinking in an effort to prepare them for the challenge of interfacing with an increasingly evidence based health care system. Methods This case study describes how health may be promoted and disease prevented through development of personalized wellness programs. As critical thinking is essential to the provision of evidence based wellness care, diverse learning opportunities for developing and refining critical thinking skills have been created. Three of the learning opportunities are an intrinsic component of the subject and, taken together, contributed over 50% of the final grade of the unit. They include a literature review, developing a client wellness contract and peer evaluation. In addition to these 3 compulsory exercises, students were also given an opportunity to develop their critical appraisal skills by undertaking voluntary self- and unit evaluation. Several opportunities for informal self-appraisal were offered in a structured self-study guide, while unit appraisal was undertaken by means of a questionnaire and group discussion at which the Head of School was present. Results Formal assessment showed all students capable of preparing a wellness program consistent with current thinking in contemporary health care. The small group of students who appraised the unit seemed to value the diversity of learning experiences provided. Opportunities for voluntary unit and self-appraisal were used to varying degrees. Unit evaluation provided useful feedback that led to substantial changes in unit structure

Plastic modulation of episodic memory networks in the aging brain with cognitive decline.

Science.gov (United States)

Bai, Feng; Yuan, Yonggui; Yu, Hui; Zhang, Zhijun

2016-07-15

Social-cognitive processing has been posited to underlie general functions such as episodic memory. Episodic memory impairment is a recognized hallmark of amnestic mild cognitive impairment (aMCI) who is at a high risk for dementia. Three canonical networks, self-referential processing, executive control processing and salience processing, have distinct roles in episodic memory retrieval processing. It remains unclear whether and how these sub-networks of the episodic memory retrieval system would be affected in aMCI. This task-state fMRI study constructed systems-level episodic memory retrieval sub-networks in 28 aMCI and 23 controls using two computational approaches: a multiple region-of-interest based approach and a voxel-level functional connectivity-based approach, respectively. These approaches produced the remarkably similar findings that the self-referential processing network made critical contributions to episodic memory retrieval in aMCI. More conspicuous alterations in self-referential processing of the episodic memory retrieval network were identified in aMCI. In order to complete a given episodic memory retrieval task, increases in cooperation between the self-referential processing network and other sub-networks were mobilized in aMCI. Self-referential processing mediate the cooperation of the episodic memory retrieval sub-networks as it may help to achieve neural plasticity and may contribute to the prevention and treatment of dementia. Copyright © 2016 Elsevier B.V. All rights reserved.

Assessing repetitive negative thinking using categorical and transdiagnostic approaches: A comparison and validation of three Polish language adaptations of self-report questionnaires

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Monika eKornacka

2016-03-01

Full Text Available Repetitive negative thinking (RNT is a transdiagnostic process involved in the risk, maintenance, and relapse of serious conditions including mood disorders, anxiety, eating disorders, and addictions. Processing mode theory provides a theoretical model to assess, research, and treat RNT using a transdiagnostic approach. Clinical researchers also often employ categorical approaches to RNT, including a focus on depressive rumination or worry, for similar purposes. Three widely used self-report questionnaires have been developed to assess these related constructs: the Ruminative Response Scale (RRT, the Perseverative Thinking Questionnaire (PTQ, and the Mini-Cambridge Exeter Repetitive Thought Scale (Mini-CERTS. Yet these scales have not previously been used in conjunction, despite useful theoretical distinctions only available in Mini-CERTS. The present validation of the methods in a Polish speaking population provides psychometric parameters estimates that contribute to current efforts to increase reliable replication of theoretical outcomes. Moreover, the following study aims to present particular characteristics and a comparison of the three methods. Although there has been some exploration of the categorical approach, the comparison of transdiagnostic methods is still lacking. These methods are particularly relevant for developing and evaluating theoretically based interventions like concreteness training, an emerging field of increasing interest, which can be used to address the maladaptive processing mode in RNT that can lead to depression and other disorders. Furthermore, the translation of these measures enables the examination of possible cross-cultural structural differences that may lead to important theoretical progress in the measurement and classification of RNT. The results support the theoretical hypothesis. As expected, the dimensions of brooding, general Repetitive Negative Thinking and Abstract Analytic Thinking, can all be

Functions of Utopia: How Utopian Thinking Motivates Societal Engagement.

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Fernando, Julian W; Burden, Nicholas; Ferguson, Adam; O'Brien, Léan V; Judge, Madeline; Kashima, Yoshihisa

2018-05-01

Images of ideal societies, utopias, are all around us; yet, little is known of how utopian visions affect ordinary people's engagement with their societies. As goals for society, utopias may elicit processes of collective self-regulation, in which citizens are critical of, or take action to change, the societies they live in. In three studies, we investigated the psychological function of utopian thinking. In Study 1, measured utopianism was correlated with the activation of three utopian functions: change, critique, and compensation. In Study 2, primed utopian thinking consistently enhanced change and criticism intentions. Study 3 also provided evidence that mental contrasting-first imagining a utopian vision and then mentally contrasting the current society to this vision-underlies the facilitative effect of utopian thinking on societal engagement.

Thinking about Thinking: An Exploration of Preservice Teachers' Views about Higher Order Thinking Skills

Science.gov (United States)

Coffman, Diane M.

2013-01-01

Thinking skills have long been regarded as an essential outcome of the educational process. Yet, research shows that the teaching of thinking skills in K-12 education does not follow a coherent path. Several factors affect the teaching and use of thinking skills in the classroom, with teacher knowledge and beliefs about thinking skills among the…

Math Thinking Motivators. A Good Apple Math Activity Book for Grades 2-7.

Science.gov (United States)

Bernstein, Bob

In this booklet are 43 mathematical games and activities to stimulate creative thinking in grades 2-7. The goal of teaching divergent thinking is stressed, as well as the need to encourage positive self-image, motivation, and creativity. For each activity, the mathematical skills addressed in the activity are listed; topics span the elementary…

Think Like a Nurse: A Critical Thinking Initiative.

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Ward, Terry D; Morris, Tiffany

2016-01-01

Critical thinking is essential in the practice of the nurse generalist, today. Nursing faculty is frequently trying to identify teaching strategies in promoting critical thinking and engaging students in active learning. To close the gap between critical thinking and student success, a school in the south east United States implemented the use of the 'think like a nurse initiative" for incoming junior nursing students. Faculty collaborated to adopt the fundamental and essential nursing concepts for nursing students to support thinking like a nurse.

Overview of the health care system in Hong Kong and its referential significance to mainland China.

Science.gov (United States)

Kong, Xiangyi; Yang, Yi; Gao, Jun; Guan, Jian; Liu, Yang; Wang, Renzhi; Xing, Bing; Li, Yongning; Ma, Wenbin

2015-10-01

Hong Kong's health system was established within the framework of a perfect market-oriented economic matrix, where there are wide-ranging social security and medical service systems. There are many differences in the economic foundations, social systems, and ideologies between Hong Kong and mainland China, therefore, it would probably be entirely impossible to copy Hong Kong's health care system mode. However, under the framework of one country, two systems, the referential significance of relevant concepts of Hong Kong's medical service system to mainland China cannot be ignored, and merits further study. Copyright © 2015. Published by Elsevier Taiwan.

Brain volumetry and self-regulation of brain activity relevant for neurofeedback.

Science.gov (United States)

Ninaus, M; Kober, S E; Witte, M; Koschutnig, K; Neuper, C; Wood, G

2015-09-01

Neurofeedback is a technique to learn to control brain signals by means of real time feedback. In the present study, the individual ability to learn two EEG neurofeedback protocols - sensorimotor rhythm and gamma rhythm - was related to structural properties of the brain. The volumes in the anterior insula bilaterally, left thalamus, right frontal operculum, right putamen, right middle frontal gyrus, and right lingual gyrus predicted the outcomes of sensorimotor rhythm training. Gray matter volumes in the supplementary motor area and left middle frontal gyrus predicted the outcomes of gamma rhythm training. These findings combined with further evidence from the literature are compatible with the existence of a more general self-control network, which through self-referential and self-control processes regulates neurofeedback learning. Copyright © 2015 Elsevier B.V. All rights reserved.

Episodic Memory and Episodic Future Thinking Impairments in High-Functioning Autism Spectrum Disorder: An Underlying Difficulty With Scene Construction or Self-Projection?

OpenAIRE

Lind, Sophie E.; Williams, David M.; Bowler, Dermot M.; Peel, Anna

2013-01-01

Objective: There appears to be a common network of brain regions that underlie the ability to recall\\ud past personal experiences (episodic memory) and the ability to imagine possible future personal\\ud experiences (episodic future thinking). At the cognitive level, these abilities are thought to rely on\\ud “scene construction” (the ability to bind together multimodal elements of a scene in mind—\\ud dependent on hippocampal functioning) and temporal “self-projection” (the ability to mentally\\...

Thinking Critically about Critical Thinking: Integrating Online Tools to Promote Critical Thinking

Directory of Open Access Journals (Sweden)

B. Jean Mandernach

2006-01-01

Full Text Available The value and importance of critical thinking is clearly established; the challenge for instructors lies in successfully promoting students’ critical thinking skills within the confines of a traditional classroom experience. Since instructors are faced with limited student contact time to meet their instructional objectives and facilitate learning, they are often forced to make instructional decisions between content coverage, depth of understanding, and critical analysis of course material. To address this dilemma, it is essential to integrate instructional strategies and techniques that can efficiently and effectively maximize student learning and critical thinking. Modern advances in educational technology have produced a range of online tools to assist instructors in meeting this instructional goal. This review will examine the theoretical foundations of critical thinking in higher education, discuss empirically-based strategies for integrating online instructional supplements to enhance critical thinking, offer techniques for expanding instructional opportunities outside the limitations of traditional class time, and provide practical suggestions for the innovative use of critical thinking strategies via online resources.

The higher the farther: distance-specific referential gestures in chimpanzees (Pan troglodytes).

Science.gov (United States)

Gonseth, Chloe; Kawakami, Fumito; Ichino, Etsuko; Tomonaga, Masaki

2017-11-01

Referential signals, such as manual pointing or deictic words, allow individuals to efficiently locate a specific entity in the environment, using distance-specific linguistic and/or gestural units. To explore the evolutionary prerequisites of such deictic ability, the present study investigates the ability of chimpanzees to adjust their communicative signals to the distance of a referent. A food-request paradigm in which the chimpanzees had to request a close or distant piece of food on a table in the presence/absence of an experimenter was employed. Our main finding concerns the chimpanzees adjusting their requesting behaviours to the distance of the food such that higher manual gestures and larger mouth openings were used to request the distant piece of food. To the best of our knowledge, this is the first study to demonstrate that chimpanzees are able to use distance-specific gestures. © 2017 The Authors.

Self-Reported Visual Perceptual Abnormalities Are Strongly Associated with Core Clinical Features in Psychotic Disorders

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Brian P. Keane

2018-03-01

Full Text Available BackgroundPast studies using the Bonn Scale for the Assessment of Basic Symptoms (hereafter, Bonn Scale have shown that self-reported perceptual/cognitive disturbances reveal which persons have or will soon develop schizophrenia. Here, we focused specifically on the clinical value of self-reported visual perceptual abnormalities (VPAs since they are underexplored and have been associated with suicidal ideation, negative symptoms, and objective visual dysfunction.MethodUsing the 17 Bonn Scale vision items, we cross-sectionally investigated lifetime occurrence of VPAs in 21 first-episode psychosis and 22 chronic schizophrenia/schizoaffective disorder (SZ/SA patients. Relationships were probed between VPAs and illness duration, symptom severity, current functioning, premorbid functioning, diagnosis, and age of onset.ResultsIncreased VPAs were associated with: earlier age of onset; more delusions, hallucinations, bizarre behavior, and depressive symptoms; and worse premorbid social functioning, especially in the childhood and early adolescent phases. SZ/SA participants endorsed more VPAs as compared to those with schizophreniform or psychotic disorder-NOS, especially in the perception of color, bodies, faces, object movement, and double/reversed vision. The range of self-reported VPAs was strikingly similar between first-episode and chronic patients and did not depend on the type or amount of antipsychotic medication. As a comparative benchmark, lifetime occurrence of visual hallucinations did not depend on diagnosis and was linked only to poor premorbid social functioning.ConclusionA brief 17-item interview derived from the Bonn Scale is strongly associated with core clinical features in schizophrenia. VPAs hold promise for clarifying diagnosis, predicting outcome, and guiding neurocognitive investigations.

I think in portuguese I think in portuguese

Directory of Open Access Journals (Sweden)

Signe Oksefjell Ebeling

2008-10-01

Full Text Available This paper takes Aijmer (1997, 1998 and Simon-Vandenbergen’s (1998 contrastive work on I think as its starting point. In their studies, both Aijmer and Simon-Vandenbergen show that English think is a fuzzy verb and that this becomes particularly evident in a cross-linguistic perspective. Neither Swedish, Dutch or French seems to have one verb corresponding to the whole semantic range of think. In this article, the polysemous nature of think will be further explored in an English-Portuguese contrastive perspective. The data for the study will be taken from the English- Portuguese parallel corpus COMPARA. Portuguese equivalents of (I think will be analysed and the results compared to the findings of Aijmer and Simon-Vandenbergen. This paper takes Aijmer (1997, 1998 and Simon-Vandenbergen’s (1998 contrastive work on I think as its starting point. In their studies, both Aijmer and Simon-Vandenbergen show that English think is a fuzzy verb and that this becomes particularly evident in a cross-linguistic perspective. Neither Swedish, Dutch or French seems to have one verb corresponding to the whole semantic range of think. In this article, the polysemous nature of think will be further explored in an English-Portuguese contrastive perspective. The data for the study will be taken from the English- Portuguese parallel corpus COMPARA. Portuguese equivalents of (I think will be analysed and the results compared to the findings of Aijmer and Simon-Vandenbergen.

Rational Thinking and Reasonable Thinking in Physics

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Isaeva E. A.

2008-04-01

Full Text Available The usual concept of space and time, based on Aristotle's principle of contemplation of the world and of the absoluteness of time, is a product of rational thinking. At the same time, in philosophy, rational thinking differs from reasonable thinking; the aim of logic is to distinguish finite forms from infinite forms. Agreeing that space and time are things of infinity in this work, we shall show that, with regard to these two things, it is necessary to apply reasonable thinking. Spaces with non-Euclidean geometry, for example Riemannian and Finslerian spaces, in particular, the space of the General Theory of the Relativity (four-dimensional pseudo-Riemannian geometry and also the concept of multi-dimensional space-time are products of reasonable thinking. Consequently, modern physical experiment not dealing with daily occurrences (greater speeds than a low speed to the velocity of light, strong fields, singularities, etc. can be covered only by reasonable thinking.

Rational Thinking and Reasonable Thinking in Physics

Directory of Open Access Journals (Sweden)

Isaeva E. A.

2008-04-01

Full Text Available The usual concept of space and time, based on Aristotle’s principle of contemplation of the world and of the absoluteness of time, is a product of rational thinking. At the same time, in philosophy, rational thinking differs from reasonable thinking; the aim of logic is to distinguish finite forms from infinite forms. Agreeing that space and time are things of infinity in this work, we shall show that, with regard to these two things, it is necessary to apply reasonable thinking. Spaces with non-Euclidean geometry, for example Riemannian and Finslerian spaces, in particular, the space of the General Theory of the Relativity (four-dimensional pseudo-Riemannian geometry and also the concept of multi-dimensional space-time are products of reasonable thinking. Consequently, modern physical experiment not dealing with daily occurrences (greater speeds than a low speed to the velocity of light, strong fields, singularities, etc. can be covered only by reasonable thinking.

Partners or Partners in Crime? The Relationship Between Criminal Associates and Criminogenic Thinking.

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Whited, William H; Wagar, Laura; Mandracchia, Jon T; Morgan, Robert D

2017-04-01

Meta-analyses examining the risk factors for recidivism have identified the importance of ties with criminal associates as well as thoughts and attitudes conducive to the continuance of criminal behavior (e.g., criminogenic thinking). Criminologists have theorized that a direct relationship exists between the association with criminal peers and the development of criminogenic thinking. The present study empirically explored the relationship between criminal associates and criminogenic thinking in 595 adult male inmates in the United States. It was hypothesized that the proportion of free time spent with and number of criminal associates would be associated with criminogenic thinking, as measured by two self-report instruments, the Measure of Offender Thinking Styles-Revised (MOTS-R) and the Psychological Inventory of Criminal Thinking Styles (PICTS). Hierarchal linear regression analyses demonstrated that the proportion of free time spent with criminal associates statistically predicted criminogenic thinking when controlling for demographic variables. The implications of these findings on correctional practice (including assessment and intervention) as well as future research are discussed.

Critical thinking: the development of an essential skill for nursing students.

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Papathanasiou, Ioanna V; Kleisiaris, Christos F; Fradelos, Evangelos C; Kakou, Katerina; Kourkouta, Lambrini

2014-08-01

Critical thinking is defined as the mental process of actively and skillfully perception, analysis, synthesis and evaluation of collected information through observation, experience and communication that leads to a decision for action. In nursing education there is frequent reference to critical thinking and to the significance that it has in daily clinical nursing practice. Nursing clinical instructors know that students face difficulties in making decisions related to clinical practice. The main critical thinking skills in which nursing students should be exercised during their studies are critical analysis, introductory and concluding justification, valid conclusion, distinguish of facts and opinions, evaluation the credibility of information sources, clarification of concepts and recognition of conditions. Specific behaviors are essentials for enhancing critical thinking. Nursing students in order to learn and apply critical thinking should develop independence of thought, fairness, perspicacity in personal and social level, humility, spiritual courage, integrity, perseverance, self-confidence, interest for research and curiosity. Critical thinking is an essential process for the safe, efficient and skillful nursing practice. The nursing education programs should adopt attitudes that promote critical thinking and mobilize the skills of critical reasoning.

Art reaches within: aesthetic experience, the self and the default mode network

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Edward A Vessel

2013-12-01

Full Text Available In a task of rating images of artworks in an fMRI scanner, regions in the medial prefrontal cortex that are known to be part of the default mode network (DMN were positively activated on the highest-rated trials. This is surprising given the DMN's original characterization as the set of brain regions that show greater fMRI activity during rest periods than during performance of tasks requiring focus on external stimuli. But further research showed that DMN regions could be positively activated also in structured tasks, if those tasks involved self-referential thought or self-relevant information. How may our findings be understood in this context? Although our task had no explicit self-referential aspect and the stimuli had no a priori self-relevance to the observers, the experimental design we employed emphasized the personal aspects of aesthetic experience. Observers were told that we were interested in their individual tastes, and asked to base their ratings on how much each artwork "moved" them. Moreover, we used little-known artworks that covered a wide range of styles, which led to high individual variability: each artwork was rated highly by some observers and poorly by others. This means that rating-specific neural responses cannot be attributed to the features of any particular artworks, but rather to the aesthetic experience itself. The DMN activity therefore suggests that certain artworks, albeit unfamiliar, may be so well-matched to an individual’s unique makeup that they obtain access to the neural substrates concerned with the self – access which other external stimuli normally do not get. This mediates a sense of being moved, or touched from within. This account is consistent with the modern notion that individuals’ taste in art is linked with their sense of identity, and suggests that DMN activity may serve to signal self-relevance in a broader sense than has been thought so far.

Does the think-aloud protocol reflect thinking? Exploring functional neuroimaging differences with thinking (answering multiple choice questions) versus thinking aloud

NARCIS (Netherlands)

Durning, S.J.; Artino, A.R.; Beckman, T.J.; Graner, J.; Vleuten, C.P.M. van der; Holmboe, E.; Schuwirth, L.

2013-01-01

Background: Whether the think-aloud protocol is a valid measure of thinking remains uncertain. Therefore, we used functional magnetic resonance imaging (fMRI) to investigate potential functional neuroanatomic differences between thinking (answering multiple-choice questions in real time) versus

Self-reference effect on memory in healthy aging, mild cognitive impairment and Alzheimer's disease: Influence of identity valence.

Science.gov (United States)

Leblond, Mona; Laisney, Mickaël; Lamidey, Virginie; Egret, Stéphanie; de La Sayette, Vincent; Chételat, Gaël; Piolino, Pascale; Rauchs, Géraldine; Desgranges, Béatrice; Eustache, Francis

2016-01-01

The self-reference effect (SRE) has been shown to benefit episodic memory in healthy individuals. In healthy aging, its preservation is acknowledged, but in Alzheimer's disease (AD), the jury is still out. Furthermore, there has yet to be a study of the SRE in amnestic mild cognitive impairment (aMCI). As self-reference implies subjective self-representations, and positive information enhance memory performance, we set out to examine the effects of 1) material and 2) identity valence on the SRE across the early stages of AD. Twenty healthy older individuals and 40 patients (20 diagnosed with aMCI and 20 diagnosed with mild AD) performed a memory task. Participants had to judge positive and negative personality trait adjectives with reference to themselves or to another person, or else process these adjectives semantically. We then administered a recognition task. Participants also completed a questionnaire on identity valence. Among healthy older individuals, the SRE benefited episodic memory independently of material and identity valence. By contrast, among aMCI patients, we only observed the SRE when the material was positive. When self-referential material was negative, patients' performance depended on the valence of their self-representations: negative self-representations correlated with poor recognition of negative self-referential adjectives. Finally, performance of patients with mild AD by condition and material valence were too low and inappropriate to be subjected to relevant analyses. The persistence of an SRE for positive adjectives in aMCI suggests the existence of a positivity effect for self-related information, which contributes to wellbeing. The absence of an SRE for negative adjectives, which led aMCI patients to dismiss negative self-related information, could be due to low self-esteem. These results corroborate the mnenic neglect model and point out the importance of the psychoaffective dimension in patients with aMCI, which could constitute a

NRGC: a novel referential genome compression algorithm.

Science.gov (United States)

Saha, Subrata; Rajasekaran, Sanguthevar

2016-11-15

Next-generation sequencing techniques produce millions to billions of short reads. The procedure is not only very cost effective but also can be done in laboratory environment. The state-of-the-art sequence assemblers then construct the whole genomic sequence from these reads. Current cutting edge computing technology makes it possible to build genomic sequences from the billions of reads within a minimal cost and time. As a consequence, we see an explosion of biological sequences in recent times. In turn, the cost of storing the sequences in physical memory or transmitting them over the internet is becoming a major bottleneck for research and future medical applications. Data compression techniques are one of the most important remedies in this context. We are in need of suitable data compression algorithms that can exploit the inherent structure of biological sequences. Although standard data compression algorithms are prevalent, they are not suitable to compress biological sequencing data effectively. In this article, we propose a novel referential genome compression algorithm (NRGC) to effectively and efficiently compress the genomic sequences. We have done rigorous experiments to evaluate NRGC by taking a set of real human genomes. The simulation results show that our algorithm is indeed an effective genome compression algorithm that performs better than the best-known algorithms in most of the cases. Compression and decompression times are also very impressive. The implementations are freely available for non-commercial purposes. They can be downloaded from: http://www.engr.uconn.edu/~rajasek/NRGC.zip CONTACT: rajasek@engr.uconn.edu. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.

The relationship between critical thinking and self-esteem of nurses in emergency departments of hospitals affiliated to kerman university of medical sciences in 1393

OpenAIRE

Sara sarmast; Batool Pouraboli; Sakineh Miri; batool Tirgari

2016-01-01

This is correlational descriptive study that the number of 121 nurses working in emergency affiliated with the University of Medical Sciences were studied by census method, the total of 108 completed questionnaires were returned. The instruments included demographic characteristics questionnaire, California critical thinking and the Rosenberg self-esteem. The collected data were entered into SPSS software with version 20, and using descriptive statistic methods, correlation analysis was perfo...

Test your self-leadership skills. How good are you in leading yourself?

OpenAIRE

Tummers, Lars

2014-01-01

textabstractWhen most people think of leaders, they think of famous people like Martin Luther King, John F. Kennedy, or (when talking about toxic leaders), Adolf Hitler. But why not think about ourselves in term of a leader? Academics and professionals interested in ‘self-leadership’ chose this path. Self-leadership literature can provide important lessons for professionals. Self-leadership has been shown to result in greater career success, more job satisfaction and less stress. Read this bl...

What Is Self-Esteem?

Science.gov (United States)

Branden, Nathaniel

By "self-esteem" is meant more than an innate sense of self-worth that presumably is a human birthright. Self-esteem is individuals' experience that they are appropriate to life and to the requirements of life. More specifically, self-esteem is confidence in the ability to think; confidence in the ability to cope with the challenges of life; and…

Book reviews: Daniel Kahneman - Thinking, Fast and Slow

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Cristian Uta

2016-09-01

Full Text Available Although he has won the Nobel Prize for Economy (for his works on the decision theory, Daniel Kahneman is, surprisingly, a psychologist. Thinking, Fast and Slow presents us ideas and theories regarding the way in which the mind works and how this thing affects us when making a decision. In his opinion, the human thinking is a dual process, duality presented from three different perspec-tives. First (as the title suggests it, there are highlighted the differences between the fast and the slow thinking. Then the distinction between econs (rational agents of the classical economic theory and of the importance of economic schools of Chicago and humans (real people, which are not irrational but to whom the rational model does not fit is argued. Finally, the author presents us the conflicts between the remembering self and the experiencing self in respect to the way in which these selves perceive the wellbeing.   The volume contains 38 chapters structured in five parts. At the end, there is a Conclusions section and there are attached two articles written by Kahneman together with his friend Amos Tversky which present the contributions that have been cited by the Nobel committee for justifying the award given in 2002 (Tversky died in 1996 and he could not be awarded the Nobel Prize, although he would have deserved it.

Does mindfulness enhance critical thinking? Evidence for the mediating effects of executive functioning in the relationship between mindfulness and critical thinking

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Chris eNoone

2016-01-01

critical thinking which are not accounted for in this model and have a negative effect on critical thinking in addition to the positive effect mediated by inhibition. These findings are discussed in the context of the Default Interventionist Dual Process Theory of Higher-order Cognition and previous studies on mindfulness, self-regulation, executive function and higher-order cognition. In summary, dispositional mindfulness appears to facilitate critical thinking performance and this effect is mediated by the inhibition component of executive functioning. However, this relationship is not straightforward which suggests many possibilities for future research.

Referential communication abilities and Theory of Mind development in preschool children.

Science.gov (United States)

Resches, Mariela; Pérez Pereira, Miguel

2007-02-01

This work aims to analyse the specific contribution of social abilities (here considered as the capacity for attributing knowledge to others) in a particular communicative context. 74 normally developing children (aged 3;4 to 5;9, M = 4.6) were given two Theory of Mind (ToM) tasks, which are considered to assess increasing complexity levels of epistemic state attribution: Attribution of knowledge-ignorance (Pillow, 1989; adapted by Welch-Ross, 1997) and Understanding of False-belief (Baron Cohen, Leslie & Frith, 1985). Subjects were paired according to their age and level of performance in ToM tasks. These dyads participated in a referential communication task specially designed for this research. The resulting communicative interchanges were analysed using a three-level category system (pragmatic functions, descriptive accuracy, and ambiguity of messages). The results showed significant differences among subjects with different levels of social comprehension regarding the type of communicative resources used by them in every category level. In particular, understanding of false belief seems to be the most powerful predictor of changes in the children's development of communicative competence.

Nonpathologizing trauma interventions in abnormal psychology courses.

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Hoover, Stephanie M; Luchner, Andrew F; Pickett, Rachel F

2016-01-01

Because abnormal psychology courses presuppose a focus on pathological human functioning, nonpathologizing interventions within these classes are particularly powerful and can reach survivors, bystanders, and perpetrators. Interventions are needed to improve the social response to trauma on college campuses. By applying psychodynamic and feminist multicultural theory, instructors can deliver nonpathologizing interventions about trauma and trauma response within these classes. We recommend class-based interventions with the following aims: (a) intentionally using nonpathologizing language, (b) normalizing trauma responses, (c) subjectively defining trauma, (d) challenging secondary victimization, and (e) questioning the delineation of abnormal and normal. The recommendations promote implications for instructor self-reflection, therapy interventions, and future research.

Reflection as Self-Assessment

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Pappas, Marjorie L.

2010-01-01

In this article, the author discusses how reflection can be used as self-assessment. Reflection involves not only thinking about a learning experience, but also questioning parts of the experience. Reflection is thinking about what one knows from the learning experience, what one might do differently the next time. Reflection is wondering about…

Encouraging Student Autonomy through Higher Order Thinking Skills

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Smith, Victoria D.; Darvas, Janet W.

2017-01-01

This article discusses how to empower students to work, think, and act independently in the higher education setting. Inspiring students to progress through the stages of Bloom's Taxonomy emboldens them to discover intrinsic motivation and self-regulated learning. This article defines and focuses on the importance of teaching intrinsic motivation…

Critical Thinking Skills Evidenced in Graduate Students Blogs

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Cain, Holly Reed; Giraud, Vivana; Stedman, Nicole L. P.; Adams, Brittany L.

2012-01-01

The objective of this research was to identify Facione's six critical thinking skills using graduate students blogs as a reflection tool in the context of leadership using structured and unstructured blogs. The skills researched were (a) Interpretation, (b) Analysis, (c) Evaluation, (d) Inference, (e) Explanation, and (f) Self-Regulation (Facione,…

HUMAN REASON AND SOCIAL RATIONALITY IN ION UNGUREANU’S THINKING

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LUCIEN V. CONSTANTIN

2014-12-01

Full Text Available Ion Ungureanu is one of the most important sociologists Romania has had in the last half a century. Leader of his generation, he contributed to the development of the paradigms of sociological thinking and he analyzed fundamental concepts of sociological theory. This study aims to expose comparatively and critically one of the most significant contributions of Ion Ungureanu – the concept of social rationality. Unlike Max Weber and Vilfredo Pareto, Ion Ungureanu makes the important distinction between human rationality and social rationality. Struck by this shortcoming, more or less, the two conceptions end up supporting the thesis of human and social action of landed irrationality, like V. Pareto or by opening the path to this irrationality, like Max Weber, taking into consideration the fact that comprehension and knowledge of the meaning of the action, condition of the possibility of initiation of a rational action, can seldom be known by the social actors. With Ion Ungureanu, the rationality of social action is understood through multiple criteria, depending on six ontological dimensions of social existence – social development, economic growth, social participation, social responsibility, social education and social rationality, each containing two aspects. All of these form what the Romanian sociologist calls “the generalized model of social rationality”, a theoretical referential that allows the optimization of social life

The Effect of Enumeration of Self-Relevant Words on Self-Focused Attention and Repetitive Negative Thoughts

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Muranaka, Seiji; Sasaki, Jun

2018-01-01

Self-focused attention refers to awareness of self-referent, internally generated information. It can be categorized into dysfunctional (i.e., self-rumination) and functional (self-reflection) aspects. According to theory on cognitive resource limitations (e.g., Moreno, 2006), there is a difference in cognitive resource allocation between these two aspects of self-focused attention. We propose a new task, self-relevant word (SRW) enumeration, that can aid in behaviorally identifying individuals’ use of self-rumination and self-reflection. The present study has two purposes: to determine the association between self-focus and SRW enumeration, and to examine the effect of dysfunctional SRW enumeration on repetitive negative thinking. One hundred forty-six undergraduate students participated in this study. They completed a measure of state anxiety twice, before and after imagining a social failure situation. They also completed the SRW enumeration task, Repetitive Thinking Questionnaire, Short Fear of Negative Evaluation Scale, and Rumination-Reflection Questionnaire. A correlational analysis indicated a significant positive correlation between self-reflection and the number of SRWs. Furthermore, individuals high in self-reflection had a tendency to pay more attention to problems than did those high in self-rumination. A significant positive correlation was found between self-rumination and the strength of self-relevance of negative SRWs. Through a path analysis, we found a significant positive effect of the self-relevance of negative SRWs on repetitive negative thinking. Notably, however, the model that excluded self-rumination as an explanatory variable showed a better fit to the data than did the model that included it. In summary, SRW enumeration might enable selective and independent detection of the degree of self-reflection and self-rumination, and therefore should be examined in future research in order to design new behavioral procedures. PMID:29896140

The Effect of Enumeration of Self-Relevant Words on Self-Focused Attention and Repetitive Negative Thoughts

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Seiji Muranaka

2018-05-01

Full Text Available Self-focused attention refers to awareness of self-referent, internally generated information. It can be categorized into dysfunctional (i.e., self-rumination and functional (self-reflection aspects. According to theory on cognitive resource limitations (e.g., Moreno, 2006, there is a difference in cognitive resource allocation between these two aspects of self-focused attention. We propose a new task, self-relevant word (SRW enumeration, that can aid in behaviorally identifying individuals’ use of self-rumination and self-reflection. The present study has two purposes: to determine the association between self-focus and SRW enumeration, and to examine the effect of dysfunctional SRW enumeration on repetitive negative thinking. One hundred forty-six undergraduate students participated in this study. They completed a measure of state anxiety twice, before and after imagining a social failure situation. They also completed the SRW enumeration task, Repetitive Thinking Questionnaire, Short Fear of Negative Evaluation Scale, and Rumination-Reflection Questionnaire. A correlational analysis indicated a significant positive correlation between self-reflection and the number of SRWs. Furthermore, individuals high in self-reflection had a tendency to pay more attention to problems than did those high in self-rumination. A significant positive correlation was found between self-rumination and the strength of self-relevance of negative SRWs. Through a path analysis, we found a significant positive effect of the self-relevance of negative SRWs on repetitive negative thinking. Notably, however, the model that excluded self-rumination as an explanatory variable showed a better fit to the data than did the model that included it. In summary, SRW enumeration might enable selective and independent detection of the degree of self-reflection and self-rumination, and therefore should be examined in future research in order to design new behavioral procedures.

Comparing the neural bases of self-referential processing in typically developing and 22q11.2 adolescents.

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Schneider, Maude; Debbané, Martin; Lagioia, Annalaura; Salomon, Roy; d'Argembeau, Arnaud; Eliez, Stephan

2012-04-01

The investigation of self-reflective processing during adolescence is relevant, as this period is characterized by deep reorganization of the self-concept. It may be the case that an atypical development of brain regions underlying self-reflective processing increases the risk for psychological disorders and impaired social functioning. In this study, we investigated the neural bases of self- and other-related processing in typically developing adolescents and youths with 22q11.2 deletion syndrome (22q11DS), a rare neurogenetic condition associated with difficulties in social interactions and increased risk for schizophrenia. The fMRI paradigm consisted in judging if a series of adjectives applied to the participant himself/herself (self), to his/her best friend or to a fictional character (Harry Potter). In control adolescents, we observed that self- and other-related processing elicited strong activation in cortical midline structures (CMS) when contrasted with a semantic baseline condition. 22q11DS exhibited hypoactivation in the CMS and the striatum during the processing of self-related information when compared to the control group. Finally, the hypoactivation in the anterior cingulate cortex was associated with the severity of prodromal positive symptoms of schizophrenia. The findings are discussed in a developmental framework and in light of their implication for the development of schizophrenia in this at-risk population. Copyright © 2011 Elsevier Ltd. All rights reserved.

The Perseverative Thinking Questionnaire (PTQ): validation of a content-independent measure of repetitive negative thinking.

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Ehring, Thomas; Zetsche, Ulrike; Weidacker, Kathrin; Wahl, Karina; Schönfeld, Sabine; Ehlers, Anke

2011-06-01

Repetitive negative thinking (RNT) has been found to be involved in the maintenance of several types of emotional problems and has therefore been suggested to be a transdiagnostic process. However, existing measures of RNT typically focus on a particular disorder-specific content. In this article, the preliminary validation of a content-independent self-report questionnaire of RNT is presented. The 15-item Perseverative Thinking Questionnaire was evaluated in two studies (total N = 1832), comprising non-clinical as well as clinical participants. Results of confirmatory factor analyses across samples supported a second-order model with one higher-order factor representing RNT in general and three lower-order factors representing (1) the core characteristics of RNT (repetitiveness, intrusiveness, difficulties with disengagement), (2) perceived unproductiveness of RNT and (3) RNT capturing mental capacity. High internal consistencies and high re-test reliability were found for the total scale and all three subscales. The validity of the Perseverative Thinking Questionnaire was supported by substantial correlations with existing measures of RNT and associations with symptom levels and clinical diagnoses of depression and anxiety. Results suggest the usefulness of the new measure for research into RNT as a transdiagnostic process. Copyright © 2010 Elsevier Ltd. All rights reserved.

I think in portuguese I think in portuguese

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Signe Oksefjell Ebeling

2008-01-01

This paper takes Aijmer (1997, 1998) and Simon-Vandenbergen’s (1998) contrastive work on I think as its starting point. In their studies, both Aijmer and Simon-Vandenbergen show that English think is a fuzzy verb and that this becomes particularly evident in a cross-linguistic perspective. Neither Swedish, Dutch or French seems to have one verb corresponding to the whole semantic range of think. In this article, the polysemous nature of think will be further explored in an English-Portug...

Unraveling the effects of critical thinking instructions, practice, and self-explanation on students’ reasoning performance

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Heijltjes, Anita; van Gog, Tamara; Leppink, Jimmie; Paas, Fred

2015-01-01

Acquisition of critical thinking skills is considered an important goal in higher education, but it is still unclear which specific instructional techniques are effective for fostering it. The main aim of this study was to unravel the impact of critical thinking instructions, practice, and

Dissociating medial frontal and posterior cingulate activity during self-reflection.

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Johnson, Marcia K; Raye, Carol L; Mitchell, Karen J; Touryan, Sharon R; Greene, Erich J; Nolen-Hoeksema, Susan

2006-06-01

Motivationally significant agendas guide perception, thought and behaviour, helping one to define a 'self' and to regulate interactions with the environment. To investigate neural correlates of thinking about such agendas, we asked participants to think about their hopes and aspirations (promotion focus) or their duties and obligations (prevention focus) during functional magnetic resonance imaging and compared these self-reflection conditions with a distraction condition in which participants thought about non-self-relevant items. Self-reflection resulted in greater activity than distraction in dorsomedial frontal/anterior cingulate cortex and posterior cingulate cortex/precuneus, consistent with previous findings of activity in these areas during self-relevant thought. For additional medial areas, we report new evidence of a double dissociation of function between medial prefrontal/anterior cingulate cortex, which showed relatively greater activity to thinking about hopes and aspirations, and posterior cingulate cortex/precuneus, which showed relatively greater activity to thinking about duties and obligations. One possibility is that activity in medial prefrontal cortex is associated with instrumental or agentic self-reflection, whereas posterior medial cortex is associated with experiential self-reflection. Another, not necessarily mutually exclusive, possibility is that medial prefrontal cortex is associated with a more inward-directed focus, while posterior cingulate is associated with a more outward-directed, social or contextual focus.

Behavioral and neural reactions to emotions of others in the distribution of resources.

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Lelieveld, Gert-Jan; Van Dijk, Eric; Güroğlu, Berna; Van Beest, Ilja; Van Kleef, Gerben A; Rombouts, Serge A R B; Crone, Eveline A

2013-01-01

This study investigated the neural mechanisms involved in the interpersonal effects of emotions--i.e., how people are influenced by other people's emotions. Participants were allocators in a version of the dictator game and made a choice between two offers after receiving written emotional expressions of the recipients. The results showed that participants more often made a self-serving offer when dealing with an angry recipient than when dealing with a happy or disappointed recipient. Compared to disappointment, expressions of anger increased activation in regions associated with self-referential thinking (anterior medial prefrontal cortex, aMPFC) and (emotional) conflict (anterior cingulate cortex). We found increased activation in temporoparietal junction for receiving happy reactions in comparison with receiving angry or disappointed reactions. This study thus emphasizes that distinct emotions have distinct effects on people in terms of behavior and underlying neurological mechanisms.

Mind, Thinking and Creativity

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Janani Harish

2016-05-01

Full Text Available Global civilization is the product of diverse cultures, each contributing a unique perspective arising from the development of different mental faculties and powers of mind. The momentous achievements of modern science are the result of the cumulative development of mind’s capacity for analytic thinking, mathematical rendering and experimental validation. The near-exclusive preoccupation with analysis, universal laws, mechanism, materialism, and objective experience over the past two centuries has shaped the world we live in today, accounting both for its accomplishments and its insoluble problems. Today humanity confronts complex challenges that defy solution by piecemeal analysis, unidimensional theories, and fragmented strategies. Poverty, unemployment, economic crisis, fundamentalism, violence, climate change, war, refugees, reflect the limitations and blindspots that have resulted from a partial, one-sided application of the diverse capacities of the human mind. Human monocultures suffer from all the limitations as their biological counterparts. There is urgent need to revive the legitimacy of synthetic, organic and integrated modes of thinking, to restore the credibility of subjective self-experience in science, to reaffirm the place of symbol, analogy and metaphor as valid ways of knowing and communication in education, to recognize the unique role of the individual in social processes, to recognize the central role of insight and intuition in science as in art. This article examines themes presented at the WAAS-WUC course on Mind, Thinking and Creativity, conducted at Dubrovnik in April 2016.

Role of Self-Talk in the Classroom: Investigating the Relationship of Eight-to-Nine-Year-Olds' Self-Regulatory Self-Talk Strategies with Their Classroom Self-Regulatory Behaviour and Mathematical Achievement

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Lee, Scott; McDonough, Andrea

2015-01-01

Much research has been conducted on children's self-talk and its use to regulate thinking and behaviour, but research has typically been conducted on audible self-talk when undertaking specific tasks designed by researchers and in laboratory situations. Addressing the need to study self-talk in the classroom and by students of an age when…

Bilingual children weigh speaker’s referential cues and word-learning heuristics differently in different language contexts when interpreting a speaker’s intent

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Wan-Yu eHung

2015-06-01

Full Text Available Past research has investigated how children use different sources of information such as social cues and word-learning heuristics to infer referential intents. The present research explored how children weigh and use some of these cues to make referential inferences. Specifically, we examined how switching between languages known (familiar or unknown (unfamiliar to a child would influence his or her choice of cue to interpret a novel label in a challenging disambiguation task, where a pointing cue was pitted against the mutual exclusivity (ME principle. Forty-eight 3-and 4-year-old English-Mandarin bilingual children listened to a story told either in English only (No-Switch, English and Mandarin (Familiar-Switch, English and Japanese (Unfamiliar-Switch, or English and English-sounding nonsense sentences (Nonsense-Switch. They were then asked to select an object (from a pair of familiar and novel objects after hearing a novel label paired with the speaker’s point at the familiar object, e.g., Can you give me the blicket? Results showed that children in the Familiar-Switch condition were more willing to relax ME to follow the speaker’s point to pick the familiar object than those in the Unfamiliar-Switch condition, who were more likely to pick the novel object. No significant differences were found between the other conditions. Further analyses revealed that children in the Unfamiliar-Switch condition looked at the speaker longer than children in the other conditions when the switch happened. Our findings suggest that children weigh speakers’ referential cues and word-learning heuristics differently in different language contexts while taking into account their communicative history with the speaker. There are important implications for general education and other learning efforts, such as designing learning games so that the history of credibility with the user is maintained and how learning may be best scaffolded in a helpful and trusting

Nursing students' critical thinking disposition according to academic level and satisfaction with nursing.

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Kim, Dong Hee; Moon, Seongmi; Kim, Eun Jung; Kim, Young-Ju; Lee, Sunhee

2014-01-01

The development of critical thinking dispositions has become an important issue in nursing education in Korea. Nursing colleges in Korea have developed teaching strategies and curricula that focus on developing critical thinking dispositions. It is an imperative step that evaluates the changing pattern and development of students' critical thinking dispositions. This study identified critical thinking dispositions of Korean nursing students according to academic level and satisfaction with nursing. A cross-sectional questionnaire survey was conducted among 1074 students in four colleges who completed the self-reported Critical Thinking Disposition Scale. Descriptive and univariate general linear model analyses were performed. The critical thinking disposition score increased according to academic level until junior year, after which it decreased in the senior year. Nursing students who were satisfied with nursing reported higher levels of critical thinking than those who were not satisfied or who responded neutrally. The critical thinking scores of nursing students not satisfied with nursing dropped greatly in the senior year. These results suggest the importance of targeting the development of curriculum and teaching methods for seniors and students who have a lower level of satisfaction with nursing to increase their critical thinking dispositions. Copyright © 2013 Elsevier Ltd. All rights reserved.

iSELF: The Development of an Internet-Tool for Self-Evaluation and Learner Feedback

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Theunissen, Nicolet; Stubbé, Hester

2014-01-01

This paper describes the theoretical basis and development of the iSELF: an Internet-tool for Self-Evaluation and Learner Feedback to stimulate self-directed learning in ubiquitous learning environments. In ubiquitous learning, learners follow their own trails of interest, scaffolded by coaches, peers and tools for thinking and learning.…

Contributions of Teachers' Thinking Styles to Critical Thinking Dispositions (Istanbul-Fatih Sample)

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Emir, Serap

2013-01-01

The main purpose of the research was to determine the contributions of the teachers' thinking styles to critical thinking dispositions. Hence, it is aimed to determine whether thinking styles are related to critical thinking dispositions and thinking styles measure critical thinking dispositions or not. The research was designed in relational…

COMPUTATIONAL THINKING

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Evgeniy K. Khenner

2016-01-01

Full Text Available Abstract. The aim of the research is to draw attention of the educational community to the phenomenon of computational thinking which actively discussed in the last decade in the foreign scientific and educational literature, to substantiate of its importance, practical utility and the right on affirmation in Russian education.Methods. The research is based on the analysis of foreign studies of the phenomenon of computational thinking and the ways of its formation in the process of education; on comparing the notion of «computational thinking» with related concepts used in the Russian scientific and pedagogical literature.Results. The concept «computational thinking» is analyzed from the point of view of intuitive understanding and scientific and applied aspects. It is shown as computational thinking has evolved in the process of development of computers hardware and software. The practice-oriented interpretation of computational thinking which dominant among educators is described along with some ways of its formation. It is shown that computational thinking is a metasubject result of general education as well as its tool. From the point of view of the author, purposeful development of computational thinking should be one of the tasks of the Russian education.Scientific novelty. The author gives a theoretical justification of the role of computational thinking schemes as metasubject results of learning. The dynamics of the development of this concept is described. This process is connected with the evolution of computer and information technologies as well as increase of number of the tasks for effective solutions of which computational thinking is required. Author substantiated the affirmation that including «computational thinking » in the set of pedagogical concepts which are used in the national education system fills an existing gap.Practical significance. New metasubject result of education associated with

The Impacts of a National Internship Program on Interns' Perceived Leadership, Critical Thinking, and Communication Skills

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Duncan, Dennis W.; Birdsong, Victoria; Fuhrman, Nicholas; Borron, Abigail

2017-01-01

At perhaps all levels of education, strong leadership skills are often equated with the ability to engage in critical thinking, and effective oral and written communication. The purpose of this study was to identify the self-perceived expansion of animal health interns' leadership, critical thinking and communication competencies using the…

Assessment of predation risk through referential communication in incubating birds

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Suzuki, Toshitaka N.

2015-05-01

Parents of many bird species produce alarm calls when they approach and deter a nest predator in order to defend their offspring. Alarm calls have been shown to warn nestlings about predatory threats, but parents also face a similar risk of predation when incubating eggs in their nests. Here, I show that incubating female Japanese great tits, Parus minor, assess predation risk by conspecific alarm calls given outside the nest cavity. Tits produce acoustically discrete alarm calls for different nest predators: “jar” calls for snakes and “chicka” calls for other predators such as crows and martens. Playback experiments revealed that incubating females responded to “jar” calls by leaving their nest, whereas they responded to “chicka” calls by looking out of the nest entrance. Since snakes invade the nest cavity, escaping from the nest helps females avoid snake predation. In contrast, “chicka” calls are used for a variety of predator types, and therefore, looking out of the nest entrance helps females gather information about the type and location of approaching predators. These results show that incubating females derive information about predator type from different types of alarm calls, providing a novel example of functionally referential communication.

Cervical screening program and the psychological impact of an abnormal Pap smear: a self-assessment questionnaire study of 590 patients.

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Thangarajah, Fabinshy; Einzmann, Thomas; Bergauer, Florian; Patzke, Jan; Schmidt-Petruschkat, Silke; Theune, Monika; Engel, Katja; Puppe, Julian; Richters, Lisa; Mallmann, Peter; Kirn, Verena

2016-02-01

Invasive cervical cancer is today the fourth most common cancer of women in western civilization. Screening programs have led to a continuously decrease. Nevertheless, both screening and a positive test result are known to be associated with a negative psychological impact. Screening programs in European countries differ and thus psychological impact might as well. The aim of this study was to evaluate the psychological impact of women with an abnormal Pap smear in a German cohort. Between July 2013 and May 2014, a self-assessment questionnaire was distributed to 595 patients that were referred to a special clinic for cervical dysplasia for further evaluation of an abnormal Pap smear. Patients were recruited in five different centers. Most patients (45.9 %) were informed about the test result via phone call by their doctor. 68.8 % of the patients felt anxious and 26.3 % even felt panic. After having talked to their physician, 51.4 % of our cohort still felt worried and only 24.4 % felt reassured. Concerning disease management, 48.4 % underwent a control Pap smear in 6 months. The preferred information source was the physician (63.9 %). Compared to the results in other European countries, our study cohort showed differences concerning age distribution, patients living in a partnership, number of children and especially disease management. Cancer screening itself and abnormal test results have an impact on patient's feelings. To reduce the psychological impact, patients need to be better informed about the risks and benefits of cancer screening programs and in case of cervical cancer screening about the meaning of an abnormal test result. Our results underline the importance of a trustful physician-patient relationship in that matter.

Leveraging design thinking to build sustainable mobile health systems.

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Eckman, Molly; Gorski, Irena; Mehta, Khanjan

Mobile health, or mHealth, technology has the potential to improve health care access in the developing world. However, the majority of mHealth projects do not expand beyond the pilot stage. A core reason why is because they do not account for the individual needs and wants of those involved. A collaborative approach is needed to integrate the perspectives of all stakeholders into the design and operation of mHealth endeavours. Design thinking is a methodology used to develop and evaluate novel concepts for systems. With roots in participatory processes and self-determined pathways, design thinking provides a compelling framework to understand and apply the needs of diverse stakeholders to mHealth project development through a highly iterative process. The methodology presented in this article provides a structured approach to apply design thinking principles to assess the feasibility of novel mHealth endeavours during early conceptualisation.

Think Crisis-Think Female : The Glass Cliff and Contextual Variation in the Think Manager-Think Male Stereotype

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Ryan, Michelle K.; Haslam, S. Alexander; Hersby, Mette D.; Bongiorno, Renata

The "think manager think male" (TMTM) association underlies many gender inequalities in the workplace. However, research into the "glass cliff" has demonstrated that the suitability of male and female managers varies as a function of company performance such that in times of poor performance people

The Process of Self-Cultivation and the Mandala Model of the Self.

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Wu, Meiyao

2017-01-01

In his Mandala model of the self, Taiwanese scholar Kwang-Kuo Hwang sees each human being as a combination or intersection of private individual and social person, and also of knowledge and action. To further elaborate the model-with a particular emphasis on teaching/learning, the development of the ideal self and spiritual transcendence-this article will explore the psychological process of self-cultivation in the light of traditional Confucian thinking, which means keeping a balance between inner/outer and self/other. The Neo-Confucian thinker Zhongsha Mou's theories of "the awareness of unexpected developments" and his meditation/cognitive thinking opposition will also be discussed. The analyzed sources will include the traditional Confucian classics (the Four Books and Liji, or Classic of Rites ) and especially the " Lessons for Learning ( Xue-Ji )" in the Classic of Rites ( Liji ), along with the relevant textual research. Based upon a cultural-semantic analysis of these classics as well as of Hwang's central ideas, the author attempts to further conceptualize the process of cultivating the ideal self in Confucian education.

Counterfactual thinking in Tourette's syndrome: a study using three measures.

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Zago, Stefano; Delli Ponti, Adriana; Mastroianni, Silvia; Solca, Federica; Tomasini, Emanuele; Poletti, Barbara; Inglese, Silvia; Sartori, Giuseppe; Porta, Mauro

2014-01-01

Pathophysiological evidence suggests an involvement of frontostriatal circuits in Tourette syndrome (TS) and cognitive abnormalities have been detected in tasks sensitive to cognitive deficits associated with prefrontal damage (verbal fluency, planning, attention shifting, working memory, cognitive flexibility, and social reasoning). A disorder in counterfactual thinking (CFT), a behavioural executive process linked to the prefrontal cortex functioning, has not been investigated in TS. CFT refers to the generation of a mental simulation of alternatives to past factual events, actions, and outcomes. It is a pervasive cognitive feature in everyday life and it is closely related to decision-making, planning, problem-solving, and experience-driven learning-cognitive processes that involve wide neuronal networks in which prefrontal lobes play a fundamental role. Clinical observations in patients with focal prefrontal lobe damage or with neurological and psychiatric diseases related to frontal lobe dysfunction (e.g., Parkinson's disease, Huntington's disease, and schizophrenia) show counterfactual thinking impairments. In this work, we evaluate the performance of CFT in a group of patients with Tourette's syndrome compared with a group of healthy participants. Overall results showed no statistical differences in counterfactual thinking between TS patients and controls in the three counterfactual measures proposed. The possible explanations of this unexpected result are discussed below.

Measuring critical thinking in pre-registration midwifery students: A multi-method approach.

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Carter, Amanda G; Creedy, Debra K; Sidebotham, Mary

2018-02-01

Test the concurrent validity of three newly developed tools (student self-rating, preceptor rating, and reflective writing) that aim to measure critical thinking in midwifery practice. A descriptive matched cohort design was used. Australian research intensive university offering a three year Bachelor of Midwifery programme. Fifty-five undergraduate midwifery students. Students assessed their ability to apply critical thinking in midwifery practice using a 25-item tool and a 5-item subscale in Motivated Strategies for Learning Questionnaire. Clinical preceptors completed a 24-item tool assessing the students' application of critical thinking in practice. Reflective writing by students was assessed by midwifery academics using a 15-item tool. Internal reliability, and concurrent validity were assessed. Correlations, t-tests, multiple regression and confidence levels were calculated for the three scales and associations with student characteristics. The three scales achieved good internal reliability with a Cronbach's alpha coefficient between 0.93 and 0.97. Matched total scores for the three critical thinking scales were moderately correlated; student/preceptor (r=0.36, pstudent/reflective writing (r=0.38, pstudents with a previous degree, but only significant for reflective writing (t (53)=-2.35, p=0.023). Preceptor ratings were predictive of GPA (beta=0.50, pStudents' self-rating scores were predictive of year level (beta=0.32, pstudent, preceptor, and reflective writing tools were found to be reliable and valid measures of critical thinking. The three tools can be used individually or in combination to provide students with various sources of feedback to improve their practice. The tools allow formative measurement of critical thinking over time. Further testing of the tools with larger, diverse samples is recommended. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.

"Methods of Inquiry": Using Critical Thinking to Retain Students

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Ahuna, Kelly H.; Tinnesz, Christine Gray; VanZile-Tamsen, Carol

2011-01-01

In the late 1980s a large northeastern university implemented a critical thinking course for undergraduate students. Combining insights from cognitive psychology and philosophy, this class was designed to give students concrete strategies to promote self-regulated learning and ensure academic success. The analyses in this study are based on…

What is in a name?: The development of cross-cultural differences in referential intuitions.

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Li, Jincai; Liu, Longgen; Chalmers, Elizabeth; Snedeker, Jesse

2018-02-01

Past work has shown systematic differences between Easterners' and Westerners' intuitions about the reference of proper names. Understanding when these differences emerge in development will help us understand their origins. In the present study, we investigate the referential intuitions of English- and Chinese-speaking children and adults in the U.S. and China. Using a truth-value judgment task modeled on Kripke's classic Gödel case, we find that the cross-cultural differences are already in place at age seven. Thus, these differences cannot be attributed to later education or enculturation. Instead, they must stem from differences that are present in early childhood. We consider alternate theories of reference that are compatible with these findings and discuss the possibility that the cross-cultural differences reflect differences in perspective-taking strategies. Copyright © 2017 Elsevier B.V. All rights reserved.

Cross-Cultural Comparison of Self-Construal and Well-Being between Japan and South Korea: The Role of Self-Focused and Other-Focused Relational Selves

Science.gov (United States)

Park, Joonha; Norasakkunkit, Vinai; Kashima, Yoshi

2017-01-01

Relational self, along with individual and collective selves, is a fundamental aspect that makes up self-concept. Proposing its two aspects: self-focused relational self (i.e., perceiving the self as the object of other people's referential awareness or intentionality) and other-focused relational self (i.e., perceiving the self as being attuned and empathetically connected to close others), the current study explored the way the four selves affect well-being in Japan and South Korea, the East Asian cultures that have been assumed to be homogeneously collectivistic in previous psychological literature. Japanese and Korean participants rated a set of well-being and self-related scales. There were visible sample differences within culture by collection method (classroom vs. online) in relative degrees of selves and related constructs, possibly associated with generational differences. Other-focused relational self was greater in the Korean classroom sample than the Japanese counterpart, whereas no difference was found between the online samples. On the other hand, it was consistent between cultures that the two types of relational self showed different associations with social anxiety and self-esteem as expected, and that they predicted well-being in different ways. We discuss implications for the generational differences and their interactions with culture and the importance of separating the two aspects of relational self in the study of self and culture. PMID:28928699

Cross-Cultural Comparison of Self-Construal and Well-Being between Japan and South Korea: The Role of Self-Focused and Other-Focused Relational Selves

Directory of Open Access Journals (Sweden)

Joonha Park

2017-09-01

Full Text Available Relational self, along with individual and collective selves, is a fundamental aspect that makes up self-concept. Proposing its two aspects: self-focused relational self (i.e., perceiving the self as the object of other people's referential awareness or intentionality and other-focused relational self (i.e., perceiving the self as being attuned and empathetically connected to close others, the current study explored the way the four selves affect well-being in Japan and South Korea, the East Asian cultures that have been assumed to be homogeneously collectivistic in previous psychological literature. Japanese and Korean participants rated a set of well-being and self-related scales. There were visible sample differences within culture by collection method (classroom vs. online in relative degrees of selves and related constructs, possibly associated with generational differences. Other-focused relational self was greater in the Korean classroom sample than the Japanese counterpart, whereas no difference was found between the online samples. On the other hand, it was consistent between cultures that the two types of relational self showed different associations with social anxiety and self-esteem as expected, and that they predicted well-being in different ways. We discuss implications for the generational differences and their interactions with culture and the importance of separating the two aspects of relational self in the study of self and culture.

Cross-Cultural Comparison of Self-Construal and Well-Being between Japan and South Korea: The Role of Self-Focused and Other-Focused Relational Selves.

Science.gov (United States)

Park, Joonha; Norasakkunkit, Vinai; Kashima, Yoshi

2017-01-01

Relational self, along with individual and collective selves, is a fundamental aspect that makes up self-concept. Proposing its two aspects: self-focused relational self (i.e., perceiving the self as the object of other people's referential awareness or intentionality) and other-focused relational self (i.e., perceiving the self as being attuned and empathetically connected to close others), the current study explored the way the four selves affect well-being in Japan and South Korea, the East Asian cultures that have been assumed to be homogeneously collectivistic in previous psychological literature. Japanese and Korean participants rated a set of well-being and self-related scales. There were visible sample differences within culture by collection method (classroom vs. online) in relative degrees of selves and related constructs, possibly associated with generational differences. Other-focused relational self was greater in the Korean classroom sample than the Japanese counterpart, whereas no difference was found between the online samples. On the other hand, it was consistent between cultures that the two types of relational self showed different associations with social anxiety and self-esteem as expected, and that they predicted well-being in different ways. We discuss implications for the generational differences and their interactions with culture and the importance of separating the two aspects of relational self in the study of self and culture.

CRITICAL THINKING AND ITS AFFECTING FACTORS

Directory of Open Access Journals (Sweden)

S Slameto

2017-09-01

Full Text Available The objectives of this research were to measure the success rate achieved by the alumni of Open/Distance Learning (O/DL, the Bachelor Education In-service Teachers Program (BEITP, Staya Jacana Christian University(SWCU, Salatiga in their critical thinking habit that lead to their success, and to find factors which determined their critical thinking habit. The factors concerned were student factor (learning motivation, alumni’s readiness to enter ICT community, prerequisite or teacher factor (teacher’s ability in creating and using a new instructional context. This quantitative research belongs to the causality ex-post facto research. The data source was one class of O/ DL, the BEITP, SWCUstudents, who were chosen out of four classes, as many as 32 alumni in the academic year 2015/2016. Data were screened using a self-rating scale, which consisted of 40 items tested valid and reliable, and then reduced to 5 variablas. The BEITP, SWCU Salatiga had graduated most of its alumni who owned critical thinking habit at a high rate. The critical thinking habit was affected by the instructional contexts which enabled a new situation (Model 1, alumni’s readiness to enter the ICT community (Model 2, pre-requisite, i.e., mastery of previous lecture materials (Model 3, and student’s learning motivation (Model 4 to reach 81%. The alumni’s critical thinking habit of 51.20% was determined by the teacher’s role in developing instructional contexts which made a new situation possible. This finding was useful for educational quality management for the effectiveness and productivity of higher education, which should have been focused on the teacher in developing an instructional strategy based on context, alumni readiness to enter the ICT community, prerequisite, and student’s learning motivation.

Identifying critical thinking indicators and critical thinker attributes in nursing practice.

Science.gov (United States)

Chao, Shu-Yuan; Liu, Hsing-Yuan; Wu, Ming-Chang; Clark, Mary Jo; Tan, Jung-Ying

2013-09-01

Critical thinking is an essential skill in the nursing process. Although several studies have evaluated the critical thinking skills of nurses, there is limited information related to the indicators of critical thinking or evaluation of critical thinking in the context of the nursing process. This study investigated the potential indicators of critical thinking and the attributes of critical thinkers in clinical nursing practice. Knowledge of these indicators can aid the development of tools to assess nursing students' critical thinking skills. The study was conducted between September 2009 and August 2010. In phase 1, a literature review and four focus groups were conducted to identify the indicators of critical thinking in the context of nursing and the attributes of critical thinkers. In phase 2, 30 nursing professionals participated in a modified Delphi research survey to establish consensus and the appropriateness of each indicator and attribute identified in phase 1. We identified 37 indicators of critical thinking and 10 attributes of critical thinkers. The indicators were categorized into five subscales within the context of the nursing process toreflect nursing clinical practice: assessment, 16 indicators of ability to apply professional knowledge and skills to analyze and interpret patient problems; diagnosis, five indicators of ability to propose preliminary suppositions; planning, five indicators of ability to develop problem-solving strategies; implementation, five indicators of ability to implement planning; and evaluation, six indicators of ability to self-assess and reflect. The study operationalized critical thinking into a practical indicator suitable for nursing contexts in which critical thinking is required for clinical problem solving. Identified indicators and attributes can assist clinical instructors to evaluate student critical thought skills and development-related teaching strategies.

Memory self-efficacy predicts responsiveness to inductive reasoning training in older adults.

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Payne, Brennan R; Jackson, Joshua J; Hill, Patrick L; Gao, Xuefei; Roberts, Brent W; Stine-Morrow, Elizabeth A L

2012-01-01

In the current study, we assessed the relationship between memory self-efficacy at pretest and responsiveness to inductive reasoning training in a sample of older adults. Participants completed a measure of self-efficacy assessing beliefs about memory capacity. Participants were then randomly assigned to a waitlist control group or an inductive reasoning training intervention. Latent change score models were used to examine the moderators of change in inductive reasoning. Inductive reasoning showed clear improvements in the training group compared with the control. Within the training group, initial memory capacity beliefs significantly predicted change in inductive reasoning such that those with higher levels of capacity beliefs showed greater responsiveness to the intervention. Further analyses revealed that self-efficacy had effects on how trainees allocated time to the training materials over the course of the intervention. Results indicate that self-referential beliefs about cognitive potential may be an important factor contributing to plasticity in adulthood.

Can Learning a Foreign Language Foster Analytic Thinking?-Evidence from Chinese EFL Learners' Writings.

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Jiang, Jingyang; Ouyang, Jinghui; Liu, Haitao

2016-01-01

Language is not only the representation of thinking, but also shapes thinking. Studies on bilinguals suggest that a foreign language plays an important and unconscious role in thinking. In this study, a software-Linguistic Inquiry and Word Count 2007-was used to investigate whether the learning of English as a foreign language (EFL) can foster Chinese high school students' English analytic thinking (EAT) through the analysis of their English writings with our self-built corpus. It was found that: (1) learning English can foster Chinese learners' EAT. Chinese EFL learners' ability of making distinctions, degree of cognitive complexity and degree of thinking activeness have all improved along with the increase of their English proficiency and their age; (2) there exist differences in Chinese EFL learners' EAT and that of English native speakers, i. e. English native speakers are better in the ability of making distinctions and degree of thinking activeness. These findings suggest that the best EFL learners in high schools have gained native-like analytic thinking through six years' English learning and are able to switch their cognitive styles as needed.

Science and thinking: The write connection

Science.gov (United States)

Butler, Gene

1991-09-01

The effective use of writing in science instruction may open the way for students to grow in their ability to exercise higher order thinking skills (Bland & Koppel, 1988). Scinto (1986) makes a compelling case for writing as a means of stimulating thinking when he states: The production of written text demands more elaborate strategies of preplanning. Written language demands the conscious organization of ensembles of propositions to achieve its end. The need to manipulate linguistic means in such a conscious and deliberate fashion entails a level of linguistic self-reflection not called forth in oral discourse (p. 101). Science educators may find that the writing process is one technique to help them move away from the teacher-centered, textbook-driven science classroom of today, and move toward the realization of science education which will ensure that students are able to function as scientifically literate citizens in our contemporary society.

Regulatory accessibility and social influences on state self-control.

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vanDellen, Michelle R; Hoyle, Rick H

2010-02-01

The current work examined how social factors influence self-control. Current conceptions of state self-control treat it largely as a function of regulatory capacity. The authors propose that state self-control might also be influenced by social factors because of regulatory accessibility. Studies 1 through 4 provide evidence that individuals' state self-control is influenced by the trait and state self-control of salient others such that thinking of others with good trait or state self-control leads to increases in state self-control and thinking of others with bad trait or state self-control leads to decreases in state self-control. Study 5 provides evidence that the salience of significant others influences both regulatory accessibility and state self-control. Combined, these studies suggest that the effects of social influences on state self-control occur through multiple mechanisms.

Interaction and self-correction

DEFF Research Database (Denmark)

Satne, Glenda Lucila

2014-01-01

and acquisition. I then criticize two models that have been dominant in thinking about conceptual competence, the interpretationist and the causalist models. Both fail to meet NC, by failing to account for the abilities involved in conceptual self-correction. I then offer an alternative account of self...

Abnormal Default System Functioning in Depression: Implications for Emotion Regulation.

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Messina, Irene; Bianco, Francesca; Cusinato, Maria; Calvo, Vincenzo; Sambin, Marco

2016-01-01

Depression is widely seen as the result of difficulties in regulating emotions. Based on neuroimaging studies on voluntary emotion regulation, neurobiological models have focused on the concept of cognitive control, considering emotion regulation as a shift toward involving controlled processes associated with activation of the prefrontal and parietal executive areas, instead of responding automatically to emotional stimuli. According to such models, the weaker executive area activation observed in depressed patients is attributable to a lack of cognitive control over negative emotions. Going beyond the concept of cognitive control, psychodynamic models describe the development of individuals' capacity to regulate their emotional states in mother-infant interactions during childhood, through the construction of the representation of the self, others, and relationships. In this mini-review, we link these psychodynamic models with recent findings regarding the abnormal functioning of the default system in depression. Consistently with psychodynamic models, psychological functions associated with the default system include self-related processing, semantic processes, and implicit forms of emotion regulation. The abnormal activation of the default system observed in depression may explain the dysfunctional aspects of emotion regulation typical of the condition, such as an exaggerated negative self-focus and rumination on self-esteem issues. We also discuss the clinical implications of these findings with reference to the therapeutic relationship as a key tool for revisiting impaired or distorted representations of the self and relational objects.

Episodic Future Thinking about the Ideal Self Induces Lower Discounting, Leading to a Decreased Tendency toward Cheating.

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Wu, Wen-Hsiung; Cheng, Wen; Chiou, Wen-Bin

2017-01-01

Delay discounting refers to a pervasive tendency toward preferring smaller immediate gains over larger future gains. Recent empirical research has shown that episodic future thinking (EFT; i.e., projecting oneself into the future to pre-experience forthcoming events) can reduce the tendency toward discounting. A common tenet of psychological theories of crime is that delinquency results from focusing on short-term gains while failing to consider adequately the longer-term consequences of delinquent behavior. We investigated whether an EFT intervention involving the ideal self could induce lower discounting rates and, as a consequence, reduced delinquency. The results showed that, compared with control participants, participants engaging in EFT, that is, envisaging life events that would be experienced by their ideal selves, exhibited a lower discounting rate in a monetary choice task (Experiments 1 and 2), as well as a decreased tendency to make delinquent choices in imaginary scenarios (Experiment 1) and cheat in a matrix task (Experiment 2). The discounting tendency mediated the relationship between engaging in EFT pertaining to the ideal self and the tendency toward morally questionable behavior (Experiments 1 and 2). The findings of the two experiments indicate that engagement in EFT with a focus on the ideal self is sufficient to induce lower discounting rates, by promoting consideration of distant costs and thus increasing resistance to delinquent involvement and cheating (given the temptation of the immediate benefits that may accrue from such behavior). The current research constitutes an innovative approach to delinquency prevention and the promotion of morality.

Collaborative technologies, higher order thinking and self-sufficient learning: A case study of adult learners

Directory of Open Access Journals (Sweden)

Clare S. Johnson

2017-07-01

Full Text Available The inclusion of online elements in learning environments is becoming commonplace in Post Compulsory Education. A variety of research into the value of such elements is available, and this study aims to add further evidence by looking specifically at the use of collaborative technologies such as online discussion forums and wikis to encourage higher order thinking and self-sufficient learning. In particular, the research examines existing pedagogical models including Salmon’s five-stage model, along with other relevant literature. A case study of adult learners in community-based learning centres forms the basis of the research, and as a result of the findings, an arrow model is suggested as a framework for online collaboration that emphasises the learner, mentions pre-course preparation and then includes three main phases of activity: post, interact and critique. This builds on Salmon’s five-stage model and has the benefit of being flexible and responsive, as well as allowing for further development beyond the model, particularly in a blended learning environment.

Investigating Eight- to Nine-Year-Olds' Self-Regulatory Self-Talk in the Context of Their Classroom Tasks

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Lee, Scott; McDonough, Andrea; Bird, Jo

2014-01-01

Self-talk has been recognised as an important tool used by children to regulate their thinking and behaviour. Existing studies typically characterise children's self-talk according to broad categories that do not allow for investigation of self-regulatory aspects of children's internalised self-talk. The findings reported in this paper are based…

A structural equation model of the relationship between insomnia, negative affect, and paranoid thinking.

Directory of Open Access Journals (Sweden)

Alexander J Scott

Full Text Available A growing body of evidence points to relationships between insomnia, negative affect, and paranoid thinking. However, studies are needed to examine (i whether negative affect mediates the relation between insomnia and paranoid thinking, (ii whether different types of insomnia exert different effects on paranoia, and (iii to compare the impact of objective and self-reported sleeping difficulties.Structural equation modelling was therefore used to test competing models of the relationships between self-reported insomnia, negative affect, and paranoia. n = 348 participants completed measures of insomnia, negative affect and paranoia. A subset of these participants (n = 91 went on to monitor their sleep objectively (using a portable sleep monitor made by Zeo for seven consecutive nights. Associations between objectively recorded sleep, negative affect, and paranoia were explored using linear regression.The findings supported a fully mediated model where self-reported delayed sleep onset, but not self-reported problems with sleep maintenance or objective measures of sleep, was directly associated with negative affect that, in turn, was associated with paranoia. There was no evidence of a direct association between delayed sleep onset or sleep maintenance problems and paranoia.Taken together, the findings point to an association between perceived (but not objective difficulties initially falling asleep (but not maintaining sleep and paranoid thinking; a relationship that is fully mediated by negative affect. Future research should seek to disentangle the causal relationships between sleep, negative affect, and paranoia (e.g., by examining the effect of an intervention using prospective designs that incorporate experience sampling. Indeed, interventions might profitably target (i perceived sleep quality, (ii sleep onset, and / or (iii emotion regulation as a route to reducing negative affect and, thus, paranoid thinking.

A novel approach for classification of abnormalities in digitized ...

Indian Academy of Sciences (India)

Feature extraction is an important process for the overall system performance in classification. The objective of this article is to reveal the effectiveness of texture feature analysis for detecting the abnormalities in digitized mammograms using Self Adaptive Resource Allocation Network (SRAN) classifier. Thus, we proposed a ...

New frontiers of quantified self 3

DEFF Research Database (Denmark)

Rapp, Amon; Cena, Federica; Kay, Judy

2017-01-01

Quantified Self (QS) field needs to start thinking of how situated needs may affect the use of self-tracking technologies. In this workshop we will focus on the idiosyncrasies of specific categories of users....

A 3-Year Study of Self-Regulation in Montessori and Non-Montessori Classrooms

Science.gov (United States)

Ervin, Barbara; Wash, Pamela D.; Mecca, Marilyn E.

2010-01-01

Albert Bandura, the leading pioneer in the study of self-regulation, has defined the term as the child's ability to self-educate, self-direct, regulate motivation, and learn to think about what she is learning (1994). Lev Vygotsky's theory that children can be taught to think independently about how to solve problems expands upon Bandura's work…

Thinking-in-Concert

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O'Donnell, Aislinn

2012-01-01

In this essay, I examine the concept of thinking in Hannah Arendt's writings. Arendt's interest in the experience of thinking allowed her to develop a concept of thinking that is distinct from other forms of mental activity such as cognition and problem solving. For her, thinking is an unending, unpredictable and destructive activity without fixed…

Ayahuasca enhances creative divergent thinking while decreasing conventional convergent thinking.

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Kuypers, K P C; Riba, J; de la Fuente Revenga, M; Barker, S; Theunissen, E L; Ramaekers, J G

2016-09-01

Ayahuasca is a South American psychotropic plant tea traditionally used in Amazonian shamanism. The tea contains the psychedelic 5-HT2A receptor agonist N,N-dimethyltryptamine (DMT), plus β-carboline alkaloids with monoamine oxidase-inhibiting properties. Increasing evidence from anecdotal reports and open-label studies indicates that ayahuasca may have therapeutic effects in treatment of substance use disorders and depression. A recent study on the psychological effects of ayahuasca found that the tea reduces judgmental processing and inner reactivity, classic goals of mindfulness psychotherapy. Another psychological facet that could potentially be targeted by ayahuasca is creative divergent thinking. This mode of thinking can enhance and strengthen psychological flexibility by allowing individuals to generate new and effective cognitive, emotional, and behavioral strategies. The present study aimed to assess the potential effects of ayahuasca on creative thinking. We visited two spiritual ayahuasca workshops and invited participants to conduct creativity tests before and during the acute effects of ayahuasca. In total, 26 participants consented. Creativity tests included the "pattern/line meanings test" (PLMT) and the "picture concept test" (PCT), both assessing divergent thinking and the latter also assessing convergent thinking. While no significant effects were found for the PLMT, ayahuasca intake significantly modified divergent and convergent thinking as measured by the PCT. While convergent thinking decreased after intake, divergent thinking increased. The present data indicate that ayahuasca enhances creative divergent thinking. They suggest that ayahuasca increases psychological flexibility, which may facilitate psychotherapeutic interventions and support clinical trial initiatives.

Activating children's thinking skills (ACTS): the effects of an infusion approach to teaching thinking in primary schools.

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Dewey, Jessica; Bento, Janet

2009-06-01

Recent interest in the teaching of thinking skills within education has led to an increase in thinking skills packages available to schools. However many of these are not based on scientific evaluation (DfEE, 1999). This paper endeavours to examine the effectiveness of one approach, that of infusion, to teaching thinking. To investigate the impact of an infusion methodology, activating children's thinking skills (ACTS), on the cognitive, social, and emotional development of children in Year 4-6 in primary schools. This is a sister project to research being conducted in Northern Ireland (McGuinness, 2006). The study involved 404 children from 8 primary schools in one local authority. These were divided into 160 in the experimental group and 244 in the waiting list control group. A quasi-experimental design was used with pre-, post-, and delayed post-tests to ascertain changes in children's cognitive abilities, self-perceptions, and social/behavioural skills using quantitative measures. In addition qualitative techniques were used with pupils and teachers to evaluate effectiveness. The experimental group made significantly greater gains in cognitive ability skills over a 2 year period compared to the waiting list control. Qualitative data demonstrated a positive impact on children's social and emotional development. In addition teacher professional development was reported to be enhanced. This research indicated that children's cognitive abilities can be developed following a 2 year period of the ACTS infusion intervention. While some positive effects were evidenced on the social and emotional development of children, further study will be necessary to examine these in more detail.

Concreteness of Positive, Negative, and Neutral Repetitive Thinking About the Future

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Behar, Evelyn; McGowan, Sarah Kate; McLaughlin, Katie A.; Borkovec, T.D.; Goldwin, Michelle; Bjorkquist, Olivia

2014-01-01

Consistent with assertions that the adaptiveness of repetitive thinking is influenced by both its valence and style, Stöber (e.g., Stöber & Borkovec, 2002) has argued that worry is characterized by a reduced concreteness of thought content and that the resulting abstractness contributes to its inhibition of some aspects of anxious responding. However, extant research does not provide a direct test of Stöber’s reduced concreteness theory of worry. We sought to test Stöber’s theory and to examine the adaptiveness of repetitive worrisome thinking by randomly assigning 108 participants to engage in five consecutive periods of repetitive thinking about positively, negatively, or neutrally valenced potential future events. Results based on coding of thought data indicated that (a) repetitive thinking became increasingly less concrete as periods progressed; (b) contrary to Stöber’s theory, both negative and positive repetitive future thinking were more concrete than neutral repetitive future thinking (and did not differ from each other); and (c) abstractness of thought during negative repetitive future thinking was associated with reduced reports of imagery-based activity. Results based on self-reported affect indicated that negatively valenced repetitive future thinking was uniquely associated with initial decreases in anxious affect, followed by increased anxious affect that coincided with increased imagery-based activity. This suggests that worry is associated with a sequential mitigation of anxious meaning followed by a strengthening of anxious meaning over time. Theoretical and clinical implications of these findings are discussed. PMID:22440067

The Therapeutic Function of the Instructor in Abnormal Psychology.

Science.gov (United States)

Halgin, Richard P.

1982-01-01

Describes three main types of therapeutic problems which college instructors of abnormal psychology courses may encounter with their students. Students may seek the instructor's assistance in helping a relative or acquaintance or for self-help. Often a student may not seek help but may display pathological behavior. (AM)

Cocaine Self-Administration Experience Induces Pathological Phasic Accumbens Dopamine Signals and Abnormal Incentive Behaviors in Drug-Abstinent Rats.

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Saddoris, Michael P; Wang, Xuefei; Sugam, Jonathan A; Carelli, Regina M

2016-01-06

Chronic exposure to drugs of abuse is linked to long-lasting alterations in the function of limbic system structures, including the nucleus accumbens (NAc). Although cocaine acts via dopaminergic mechanisms within the NAc, less is known about whether phasic dopamine (DA) signaling in the NAc is altered in animals with cocaine self-administration experience or if these animals learn and interact normally with stimuli in their environment. Here, separate groups of rats self-administered either intravenous cocaine or water to a receptacle (controls), followed by 30 d of enforced abstinence. Next, all rats learned an appetitive Pavlovian discrimination and voltammetric recordings of real-time DA release were taken in either the NAc core or shell of cocaine and control subjects. Cocaine experience differentially impaired DA signaling in the core and shell relative to controls. Although phasic DA signals in the shell were essentially abolished for all stimuli, in the core, DA did not distinguish between cues and was abnormally biased toward reward delivery. Further, cocaine rats were unable to learn higher-order associations and even altered simple conditioned approach behaviors, displaying enhanced preoccupation with cue-associated stimuli (sign-tracking; ST) but diminished time at the food cup awaiting reward delivery (goal-tracking). Critically, whereas control DA signaling correlated with ST behaviors, cocaine experience abolished this relationship. These findings show that cocaine has persistent, differential, and pathological effects on both DA signaling and DA-dependent behaviors and suggest that psychostimulant experience may remodel the very circuits that bias organisms toward repeated relapse. Relapsing to drug abuse despite periods of abstinence and sincere attempts to quit is one of the most pernicious facets of addiction. Unfortunately, little is known about how the dopamine (DA) system functions after periods of drug abstinence, particularly its role in

Cocaine Self-Administration Experience Induces Pathological Phasic Accumbens Dopamine Signals and Abnormal Incentive Behaviors in Drug-Abstinent Rats

Science.gov (United States)

Wang, Xuefei; Sugam, Jonathan A.; Carelli, Regina M.

2016-01-01

Chronic exposure to drugs of abuse is linked to long-lasting alterations in the function of limbic system structures, including the nucleus accumbens (NAc). Although cocaine acts via dopaminergic mechanisms within the NAc, less is known about whether phasic dopamine (DA) signaling in the NAc is altered in animals with cocaine self-administration experience or if these animals learn and interact normally with stimuli in their environment. Here, separate groups of rats self-administered either intravenous cocaine or water to a receptacle (controls), followed by 30 d of enforced abstinence. Next, all rats learned an appetitive Pavlovian discrimination and voltammetric recordings of real-time DA release were taken in either the NAc core or shell of cocaine and control subjects. Cocaine experience differentially impaired DA signaling in the core and shell relative to controls. Although phasic DA signals in the shell were essentially abolished for all stimuli, in the core, DA did not distinguish between cues and was abnormally biased toward reward delivery. Further, cocaine rats were unable to learn higher-order associations and even altered simple conditioned approach behaviors, displaying enhanced preoccupation with cue-associated stimuli (sign-tracking; ST) but diminished time at the food cup awaiting reward delivery (goal-tracking). Critically, whereas control DA signaling correlated with ST behaviors, cocaine experience abolished this relationship. These findings show that cocaine has persistent, differential, and pathological effects on both DA signaling and DA-dependent behaviors and suggest that psychostimulant experience may remodel the very circuits that bias organisms toward repeated relapse. SIGNIFICANCE STATEMENT Relapsing to drug abuse despite periods of abstinence and sincere attempts to quit is one of the most pernicious facets of addiction. Unfortunately, little is known about how the dopamine (DA) system functions after periods of drug abstinence

Know yourself and you shall know the other... to a certain extent: multiple paths of influence of self-reflection on mindreading.

Science.gov (United States)

Dimaggio, Giancarlo; Lysaker, Paul H; Carcione, Antonino; Nicolò, Giuseppe; Semerari, Antonio

2008-09-01

Social and neurocognitive research suggests that thinking about one's own thinking and thinking about the thinking of others-termed 'mindreading', 'metacognition', 'social cognition' or 'mentalizing' are not identical activities. The ability though to think about thinking in the first person is nevertheless related to the ability to think about other's thoughts in the third person. Unclear is how these phenomena influence one another. In this review, we explore how self-reflection and autobiographical memory influence the capacity to think about the thoughts and emotions of others. We review studies suggesting that the more individuals are able to reflect on and retrieve episodes from their life narratives, the more they are likely to grasp others' thoughts and emotions. We discuss evidence supporting this possibility including studies of the neurocognitive bases of empathy and self-awareness and how different aspects of self-reflection may impact on mindreading. We also draw from clinical reports how improved self-reflection may result in a more nuanced mindreading, namely persons suffering from schizophrenia and narcissistic personality disorder. We finally discuss the implications for research and practice and consider whether there are conditions in which the reverse is true, where self-reflection might impair mindreading or in which mindreading may facilitate self-reflection.

Assessing reflective thinking and approaches to learning.

Science.gov (United States)

Dunn, Louise; Musolino, Gina M

2011-01-01

Facilitation of reflective practice is critical for the ongoing demands of health care practitioners. Reflective thinking concepts, grounded in the work of Dewey and Schön, emphasize critical reflection to promote transformation in beliefs and learning necessary for reflective practice. The Reflective Thinking Questionnaire (QRT) and Revised Study Process Questionnaire (RSPQ-2F) assess skill aspects of professional reasoning, with promise for measuring changes over time. The purpose of this study was to examine the reliability and responsiveness and the model validity of reflective thinking and approaches to learning measures for U.S. health professions students enrolled in entry-level occupational (MOT) and physical therapy (DPT) programs. This measurement study addressed reliability and responsiveness of two measures, the QRT and RSPQ-2F, for graduate health professionals. A convenience sample of 125 MOT and DPT students participated in the two-measure, test-retest investigation, with electronic data collection. Outcomes support the stability of the four-scale QRT (ICC 0.63 to 0.82) and the two-scale RSPQ-2F (ICC 0.91 and 0.87). Descriptive data supporting responsiveness are presented. With noted limitations, the results support the use of the QRT and RSPQ-2F measures to assess changes in reflective thinking and approaches to learning. Measurement of these learning outcomes furthers our understanding and knowledge about instructional strategies, development of professional reasoning, and fostering of self-directed learning within MOT and DPT programs.

Critical Thinking and Disposition Toward Critical Thinking Among Physical Therapy Students.

Science.gov (United States)

Domenech, Manuel A; Watkins, Phillip

2015-01-01

Students who enter a physical therapist (PT) entry-level program with weak critical thinking skills may not be prepared to benefit from the educational training program or successfully engage in the future as a competent healthcare provider. Therefore, assessing PT students' entry-level critical thinking skills and/or disposition toward critical thinking may be beneficial to identifying students with poor, fair, or good critical thinking ability as one of the criteria used in the admissions process into a professional program. First-year students (n=71) from the Doctor of Physical Therapy (DPT) program at Texas Tech University Health Sciences Center completed the California Critical Thinking Skills Test (CCTST), the California Critical Thinking Dispositions Inventory (CCTDI), and demographic survey during orientation to the DPT program. Three students were lost from the CCTST (n=68), and none lost from the CCTDI (n=71). Analysis indicated that the majority of students had a positive disposition toward critical thinking, yet the overall CCTST suggested that these students were somewhat below the national average. Also, individuals taking math and science prerequisites at the community-college level tended to have lower overall CCTST scores. The entering DPT class demonstrated moderate or middle range scores in critical thinking and disposition toward critical thinking. This result does not indicate, but might suggest, the potential for learning challenges. Assessing critical thinking skills as part of the admissions process may prove advantageous.

Domestic dogs and puppies can use human voice direction referentially.

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Rossano, Federico; Nitzschner, Marie; Tomasello, Michael

2014-06-22

Domestic dogs are particularly skilled at using human visual signals to locate hidden food. This is, to our knowledge, the first series of studies that investigates the ability of dogs to use only auditory communicative acts to locate hidden food. In a first study, from behind a barrier, a human expressed excitement towards a baited box on either the right or left side, while sitting closer to the unbaited box. Dogs were successful in following the human's voice direction and locating the food. In the two following control studies, we excluded the possibility that dogs could locate the box containing food just by relying on smell, and we showed that they would interpret a human's voice direction in a referential manner only when they could locate a possible referent (i.e. one of the boxes) in the environment. Finally, in a fourth study, we tested 8-14-week-old puppies in the main experimental test and found that those with a reasonable amount of human experience performed overall even better than the adult dogs. These results suggest that domestic dogs' skills in comprehending human communication are not based on visual cues alone, but are instead multi-modal and highly flexible. Moreover, the similarity between young and adult dogs' performances has important implications for the domestication hypothesis.

Promoting the teaching of critical thinking skills through faculty development.

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Behar-Horenstein, Linda S; Schneider-Mitchell, Gail; Graff, Randy

2009-06-01

Practical and effective faculty development programs are vital to individual and institutional success. However, there is little evidence that program outcomes result in instructional changes. The purpose of this study was to determine if and how faculty development would enhance participants' use of critical thinking skills in instruction. Seven faculty members from the University of Florida College of Dentistry and one faculty member from another health science college participated in six weekly two-hour faculty development sessions in spring 2007 that focused on enhancing critical thinking skills in instruction. Kaufman's and Rachal's principles of andragogy (adult learning) were used to design the sessions. Participants used learning journals to respond to four instructor-assigned prompts and provided one presentation to peers. With the use of qualitative methods, eight themes emerged across the learning journals: teaching goals, critical thinking, awareness of learners, planned instructional change, teaching efficacy, self-doubt, external challenges, and changes made. Five of eight participants incorporated critical thinking skills into their presentations at a mean level of 2.4 or higher on a 5-point scale using Paul and Elder's behavioral definition of critical thinking skills. Faculty development opportunities that cause participants to reason through learning journals, peer presentations, and group discussion demonstrated the incorporation of critical thinking concepts in 63 percent of this cohort group's presentations, suggesting that if evidence-based pedagogies are followed, instructional changes can result from faculty development.

Discovering and avoiding self-contradiction:

DEFF Research Database (Denmark)

Olivares Bøgeskov, Benjamin Miguel

aspects –first developing critical self-refection and secondly developing skills to conduct an ethical dialogue. The first aspect is addressed by finding out what the students think, do they contradict themselves and how to avoid self-contradictions. This is done by using a questionnaire with 13 ethical...... the theory and see the consequences of such theories in concrete cases, but would not use any of these theories to justify their own ethical decisions in other contexts. In other words, courses were failing to provide the students with theoretical tools that they could apply outside the classroom. Therefore......, this method focuses not so much on teaching what other people think, but rather starts by finding out what the students think, and to which degree they contradict themselves. In addition the method focuses on how students argue for their positions when entering an ethical dialogue. The method focuses on two...

Counterfactual Thinking in Tourette’s Syndrome: A Study Using Three Measures

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Stefano Zago

2014-01-01

Full Text Available Pathophysiological evidence suggests an involvement of frontostriatal circuits in Tourette syndrome (TS and cognitive abnormalities have been detected in tasks sensitive to cognitive deficits associated with prefrontal damage (verbal fluency, planning, attention shifting, working memory, cognitive flexibility, and social reasoning. A disorder in counterfactual thinking (CFT, a behavioural executive process linked to the prefrontal cortex functioning, has not been investigated in TS. CFT refers to the generation of a mental simulation of alternatives to past factual events, actions, and outcomes. It is a pervasive cognitive feature in everyday life and it is closely related to decision-making, planning, problem-solving, and experience-driven learning—cognitive processes that involve wide neuronal networks in which prefrontal lobes play a fundamental role. Clinical observations in patients with focal prefrontal lobe damage or with neurological and psychiatric diseases related to frontal lobe dysfunction (e.g., Parkinson’s disease, Huntington’s disease, and schizophrenia show counterfactual thinking impairments. In this work, we evaluate the performance of CFT in a group of patients with Tourette’s syndrome compared with a group of healthy participants. Overall results showed no statistical differences in counterfactual thinking between TS patients and controls in the three counterfactual measures proposed. The possible explanations of this unexpected result are discussed below.

Visual Thinking Strategies = Creative and Critical Thinking

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Moeller, Mary; Cutler, Kay; Fiedler, Dave; Weier, Lisa

2013-01-01

Implementation of Visual Thinking Strategies (VTS) into the Camelot Intermediate School curriculum in Brookings, South Dakota, has fostered the development of creative and critical thinking skills in 4th- and 5th-grade students. Making meaning together by observing carefully, deciphering patterns, speculating, clarifying, supporting opinions, and…

Informal Reasoning Fallacy and Critical Thinking Dispositions: A Univariate Study of Demographic Characteristics among Malaysian Undergraduates

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Ramasamy, Shamala

2011-01-01

A component in the study of critical thinking which needs to be addressed is informal reasoning fallacy. It is a type of mental trickery which is able to self-deceive undergraduates and public at large. In order to practice good critical thinking, one has to detect and get rid of these fallacies. However, students have to be disposed in detecting…

A produção de conhecimento institucionalizado nos Think tanks brasileiros: ciência, tecnologia e inovação segundo o Instituto de Pesquisas Econômicas Aplicadas (1995-2010

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Camila Carneiro Dias Rigolin

2013-07-01

Full Text Available Researching on the expertise as a guiding tool for planning allows to explore the dimension of epistemological authority in defining policies. In the field of Social Studies of Science and Technology,there are few studies on the expertise when it comes to the Social Sciences and Humanities. This paper explores this relationship through the analysis of texts produced by a Brazilian governmentThink tank: the Institute for Applied Economic Research (IPEA. The study was guided by the following question: what are the elements that characterize the IPEA institutionalized knowledge of science,technology and innovation? The theoretical concepts articulate Sociology of Science and Political Theory. The research methodology combined field and bibliometric analysis. The literature reviewrevealed: the continuity and discontinuity of topics, research priorities; theoretical referentials and hegemonic and disciplinary approaches, as well as the authors profile.

Design- and Craft thinking analysed as Embodied Cognition

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Camilla Groth

2016-06-01

Full Text Available Through the concept of design thinking the act of designing is presented as an intellectual activity, and the act of planning the design is elevated over the making process. However, the importance of materiality and the embodied sense-making that occurs in this context should not be forgotten. In this study, embodied cognition in design and craft practices was investigated through three case studies. The study takes on an enhanced tactile perspective as a methodological platform; thus, the cases involve 1 deafblind makers in ceramics, 2 a practice-led self-study report on tactile experiences while working with clay and 3 a study on design students’ use of their tactile sense during material exploration. The results show that the act of thinking design involves the body as a knowledge provider.

Think abstractly, smoke less: a brief construal-level intervention can promote self-control, leading to reduced cigarette consumption among current smokers.

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Chiou, Wen-Bin; Wu, Wen-Hsiung; Chang, Ming-Hsu

2013-05-01

Inadequate self-control has been linked to behavioural and impulse-control problems such as overeating, alcohol and drug abuse and smoking. Construal-level theory (CLT) suggests that a high-level construal (highlighting central goals associated with an event), relative to a low-level construal (highlighting means and resources), promotes self-control. Inspired by CLT, we examined whether smokers primed with a high-level (versus low-level) construal mind-set would show reductions in smoking that might be mediated by improved self-control. A single-factor (construal level: high, low, control) between-subjects design was employed. We used a widely employed why/how paradigm to induce high/low construal levels, whereby participants were asked to respond to questions about 'why' or 'how' they would maintain good physical health. Laboratory at Kaohsiung Medical University, Taiwan. A community sample consisting of 102 daily smokers participated in this experiment. The Stroop task measuring self-control was implemented after the construal-level manipulation. The dependent measure was actual cigarette consumption during an ostensible survey. Participants in a high-level construal mind-set smoked fewer cigarettes [mean = 1.3, 95% confidence interval (CI): 0.9, 1.7] than those in a low-level construal mind-set (mean = 2.6, 95% CI: 2.2, 3.0; P self-control (B = -1.14, 95% CI: -1.65, -0.74, P self-control that leads to reduced cigarette consumption. Thus, reminding smokers to think abstractly about health may be an effective strategy that could help them to smoke fewer cigarettes. © 2012 The Authors, Addiction © 2012 Society for the Study of Addiction.

How do gestures influence thinking and speaking? The gesture-for-conceptualization hypothesis

OpenAIRE

Kita, Sotaro; Alibali, M. W.; Chu, Mingyuan

2017-01-01

People spontaneously produce gestures during speaking and thinking. The authors focus here on gestures that depict or indicate information related to the contents of concurrent speech or thought (i.e., representational gestures). Previous research indicates that such gestures have not only communicative functions, but also self-oriented cognitive functions. In this article, the authors propose a new theoretical framework, the gesture-for-conceptualization hypothesis, which explains the self-o...

ADOLESCENT DEVELOPMENT IN THE 21ST CENTURY: DEVELOPING CRITICAL THINKING SKILLS THROUGH EXPRESSIVE DRAWING TECHNIQUES

OpenAIRE

Marfu’i, Lucky Nindi Riandika

2017-01-01

Adolescent is a formal operational stage of cognitivedevelopment. The development of an educational program prioritizes four skillsto support success in meeting the challenges of the 21st century. One of thepriority skills of the four skills is critical thinking skill. Criticalthinking skill is a skill which shows the performance of individual cognitionin interpreting, analyzing, and doing self-regulation regarding problems andinformation received. Critical thinking skill is closely related t...

High-speed and high-ratio referential genome compression.

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Liu, Yuansheng; Peng, Hui; Wong, Limsoon; Li, Jinyan

2017-11-01

The rapidly increasing number of genomes generated by high-throughput sequencing platforms and assembly algorithms is accompanied by problems in data storage, compression and communication. Traditional compression algorithms are unable to meet the demand of high compression ratio due to the intrinsic challenging features of DNA sequences such as small alphabet size, frequent repeats and palindromes. Reference-based lossless compression, by which only the differences between two similar genomes are stored, is a promising approach with high compression ratio. We present a high-performance referential genome compression algorithm named HiRGC. It is based on a 2-bit encoding scheme and an advanced greedy-matching search on a hash table. We compare the performance of HiRGC with four state-of-the-art compression methods on a benchmark dataset of eight human genomes. HiRGC takes compress about 21 gigabytes of each set of the seven target genomes into 96-260 megabytes, achieving compression ratios of 217 to 82 times. This performance is at least 1.9 times better than the best competing algorithm on its best case. Our compression speed is also at least 2.9 times faster. HiRGC is stable and robust to deal with different reference genomes. In contrast, the competing methods' performance varies widely on different reference genomes. More experiments on 100 human genomes from the 1000 Genome Project and on genomes of several other species again demonstrate that HiRGC's performance is consistently excellent. The C ++ and Java source codes of our algorithm are freely available for academic and non-commercial use. They can be downloaded from https://github.com/yuansliu/HiRGC. jinyan.li@uts.edu.au. Supplementary data are available at Bioinformatics online. © The Author (2017). Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com

Long-Term Evaluation of Abnormal Behavior in Adult Ex-laboratory Chimpanzees (Pan troglodytes Following Re-socialization

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Karl Crailsheim

2013-01-01

Full Text Available Adverse rearing conditions are considered a major factor in the development of abnormal behavior. We investigated the overall levels, the prevalence and the diversity of abnormal behavior of 18 adult former laboratory chimpanzees, who spent about 20 years single caged, over a two-year period following re-socialization. According to the onset of deprivation, the individuals were classified as early deprived (EDs, mean: 1.2 years or late deprived (LDs, mean: 3.6 years. The results are based on 187.5 hours of scan sampling distributed over three sample periods: subsequent to re-socialization and during the first and second year of group-living. While the overall levels and the diversity of abnormal behavior remained stable over time in this study population, the amplifying effects of age at onset of deprivation became apparent as the overall levels of abnormal behavior of EDs were far above those of LDs in the first and second year of group-living, but not immediately after re-socialization. The most prevalent abnormal behaviors, including eating disorders and self-directed behaviors, however, varied in their occurrence within subjects across the periods. Most important, the significance of social companionship became obvious as the most severe forms of abnormal behavior, such as dissociative and self-injurious behaviors declined.

Covert Conditioning: Case Studies in Self-Management.

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Yager, Geoffrey G.

The self-management of thoughts and mental images was used in a series of empirical case studies to influence behavior changes. The target behaviors in the cases reported were smoking, overeating, fingernail biting, thinking self-depreciative thoughts, and responding assertively. Self-monitoring, covert positive reinforcement, covert…

Relationships between critical thinking ability and nursing competence in clinical nurses.

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Chang, Mei Jen; Chang, Ying-Ju; Kuo, Shih-Hsien; Yang, Yi-Hsin; Chou, Fan-Hao

2011-11-01

To examine the relationships between critical thinking ability and nursing competence in clinical nurses. There are few evidance-based data related to the relationship between critical thinking ability and nursing competence of clinical nurses. A cross-sectional and correlation research design was used. A total of 570 clinical nurses at a medical centre in southern Taiwan were recruited into this study. Two self-report questionnaires, the Watson-Glaser Critical Thinking Appraisal (WGCTA) and the Nursing Competence Scale (NCS), were used to collect data. The critical thinking ability of clinical nurses was at the middle level. The highest score for the subscales of the WGCTA was 'interpretation ability' and the lowest was 'inference ability'. The nursing competence of clinical nurses was at the middle level and above. The highest score for the subscales was 'caring ability' and the lowest was 'research ability'. Critical thinking ability had a significantly positive correlation with nursing competence. Critical thinking, working years, educational levels and position/title were the significant predictors of nursing competence, accounting for 32·9% of the variance. Critical thinking ability had a significantly positive correlation with nursing competence. The critical thinking ability of clinical nurses with a master's degree was significantly better than those with a bachelor's degree or a diploma and nurses with over five working years was significantly better than those with under five years. The findings of this study can further serve as a reference for nursing education to improve nursing curricula and teaching strategies for nurse preparation. It could also be a guideline for nursing administration personnel in on-the-job training and orientation programs for nursing staff. © 2011 Blackwell Publishing Ltd.

[Effect of Smartphone Apps Applying BodyThink Program on Obesity in Adolescent Girls].

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Jun, Min Kyung; Ha, Ju Young

2016-06-01

The purpose of this study was to determine the effects of smartphone apps applying BodyThink program on BMI, percentage of body fat, skeletal muscle rate, body image, and self-esteem of adolescent girls. Sixty-eight high school girls with a BMI of over 25kg/m² were recruited to participate in this study. Girls from four schools were divided into two groups: the experimental group, which used the smartphone apps applying BodyThink program, and the control group, which used smartphone apps and small group counseling. The experimental group received the BodyThink program 6 times, scheduled once a week, with each session lasting 40~50 minutes. Test measures were completed before and after the 6 week intervention period for all participants. Collected data was analyzed using Shapiro-Wilk test, descriptive statistics, χ² test, independent t-test, Mann-Whitney U test with the SPSS/WIN 18.0 program. The girls in the experimental group significantly improved their results in BMI(Z=-1.67, p=.042), percentage of body fat (Z=-3.01, p=.001), skeletal muscle rate (t=-3.50, peffective alternative methods to improve the body composition and self-esteem of obese adolescent girls.

EkSTEMiT Learning Module and Inculcation of Inventive Thinking

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Norhaslinda Abdul Samad

2017-10-01

Full Text Available The young generation of today must be prepared with the knowledge and skills necessary to be able to compete globally thus boosting economic growth and prosperity. Therefore, students should not only be equipped with knowledge but they are in need of the “21st century skills”, which is the top priority and one of the main education agenda goals today. As one of the domains in the 21st century skills, inventive thinking includes elements of flexibility, self-regulation, curiosity, creativity, risk taking, higher order thinking and reasoning. In order to inculcate inventive thinking for students, the EkSTEMiT Learning Module was developed for the topic Electrochemistry; one of the most difficult topics to learn among students. EkSTEMiT Learning Module was developed based on the STEM (Science, Technology, Engineering and Mathematics integrated model. Thus, this paper will discuss the conceptual framework underlying the development of EkSTEMiT Learning Module with descriptions of learning activities designed for Electrochemistry.

Think Pair Share: A Teaching Learning Strategy to Enhance Students' Critical Thinking

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Kaddoura, Mahmoud

2013-01-01

This study investigated the change in critical thinking (CT) skills of baccalaureate nursing students who were educated using a Think-Pair-Share (TPS) or an equivalent Non-Think-Pair-Share (Non-TPS) teaching method. Critical thinking has been an essential outcome of nursing students to prepare them to provide effective and safe quality care for…

Screening for abnormal vaginal microflora by self-assessed vaginal pH does not enable detection of sexually transmitted infections in Ugandan women.

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Donders, Gilbert G G; Donders, Francesca; Bellen, Gert; Depuydt, Christophe; Eggermont, Natalie; Michiels, Thirsa; Lule, John; Byamughisa, Jacobat

2016-06-01

Is self-assessed vaginal pH measurement to detect abnormal vaginal bacterial microflora (AVF) an adequate prescreening method for detection of genital sexually transmitted infections (STIs)? A total of 360 Ugandan women tested themselves with a gloved finger and a pH color strip. PCR for bacterial vaginosis (BV)-associated bacteria was tested by PCR for Mycoplasma hominis, Ureaplasma urealyticum, and/or Atopobium vaginae, while the STIs were diagnosed by positive PCR for Chlamydia trachomatis, Neisseria gonorrhoeae, Mycoplasma genitalium, and/or Trichomonas vaginalis. A strong correlation was found between self-assessed pH values and BV-associated bacteria (Pvaginal pH correlated well with markers of high-risk microflora types such as BV or aerobic vaginitis, but not with STIs. Hence, in a screening program addressing AVF in low-resource countries, extra specific tests are required to exclude STIs. Copyright © 2015 Elsevier Inc. All rights reserved.

[Neural basis of self-face recognition: social aspects].

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Sugiura, Motoaki

2012-07-01

Considering the importance of the face in social survival and evidence from evolutionary psychology of visual self-recognition, it is reasonable that we expect neural mechanisms for higher social-cognitive processes to underlie self-face recognition. A decade of neuroimaging studies so far has, however, not provided an encouraging finding in this respect. Self-face specific activation has typically been reported in the areas for sensory-motor integration in the right lateral cortices. This observation appears to reflect the physical nature of the self-face which representation is developed via the detection of contingency between one's own action and sensory feedback. We have recently revealed that the medial prefrontal cortex, implicated in socially nuanced self-referential process, is activated during self-face recognition under a rich social context where multiple other faces are available for reference. The posterior cingulate cortex has also exhibited this activation modulation, and in the separate experiment showed a response to attractively manipulated self-face suggesting its relevance to positive self-value. Furthermore, the regions in the right lateral cortices typically showing self-face-specific activation have responded also to the face of one's close friend under the rich social context. This observation is potentially explained by the fact that the contingency detection for physical self-recognition also plays a role in physical social interaction, which characterizes the representation of personally familiar people. These findings demonstrate that neuroscientific exploration reveals multiple facets of the relationship between self-face recognition and social-cognitive process, and that technically the manipulation of social context is key to its success.

Thinking Critically about Critical Thinking: Integrating Online Tools to Promote Critical Thinking

OpenAIRE

B. Jean Mandernach, PhD

2006-01-01

The value and importance of critical thinking is clearly established; the challenge for instructors lies in successfully promoting students’ critical thinking skills within the confines of a traditional classroom experience. Since instructors are faced with limited student contact time to meet their instructional objectives and facilitate learning, they are often forced to make instructional decisions between content coverage, depth of understanding, and critical analysis of course material. ...

Neural correlates of self-perceptions in adolescents with major depressive disorder.

Science.gov (United States)

Bradley, Kailyn A L; Colcombe, Stan; Henderson, Sarah E; Alonso, Carmen M; Milham, Michael P; Gabbay, Vilma

2016-06-01

Alteration in self-perception is a salient feature in major depression. Hyperactivity of anterior cortical midline regions has been implicated in this phenomenon in depressed adults. Here, we extend this work to depressed adolescents during a developmental time when neuronal circuitry underlying the sense of self matures by using task-based functional magnetic resonance imaging (fMRI) and connectivity analyses. Twenty-three depressed adolescents and 18 healthy controls (HC) viewed positive and negative trait words in a scanner and judged whether each word described them ('self' condition) or was a good trait to have ('general' condition). Self-perception scores were based on participants' endorsements of positive and negative traits during the fMRI task. Depressed adolescents exhibited more negative self-perceptions than HC. Both groups activated cortical midline regions in response to self-judgments compared to general-judgments. However, depressed adolescents recruited the posterior cingulate cortex/precuneus more for positive self-judgments. Additionally, local connectivity of the dorsal medial prefrontal cortex was reduced during self-reflection in depressed adolescents. Our findings highlight differences in self-referential processing network function between depressed and healthy adolescents and support the need for further investigation of brain mechanisms associated with the self, as they may be paramount to understanding the etiology and development of major depressive disorder. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

Abnormal Activity Detection Using Pyroelectric Infrared Sensors

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Xiaomu Luo

2016-06-01

Full Text Available Healthy aging is one of the most important social issues. In this paper, we propose a method for abnormal activity detection without any manual labeling of the training samples. By leveraging the Field of View (FOV modulation, the spatio-temporal characteristic of human activity is encoded into low-dimension data stream generated by the ceiling-mounted Pyroelectric Infrared (PIR sensors. The similarity between normal training samples are measured based on Kullback-Leibler (KL divergence of each pair of them. The natural clustering of normal activities is discovered through a self-tuning spectral clustering algorithm with unsupervised model selection on the eigenvectors of a modified similarity matrix. Hidden Markov Models (HMMs are employed to model each cluster of normal activities and form feature vectors. One-Class Support Vector Machines (OSVMs are used to profile the normal activities and detect abnormal activities. To validate the efficacy of our method, we conducted experiments in real indoor environments. The encouraging results show that our method is able to detect abnormal activities given only the normal training samples, which aims to avoid the laborious and inconsistent data labeling process.

Can Learning a Foreign Language Foster Analytic Thinking?—Evidence from Chinese EFL Learners' Writings

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Jiang, Jingyang; Ouyang, Jinghui; Liu, Haitao

2016-01-01

Language is not only the representation of thinking, but also shapes thinking. Studies on bilinguals suggest that a foreign language plays an important and unconscious role in thinking. In this study, a software—Linguistic Inquiry and Word Count 2007—was used to investigate whether the learning of English as a foreign language (EFL) can foster Chinese high school students’ English analytic thinking (EAT) through the analysis of their English writings with our self-built corpus. It was found that: (1) learning English can foster Chinese learners’ EAT. Chinese EFL learners’ ability of making distinctions, degree of cognitive complexity and degree of thinking activeness have all improved along with the increase of their English proficiency and their age; (2) there exist differences in Chinese EFL learners’ EAT and that of English native speakers, i. e. English native speakers are better in the ability of making distinctions and degree of thinking activeness. These findings suggest that the best EFL learners in high schools have gained native-like analytic thinking through six years’ English learning and are able to switch their cognitive styles as needed. PMID:27741270

Critique of War Reason. A Perspective on Self-referential Systems, 11th-21st Centuries

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Gorm Harste

2016-03-01

Full Text Available This paper is a summary of my 700-page very academic thesis, in Danish, to be published by Aarhus University Press (AUP. A shorter booklet based on it was published by AUP too (November 2014, 250 pages and so were a number of shorter articles in English, French and German. In Luhmann’s systems theory and in sociology at large there is a missing link consisting in the lack of a sociology of war. A number of German systems theoreticians use Luhmann’s theory to fill that gap. Yet Luhmann (born 1927, who was a soldier and a prisoner of war from age 15-17, would not write a “Der Krieg der Gesellschaft”. The attempt to narrow this lacuna is indeed a heavy burden and a difficult task, in which it is decisive firstly to get the basic distinctions right about a second order observation of war as a conflict system – to be distinct from a military organisational system. This, I do by beginning with a reconceptualization of Carl von Clausewitz’ form analysis and self-description of war from Vom Kriege (1832. The central point is to observe the self-reference of war, or how war became war about war. Conflict is basically a problem of essentially contested communication. Once this historical self-reference established around the 17th century was in place, war became delimited by its structural couplings to religion, mass media (propaganda, finance, welfare for victims and veterans, law, politics and other functional systems. The costs of war increased, reconstituted and transformed modern society in a way that has formed a range of risks and – of course – neglected blind spots.

Thinking aloud influences perceived time.

Science.gov (United States)

Hertzum, Morten; Holmegaard, Kristin Due

2015-02-01

We investigate whether thinking aloud influences perceived time. Thinking aloud is widely used in usability evaluation, yet it is debated whether thinking aloud influences thought and behavior. If thinking aloud is restricted to the verbalization of information to which a person is already attending, there is evidence that thinking aloud does not influence thought and behavior. In an experiment, 16 thinking-aloud participants and 16 control participants solved a code-breaking task 24 times each. Participants estimated task duration. The 24 trials involved two levels of time constraint (timed, untimed) and resulted in two levels of success (solved, unsolved). The ratio of perceived time to clock time was lower for thinking-aloud than control participants. Participants overestimated time by an average of 47% (thinking aloud) and 94% (control). The effect of thinking aloud on time perception also held separately for timed, untimed, solved, and unsolved trials. Thinking aloud (verbalization at Levels 1 and 2) influences perceived time. Possible explanations of this effect include that thinking aloud may require attention, cause a processing shift that overshadows the perception of time, or increase mental workload. For usability evaluation, this study implies that time estimates made while thinking aloud cannot be compared with time estimates made while not thinking aloud, that ratings of systems experienced while thinking aloud may be inaccurate (because the experience of time influences other experiences), and that it may therefore be considered to replace concurrent thinking aloud with retrospective thinking aloud when evaluations involve time estimation.

PSYCHOPATHOLOGICAL ASPECTS OF ANOREXIA NERVOSA

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A. E. Bobrov

2015-01-01

Full Text Available Prevalence of anorexia nervosa among women is 0,5%, whereas mortality related to this disorder amounts to 5–17%. Psychopathological structure of anorexia nervosa implies abnormalities of behavior as well as those of motivation and volition, thinking, perception and appreciation. In addition, mental abnormalities typical for this disorder are evident in regulation of emotions, specific personality traits and self-consciousness. The key psychopathological feature of patients with anorexia nervosa is a lack of cognitive and personal differentiation that calls forth impairments of self-concept and self-image. Anorexia nervosa should be differentiated from depression and schizophrenic spectrum disorders. Its etiology and pathogenesis are related both to hereditary and psychosocial factors. Of great importance are psychoendocrine abnormalities, however their role is still insufficiently elucidated.

Instructional design considerations promoting engineering design self-efficacy

Science.gov (United States)

Jackson, Andrew M.

Engineering design activities are frequently included in technology and engineering classrooms. These activities provide an open-ended context for practicing critical thinking, problem solving, creativity, and innovation---collectively part of the 21st Century Skills which are increasingly needed for success in the workplace. Self-efficacy is a perceptual belief that impacts learning and behavior. It has been shown to directly impact each of these 21st Century Skills but its relation to engineering design is only recently being studied. The purpose of this study was to examine how instructional considerations made when implementing engineering design activities might affect student self-efficacy outcomes in a middle school engineering classroom. Student responses to two self-efficacy inventories related to design, the Engineering Design Self-Efficacy Instrument and Creative Thinking Self-Efficacy Inventory, were collected before and after participation in an engineering design curriculum. Students were also answered questions on specific factors of their experience during the curriculum which teachers may exhibit control over: teamwork and feedback. Results were analyzed using Pearson's correlation coefficients, paired and independent t-tests, and structural equation modeling to better understand patterns for self-efficacy beliefs in students. Results suggested that design self-efficacy and creative thinking self-efficacy are significantly correlated, r(1541) = .783, p classroom strategies for increasing self-efficacy and given specific recommendations related to teamwork and feedback to support students. Finally, although there were weaknesses in the study related to the survey administration, future research opportunities are presented which may build from this work.

Formal and Informal Learning and First-Year Psychology Students’ Development of Scientific Thinking: A Two-Wave Panel Study

Science.gov (United States)

Soyyılmaz, Demet; Griffin, Laura M.; Martín, Miguel H.; Kucharský, Šimon; Peycheva, Ekaterina D.; Vaupotič, Nina; Edelsbrunner, Peter A.

2017-01-01

Scientific thinking is a predicate for scientific inquiry, and thus important to develop early in psychology students as potential future researchers. The present research is aimed at fathoming the contributions of formal and informal learning experiences to psychology students’ development of scientific thinking during their 1st-year of study. We hypothesize that informal experiences are relevant beyond formal experiences. First-year psychology student cohorts from various European countries will be assessed at the beginning and again at the end of the second semester. Assessments of scientific thinking will include scientific reasoning skills, the understanding of basic statistics concepts, and epistemic cognition. Formal learning experiences will include engagement in academic activities which are guided by university authorities. Informal learning experiences will include non-compulsory, self-guided learning experiences. Formal and informal experiences will be assessed with a newly developed survey. As dispositional predictors, students’ need for cognition and self-efficacy in psychological science will be assessed. In a structural equation model, students’ learning experiences and personal dispositions will be examined as predictors of their development of scientific thinking. Commonalities and differences in predictive weights across universities will be tested. The project is aimed at contributing information for designing university environments to optimize the development of students’ scientific thinking. PMID:28239363

Formal and Informal Learning and First-Year Psychology Students' Development of Scientific Thinking: A Two-Wave Panel Study.

Science.gov (United States)

Soyyılmaz, Demet; Griffin, Laura M; Martín, Miguel H; Kucharský, Šimon; Peycheva, Ekaterina D; Vaupotič, Nina; Edelsbrunner, Peter A

2017-01-01

Scientific thinking is a predicate for scientific inquiry, and thus important to develop early in psychology students as potential future researchers. The present research is aimed at fathoming the contributions of formal and informal learning experiences to psychology students' development of scientific thinking during their 1st-year of study. We hypothesize that informal experiences are relevant beyond formal experiences. First-year psychology student cohorts from various European countries will be assessed at the beginning and again at the end of the second semester. Assessments of scientific thinking will include scientific reasoning skills, the understanding of basic statistics concepts, and epistemic cognition. Formal learning experiences will include engagement in academic activities which are guided by university authorities. Informal learning experiences will include non-compulsory, self-guided learning experiences. Formal and informal experiences will be assessed with a newly developed survey. As dispositional predictors, students' need for cognition and self-efficacy in psychological science will be assessed. In a structural equation model, students' learning experiences and personal dispositions will be examined as predictors of their development of scientific thinking. Commonalities and differences in predictive weights across universities will be tested. The project is aimed at contributing information for designing university environments to optimize the development of students' scientific thinking.

Neural correlates of self-perceptions in adolescents with major depressive disorder

Directory of Open Access Journals (Sweden)

Kailyn A.L. Bradley

2016-06-01

Full Text Available Alteration in self-perception is a salient feature in major depression. Hyperactivity of anterior cortical midline regions has been implicated in this phenomenon in depressed adults. Here, we extend this work to depressed adolescents during a developmental time when neuronal circuitry underlying the sense of self matures by using task-based functional magnetic resonance imaging (fMRI and connectivity analyses. Twenty-three depressed adolescents and 18 healthy controls (HC viewed positive and negative trait words in a scanner and judged whether each word described them (‘self’ condition or was a good trait to have (‘general’ condition. Self-perception scores were based on participants’ endorsements of positive and negative traits during the fMRI task. Depressed adolescents exhibited more negative self-perceptions than HC. Both groups activated cortical midline regions in response to self-judgments compared to general-judgments. However, depressed adolescents recruited the posterior cingulate cortex/precuneus more for positive self-judgments. Additionally, local connectivity of the dorsal medial prefrontal cortex was reduced during self-reflection in depressed adolescents. Our findings highlight differences in self-referential processing network function between depressed and healthy adolescents and support the need for further investigation of brain mechanisms associated with the self, as they may be paramount to understanding the etiology and development of major depressive disorder.

Thinking while leading. Understanding school leaders' daily thinking

NARCIS (Netherlands)

Wassink, H.

2004-01-01

What do school leaders think while performing their jobs? What is the nature of these thinking processes? And what is their function, with regard to the day-to-day leadership in the school? These questions are central to the research reported in this book. A naturalistic, interpretive research

Robert Sternberg's mental self-government theory and its ...

African Journals Online (AJOL)

Robert Sternberg's mental self-government theory and its contribution to our understanding of first-year distance learners' multiple thinking style preferences. ... This intelligence (the perception we have of information systems and the way we manage them) will influence the way we think and learn. This also applies to ...

HIGHER EDUCATION IN THE CONTEXT OF FORMATION OF PROFESSIONAL THINKING OF STUDENTS

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Irina V. Taraskina

2016-03-01

Full Text Available Introduction: the article examines the current state of higher education. The author discusses the possibility of formation of professional thinking of students in the process of organizing and conducting educational process at the University. Organization of study at the University is a complex managerial and technological process. All substantial components of this process, vzaimoponimanie, complement each other that provides a focused, comprehensive manner to build it. The first and basic procedural understanding of the learning process in higher education is his perception of how the educational process at the level of all other components – the target, the subject-object, content, technology, effective. We cannot forget that teaching students is focused on achieving other goals of educational process – the success of socialization of specialists in modern conditions and the self-development of man as the subjec t of activity, personality, individuality. Materials and Methods: to solve the set tasks were used the following research methods: studying and analysis of philosophical, psycho-pedagogical and methodical literature on the research problem; monitoring the educational process; questionnaires, interviews with teachers and students; peer evaluation of research materials; address the training and professional issues; mathematical methods of data processing of the experiment. Results: the author reveals the theoretical (rational thinking as the basis of professionalism. Special attention is paid to objective and subjective psychological conditions of forming of professional thinking of future specialists. The results of the study can be used in the formation of educational policy in higher education. Discussion and conclusions: thus, it becomes obvious that professional education should focus on training specialists with General knowledge that will help them to independently, critically and creatively to think, develop beliefs and

A proposal for operator team behavior model and operator's thinking mechanism

International Nuclear Information System (INIS)

Yoshimura, Seiichi; Takano, Kenichi; Sasou, Kunihide

1995-01-01

Operating environment in huge systems like nuclear power plants or airplanes is changing rapidly with the advance of computer technology. It is necessary to elucidate thinking process of operators and decision-making process of an operator team in abnormal situations, in order to prevent human errors under such environment. The Central Research Institute of Electric Power Industry is promoting a research project to establish human error prevention countermeasures by modeling and simulating the thinking process of operators and decision-making process of an operator team. In the previous paper, application of multilevel flow modeling was proposed to a mental model which conducts future prediction and cause identification, and the characteristics were verified by experienced plant operators. In this paper, an operator team behavior model and a fundamental operator's thinking mechanism especially 'situation understanding' are proposed, and the proposals are evaluated by experiments using a full-scale simulator. The results reveal that some assumptions such as 'communication is done between a leader and a follower' are almost appropriate and that the situation understanding can be represented by 'probable candidates for cause, determination of a parameter which changes when an event occurs, determination of parameters which are influenced by the change of the previous parameter, determination of a principal parameter and future prediction of the principal parameter'. (author)

Test your self-leadership skills. How good are you in leading yourself?

NARCIS (Netherlands)

L.G. Tummers (Lars)

2014-01-01

textabstractWhen most people think of leaders, they think of famous people like Martin Luther King, John F. Kennedy, or (when talking about toxic leaders), Adolf Hitler. But why not think about ourselves in term of a leader? Academics and professionals interested in ‘self-leadership’ chose this

Study of adolescents’ multifactorial self-image components based on their own self-characterizations

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Horvath, Zsofia Iren

2012-12-01

Full Text Available The most important questions of human existence and development – Who am I? What am I like? – concerned every thinking human in all cultural-historical ages. These questions remain timely even in our rapidly changing postmodern society.The goal of our research is the examination of adolescents’ self-characterization, the outlining of the self-image components age characteristics, the establishment of differences resulting from their environment. Our examination is part of the 2005/2006 school year evaluation (Pletl, 2011 regarding Transylvanian students’ composition skills. In the present research we have analyzed a total of 1602 self-characterization of Transylvanian Hungarian students. Results show that fifth grade students have dichotomous thinking that becomes more sophisticated by the time they get into the eighth grade. Eighth grade students referred significantly more often to the categories Emotions, Satisfaction, Social attitudes, School achievement, Special interests and mentioned more personality traits. In the comparison by location, more similarities and fewer differences were outlined. However, urban students referred significantly more often to emotions and satisfaction, while rural students mentioned more frequently characteristics like good-hearted and diligent. The study also outlined two major deficiencies. No significant difference was found between the two grades in naming abilities, and referring to Science and Language. We strongly believe that school should be more than simply a place for traditional teaching; effective education and personal development should spread to new areas like the development of self-reflective thinking, the shaping of personal competence and the operation of Career and Vocational Counseling.

Hybrid Task Design: Connecting Learning Opportunities Related to Critical Thinking and Statistical Thinking

Science.gov (United States)

Kuntze, Sebastian; Aizikovitsh-Udi, Einav; Clarke, David

2017-01-01

Stimulating thinking related to mathematical content is the focus of many tasks in the mathematics classroom. Beyond such content-related thinking, promoting forms of higher order thinking is among the goals of mathematics instruction as well. So-called hybrid tasks focus on combining both goals: they aim at fostering mathematical thinking and…

Episodic future thinking and episodic counterfactual thinking: intersections between memory and decisions.

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Schacter, Daniel L; Benoit, Roland G; De Brigard, Felipe; Szpunar, Karl K

2015-01-01

This article considers two recent lines of research concerned with the construction of imagined or simulated events that can provide insight into the relationship between memory and decision making. One line of research concerns episodic future thinking, which involves simulating episodes that might occur in one's personal future, and the other concerns episodic counterfactual thinking, which involves simulating episodes that could have happened in one's personal past. We first review neuroimaging studies that have examined the neural underpinnings of episodic future thinking and episodic counterfactual thinking. We argue that these studies have revealed that the two forms of episodic simulation engage a common core network including medial parietal, prefrontal, and temporal regions that also supports episodic memory. We also note that neuroimaging studies have documented neural differences between episodic future thinking and episodic counterfactual thinking, including differences in hippocampal responses. We next consider behavioral studies that have delineated both similarities and differences between the two kinds of episodic simulation. The evidence indicates that episodic future and counterfactual thinking are characterized by similarly reduced levels of specific detail compared with episodic memory, but that the effects of repeatedly imagining a possible experience have sharply contrasting effects on the perceived plausibility of those events during episodic future thinking versus episodic counterfactual thinking. Finally, we conclude by discussing the functional consequences of future and counterfactual simulations for decisions. Copyright © 2013 Elsevier Inc. All rights reserved.

Procrastination, consideration of future consequences, and episodic future thinking.

Science.gov (United States)

Rebetez, Marie My Lien; Barsics, Catherine; Rochat, Lucien; D'Argembeau, Arnaud; Van der Linden, Martial

2016-05-01

Despite the intrinsic temporal nature of procrastination, little research has examined the link between this form of self-regulatory failure and the consideration of future consequences, and no study has addressed the link between procrastination and episodic future thinking. The aim of the present study was to explore these relationships. Participants were asked to project themselves into possible future events and to rate the amount of sensory-perceptual details and autonoetic consciousness associated with their representations. They were also asked to complete questionnaires that assessed procrastination, the consideration of future consequences, and negative affect. Results showed that both the consideration of future consequences and episodic future thinking were associated with procrastination, and in particular with procrastination-related decision making abilities and procrastination-related motivational dispositions, respectively. Copyright © 2016 Elsevier Inc. All rights reserved.

INQUIRY –BASED LEARNING FOR ENHANCING CRITICAL THINKING SKILLS: INDONESIAN STUDENTS‘ PERSPECTIVES

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Hersulastuti Hersulastuti

2017-12-01

Full Text Available This paper was mainly intended to shed light on students‘ response towards the implementation of Inquiry-Based Learning (IBL in Reading and Writing subject, and explore its benefits for enhancing critical thinking skills from students‘perspectives in ELT context. This research was conducted through a qualitative case study approach. Three students of graduate program were purposively selected to be the participants. Data were gathered primarily from observation notes and interviews, and then further analyzed using interractive model analysis as proposed by Miles & Huberman (1994. The findings demonstrate that students have good responses towards the implementation of IBL. Moreover, IBL is beneficial to make students become more self-directed, selfdisciplined, self-monitored thinkers. Through IBL, students develop their critical thinking abilities: 1 raise vital questions and problems; 2 gather and assess relevant information; 3 drawing well-reasoned conclusions; and 4 communicate effectively with others to seek solution to complex problems.

[X-ray computed tomographic abnormalities in schizophrenia. Trial of relationship with clinical data].

Science.gov (United States)

D'Amato, T; Rochet, T; Dalery, J; Chauchat, J H; Terra, J L; Arteaga, C; Marie-Cardine, M

1992-01-01

Computerized tomography (CT-scan) studies in schizophrenia revealed that some patients have neuromorphological abnormalities. The structural changes consist mainly in lateral and third ventricle enlargement, and in cortical atrophy. The present study evaluates these three changes in 42 schizophrenics aged 18 to 50, compared to 24 healthy controls. Diagnosis were established from information gathered by personal interview with the SADS-LA. Clinical sub-types were evaluated according to the DSM III-R criteria. Moreover, detailed symptoms were rated according to the Positive And Negative Syndrome Scale (PANSS). CT scans were recorded in floppy disks and blindly analyzed. Schizophrenics shown significant higher mean size of lateral and third ventricles, and higher mean anterior cortical atrophy than healthy subjects. Significant differences were also found between subtypes, with more marked abnormalities in the disorganized group. The relationship between brain abnormalities and clinical symptoms recorded with the PANSS, were analysed using Pearson correlates. Positive correlations concerned mainly negative symptoms like blunted affect, emotional withdrawal, difficulties in abstract thinking, passive apathetic social withdrawal and lack of spontaneity of conversation. Positive correlations are also observed with some symptoms classified with the PANSS in the General Psychopathology scale such as mannerism and disorientation. Negative correlation concerned most of PANSS positive symptoms.

Nuclear age thinking

Energy Technology Data Exchange (ETDEWEB)

Depastas, A.N.

1990-01-01

According to the practicalist school, thinking emerges from activity and each human practice is giving food to its own distinctive kinds of perception, conduct, and perspective of the world. The author, while studying and describing developments after the commencement of the nuclear age in many fields of human behavior and knowledge, including the social sciences, particularly psychology and international politics, became an adherent to the practicalist philosophy when he perceived new relevant thoughts coming to his mind at the same time. Indeed writing is a learning experience. He has, therefore, systematically included these thoughts in the following pages and synoptically characterized them in the title: Nuclear Age Thinking. He considers this kind of thinking as automatic, conscious activity which is gradually influencing our choices and decisions. The author has reservations as regards Albert Einstein's saying that the unleashed power of the atom changed everything save our modes of thinking, because the uncontrollability of nuclear energy is apparently in the subconscious of mankind nowadays, influencing the development of a new mode of thinking, and that is the nuclear age thinking which is the subject of this book. Nuclear age thinking drives from the collective fear of extinction of life on earth due to this new power at man's disposal, and it is not only limited to the change in the conventional meaning of the words war and peace.

Relationships between paranoid thinking, self-esteem and the menstrual cycle.

Science.gov (United States)

Brock, Rosalind; Rowse, Georgina; Slade, Pauline

2016-04-01

This study aimed to investigate whether paranoid experiences and levels of self-esteem fluctuate over the menstrual cycle and whether levels of self-esteem are lower when perceived persecution is felt to be deserved. Measures of anxiety, depression, persecution, deservedness and self-esteem were completed on-line by 278 women over their menstrual cycle. Responses were compared at the paramenstrual (3 days before and after menses onset) and mid-cycle phase. At the paramenstrual phase persecution, negative self-esteem, anxiety and depression were higher and positive self-esteem was lower than at mid-cycle. A greater proportion of women experienced persecution as deserved at the paramenstrual phase. This was associated with higher depression and negative self-esteem scores. Increased levels of deservedness significantly strengthened the relationship between persecution and negative, but not positive, self-esteem. These findings suggest that the paramenstrual phase is a time of vulnerability to increased paranoid experiences, an increased likelihood that feelings of persecution will feel deserved and lowered self-esteem. The findings support the view that interpersonal sensitivities may be key to menstrual cycle symptoms and have an impact on relationships. Further, the study illustrated that ideas developed for psychosis could make a valuable contribution to understanding and managing this aspect of menstruation-related distress.

How do gestures influence thinking and speaking? The gesture-for-conceptualization hypothesis.

Science.gov (United States)

Kita, Sotaro; Alibali, Martha W; Chu, Mingyuan

2017-04-01

People spontaneously produce gestures during speaking and thinking. The authors focus here on gestures that depict or indicate information related to the contents of concurrent speech or thought (i.e., representational gestures). Previous research indicates that such gestures have not only communicative functions, but also self-oriented cognitive functions. In this article, the authors propose a new theoretical framework, the gesture-for-conceptualization hypothesis, which explains the self-oriented functions of representational gestures. According to this framework, representational gestures affect cognitive processes in 4 main ways: gestures activate, manipulate, package, and explore spatio-motoric information for speaking and thinking. These four functions are shaped by gesture's ability to schematize information, that is, to focus on a small subset of available information that is potentially relevant to the task at hand. The framework is based on the assumption that gestures are generated from the same system that generates practical actions, such as object manipulation; however, gestures are distinct from practical actions in that they represent information. The framework provides a novel, parsimonious, and comprehensive account of the self-oriented functions of gestures. The authors discuss how the framework accounts for gestures that depict abstract or metaphoric content, and they consider implications for the relations between self-oriented and communicative functions of gestures. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Feeling Abnormal: Simulation of Deviancy in Abnormal and Exceptionality Courses.

Science.gov (United States)

Fernald, Charles D.

1980-01-01

Describes activity in which student in abnormal psychology and psychology of exceptional children classes personally experience being judged abnormal. The experience allows the students to remember relevant research, become sensitized to the feelings of individuals classified as deviant, and use caution in classifying individuals as abnormal.…

Eigenvector/eigenvalue analysis of a 3D current referential fault detection and diagnosis of an induction motor

International Nuclear Information System (INIS)

Pires, V. Fernao; Martins, J.F.; Pires, A.J.

2010-01-01

In this paper an integrated approach for on-line induction motor fault detection and diagnosis is presented. The need to insure a continuous and safety operation for induction motors involves preventive maintenance procedures combined with fault diagnosis techniques. The proposed approach uses an automatic three step algorithm. Firstly, the induction motor stator currents are measured which will give typical patterns that can be used to identify the fault. Secondly, the eigenvectors/eigenvalues of the 3D current referential are computed. Finally the proposed algorithm will discern if the motor is healthy or not and report the extent of the fault. Furthermore this algorithm is able to identify distinct faults (stator winding faults or broken bars). The proposed approach was experimentally implemented and its performance verified on various types of working conditions.

[Psychotherapy of Depression as Neurobiological Process - Evidence from Neuroimaging].

Science.gov (United States)

Rubart, Antonie; Hohagen, Fritz; Zurowski, Bartosz

2018-06-01

Research on neurobiological effects of psychotherapy in depression facilitates the improvement of treatment strategies. The cortico-limbic dysregulation model serves as a framework for numerous studies on neurobiological changes in depression. In this model, depression is described as hypoactivation of dorsal cortical brain regions in conjunction with hyperactivation of ventral paralimbic regions. This assumption has been supported by various studies of structural and functional brain abnormalities in depression. However, also regions not included in the original cortico-limbic dysregulation model, such as the dorsomedial prefrontal cortex, seem to play an important role in depression. Functional connectivity studies of depression have revealed an enhanced connectivity within the so-called default mode network which is involved in self-referential thinking. Studies also point to a normalization of limbic and cortical brain activity, especially in the anterior cingulate cortex, during psychotherapy. Some neurobiological markers like the activity of the anterior cingulate cortex, striatum and insula as well as hippocampal volume have been proposed to predict treatment response on a group-level. The activity of the anterior insula appears to be a candidate bio-marker for differential indication for psychotherapy or pharmacotherapy. The cortico-limbic dysregulation model and following research have inspired new forms of treatment for depression like deep brain stimulation of the subgenual anterior cingulate cortex, repetitive transcranial magnetic stimulation of the dorsolateral prefrontal cortex, neurofeedback and attention training. © Georg Thieme Verlag KG Stuttgart · New York.

Strategic thinking in turbulent times

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Bratianu Constantin

2017-07-01

Full Text Available The purpose of this paper is to present a structural analysis of strategic thinking spectrum in turbulent times. Business excellence cannot be achieved without a well-defined strategic thinking spectrum able to elaborate and implement strategies in a fast changeable and unpredictable business environment. Strategic thinking means to think for a desirable future which can be ahead 4-5 years of the present time and to make decisions to the best of our knowledge for that unknown business environment. Thus, the research question is: How can we conceive the spectrum of strategic thinking such that we shall be able to deal with a complex and unknown future in achieving a competitive advantage? The methodology used to answer this question is based on metaphorical thinking, and multidimensional analysis. I shall consider four main dimensions: time, complexity, uncertainty, and novelty. On each of these dimensions I shall analyze the known thinking models and their attributes with respect to request formulated in the research question. Then, I shall choose those thinking models that correspond to the future characteristics and integrate them in a continuous spectrum. On each dimension I shall consider three basic thinking models. On the time dimension they are: inertial, dynamic and entropic thinking. On the complexity dimension they are: linear, nonlinear and systemic thinking. On the uncertainty dimension they are: deterministic, probabilistic and chaotic thinking. Finally, on the novelty dimension we have: template, intelligent and creative thinking. Considering all requirements for the unknown future, we conclude that strategic thinking spectrum should contain: entropic, nonlinear and systemic, probabilistic and chaotic, intelligent and creative thinking models. Such a spectrum increases the capacity of our understanding and as a consequence it enhances the capability of making adequate decisions in conditions of complexity and uncertainty.

THINKING IN PAREMIOLOGY

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Letitia DURNEA

2017-12-01

Full Text Available The present article has the purpose of highlighting possible interrelationships between proverbs and thinking, both connected through education. Thinking, a complex mental process, is materialized in various forms, being influenced by the individual’s personalities, trends and personal interests. For this reason, we consider that proverbs, reaching so extensive areas, can satisfy different tastes, sometimes even contradictory. It seeks to highlight the form in which thinking can be contrived, guided and even provoked by proverbs - short, popular phrases with fixed forms that convey the millennial wisdom of our ancestors. Assigning multiple roles, the paremiology conceals thinking with the help of educators through education.

Systems thinking.

Science.gov (United States)

Cabrera, Derek; Colosi, Laura; Lobdell, Claire

2008-08-01

Evaluation is one of many fields where "systems thinking" is popular and is said to hold great promise. However, there is disagreement about what constitutes systems thinking. Its meaning is ambiguous, and systems scholars have made diverse and divergent attempts to describe it. Alternative origins include: von Bertalanffy, Aristotle, Lao Tsu or multiple aperiodic "waves." Some scholars describe it as synonymous with systems sciences (i.e., nonlinear dynamics, complexity, chaos). Others view it as taxonomy-a laundry list of systems approaches. Within so much noise, it is often difficult for evaluators to find the systems thinking signal. Recent work in systems thinking describes it as an emergent property of four simple conceptual patterns (rules). For an evaluator to become a "systems thinker", he or she need not spend years learning many methods or nonlinear sciences. Instead, with some practice, one can learn to apply these four simple rules to existing evaluation knowledge with transformative results.

Bilingualism and Creativity: Benefits in Convergent Thinking Come with Losses in Divergent Thinking

Science.gov (United States)

Hommel, Bernhard; Colzato, Lorenza S.; Fischer, Rico; Christoffels, Ingrid K.

2011-01-01

Bilingualism is commonly assumed to improve creativity but the mechanisms underlying creative acts, and the way these mechanisms are affected by bilingualism, are not very well understood. We hypothesize that learning to master multiple languages drives individuals toward a relatively focused cognitive-control state that exerts strong top-down impact on information processing and creates strong local competition for selection between cognitive codes. Considering the control requirements posed by creativity tasks tapping into convergent and divergent thinking, this predicts that high-proficient bilinguals should outperform low-proficient bilinguals in convergent thinking, while low-proficient bilinguals might be better in divergent thinking. Comparing low- and high-proficient bilinguals on convergent-thinking and divergent-thinking tasks indeed showed a high-proficient bilingual advantage for convergent thinking but a low-proficient bilingual advantage for fluency in divergent thinking. These findings suggest that bilingualism should not be related to “creativity” as a unitary concept but, rather, to the specific processes and mechanisms that underlie creativity. PMID:22084634

Bilingualism and creativity: Benefits in convergent thinking come with losses in divergent thinking

Directory of Open Access Journals (Sweden)

Bernhard eHommel

2011-11-01

Full Text Available Bilingualism is commonly assumed to improve creativity but the mechanisms underlying creative acts, and the way these mechanisms are affected by bilingualism, are not very well understood. We hypothesize that learning to master multiple languages drives individuals towards a strongly focused cognitive-control state that exerts strong top-down impact on information processing and creates strong local competition for selection between cognitive codes. Considering the control requirements posed by creativity tasks tapping into convergent and divergent thinking, this predicts that high-proficient bilinguals should outperform low-proficient bilinguals in convergent thinking, while low-proficient bilinguals might be better in divergent thinking. Comparing low- and high-proficient bilinguals on convergent-thinking and divergent-thinking tasks indeed showed a high-proficient bilingual advantage for convergent thinking but a low-proficient bilingual advantage for fluency in divergent thinking. These findings suggest that bilingualism should not be related to creativity as a unitary concept but, rather, to the specific processes and mechanisms that underlie creativity.

Think Twice: Review of Thinking, Fast and Slow by Daniel Kahneman (2011)

OpenAIRE

Anne Kelly

2017-01-01

Daniel Kahneman. Thinking, Fast and Slow (New York, NY: Farrar, Straus and Giroux) 499 pp. ISBN 978-0374275631. In Thinking, Fast and Slow, Nobel Prize-winning psychologist Daniel Kahneman significantly sharpens our understanding of human decision-making and the systems of thinking that underlie it. He offers a compelling critique of the rational-agent model, arguing that, while we can and do use reason, we often fall back on a type of thinking that operates quickly and requires less cogn...

Referential communication abilities in children with 22q11.2 deletion syndrome.

Science.gov (United States)

Van Den Heuvel, Ellen; ReuterskiöLd, Christina; Solot, Cynthia; Manders, Eric; Swillen, Ann; Zink, Inge

2017-10-01

This study describes the performance on a perspective- and role-taking task in 27 children, ages 6-13 years, with 22q11.2 deletion syndrome (22q11.2DS). A cross-cultural design comparing Dutch- and English-speaking children with 22q11.2DS explored the possibility of cultural differences. Chronologically age-matched and younger typically developing (TD) children matched for receptive vocabulary served as control groups to identify challenges in referential communication. The utterances of children with 22q11.2DS were characterised as short and simple in lexical and grammatical terms. However, from a language use perspective, their utterances were verbose, ambiguous and irrelevant given the pictured scenes. They tended to elaborate on visual details and conveyed off-topic, extraneous information when participating in a barrier-game procedure. Both types of aberrant utterances forced a listener to consistently infer the intended message. Moreover, children with 22q11.2DS demonstrated difficulty selecting correct speech acts in accordance with contextual cues during a role-taking task. Both English- and Dutch-speaking children with 22q11.2DS showed impoverished information transfer and an increased number of elaborations, suggesting a cross-cultural syndrome-specific feature.

Thoughts on Thinking: The Challenge of Critical Thinking

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Gary Heisserer

2006-01-01

Full Text Available Central to Halpern’s definition is the idea that the critical thinker must have not only the necessary analytical tools but also the inclination to use them. Implicit in this argument is the reality that as educators, we must facilitate the learning of both critical thinking skills and dispositions. Critical thinking may also involve the dialectical confrontation between two conflicting forces. The first is what we know and believe; the second is that which is different, new, or contrary to what we know or believe. Braman (1998 uses the phrase “disorienting dilemma” to describe the situation when one critically examines a well-formulated position that is directly at odds with a long held, and perhaps cherished, belief (p. 30. It is this dynamic process of exposure, exploration, and evaluation that is central to the liberal arts educator committed to the practice and to the instruction of critical thinking. However, the evaluation of differing perspectives is a necessary but not sufficient condition of critical thinking. Hatcher and Spencer (2000 address this concern in their succinct but compelling definition. They write that critical thinking “attempts to arrive at a decision or judgment only after honestly evaluating alternatives with respect to available evidence and arguments” (p.1. This definition is particularly satisfying because it refers both to a process (the honest evaluation of alternatives and to an advocacy-based result (a decision that is informed by the evidence and arguments.

Thinking Aloud Influences Perceived Time

DEFF Research Database (Denmark)

Hertzum, Morten; Holmegaard, Kristin Due

2015-01-01

a processing shift that overshadows the perception of time, or increase mental workload. Application: For usability evaluation, this study implies that time estimates made while thinking aloud cannot be compared with time estimates made while not thinking aloud, that ratings of systems experienced while......Objective: We investigate whether thinking aloud influences perceived time. Background: Thinking aloud is widely used in usability evaluation, yet it is debated whether thinking aloud influences thought and behavior. If thinking aloud is restricted to the verbalization of information to which...... a person is already attending, there is evidence that thinking aloud does not influence thought and behavior. Method: In an experiment, 16 thinking-aloud participants and 16 control participants solved a code-breaking task 24 times each. Participants estimated task duration. The 24 trials involved two...

[Intelligent operating room suite : From passive medical devices to the self-thinking cognitive surgical assistant].

Science.gov (United States)

Kenngott, H G; Wagner, M; Preukschas, A A; Müller-Stich, B P

2016-12-01

Modern operating room (OR) suites are mostly digitally connected but until now the primary focus was on the presentation, transfer and distribution of images. Device information and processes within the operating theaters are barely considered. Cognitive assistance systems have triggered a fundamental rethinking in the automotive industry as well as in logistics. In principle, tasks in the OR, some of which are highly repetitive, also have great potential to be supported by automated cognitive assistance via a self-thinking system. This includes the coordination of the entire workflow in the perioperative process in both the operating theater and the whole hospital. With corresponding data from hospital information systems, medical devices and appropriate models of the surgical process, intelligent systems could optimize the workflow in the operating theater in the near future and support the surgeon. Preliminary results on the use of device information and automatically controlled OR suites are already available. Such systems include, for example the guidance of laparoscopic camera systems. Nevertheless, cognitive assistance systems that make use of knowledge about patients, processes and other pieces of information to improve surgical treatment are not yet available in the clinical routine but are urgently needed in order to automatically assist the surgeon in situation-related activities and thus substantially improve patient care.

Thinking is believing.

Science.gov (United States)

Kasturirangan, Rajesh

2008-01-01

Philosophers as well lay people often think of beliefs as psychological states with dubious epistemic properties. Beliefs are conceptualized as unregulated conceptual structures, for the most part hypothetical and often fanciful or deluded. Thinking and reasoning on the other hand are seen as rational activities regulated by rules and governed by norms. Computational modeling of the mind has focused on rule-governed behavior, ultimately trying to reduce them to rules of logic. What if thinking is less like reasoning and more like believing? I argue that the classical model of thought as rational is mistaken and that thinking is fundamentally constituted by believing. This new approach forces us to re-evaluate classical epistemic concepts like "truth", "justification" etc. Furthermore, if thinking is believing, then it is not clear how thoughts can be modeled computationally. We need new mathematical ideas to model thought, ideas that are quite different from traditional logic-based mathematical structures.

Vitalistic thinking in adults.

Science.gov (United States)

Wilson, Stuart

2013-11-01

Vitalistic thinking has traditionally been associated with reasoning about biological phenomena. The current research aimed to investigate a broader range of vitalistic thinking than previously studied. Esoteric notions of 'energy' are frequently used by individuals when making causal attributions for strange occurrences, and previous literature has linked such thinking with paranormal, magical, and superstitious beliefs. Two experiments are described that aim to investigate whether adults are vitalistic when asked to make causal judgments, and whether this can be predicted by thinking styles and prior paranormal belief. Experiment 1 asked participants to rate three causal options (one of which was vitalistic) for six vignettes. Scores on one dimension of paranormal belief (New Age Philosophy) and analytical thinking significantly predicted vitalism, but scores on intuitive thinking and Traditional Paranormal Beliefs did not. Experiment 2 extended the findings by asking participants to generate their own causal responses. Again, paranormal belief was found to be the best predictor of vitalism, but this time Traditional Paranormal Beliefs were associated with vitalistic responses whilst both intuitive and analytical thinking were unable to significantly predict classification. Results challenge previous findings, suggesting that vitalistic thinking may operate differently when applied to everyday causal reasoning. © 2012 The British Psychological Society.

Think tanks in Denmark

DEFF Research Database (Denmark)

Blach-Ørsten, Mark; Kristensen, Nete Nørgaard

2016-01-01

outside the media. The study shows that the two largest and oldest think tanks in Denmark, the liberal think tank CEPOS and the social democratic think tank ECLM, are very active and observable in the media; that the media’s distribution of attention to these think tanks, to some extent, confirms a re......-politicization of Danish newspapers; but also that the news media as an arena of influence is only one part of the equation, since some of the corporatist political networks are still intact and working outside the media...... half of the 2010s, because in this national setting think tanks are still a relatively new phenomenon. Based on theories of mediatization and de-corporatization, we present 1) an analysis of the visibility of selected Danish think tanks in the media and 2) an analysis of their political networks...

Two Thinking Skills Assessment Approaches: "Assessment of Pupils' Thinking Skills" and "Individual Thinking Skills Assessments"

Science.gov (United States)

Burke, Lynsey A.; Williams, Joanne M.

2012-01-01

This paper is linked to a previous paper outlining an evaluation of a thinking skills intervention (Burke & Williams, 2008). Following extensive requests for the assessment tools used in the intervention, this short paper presents the development and potential uses of two thinking skills assessment tools. The aim of the paper is simply to make…

Prohibition of thinking

Directory of Open Access Journals (Sweden)

Tomaž Sajovic

2015-04-01

are not results of scientifically-theoretical research but are externally and ideologically forced upon them by scientific politics (in slovenia, for example, tenders for scientific projects dictate the topics. Technoscientific research must avoid theoretical thinking and is at the same time also absolved from self reflection. Science – with honourable exceptions – therefore ceased being creative. The institutions of scientific politics cut science from scientific and social criticism. Science became incognizant, apolitical and inhuman. At the same time, scientific politics deprived scientists of their professional and human dignity, as well as their purpose. This essay attempts to examine the universal neoliberal destruction of thinking.

Think Twice: Review of Thinking, Fast and Slow by Daniel Kahneman (2011

Directory of Open Access Journals (Sweden)

Anne Kelly

2017-07-01

Full Text Available Daniel Kahneman. Thinking, Fast and Slow (New York, NY: Farrar, Straus and Giroux 499 pp. ISBN 978-0374275631. In Thinking, Fast and Slow, Nobel Prize-winning psychologist Daniel Kahneman significantly sharpens our understanding of human decision-making and the systems of thinking that underlie it. He offers a compelling critique of the rational-agent model, arguing that, while we can and do use reason, we often fall back on a type of thinking that operates quickly and requires less cognitive effort but is vulnerable to faulty belief.

Thinking about thinking: implications for patient safety.

Science.gov (United States)

Montgomery, Kathryn

2009-01-01

Clinical medicine, a learned, rational, science-using practice, is labelled a science even though physicians have the good sense not to practise it that way. Rather than thinking like scientists - or how we think scientists think - physicians are engaged in analogical, interpretive reasoning that resembles Aristotle's phronesis, or practical reasoning, more closely than episteme, or scientific reasoning. In medicine, phronesis is clinical judgment; and while it depends on both a fund of information and extensive experience, somehow it is not quite teachable. This practical, clinical rationality relies on case narrative for teaching and learning about illness and disease, for recording and communicating about patient care and, inevitably, for thinking about and remembering the details, as well as the overarching rules of practice. At the same time, "anecdotal" remains the most pejorative word in medicine, and the tension between the justifiable caution this disdain expresses and the pervasive narrative structure of medical knowledge is characteristic of clinical knowing generally: a tug-of-war between apparent irreconcilables that can be settled only by an appeal to the circumstances of the clinical situation. Practical rationality in the clinical encounter is characterized by a productive circulation between the particular details of the patient's presentation and general information about disease stored as a taxonomy of cases. Evidence-based medicine can improve this negotiation between general knowledge and the patient's particulars, but it cannot replace it. In a scientific era, clinical judgment remains the quintessential intellectual strength of the clinician. Why, then, do we not teach the epistemology of medicine? Understanding the mis-description of physicians' thinking - and the accompanying claim that medicine is, in itself, a science - could mitigate the misplaced perfectionism that makes mistakes in medicine personal and unthinkable.

The application of systems thinking in health: why use systems thinking?

Science.gov (United States)

Peters, David H

2014-08-26

This paper explores the question of what systems thinking adds to the field of global health. Observing that elements of systems thinking are already common in public health research, the article discusses which of the large body of theories, methods, and tools associated with systems thinking are more useful. The paper reviews the origins of systems thinking, describing a range of the theories, methods, and tools. A common thread is the idea that the behavior of systems is governed by common principles that can be discovered and expressed. They each address problems of complexity, which is a frequent challenge in global health. The different methods and tools are suited to different types of inquiry and involve both qualitative and quantitative techniques. The paper concludes by emphasizing that explicit models used in systems thinking provide new opportunities to understand and continuously test and revise our understanding of the nature of things, including how to intervene to improve people's health.

Thinking Like a Social Worker: Examining the Meaning of Critical Thinking in Social Work

Science.gov (United States)

Mathias, John

2015-01-01

"Critical thinking" is frequently used to describe how social workers ought to reason. But how well has this concept helped us to develop a normative description of what it means to think like a social worker? This critical review mines the literature on critical thinking for insight into the kinds of thinking social work scholars…

Evolutionary thinking

Science.gov (United States)

Hunt, Tam

2014-01-01

Evolution as an idea has a lengthy history, even though the idea of evolution is generally associated with Darwin today. Rebecca Stott provides an engaging and thoughtful overview of this history of evolutionary thinking in her 2013 book, Darwin's Ghosts: The Secret History of Evolution. Since Darwin, the debate over evolution—both how it takes place and, in a long war of words with religiously-oriented thinkers, whether it takes place—has been sustained and heated. A growing share of this debate is now devoted to examining how evolutionary thinking affects areas outside of biology. How do our lives change when we recognize that all is in flux? What can we learn about life more generally if we study change instead of stasis? Carter Phipps’ book, Evolutionaries: Unlocking the Spiritual and Cultural Potential of Science's Greatest Idea, delves deep into this relatively new development. Phipps generally takes as a given the validity of the Modern Synthesis of evolutionary biology. His story takes us into, as the subtitle suggests, the spiritual and cultural implications of evolutionary thinking. Can religion and evolution be reconciled? Can evolutionary thinking lead to a new type of spirituality? Is our culture already being changed in ways that we don't realize by evolutionary thinking? These are all important questions and Phipps book is a great introduction to this discussion. Phipps is an author, journalist, and contributor to the emerging “integral” or “evolutionary” cultural movement that combines the insights of Integral Philosophy, evolutionary science, developmental psychology, and the social sciences. He has served as the Executive Editor of EnlightenNext magazine (no longer published) and more recently is the co-founder of the Institute for Cultural Evolution, a public policy think tank addressing the cultural roots of America's political challenges. What follows is an email interview with Phipps. PMID:26478766

Foundations for Critical Thinking

Science.gov (United States)

Bers, Trudy; Chun, Marc; Daly, William T.; Harrington, Christine; Tobolowsky, Barbara F.

2015-01-01

"Foundations for Critical Thinking" explores the landscape of critical-thinking skill development and pedagogy through foundational chapters and institutional case studies involving a range of students in diverse settings. By establishing a link between active learning and improved critical thinking, this resource encourages all higher…

The effects of attachment components on formal-operational thinking

OpenAIRE

Vukčević Branimir

2010-01-01

In this work our aim is to examine how the components of attachment influence the thinking development of adolescents in familial context. We investigated the components of attachment: unresolved family traumatisation, the use of external security base, fear of loss of external security base, negative self concept, negative other concept, capacity for mentalisation, low control of anger. We used a revised Questionnaire for Assessment of Adult and Adolescent Attachment (in original: UPIPAV-R)....

How ineffective family environments can compound maldevelopment of critical thinking skills in childhood abuse survivors.

Science.gov (United States)

Kostolitz, Alessandra C; Hyman, Scott M; Gold, Steven N

2014-01-01

The high stress of childhood abuse is associated with neurobiological detriments to executive function. Child abuse survivors may also be cognitively and relationally disadvantaged as a result of being raised in emotionally impoverished families that lack cohesion, organization, flexibility, self-expression, and moral and ethical values and fail to provide opportunities for effective learning. A review of literature demonstrates how dysfunctional family of origin environments common to child abuse survivors, concomitant with the extreme stress of overt acts of abuse, can act as a barrier to the development of higher-order critical thinking skills. The article concludes by discussing ramifications of critical thinking skill deficits in child abuse survivors and highlights the importance of integrating and prioritizing critical thinking skills training in treatment.

Continued development of recursive thinking in adolescence : Longitudinal analyses with a revised recursive thinking test

NARCIS (Netherlands)

van den Bos, E.; de Rooij, M.; Sumter, S.R.; Westenberg, P.M.

2016-01-01

The present study adds to the emerging literature on the development of social cognition in adolescence by investigating the development of recursive thinking (i.e., thinking about thinking). Previous studies have indicated that the development of recursive thinking is not completed during

A Review on Developing Critical Thinking Skills through Literary Texts

Directory of Open Access Journals (Sweden)

Noraini Ahmad Shukri

2015-04-01

Full Text Available Many ESL instructors are generally in agreement with the belief that it is essential that students should be assisted in developing critical thinking skills while being engaged in their language learning process especially those learning the target language at higher level (Stern, 1985; Dickinson, 1991; McKay, 2001; Terry, 2007; Van, 2009; Odenwald, 2010. As it enables language learners to engage in a more purposeful and self-regulatory in judgment, helping them in their evaluation of the arguments of others and of their own, coming to well-reasoned resolutions to any complex problems and to be able to resolve conflicts encountered in their daily lives. Critical thinking requires them to be actively involved in their own learning process as they attempt to individually understand and apply the information they are exposed to during the classroom interaction (Landsberger, 1999; Tung & Chang, 2009. The many advantageous and feasibility of teaching instruction that incorporates the study of literature in the ESL classroom which suggests that literature texts, if correctly chosen and instructed, can prove to be beneficial to ESL students’ overall level of literacy and critical thinking skills. Numerous empirical researches also asserted that literary texts that are authentic, enjoyable, and motivating would naturally increase both their knowledge of the target language patterns and cultural awareness. Keywords: Critical thinking, ESL classroom, literature, literary text

Thinking about "Design Thinking": A Study of Teacher Experiences

Science.gov (United States)

Retna, Kala S.

2016-01-01

Schools are continuously looking for new ways of enhancing student learning to equip students with skills that would enable them to cope with twenty-first century demands. One promising approach focuses on design thinking. This study examines teacher's perceptions, experiences and challenges faced in adopting design thinking. There is a lack of…

Climate Change Denial Books and Conservative Think Tanks

Science.gov (United States)

Jacques, Peter J.

2013-01-01

The conservative movement and especially its think tanks play a critical role in denying the reality and significance of anthropogenic global warming (AGW), especially by manufacturing uncertainty over climate science. Books denying AGW are a crucial means of attacking climate science and scientists, and we examine the links between conservative think tanks (CTTs) and 108 climate change denial books published through 2010. We find a strong link, albeit noticeably weaker for the growing number of self-published denial books. We also examine the national origins of the books and the academic backgrounds of their authors or editors, finding that with the help of American CTTs climate change denial has spread to several other nations and that an increasing portion of denial books are produced by individuals with no scientific training. It appears that at least 90% of denial books do not undergo peer review, allowing authors or editors to recycle scientifically unfounded claims that are then amplified by the conservative movement, media, and political elites. PMID:24098056

Think Tanks in Europe

DEFF Research Database (Denmark)

Kelstrup, Jesper Dahl

in their national contexts. Questions regarding patterns and differences in think tank organisations and functions across countries have largely been left unanswered. This paper advances a definition and research design that uses different expert roles to categorise think tanks. A sample of 34 think tanks from...

Atom Core Interactive Electronic Book to Develop Self Efficacy and Critical Thinking Skills

Science.gov (United States)

Pradina, Luthfia Puspa; Suyatna, Agus

2018-01-01

The purpose of this research is to develop interactive atomic electronic school book (IESB) to cultivate critical thinking skills and confidence of students grade 12. The method used in this research was the ADDIE (Analyze Design Development Implementation Evaluation) development procedure which is limited to the test phase of product design…

The Nature of Thinking, Shallow and Deep

Directory of Open Access Journals (Sweden)

Gary L. Brase

2014-05-01

Full Text Available Because the criteria for success differ across various domains of life, no single normative standard will ever work for all types of thinking. One method for dealing with this apparent dilemma is to propose that the mind is made up of a large number of specialized modules. This review describes how this multi-modular framework for the mind overcomes several critical conceptual and theoretical challenges to our understanding of human thinking, and hopefully clarifies what are (and are not some of the implications based on this framework. In particular, an evolutionarily informed deep rationality conception of human thinking can guide psychological research out of clusters of ad hoc models which currently occupy some fields. First, the idea of deep rationality helps theoretical frameworks in terms of orienting themselves with regard to time scale references, which can alter the nature of rationality assessments. Second, the functional domains of deep rationality can be hypothesized (non-exhaustively to include the areas of self-protection, status, affiliation, mate acquisition, mate retention, kin care, and disease avoidance. Thus, although there is no single normative standard of rationality across all of human cognition, there are sensible and objective standards by which we can evaluate multiple, fundamental, domain-specific motives underlying human cognition and behavior. This review concludes with two examples to illustrate the implications of this framework. The first example, decisions about having a child, illustrates how competing models can be understood by realizing that different fundamental motives guiding people’s thinking can sometimes be in conflict. The second example is that of personifications within modern financial markets (e.g., in the form of corporations, which are entities specifically constructed to have just one fundamental motive. This single focus is the source of both the strengths and flaws in how such entities

The nature of thinking, shallow and deep.

Science.gov (United States)

Brase, Gary L

2014-01-01

Because the criteria for success differ across various domains of life, no single normative standard will ever work for all types of thinking. One method for dealing with this apparent dilemma is to propose that the mind is made up of a large number of specialized modules. This review describes how this multi-modular framework for the mind overcomes several critical conceptual and theoretical challenges to our understanding of human thinking, and hopefully clarifies what are (and are not) some of the implications based on this framework. In particular, an evolutionarily informed "deep rationality" conception of human thinking can guide psychological research out of clusters of ad hoc models which currently occupy some fields. First, the idea of deep rationality helps theoretical frameworks in terms of orienting themselves with regard to time scale references, which can alter the nature of rationality assessments. Second, the functional domains of deep rationality can be hypothesized (non-exhaustively) to include the areas of self-protection, status, affiliation, mate acquisition, mate retention, kin care, and disease avoidance. Thus, although there is no single normative standard of rationality across all of human cognition, there are sensible and objective standards by which we can evaluate multiple, fundamental, domain-specific motives underlying human cognition and behavior. This review concludes with two examples to illustrate the implications of this framework. The first example, decisions about having a child, illustrates how competing models can be understood by realizing that different fundamental motives guiding people's thinking can sometimes be in conflict. The second example is that of personifications within modern financial markets (e.g., in the form of corporations), which are entities specifically constructed to have just one fundamental motive. This single focus is the source of both the strengths and flaws in how such entities behave.

A self-referential HOWTO on release engineering

Energy Technology Data Exchange (ETDEWEB)

Galassi, Mark C. [Los Alamos National Lab. (LANL), Los Alamos, NM (United States)

2018-01-31

Release engineering is a fundamental part of the software development cycle: it is the point at which quality control is exercised and bug fixes are integrated. The way in which software is released also gives the end user her first experience of a software package, while in scientific computing release engineering can guarantee reproducibility. For these reasons and others, the release process is a good indicator of the maturity and organization of a development team. Software teams often do not put in place a release process at the beginning. This is unfortunate because the team does not have early and continuous execution of test suites, and it does not exercise the software in the same conditions as the end users. I describe an approach to release engineering based on the software tools developed and used by the GNU project, together with several specific proposals related to packaging and distribution. I do this in a step-by-step manner, demonstrating how this very paper is written and built using proper release engineering methods. Because many aspects of release engineering are not exercised in the building of the paper, the accompanying software repository also contains examples of software libraries.

Visual thinking and neuroscience.

Science.gov (United States)

Smith, C U M

2008-01-01

After a consideration of visual thinking in science the role of such thinking in neuroscience is discussed. Three instances are examined - cortical column, retina, impulse - and it is argued that visual thinking is employed, though in different ways, in each. It lies at the core of neurobiological thought.

Advanced Analytic Cognition: Critical Thinking

Science.gov (United States)

2013-09-01

Published online ahead of print: 12/16/2010) 39 Beyer, B.K. Practical Strategies for the Teaching of Thinking, Allyn and Bacon , Boston, MA, 1987, p. 32...or critical thinking as such has no part in this linkage.78 David Schum and Francis Hume discussed critical reasoning within the context of...Teaching of Thinking, Allyn and Bacon , Boston, MA, 1987, p. 211. 110 Dewey, J. How We Think: A Restatement of the Relation of Reflective Thinking to

Visual-spatial thinking: An aspect of science overlooked by educators

Science.gov (United States)

Mathewson, James H.

1999-01-01

mental schemata employed by self-aware human beings is a basic goal of education. The current attempt to impose integration using themes is criticized on the grounds that the required underpinning in cognitive skills and content knowledge by teachers and students may be absent. Teaching strategies that employ visual-spatial thinking are reviewed. Master images are recommended as a novel point of departure for a systematic development of programs on visual-spatial thinking in research, teacher education, curriculum, and classroom practice.

Systems Thinking : Ancient Maya's Evolution of Consciousness and Contemporary Systems Thinking

Science.gov (United States)

Jere Lazanski, Tadeja

2010-11-01

Systems thinking as a modern approach for problem solving was revived after WWII even though it had been an ancient philosophy. We can track systems thinking back to antiquity. Making a distinction from Western rationalist traditions of philosophy, C. West Churchman often identified with the I Ching as a systems approach sharing a frame of reference similar to pre-Socratic philosophy and Heraclitus. In this paper, we will compare the evolutionary system of consciousness, which was presented in the Tun calendar of Mayan Indians and contemporary systems theory and systems thinking, which is nothing else but highly evolved human consciousness in society. We will present Mayan calendar systems to contemporary systems thinking principles and explain the answer to the Ackoff's judgment on four hundred years of analytical thinking as the dominant mode of society. We will use the methods of historical comparison and a method of a systems approach. We will point out the big picture and Mayan divine plan as main systems principles. The Mayan numerical system and long count units has been proven as one of the most accurate systems for describing the present and future of the civilization in which we have all evolved. We will also explain the Mayan nine-level pyramids system that represents the evolutionary system, i.e. the consciousness, which in our time shows the actual level of human consciousness. Deriving from all described, we will show the main systems principles, discussed by contemporary systems authors and Mayan systems principles, which differ only in one expression—they named "the big picture" as "the divine plan". The final results can be perfectly applied to the society we live in. Seeing the world from the big picture point of view is reaching a level of awareness, in which linear thinking is replaced by systems thinking. The Mayans explained that the civilization would achieve the system of conscious co-creation. We can claim that linear thinking guides us

Food Design Thinking: A Branch of Design Thinking Specific to Food Design

Science.gov (United States)

Zampollo, Francesca; Peacock, Matthew

2016-01-01

Is there a need for a set of methods within Design Thinking tailored specifically for the Food Design process? Is there a need for a branch of Design Thinking dedicated to Food Design alone? Chefs are not generally trained in Design or Design Thinking, and we are only just beginning to understand how they ideate and what recourses are available to…

Psychopathic traits linked to alterations in neural activity during personality judgments of self and others

Directory of Open Access Journals (Sweden)

Philip Deming

Full Text Available Psychopathic individuals are notorious for their grandiose sense of self-worth and disregard for the welfare of others. One potential psychological mechanism underlying these traits is the relative consideration of “self” versus “others”. Here we used task-based functional magnetic resonance imaging (fMRI to identify neural responses during personality trait judgments about oneself and a familiar other in a sample of adult male incarcerated offenders (n = 57. Neural activity was regressed on two clusters of psychopathic traits: Factor 1 (e.g., egocentricity and lack of empathy and Factor 2 (e.g., impulsivity and irresponsibility. Contrary to our hypotheses, Factor 1 scores were not significantly related to neural activity during self- or other-judgments. However, Factor 2 traits were associated with diminished activation to self-judgments, in relation to other-judgments, in bilateral posterior cingulate cortex and right temporoparietal junction. These findings highlight cortical regions associated with a dimension of social-affective cognition that may underlie psychopathic individuals' impulsive traits. Keywords: Psychopathy, fMRI, Social cognition, Self-referential processing, Emotion, Psychopathology

Critical thinking in clinical nurse education: application of Paul's model of critical thinking.

Science.gov (United States)

Andrea Sullivan, E

2012-11-01

Nurse educators recognize that many nursing students have difficulty in making decisions in clinical practice. The ability to make effective, informed decisions in clinical practice requires that nursing students know and apply the processes of critical thinking. Critical thinking is a skill that develops over time and requires the conscious application of this process. There are a number of models in the nursing literature to assist students in the critical thinking process; however, these models tend to focus solely on decision making in hospital settings and are often complex to actualize. In this paper, Paul's Model of Critical Thinking is examined for its application to nursing education. I will demonstrate how the model can be used by clinical nurse educators to assist students to develop critical thinking skills in all health care settings in a way that makes critical thinking skills accessible to students. Copyright © 2012 Elsevier Ltd. All rights reserved.