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Sample records for education affect cognitive

  1. Physics education students’ cognitive and affective domains toward ecological phenomena

    Science.gov (United States)

    Napitupulu, N. D.; Munandar, A.; Redjeki, S.; Tjasyono, B.

    2018-05-01

    Environmental education is become prominent in dealing with natural phenomena that occur nowadays. Studying environmental physics will lead students to have conceptual understanding which are importent in enhancing attitudes toward ecological phenomena that link directry to cognitive and affective domains. This research focused on the the relationship of cognitive and affective domains toward ecological phenomena. Thirty-seven Physics Education students participated in this study and validated sources of data were collected to eksplore students’ conceptual understanding as cognitive domain and to investigate students’ attitudes as affective domain. The percentage of cognitive outcome and affective outcome are explore. The features of such approaches to environmental learning are discussion through analysis of contribution of cognitive to develop the attitude ecological as affective outcome. The result shows that cognitive domains do not contribute significantly to affective domain toward ecological henomena as an issue trend in Central Sulawesi although students had passed Environmental Physics instruction for two semester. In fact, inferior knowledge in a way actually contributes to the attitude domain caused by the prior knowledge that students have as ombo as a Kaili local wisdom.

  2. School Factors Explaining Achievement on Cognitive and Affective Outcomes : Establishing a Dynamic Model of Educational Effectiveness

    NARCIS (Netherlands)

    Creemers, Bert; Kyriakides, Leonidas

    2010-01-01

    The dynamic model of educational effectiveness defines school level factors associated with student outcomes. Emphasis is given to the two main aspects of policy, evaluation, and improvement in schools which affect quality of teaching and learning at both the level of teachers and students: a)

  3. Mindfulness, Adult Learning and Therapeutic Education: Integrating the Cognitive and Affective Domains of Learning

    Science.gov (United States)

    Hyland, Terry

    2010-01-01

    Although it has been given qualified approval by a number of philosophers of education, the so-called "therapeutic turn" in education has been the subject of criticism by several commentators on post-compulsory and adult learning over the last few years. A key feature of this alleged development in recent educational policy is said to be the…

  4. Primary Dysmenorrhea, Educational Performance, and Cognitive and Affective Variables in Adolescent Schoolgirls.

    Science.gov (United States)

    Fontana, D.; Rees, Valerie

    1982-01-01

    Research among adolescent English schoolgirls indicated that although girls with primary dysmenorrhea appeared to be more neurotic than those who did not experience menstrual distress, there was no apparent difference between the two groups on cognitive and academic performance measures or in school attendance. (Author/MJL)

  5. Does Early Childhood Teacher Education Affect Students' Cognitive Orientations? The Effect of Different Education Tracks in Teacher Education on Prospective Early Childhood Teachers' Cognitive Orientations in Germany

    Science.gov (United States)

    Mischo, Christoph; Wahl, Stefan; Strohmer, Janina; Wolf, Carina

    2014-01-01

    Early childhood teachers may differ regarding the knowledge base they use when making professional decisions. In this study two orientations are distinguished: the orientation towards scientific knowledge vs. the orientation towards intuition and subjective experience. As different tracks in early childhood teacher education qualify for…

  6. Science Education for Environmental Awareness: Approaches to Integrating Cognitive and Affective Domains

    Science.gov (United States)

    Littledyke, Michael

    2008-01-01

    Science education has an important part in developing understanding of concepts that underpin environmental issues, leading potentially to pro-environmental behaviour. However, science is commonly perceived negatively, leading to inappropriate and negative models of science that do not connect to people's experiences. The article argues that the…

  7. Educational Objectives and the Learning Domains: A New Formulation [And] Summary: Pierce-Gray Classification Model for the Cognitive, Affective and Psychomotor Domains.

    Science.gov (United States)

    Gray, Charles E.; Pierce, Walter D.

    This paper examines and summarizes the "Pierce-Gray Classification Model for the Cognitive, Affective, and Psychomotor Domains," a model developed for the classification of educational objectives. The classification system was developed to provide a framework that teachers could use as a guide when developing specific instructional objectives for…

  8. Engaging Students Emotionally: The Role of Emotional Intelligence in Predicting Cognitive and Affective Engagement in Higher Education

    Science.gov (United States)

    Maguire, Rebecca; Egan, Arlene; Hyland, Philip; Maguire, Phil

    2017-01-01

    Student engagement is a key predictor of academic performance, persistence and retention in higher education. While many studies have identified how aspects of the college environment influence engagement, fewer have specifically focused on emotional intelligence (EI). In this study, we sought to explore whether EI could predict cognitive and/or…

  9. Development of an Instrument to Measure Perceived Cognitive, Affective, and Psychomotor Learning in Traditional and Virtual Classroom Higher Education Settings

    Science.gov (United States)

    Rovai, Alfred P.; Wighting, Mervyn J.; Baker, Jason D.; Grooms, Linda D.

    2009-01-01

    The purpose of this study was to develop and validate a self-report instrument that can be used to measure learning in the cognitive, affective, and psychomotor domains. The study underwent three phases, each with its own data collection and analysis. Phase I featured the development, testing, and factor analysis of an 80-item instrument that…

  10. Affective and Cognitive Responses to Poetry in the University Classroom

    Science.gov (United States)

    Rumbold, Kate; Simecek, Karen

    2016-01-01

    In universities, as in mainstream education more widely, cognitive approaches to poetry are often dominant. Far from being irrelevant to the serious study of literature, we argue that eliciting students' affective responses to poetry can deepen their cognitive understanding and analytical skills. Drawing on recent research in psychology on the…

  11. The role of motivation and metacognition on the development of cognitive and affective responses in physical education les-sons: A self-determination approach

    Directory of Open Access Journals (Sweden)

    Yannis Karagiannidis

    2015-05-01

    Full Text Available The study investigated the role of motivation and metacognition in the formation of cognitive and affective outcomes from participation in physical education lessons within the framework of self-determination theory. A sample of 630 adolescents (M age = 14.06, SD = .29 participated in the study. Participants completed questionnaires including measures of perceived autonomy support in PE, autonomous motivation in PE, metacognitive processes in PE, enjoyment, boredom in PE and intention for leisure-time physical activity. Multiple linear regression analyses revealed that perceptions of autonomy supportive motivational climate significantly predicted enjoyment, boredom and intentions towards leisure-time physical activity. In addition autonomous motivation and metacognition significantly predicted enjoyment, boredom and intentions, whereas controlling motivation was a significant predictor of boredom. Multiple mediation modeling indicated that perceptions of autonomy supporting climate on these responses was mediated mainly by autonomous motivation and metacognition. The findings of the present study provide valuable information on the mediating role of autonomous motivation and metacognition on the effects of autonomy supportive motivational climate on students’ cognitive and affective responses during physical education lessons.

  12. Cognitive decline affects diabetic women

    Directory of Open Access Journals (Sweden)

    Perzyński Adam

    2016-12-01

    Full Text Available Introduction: DM provokes peripheral complications and changes in central nervous system. Central changes in the course of diabetes mellitus (DM include changes in brain tissue structure, electrophysiological abnormalities but also disturbances in neurotransmission leading to cognitive decline.

  13. Cognitive science and mathematics education

    CERN Document Server

    Schoenfeld, Alan H

    1987-01-01

    This volume is a result of mathematicians, cognitive scientists, mathematics educators, and classroom teachers combining their efforts to help address issues of importance to classroom instruction in mathematics. In so doing, the contributors provide a general introduction to fundamental ideas in cognitive science, plus an overview of cognitive theory and its direct implications for mathematics education. A practical, no-nonsense attempt to bring recent research within reach for practicing teachers, this book also raises many issues for cognitive researchers to consider.

  14. Placebo Sleep Affects Cognitive Functioning

    Science.gov (United States)

    Draganich, Christina; Erdal, Kristi

    2014-01-01

    The placebo effect is any outcome that is not attributed to a specific treatment but rather to an individual's mindset (Benson & Friedman, 1996). This phenomenon can extend beyond its typical use in pharmaceutical drugs to involve aspects of everyday life, such as the effect of sleep on cognitive functioning. In 2 studies examining whether…

  15. How Cognitive Style and Problem Complexity Affect Preservice Agricultural Education Teachers' Abilities to Solve Problems in Agricultural Mechanics

    Science.gov (United States)

    Blackburn, J. Joey; Robinson, J. Shane; Lamm, Alexa J.

    2014-01-01

    The purpose of this experimental study was to determine the effects of cognitive style and problem complexity on Oklahoma State University preservice agriculture teachers' (N = 56) ability to solve problems in small gasoline engines. Time to solution was operationalized as problem solving ability. Kirton's Adaption-Innovation Inventory was…

  16. Cognitive Styles and Distance Education.

    Science.gov (United States)

    Liu, Yuliang; Ginther, Dean

    1999-01-01

    Considers how to adapt the design of distance education to students' cognitive styles. Discusses cognitive styles, including field dependence versus independence, holistic-analytic, sensory preference, hemispheric preferences, and Kolb's Learning Style Model; and the characteristics of distance education, including technology. (Contains 92…

  17. SPECIAL EDUCATIONAL NEEDS AND SPORT. PSYCHOLOGICAL ASPECTS OF THE INTERACTION BETWEEN COGNITIVE, AFFECTIVE-EMOTIONAL AND MOTOR AREA

    Directory of Open Access Journals (Sweden)

    Fedele Termini

    2017-04-01

    Full Text Available The practice of sport, intended not just as a physical activity performed exclusively for athletic competition, represents a key element for growth on an emotional and social level. Practicing sports can help to enhance one’s self- and body awareness through multidimensional dynamic and ludic activity. In this context, sport becomes an educational and training tool, and is often a forerunner of social change. Sports practice combining physical activity with recreational activity, can, in fact, promote health and longevity, as well as physical and psychological wellbeing. As highlighted by the European Union, sport is also a source of social inclusion, and an excellent tool for the integration of minorities and groups at risk of social exclusion.

  18. Stress modulation of cognitive and affective processes

    Science.gov (United States)

    CAMPEAU, SERGE; LIBERZON, ISRAEL; MORILAK, DAVID; RESSLER, KERRY

    2012-01-01

    This review summarizes the major discussion points of a symposium on stress modulation of cognitive and affective processes, which was held during the 2010 workshop on the neurobiology of stress (Boulder, CO, USA). The four discussants addressed a number of specific cognitive and affective factors that are modulated by exposure to acute or repeated stress. Dr David Morilak discussed the effects of various repeated stress situations on cognitive flexibility, as assessed with a rodent model of attentional set-shifting task, and how performance on slightly different aspects of this test is modulated by different prefrontal regions through monoaminergic neurotransmission. Dr Serge Campeau summarized the findings of several studies exploring a number of factors and brain regions that regulate habituation of various autonomic and neuroendocrine responses to repeated audiogenic stress exposures. Dr Kerry Ressler discussed a body of work exploring the modulation and extinction of fear memories in rodents and humans, especially focusing on the role of key neurotransmitter systems including excitatory amino acids and brain-derived neurotrophic factor. Dr Israel Liberzon presented recent results on human decision-making processes in response to exogenous glucocorticoid hormone administration. Overall, these discussions are casting a wider framework on the cognitive/affective processes that are distinctly regulated by the experience of stress and some of the brain regions and neurotransmitter systems associated with these effects. PMID:21790481

  19. Affective processing in bilingual speakers: disembodied cognition?

    Science.gov (United States)

    Pavlenko, Aneta

    2012-01-01

    A recent study by Keysar, Hayakawa, and An (2012) suggests that "thinking in a foreign language" may reduce decision biases because a foreign language provides a greater emotional distance than a native tongue. The possibility of such "disembodied" cognition is of great interest for theories of affect and cognition and for many other areas of psychological theory and practice, from clinical and forensic psychology to marketing, but first this claim needs to be properly evaluated. The purpose of this review is to examine the findings of clinical, introspective, cognitive, psychophysiological, and neuroimaging studies of affective processing in bilingual speakers in order to identify converging patterns of results, to evaluate the claim about "disembodied cognition," and to outline directions for future inquiry. The findings to date reveal two interrelated processing effects. First-language (L1) advantage refers to increased automaticity of affective processing in the L1 and heightened electrodermal reactivity to L1 emotion-laden words. Second-language (L2) advantage refers to decreased automaticity of affective processing in the L2, which reduces interference effects and lowers electrodermal reactivity to negative emotional stimuli. The differences in L1 and L2 affective processing suggest that in some bilingual speakers, in particular late bilinguals and foreign language users, respective languages may be differentially embodied, with the later learned language processed semantically but not affectively. This difference accounts for the reduction of framing biases in L2 processing in the study by Keysar et al. (2012). The follow-up discussion identifies the limits of the findings to date in terms of participant populations, levels of processing, and types of stimuli, puts forth alternative explanations of the documented effects, and articulates predictions to be tested in future research.

  20. Cognitive biases can affect moral intuitions about cognitive enhancement

    Directory of Open Access Journals (Sweden)

    Lucius eCaviola

    2014-10-01

    Full Text Available Research into cognitive biases that impair human judgment has mostly been applied to the area of economic decision-making. Ethical decision-making has been comparatively neglected. Since ethical decisions often involve very high individual as well as collective stakes, analyzing how cognitive biases affect them can be expected to yield important results. In this theoretical article, we consider the ethical debate about cognitive enhancement (CE and suggest a number of cognitive biases that are likely to affect moral intuitions and judgments about CE: status quo bias, loss aversion, risk aversion, omission bias, scope insensitivity, nature bias, and optimistic bias. We find that there are more well-documented biases that are likely to cause irrational aversion to CE than biases in the opposite direction. This suggests that common attitudes about CE are predominantly negatively biased. Within this new perspective, we hope that subsequent research will be able to elaborate this hypothesis and develop effective de-biasing techniques that can help increase the rationality of the public CE debate and thus improve our ethical decision-making.

  1. An Evaluation of the Cognitive and Affective Performance of an Integrated Set of CAI Materials in the Principles of Macroeconomics. Studies in Economic Education, No. 4.

    Science.gov (United States)

    Daellenbach, Lawrence A.; And Others

    The purpose of this study was to determine the effect of computer assisted instruction (CAI) on the cognitive and affective development of college students enrolled in a principles of macroeconomics course. The hypotheses of the experiment were stated as follows: In relation to the traditional principles course, the experimental treatment will…

  2. From Cognitive to Educational Neuroscience

    Science.gov (United States)

    Dündar, Sefa; Ayvaz, Ülkü

    2016-01-01

    In recent years, several theoretical discussions as to the relationship between neuroscience and education have been held. Researchers have started to have cooperation over neuroscience and the interdisciplinary researches in which education is included. It was found that there were interactions between cognitive neuroscience and educational…

  3. Cognitive aspect of education for democracy

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    Đurišić-Bojanović Mirosava

    2005-01-01

    Full Text Available Education for democracy is of particular importance for a society undergoing democratization. The paper investigates a cognitive aspect of education for democracy, and identifies psychological predispositions for the acceptance of plurality of ideas as a central indicator of democratic thinking. The acceptance of plurality is defined as the ability of an individual to consider different arguments in controversial topics, to accept the existence of different ideas in a discussion as well as different explanations. This psychological phenomenon integrates certain cognitive affective and conative characteristics. The acceptance of plurality of ideas is a fundamental prerequisite for democratic communication, therefore a prerequisite for the creation of democratic climate in a society. The concept of cognitive style has been examined from the perspective of different research traditions in an attempt to identify a psychological profile of cognitive style, provisionally named pluralist profile, which would help an individual behave democratically. The paper also studies the connection between the manner of thinking, personality characteristics and cognitive style. It is the author’s conclusion that it is reasonable to assume that there are ways to encourage the development of pluralistic cognitive style by practicing the acceptance of different ideas through teaching process which would significantly improve the effectiveness of education for democracy.

  4. Affective cognition: Exploring lay theories of emotion.

    Science.gov (United States)

    Ong, Desmond C; Zaki, Jamil; Goodman, Noah D

    2015-10-01

    Humans skillfully reason about others' emotions, a phenomenon we term affective cognition. Despite its importance, few formal, quantitative theories have described the mechanisms supporting this phenomenon. We propose that affective cognition involves applying domain-general reasoning processes to domain-specific content knowledge. Observers' knowledge about emotions is represented in rich and coherent lay theories, which comprise consistent relationships between situations, emotions, and behaviors. Observers utilize this knowledge in deciphering social agents' behavior and signals (e.g., facial expressions), in a manner similar to rational inference in other domains. We construct a computational model of a lay theory of emotion, drawing on tools from Bayesian statistics, and test this model across four experiments in which observers drew inferences about others' emotions in a simple gambling paradigm. This work makes two main contributions. First, the model accurately captures observers' flexible but consistent reasoning about the ways that events and others' emotional responses to those events relate to each other. Second, our work models the problem of emotional cue integration-reasoning about others' emotion from multiple emotional cues-as rational inference via Bayes' rule, and we show that this model tightly tracks human observers' empirical judgments. Our results reveal a deep structural relationship between affective cognition and other forms of inference, and suggest wide-ranging applications to basic psychological theory and psychiatry. Copyright © 2015 The Authors. Published by Elsevier B.V. All rights reserved.

  5. Social cognition in schizophrenia: cognitive and affective factors.

    Science.gov (United States)

    Ziv, Ido; Leiser, David; Levine, Joseph

    2011-01-01

    Social cognition refers to how people conceive, perceive, and draw inferences about mental and emotional states of others in the social world. Previous studies suggest that the concept of social cognition involves several abilities, including those related to affect and cognition. The present study analyses the deficits of individuals with schizophrenia in two areas of social cognition: Theory of Mind (ToM) and emotion recognition and processing. Examining the impairment of these abilities in patients with schizophrenia has the potential to elucidate the neurophysiological regions involved in social cognition and may also have the potential to aid rehabilitation. Two experiments were conducted. Both included the same five tasks: first- and second-level false-belief ToM tasks, emotion inferencing, understanding of irony, and matrix reasoning (a WAIS-R subtest). The matrix reasoning task was administered to evaluate and control for the association of the other tasks with analytic reasoning skills. Experiment 1 involved factor analysis of the task performance of 75 healthy participants. Experiment 2 compared 30 patients with schizophrenia to an equal number of matched controls. Results. (1) The five tasks were clearly divided into two factors corresponding to the two areas of social cognition, ToM and emotion recognition and processing. (2) Schizophrenics' performance was impaired on all tasks, particularly on those loading heavily on the analytic component (matrix reasoning and second-order ToM). (3) Matrix reasoning, second-level ToM (ToM2), and irony were found to distinguish patients from controls, even when all other tasks that revealed significant impairment in the patients' performance were taken into account. The two areas of social cognition examined are related to distinct factors. The mechanism for answering ToM questions (especially ToM2) depends on analytic reasoning capabilities, but the difficulties they present to individuals with schizophrenia are due

  6. Effects of Future Mathematics Teachers' Affective, Cognitive and Socio-Demographic Characteristics on Their Knowledge at the End of the Teacher Education in Germany and Taiwan

    Science.gov (United States)

    Laschke, Christin

    2013-01-01

    How individual characteristics affect the acquisition of knowledge in teacher education has been widely unexplored thus far. The "Teacher Education and Development Study--Learning to Teach Mathematics (TEDS-M)" provides a database for examining this research question across countries. Based on the Taiwanese and German sample of TEDS-M,…

  7. Cognitive impairment in the euthymic phase of affective disorder

    DEFF Research Database (Denmark)

    Kessing, L V

    1998-01-01

    BACKGROUND: A review of studies of cognition in the euthymic phase of unipolar and bipolar affective disorder reveals diverging results. METHODS: The study was designed as a controlled cohort study, with the Danish psychiatric case register of admissions used to identify patients and the Danish...... civil register to identify controls. Patients who were hospitalized between 19 and 25 years ago with an affective diagnosis and who at interviews fulfilled criteria for a primary affective unipolar or bipolar disorder, according to ICD-10, were compared with age- and gender-matched controls. Interviews...... and assessment of the cognitive function were made in the euthymic phase of the disorder. In all, 118 unipolar patients, 28 bipolar patients and 58 controls were included. Analyses were adjusted for differences in the level of education and for subclinical depressive and anxiety symptoms. RESULTS: Patients...

  8. The radiotherapy affects the cognitive processes

    International Nuclear Information System (INIS)

    Anon.

    2009-01-01

    Researchers from the medical center of the free university of Amsterdam report that the radiotherapy can hinder the cognitive functions of patients affected by cerebral tumors treated after a surgery. Even low dose radiation could contribute in their opinion, to the progressive cognitive decline of patients suffering of low grade gliomas, the most commune cerebral tumor. To get these conclusions, 65 patients, whom half of them received a radiotherapy, had a neurological and psychological evaluation twelve years after their treatment. Results: 53% of patients treated by radiotherapy present disorders of attention, memory, execution and speed of information treatment against 27% of these ones that received an only surgery. The researchers conclude to the necessity to take into account this risk in the choice of treatment, or even to avoid radiotherapy in this precise case. (N.C.)

  9. Contribuições de Henri Wallon à relação cognição e afetividade na educação Contributions from Henri Wallon to the relationship between cognition and affectivity in education

    Directory of Open Access Journals (Sweden)

    Aurino Lima Ferreira

    2010-01-01

    Full Text Available O presente artigo versa sobre as contribuições de Henri Wallon à relação cognição e afetividade na educação. Situa e define os complexos afetivos e cognitivos na teoria waloniana e destaca a noção de pessoa engajada como síntese fundamental para o entendimento da relação entre afetividade e cognição no campo educacional. Busca ainda apontar a importância da visão dialética e humanista da pessoa completa de Wallon para as práticas educacionais e retoma a ideia de "circularidade fundamental" de Francisco Varela para atualizar a visão de Wallon sobre a não separatividade entre homem e mundo.This paper focuses on the contributions from Henri Wallon about the relationship between cognition and affectivity in the education. It also defines the complex interdependency between affective and cognitive dimensions of such theory and emphasizes the notion of engaged person as a fundamental synthesis to understanding the relationship between affectivity and cognition in the educational field. This article also highlights the importance of dialectical and humanist view of integral person for educational practices and it incorporates the idea of "fundamental circularity" of Francisco Varela aiming to updating the view of Wallon about non-separateness between human beings and world.

  10. The impact of affective and cognitive focus on attitude formation

    NARCIS (Netherlands)

    Berg, H. van den; Manstead, A.S.R.; Pligt, J. van der; Wigboldus, D.H.J.

    2006-01-01

    We examined the effects of unobtrusive affective and cognitive focus on attitude formation. To induce focus, participants worked on a word-search puzzle consisting of either affective (e.g., emotion) or cognitive (e.g., reasoning) words. They then read positive and negative affective and cognitive

  11. Education amplifies brain atrophy effect on cognitive decline: implications for cognitive reserve.

    Science.gov (United States)

    Mungas, Dan; Gavett, Brandon; Fletcher, Evan; Farias, Sarah Tomaszewski; DeCarli, Charles; Reed, Bruce

    2018-08-01

    Level of education is often regarded as a proxy for cognitive reserve in older adults. This implies that brain degeneration has a smaller effect on cognitive decline in those with more education, but this has not been directly tested in previous research. We examined how education, quantitative magnetic resonance imaging-based measurement of brain degeneration, and their interaction affect cognitive decline in diverse older adults spanning the spectrum from normal cognition to dementia. Gray matter atrophy was strongly related to cognitive decline. While education was not related to cognitive decline, brain atrophy had a stronger effect on cognitive decline in those with more education. Importantly, high education was associated with slower decline in individuals with lesser atrophy but with faster decline in those with greater atrophy. This moderation effect was observed in Hispanics (who had high heterogeneity of education) but not in African-Americans or Caucasians. These results suggest that education is an indicator of cognitive reserve in individuals with low levels of brain degeneration, but the protective effect of higher education is rapidly depleted as brain degeneration progresses. Copyright © 2018 Elsevier Inc. All rights reserved.

  12. Oxytocin and Social Cognition in Affective and Psychotic Disorders

    Science.gov (United States)

    Perez-Rodriguez, M. Mercedes; Mahon, Katie; Russo, Manuela; Ungar, Allison K.; Burdick, Katherine E.

    2014-01-01

    Impairments in social cognition are now recognized as core illness features in psychotic and affective disorders. Despite the significant disability caused by social cognitive abnormalities, treatments for this symptom dimension are lacking. Here, we describe the evidence demonstrating abnormalities in social cognition in schizophrenia, major depressive disorder, and bipolar disorder, as well as the neurobiology of social cognition including the role of oxytocin. We then review clinical trials of oxytocin administration in psychotic and affective disorders and the impact of this agent on social cognition. To date, several studies have demonstrated that oxytocin may improve social cognition in schizophrenia; too few studies have been conducted in affective disorders to determine the effect of oxytocin on social cognition in these disorders. Future work is needed to clarify which aspects of social cognition may be improved with oxytocin treatment in psychotic and affective disorders. PMID:25153535

  13. AFFECT: Altered-Fidelity Framework for Enhancing Cognition and Training

    Directory of Open Access Journals (Sweden)

    Ryan Patrick McMahan

    2016-11-01

    Full Text Available In this paper, we present a new framework for analyzing and designing virtual reality (VR techniques. This framework is based on two concepts—system fidelity (i.e., the degree with which real-world experiences are reproduced by a system and memory (i.e., the formation and activation of perceptual, cognitive, and motor networks of neurons. The premise of the framework is to manipulate an aspect of system fidelity in order to assist a stage of memory. We call it the Altered-Fidelity Framework for Enhancing Cognition and Training (AFFECT. AFFECT provides nine categories of approaches to altering system fidelity to positively affect learning or training. These categories are based on the intersections of three aspects of system fidelity (interaction fidelity, scenario fidelity, and display fidelity and three stages of memory (encoding, implicit retrieval, and explicit retrieval. In addition to discussing the details of our new framework, we show how AFFECT can be used as a tool for analyzing and categorizing VR techniques designed to facilitate learning or training. We also demonstrate how AFFECT can be used as a design space for creating new VR techniques intended for educational and training systems.

  14. The cognitive/affective distinction of job insecurity: Validation and ...

    African Journals Online (AJOL)

    Kirstam

    emotional exhaustion were also gathered from employees in a variety of South African ... the cognitive and affective dimensions of job insecurity could be distinguished ...... from the perception of an external reality, whereas the affective response represents an internal .... 'Differentiating cognitive and affective job insecurity: ...

  15. AFFECTIVE GUIDANCE OF INTELLIGENT AGENTS: How Emotion Controls Cognition1

    Science.gov (United States)

    Clore, Gerald L.; Palmer, Janet E.

    2008-01-01

    Emotions and moods color cognition. In this article, we outline how emotions affect judgments and cognitive performance of human agents. We argue that affective influences are due, not to the affective reactions themselves, but to the information they carry about value, a potentially useful finding for creators of artificial agents. The kind of influence that occurs depends on the focus of the agent at the time. When making evaluative judgments, for example, agents may experience positive affect as a positive attitude toward a person or object. But when an agent focuses on a cognitive task, positive affect may act like performance feedback, with positive affect giving a green light to cognitive, relational processes. By contrast, negative affect tends to inhibit relational processing, resulting in a more perceptual, stimulus-specific processing. One result is that many textbook phenomena from cognitive psychology occur readily in happy moods, but are inhibited in sad moods. PMID:19255620

  16. Cognitive biases can affect moral intuitions about cognitive enhancement

    NARCIS (Netherlands)

    Caviola, L.; Mannino, A.; Savulescu, J.; Faulmüller, N.

    2014-01-01

    Research into cognitive biases that impair human judgment has mostly been applied to the area of economic decision-making. Ethical decision-making has been comparatively neglected. Since ethical decisions often involve very high individual as well as collective stakes, analyzing how cognitive biases

  17. Aesthetics, Affect, and Educational Politics

    Science.gov (United States)

    Means, Alex

    2011-01-01

    This essay explores aesthetics, affect, and educational politics through the thought of Gilles Deleuze and Jacques Ranciere. It contextualizes and contrasts the theoretical valences of their ethical and democratic projects through their shared critique of Kant. It then puts Ranciere's notion of dissensus to work by exploring it in relation to a…

  18. How Affectively-Based and Cognitively-Based Attitudes Drive Intergroup Behaviours: The Moderating Role of Affective-Cognitive Consistency

    Science.gov (United States)

    Zhou, Jie; Dovidio, John; Wang, Erping

    2013-01-01

    The moderating role of affective-cognitive consistency in the effects of affectively-based and cognitively-based attitudes on consummatory and instrumental behaviors was explored using two experimental studies in the intergroup context. Study 1 revealed that affectively-based attitudes were better predictors than cognitively-based attitudes regardless of affective-cognitive consistency for consummatory behaviors (e.g., undergraduates’ supportive behaviors toward government officials). Study 2, which investigated task groups’ supportive behaviors toward an immediate supervisory group, found that for these instrumental behaviors cognitively-based attitudes were better predictors than affectively-based attitudes only when affective-cognitive consistency was high. The present research also examined the mechanism by which affective-cognitive consistency moderates the relative roles of affectively-based and cognitively-based attitudes in attitude-behavior consistency. Results indicated that attitude-behavior consistency is eroded primarily because of the weaker relationship of affective or cognitive components to behaviors than to general attitudes. The reciprocal implications of research on attitudes and work on intergroup relations are considered. PMID:24244751

  19. Brain Signal Variability Differentially Affects Cognitive Flexibility and Cognitive Stability.

    Science.gov (United States)

    Armbruster-Genç, Diana J N; Ueltzhöffer, Kai; Fiebach, Christian J

    2016-04-06

    Recent research yielded the intriguing conclusion that, in healthy adults, higher levels of variability in neuronal processes are beneficial for cognitive functioning. Beneficial effects of variability in neuronal processing can also be inferred from neurocomputational theories of working memory, albeit this holds only for tasks requiring cognitive flexibility. However, cognitive stability, i.e., the ability to maintain a task goal in the face of irrelevant distractors, should suffer under high levels of brain signal variability. To directly test this prediction, we studied both behavioral and brain signal variability during cognitive flexibility (i.e., task switching) and cognitive stability (i.e., distractor inhibition) in a sample of healthy human subjects and developed an efficient and easy-to-implement analysis approach to assess BOLD-signal variability in event-related fMRI task paradigms. Results show a general positive effect of neural variability on task performance as assessed by accuracy measures. However, higher levels of BOLD-signal variability in the left inferior frontal junction area result in reduced error rate costs during task switching and thus facilitate cognitive flexibility. In contrast, variability in the same area has a detrimental effect on cognitive stability, as shown in a negative effect of variability on response time costs during distractor inhibition. This pattern was mirrored at the behavioral level, with higher behavioral variability predicting better task switching but worse distractor inhibition performance. Our data extend previous results on brain signal variability by showing a differential effect of brain signal variability that depends on task context, in line with predictions from computational theories. Recent neuroscientific research showed that the human brain signal is intrinsically variable and suggested that this variability improves performance. Computational models of prefrontal neural networks predict differential

  20. The radiotherapy affects the cognitive processes; La radiotherapie affecte la cognition

    Energy Technology Data Exchange (ETDEWEB)

    Anon

    2009-10-15

    Researchers from the medical center of the free university of Amsterdam report that the radiotherapy can hinder the cognitive functions of patients affected by cerebral tumors treated after a surgery. Even low dose radiation could contribute in their opinion, to the progressive cognitive decline of patients suffering of low grade gliomas, the most commune cerebral tumor. To get these conclusions, 65 patients, whom half of them received a radiotherapy, had a neurological and psychological evaluation twelve years after their treatment. Results: 53% of patients treated by radiotherapy present disorders of attention, memory, execution and speed of information treatment against 27% of these ones that received an only surgery. The researchers conclude to the necessity to take into account this risk in the choice of treatment, or even to avoid radiotherapy in this precise case. (N.C.)

  1. Brain signal variability differentially affects cognitive flexibility and cognitive stability

    NARCIS (Netherlands)

    Armbruster-Genç, D.J.N.; Ültzhöffer, K.; Fiebach, C.J.

    2016-01-01

    Recent research yielded the intriguing conclusion that, in healthy adults, higher levels of variability in neuronal processes are beneficial for cognitive functioning. Beneficial effects of variability in neuronal processing can also be inferred from neurocomputational theories of working memory,

  2. Promoting the Affective Domain within Online Education

    Science.gov (United States)

    Roche, Stephen H.

    2013-01-01

    In the past decade Higher Education Institutions have experienced tremendous growth in enrollments. To meet this demand, many higher education institutions have embraced online education and its requisite technologies. Online education has matured, and studies focusing on the cognitive domain indicate that distance education is as effective as the…

  3. Implications of Affective and Social Neuroscience for Educational Theory

    Science.gov (United States)

    Immordino-Yang, Mary Helen

    2011-01-01

    The past decade has seen major advances in cognitive, affective and social neuroscience that have the potential to revolutionize educational theories about learning. The importance of emotion and social learning has long been recognized in education, but due to technological limitations in neuroscience research techniques, treatment of these…

  4. Cognitive characteristics affecting rational decision making style

    OpenAIRE

    Rosenberg, Charlotte

    2011-01-01

    Abstract Decision making is one of the most important and frequent tasks among managers and employees in an organization. Knowledge about more stable cognitive characteristics underlying decision making styles has been requested. This study aimed to examine the relationship between rational decision making style, cognitive style, self efficacy and locus of control. Possible interaction effects in relation to gender were also analyzed. 186 employees at the Ministry of Defence were surveyed...

  5. The effect of erythropoietin on cognition in affective disorders

    DEFF Research Database (Denmark)

    Ott, Caroline Vintergaard; Vinberg, Maj; Kessing, Lars V

    2016-01-01

    impairment predicted treatment-efficacy. Pearson correlations were used to assess associations between objective and subjective cognition, quality of life and socio-occupational capacity. EPO improved speed of complex cognitive processing across affective disorders at weeks 9 and 14 (p≤0.05). In EPO......-efficacy and (III) if cognitive improvement correlates with better subjective cognitive function, quality of life and socio-occupational capacity. Patients with unipolar or bipolar disorder were randomized to eight weekly EPO (N=40) or saline (N=39) infusions. Cognition, mood, quality of life and socio...... improvement correlated with reduced cognitive complaints but not with quality of life or socio-occupational function. As the analyses were performed post-hoc, findings are only hypothesis-generating. In conclusion, pro-cognitive effects of EPO occurred across affective disorders. Neuropsychological screening...

  6. Hot Temperatures, Hostile Affect, Hostile Cognition, and Arousal: Tests of a General Model of Affective Aggression.

    Science.gov (United States)

    Anderson, Craig A.; And Others

    1995-01-01

    Used a general model of affective aggression to generate predictions concerning hot temperatures. Results indicated that hot temperatures produced increases in hostile affect, hostile cognition, and physiological arousal. Concluded that hostile affect, hostile cognitions, and excitation transfer processes may all increase the likelihood of biased…

  7. Cognitive and affective matching effects in persuasion: an amplification perspective.

    Science.gov (United States)

    Clarkson, Joshua J; Tormala, Zakary L; Rucker, Derek D

    2011-11-01

    Past research suggests that cognitive and affective attitudes are more open to change toward cognitive and affective (i.e., matched) persuasive attacks, respectively. The present research investigates how attitude certainty influences this openness. Although an extensive literature suggests that certainty generally reduces an attitude's openness to change, the authors explore the possibility that certainty might increase an attitude's openness to change in the context of affective or cognitive appeals. Based on the recently proposed amplification hypothesis, the authors posit that high (vs. low) attitude certainty will boost the resistance of attitudes to mismatched attacks (e.g., affective attitudes attacked by cognitive messages) but boost the openness of attitudes to matched attacks (e.g., affective attitudes attacked by affective messages). Two experiments provide support for this hypothesis. Implications for increasing the openness of attitudes to both matched and mismatched attacks are discussed.

  8. Affective and cognitive decision-making in adolescents.

    Science.gov (United States)

    van Duijvenvoorde, Anna C K; Jansen, Brenda R J; Visser, Ingmar; Huizenga, Hilde M

    2010-01-01

    Adolescents demonstrate impaired decision-making in emotionally arousing situations, yet they appear to exhibit relatively mature decision-making skills in predominantly cognitive, low-arousal situations. In this study we compared adolescents' (13-15 years) performance on matched affective and cognitive decision-making tasks, in order to determine (1) their performance level on each task and (2) whether performance on the cognitive task was associated with performance on the affective task. Both tasks required a comparison of choice dimensions characterized by frequency of loss, amount of loss, and constant gain. Results indicated that in the affective task, adolescents performed sub-optimally by considering only the frequency of loss, whereas in the cognitive task adolescents used relatively mature decision rules by considering two or all three choice dimensions. Performance on the affective task was not related to performance on the cognitive task. These results are discussed in light of neural developmental trajectories observed in adolescence.

  9. Encountering Science Education's Capacity to Affect and Be Affected

    Science.gov (United States)

    Alsop, Steve

    2016-01-01

    What might science education learn from the recent affective turn in the humanities and social sciences? Framed as a response to Michalinos Zembylas's article, this essay draws from selected theorizing in affect theory, science education and science and technology studies, in pursuit of diverse and productive ways to talk of affect within science…

  10. Changing exercise through targeting affective or cognitive attitudes.

    Science.gov (United States)

    Conner, Mark; Rhodes, Ryan E; Morris, Ben; McEachan, Rosemary; Lawton, Rebecca

    2011-02-01

    Two studies investigated the impact of affective and cognitive messages compared to a no-message control on self-reported exercise. Students (Study 1, N = 383 and Study 2, N = 197) were randomly allocated to one of the three conditions (control - no message, affective message or cognitive message). Participants completed questionnaire measures tapping components of the theory of planned behaviour in relation to exercise and reported their level of exercise (3 weeks later). In Study 2, measures of need for affect (NFA) and need for cognition (NFC) were also completed. Results showed that affective messages consistently produced greater increases in self-reported level of exercise than the other conditions. In both studies, this effect was partly mediated by affective attitude change. Study 2 indicated these effects to be significantly stronger among those high in NFA or low in NFC. These findings indicate the value of affective messages that target affective attitudes in changing exercise behaviour.

  11. Developmental and Neurological Implications for Relating Cognition and Affect.

    Science.gov (United States)

    Bart, William M.

    Elements of a theory relating cognition and affect are outlined. The theory is heavily based upon neuroscience research regarding the hemispheric lateralization of various cognitive processes and emotions; specific examples are provided. Developmental research on intelligence as well as theories of intrinsic motivation, are also discussed.…

  12. Affective and cognitive reactivity to mood induction in chronic depression.

    Science.gov (United States)

    Guhn, Anne; Sterzer, Philipp; Haack, Friderike H; Köhler, Stephan

    2018-03-15

    Chronic depression (CD) is strongly associated with childhood maltreatment, which has been proposed to lead to inefficient coping styles that are characterized by abnormal affective responsiveness and dysfunctional cognitive attitudes. However, while this notion forms an important basis for psychotherapeutic strategies in the treatment of CD, there is still little direct empirical evidence for a role of altered affective and cognitive reactivity in CD. The present study therefore experimentally investigated affective and cognitive reactivity to two forms of negative mood induction in CD patients versus a healthy control sample (HC). For the general mood induction procedure, a combination of sad pictures and sad music was used, while for individualized mood induction, negative mood was induced by individualized scripts with autobiographical content. Both experiments included n = 15 CD patients versus n = 15 HC, respectively. Interactions between affective or cognitive reactivity and group were analyzed by repeated measurements ANOVAs. General mood induction neither revealed affective nor cognitive reactivity in the patient group while the control group reported the expected decrease of positive affect [interaction (IA) affective reactivity x group: p = .011, cognitive reactivity x group: n.s.]. In contrast, individualized mood induction specifically increased affective reactivity (IA: p = .037) as well as the amount of dysfunctional cognitions in patients versus controls (IA: p = .014). The experiments were not balanced in a crossover design, causal conclusions are thus limited. Additionally, the differences to non-chronic forms of depression are still outstanding. The results suggest that in patients with CD, specific emotional activation through autobiographical memories is a key factor in dysfunctional coping styles. Psychotherapeutic interventions aimed at modifying affective and cognitive reactivity are thus of high relevance in the treatment of CD. Copyright

  13. The role of affect and cognition in health decision making.

    Science.gov (United States)

    Keer, Mario; van den Putte, Bas; Neijens, Peter

    2010-03-01

    Both affective and cognitive evaluations of behaviours have been allocated various positions in theoretical models of decision making. Most often, they have been studied as direct determinants of either intention or overall evaluation, but these two possible positions have never been compared. The aim of this study was to determine whether affective and cognitive evaluations influence intention directly, or whether their influence is mediated by overall evaluation. A sample of 300 university students filled in questionnaires on their affective, cognitive, and overall evaluations in respect of 20 health behaviours. The data were interpreted using mediation analyses with the application of path modelling. Both affective and cognitive evaluations were found to have significantly predicted intention. The influence of affective evaluation was largely direct for each of the behaviours studied, whereas that of cognitive evaluation was partially direct and partially mediated by overall evaluation. These results indicate that decisions regarding the content of persuasive communication (affective vs. cognitive) are highly dependent on the theoretical model chosen. It is suggested that affective evaluation should be included as a direct determinant of intention in theories of decision making when predicting health behaviours.

  14. Affective Primacy vs. Cognitive Primacy: Dissolving the Debate

    OpenAIRE

    Lai, Vicky Tzuyin; Hagoort, Peter; Casasanto, Daniel

    2012-01-01

    When people see a snake, they are likely to activate both affective information (e.g., dangerous) and non-affective information about its ontological category (e.g., animal). According to the Affective Primacy Hypothesis, the affective information has priority, and its activation can precede identification of the ontological category of a stimulus. Alternatively, according to the Cognitive Primacy Hypothesis, perceivers must know what they are looking at before they can make an affective judg...

  15. Affect, Reason, and Persuasion: Advertising Strategies That Predict Affective and Analytic-Cognitive Responses.

    Science.gov (United States)

    Chaudhuri, Arjun; Buck, Ross

    1995-01-01

    Develops and tests hypotheses concerning the relationship of specific advertising strategies to affective and analytic cognitive responses of the audience. Analyses undergraduate students' responses to 240 advertisements. Demonstrates that advertising strategy variables accounted substantially for the variance in affective and analytic cognition.…

  16. Default, Cognitive, and Affective Brain Networks in Human Tinnitus

    Science.gov (United States)

    2015-10-01

    AWARD NUMBER: W81XWH-13-1-0491 TITLE: Default, Cognitive, and Affective Brain Networks in Human Tinnitus PRINCIPAL INVESTIGATOR: Jennifer R...SUBTITLE 5a. CONTRACT NUMBER Default, Cognitive and Affective Brain Networks in Human Tinnitus 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6...Release; Distribution Unlimited 13. SUPPLEMENTARY NOTES 14. ABSTRACT Tinnitus is a major health problem among those currently and formerly in military

  17. Individualized Special Education with Cognitive Skill Assessment.

    Science.gov (United States)

    Kurhila, Jaakko; Laine, Tei

    2000-01-01

    Describes AHMED (Adaptive and Assistive Hypermedia in Education), a computer learning environment which supports the evaluation of disabled children's cognitive skills in addition to supporting openness in learning materials and adaptivity in learning events. Discusses cognitive modeling and compares it to previous intelligent tutoring systems.…

  18. Cognitive Perspectives on Educational Administration: An Introduction.

    Science.gov (United States)

    Leithwood, Kenneth A.; Hallinger, Philip

    1993-01-01

    Cognitive perspectives offer important, unique insights about the nature of expert administrative practice, how it develops, and what can be done to assist that development. The five articles making up this issue address cognitive perspectives on educational administration based on three areas of inquiry: human thought and problem-solving…

  19. Factors affecting cognitive function according to gender in community-dwelling elderly individuals

    Directory of Open Access Journals (Sweden)

    Miwon Kim

    2017-11-01

    Full Text Available OBJECTIVES This study aimed to identify the factors affecting the cognitive function of elderly people in a community by gender. METHODS We obtained 4,878 secondary data of people aged ≥65 years in 2016 at a dementia prevention center in Gyeyang-gu, Incheon. Data were obtained through Mini-Mental Status Examination optimized for screening dementia and a questionnaire. The data were statistically analyzed using analysis of variance, analysis of covariance, and hierarchical regression. RESULTS There were significant differences in cognitive function according to gender, and the differences were significant even when age was controlled, but gender differences disappeared when education was controlled. Age, education, social activities, number of comorbid diseases, and alcohol drinking affected cognitive function through interaction with gender, but interaction with gender disappeared when education was controlled. Regression analysis showed that depression, cohabitant, social activities etc., had a significant impact on both men and women under controlled education and age. In men, the effect of social activities was greater than that of women, and hyperlipidemia had the effect only in women. CONCLUSIONS The differences in gender-related cognitive functions were due to differences in gender education period. The period of education is considered to have a great influence on cognitive function in relation to the economic level, occupation, and social activity.

  20. Factors Affecting Students' Self-Efficacy in Higher Education

    Science.gov (United States)

    van Dinther, Mart; Dochy, Filip; Segers, Mien

    2011-01-01

    Researchers working in educational settings are increasingly paying attention to the role students' thoughts and beliefs play in the learning process. Self-efficacy, a key element of social cognitive theory, appears to be an important variable because it affects students' motivation and learning. This article investigates empirical literature…

  1. Factors affecting students' self-efficacy in higher education

    NARCIS (Netherlands)

    Dr. Mart van Dinther; Prof. dr. Mien Segers; Prof. dr. Filip Dochy

    2011-01-01

    Researchers working in educational settings are increasingly paying attention to the role students' thoughts and beliefs play in the learning process. Self-efficacy, a key element of social cognitive theory, appears to be an important variable because it affects students' motivation and learning.

  2. Getting to the Root of Disparities: Social Cognition and the Affective Domain.

    Science.gov (United States)

    Jones-Schenk, Jan

    2016-10-01

    Bias, prejudice, cultural insensitivity, and eroding levels of empathy all affect the health and well being of patients and families and manifest or accelerate social disparities of health. For caregivers, educational offerings and activities targeting the affective domain can positively influence the development of greater empathy and improved social cognition. As difficult as it is to develop effective teaching methods for this domain, new strides in virtual reality technology and new research on implicit bias can provide the professional development educator with options in designing educational offerings that can help. J Contin Educ Nurs. 2016;47(10):443-445. Copyright 2016, SLACK Incorporated.

  3. Development of cognitive and affective control networks and decision making.

    Science.gov (United States)

    Kar, Bhoomika R; Vijay, Nivita; Mishra, Shreyasi

    2013-01-01

    Cognitive control and decision making are two important research areas in the realm of higher-order cognition. Control processes such as interference control and monitoring in cognitive and affective contexts have been found to influence the process of decision making. Development of control processes follows a gradual growth pattern associated with the prolonged maturation of underlying neural circuits including the lateral prefrontal cortex, anterior cingulate, and the medial prefrontal cortex. These circuits are also involved in the control of processes that influences decision making, particularly with respect to choice behavior. Developmental studies on affective control have shown distinct patterns of brain activity with adolescents showing greater activation of amygdala whereas adults showing greater activity in ventral prefrontal cortex. Conflict detection, monitoring, and adaptation involve anticipation and subsequent performance adjustments which are also critical to complex decision making. We discuss the gradual developmental patterns observed in two of our studies on conflict monitoring and adaptation in affective and nonaffective contexts. Findings of these studies indicate the need to look at the differences in the effects of the development of cognitive and affective control on decision making in children and particularly adolescents. Neuroimaging studies have shown the involvement of separable neural networks for cognitive (medial prefrontal cortex and anterior cingulate) and affective control (amygdala, ventral medial prefrontal cortex) shows that one system can affect the other also at the neural level. Hence, an understanding of the interaction and balance between the cognitive and affective brain networks may be crucial for self-regulation and decision making during the developmental period, particularly late childhood and adolescence. The chapter highlights the need for empirical investigation on the interaction between the different aspects

  4. Facial affect processing and depression susceptibility: cognitive biases and cognitive neuroscience.

    Science.gov (United States)

    Bistricky, Steven L; Ingram, Rick E; Atchley, Ruth Ann

    2011-11-01

    Facial affect processing is essential to social development and functioning and is particularly relevant to models of depression. Although cognitive and interpersonal theories have long described different pathways to depression, cognitive-interpersonal and evolutionary social risk models of depression focus on the interrelation of interpersonal experience, cognition, and social behavior. We therefore review the burgeoning depressive facial affect processing literature and examine its potential for integrating disciplines, theories, and research. In particular, we evaluate studies in which information processing or cognitive neuroscience paradigms were used to assess facial affect processing in depressed and depression-susceptible populations. Most studies have assessed and supported cognitive models. This research suggests that depressed and depression-vulnerable groups show abnormal facial affect interpretation, attention, and memory, although findings vary based on depression severity, comorbid anxiety, or length of time faces are viewed. Facial affect processing biases appear to correspond with distinct neural activity patterns and increased depressive emotion and thought. Biases typically emerge in depressed moods but are occasionally found in the absence of such moods. Indirect evidence suggests that childhood neglect might cultivate abnormal facial affect processing, which can impede social functioning in ways consistent with cognitive-interpersonal and interpersonal models. However, reviewed studies provide mixed support for the social risk model prediction that depressive states prompt cognitive hypervigilance to social threat information. We recommend prospective interdisciplinary research examining whether facial affect processing abnormalities promote-or are promoted by-depressogenic attachment experiences, negative thinking, and social dysfunction.

  5. The Turner Syndrome: Cognitive Deficits, Affective Discrimination, and Behavior Problems.

    Science.gov (United States)

    McCauley, Elizabeth; And Others

    1987-01-01

    The study attemped to link cognitive and social problems seen in girls with Turner syndrome by assessing the girls' ability to process affective cues. Seventeen 9- to 17-year-old girls diagnosed with Turner syndrome were compared to a matched control group on a task which required interpretation of affective intention from facial expression.…

  6. Educational Cognitive Technologies as Human Adaptation Strategies

    Directory of Open Access Journals (Sweden)

    Marja Nesterova

    2017-07-01

    Full Text Available Modernity is characterized by profound changes in all spheres of human life caused by the global transformations on macro and micro levels of social reality. These changes allow us to speak about the present as the era of civilizational transition in the mode of uncertainty. Therefore, this situation demands qualitative transformations of human adaptive strategies and educational technologies accordingly. The dominant role in the dynamics of pedagogics and andragogy’s landscape belongs to transformative learning. The transformative learning theory is considered as the relevant approach to education of the individual, which is able to become an autonomous communicative actor of the social complexity. The article considers the cognitive technologies of social cohesion development and perspectives of their implementation in the educational dimension. In addition to implementing the principles of inclusion, equity in education, an important factor for improving social cohesion, stability and unity of society is the development of cognitive educational technologies. The key factors and foundations for the cognitive educational technologies are transversal competencies. They create the conditions for civil, public dialogue, non-violent type of communication. These “21st century skills” are extremely important for better human adaptation. One of the aspects and roots of social adaptation is social cohesion. Mutual determinations and connections between social cohesion development and transversal competences have been shown. The perspective direction of further researches is to find a methodological base for the further development of cognitive education technologies and platform for realization of innovative services for educational programs. New educational paradigm offers the concept of human adaptation as cognitive effectiveness and how to reach it through educational technologies. The article includes topics of creative thinking, teambuilding

  7. Childhood trauma and cognitive function in first-episode affective and non-affective psychosis.

    LENUS (Irish Health Repository)

    Aas, Monica

    2011-06-01

    A history of childhood trauma is reportedly more prevalent in people suffering from psychosis than in the general population. Childhood trauma has also been linked to cognitive abnormalities in adulthood, and cognitive abnormalities, in turn, are one of the key clinical features of psychosis. Therefore, this study investigated whether there was a relationship between childhood trauma and cognitive function in patients with first-episode psychosis. The potential impact of diagnosis (schizophrenia or affective psychosis) and gender on this association was also examined.

  8. The Relationship between Negative Affect and Reported Cognitive Failures

    Directory of Open Access Journals (Sweden)

    Tabitha W. Payne

    2014-01-01

    Full Text Available The purpose of this study was to expand our understanding of the range of negative affect associated with reported problems with everyday functions and activities, measured by the cognitive failures questionnaire (CFQ. Evidence from previous research indicates that individuals meeting criteria for mood disorders, such as major depression or seasonal affective disorder, experience cognitive deficits in memory and attention that can lead to problems with everyday activities reported in the CFQ. The Positive and Negative Affect Scale (PANAS was used to assess potential correlations with a wider range of negative emotions. Findings for a sample of 129 college students revealed that negative affective experiences were significantly correlated with failures of memory and attention on the CFQ (fear = .41, hostility = .38, sadness = .28, and guilt = .43. Conversely, positive affect was negatively correlated with distractibility (r=−.21. Additional affective scales on the PANAS (e.g., shyness and fatigue were also associated with higher reports of cognitive failures. The results provide converging evidence of a relationship between negative affective experiences and reported frequency of problems on the cognitive failures questionnaire.

  9. Experimental Methods in Psychology and Cognitive and Affective Neuroscience

    DEFF Research Database (Denmark)

    Habekost, Thomas; Nielsen, Julie Hassing

    2014-01-01

    studies are central. Recently, experimental studies within the field of affective neuroscience have also received attention. Notwithstanding, experimental methods remain controversial also in psychology, and one should carefully weigh their advantages against their drawbacks.......Laboratory experiments have always been important in psychology and are as commonly used today as ever due to the dominating position of cognitive research in international psychology. This trend has been further strengthened by recent developments in cognitive neuroscience, where experimental...

  10. Experimental Methods in Psychology and Cognitive and Affective Neuroscience

    OpenAIRE

    Habekost, Thomas; Nielsen, Julie Hassing

    2014-01-01

    Laboratory experiments have always been important in psychology and are as commonly used today as ever due to the dominating position of cognitive research in international psychology. This trend has been further strengthened by recent developments in cognitive neuroscience, where experimental studies are central. Recently, experimental studies within the fi eld of affective neuroscience have also received attention. Notwithstanding, experimental methods remain controversial also in psychology...

  11. Towards Sensor-Free Affect Detection in Cognitive Tutor Algebra

    Science.gov (United States)

    Baker, Ryan S. J. d.; Gowda, Sujith M.; Wixon, Michael; Kalka, Jessica; Wagner, Angela Z.; Salvi, Aatish; Aleven, Vincent; Kusbit, Gail W.; Ocumpaugh, Jaclyn; Rossi, Lisa

    2012-01-01

    In recent years, the usefulness of affect detection for educational software has become clear. Accurate detection of student affect can support a wide range of interventions with the potential to improve student affect, increase engagement, and improve learning. In addition, accurate detection of student affect could play an essential role in…

  12. [Cerebellar cognitive affective syndrome secondary to a cerebellar tumour].

    Science.gov (United States)

    Domínguez-Carral, J; Carreras-Sáez, I; García-Peñas, J J; Fournier-Del Castillo, C; Villalobos-Reales, J

    2015-01-01

    Cerebellar cognitive affective syndrome is characterized by disturbances of executive function, impaired spatial cognition, linguistic difficulties, and personality change. The case of an 11 year old boy is presented, with behavior problems, learning difficulties and social interaction problems. In the physical examination he had poor visual contact, immature behavior, reduced expressive language and global motor disability with gait dyspraxia, with no defined cerebellar motor signs. In the neuropsychological evaluation he has a full scale overall intellectual quotient of 84, with signs of cerebellar cognitive affective syndrome. A tumour affecting inferior cerebellar vermis was observed in the magnetic resonance imaging, which had not significantly grown during 5 years of follow up. The cerebellum participates in controlling cognitive and affective functions. Cerebellar pathology must be considered in the differential diagnosis of children with cognitive or learning disorder with associated behavioral and emotional components. Copyright © 2013 Asociación Española de Pediatría. Published by Elsevier Espana. All rights reserved.

  13. Cognitive subtypes in non-affected siblings of schizophrenia patients: characteristics and profile congruency with affected family members

    NARCIS (Netherlands)

    Quee, P.J.; Alizadeh, BZ; Aleman, A.; van den Heuvel, E.R.; Bruggeman, R.; Cahn, W.; de Haan, L.; Kahn, R.; Krabbendam, L.; Linzen, D.; Myin-Germeys, I.; van Os, J; Wiersma, D.

    2013-01-01

    Background. Although cognitive subtypes have been suggested in schizophrenia patients, similar analyses have not been carried out in their non-affected siblings. Subtype classification may provide more insight into genetically driven variation in cognitive function. We investigated cognitive

  14. Understanding antigay bias from a cognitive-affective-behavioral perspective.

    Science.gov (United States)

    Callender, Kevin A

    2015-01-01

    In general, United States citizens have become increasingly more accepting of lesbians and gay men over the past few decades. Despite this shift in public attitudes, antigay bias remains openly tolerated, accepted, practiced, and even defended by a substantial portion of the population. This article reviews why and how antigay bias persists using a cognitive-affective-behavioral perspective that touches on sociocognitive factors such as prejudice and stereotyping, as well as features unique to antigay bias, such as its concealable nature. The article concludes with a discussion of how understanding modern antigay bias through a cognitive-affective-behavioral lens can be applied to reduce discrimination against gays and lesbians.

  15. Penicillin for Education: How Cognitive Science Can Contribute to Education.

    Science.gov (United States)

    Bruer, John T.

    1995-01-01

    Education can benefit from knowledge derived from cognitive and developmental psychology. Family demographics have actually improved between 1970 and 90 and so have NAEP scores. Three innovative programs demonstrating cognitive science applications include the Teaching Number Sense elementary math program, reciprocal teaching (reading strategy),…

  16. Pathways of Intergenerational Transmission of Advantages during Adolescence: Social Background, Cognitive Ability, and Educational Attainment.

    Science.gov (United States)

    Schulz, Wiebke; Schunck, Reinhard; Diewald, Martin; Johnson, Wendy

    2017-10-01

    Educational attainment in adolescence is of paramount importance for attaining higher education and for shaping subsequent life chances. Sociological accounts focus on the role of differences in socioeconomic resources in intergenerational reproduction of educational inequalities. These often disregard the intergenerational transmission of cognitive ability and the importance of children's cognitive ability to educational attainment. Psychological perspectives stress the importance of cognitive ability for educational attainment but underemphasize potentially different roles of specific socioeconomic resources in shaping educational outcomes, as well as individual differences in cognitive ability. By integrating two strands of research, a clearer picture of the pathways linking the family of origin, cognitive ability, and early educational outcomes can be reached. Using the population-based TwinLife study in Germany, we investigated multidimensional pathways linking parental socioeconomic position to their children's cognitive ability and academic track attendance in the secondary school. The sample included twins (N = 4008), respectively ages 11 and 17, and siblings (N = 801). We observed strong genetic influences on cognitive ability, whereas shared environmental influences were much more important for academic tracking. In multilevel analyses, separate dimensions of socioeconomic resources influenced child cognitive ability, controlling parental cognitive ability. Controlling adolescent cognitive ability and parental cognitive ability, parental socioeconomic resources also directly affected track attendance. This indicated that it is crucial to investigate the intertwined influences on educational outcomes in adolescence of both cognitive ability and the characteristics of the family of origin.

  17. Psychological biases affecting human cognitive performance in dynamic operational environments

    International Nuclear Information System (INIS)

    Takano, Kenichi; Reason, J.

    1999-01-01

    In order to identify cognitive error mechanisms observed in the dynamic operational environment, the following materials were analyzed giving special attention to psychological biases, together with possible cognitive tasks and these location, and internal and external performance shaping factors: (a) 13 human factors analyses of US nuclear power plant accidents, (b) 14 cases of Japanese nuclear power plant incidents, and (c) 23 cases collected in simulator experiments. In the resulting analysis, the most frequently identified cognitive process associated with error productions was situation assessment, and following varieties were KB processes and response planning, all of that were the higher cognitive activities. Over 70% of human error cases, psychological bias was affecting to cognitive errors, especially those to higher cognitive activities. In addition, several error occurrence patterns, including relations between cognitive process, biases, and PSFs were identified by the multivariate analysis. According to the identified error patterns, functions that an operator support system have to equip were discussed and specified for design base considerations. (author)

  18. Affective Primacy vs. Cognitive Primacy: Dissolving the Debate.

    Science.gov (United States)

    Lai, Vicky Tzuyin; Hagoort, Peter; Casasanto, Daniel

    2012-01-01

    When people see a snake, they are likely to activate both affective information (e.g., dangerous) and non-affective information about its ontological category (e.g., animal). According to the Affective Primacy Hypothesis, the affective information has priority, and its activation can precede identification of the ontological category of a stimulus. Alternatively, according to the Cognitive Primacy Hypothesis, perceivers must know what they are looking at before they can make an affective judgment about it. We propose that neither hypothesis holds at all times. Here we show that the relative speed with which affective and non-affective information gets activated by pictures and words depends upon the contexts in which stimuli are processed. Results illustrate that the question of whether affective information has processing priority over ontological information (or vice versa) is ill-posed. Rather than seeking to resolve the debate over Cognitive vs. Affective Primacy in favor of one hypothesis or the other, a more productive goal may be to determine the factors that cause affective information to have processing priority in some circumstances and ontological information in others. Our findings support a view of the mind according to which words and pictures activate different neurocognitive representations every time they are processed, the specifics of which are co-determined by the stimuli themselves and the contexts in which they occur.

  19. Affective Primacy vs. Cognitive Primacy: Dissolving the debate

    Directory of Open Access Journals (Sweden)

    Vicky T. Lai

    2012-07-01

    Full Text Available When people see a snake, they are likely to activate both affective information (e.g., dangerous and non-affective information about its ontological category (e.g., animal. According to the Affective Primacy Hypothesis, the affective information has priority, and its activation can precede identification of the ontological category of a stimulus. Alternatively, according to the Cognitive Primacy Hypothesis, perceivers must know what they are looking at before they can make an affective judgment about it. We propose that neither hypothesis holds at all times. Here we show that the relative speed with which affective and non-affective information gets activated by pictures and words depends upon the contexts in which stimuli are processed. Results illustrate that the question of whether affective information has processing priority over ontological information (or vice versa is ill posed. Rather than seeking to resolve the debate over Cognitive vs. Affective Primacy in favor of one hypothesis or the other, a more productive goal may be to determine the factors that cause affective information to have processing priority in some circumstances and ontological information in others. Our findings support a view of the mind according to which words and pictures activate different neurocognitive representations every time they are processed, the specifics of which are co-determined by the stimuli themselves and the contexts in which they occur.

  20. Cognitive and cognitive-motor interventions affecting physical functioning: A systematic review

    Directory of Open Access Journals (Sweden)

    Murer Kurt

    2011-06-01

    Full Text Available Abstract Background Several types of cognitive or combined cognitive-motor intervention types that might influence physical functions have been proposed in the past: training of dual-tasking abilities, and improving cognitive function through behavioral interventions or the use of computer games. The objective of this systematic review was to examine the literature regarding the use of cognitive and cognitive-motor interventions to improve physical functioning in older adults or people with neurological impairments that are similar to cognitive impairments seen in aging. The aim was to identify potentially promising methods that might be used in future intervention type studies for older adults. Methods A systematic search was conducted for the Medline/Premedline, PsycINFO, CINAHL and EMBASE databases. The search was focused on older adults over the age of 65. To increase the number of articles for review, we also included those discussing adult patients with neurological impairments due to trauma, as these cognitive impairments are similar to those seen in the aging population. The search was restricted to English, German and French language literature without any limitation of publication date or restriction by study design. Cognitive or cognitive-motor interventions were defined as dual-tasking, virtual reality exercise, cognitive exercise, or a combination of these. Results 28 articles met our inclusion criteria. Three articles used an isolated cognitive rehabilitation intervention, seven articles used a dual-task intervention and 19 applied a computerized intervention. There is evidence to suggest that cognitive or motor-cognitive methods positively affects physical functioning, such as postural control, walking abilities and general functions of the upper and lower extremities, respectively. The majority of the included studies resulted in improvements of the assessed functional outcome measures. Conclusions The current evidence on the

  1. Cognitive Factors Affecting Freeze-like Behavior in Humans.

    Science.gov (United States)

    Alban, Michael W; Pocknell, Victoria

    2017-01-01

    Contemporary research on survival-related defensive behaviors has identified physiological markers of freeze/flight/fight. Our research focused on cognitive factors associated with freeze-like behavior in humans. Study 1 tested if an explicit decision to freeze is associated with the psychophysiological state of freezing. Heart rate deceleration occurred when participants chose to freeze. Study 2 varied the efficacy of freezing relative to other defense options and found "freeze" was responsive to variations in the perceived effectiveness of alternative actions. Study 3 tested if individual differences in motivational orientation affect preference for a "freeze" option when the efficacy of options is held constant. A trend in the predicted direction suggested that naturally occurring cognitions led loss-avoiders to select "freeze" more often than reward-seekers. In combination, our attention to the cognitive factors affecting freeze-like behavior in humans represents a preliminary step in addressing an important but neglected research area.

  2. Modeling individuals’ cognitive and affective responses in spatial learning behavior

    NARCIS (Netherlands)

    Han, Q.; Arentze, T.A.; Timmermans, H.J.P.; Janssens, D.; Wets, G.; Lo, H.P.; Leung, Stephen C.H.; Tan, Susanna M.L.

    2008-01-01

    Activity-based analysis has slowly shifted gear from analysis of daily activity patterns to analysis and modeling of dynamic activity-travel patterns. In this paper, we describe a dynamic model that is concerned with simulating cognitive and affective responses in spatial learning behavior for a

  3. Using neurophysiological signals that reflect cognitive or affective state

    NARCIS (Netherlands)

    Brouwer, Anne-Marie; Zander, Thorsten O.; van Erp, Johannes Bernardus Fransiscus

    2015-01-01

    What can we learn from spontaneously occurring brain and other physiological signals about an individual’s cognitive and affective state and how can we make use of this information? One line of research that is actively involved with this question is Passive Brain-Computer-Interfaces (BCI). To date

  4. The cognitive/affective distinction of job insecurity: Validation and ...

    African Journals Online (AJOL)

    We administered a short version of the measure of job insecurity originally devised by De Witte (2000), which distinguishes between cognitive and affective job insecurity. Data on job satisfaction, commitment, psychological ill-health and emotional exhaustion were also gathered from employees in a variety of South African ...

  5. Unintended Cognitive, Affective, and Behavioral Consequences of Group Assignments

    Science.gov (United States)

    Neu, Wayne A.

    2012-01-01

    Pedagogical strategies can be thought of as a set of stimuli placed in students' environment to influence their cognition, affect, and behavior. The design of strategies such as group assignments and a comprehensive understanding of their consequences for students should then include an analysis of all three of these elements and the…

  6. Affective and Cognitive Responses to Insects and Other Arthropods

    Science.gov (United States)

    Lorenz-Reaves, Amanda R.

    2017-01-01

    Insects are the most abundant and diverse group of animals on Earth. Though as a group they do far more ecological good than harm, previous studies have shown that human attitudes toward insects are mainly negative. Attitudes have affective (emotions) and cognitive (beliefs, mental representations) components that interact to influence behavior.…

  7. Sibsize, Family Environment, Cognitive Performance, and Affective Characteristics

    Science.gov (United States)

    Marjoribanks, Kevin

    1976-01-01

    Incorporates measures of family environment (parent-child interaction) into research methodology to study the effects of sibsize (family size and birth order) on a child's cognitive performance and affective behavior. Provides tentative support for the confluence model of sibsize influences on children's behaviors. (RL)

  8. Cognitive Neuroscience Meets Mathematics Education

    Science.gov (United States)

    De Smedt, Bert; Ansari, Daniel; Grabner, Roland H.; Hannula, Minna M.; Schneider, Michael; Verschaffel, Lieven

    2010-01-01

    While there has been much theoretical debate concerning the relationship between neuroscience and education, researchers have started to collaborate across both disciplines, giving rise to the interdisciplinary research field of neuroscience and education. The present contribution tries to reflect on the challenges of this new field of empirical…

  9. Positive affect improves working memory: implications for controlled cognitive processing.

    Science.gov (United States)

    Yang, Hwajin; Yang, Sujin; Isen, Alice M

    2013-01-01

    This study examined the effects of positive affect on working memory (WM) and short-term memory (STM). Given that WM involves both storage and controlled processing and that STM primarily involves storage processing, we hypothesised that if positive affect facilitates controlled processing, it should improve WM more than STM. The results demonstrated that positive affect, compared with neutral affect, significantly enhanced WM, as measured by the operation span task. The influence of positive affect on STM, however, was weaker. These results suggest that positive affect enhances WM, a task that involves controlled processing, not just storage processing. Additional analyses of recall and processing times and accuracy further suggest that improved WM under positive affect is not attributable to motivational differences, but results instead from improved controlled cognitive processing.

  10. Cognitive component of Tolerance in Pedagogic Education

    Directory of Open Access Journals (Sweden)

    O. V. Akimova

    2013-01-01

    Full Text Available The paper looks at one of the urgent educational problems of tolerance development by teachers and students; tolerance being viewed as the openness to the new knowledge acquisition, willingness to understand other people and cooperate with them, and therefore the opportunity for self- development.The paper outlines the ways of tolerant attitudes formation by all the human subjects of educational process; the concept of person oriented teaching is considered to be the basic one for tolerance development. To optimize the specialists’ training for communication at any level of professional environment, the cognitive activity educational model is suggested, providing the ways out of any complicated pedagogical situation. The cognitive psychology concepts give the background for the above model. The education in question promotes the intellectual level of the prospective teachers, intensifies their creative potential, methodological thinking and practical experience, as well as tolerance development in professional communication process. 

  11. Affect perception across cultures: the role of cognitive mechanisms

    Directory of Open Access Journals (Sweden)

    Jan B Engelmann

    2013-03-01

    Full Text Available Despite consistently documented cultural differences in the perception of facial expressions of emotion, the role of culture in shaping cognitive mechanisms that are central to affect perception has received relatively little attention in past research. We review recent developments in cross-cultural psychology that provide particular insights into the modulatory role of culture on cognitive mechanisms involved in interpretations of facial expressions of emotion through two distinct routes: display rules and cognitive styles. Investigations of affect intensity perception have demonstrated that facial expressions with varying levels of intensity of positive affect are perceived and categorized differently across cultures. Recent findings indicating high levels of differentiation between intensity levels of facial expressions among American participants, as well as deviations from clear categorization of high and low intensity expressions in Japanese and Russian participants, suggest that display rules shape mental representations of emotions, such as intensity levels of emotion prototypes. Furthermore, a series of recent studies using eye tracking as a proxy for overt attention during face perception has identified culture-specific cognitive styles, such as the propensity to attend to very specific features of the face. Together, these results suggest a cascade of cultural influences on cognitive mechanisms involved in interpretations of facial expressions of emotion, whereby cultures impart specific behavioral practices that shape the way individuals process information from the environment. These cultural influences lead to differences in cognitive style, such as attentional biases and emotion prototypes, which partially account for the gradient of cultural agreements and disagreements obtained in past investigations.

  12. Commentary: cognitive-affective mechanisms and processes in autobiographical memory.

    Science.gov (United States)

    Conway, Martin A

    2003-03-01

    This commentary highlights some of the interesting points to emerge from the preceding papers about the self, social, and directive functions of autobiographical memory. Additionally some cognitive functions are also considered and especially the way in which autobiographical memory supports, constrains, and maintains the goals of the self. Directions for future research into the self, social, directive, and cognitive-affective functions and processes of autobiographical memory are reviewed. Emphasis is placed on future research into the function of autobiographical memory in representations of attachment.

  13. Cognitive Education in Four Canadian Prisons.

    Science.gov (United States)

    Volpe, Richard; And Others

    1985-01-01

    This article reports the evaluation of a cognitive education course designed for inmates in Canadian federal penitentiaries. Reports from school instructors indicate that participating inmates showed improvement in their ability to communicate and discuss ideas and were more able to stop and think before acting on a problem. (Author/CT)

  14. Interactive Distance Education: A Cognitive Load Perspective

    Science.gov (United States)

    Kalyuga, Slava

    2012-01-01

    Evidence-based approaches to the design of the next generation of interactive distance education need to take into account established multimedia learning principles. Cognitive load theory is a theory that has significantly contributed to the development of such principles. It has applied our knowledge of major features and processing limitations…

  15. Cognitive Neuroscience and Education: Unravelling the Confusion

    Science.gov (United States)

    Purdy, Noel; Morrison, Hugh

    2009-01-01

    This paper critically examines the application of research into cognitive neuroscience to educational contexts. It first considers recent warnings from within the neuroscientific community itself about the limitations of current neuroscientific knowledge and the urgent need to dispel popular "neuromyths" which have become accepted in…

  16. When Affect Supports Cognitive Control – A Working Memory Perspective

    Directory of Open Access Journals (Sweden)

    Kolańczyk Alina

    2016-04-01

    Full Text Available The paper delineates a study of executive functions (EFs, construed as procedural working memory (WM, from a motivational perspective. Since WM theories and motivation theories are both concerned with purposive activity, the role of implicit evaluations (affects observed in goal pursuit can be anticipated to arise also in the context of cognitive control, e.g., during the performance of the Stroop task. The role of positive and negative affect in goal pursuit consists in controlling attention resources according to the goal and situational requirements. Positive affect serves to maintain goals and means in the scope of attention (EF1, whereas negative affect activates the inhibition of non-functional contents, e.g., distractors and irrelevant objects (resulting in attention disengagement; EF2. Adaptation to conflict proceeds via sequential triggering of negative and positive affect (EF3. Moreover, it was demonstrated that the focus on action or reflection changes the scope of contents subjected to implicit (affective control. Therefore, I suggest that the motivational system, to a large extent, plays the role of the Central Executive. The paper opens a discussion and proposes studies on affective mechanisms of cognitive control.

  17. Positive affect and cognitive control: approach-motivation intensity influences the balance between cognitive flexibility and stability.

    Science.gov (United States)

    Liu, Ya; Wang, Zhenhong

    2014-05-01

    In most prior research, positive affect has been consistently found to promote cognitive flexibility. However, the motivational dimensional model of affect assumes that the influence of positive affect on cognitive processes is modulated by approach-motivation intensity. In the present study, we extended the motivational dimensional model to the domain of cognitive control by examining the effect of low- versus high-approach-motivated positive affect on the balance between cognitive flexibility and stability in an attentional-set-shifting paradigm. Results showed that low-approach-motivated positive affect promoted cognitive flexibility but also caused higher distractibility, whereas high-approach-motivated positive affect enhanced perseverance but simultaneously reduced distractibility. These results suggest that the balance between cognitive flexibility and stability is modulated by the approach-motivation intensity of positive affective states. Therefore, it is essential to incorporate motivational intensity into studies on the influence of affect on cognitive control.

  18. Dental Hygiene Realpolitik Affecting Education.

    Science.gov (United States)

    Bader, James D.

    1991-01-01

    Current conditions in dental hygiene influencing professional education are discussed. Workplace/practice issues include dental hygiene care as a component of dental practice, content, effects, and quality of care, hygienist supply and demand, and job satisfaction. Professional issues include the knowledge base, definitions of practice, and…

  19. Nutritional Factors Affecting Adult Neurogenesis and Cognitive Function.

    Science.gov (United States)

    Poulose, Shibu M; Miller, Marshall G; Scott, Tammy; Shukitt-Hale, Barbara

    2017-11-01

    Adult neurogenesis, a complex process by which stem cells in the hippocampal brain region differentiate and proliferate into new neurons and other resident brain cells, is known to be affected by many intrinsic and extrinsic factors, including diet. Neurogenesis plays a critical role in neural plasticity, brain homeostasis, and maintenance in the central nervous system and is a crucial factor in preserving the cognitive function and repair of damaged brain cells affected by aging and brain disorders. Intrinsic factors such as aging, neuroinflammation, oxidative stress, and brain injury, as well as lifestyle factors such as high-fat and high-sugar diets and alcohol and opioid addiction, negatively affect adult neurogenesis. Conversely, many dietary components such as curcumin, resveratrol, blueberry polyphenols, sulforaphane, salvionic acid, polyunsaturated fatty acids (PUFAs), and diets enriched with polyphenols and PUFAs, as well as caloric restriction, physical exercise, and learning, have been shown to induce neurogenesis in adult brains. Although many of the underlying mechanisms by which nutrients and dietary factors affect adult neurogenesis have yet to be determined, nutritional approaches provide promising prospects to stimulate adult neurogenesis and combat neurodegenerative diseases and cognitive decline. In this review, we summarize the evidence supporting the role of nutritional factors in modifying adult neurogenesis and their potential to preserve cognitive function during aging. © 2017 American Society for Nutrition.

  20. Cognitive and affective influences on perceived risk of ovarian cancer.

    Science.gov (United States)

    Peipins, Lucy A; McCarty, Frances; Hawkins, Nikki A; Rodriguez, Juan L; Scholl, Lawrence E; Leadbetter, Steven

    2015-03-01

    Studies suggest that both affective and cognitive processes are involved in the perception of vulnerability to cancer and that affect has an early influence in this assessment of risk. We constructed a path model based on a conceptual framework of heuristic reasoning (affect, resemblance, and availability) coupled with cognitive processes involved in developing personal models of cancer causation. From an eligible cohort of 16 700 women in a managed care organization, we randomly selected 2524 women at high, elevated, and average risk of ovarian cancer and administered a questionnaire to test our model (response rate 76.3%). Path analysis delineated the relationships between personal and cognitive characteristics (number of relatives with cancer, age, ideas about cancer causation, perceived resemblance to an affected friend or relative, and ovarian cancer knowledge) and emotional constructs (closeness to an affected relative or friend, time spent processing the cancer experience, and cancer worry) on perceived risk of ovarian cancer. Our final model fit the data well (root mean square error of approximation (RMSEA) = 0.028, comparative fit index (CFI) = 0.99, normed fit index (NFI) = 0.98). This final model (1) demonstrated the nature and direction of relationships between cognitive characteristics and perceived risk; (2) showed that time spent processing the cancer experience was associated with cancer worry; and (3) showed that cancer worry moderately influenced perceived risk. Our results highlight the important role that family cancer experience has on cancer worry and shows how cancer experience translates into personal risk perceptions. This understanding informs the discordance between medical or objective risk assessment and personal risk assessment. Published in 2014. This article is a U.S. Government work and is in the public domain in the USA. Published in 2014. This article is a U.S. Government work and is in the public domain in the USA.

  1. Cognitive and Affective Correlates of Temperament in Parkinson's Disease

    Directory of Open Access Journals (Sweden)

    Graham Pluck

    2011-01-01

    Full Text Available Parkinson's disease (PD patients display low novelty seeking scores on the Tridimensional Personality Questionnaire (TPQ, which may reflect the low dopamine function that characterises the disease. People with PD also display raised harm avoidance scores. Due to these and other observations, a “parkinsonian personality” has been suggested. However, little is known about how these features relate to cognitive and affective disorders, which are also common in PD. We examined links between TPQ scores and performance on an attentional orienting task in a sample of 20 people with PD. In addition, associations between TPQ and depression and anxiety scores were explored. It was found that novelty seeking scores were significantly correlated with a reaction time measure of attentional orienting to visual novelty. Harm avoidance scores were significantly correlated with anxiety, but not depression scores. These findings extend our understanding of how temperament interacts with cognitive and affective features of the disorder.

  2. Brand Loyalty: Impact of Cognitive and Affective Variables

    OpenAIRE

    Mourad TOUZANI; Azza TEMESSEK

    2009-01-01

    Studies on brand loyalty typically focus on the behavioural side of brand loyalty or on the attitudinal side. Rare are the studies that examine simultaneously both components of brand loyalty. The present study was performed to describe the conjoint contribution of cognitive and affective variables in the formation of brand loyalty. A questionnaire was administered to 400 shampoo users. A confirmatory analysis was performed to test the conceptual model presented. The results provide a better ...

  3. Childhood trauma and cognitive function in first-episode affective and non-affective psychosis.

    Science.gov (United States)

    Aas, Monica; Dazzan, Paola; Fisher, Helen L; Morgan, Craig; Morgan, Kevin; Reichenberg, Abraham; Zanelli, Jolanta; Fearon, Paul; Jones, Peter B; Murray, Robin M; Pariante, Carmine M

    2011-06-01

    A history of childhood trauma is reportedly more prevalent in people suffering from psychosis than in the general population. Childhood trauma has also been linked to cognitive abnormalities in adulthood, and cognitive abnormalities, in turn, are one of the key clinical features of psychosis. Therefore, this study investigated whether there was a relationship between childhood trauma and cognitive function in patients with first-episode psychosis. The potential impact of diagnosis (schizophrenia or affective psychosis) and gender on this association was also examined. Data were available for 138 first-episode psychosis patients and 138 geographically-matched controls recruited from a catchment area based organisation. History of childhood trauma was obtained using the Childhood Experience of Care and Abuse Questionnaire. Cognitive function was assessed through a comprehensive and standardised neuropsychological test battery. A history of childhood trauma was associated with worse cognitive performances, predominantly in affective psychoses, and in male patients. No association between a history of childhood trauma and cognition was found amongst female patients, or female controls. The results need replication, but underline the necessity of investigating biological and psychosocial mechanisms underlying these subjects' sensitivity to the negative effect of childhood stress. Copyright © 2011 Elsevier B.V. All rights reserved.

  4. Affective and cognitive empathy in adolescents with autism spectrum disorder

    Directory of Open Access Journals (Sweden)

    Monica eMazza

    2014-10-01

    Full Text Available The broad construct of empathy incorporates both cognitive and affective dimensions. Recent evidence suggests that the subjects with Autistic Spectrum disorder (ASD show a significant impairment in empathic ability. The aim of this study was to evaluate the cognitive and affective components of empathy in adolescents with ASD compared to controls. Fifteen adolescents with ASD and fifteen controls underwent paper and pencil measures and a computerized Multifaceted Empathy Test. All measures were divided into Mentalizing and Experience sharing abilities. Adolescents with ASD compared to controls showed deficits in all mentalizing measures: they were incapable of interpreting and understanding the mental and emotional states of other people. Instead, in the sharing experience measures, the adolescents with ASD were able to empathize with the emotional experience of other people when they express emotions with positive valence, but were not able to do so when the emotional valence is negative. These results were confirmed by the computerized task. In conclusion, our results suggest that adolescents with ASD show a difficulty in cognitive empathy, whereas the deficit in affective empathy is specific for the negative emotional valence.

  5. Diving too Deep: How Cognitive Absorption and Group Learning Behavior Affect Individual Learning

    OpenAIRE

    Magni, Massimo; Paolino, Chiara; Cappetta, Rossella; Proserpio, Luigi

    2013-01-01

    Since organizations and educational institutions are moving toward a training approach which emphasizes the active involvement of participants, there is growing interest in understanding how individual engagement in the training experience affects practicing managers’ individual learning. We identify cognitive absorption as the construct that better describes the state of full engagement and immersion that new approaches in management training require of learners. While some research has emph...

  6. Digital Immigrant Teacher Perceptions of Social Media as It Influences the Affective and Cognitive Development of Students: A Phenomenological Study

    Science.gov (United States)

    Williams, Robert Warren

    2012-01-01

    The purpose of this transcendental phenomenological study is to describe how digital immigrant teachers perceive the influence of social media on the affective and cognitive development of students at three high schools in Alabama. As the prevalence of social technologies is increasing, educators must understand how it is affecting students in…

  7. Age Learning Factors Affecting Pilot Education.

    Science.gov (United States)

    Torbert, Brison

    This document, intended for pilot education and flight safety specialists, consists chiefly of a review of the literature on physiological factors that affect pilot education and an examination of environmental factors that should be scrutinized in order to improve the effectiveness of aviation learning facilities. The physiological factors…

  8. Does chronic exposure to mobile phones affect cognition?

    Science.gov (United States)

    Mohan, Mamta; Khaliq, Farah; Panwar, Aprajita; Vaney, Neelam

    2016-01-01

    Summary Mobile phones form an integral part of our modern lifestyle. Following the drastic rise in mobile phone use in recent years, it has become important to study its potential public health impact. Amongst the various mobile phone health hazards, the most alarming is the possible effect on the brain. The aim of the present study was to explore whether chronic exposure to mobile phones affects cognition. Ninety subjects aged 17–25 years with normal hearing were recruited for the study and divided into three groups according to their duration of mobile phone use. No significant differences in N100, P200, N200, P300 latencies or N2-P300 amplitude were observed. Our results suggest that chronic mobile phone exposure does not have detrimental effects on cognition. PMID:27027894

  9. Cerebellar Cognitive Affective Syndrome Presented as Severe Borderline Personality Disorder

    Directory of Open Access Journals (Sweden)

    Danilo Pesic

    2014-01-01

    Full Text Available An increasing number of findings confirm the significance of cerebellum in affecting regulation and early learning. Most consistent findings refer to association of congenital vermis anomalies with deficits in nonmotor functions of cerebellum. In this paper we presented a young woman who was treated since sixteen years of age for polysubstance abuse, affective instability, and self-harming who was later diagnosed with borderline personality disorder. Since the neurological and neuropsychological reports pointed to signs of cerebellar dysfunction and dysexecutive syndrome, we performed magnetic resonance imaging of brain which demonstrated partially developed vermis and rhombencephalosynapsis. These findings match the description of cerebellar cognitive affective syndrome and show an overlap with clinical manifestations of borderline personality disorder.

  10. Structural plasticity of the social brain: Differential change after socio-affective and cognitive mental training.

    Science.gov (United States)

    Valk, Sofie L; Bernhardt, Boris C; Trautwein, Fynn-Mathis; Böckler, Anne; Kanske, Philipp; Guizard, Nicolas; Collins, D Louis; Singer, Tania

    2017-10-01

    Although neuroscientific research has revealed experience-dependent brain changes across the life span in sensory, motor, and cognitive domains, plasticity relating to social capacities remains largely unknown. To investigate whether the targeted mental training of different cognitive and social skills can induce specific changes in brain morphology, we collected longitudinal magnetic resonance imaging (MRI) data throughout a 9-month mental training intervention from a large sample of adults between 20 and 55 years of age. By means of various daily mental exercises and weekly instructed group sessions, training protocols specifically addressed three functional domains: (i) mindfulness-based attention and interoception, (ii) socio-affective skills (compassion, dealing with difficult emotions, and prosocial motivation), and (iii) socio-cognitive skills (cognitive perspective-taking on self and others and metacognition). MRI-based cortical thickness analyses, contrasting the different training modules against each other, indicated spatially diverging changes in cortical morphology. Training of present-moment focused attention mostly led to increases in cortical thickness in prefrontal regions, socio-affective training induced plasticity in frontoinsular regions, and socio-cognitive training included change in inferior frontal and lateral temporal cortices. Module-specific structural brain changes correlated with training-induced behavioral improvements in the same individuals in domain-specific measures of attention, compassion, and cognitive perspective-taking, respectively, and overlapped with task-relevant functional networks. Our longitudinal findings indicate structural plasticity in well-known socio-affective and socio-cognitive brain networks in healthy adults based on targeted short daily mental practices. These findings could promote the development of evidence-based mental training interventions in clinical, educational, and corporate settings aimed at

  11. Brand Loyalty: Impact of Cognitive and Affective Variables

    Directory of Open Access Journals (Sweden)

    Mourad TOUZANI

    2009-01-01

    Full Text Available Studies on brand loyalty typically focus on the behavioural side ofbrand loyalty or on the attitudinal side. Rare are the studies that examinesimultaneously both components of brand loyalty. The present study wasperformed to describe the conjoint contribution of cognitive and affectivevariables in the formation of brand loyalty. A questionnaire was administered to400 shampoo users. A confirmatory analysis was performed to test theconceptual model presented. The results provide a better knowledge about therole played by each factor in brand loyalty formation and emphasises the majorrole played by affective factors.

  12. Cognitive and Affective Empathy as Predictors of Proactive and Reactive Aggression

    Science.gov (United States)

    Gordon, Gina M.

    2013-01-01

    This study examined cognitive and affective empathy as predictors of proactive and reactive aggression. This study also explored whether levels of cognitive and affective empathy differed among children who use proactive and reactive aggression. Cognitive and affective empathy were measured by the Basic Empathy Scale (Jolliffe & Farrington,…

  13. Does Ramadan Fasting Adversely Affect Cognitive Function in Young Females?

    Directory of Open Access Journals (Sweden)

    Mahboubeh Ghayour Najafabadi

    2015-01-01

    Full Text Available We examined the effects of Ramadan fasting on cognitive function in 17 female athletes. Data were obtained from participants of two fasting (n=9 and nonfasting (n=8 groups at three periods of the study (before Ramadan, at the third week in Ramadan, and after Ramadan. Digit span test (DST and Stroop color test were employed to assess short-term memory and inhibition/cognitive flexibility at each time point. There were no significant changes for DST and Stroop task 1 in both groups, whereas Stroop task 2 and task 3 showed significant improvements in Ramadan condition (p<0.05. Interference indices did not change significantly across the study except in post-Ramadan period of fasting group (p<0.05. Group × week interaction was significant only for error numbers (p<0.05. Athletes in nonfasting showed a significant decrease in number of errors in Ramadan compared to baseline (p<0.05. The results suggest that Ramadan fasting may not adversely affect cognitive function in female athletes.

  14. Interoception beyond homeostasis: affect, cognition and mental health.

    Science.gov (United States)

    Tsakiris, Manos; Critchley, Hugo

    2016-11-19

    Interoception refers to the sensing of the internal state of one's body. Interoception is distinct from the processing of sensory information concerning external (non-self) stimuli (e.g. vision, hearing, touch and smell) and is the afferent axis to internal (autonomic and hormonal) physiological control. However, the impact of interoception extends beyond homeostatic/allostatic reflexes: it is proposed to be fundamental to motivation, emotion (affective feelings and behaviours), social cognition and self-awareness. This view is supported by a growing body of experimental evidence that links peripheral physiological states to mental processes. Within this framework, the representation of self is constructed from early development through continuous integrative representation of biological data from the body, to form the basis for those aspects of conscious awareness grounded on the subjective sense of being a unique individual. This theme issue of the Philosophical Transactions of the Royal Society B draws together state-of-the-art knowledge concerning theoretical, experimental and clinical facets of interoception with the emphasis on cognitive and affective neuroscience. The multidisciplinary and cross-disciplinary perspectives represented in this theme issue disseminate and entrench knowledge about interoception across the scientific community and provide a reference for the conceptualization and further study of interoception across behavioural sciences. © 2016 The Author(s).

  15. The Impact of Cognitive and Affective Aspects of Cognitive Conflict on Learners' Conceptual Change about Floating and Sinking

    Science.gov (United States)

    Hadjiachilleos, Stella; Valanides, Nicos; Angeli, Charoula

    2013-01-01

    Background: Cognitive conflict has been identified as an important factor for bringing about students' conceptual change. Researchers draw attention to the need to study not only cognitive factors related to cognitive conflict but affective factors as well. Purpose: The purpose of this study was to investigate the contribution of cognitive…

  16. Cognitive and affective benefits of combination therapy with galantamine plus cognitive rehabilitation for Alzheimer's disease.

    Science.gov (United States)

    Tokuchi, Ryo; Hishikawa, Nozomi; Matsuzono, Kosuke; Takao, Yoshiki; Wakutani, Yosuke; Sato, Kota; Kono, Syoichiro; Ohta, Yasuyuki; Deguchi, Kentaro; Yamashita, Toru; Abe, Koji

    2016-04-01

    The aim of the present study was to compare the effects of a galantamine only therapy and a combination therapy with galantamine plus ambulatory cognitive rehabilitation for Alzheimer's disease patients. For this retrospective cohort study, we enrolled 86 patients with Alzheimer's disease, dividing them into two groups - a galantamine only group (group G, n = 45) and a combination with galantamine plus ambulatory rehabilitation group (group G + R, n = 41). The present cognitive rehabilitation included a set of physical therapy, occupational therapy and speech therapy for 1-2 h once or twice a week. We compared the Mini-Mental State Examination and Frontal Assessment Battery for cognitive assessment, and Geriatric Depression Scale, Apathy Scale, and Abe's Behavioral and Psychological Symptoms of Dementia score for affective assessment in two groups over 6 months. The baseline Mini-Mental State Examination score was 20.2 and 18.7 in groups G and G + R, respectively. Other baseline data (Frontal Assessment Battery, Geriatric Depression Scale, Apathy Scale, and Abe's Behavioral and Psychological Symptoms of Dementia) were not different between the two groups. Although group G kept all the scores stable until 6 months of the treatment, the Apathy Scale score showed a significant improvement in group G + R as early as 3 months, followed by the Mini-Mental State Examination and Frontal Assessment Battery improvements at 6 months (*P = 0.04 and *P = 0.02, respectively). The Geriatric Depression Scale and Abe's Behavioral and Psychological Symptoms of Dementia did not show any changes. The combination therapy of galantamine plus ambulatory cognitive rehabilitation showed a superior benefit both on cognitive and affective functions than galantamine only therapy in Alzheimer's disease patients. © 2015 Japan Geriatrics Society.

  17. Cognitive load does not affect the behavioral and cognitive foundations of social cooperation

    Directory of Open Access Journals (Sweden)

    Laura Mieth

    2016-08-01

    Full Text Available The present study serves to test whether the cognitive mechanisms underlying social cooperation are affected by cognitive load. Participants interacted with trustworthy-looking and untrustworthy-looking partners in a sequential Prisoner’s Dilemma Game. Facial trustworthiness was manipulated to stimulate expectations about the future behavior of the partners which were either violated or confirmed by the partners’ cheating or cooperation during the game. In a source memory test, participants were required to recognize the partners and to classify them as cheaters or cooperators. A multinomial model was used to disentangle item memory, source memory and guessing processes. We found an expectancy-congruent bias towards guessing that trustworthy-looking partners were more likely to be associated with cooperation than untrustworthy-looking partners. Source memory was enhanced for cheating that violated the participants’ positive expectations about trustworthy-looking partners. We were interested in whether or not this expectancy-violation effect—that helps to revise unjustified expectations about trustworthy-looking partners—depends on cognitive load induced via a secondary continuous reaction time task. Although this secondary task interfered with working memory processes in a validation study, both the expectancy-congruent guessing bias as well as the expectancy-violation effect were obtained with and without cognitive load. These findings support the hypothesis that the expectancy-violation effect is due to a simple mechanism that does not rely on demanding elaborative processes. We conclude that most cognitive mechanisms underlying social cooperation presumably operate automatically so that they remain unaffected by cognitive load.□

  18. Cognitive Load Does Not Affect the Behavioral and Cognitive Foundations of Social Cooperation.

    Science.gov (United States)

    Mieth, Laura; Bell, Raoul; Buchner, Axel

    2016-01-01

    The present study serves to test whether the cognitive mechanisms underlying social cooperation are affected by cognitive load. Participants interacted with trustworthy-looking and untrustworthy-looking partners in a sequential Prisoner's Dilemma Game. Facial trustworthiness was manipulated to stimulate expectations about the future behavior of the partners which were either violated or confirmed by the partners' cheating or cooperation during the game. In a source memory test, participants were required to recognize the partners and to classify them as cheaters or cooperators. A multinomial model was used to disentangle item memory, source memory and guessing processes. We found an expectancy-congruent bias toward guessing that trustworthy-looking partners were more likely to be associated with cooperation than untrustworthy-looking partners. Source memory was enhanced for cheating that violated the participants' positive expectations about trustworthy-looking partners. We were interested in whether or not this expectancy-violation effect-that helps to revise unjustified expectations about trustworthy-looking partners-depends on cognitive load induced via a secondary continuous reaction time task. Although this secondary task interfered with working memory processes in a validation study, both the expectancy-congruent guessing bias as well as the expectancy-violation effect were obtained with and without cognitive load. These findings support the hypothesis that the expectancy-violation effect is due to a simple mechanism that does not rely on demanding elaborative processes. We conclude that most cognitive mechanisms underlying social cooperation presumably operate automatically so that they remain unaffected by cognitive load.

  19. Embodied Cognition and the Direct Induction of Affect as a Compliment to Cognitive Behavioural Therapy †

    Science.gov (United States)

    Pietrzak, Tania; Lohr, Christina; Jahn, Beverly; Hauke, Gernot

    2018-01-01

    We make the case for the possible integration of affect experience induced via embodiment techniques with CBT for the treatment of emotional disorders in clinical settings. Theoretically we propose a possible integration of cognitive behavioural theory, neuroscience, embodied cognition and important processes of client change outcomes such as the therapeutic alliance to enhance client outcomes. We draw from evidence of bidirectional effects between embodiment modes of bottom-up (sensory-motor simulations giving rise to important basis of knowledge) and top-down (abstract mental representations of knowledge) processes such as CBT in psychotherapy. The paper first describes the dominance and success of CBT for the treatment of a wide range of clinical disorders. Some limitations of CBT, particularly for depression are also outlined. There is a growing body of evidence for the added value of experiential affect-focused interventions combined with CBT. Evidence for the embodied model of cognition and emotion is reviewed. Advantages of embodiment is highlighted as a complimentary process model to deepen the intensity and valence of affective experience. It is suggested that an integrated embodiment approach with CBT enhances outcomes across a wide range of emotional disorders. A description of our embodiment method integrated with CBT for inducing affective experience, emotional regulation, acceptance of unwanted emotions and emotional mastery is given. Finally, the paper highlights the importance of the therapeutic alliance as a critical component of the change process. The paper ends with a case study highlighting some clinical strategies that may aid the therapist to integrate embodiment techniques in CBT that can further explore in future research on affective experience in CBT for a wider range of clinical disorders. PMID:29495377

  20. Embodied Cognition and the Direct Induction of Affect as a Compliment to Cognitive Behavioural Therapy

    Directory of Open Access Journals (Sweden)

    Tania Pietrzak

    2018-02-01

    Full Text Available We make the case for the possible integration of affect experience induced via embodiment techniques with CBT for the treatment of emotional disorders in clinical settings. Theoretically we propose a possible integration of cognitive behavioural theory, neuroscience, embodied cognition and important processes of client change outcomes such as the therapeutic alliance to enhance client outcomes. We draw from evidence of bidirectional effects between embodiment modes of bottom-up (sensory-motor simulations giving rise to important basis of knowledge and top-down (abstract mental representations of knowledge processes such as CBT in psychotherapy. The paper first describes the dominance and success of CBT for the treatment of a wide range of clinical disorders. Some limitations of CBT, particularly for depression are also outlined. There is a growing body of evidence for the added value of experiential affect-focused interventions combined with CBT. Evidence for the embodied model of cognition and emotion is reviewed. Advantages of embodiment is highlighted as a complimentary process model to deepen the intensity and valence of affective experience. It is suggested that an integrated embodiment approach with CBT enhances outcomes across a wide range of emotional disorders. A description of our embodiment method integrated with CBT for inducing affective experience, emotional regulation, acceptance of unwanted emotions and emotional mastery is given. Finally, the paper highlights the importance of the therapeutic alliance as a critical component of the change process. The paper ends with a case study highlighting some clinical strategies that may aid the therapist to integrate embodiment techniques in CBT that can further explore in future research on affective experience in CBT for a wider range of clinical disorders.

  1. Embodied Cognition and the Direct Induction of Affect as a Compliment to Cognitive Behavioural Therapy.

    Science.gov (United States)

    Pietrzak, Tania; Lohr, Christina; Jahn, Beverly; Hauke, Gernot

    2018-02-26

    We make the case for the possible integration of affect experience induced via embodiment techniques with CBT for the treatment of emotional disorders in clinical settings. Theoretically we propose a possible integration of cognitive behavioural theory, neuroscience, embodied cognition and important processes of client change outcomes such as the therapeutic alliance to enhance client outcomes. We draw from evidence of bidirectional effects between embodiment modes of bottom-up (sensory-motor simulations giving rise to important basis of knowledge) and top-down (abstract mental representations of knowledge) processes such as CBT in psychotherapy. The paper first describes the dominance and success of CBT for the treatment of a wide range of clinical disorders. Some limitations of CBT, particularly for depression are also outlined. There is a growing body of evidence for the added value of experiential affect-focused interventions combined with CBT. Evidence for the embodied model of cognition and emotion is reviewed. Advantages of embodiment is highlighted as a complimentary process model to deepen the intensity and valence of affective experience. It is suggested that an integrated embodiment approach with CBT enhances outcomes across a wide range of emotional disorders. A description of our embodiment method integrated with CBT for inducing affective experience, emotional regulation, acceptance of unwanted emotions and emotional mastery is given. Finally, the paper highlights the importance of the therapeutic alliance as a critical component of the change process. The paper ends with a case study highlighting some clinical strategies that may aid the therapist to integrate embodiment techniques in CBT that can further explore in future research on affective experience in CBT for a wider range of clinical disorders.

  2. Cognitive-Affective Dimensions of Female Orgasm: The Role of Automatic Thoughts and Affect During Sexual Activity

    NARCIS (Netherlands)

    Tavares, Inês M.; Laan, Ellen T. M.; Nobre, Pedro J.

    2017-01-01

    Cognitive-affective factors contribute to female sexual dysfunctions, defined as clinically significant difficulties in the ability to respond sexually or to experience sexual pleasure. Automatic thoughts and affect presented during sexual activity are acknowledged as maintenance factors for these

  3. Cognitive and affective components of challenge and threat states.

    Science.gov (United States)

    Meijen, Carla; Jones, Marc V; McCarthy, Paul J; Sheffield, David; Allen, Mark S

    2013-01-01

    We explored the cognitive and affective components of the Theory of Challenge and Threat States in Athletes (TCTSA) using a cross-sectional design. One hundred and seventy-seven collegiate athletes indicated how they typically approached an important competition on measures of self-efficacy, perceived control, achievement goals, emotional states and interpretation of emotional states. Participants also indicated to what extent they typically perceived the important competition as a challenge and/or a threat. The results suggest that a perception of challenge was not predicted by any of the cognitive components. A perception of threat was positively predicted by avoidance goals and negatively predicted by self-efficacy and approach goals. Both challenge and threat had a positive relationship with anxiety. Practical implications of this study are that an avoidance orientation appeared to be related to potentially negative constructs such as anxiety, threat and dejection. The findings may suggest that practitioners and researchers should focus on reducing an avoidance orientation, however the results should be treated with caution in applied settings, as this study did not examine how the combination of constructs exactly influences sport performance. The results provided partial support for the TCTSA with stronger support for proposed relationships with threat rather than challenge states.

  4. Hearts and Minds: The Priority of Affective versus Cognitive Factors in Person Perception.

    Science.gov (United States)

    Edwards, Kari; Hippel, William von

    1995-01-01

    In two experiments, affect-based and cognition-based attitudes toward a person were induced by varying sequence of affective and cognitive information presented to subjects while holding content constant. Results indicated affect-based attitudes were most effectively changed by affective persuasive appeals, whether these appeals were produced by…

  5. Neural Cognition and Affective Computing on Cyber Language.

    Science.gov (United States)

    Huang, Shuang; Zhou, Xuan; Xue, Ke; Wan, Xiqiong; Yang, Zhenyi; Xu, Duo; Ivanović, Mirjana; Yu, Xueer

    2015-01-01

    Characterized by its customary symbol system and simple and vivid expression patterns, cyber language acts as not only a tool for convenient communication but also a carrier of abundant emotions and causes high attention in public opinion analysis, internet marketing, service feedback monitoring, and social emergency management. Based on our multidisciplinary research, this paper presents a classification of the emotional symbols in cyber language, analyzes the cognitive characteristics of different symbols, and puts forward a mechanism model to show the dominant neural activities in that process. Through the comparative study of Chinese, English, and Spanish, which are used by the largest population in the world, this paper discusses the expressive patterns of emotions in international cyber languages and proposes an intelligent method for affective computing on cyber language in a unified PAD (Pleasure-Arousal-Dominance) emotional space.

  6. Neural Cognition and Affective Computing on Cyber Language

    Directory of Open Access Journals (Sweden)

    Shuang Huang

    2015-01-01

    Full Text Available Characterized by its customary symbol system and simple and vivid expression patterns, cyber language acts as not only a tool for convenient communication but also a carrier of abundant emotions and causes high attention in public opinion analysis, internet marketing, service feedback monitoring, and social emergency management. Based on our multidisciplinary research, this paper presents a classification of the emotional symbols in cyber language, analyzes the cognitive characteristics of different symbols, and puts forward a mechanism model to show the dominant neural activities in that process. Through the comparative study of Chinese, English, and Spanish, which are used by the largest population in the world, this paper discusses the expressive patterns of emotions in international cyber languages and proposes an intelligent method for affective computing on cyber language in a unified PAD (Pleasure-Arousal-Dominance emotional space.

  7. Affective and cognitive mechanisms of risky decision making.

    Science.gov (United States)

    Shimp, Kristy G; Mitchell, Marci R; Beas, B Sofia; Bizon, Jennifer L; Setlow, Barry

    2015-01-01

    The ability to make advantageous decisions under circumstances in which there is a risk of adverse consequences is an important component of adaptive behavior; however, extremes in risk taking (either high or low) can be maladaptive and are characteristic of a number of neuropsychiatric disorders. To better understand the contributions of various affective and cognitive factors to risky decision making, cohorts of male Long-Evans rats were trained in a "Risky Decision making Task" (RDT), in which they made discrete trial choices between a small, "safe" food reward and a large, "risky" food reward accompanied by varying probabilities of footshock. Experiment 1 evaluated the relative contributions of the affective stimuli (i.e., punishment vs. reward) to RDT performance by parametrically varying the magnitudes of the footshock and large reward. Varying the shock magnitude had a significant impact on choice of the large, "risky" reward, such that greater magnitudes were associated with reduced choice of the large reward. In contrast, varying the large, "risky" reward magnitude had minimal influence on reward choice. Experiment 2 compared individual variability in RDT performance with performance in an attentional set shifting task (assessing cognitive flexibility), a delayed response task (assessing working memory), and a delay discounting task (assessing impulsive choice). Rats characterized as risk averse in the RDT made more perseverative errors on the set shifting task than did their risk taking counterparts, whereas RDT performance was not related to working memory abilities or impulsive choice. In addition, rats that showed greater delay discounting (greater impulsive choice) showed corresponding poorer performance in the working memory task. Together, these results suggest that reward-related decision making under risk of punishment is more strongly influenced by the punishment than by the reward, and that risky and impulsive decision making are associated with

  8. Cortisol and cognitive function in midlife: the role of childhood cognition and educational attainment.

    Science.gov (United States)

    Gaysina, Darya; Gardner, Michael P; Richards, Marcus; Ben-Shlomo, Yoav

    2014-09-01

    Adult cognition and age-related cognitive decline can be influenced by dysregulation of the hypothalamic pituitary adrenal axis with concomitant changes in cortisol levels. However, very little is known about the role of childhood cognition and educational attainment in this relationship. Using data from the British 1946 birth cohort, the present study investigated: (1) associations between cortisol levels and patterns and cognitive function in midlife; (2) direct and interactive effects of childhood cognition, educational attainment and cortisol on cognitive function in midlife. Verbal memory, letter search speed and reaction time were assessed at age 60-64 years. Salivary cortisol samples (wakening, 30 min after wakening and evening) were collected at the same age. Childhood cognitive ability was measured at ages 8, 11, and 15, and educational level was reported at age 26. Associations between cortisol, childhood cognition, educational attainment and cognitive function in midlife were tested using linear regression and structural equation modelling approaches. Higher evening cortisol level was associated with slower reaction time and lower verbal memory. These associations were independent of childhood cognition and education as well as a range of other potential confounders. Childhood cognition and education were not directly associated with evening cortisol. However, there was a significant interaction effect between childhood cognition and evening cortisol on reaction time (p=.002): higher evening cortisol was associated with slower reaction time only among those with low childhood cognitive ability. There was little evidence of associations between the other cortisol measures and cognitive function. Copyright © 2014 The Authors. Published by Elsevier Ltd.. All rights reserved.

  9. Error framing effects on performance: cognitive, motivational, and affective pathways.

    Science.gov (United States)

    Steele-Johnson, Debra; Kalinoski, Zachary T

    2014-01-01

    Our purpose was to examine whether positive error framing, that is, making errors salient and cuing individuals to see errors as useful, can benefit learning when task exploration is constrained. Recent research has demonstrated the benefits of a newer approach to training, that is, error management training, that includes the opportunity to actively explore the task and framing errors as beneficial to learning complex tasks (Keith & Frese, 2008). Other research has highlighted the important role of errors in on-the-job learning in complex domains (Hutchins, 1995). Participants (N = 168) from a large undergraduate university performed a class scheduling task. Results provided support for a hypothesized path model in which error framing influenced cognitive, motivational, and affective factors which in turn differentially affected performance quantity and quality. Within this model, error framing had significant direct effects on metacognition and self-efficacy. Our results suggest that positive error framing can have beneficial effects even when tasks cannot be structured to support extensive exploration. Whereas future research can expand our understanding of error framing effects on outcomes, results from the current study suggest that positive error framing can facilitate learning from errors in real-time performance of tasks.

  10. Mediation, moderation, and context: Understanding complex relations among cognition, affect, and health behaviour.

    Science.gov (United States)

    Kiviniemi, Marc T; Ellis, Erin M; Hall, Marissa G; Moss, Jennifer L; Lillie, Sarah E; Brewer, Noel T; Klein, William M P

    2018-01-01

    Researchers have historically treated cognition and affect as separate constructs in motivating health behaviour. We present a framework and empirical evidence for complex relations between cognition and affect in predicting health behaviour. Main Outcome, Design and Results: First, affect and cognition can mediate each other's relation to health behaviour. Second, affect and cognition can moderate the other's impact. Third, context can change the interplay of affect and cognition. Fourth, affect and cognition may be indelibly fused in some psychological constructs (e.g. worry, anticipated regret and reactance). These four propositions in our framework are not mutually exclusive. Examination of the types of complex relations described here can benefit theory development, empirical testing of theories and intervention design. Doing so will advance the understanding of mechanisms involved in regulation of health behaviours and the effectiveness of interventions to change health behaviours.

  11. The cerebellum: its role in language and related cognitive and affective functions.

    Science.gov (United States)

    De Smet, Hyo Jung; Paquier, Philippe; Verhoeven, Jo; Mariën, Peter

    2013-12-01

    The traditional view on the cerebellum as the sole coordinator of motor function has been substantially redefined during the past decades. Neuroanatomical, neuroimaging and clinical studies have extended the role of the cerebellum to the modulation of cognitive and affective processing. Neuroanatomical studies have demonstrated cerebellar connectivity with the supratentorial association areas involved in higher cognitive and affective functioning, while functional neuroimaging and clinical studies have provided evidence of cerebellar involvement in a variety of cognitive and affective tasks. This paper reviews the recently acknowledged role of the cerebellum in linguistic and related cognitive and behavioral-affective functions. In addition, typical cerebellar syndromes such as the cerebellar cognitive affective syndrome (CCAS) and the posterior fossa syndrome (PFS) will be briefly discussed and the current hypotheses dealing with the presumed neurobiological mechanisms underlying the linguistic, cognitive and affective modulatory role of the cerebellum will be reviewed. Copyright © 2012 Elsevier Inc. All rights reserved.

  12. Organizational citizenship behavior and workplace deviance: the role of affect and cognitions.

    Science.gov (United States)

    Lee, Kibeom; Allen, Natalie J

    2002-02-01

    To investigate the role of affect and cognitions in predicting organizational citizenship behavior (OCB) and workplace deviance behavior (WDB), data were collected from 149 registered nurses and their coworkers. Job affect was associated more strongly than were job cognitions with OCB directed at individuals, whereas job cognitions correlated more strongly than did job affect with OCB directed at the organization. With respect to WDB, job cognitions played a more important role in prediction when job affect was represented by 2 general mood variables (positive and negative affect). When discrete emotions were used to represent job affect, however, job affect played as important a role as job cognition variables, strongly suggesting the importance of considering discrete emotions in job affect research.

  13. Cognitive apprenticeship in health sciences education: a qualitative review.

    Science.gov (United States)

    Lyons, Kayley; McLaughlin, Jacqueline E; Khanova, Julia; Roth, Mary T

    2017-08-01

    Cognitive apprenticeship theory emphasizes the process of making expert thinking "visible" to students and fostering the cognitive and meta-cognitive processes required for expertise. The purpose of this review was to evaluate the use of cognitive apprenticeship theory with the primary aim of understanding how and to what extent the theory has been applied to the design, implementation, and analysis of education in the health sciences. The initial search yielded 149 articles, with 45 excluded because they contained the term "cognitive apprenticeship" only in reference list. The remaining 104 articles were categorized using a theory talk coding scheme. An in depth qualitative synthesis and review was conducted for the 26 articles falling into the major theory talk category. Application of cognitive apprenticeship theory tended to focus on the methods dimension (e.g., coaching, mentoring, scaffolding), with some consideration for the content and sociology dimensions. Cognitive apprenticeship was applied in various disciplines (e.g., nursing, medicine, veterinary) and educational settings (e.g., clinical, simulations, online). Health sciences education researchers often used cognitive apprenticeship to inform instructional design and instrument development. Major recommendations from the literature included consideration for contextual influences, providing faculty development, and expanding application of the theory to improve instructional design and student outcomes. This body of research provides critical insight into cognitive apprenticeship theory and extends our understanding of how to develop expert thinking in health sciences students. New research directions should apply the theory into additional aspects of health sciences educational research, such as classroom learning and interprofessional education.

  14. Higher Education for Sustainability: Can Education Affect Moral Perceptions?

    Science.gov (United States)

    Felgendreher, Simon; Löfgren, Åsa

    2018-01-01

    A considerable literature looks at universities' approaches to integrating sustainable development into teaching and learning, but less is known about how Education for Sustainable Development (ESD) affects student attitudes, values and norms. To our knowledge, only a few studies have quantified such effects of changes in curricula. This study…

  15. Factors affecting vegetable preference in adolescents: stages of change and social cognitive theory.

    Science.gov (United States)

    Woo, Taejung; Lee, Kyung-Hea

    2017-08-01

    Despite the importance of consuming sufficient amounts of vegetables, daily vegetable intake among adolescents in Korea is lower than the current dietary recommendation. The objective of this study was to examine determinants affecting vegetable preference in order to suggest a stage-tailored education strategy that can promote vegetable consumption in adolescents. Adolescents (n = 400, aged 16-17 years) from two high schools participated in a cross-sectional study. Survey variables were vegetable preference, the social cognitive theory (SCT) and stages of change (SOC) constructs. Based on vegetable preference, subjects were classified into two groups: a low-preference group (LPG) and a high-preference group (HPG). SOC was subdivided into pre-action and action/maintenance stages. To compare SCT components and SOC related to vegetable preference, chi-squared and t-tests, along with stepwise multiple-regression analysis, were applied. In the LPG, a similar number of subjects were classified into each stage. Significant differences in self-efficacy, affective attitudes, and vegetable accessibility at home and school were detected among the stages. Subjects in the HPG were mainly at the maintenance stage (81%), and there were significant differences among the stages regarding self-efficacy, affective attitudes, and parenting practice. In the predictions of vegetable preference, self-efficacy and parenting practice had a significant effect in the "pre-action" stage. In the action/maintenance stage, outcome expectation, affective attitudes, and vegetable accessibility at school had significant predictive value. In predicting the vegetable preference for all subjects, 42.8% of the predictive variance was accounted for by affective attitudes, self-efficacy, and vegetable accessibility at school. The study revealed that different determinants affect adolescent vegetable preference in each stage. Self-efficacy and affective attitudes are important determinants affecting

  16. Clinical and cognitive factors affecting psychosocial functioning in remitted patients with bipolar disorder.

    Science.gov (United States)

    Konstantakopoulos, G; Ioannidi, N; Typaldou, M; Sakkas, D; Oulis, P

    2016-01-01

    Impaired interpersonal, social, and occupational functioning is very often observed in patients with bipolar disorder, not only at the acute stages of the illness but in remission as well. This finding raises the question of multiple factors that might affect psychosocial functioning in bipolar patients, such as residual subsyndromal symptoms and neuropsychological deficits. Social cognition impairment, especially impaired Theory of Mind (ToM), might also play an important role in bipolar patients' every-day functioning, similarly to what was found in patients with schizophrenia. The present study aimed to investigate the potential effect of clinical and cognitive factors on the psychosocial functioning of patients with bipolar disorder during remission, assessing ToM along with a broad range of basic cognitive functions. Forty-nine patients with bipolar disorder type I in remission and 53 healthy participants were assessed in general intelligence, working memory, attention, speed processing, verbal learning and memory, and executive functions using a comprehensive battery of neuropsychological tests. The Faux Pas Recognition Test was used to assess ToM. The two groups were matched for gender, age and education level. The Hamilton Rating Scale for Depression (HDRS), the Young Mania Rating Scale (YMRS), and the Brief Psychiatric Rating Scale (BPRS) were also administered to the patients. Every-day functioning was assessed with the Global Assessment of Functioning (GAF). In order to examine the contribution of many factors in psychosocial functioning, we used hierarchical multiple regression analysis. Bipolar patients presented significant impairment compared to healthy participants in all the basic cognitive functions tested with the exception of verbal memory. Moreover, patients had significant poorer performance than healthy controls in overall psyand cognitive ToM but not in affective ToM as measured by Faux Pas. Psychosocial functioning in patient group was

  17. How Do Cognitive Function and Knowledge Affect Heart Failure Self-Care?

    Science.gov (United States)

    Dickson, Victoria Vaughan; Lee, Christopher S.; Riegel, Barbara

    2011-01-01

    Despite extensive patient education, few heart failure (HF) patients master self-care. Impaired cognitive function may explain why patient education is ineffective. A concurrent triangulation mixed methods design was used to explore how knowledge and cognitive function influence HF self-care. A total of 41 adults with HF participated in interviews…

  18. Cognitive Vulnerability in Aging May Be Modulated by Education and Reserve in Healthy People

    Directory of Open Access Journals (Sweden)

    María D. Roldán-Tapia

    2017-10-01

    Full Text Available Aging is related to a deterioration of cognitive performance and to multiple alterations in the brain. Even before the beginning of a noticeable cognitive decline, the framework which holds cognitive function experiences these alterations. From a system-vulnerability point of view of cognition, the deterioration associated with age would be the collection of repercussions during a life. Brain function and structure are modified in a multidimensional way, which could concern different aspects like structural integrity, functional activity, connectivity, or glucose metabolism. From this point of view, the effects of aging could affect the most brain systems and their functional activity. In this study, we analyze the functional development of three cognitive domains in relation to aging, educational level, and cognitive reserve (CR. A total of 172 healthy subjects were divided into two age groups (young and old, and completed a battery of classic neuropsychological tests. The tests were organized and analyzed according to three cognitive domains: working memory and flexibility, visuoconstructive functions, and declarative memory. Subjects also completed a questionnaire on CR. Results showed that the performance in all cognitive domains decreased with age. In particular, tests related to working memory, flexibility, and visuoconstructive abilities were influenced by age. Nevertheless, this effect was attenuated by effects of education, mainly in visuoconstructive domain. Surprisingly, visual as well as verbal memory tests were not affected either by aging, education, or CR. Brain plasticity plays a prominent role in the aging process, but, as other studies have shown, the plasticity mechanism is quite different in healthy vs. pathological brains. Moreover, this plasticity brain mechanism could be modulated by education and CR. Specially, cognitive domains as working memory, some executive functions and the visuoconstructive abilities seem to be

  19. Organizational identification and the communication of identity: Effects of message characteristics on cognitive and affective identification.

    NARCIS (Netherlands)

    Tanis, M.A.; Beukeboom, C.J.

    2011-01-01

    This paper reports an experimental study (N= 321) that tests how the cognitive and affective component of organizational identification (OI) can be affected by peripheral characteristics of organizational communication. Results show that adding cues in emails that signal organizational identity,

  20. Cognitions in bipolar affective disorder and unipolar depression: imagining suicide.

    Science.gov (United States)

    Hales, Susie A; Deeprose, Catherine; Goodwin, Guy M; Holmes, Emily A

    2011-01-01

    Bipolar disorder has the highest rate of suicide of all the psychiatric disorders. In unipolar depression, individuals report vivid, affect-laden images of suicide or the aftermath of death (flashforwards to suicide) during suicidal ideation but this phenomenon has not been explored in bipolar disorder. Therefore the authors investigated and compared imagery and verbal thoughts related to past suicidality in individuals with bipolar disorder (n = 20) and unipolar depression (n = 20). The study used a quasi-experimental comparative design. The Structured Clinical Interview for DSM-IV was used to confirm diagnoses. Quantitative and qualitative data were gathered through questionnaire measures (e.g., mood and trait imagery use). Individual interviews assessed suicidal cognitions in the form of (i) mental images and (ii) verbal thoughts. All participants reported imagining flashforwards to suicide. Both groups reported greater preoccupation with these suicide-related images than with verbal thoughts about suicide. However, compared to the unipolar group, the bipolar group were significantly more preoccupied with flashforward imagery, rated this imagery as more compelling, and were more than twice as likely to report that the images made them want to take action to complete suicide. In addition, the bipolar group reported a greater trait propensity to use mental imagery in general. Suicidal ideation needs to be better characterized, and mental imagery of suicide has been a neglected but potentially critical feature of suicidal ideation, particularly in bipolar disorder. Our findings suggest that flashforward imagery warrants further investigation for formal universal clinical assessment procedures. © 2011 John Wiley and Sons A/S.

  1. Thinking versus feeling: differentiating between cognitive and affective components of perceived cancer risk.

    Science.gov (United States)

    Janssen, Eva; van Osch, Liesbeth; Lechner, Lilian; Candel, Math; de Vries, Hein

    2012-01-01

    Despite the increased recognition of affect in guiding probability estimates, perceived risk has been mainly operationalised in a cognitive way and the differentiation between rational and intuitive judgements is largely unexplored. This study investigated the validity of a measurement instrument differentiating cognitive and affective probability beliefs and examined whether behavioural decision making is mainly guided by cognition or affect. Data were obtained from four surveys focusing on smoking (N=268), fruit consumption (N=989), sunbed use (N=251) and sun protection (N=858). Correlational analyses showed that affective likelihood was more strongly correlated with worry compared to cognitive likelihood and confirmatory factor analysis provided support for a two-factor model of perceived likelihood instead of a one-factor model (i.e. cognition and affect combined). Furthermore, affective likelihood was significantly associated with the various outcome variables, whereas the association for cognitive likelihood was absent in three studies. The findings provide support for the construct validity of the measures used to assess cognitive and affective likelihood. Since affective likelihood might be a better predictor of health behaviour than the commonly used cognitive operationalisation, both dimensions should be considered in future research.

  2. Factors Affecting Cognitive Function in Older Adults: A Turkish Sample

    OpenAIRE

    Akdag, Beyza; Telci, Emine Aslan; Cavlak, Ugur

    2013-01-01

    Background: The purpose of this study was to determine the influential factors of cognitive function in older adults. Methods: In this study, 377 older adults (mean age: 74.71 ± 6.15 years) were examined. The Hodkinson Abbreviated Mental Test (HAMT) was used to describe cognitive function of the individuals. The Centers for Disease Control (CDC) Health-Related Quality of Life (HRQOL-4) survey tool was used to measure the quality of life. Possible influential factors of cognitive function w...

  3. Building Bridges between Neuroscience, Cognition and Education with Predictive Modeling

    Science.gov (United States)

    Stringer, Steve; Tommerdahl, Jodi

    2015-01-01

    As the field of Mind, Brain, and Education seeks new ways to credibly bridge the gap between neuroscience, the cognitive sciences, and education, various connections are being developed and tested. This article presents a framework and offers examples of one approach, predictive modeling within a virtual educational system that can include…

  4. Organizational identification and the communication of identity: effects of message characteristics on cognitive and affective identification.

    Science.gov (United States)

    Tanis, Martin; Beukeboom, Camiel J

    2011-12-01

    This paper reports an experimental study (N= 321) that tests how the cognitive and affective component of organizational identification (OI) can be affected by peripheral characteristics of organizational communication. Results show that adding cues in emails that signal organizational identity, such as the company logo, font, and colour of text, positively affect the cognitive component of OI, but not the affective component. In contrast, a personal focus in the message had a positive effect on the affective, but not on the cognitive component of OI. This study supports the idea that OI is a multi-faceted construct comprising a cognitive and affective component, and that these different components can be affected by different characteristics of organizational email messages. ©2011 The British Psychological Society.

  5. The Rationality Debate: Application of Cognitive Psychology to Mathematics Education

    Science.gov (United States)

    Leron, Uri; Hazzan, Orit

    2006-01-01

    Research in mathematics education usually attempts to look into students' learning and other mental processes. It could therefore be expected to build on knowledge acquired within the academic discipline of cognitive psychology. Our aim in this paper is to show how some recent developments in cognitive psychology can help interpret empirical…

  6. Mathematics Teacher Educators' Perceptions and Use of Cognitive Research

    Science.gov (United States)

    Laski, Elida V.; Reeves, Todd D.; Ganley, Colleen M.; Mitchell, Rebecca

    2013-01-01

    Instructors ("N"?=?204) of elementary mathematics methods courses completed a survey assessing the extent to which they value cognitive research and incorporate it into their courses. Instructors' responses indicated that they view cognitive research to be fairly important for mathematics education, particularly studies of domain-specific topics,…

  7. Can video games affect children's cognitive and non-cognitive skills?

    OpenAIRE

    Agne Suziedelyte

    2012-01-01

    The aim of this paper is to investigate whether there is a causal relationship between video game playing and children's cognitive and non-cognitive skills. According to the literature, video games have a potential to improve children's cognitive abilities. Video games may also positively a ect such non-cognitive skills as the ability to sustain attention and pro-social behavior. On the other hand, there are concerns that video games can teach children to behave aggressively. The Child Develo...

  8. the effects of early childhood education attendance on cognitive

    African Journals Online (AJOL)

    Eyerusalem

    children's cognitive development, public investment in this critical stage of education .... characteristics of the parents, shocks household encountered and initial ..... effects, the authors employed OLS, instrumental variables (IV) and matching.

  9. The influence of an introduction to cognitive education on school ...

    African Journals Online (AJOL)

    paper will interest local and international readers because it highlights both essential content and the ... justification for engaging school leadership with the cognitive education movement. .... process of curricular innovation and change. The.

  10. The impact of the Perinatal Education Programme on cognitive ...

    African Journals Online (AJOL)

    Assessment of cognitive knowledge by means of multiple-choice ... midwives use the Perinatal Education Programme in an outreach ... used the Afrikaans translation of the Programme, because .... improvements in patient care practices.

  11. Affect and Cognition in Attitude Formation toward Familiar and Unfamiliar Attitude Objects

    Science.gov (United States)

    van Giesen, Roxanne I.

    2015-01-01

    At large attitudes are built on earlier experience with the attitude object. If earlier experiences are not available, as is the case for unfamiliar attitude objects such as new technologies, no stored evaluations exist. Yet, people are still somehow able to construct attitudes on the spot. Depending on the familiarity of the attitude object, attitudes may find their basis more in affect or cognition. The current paper investigates differences in reliance on affect or cognition in attitude formation toward familiar and unfamiliar realistic attitude objects. In addition, individual differences in reliance on affect (high faith in intuition) or cognition (high need for cognition) are taken into account. In an experimental survey among Dutch consumers (N = 1870), we show that, for unfamiliar realistic attitude objects, people rely more on affect than cognition. For familiar attitude objects where both affective and cognitive evaluations are available, high need for cognition leads to more reliance on cognition, and high faith in intuition leads to more reliance on affect, reflecting the influence of individually preferred thinking style. For people with high need for cognition, cognition has a higher influence on overall attitude for both familiar and unfamiliar realistic attitude objects. On the other hand, affect is important for people with high faith in intuition for both familiar and unfamiliar attitude objects and for people with low faith in intuition for unfamiliar attitude objects; this shows that preferred thinking style is less influential for unfamiliar objects. By comparing attitude formation for familiar and unfamiliar realistic attitude objects, this research contributes to understanding situations in which affect or cognition is the better predictor of overall attitudes. PMID:26517876

  12. Affect and Cognition in Attitude Formation toward Familiar and Unfamiliar Attitude Objects.

    Science.gov (United States)

    van Giesen, Roxanne I; Fischer, Arnout R H; van Dijk, Heleen; van Trijp, Hans C M

    2015-01-01

    At large attitudes are built on earlier experience with the attitude object. If earlier experiences are not available, as is the case for unfamiliar attitude objects such as new technologies, no stored evaluations exist. Yet, people are still somehow able to construct attitudes on the spot. Depending on the familiarity of the attitude object, attitudes may find their basis more in affect or cognition. The current paper investigates differences in reliance on affect or cognition in attitude formation toward familiar and unfamiliar realistic attitude objects. In addition, individual differences in reliance on affect (high faith in intuition) or cognition (high need for cognition) are taken into account. In an experimental survey among Dutch consumers (N = 1870), we show that, for unfamiliar realistic attitude objects, people rely more on affect than cognition. For familiar attitude objects where both affective and cognitive evaluations are available, high need for cognition leads to more reliance on cognition, and high faith in intuition leads to more reliance on affect, reflecting the influence of individually preferred thinking style. For people with high need for cognition, cognition has a higher influence on overall attitude for both familiar and unfamiliar realistic attitude objects. On the other hand, affect is important for people with high faith in intuition for both familiar and unfamiliar attitude objects and for people with low faith in intuition for unfamiliar attitude objects; this shows that preferred thinking style is less influential for unfamiliar objects. By comparing attitude formation for familiar and unfamiliar realistic attitude objects, this research contributes to understanding situations in which affect or cognition is the better predictor of overall attitudes.

  13. The Influence of Affective States Varying in Motivational Intensity on Cognitive Scope

    Directory of Open Access Journals (Sweden)

    Eddie eHarmon-Jones

    2012-09-01

    Full Text Available We review a program of research that has suggested that affective states high in motivationally intensity (e.g., enthusiasm, disgust narrow cognitive scope, whereas affective states low in motivationally intensity (e.g., joy, sadness broaden cognitive scope. Further supporting this interpretation, indices of brain activations, derived from human electroencephalography, suggest that the motivational intensity of the affective state predicts the narrowing of cognitive scope. Finally, research suggests that the relationship between emotive intensity and cognitive scope is bi-directional, such that manipulated changes in cognitive scope influence early brain activations associated with emotive intensity. In the end, the review highlights how emotion can impair and improve certain cognitive processes.

  14. Population Validity for Educational Data Mining Models: A Case Study in Affect Detection

    Science.gov (United States)

    Ocumpaugh, Jaclyn; Baker, Ryan; Gowda, Sujith; Heffernan, Neil; Heffernan, Cristina

    2014-01-01

    Information and communication technology (ICT)-enhanced research methods such as educational data mining (EDM) have allowed researchers to effectively model a broad range of constructs pertaining to the student, moving from traditional assessments of knowledge to assessment of engagement, meta-cognition, strategy and affect. The automated…

  15. We Feel, Therefore We Learn: The Relevance of Affective and Social Neuroscience to Education

    Science.gov (United States)

    Immordino-Yang, Mary Helen; Damasio, Antonio

    2007-01-01

    Recent advances in neuroscience are highlighting connections between emotion, social functioning, and decision making that have the potential to revolutionize our understanding of the role of affect in education. In particular, the neurobiological evidence suggests that the aspects of cognition that we recruit most heavily in schools, namely…

  16. Cognitive Psychology--An Educational Insight

    Science.gov (United States)

    Muirhead, Brent

    2007-01-01

    Cognitive psychology offers relevant insights into improving the teaching and learning process. The author has selected ten questions from a graduate class in cognition and learning taken at The Teachers College, Columbia University. The questions will be used to examine the most effective ways to learn and recall information.

  17. How does coconut oil affect cognitive performance in alzheimer patients?

    Science.gov (United States)

    De la Rubia Ortí, José Enrique; Sánchez Álvarez, Carmen; Selvi Sabater, Pablo; Bueno Cayo, Alma María; Sancho Castillo, Sandra; Rochina, Mariano Julián; Hu Yang, Iván

    2017-03-30

    Introduction: Alzheimer’s disease is one of the most prevalent neurodegenerative dementia in developed world. This fact, coupled with the lack cure, makes new no pharmacological therapeutic strategies such as nutrient management to investigate. In this regard, it stresses the possible influence of coconut oil as alternative energy source capable of stopping the progressively neuronal death that occurs in this disease. Objectives: To assess the cognitive impact of coconut oil in Alzheimer’s patients, and specifically in orientation, language-building, fixing, calculation-concentration and memory areas. Methods: Prospective, longitudinal, qualitative, analytical and experimental study through a clinical trial where 44 patients with Alzheimer’s in region of Ribera (Valencia), of which half was selected to receive during 21 days, 40 ml coconut oil daily divided between breakfast (20 ml) and food (20 ml). Before and after administration of the oil, they were evaluated through cognitive test Mini-Mental State Examination to determine possible changes. Results: It was observed in patients who received coconut oil, that cognitive improvement after completion of the intervention, statistically significant improved in the orientation and language-construction areas. Conclusions: Coconut oil appears to improve cognitive abilities of Alzheimer’s patients, with different intensity depending on the cognitive area.

  18. The construct of cognition in language teacher education and development

    OpenAIRE

    Bartels, Nathaniel

    2006-01-01

    Chapter 1: Central issues in the field of second language teacher education (SLTE) rest on conceptions of human cognition: what knowledge is, how it is acquired, and how it is used. However, human cognition is not a focus of the academic disciplines which usually are in charge of SLTE programs; research and theory on the nature of human cognition is usually not included in debates on SLTE. The purpose of this dissertation is to use a wide range of work on human cognition to address and evalua...

  19. Affective and cognitive meta-bases of attitudes: Unique effects on information interest and persuasion.

    Science.gov (United States)

    See, Ya Hui Michelle; Petty, Richard E; Fabrigar, Leandre R

    2008-06-01

    The authors investigated the predictive utility of people's subjective assessments of whether their evaluations are affect- or cognition driven (i.e., meta-cognitive bases) as separate from whether people's attitudes are actually affect- or cognition based (i.e., structural bases). Study 1 demonstrated that meta-bases uniquely predict interest in affective versus cognitive information above and beyond structural bases and other related variables (i.e., need for cognition and need for affect). In Study 2, meta-bases were shown to account for unique variance in attitude change as a function of appeal type. Finally, Study 3 showed that as people became more deliberative in their judgments, meta-bases increased in predictive utility, and structural bases decreased in predictive utility. These findings support the existence of meta-bases of attitudes and demonstrate that meta-bases are distinguishable from structural bases in their predictive utility. (PsycINFO Database Record (c) 2008 APA, all rights reserved).

  20. Cognitive function in unaffected twins discordant for affective disorder

    DEFF Research Database (Denmark)

    Christensen, Maj Vinberg; Kyvik, Kirsten Ohm; Kessing, Lars Vedel

    2006-01-01

    . Cognitive performance of 203 High-Risk and Low-Risk twins was compared. RESULTS: Healthy twins discordant for unipolar disorder showed lower performance on almost all measures of cognitive function: selective and sustained attention, executive function, language processing and working and declarative memory...... impairment found seemed to be related to genetic liability, as the MZ High-Risk twins showed significant impairment on selective and sustained attention, executive function, language processing and working and declarative memory, whereas the DZ High-Risk twins presented with significantly lower scores only......, and also after adjustment for demographic variables, subclinical symptoms and minor psychopathology. Healthy twins discordant for bipolar disorder showed lower performance on tests measuring episodic and working memory, also after adjustment for the above-mentioned covariables. The discrete cognitive...

  1. Human likeness: cognitive and affective factors affecting adoption of robot-assisted learning systems

    Science.gov (United States)

    Yoo, Hosun; Kwon, Ohbyung; Lee, Namyeon

    2016-07-01

    With advances in robot technology, interest in robotic e-learning systems has increased. In some laboratories, experiments are being conducted with humanoid robots as artificial tutors because of their likeness to humans, the rich possibilities of using this type of media, and the multimodal interaction capabilities of these robots. The robot-assisted learning system, a special type of e-learning system, aims to increase the learner's concentration, pleasure, and learning performance dramatically. However, very few empirical studies have examined the effect on learning performance of incorporating humanoid robot technology into e-learning systems or people's willingness to accept or adopt robot-assisted learning systems. In particular, human likeness, the essential characteristic of humanoid robots as compared with conventional e-learning systems, has not been discussed in a theoretical context. Hence, the purpose of this study is to propose a theoretical model to explain the process of adoption of robot-assisted learning systems. In the proposed model, human likeness is conceptualized as a combination of media richness, multimodal interaction capabilities, and para-social relationships; these factors are considered as possible determinants of the degree to which human cognition and affection are related to the adoption of robot-assisted learning systems.

  2. Importance of Cognitive and Affective Processes when Working with a Computer

    Directory of Open Access Journals (Sweden)

    Blaž Trbižan

    2013-06-01

    Full Text Available Research Question (RQ: Why and how to measure human emotions when working and learning with a computer? Are machines (computers, robots implementing such binary records, where there is a simulation of cognitive phenomena and their processes, or do they actually reflect, therefore, able to think?Purpose: Show the importance of cognitive and affective processes of computer and ICT usage, both in learning and in daily work tasks.Method: Comparative method, where scientific findings were compared and based on these conclusions were drawn.Results: An individual has an active role and the use of ICT enables, through the processes of reflection and exchanges of views, for an individual to resolve problems and consequently is able to achieve excellent results at both the personal (educational level and in business. In learning and working with computers, individuals needinternal motivation. Internal motivation can be increased with positive affective processes that also positively influence cognitive processes.Organization:Knowledge of generational characteristics is currently becoming a competitive advantage of organizations. Younger generations are growing up with computers and both teachers and managers have to beaware and accommodate their teaching and business processes to the requirements of ICT.Society: In the 21st century we live in a knowledge society that is unconditionally connected and dependent on the development of information technology. Digital literacy is an everyday concept that society also is aware of and training programmes are being offered on computer literacy for all generations.Originality: The paper presents a concise synthesis of research and authors points of views recorded over the last 25 years and these are combined with our own conclusions based on observations.Limitations/Future Research:The fundamental limitation is that this is a comparative research study that compares the views and conclusions of different authors

  3. How social cognition deficits affect psychopathology: A neuroscientific approach

    Directory of Open Access Journals (Sweden)

    Andrić Sanja

    2015-01-01

    Full Text Available Humans are substantially a social species. Effective mental treatment cannot be obtained without addressing social behavior. Social cognition refers to the mental processes underlying social interactions, which allow individuals to make sense of the other peoples' behavior, to decipher emotions on their faces, and to draw conclusions about their intentions. The core domains of this multifaceted concept are theory of mind, social cue perception, attributional style and emotion perception/ processing. The amygdala, orbital frontal cortex and temporal cortex areas are typically activated during the processing of information within social-emotional context. The aforementioned brain areas are recognized as the major components of the so-called 'social brain'- specialized for the social interactions in humans. Adequate perceiving and processing of the social information is essential for an effective social functioning, which becomes obvious when it goes awry. Various psychiatric disorders are characterized by social cognitive deficits, among which schizophrenias, depression-anxiety and autism spectrum disorders were most broadly studied to date. Growing evidence suggest that these deficits underlie poor functional outcomes in patients with mental health impairments and have an important role in the initiation and maintenance of the disorders' symptoms. One of the most important goals of social neuroscience research is to provide a treatment intervention that will improve patients' social cognitive skills and the functional outcome. All together, the present review aims to provide a contemporary overview of the concept of social cognition, to outline its relation to psychopathology, and to discuss the implications for clinical practice and treatment.

  4. Short-Term Limb Immobilization Affects Cognitive Motor Processes

    Science.gov (United States)

    Toussaint, Lucette; Meugnot, Aurore

    2013-01-01

    We examined the effects of a brief period of limb immobilization on the cognitive level of action control. A splint placed on the participants' left hand was used as a means of immobilization. We used a hand mental rotation task to investigate the immobilization-induced effects on motor imagery performance (Experiments 1 and 2) and a number mental…

  5. Distinguishing the affective and cognitive bases of implicit attitudes to improve prediction of food choices.

    Science.gov (United States)

    Trendel, Olivier; Werle, Carolina O C

    2016-09-01

    Eating behaviors largely result from automatic processes. Yet, in existing research, automatic or implicit attitudes toward food often fail to predict eating behaviors. Applying findings in cognitive neuroscience research, we propose and find that a central reason why implicit attitudes toward food are not good predictors of eating behaviors is that implicit attitudes are driven by two distinct constructs that often have diverging evaluative consequences: the automatic affective reactions to food (e.g., tastiness; the affective basis of implicit attitudes) and the automatic cognitive reactions to food (e.g., healthiness; the cognitive basis of implicit attitudes). More importantly, we find that the affective and cognitive bases of implicit attitudes directly and uniquely influence actual food choices under different conditions. While the affective basis of implicit attitude is the main driver of food choices, it is the only driver when cognitive resources during choice are limited. The cognitive basis of implicit attitudes uniquely influences food choices when cognitive resources during choice are plentiful but only for participants low in impulsivity. Researchers interested in automatic processes in eating behaviors could thus benefit by distinguishing between the affective and cognitive bases of implicit attitudes. Copyright © 2015 Elsevier Ltd. All rights reserved.

  6. Cognitive Load Imposed by Ultrasound-Facilitated Teaching Does Not Adversely Affect Gross Anatomy Learning Outcomes

    Science.gov (United States)

    Jamniczky, Heather A.; Cotton, Darrel; Paget, Michael; Ramji, Qahir; Lenz, Ryan; McLaughlin, Kevin; Coderre, Sylvain; Ma, Irene W. Y.

    2017-01-01

    Ultrasonography is increasingly used in medical education, but its impact on learning outcomes is unclear. Adding ultrasound may facilitate learning, but may also potentially overwhelm novice learners. Based upon the framework of cognitive load theory, this study seeks to evaluate the relationship between cognitive load associated with using…

  7. The Affective Consequences of Cognitive Inhibition: Devaluation or Neutralization?

    Science.gov (United States)

    Frischen, Alexandra; Ferrey, Anne E.; Burt, Dustin H. R.; Pistchik, Meghan; Fenske, Mark J.

    2012-01-01

    Affective evaluations of previously ignored visual stimuli are more negative than those of novel items or prior targets of attention or response. This has been taken as evidence that inhibition has negative affective consequences. But inhibition could act instead to attenuate or "neutralize" preexisting affective salience, predicting opposite…

  8. Cerebral Blood Flow and Amyloid-β Interact to Affect Memory Performance in Cognitively Normal Older Adults

    Directory of Open Access Journals (Sweden)

    Katherine J. Bangen

    2017-06-01

    Full Text Available Cerebral blood flow (CBF alterations and amyloid-β (Aβ accumulation have been independently linked to cognitive deficits in older adults at risk for dementia. Less is known about how CBF and Aβ may interact to affect cognition in cognitively normal older adults. Therefore, we examined potential statistical interactions between CBF and Aβ status in regions typically affected in Alzheimer’s disease (AD within a sample of older adults from the Alzheimer’s Disease Neuroimaging Initiative (ADNI study. Sixty-two cognitively normal participants (mean age = 72 years underwent neuroimaging and memory testing. Arterial spin labeling magnetic resonance imaging was used to quantify CBF and florbetapir PET amyloid imaging was used to measure Aβ deposition. Aβ status (i.e., positivity versus negativity was determined based on established cutoffs (Landau et al., 2013. The Rey Auditory Verbal Learning Test was used to assess memory. Linear regression models adjusted for age, education, and sex, demonstrated significant interactions between CBF and Aβ status on memory performance. Among Aβ positive older adults, there were significant negative associations between higher CBF in hippocampus, posterior cingulate, and precuneus and poorer memory performance. In contrast, among Aβ negative older adults, there were no significant associations between CBF and cognition. Our findings extend previous CBF studies of dementia risk by reporting interactions between Aβ status and CBF on memory performance in a sample of well-characterized, cognitively normal older adults. Results suggest that differential CBF-cognition associations can be identified in healthy, asymptomatic Aβ positive older adults relative to Aβ negative individuals. Associations between higherCBF and poorer memory among Aβ positive older adults may reflect a cellular and/or vascular compensatory response to pathologic processes whereby higher CBF is needed to maintain normal memory

  9. Does vitamin C deficiency affect cognitive development and function?

    DEFF Research Database (Denmark)

    Hansen, Stine Normann; Tveden-Nyborg, Pernille; Lykkesfeldt, Jens

    2014-01-01

    Vitamin C is a pivotal antioxidant in the brain and has been reported to have numerous functions, including reactive oxygen species scavenging, neuromodulation, and involvement in angiogenesis. Absence of vitamin C in the brain has been shown to be detrimental to survival in newborn SVCT2(-/-) mice...... and perinatal deficiency have shown to reduce hippocampal volume and neuron number and cause decreased spatial cognition in guinea pigs, suggesting that maternal vitamin C deficiency could have severe consequences for the offspring. Furthermore, vitamin C deficiency has been proposed to play a role in age......-related cognitive decline and in stroke risk and severity. The present review discusses the available literature on effects of vitamin C deficiency on the developing and aging brain with particular focus on in vivo experimentation and clinical studies....

  10. Do Cognitive Styles Affect the Performance of System Development Groups?

    Science.gov (United States)

    1986-03-21

    that a person is classified as one of 16 possible types: ISTJ, iSFJ, INFJ, INTJ, ISTP, INFP, ISFP, INTP , ESTP, ESFP, ENFP, ENTP, ESTJ, ESFJ, ENFJ , or...development groups and the relationship between these differences and system success or failure. Chapter II will discuss some different theories of cognitive...reasoning termed analytic and hueristic. Analytic individuals reduce problems to a set of underlying relationships . These relationships , frequently

  11. Affect and cognition in attitude formation towards familiar and unfamiliar attitude objects: the case of nanotechnology

    NARCIS (Netherlands)

    Giesen, van R.I.

    2015-01-01

    Together, the chapters in this thesis show that although the default is to rely on affect, in attitude formation toward unfamiliar attitude objects, people are able to draw on cognitive inferences provided that there are enough cues available (e.g. product context, high Need for Cognition, or being

  12. The drive to control : how affect and motivation regulate cognitive control

    NARCIS (Netherlands)

    Steenbergen, Hendrik van

    2012-01-01

    The studies described in this thesis aimed to investigate how affect and motivation impact cognitive control, in terms of both behavior and brain activation. Six out of the eight empirical studies found support for indirect effects on cognitive control, as measured with sequential trial-to-trial

  13. Performance pressure and caffeine both affect cognitive performance, but likely through independent mechanisms

    NARCIS (Netherlands)

    Boere, J.J.; Fellinger, L.; Huizinga, D.J.H.; Wong, S.F.; Bijleveld, E.H.

    2016-01-01

    A prevalent combination in daily life, performance pressure and caffeine intake have both been shown to impact people's cognitive performance. Here, we examined the possibility that pressure and caffeine affect cognitive performance via a shared pathway. In an experiment, participants performed a

  14. Afetividade, cognição e educação: ensaio acerca da demarcação de fronteiras entre os conceitos e a dificuldade de ser do homem Affectivity, cognition and education: essay about the demarcation of borders between concepts and the difficulty of being human

    Directory of Open Access Journals (Sweden)

    René Simonato Sant'Ana

    2010-01-01

    Full Text Available Busca-se discutir os conceitos afetividade e cognição, e suas implicações na educação. Parte-se da ideia de que a diferença entre humanos e demais seres decorre da necessidade de aprender a ser; ou seja, das dificuldades de ser do homem, advindas desse exercício, e não o emprego puro e simples da racionalidade. Schopenhauer apresenta a hipótese de que as noções de tempo e espaço são resultado da sensibilidade e percepção acerca, respectivamente, dos fenômenos do movimento e das relações das coisas no mundo. Infere-se, então, que das relações estabelecidas ao longo de suas trajetórias existenciais entre as coisas e seres nascem os afetos, ou seja, os modos como as coisas (ou seres afetam ou são afetadas em suas diversas manifestações. A tese deste ensaio sugere que a razão nada mais é do que a afetividade formatada ao modo humano: a resultante do sentido existencial entrecruzado à realidade. Logo não haveria supremacia da cognição em detrimento da afetividade, por serem um e mesmo fenômeno: o do entendimento da realidade; baseando-se nos afetos sentidos e percebidos pelo sujeito. Tal premissa pode contribuir com o pensamento educacional ao (reintegrar a afetividade e a cognição, ao contrário do que se vem praticando: um privilégio exacerbado da educação racionalista. Essa (reintegração pode ocorrer pela conjunção da Arte, da Filosofia e da Psicologia, o que, de certo modo, defende a Pedagogia Waldorf, de Rudolf Steiner.The goal of this article is to discuss the concepts of affectivity and cognition, and their implications to education. The main idea is that, what really differentiates mankind from the other forms of life is not the simple use of rationality, but rather originates from the necessity of learning to be, that is, man's difficulty of being. A hypothesis by philosopher Schopenhauer presents the notions of time and space as being a result of human sensibility and perceptions about the movement

  15. Rostro-caudal and dorso-ventral gradients in medial and lateral prefrontal cortex during cognitive control of affective and cognitive interference.

    Science.gov (United States)

    Rahm, Christoffer; Liberg, Benny; Wiberg-Kristoffersen, Maria; Aspelin, Peter; Msghina, Mussie

    2013-04-01

    Characterizing the anatomical substrates of major brain functions such as cognition and emotion is of utmost importance to the ongoing efforts of understanding the nature of psychiatric ailments and their potential treatment. The aim of our study was to investigate how the brain handles affective and cognitive interferences on cognitive processes. Functional magnetic resonance imaging investigation was performed on healthy individuals, comparing the brain oxygenation level dependent activation patterns during affective and cognitive counting Stroop tasks. The affective Stroop task activated rostral parts of medial prefrontal cortex (PFC) and rostral and ventral parts of lateral PFC, while cognitive Stroop activated caudal parts of medial PFC and caudal and dorsal parts of lateral PFC. Our findings suggest that the brain may handle affective and cognitive interference on cognitive processes differentially, with affective interference preferentially activating rostral and ventral PFC networks and cognitive interference activating caudal and dorsal PFC networks. © 2013 The Authors. Scandinavian Journal of Psychology © 2013 The Scandinavian Psychological Associations.

  16. Searching for Affective and Cognitive Restoration: Examining the Restorative Effects of Casual Video Game Play.

    Science.gov (United States)

    Rupp, Michael A; Sweetman, Richard; Sosa, Alejandra E; Smither, Janan A; McConnell, Daniel S

    2017-11-01

    We investigated the effects of a passive break, relaxation activity, and casual video game on affect, stress, engagement, and cognitive performance. Reducing stress and improving cognitive performance is critical across many domains. Previous studies investigated taking a break, relaxation techniques, or playing a game; however, these methods have not been compared within a single experiment. Participants completed a baseline affective and cognitive assessment (ACA), which included the Positive and Negative Affect Schedule, shortened version of the Dundee Stress State Questionnaire, and backward digit-span. Next, participants completed a vigilance task, followed by another ACA. Participants were then assigned at random to complete a break or relaxation activity or play a casual video game, followed by a final ACA. Participants who played the casual video game exhibited greater engagement and affective restoration than the relaxation condition. The break condition slightly decreased affect and prevented cognitive restoration. Playing a casual video game even briefly can restore individuals' affective abilities, making it a suitable activity to restore mood in response to stress. However, future research is needed to find activities capable of cognitive restoration. Many activities in life require sustained cognitive demand, which are stressful and decrease performance, especially for workers in performance-critical domains. Our research suggests some leisure activities are better than others for restoring fatigued affective processes.

  17. Cognitive-Affective Dimensions of Female Orgasm: The Role of Automatic Thoughts and Affect During Sexual Activity.

    Science.gov (United States)

    Tavares, Inês M; Laan, Ellen T M; Nobre, Pedro J

    2017-06-01

    Cognitive-affective factors contribute to female sexual dysfunctions, defined as clinically significant difficulties in the ability to respond sexually or to experience sexual pleasure. Automatic thoughts and affect presented during sexual activity are acknowledged as maintenance factors for these difficulties. However, there is a lack of studies on the influence of these cognitive-affective dimensions regarding female orgasm. To assess the role of automatic thoughts and affect during sexual activity in predicting female orgasm occurrence and to investigate the mediator role of these variables in the relation between sexual activity and orgasm occurrence. Nine hundred twenty-six sexually active heterosexual premenopausal women reported on frequency of sexual activities and frequency of orgasm occurrence, cognitive factors, and social desirability. Participants completed the Sexual Modes Questionnaire-Automatic Thoughts Subscale, the Positive and Negative Affect Schedule, and the Socially Desirable Response Set. Multiple linear regressions and mediation analyses were performed, controlling for the effect of covariates such as social desirability, sociodemographic and medical characteristics, and relationship factors. The main outcome measurement was orgasm frequency as predicted and mediated by automatic thoughts and affect experienced during sexual activities. The presence of failure thoughts and lack of erotic thoughts during sexual activity significantly and negatively predicted female orgasm, whereas positive affect experienced during sexual activity significantly and positively predicted female orgasm. Moreover, negative automatic thoughts and positive affect during sexual activity were found to mediate the relation between sexual activity and female orgasm occurrence. These data suggest that the cognitive aspects of sexual involvement are critical to enhancing female orgasm experience and can aid the development of strategies that contemplate the central role

  18. Neural processing associated with cognitive and affective Theory of Mind in adolescents and adults.

    Science.gov (United States)

    Sebastian, Catherine L; Fontaine, Nathalie M G; Bird, Geoffrey; Blakemore, Sarah-Jayne; Brito, Stephane A De; McCrory, Eamon J P; Viding, Essi

    2012-01-01

    Theory of Mind (ToM) is the ability to attribute thoughts, intentions and beliefs to others. This involves component processes, including cognitive perspective taking (cognitive ToM) and understanding emotions (affective ToM). This study assessed the distinction and overlap of neural processes involved in these respective components, and also investigated their development between adolescence and adulthood. While data suggest that ToM develops between adolescence and adulthood, these populations have not been compared on cognitive and affective ToM domains. Using fMRI with 15 adolescent (aged 11-16 years) and 15 adult (aged 24-40 years) males, we assessed neural responses during cartoon vignettes requiring cognitive ToM, affective ToM or physical causality comprehension (control). An additional aim was to explore relationships between fMRI data and self-reported empathy. Both cognitive and affective ToM conditions were associated with neural responses in the classic ToM network across both groups, although only affective ToM recruited medial/ventromedial PFC (mPFC/vmPFC). Adolescents additionally activated vmPFC more than did adults during affective ToM. The specificity of the mPFC/vmPFC response during affective ToM supports evidence from lesion studies suggesting that vmPFC may integrate affective information during ToM. Furthermore, the differential neural response in vmPFC between adult and adolescent groups indicates developmental changes in affective ToM processing.

  19. Refocusing International Astronomy Education Research Using a Cognitive Focus

    Science.gov (United States)

    Slater, Timothy F.; Slater, Stephanie J.

    2015-08-01

    For over 40 years, the international astronomy education community has given its attention to cataloging the substantial body of "misconceptions" in individual's thinking about astronomy, and to addressing the consequences of those misconceptions in the science classroom. Despite the tremendous amount of effort given to researching and disseminating information related to misconceptions, and the development of a theory of conceptual change to mitigate misconceptions, progress continues to be less than satisfying. An analysis of the literature and our own research has motivated the CAPER Center for Astronomy & Physics Education Research to advance a new model that allowing us to operate on students' astronomical learning difficulties in a more fruitful manner. Previously, much of the field's work binned erroneous student thinking into a single construct, and from that basis, curriculum developers and instructors addressed student misconceptions with a single instructional strategy. In contrast this model suggests that "misconceptions" are a mixture of at least four learning barriers: incorrect factual information, inappropriately applied mental algorithms (e.g., phenomenological primitives), insufficient cognitive structures (e.g., spatial reasoning), and affective/emotional difficulties. Each of these types of barriers should be addressed with an appropriately designed instructional strategy. Initial applications of this model to learning problems in astronomy and the space sciences have been fruitful, suggesting that an effort towards categorizing persistent learning difficulties in astronomy beyond the level of "misconceptions" may allow our community to craft tailored and more effective learning experiences for our students and the general public.

  20. Affective and Cognitive Verbal Theory of Mind in Schizophrenia: Results From a Novel Paradigm.

    Science.gov (United States)

    Okruszek, Łukasz; Piejka, Aleksandra; Szczepocka, Ewa; Wysokiński, Adam; Pluta, Agnieszka

    2018-03-01

    Impairments of Theory of Mind (ToM) have been repeatedly demonstrated in patients with schizophrenia (SCZ). However, only a handful of studies have explored deficits in affective and cognitive subcomponents of ToM. Thus, this study aims to examine affective and cognitive ToM abilities in SCZ by using a novel, verbal paradigm. Twenty-four SCZ and 22 healthy comparison subjects (HC) completed a battery of tasks, which consisted of: (i) Brief Cognitive Assessment Tool for Schizophrenia (B-CATS), (ii) three well-established tasks measuring social cognitive abilities, and (iii) original tasks which assess ability to infer cognitive and affective mental states based on everyday verbal social interactions. In line with previous findings, SCZ were outperformed by HC in all tasks. However, the interaction effect of the group and the task showed that cognitive (as opposed to affective) ToM was more profoundly impaired in patients with SCZ. It is proposed that in SCZ group cognitive ToM is more impaired as it involves more effortful reflective processes, while affective ToM, which is more automatic and based on reflexive processes, may differentiate patients from healthy comparison subjects to a lesser extent. (JINS, 2018, 24, 305-309).

  1. Changes in the influence of affect and cognition over time on consumer attitude formation toward nanotechnology

    NARCIS (Netherlands)

    Giesen, van Roxanne I.; Fischer, Arnout R.H.; Trijp, van Hans C.M.

    2018-01-01

    Insights into how consumer attitudes toward nanotechnology are formed and develop are crucial for understanding and anticipating possible barriers in consumer acceptance of nanotechnology applications. In this study, the influence of affect and cognition on overall opinion is investigated

  2. Does Education Affect Happiness? Evidence for Spain

    Science.gov (United States)

    Cunado, Juncal; de Gracia, Fernando Perez

    2012-01-01

    In this paper we study the impact of education on happiness in Spain using individual-level data from the European Social Survey, by means of estimating Ordinal Logit Models. We find both direct and indirect effects of education on happiness. First, we find an indirect effect of education on happiness through income and labour status. That is, we…

  3. The power of emotional valence—from cognitive to affective processes in reading

    OpenAIRE

    Altmann, Ulrike; Bohrn, Isabel C.; Lubrich, Oliver; Menninghaus, Winfried; Jacobs, Arthur M.

    2012-01-01

    The comprehension of stories requires the reader to imagine the cognitive and affective states of the characters. The content of many stories is unpleasant, as they often deal with conflict, disturbance or crisis. Nevertheless, unpleasant stories can be liked and enjoyed. In this fMRI study, we used a parametric approach to examine (1) the capacity of increasing negative valence of story contents to activate the mentalizing network (cognitive and affective theory of mind, ToM), and (2) the ne...

  4. The power of emotional valence – From cognitive to affective processes in reading

    OpenAIRE

    Ulrike eAltmann; Ulrike eAltmann; Isabel C Bohrn; Isabel C Bohrn; Oliver eLubrich; Oliver eLubrich; Winfried eMenninghaus; Winfried eMenninghaus; Arthur M Jacobs; Arthur M Jacobs; Arthur M Jacobs

    2012-01-01

    The comprehension of stories requires the reader to imagine the cognitive and affective states of the characters. The content of many stories is unpleasant, as they often deal with conflict, disturbance or crisis. Nevertheless, unpleasant stories can be liked and enjoyed. In this fMRI study, we used a parametric approach to examine (1) the capacity of increasing negative valence of story contents to activate the mentalizing network (cognitive and affective theory of mind, ToM), and (2) the ne...

  5. CNVs conferring risk of autism or schizophrenia affect cognition in controls

    DEFF Research Database (Denmark)

    Stefansson, Hreinn; Meyer-Lindenberg, Andreas; Steinberg, Stacy

    2014-01-01

    of cognitive function to demonstrate that control subjects carrying the CNVs perform at a level that is between that of schizophrenia patients and population controls. The CNVs do not all affect the same cognitive domains, hence the cognitive deficits that drive or accompany the pathogenesis vary from one CNV...... to another. Controls carrying the chromosome 15q11.2 deletion between breakpoints 1 and 2 (15q11.2(BP1-BP2) deletion) have a history of dyslexia and dyscalculia, even after adjusting for IQ in the analysis, and the CNV only confers modest effects on other cognitive traits. The 15q11.2(BP1-BP2) deletion...

  6. Cognitive Capitalism, Education and Digital Labor

    Science.gov (United States)

    Peters, Michael A., Ed.; Bulut, Ergin, Ed.

    2011-01-01

    Cognitive capitalism--sometimes referred to as "third capitalism," after mercantilism and industrial capitalism--is an increasingly significant theory, given its focus on the socio-economic changes caused by Internet and Web 2.0 technologies that have transformed the mode of production and the nature of labor. The theory of cognitive…

  7. National Economic Development Status May Affect the Association between Central Adiposity and Cognition in Older Adults.

    Directory of Open Access Journals (Sweden)

    Asri Maharani

    Full Text Available Obesity is becoming a global problem, rather than one found only in developed countries. Although recent studies have suggested a detrimental effect of obesity on cognition, studies of the relationship between obesity and cognition among older adults have been limited to developed countries. We aimed to examine the associations between central obesity, as measured by waist circumference, and cognition level in adults aged 50 years and older in England and Indonesia.We used linear regression models to analyse these associations and multiple imputation to manage missing data. The 2006 English Longitudinal Study of Ageing Wave 3 is the source of data from England, while data from Indonesia is sourced from the 2007 Indonesian Family Life Survey Wave 4.Centrally obese respondents had lower cognition levels than non-centrally obese respondents in England. In contrast, central adiposity had a statistically significant positive association with cognition in Indonesia. Higher levels of education and higher economic status were associated with higher cognitive ability, while age was associated with lower cognition in both countries. Elevated C-reactive protein (CRP concentrations and smoking behaviour, both linked to higher risk of obesity, were negatively associated with cognitive ability among older adults in England, but they had no statistically significant association with cognition among Indonesians.The contradictory findings on obesity and cognition in England and Indonesia not only create a puzzle, but they may also have different policy implications in these countries. Reducing the prevalence of obesity may be the main focus in England and other developed countries to maintain older adults' cognition. However, Indonesia and other developing countries should place more emphasis on education, in addition to continued efforts to tackle the double burden of malnutrition, in order to prevent cognitive impairment among older adults.

  8. Course and cognitive outcome in major affective disorder

    DEFF Research Database (Denmark)

    Kessing, Lars Vedel

    2015-01-01

    analyses conducted without survival models and without paying attention to diagnostic instability or the individual heterogeneity of the course of episodes. Totally, these drawbacks and pitfalls affect the results of previous studies in unpredictable ways and make it hazardous to draw conclusions about...... as an expression of an affective episode. On average, a progressive course with increasing risk of recurrence with every new episode was found for unipolar and bipolar affective disorders. Initially, the two types of disorders followed markedly different courses, but later in the course of the illness the risk...... a progressive course of episodes. Initially in the course of affective disorders, socio-demographic variables such as gender, age at onset, and marital status and co-morbidity with alcoholism acted as risk factors for further recurrence. Later, however, particularly variables related to the previous course...

  9. The Relationship Between Empathy and Reading Fiction: Separate Roles for Cognitive and Affective Components

    Directory of Open Access Journals (Sweden)

    John Stansfield

    2014-07-01

    Full Text Available Research suggests that both life-time experience of reading fiction and the extent to which a reader feels ‘transported’ by the narrative are associated with empathy. This study examined these relationships further by delineating empathy into cognitive and affective components. Thirty-three participants were tested on prior exposure to fiction, transportation, and different measures of cognitive empathy, affective empathy and helping tendency. The results revealed that exposure to fiction was associated with trait cognitive, but not affective, empathy, while the experience of being transported was associated with story-induced affective empathy. Story-induced affective empathy was also associated with helping tendency. The results are discussed by considering implications for relationships between reactions to fictional worlds and reactions to real-world behaviours.

  10. How musical training affects cognitive development: rhythm, reward and other modulating variables.

    Science.gov (United States)

    Miendlarzewska, Ewa A; Trost, Wiebke J

    2013-01-01

    Musical training has recently gained additional interest in education as increasing neuroscientific research demonstrates its positive effects on brain development. Neuroimaging revealed plastic changes in the brains of adult musicians but it is still unclear to what extent they are the product of intensive music training rather than of other factors, such as preexisting biological markers of musicality. In this review, we synthesize a large body of studies demonstrating that benefits of musical training extend beyond the skills it directly aims to train and last well into adulthood. For example, children who undergo musical training have better verbal memory, second language pronunciation accuracy, reading ability and executive functions. Learning to play an instrument as a child may even predict academic performance and IQ in young adulthood. The degree of observed structural and functional adaptation in the brain correlates with intensity and duration of practice. Importantly, the effects on cognitive development depend on the timing of musical initiation due to sensitive periods during development, as well as on several other modulating variables. Notably, we point to motivation, reward and social context of musical education, which are important yet neglected factors affecting the long-term benefits of musical training. Further, we introduce the notion of rhythmic entrainment and suggest that it may represent a mechanism supporting learning and development of executive functions. It also hones temporal processing and orienting of attention in time that may underlie enhancements observed in reading and verbal memory. We conclude that musical training uniquely engenders near and far transfer effects, preparing a foundation for a range of skills, and thus fostering cognitive development.

  11. How musical training affects cognitive development: rhythm, reward and other modulating variables.

    Directory of Open Access Journals (Sweden)

    Ewa Aurelia Miendlarzewska

    2014-01-01

    Full Text Available Musical training has recently gained additional interest in education as increasing neuroscientific research demonstrates its positive effects on brain development. Neuroimaging revealed plastic changes in the brains of adult musicians but it is still unclear to what extent they are the product of intensive music training rather than of other factors, such as preexisting biological markers of musicality. In this review, we synthesize a large body of studies demonstrating that benefits of musical training extend beyond the skills it directly aims to train and last well into adulthood. For example, children who undergo musical training have better verbal memory, second language pronunciation accuracy, reading ability and executive functions. Learning to play an instrument as a child may even predict academic performance and IQ in young adulthood. The degree of observed structural and functional adaptation in the brain correlates with intensity and duration of practice. Importantly, the effects on cognitive development depend on the timing of musical initiation due to sensitive periods during development, as well as on several other modulating variables. Notably, we point to motivation, reward and social context of musical education, which are important yet neglected factors affecting the long-term benefits of musical training. Further, we introduce the notion of rhythmic entrainment and suggest that it may represent a mechanism supporting learning and development of executive functions. It also hones temporal processing and orienting of attention in time that may underlie enhancements observed in reading and verbal memory. We conclude that musical training uniquely engenders near and far transfer effects, preparing a foundation for a range of skills, and thus fostering cognitive development.

  12. Athletes as Students: Ensuring Positive Cognitive and Affective Outcomes

    Science.gov (United States)

    Gayles, Joy Gaston; Hu, Shouping

    2009-01-01

    Over the past decade, the National Collegiate Athletic Association (NCAA) has become increasingly concerned about the educational experience of student athletes, beyond enforcement of eligibility rules and regulations. Perhaps this growing interest is in response to public criticism of the poor performance--and even misconduct--associated with the…

  13. New directions for situated cognition in mathematics education

    CERN Document Server

    Winbourne, Peter; Winbourne, Peter

    2008-01-01

    This book draws together a range of papers by experienced writers in mathematics education who have used the concept of situated cognition in their research within recent years. Thus it provides an up-to-date overview of developments and applications to which other researchers can refer and which will inspire future research. It is appropriate to review the field now and collect a range of papers which all relate to situated cognition and show how its application to mathematics education has matured and become usefully embedded in our approach to central issues about learning mathematics.

  14. New directions in cognitive educational game design

    NARCIS (Netherlands)

    Bril, Ivo; Degens, Nick; Braad, Eelco; Allison, Colin; Morgado, Leonel; Pirker, Johanna; Beck, Dennis; Richter, Jonathon; Gütl, Christian

    2016-01-01

    What makes an educational game good? This paper describes three research directions that could provide insight in the underlying principles of effective educational games. These aspects are 1) The importance of distinguishing between types of to-be-learned knowledge, 2) the need to understand the

  15. Cognitive training: How can it be adapted for surgical education?

    Science.gov (United States)

    Wallace, Lauren; Raison, Nicholas; Ghumman, Faisal; Moran, Aidan; Dasgupta, Prokar; Ahmed, Kamran

    2017-08-01

    There is a need for new approaches to surgical training in order to cope with the increasing time pressures, ethical constraints, and legal limitations being placed on trainees. One of the most interesting of these new approaches is "cognitive training" or the use of psychological processes to enhance performance of skilled behaviour. Its ability to effectively improve motor skills in sport has raised the question as to whether it could also be used to improve surgical performance. The aim of this review is to provide an overview of the current evidence on the use of cognitive training within surgery, and evaluate the potential role it can play in surgical education. Scientific database searches were conducted to identify studies that investigated the use of cognitive training in surgery. The key studies were selected and grouped according to the type of cognitive training they examined. Available research demonstrated that cognitive training interventions resulted in greater performance benefits when compared to control training. In particular, cognitive training was found to improve surgical motor skills, as well as a number of non-technical outcomes. Unfortunately, key limitations restricting the generalizability of these findings include small sample size and conceptual issues arising from differing definitions of the term 'cognitive training'. When used appropriately, cognitive training can be a highly effective supplementary training tool in the development of technical skills in surgery. Although further studies are needed to refine our understanding, cognitive training should certainly play an important role in future surgical education. Copyright © 2016 Royal College of Surgeons of Edinburgh (Scottish charity number SC005317) and Royal College of Surgeons in Ireland. Published by Elsevier Ltd. All rights reserved.

  16. Organizational Factors Affecting Legalization in Education.

    Science.gov (United States)

    Meyer, John W.

    Legalization here refers to the introduction into the educational system of new legal rules, emanating from outside the routine channels of educational management. It includes general legal rules from legislation, from the courts, or from higher administrative levels. The key to the definition is lack of integration of the new rules with the main…

  17. Nutritional Factors Affecting Adult Neurogenesis and Cognitive Function

    Science.gov (United States)

    Adult neurogenesis, a complex process by which stem cells in the hippocampal brain region differentiate and proliferate into new neurons and other resident brain cells, is known to be affected by many intrinsic and extrinsic factors, including diet. Neurogenesis plays a critical role in neural plas...

  18. Cognitive dysfunction, affective states and vulnerability to nicotine addiction: a multifactorial perspective

    Directory of Open Access Journals (Sweden)

    Benoit Forget

    2016-09-01

    Full Text Available Although smoking prevalence has declined in recent years, certain subpopulations continue to smoke at disproportionately high rates and show resistance to cessation treatments. Individuals showing cognitive and affective impairments such as emotional distress and deficits in attention, memory and inhibitory control, particularly in the context of psychiatric conditions such as ADHD, schizophrenia and mood disorders, are at higher risk for tobacco addiction. Nicotine has been shown to improve cognitive and emotional processing in some conditions, including during tobacco abstinence. Self-medication of cognitive deficits or negative affect has been proposed to underlie high rates of tobacco smoking among people with psychiatric disorders. However, pre-existing cognitive and mood disorders may also influence the development and maintenance of nicotine dependence, by biasing nicotine-induced alterations in information processing and associative learning, decision making, and inhibitory control. Here we discuss the potential forms of contribution of cognitive and affective deficits to nicotine addiction-related processes, by reviewing major clinical and preclinical studies investigating either the pro-cognitive and therapeutic action of nicotine or the putative primary role of cognitive and emotional impairments in addiction-like features.

  19. Transcranial Electrical Stimulation over Dorsolateral Prefrontal Cortex Modulates Processing of Social Cognitive and Affective Information.

    Directory of Open Access Journals (Sweden)

    Massimiliano Conson

    Full Text Available Recent neurofunctional studies suggested that lateral prefrontal cortex is a domain-general cognitive control area modulating computation of social information. Neuropsychological evidence reported dissociations between cognitive and affective components of social cognition. Here, we tested whether performance on social cognitive and affective tasks can be modulated by transcranial direct current stimulation (tDCS over dorsolateral prefrontal cortex (DLPFC. To this aim, we compared the effects of tDCS on explicit recognition of emotional facial expressions (affective task, and on one cognitive task assessing the ability to adopt another person's visual perspective. In a randomized, cross-over design, male and female healthy participants performed the two experimental tasks after bi-hemispheric tDCS (sham, left anodal/right cathodal, and right anodal/left cathodal applied over DLPFC. Results showed that only in male participants explicit recognition of fearful facial expressions was significantly faster after anodal right/cathodal left stimulation with respect to anodal left/cathodal right and sham stimulations. In the visual perspective taking task, instead, anodal right/cathodal left stimulation negatively affected both male and female participants' tendency to adopt another's point of view. These findings demonstrated that concurrent facilitation of right and inhibition of left lateral prefrontal cortex can speed-up males' responses to threatening faces whereas it interferes with the ability to adopt another's viewpoint independently from gender. Thus, stimulation of cognitive control areas can lead to different effects on social cognitive skills depending on the affective vs. cognitive nature of the task, and on the gender-related differences in neural organization of emotion processing.

  20. Identification of Factors Affecting Educational Performance of ...

    African Journals Online (AJOL)

    User

    2011-04-19

    Apr 19, 2011 ... Economic Label, Self Concept, Training Environment, Health ... variables; consequently, the partial correlations between any pair of observed .... negative effects on educational performance based on data collected, we.

  1. The physical education lesson in Turkish primary schools: Affective ...

    African Journals Online (AJOL)

    In the study students' affective entry characteristics related to Physical Education lessons were examined based on three dimensions: interest towards the lesson, level of motivation in the lesson and educational gains. The study further aimed to investigate how these three dimensions were affected by the gender factor.

  2. A Case Study of an Affective Education Course in Taiwan

    Science.gov (United States)

    Wang, Chin-Chiang; Ku, Heng-Yu

    2010-01-01

    The purpose of this study was to identify the components of a framework for affective education implementation based on a positive psychology approach. A fifth grade class of 31 students in a public rural elementary school in Taiwan participated in a 13-week long affective education course that consisted of six units: Self-discovery, Love and…

  3. The Impact of Cognitive-Affective Content on Advertising Messages in Consumer Attitudes and Behavioral Intentions: The Dual Cognitive-Affective Model (DMAC)-Edición Única

    OpenAIRE

    Valdéz García, Carlos G.

    2005-01-01

    In advertising, two important theoretical approaches, cognitive and affective, explain how consumer attitudes and behavioral intentions are affected by message content. However, the effects of cognitive and affective content in a single advertising message in consumer attitudes and behaviors have been understudied. In vi this research, using the theoretical constructs of cognitive and affective approaches to explore the effects of their interaction in advertising messages wa...

  4. RPL as cognitive praxis in linking higher education, the African ...

    African Journals Online (AJOL)

    This article argues that we can use the Recognition of Prior Learning (RPL) to reconceptualise the project of bridging the articulation gap between further and higher education in South Africa by framing the cognitive praxis of this project simultaneously within the African Renaissance and within a progressive global project ...

  5. Issues in Cognitive Psychology: Implications for Professional Education.

    Science.gov (United States)

    Regehr, Glenn; Norman, Geoffrey R.

    1996-01-01

    Research developments in cognitive psychology, and their implications for teaching and learning at the level of professional education, are summarized. Areas discussed include organization of long-term memory, influences on storage and retrieval from memory, problem solving and transfer/use of analogy, concept formation/categorization/pattern…

  6. The influence of an introduction to cognitive education on school ...

    African Journals Online (AJOL)

    The process categories reflected several of the characteristics highlighted as important in the professional development and cognitive education literature. Discussion focuses on the importance of the active 'teaching of thinking' within the curriculum and on the urgent need to pay attention to how the curriculum is delivered ...

  7. Midlife Cognitive Ability, Education, and Tooth Loss in Older Danes

    DEFF Research Database (Denmark)

    Bachkati, Kristine Harrsen; Mortensen, Erik Lykke; Brønnum-Hansen, Henrik

    2017-01-01

    the Wechsler Adult Intelligence Scale at age 50 or 60. A global cognitive ability measure was used as a continuous measure and according to tertile. Information on education was gathered using a questionnaire at age 50 or 60. A clinical oral examination took place at age 70, and oral health was measured...

  8. Factors affecting aging cognitive function among community-dwelling older adults.

    Science.gov (United States)

    Kim, Chun-Ja; Park, JeeWon; Kang, Se-Won; Schlenk, Elizabeth A

    2017-08-01

    The study purpose was to determine factors affecting aging cognitive function of 3,645 community-dwelling older adults in Korea. The Hasegawa Dementia Scale assessed aging cognitive function, blood analyses and anthropometrics assessed cardio-metabolic risk factors, and the Geriatric Depression Scale Short Form Korean Version assessed depressive symptoms. Participants with poor aging cognitive function were more likely to be in the late age group (≥75 y) and currently smoking and have a medical history of stroke, high body mass index, and high level of depressive symptoms; they were also less likely to engage in regular meals and physical activities. Regular meals and physical activities may be primary factors for clinical assessment to identify older adults at risk for aging cognitive function. With aging, depressive symptoms and other unhealthy lifestyle behaviours should be managed to prevent cognitive function disorders. © 2017 John Wiley & Sons Australia, Ltd.

  9. Spiking Phineas Gage: a neurocomputational theory of cognitive-affective integration in decision making.

    Science.gov (United States)

    Wagar, Brandon M; Thagard, Paul

    2004-01-01

    The authors present a neurological theory of how cognitive information and emotional information are integrated in the nucleus accumbens during effective decision making. They describe how the nucleus accumbens acts as a gateway to integrate cognitive information from the ventromedial prefrontal cortex and the hippocampus with emotional information from the amygdala. The authors have modeled this integration by a network of spiking artificial neurons organized into separate areas and used this computational model to simulate 2 kinds of cognitive-affective integration. The model simulates successful performance by people with normal cognitive-affective integration. The model also simulates the historical case of Phineas Gage as well as subsequent patients whose ability to make decisions became impeded by damage to the ventromedial prefrontal cortex.

  10. Links Among Cognitive Empathy, Theory of Mind, and Affective Perspective Taking by Young Children.

    Science.gov (United States)

    Bensalah, Leïla; Caillies, Stéphanie; Anduze, Marion

    2016-01-01

    The authors investigated the development of the affective, cognitive, and behavioral components of empathy in preschoolers, specifically examining how cognitive empathy is linked to theory of mind and affective perspective taking. Participants were 158 children aged 4-6 years. They listened to narratives and then answered questions about the protagonists' emotions. The affective component was probed with the question, "How do you feel seeing the little girl/boy?"; the cognitive component with the question, "Why do you feel [emotion shared with the character]?"; and the behavioral one with the question, "What would you do if you were next to the little boy/girl [experiencing an emotional scenario]?" Results revealed a developmental sequence in the self-focused attribution of cognitive empathy, and a trend toward a developmental sequence for behavioral empathy, which underwent a slight linear increase between 4 and 6 years old. Affective empathy remained stable. More interestingly, they showed that cognitive empathy is linked to both theory of mind and affective perspective taking.

  11. Emotion, working memory task demands and individual differences predict behavior, cognitive effort and negative affect.

    Science.gov (United States)

    Storbeck, Justin; Davidson, Nicole A; Dahl, Chelsea F; Blass, Sara; Yung, Edwin

    2015-01-01

    We examined whether positive and negative affect motivates verbal and spatial working memory processes, respectively, which have implications for the expenditure of mental effort. We argue that when emotion promotes cognitive tendencies that are goal incompatible with task demands, greater cognitive effort is required to perform well. We sought to investigate whether this increase in cognitive effort impairs behavioural control over a broad domain of self-control tasks. Moreover, we predicted that individuals with higher behavioural inhibition system (BIS) sensitivities would report more negative affect within the goal incompatible conditions because such individuals report higher negative affect during cognitive challenge. Positive or negative affective states were induced followed by completing a verbal or spatial 2-back working memory task. All participants then completed one of three self-control tasks. Overall, we observed that conditions of emotion and working memory incompatibility (positive/spatial and negative/verbal) performed worse on the self-control tasks, and within the incompatible conditions individuals with higher BIS sensitivities reported more negative affect at the end of the study. The combination of findings suggests that emotion and working memory compatibility reduces cognitive effort and impairs behavioural control.

  12. Perspectives in Theory: Anthology of Theorists affecting the Educational World

    Science.gov (United States)

    Bicking, Misty M., Ed.; Collins, Brian, Ed.; Fernett, Laura, Ed.; Taylor, Barbara, Ed.; Sutton, Kathleen, Ed.

    2008-01-01

    A compilation of research papers on theorists that affect the educational world are collected in this anthology. Twenty-one students, through the course of their education class, Social and Psychological Conditions of Learning--EDUC 320, researched and applied their knowledge in the elementary and secondary school environments. The contributing…

  13. Mobile Education: Towards Affective Bi-modal Interaction for Adaptivity

    Directory of Open Access Journals (Sweden)

    Efthymios Alepis

    2009-04-01

    Full Text Available One important field where mobile technology can make significant contributions is education. However one criticism in mobile education is that students receive impersonal teaching. Affective computing may give a solution to this problem. In this paper we describe an affective bi-modal educational system for mobile devices. In our research we describe a novel approach of combining information from two modalities namely the keyboard and the microphone through a multi-criteria decision making theory.

  14. Conflict adaptation is predicted by the cognitive, but not the affective alexithymia dimension

    Directory of Open Access Journals (Sweden)

    Michiel ede Galan

    2014-07-01

    Full Text Available Stimulus-induced response conflict (e.g., in Simon or Stroop tasks is often reduced after conflict trials—the Gratton effect. It is generally assumed that this effect is due to a strengthening of the representation of the current intention or goal, which in turn increases the degree of stimulus and/or response control. Recent evidence suggests that the motivational signal driving the Gratton effect might be affective in nature. If so, individual differences in either the strength of affective signals and/or the ability to interpret such signals might explain individual differences in cognitive-control adjustments as reflected in the Gratton effect. We tested this hypothesis by relating individual sizes of the Gratton effect in a Simon task to scores on the affective and the cognitive dimension of the Bermond/Vorst Alexithymia Questionnaire (BVAQ—which we assumed to assess individual differences in affective-signal strength and ability to interpret affective signals, respectively. Results show that the cognitive, but not the affective dimension predicted control adjustment, while the accuracy of heartbeat detection was only (and only weakly related to online control. This suggests that the motivation to fine-tune one’s cognitive-control operations is mediated by, and may depend on one’s ability to interpret one’s own affective signals.

  15. Neural systems supporting cognitive-affective interactions in adolescence: The role of puberty and implications for affective disorders

    Directory of Open Access Journals (Sweden)

    Cecile D. Ladouceur

    2012-08-01

    Full Text Available Evidence from longitudinal studies suggests that adolescence may represent a period of vulnerability that, in the context of adverse events, could contribute to developmental trajectories toward behavioral and emotional health problems, including affective disorders. Adolescence is also a sensitive period for the development of neural systems supporting cognitive-affective processes, which have been implicated in the pathophysiology of affective disorders such as anxiety and mood disorders. In particular, the onset of puberty brings about a cascade of physical, hormonal, psychological, and social changes that contribute in complex ways to the development of these systems. This article provides a brief overview of neuroimaging research pertaining to the development of cognitive-affective processes in adolescence. It also includes a brief review of evidence from animal and human neuroimaging studies suggesting that sex steroids influence the connectivity between prefrontal cortical and subcortical limbic regions in ways that contribute to increased reactivity to emotionally salient stimuli. We integrate these findings in the context of a developmental affective neuroscience framework suggesting that the impact of rising levels of sex steroids during puberty on fronto-limbic connectivity may be even greater in the context of protracted development of prefrontal cortical regions in adolescence. We conclude by discussing the implications of these findings for future research aimed at identifying neurodevelopmental markers of risk for future onset of affective disorders.

  16. Sleeping with technology: cognitive, affective, and technology usage predictors of sleep problems among college students.

    Science.gov (United States)

    Rosen, Larry; Carrier, Louis M; Miller, Aimee; Rokkum, Jeffrey; Ruiz, Abraham

    2016-03-01

    Sleep problems related to technology affect college students through several potential mechanisms including displacement of sleep due to technology use, executive functioning abilities, and the impact of emotional states related to stress and anxiety about technology availability. In the present study, cognitive and affective factors that influence technology usage were examined for their impact upon sleep problems. More than 700 US college students completed an online questionnaire addressing technology usage, anxiety/dependence, executive functioning, nighttime phone usage, bedtime phone location, and sleep problems. A path model controlling for background variables was tested using the data. The results showed that executive dysfunction directly predicted sleep problems as well as affected sleep problems through nighttime awakenings. In addition, anxiety/dependence increased daily smartphone usage and also increased nighttime awakenings, which, in turn, affected sleep problems. Thus, both the affective and cognitive factors that influence technology usage affected sleep problems. Copyright © 2016 National Sleep Foundation. Published by Elsevier Inc. All rights reserved.

  17. Cognitive impairment in schizophrenia and affective psychoses: implications for DSM-V criteria and beyond.

    Science.gov (United States)

    Bora, Emre; Yücel, Murat; Pantelis, Christos

    2010-01-01

    It has recently been suggested that the diagnostic criteria of schizophrenia should include specific reference to cognitive impairments characterizing the disorder. Arguments in support of this assertion contend that such inclusion would not only serve to increase the awareness of cognitive deficits in affected patients, among both clinicians and researchers alike, but also increase the "point of rarity" between schizophrenia and mood disorders. The aim of the current article is to examine this latter assertion in light of the recent opinion piece provided by Keefe and Fenton (Keefe RSE, Fenton WS. How should DSM-V criteria for schizophrenia include cognitive impairment? Schizophr Bull. 2007;33:912-920). Through literature review, we explore the issue of whether cognitive deficits do in fact differentiate the major psychoses. The overall results of this inquiry suggest that inclusion of cognitive impairment criteria in Diagnostic and Statistical Manual of Mental Disorders (Fifth Edition) (DSM-V) would not provide a major advancement in discriminating schizophrenia from bipolar disorder and affective psychoses. Therefore, while cognitive impairment should be included in DSM-V, it should not dictate diagnostic specificity--at least not until more comprehensive evidence-based reviews of the current diagnostic system have been undertaken. Based on this evidence, we consider several alternatives for the DSM-V definition of cognitive impairment in schizophrenia, including (1) the inclusion of cognitive impairment as a specifier and (2) the definition of cognitive impairment as a dimension within a hybrid categorical-dimensional system. Given the state of current evidence, these possibilities appear to represent the most parsimonious approaches to the inclusion of cognitive deficits in the diagnostic criteria of schizophrenia and, potentially, of mood disorders.

  18. Does Sibship Size Affect Educational Attainment?

    DEFF Research Database (Denmark)

    Jæger, Mads Meier

    This paper implements a test of the Resource Dilution Hypothesis (RDH) stating that sibship size has a negative causal effect on educational attainment. Most existing studies using conventional methods support the RDH. This paper implements an Instrumental Variable (IV) approach to testing...... the claim of a negative causal relationship between sibship size and educational attainment. Analyzing data from the Wisconsin Longitudinal Study, the empirical analysis demonstrates, first, that conventional OLS regression estimates sibship size to have a negative effect on educational attainment equal...... to about one-tenth of a year of schooling per sibling. Second, when applying the IV method to account for potential endogeneity, the negative effect of sibship size increases substantially to about one-third of a year of schooling per sibling....

  19. Longitudinal association of delta activity at sleep onset with cognitive and affective function in community-dwelling older adults.

    Science.gov (United States)

    Kawai, Makoto; Beaudreau, Sherry A; Gould, Christine E; Hantke, Nathan C; Cotto, Isabelle; Jordan, Josh T; Hirst, Rayna B; O'Hara, Ruth

    2016-10-01

    This investigation sought to determine whether delta activity at sleep onset (DASO) in the sleep electroencephalography of older adults represents normal variation or is associated with clinical pathology. To this end, we examined its longitudinal associations with cognitive and affective function in older adults without dementia. Participants were 153 community-dwelling older adults without dementia. We evaluated polysomnography (PSG), cognitive performance, and affective function at four time points: baseline, 12, 24, and 36 months. All participants completed PSG and measures of global cognition, delayed verbal memory, information processing speed, attention, inhibition, verbal naming, visuospatial ability, and measures of anxiety and depression. DASO was defined as sequences of rhythmic anterior delta activity on PSG in the transition from awake to sleep during the baseline assessment (Figure ). At the baseline, 83 women and 70 men, mean age 71.3 ± 0.6 years participated and 19.6% of participants exhibited DASO. Age, years of education, gender, and body mass index did not differ according to DASO status. Linear mixed modeling showed that the presence of DASO was actually associated with lower levels of anxiety and depression. Further, participants with DASO, versus those without DASO, exhibited a trend towards better cognitive performance over time, although none of these associations reached statistical significance. Whereas DASO was associated with better affective function, no significant association was found between DASO and cognitive change over time. These longitudinal findings support the view that the presence of DASO in healthy older adults represents normal variation rather than pathological aging. Copyright © 2016 John Wiley & Sons, Ltd. Copyright © 2016 John Wiley & Sons, Ltd.

  20. Cognitions as mediators in the relationship between self-compassion and affect

    OpenAIRE

    Arimitsu, Kohki; Hofmann, Stefan G.

    2015-01-01

    Previous studies suggest that self-compassion is related to numerous facets of mental health, but the role of cognitions in this relationship remains unknown. To examine the mediating role of cognitions in the relationship between self-compassion and anxiety, depression, and life satisfaction when controlling for self-esteem in Japanese people, we conducted two studies. Study 1 (N = 231) examined the relationship between self-compassion and affect by modeling negative automatic thoughts as a ...

  1. The Effect of Negative Affect on Cognition: Anxiety, Not Anger, Impairs Executive Function

    OpenAIRE

    Shields, Grant S.; Moons, Wesley G.; Tewell, Carl A.; Yonelinas, Andrew P.

    2016-01-01

    It is often assumed that negative affect impairs the executive functions that underlie our ability to control and focus our thoughts. However, support for this claim has been mixed. Recent work has suggested that different negative affective states like anxiety and anger may reflect physiologically separable states with distinct effects on cognition. However, the effects of these two affective states on executive function have never been assessed. As such, we induced anxiety or anger in parti...

  2. Investigating the Neural Correlates of Emotion–Cognition Interaction Using an Affective Stroop Task

    Directory of Open Access Journals (Sweden)

    Nora M. Raschle

    2017-09-01

    Full Text Available The human brain has the capacity to integrate various sources of information and continuously adapts our behavior according to situational needs in order to allow a healthy functioning. Emotion–cognition interactions are a key example for such integrative processing. However, the neuronal correlates investigating the effects of emotion on cognition remain to be explored and replication studies are needed. Previous neuroimaging studies have indicated an involvement of emotion and cognition related brain structures including parietal and prefrontal cortices and limbic brain regions. Here, we employed whole brain event-related functional magnetic resonance imaging (fMRI during an affective number Stroop task and aimed at replicating previous findings using an adaptation of an existing task design in 30 healthy young adults. The Stroop task is an indicator of cognitive control and enables the quantification of interference in relation to variations in cognitive load. By the use of emotional primes (negative/neutral prior to Stroop task performance, an emotional variation is added as well. Behavioral in-scanner data showed that negative primes delayed and disrupted cognitive processing. Trials with high cognitive demand furthermore negatively influenced cognitive control mechanisms. Neuronally, the emotional primes consistently activated emotion-related brain regions (e.g., amygdala, insula, and prefrontal brain regions while Stroop task performance lead to activations in cognition networks of the brain (prefrontal cortices, superior temporal lobe, and insula. When assessing the effect of emotion on cognition, increased cognitive demand led to decreases in neural activation in response to emotional stimuli (negative > neutral within prefrontal cortex, amygdala, and insular cortex. Overall, these results suggest that emotional primes significantly impact cognitive performance and increasing cognitive demand leads to reduced neuronal activation in

  3. Positive affect and cognitive decline: a 12-year follow-up of the Maastricht Aging Study.

    Science.gov (United States)

    Berk, Lotte; van Boxtel, Martin; Köhler, Sebastian; van Os, Jim

    2017-12-01

    In cross-sectional studies, positive affect (PA) has been associated with higher levels of cognitive functioning. This study examined whether positive affect (PA) is associated with change in cognitive function over 12 years in an adult population sample. Participants (n = 258), aged 40 to 82 years, were drawn from a subsample of the Maastricht Aging Study (MAAS) and assessed at baseline, 6 years and 12 years. PA was measured at baseline with a Dutch translation of the Positive and Negative Affect Schedule (PANAS). PA scores and associations with cognitive decline were tested in random-effects models. Controlling for demographics and depressive symptoms, there was no significant association with PA scores and decline in memory (χ 2  = 1.52; df = 2; P = 0.47), executive functions (χ 2  = 0.99; df = 2; P = 0.61), and information processing speed (χ 2  = 0.52; df = 2; P = 0.77) at 6- and 12-year follow-up. PA did not predict cognitive change over time. These findings question the extent of protective effects of PA on cognitive aging in adulthood, and are discussed in terms of age range and types of measures used for PA and cognition. Copyright © 2016 John Wiley & Sons, Ltd.

  4. Modeling Enrollment in and Completion of Vocational Education: The role of cognitive and non-cognitive skills by program type

    DEFF Research Database (Denmark)

    Stratton, Leslie S.; Gupta, Nabanita Datta; Reimer, David

    We examine the role of cognitive and non-cognitive skills on enrollment in and completion of three types of vocational training (VET): education/health, technical, and business. Using two nine-year panels of Danish youths, estimation proceeds separately by gender, controlling for selection......, inversely related to completion for technical VET and non-cognitive skills are important only for business VET....

  5. Culture and Cognition in Information Technology Education

    Science.gov (United States)

    Holvikivi, Jaana

    2007-01-01

    This paper aims at explaining the outcomes of information technology education for international students using anthropological theories of cultural schemas. Even though computer science and engineering are usually assumed to be culture-independent, the practice in classrooms seems to indicate that learning patterns depend on culture. The…

  6. Physical activity in the school setting: cognitive performance is not affected by three different types of acute exercise

    NARCIS (Netherlands)

    Van den Berg, Vera; Saliasi, Emi; De Groot, Renate; Jolles, Jelle; Chin A Paw, Mai; Singh, Amika

    2016-01-01

    Recent studies indicate that a single bout of physical exercise can have immediatepositive effects on cognitive performance of children and adolescents. However, thetype of exercise that affects cognitive performance the most in young adolescents isnot fully understood. Therefore, this controlled

  7. The Role of Affective and Cognitive Individual Differences in Social Perception.

    Science.gov (United States)

    Aquino, Antonio; Haddock, Geoffrey; Maio, Gregory R; Wolf, Lukas J; Alparone, Francesca R

    2016-06-01

    Three studies explored the connection between social perception processes and individual differences in the use of affective and cognitive information in relation to attitudes. Study 1 revealed that individuals high in need for affect (NFA) accentuated differences in evaluations of warm and cold traits, whereas individuals high in need for cognition (NFC) accentuated differences in evaluations of competent and incompetent traits. Study 2 revealed that individual differences in NFA predicted liking of warm or cold targets, whereas individual differences in NFC predicted perceptions of competent or incompetent targets. Furthermore, the effects of NFA and NFC were independent of structural bases and meta-bases of attitudes. Study 3 revealed that differences in the evaluation of warm and cold traits mediated the effects of NFA and NFC on liking of targets. The implications for social perception processes and for individual differences in affect-cognition are discussed. © 2016 by the Society for Personality and Social Psychology, Inc.

  8. Sex-Specific Effect of Recalled Parenting on Affective and Cognitive Empathy in Adulthood.

    Science.gov (United States)

    Lyons, Minna T; Brewer, Gayle; Bethell, Emily J

    2017-01-01

    Previous research has demonstrated the influence of parenting on the development of children's empathy. However, few studies have considered the impact of parents on empathy in adulthood, specific components of empathy, or the importance of parent and child biological sex. In the present study, 226 participants (71 men) completed online versions of the Parental Bonding Instrument (Parker et al. British Journal of Medical Psychology, 52, 1-10 1979), Empathy Quotient (Baron-Cohen and Wheelwright Journal of Autism and Developmental Disorders, 34, 163-175 2004), and Interpersonal Reactivity Index (Davis JSAS Catalog of Selected Documents in Psychology, 10, 85 1980). Paternal care and overprotection influenced affective empathy in men, whilst maternal overprotection predicted affective empathy in women. Further, maternal care related to cognitive empathy in men, whilst none of the parental care variables related to cognitive empathy in women. Findings are discussed in relation to sex differences in childhood parenting experiences on adult cognitive and affective empathy.

  9. THE HUMAN ACTIVITY AS AFFECTIVE-COGNITIVE UNIT: A HISTORIC-CULTURAL APPROACH

    Directory of Open Access Journals (Sweden)

    Lígia Márcia Martins

    2017-01-01

    Full Text Available This article puts in question the affectional-cognitive unit which sustains the human activity, with the purpose to light incorrectness of approaches which dichotomize reason and emotion. It asserts that such dissociations are founded in theorical-methodological principles which set bounds for explanations about the human psychism, so that the overcoming of referred dualisms puts on as a method matter. For making explicit that assertion, it resorted to Historic-Cultural Psychology, based on that it explains about the psychism as subjective image of objective reality, of Vygotskyan criticisms to Cartesian dualism and the need of a historic-cultural approach on emotion studies, intend to analyzing the human activity as a affective-cognitive unit and the imbricated relations that are waged, within it, among affections, emotions, feelings and thoughts. Once presented the interrelations between emotions and cognitions this exhibition argues that the concepts are necessary as a minimum unit of analysis both of thought and feelings.

  10. Affective and cognitive factors influencing sensitivity to probabilistic information.

    Science.gov (United States)

    Tyszka, Tadeusz; Sawicki, Przemyslaw

    2011-11-01

    In study 1 different groups of female students were randomly assigned to one of four probabilistic information formats. Five different levels of probability of a genetic disease in an unborn child were presented to participants (within-subject factor). After the presentation of the probability level, participants were requested to indicate the acceptable level of pain they would tolerate to avoid the disease (in their unborn child), their subjective evaluation of the disease risk, and their subjective evaluation of being worried by this risk. The results of study 1 confirmed the hypothesis that an experience-based probability format decreases the subjective sense of worry about the disease, thus, presumably, weakening the tendency to overrate the probability of rare events. Study 2 showed that for the emotionally laden stimuli, the experience-based probability format resulted in higher sensitivity to probability variations than other formats of probabilistic information. These advantages of the experience-based probability format are interpreted in terms of two systems of information processing: the rational deliberative versus the affective experiential and the principle of stimulus-response compatibility. © 2011 Society for Risk Analysis.

  11. Emotions, trust, and perceived risk: affective and cognitive routes to flood preparedness behavior.

    Science.gov (United States)

    Terpstra, Teun

    2011-10-01

    Despite the prognoses of the effects of global warming (e.g., rising sea levels, increasing river discharges), few international studies have addressed how flood preparedness should be stimulated among private citizens. This article aims to predict Dutch citizens' flood preparedness intentions by testing a path model, including previous flood hazard experiences, trust in public flood protection, and flood risk perceptions (both affective and cognitive components). Data were collected through questionnaire surveys in two coastal communities (n= 169, n= 244) and in one river area community (n= 658). Causal relations were tested by means of structural equation modeling (SEM). Overall, the results indicate that both cognitive and affective mechanisms influence citizens' preparedness intentions. First, a higher level of trust reduces citizens' perceptions of flood likelihood, which in turn hampers their flood preparedness intentions (cognitive route). Second, trust also lessens the amount of dread evoked by flood risk, which in turn impedes flood preparedness intentions (affective route). Moreover, the affective route showed that levels of dread were especially influenced by citizens' negative and positive emotions related to their previous flood hazard experiences. Negative emotions most often reflected fear and powerlessness, while positive emotions most frequently reflected feelings of solidarity. The results are consistent with the affect heuristic and the historical context of Dutch flood risk management. The great challenge for flood risk management is the accommodation of both cognitive and affective mechanisms in risk communications, especially when most people lack an emotional basis stemming from previous flood hazard events. © 2011 Society for Risk Analysis.

  12. Affective Education for Visually Impaired Children.

    Science.gov (United States)

    Locke, Don C.; Gerler, Edwin R., Jr.

    1981-01-01

    Evaluated the effectiveness of the Human Development Program (HDP) and the Developing Understanding of Self and Others (DUSO) program used with visually impaired children. Although HDP and DUSO affected the behavior of visually impaired children, they did not have any effect on children's attitudes toward school. (RC)

  13. Affective methodologies and experimenting with affirmative critiques of educational leadership

    DEFF Research Database (Denmark)

    Staunæs, Dorthe

    concerns suitable methodologies for researching and experiments with affirmative critique of these new forms of educational leadership. In order not to just to ‘quote’, celebrate or reject this affective agenda, I ask how post-human, intra-active and performative approaches developed in Nordic feminist...... and anti-racist education studies may assist in experimenting with concepts and research formats, interrogate the (unforeseen) effects of affects and affective economies intertwined with new forms of educational leadership, and thereby formulate affirmative critiques of these new types of psy-leadership.......This paper will focus upon the identification of suitable and experimental methodologies for interrogating ‘the affective turn’ in European educational leadership. As an answer to the global GERM and the plea for improving learning outcomes, educational leadership in countries like Denmark seems...

  14. Distinct neural substrates of affective and cognitive theory of mind impairment in semantic dementia.

    Science.gov (United States)

    Bejanin, Alexandre; Chételat, Gaël; Laisney, Mickael; Pélerin, Alice; Landeau, Brigitte; Merck, Catherine; Belliard, Serge; de La Sayette, Vincent; Eustache, Francis; Desgranges, Béatrice

    2017-06-01

    Using structural MRI, we investigated the brain substrates of both affective and cognitive theory of mind (ToM) in 19 patients with semantic dementia. We also ran intrinsic connectivity analyses to identify the networks to which the substrates belong and whether they are functionally disturbed in semantic dementia. In line with previous studies, we observed a ToM impairment in patients with semantic dementia even when semantic memory was regressed out. Our results also highlighted different neural bases according to the nature (affective or cognitive) of the representations being inferred. The affective ToM deficit was associated with atrophy in the amygdala, suggesting the involvement of emotion-processing deficits in this impairment. By contrast, cognitive ToM performances were correlated with the volume of medial prefrontal and parietal regions, as well as the right frontal operculum. Intrinsic connectivity analyses revealed decreased functional connectivity, mainly between midline cortical regions and temporal regions. They also showed that left medial temporal regions were functionally isolated, a further possible hindrance to normal social cognitive functioning in semantic dementia. Overall, this study addressed for the first time the neuroanatomical substrates of both cognitive and affective ToM disruption in semantic dementia, highlighting disturbed connectivity within the networks that sustain these abilities.

  15. Impaired cognition and decision-making in bipolar depression but no 'affective bias' evident.

    Science.gov (United States)

    Rubinsztein, J S; Michael, A; Underwood, B R; Tempest, M; Sahakian, B J

    2006-05-01

    Depression is usually the predominant affective state in bipolar disorder. There are few studies, with discrepant views, examining the extent of cognitive impairment in patients with bipolar depression. To our knowledge, there are no previous studies examining decision-making ability or whether there is an affective attentional bias in bipolar depression. We ascertained 24 depressed bipolar I patients from acute psychiatric hospital wards and out-patient clinics and 26 age- and IQ-matched healthy controls. Using computerized tests we evaluated their performance on 'neutral' (non-emotional) cognitive tasks (i.e. memory, attention and executive function) and on novel tasks of emotional cognition (i.e. the decision-making task and the affective go/no-go task). Accuracy measures were significantly impaired on tests of visual and spatial recognition and attentional set-shifting in bipolar depression compared with age- and IQ-matched controls. The quality of decision-making was also significantly impaired in the patients. A mood-congruent attentional bias for 'sad' targets was not evident on the affective go/no-go task. We found widespread evidence of significant cognitive impairment and impaired quality of decision-making in symptomatically severe depressed bipolar patients. This cognitive impairment may contribute to difficulties with daily living, decision-making and the ability to engage and comply with psychological and drug treatments.

  16. Cognitive visualization as a support instrument by individual education

    Directory of Open Access Journals (Sweden)

    V. A. Uglev

    2014-01-01

    Full Text Available The process of individual education, as the most effective form of gaining domain knowledge can be intensified through the organizational methods (involving a tutor, hardware (using computing technology, and psychological techniques (in particular, applying a cognitive visual representation. Of particular interest is a combination of traditional and computer-aided tutor support for individualized learning approaches based on the specific means of mapping.A tutor is an intermediary between a student (pupil and a teacher or between a student and a knowledge source in case of self-learning to orient the educational process to the student's personal goals and implement the L. S. Vygotsky's mediation principle. Thus, the tutor faces a task to identify the personal learning goals, disclose the learning prospects and its supports, but the student plays a role of a decision-maker. One of the nuclear problems of tutorage is making an individual educational or didactic path, which expects making a kind of distinctive cognition route.An application of cognitive visualization as a tutor's tools, is aimed, primarily, at a comprehensive representation of subjective educational student's space. A student has to be oriented inside this space to reach the denoted goals. In this context it is possible to formulate the navigation problem, which may be solved it in the most rational way by educational space mapping and navigating in it at any moment of the educational process. All three basic qualities of maps (the presence of different spatial objects in the corresponding metric, vector and scale can be usefully applied to support an individualized learning process.The paper shows that personality-resource maps can be used for describing the learning situation and building an individual study program in graphical form when the specifics of direct individualized learning is taken into account. Performing both the implementation function and the signum one, a

  17. Evaluating the relationship between education level and cognitive impairment with the Montreal Cognitive Assessment Test.

    Science.gov (United States)

    Yancar Demir, Esra; Özcan, Tuba

    2015-09-01

    Mild cognitive impairment (MCI) is defined as 'a cognitive decline greater than that expected for an individual's age and education level but that does not interfere notably with activities of daily life'. The Montreal Cognitive Assessment (MoCA) is a screening test for MCI. We investigated the performance of the Turkish version of the MoCA in detecting MCI among elderly persons in a rural area, the majority of whom have a low level of education. We evaluated 50 consecutive men referred from an outpatient clinic. Educational level was divided into three categories: group 1, less than primary (5 years). We evaluated the effect of education on MoCA scores and compared subjects' test performance among the different categories of education level. A total of 50 male patients with MCI (mean age: 70.74 ± 7.87) met the inclusion criteria. There were no differences in the total scores based on education or in the subscores for visuospatial/executive function, naming, attention, abstraction and delayed recall. Language was the only domain that showed significant differences between the groups. In post-hoc analysis, differences were found between groups 1 and 3 and between groups 1 and 2. Group 1 had significantly lower scores for language. The repeat subscore for language was significantly lower in group 1 than in group 2. In fluency, there were significant differences between groups 2 and 3 and between group 1 and 3. To our knowledge, this is the first study to analyze the applicability of the Turkish version of MoCA in populations with little education. Our results emphasize the need to adapt the language sections of this test, so it can be easily used in populations with low education levels. © 2014 The Authors. Psychogeriatrics © 2014 Japanese Psychogeriatric Society.

  18. Affect or cognition: which is more influencing older adult consumers' loyalty?

    Science.gov (United States)

    Kaur, Deepraj; Mustika, Martina Dwi; Sjabadhyni, Bertina

    2018-04-01

    In studies on consumer behavior science, it is argued that brand affect, consumer satisfaction, and disconfirmation influence brand loyalty. This study aims to investigate whether the interaction of brand affect and cognition predicts brand loyalty in older adult consumers if consumer satisfaction is considered. A group of 344 older adult consumers participated and a mediated moderation analysis of the data was used to test our hypotheses. The results showed that consumer satisfaction increased the relationship between brand affect and brand loyalty in older adult consumers. However, disconfirmation did not influence that relationship. It can be concluded that the loyalty of older adult consumers toward a brand was more likely to be influenced by their affection than their cognition. Therefore, marketers should design products that better satisfy this population group and create loyalty to the product through enhancing affect connections.

  19. Affect or cognition: which is more influencing older adult consumers' loyalty?

    Directory of Open Access Journals (Sweden)

    Deepraj Kaur

    2018-04-01

    Full Text Available In studies on consumer behavior science, it is argued that brand affect, consumer satisfaction, and disconfirmation influence brand loyalty. This study aims to investigate whether the interaction of brand affect and cognition predicts brand loyalty in older adult consumers if consumer satisfaction is considered. A group of 344 older adult consumers participated and a mediated moderation analysis of the data was used to test our hypotheses. The results showed that consumer satisfaction increased the relationship between brand affect and brand loyalty in older adult consumers. However, disconfirmation did not influence that relationship. It can be concluded that the loyalty of older adult consumers toward a brand was more likely to be influenced by their affection than their cognition. Therefore, marketers should design products that better satisfy this population group and create loyalty to the product through enhancing affect connections. Keywords: Business, Psychology

  20. IMPROVEMENT OF EDUCATIONAL COGNITIVE ACTIVITY STUDENTS IN THE PROFESSIONAL EDUCATIONAL ORGANIZATION ON THE BASIS OF VISUALIZATION TECHNOLOGY OF EDUCATIONAL INFORMATION

    Directory of Open Access Journals (Sweden)

    Liliya A. Kolmakova

    2015-01-01

    Full Text Available The aim of the study is to consider the problem of improving the quality of education in the professional educational organizations.Methods. The scientific and pedagogical analyses of the concepts forming a terminological field of a problem are used. The system, competence-based and personal approaches are used for development of models of cognitive visualization. Questioning of students was carried out to establish the level of development of their informative activity.Results. The constituent parts of the modern educational process and the need to create specific conditions for its implementation are identified and described. The author gives a generalized characteristic of visualization technology of educational information. The application of cognitive visualization models using information and communication technologies are proved. The results showing the evolution of motivational indicators of students’ activity before and after application of LSM and the «Metaplan» in the educational process are presented.Scientific novelty. The pedagogical conditions that allow using information and communication technologies as means of the trainees’ educational informative activity improvement in the professional educational organization are defined. Features of the directed application of methods of cognitive visualization of educational information, both for improvement of educational cognitive activity, and for formation of professional competences of students by profession «A chef, a confectioner» are noted.Practical importance. Use of methods of cognitive visualization in educational process on the example of studying of Chemistry and Biology in the professional educational organization is considered in details. The teaching package providing application of methods of cognitive visualization of educational information for the purpose of improvement of educational cognitive activity of students in the professional educational organization

  1. Individual Learner Differences In Web-based Learning Environments: From Cognitive, Affective and Social-cultural Perspectives

    Directory of Open Access Journals (Sweden)

    Mustafa KOC

    2005-10-01

    Full Text Available Individual Learner DifferencesIn Web-based Learning Environments:From Cognitive, Affective and Social-cultural Perspectives Mustafa KOCPh.D Candidate Instructional TechnologyUniversity of Illinois at Urbana-ChampaignUrbana, IL - USA ABSTRACT Throughout the paper, the issues of individual differences in web-based learning, also known as online instruction, online training or distance education were examined and implications for designing distance education were discussed. Although the main purpose was to identify differences in learners’ characteristics such as cognitive, affective, physiological and social factors that affect learning in a web-enhanced environment, the questions of how the web could be used to reinforce learning, what kinds of development ideas, theories and models are currently being used to design and deliver online instruction, and finally what evidence for the effectiveness of using World Wide Web (WWW for learning and instruction has been reported, were also analyzed to extend theoretical and epistemogical understanding of web-based learning.

  2. Geoscience Education Research: The Role of Collaborations with Education Researchers and Cognitive Scientists

    Science.gov (United States)

    Manduca, C. A.; Mogk, D. W.; Kastens, K. A.; Tikoff, B.; Shipley, T. F.; Ormand, C. J.; Mcconnell, D. A.

    2011-12-01

    Geoscience Education Research aims to improve geoscience teaching and learning by understanding clearly the characteristics of geoscience expertise, the path from novice to expert, and the educational practices that can speed students along this path. In addition to expertise in geoscience and education, this research requires an understanding of learning -the domain of cognitive scientists. Beginning in 2002, a series of workshops and events focused on bringing together geoscientists, education researchers, and cognitive scientists to facilitate productive geoscience education research collaborations. These activities produced reports, papers, books, websites and a blog developing a research agenda for geoscience education research at a variety of scales: articulating the nature of geoscience expertise, and the overall importance of observation and a systems approach; focusing attention on geologic time, spatial skills, field work, and complex systems; and identifying key research questions in areas where new technology is changing methods in geoscience research and education. Cognitive scientists and education researchers played critical roles in developing this agenda. Where geoscientists ask questions that spring from their rich understanding of the discipline, cognitive scientists and education researchers ask questions from their experience with teaching and learning in a wide variety of disciplines and settings. These interactions tend to crystallize the questions of highest importance in addressing challenges of geoscience learning and to identify productive targets for collaborative research. Further, they serve as effective mechanisms for bringing research techniques and results from other fields into geoscience education. Working productively at the intersection of these fields requires teams of cognitive scientists, geoscientists, and education reserachers who share enough knowledge of all three domains to have a common articulation of the research

  3. Mild cognitive dysfunction does not affect diabetes mellitus control in minority elderly adults.

    Science.gov (United States)

    Palta, Priya; Golden, Sherita H; Teresi, Jeanne; Palmas, Walter; Weinstock, Ruth S; Shea, Steven; Manly, Jennifer J; Luchsinger, Jose A

    2014-12-01

    To determine whether older adults with type 2 diabetes mellitus and cognitive dysfunction have poorer metabolic control of glycosylated hemoglobin, systolic blood pressure, and low-density lipoprotein cholesterol than those without cognitive dysfunction. Prospective cohort study. A minority cohort in New York City previously recruited for a trial of telemedicine. Persons aged 73.0 ± 3.0 (N = 613; 69.5% female; 82.5% Hispanic, 15.5% non-Hispanic black). Participants were classified with executive or memory dysfunction based on standardized score cutoffs (<16th percentile) for the Color Trails Test and Selective Reminding Test. Linear mixed models were used to compare repeated measures of the metabolic measures and evaluate the rates of change in individuals with and without dysfunction. Of the 613 participants, 331 (54%) had executive dysfunction, 202 (33%) had memory dysfunction, and 96 (16%) had both. Over a median of 2 years, participants with executive or memory dysfunction did not exhibit significantly poorer metabolic control than those without executive function or memory type cognitive dysfunction. Cognitive dysfunction in the mild range did not seem to affect diabetes mellitus control parameters in this multiethnic cohort of older adults with diabetes mellitus, although it cannot be excluded that cognitive impairment was overcome through assistance from formal or informal caregivers. It is possible that more-severe cognitive dysfunction could affect control. © 2014, Copyright the Authors Journal compilation © 2014, The American Geriatrics Society.

  4. A Clinical Research Study of Cognitive Dysfunction and Affective Impairment after Isolated Brainstem Stroke

    Directory of Open Access Journals (Sweden)

    Xiujuan Fu

    2017-12-01

    Full Text Available Although the function of the cerebellum in neurocognition has been well-documented, the similar role of the brainstem has yet to be fully elucidated. This clinical research study aimed to combine data relating to neuropsychological assessments and P300 to explore cognitive dysfunction and affective impairment following brainstem stroke. Thirty-four patients with isolated brainstem stroke and twenty-six healthy controls were recruited; for each patient, we collated data pertaining to the P300, Addenbrooke's Cognitive Examination III (ACE-III, Montreal Cognitive Assessment Chinese version (MoCA, trail-making test (TMT, Symbol Digit Modalities Test (SDMT, Wechsler Adult Intelligence Scale-Digit Spans (DS, Stroop test, Self Rating Depression Scale (SDS, and Self Rating Anxiety Scale (SAS. Significance was analyzed using an independent T-test or the Mann-Whitney U-test. Correlation was analyzed using Pearson's correlation analysis or Spearman's correlation analysis. Collectively, data revealed that brainstem stroke caused mild cognitive impairment (MCI, and that visuospatial, attention, linguistic, and emotional disturbances may occur after isolated brainstem stroke. Cognitive decline was linked to P300 latency, ACE-III, and MoCA; P300 latency was correlated with ACE-III. Patients with right brainstem lesions were more likely to suffer memory decline. The present study provides initial data relating to the role of the brainstem in neurocognition, and will be useful for further understanding of vascular cognitive and affective impairment.

  5. A Clinical Research Study of Cognitive Dysfunction and Affective Impairment after Isolated Brainstem Stroke

    Science.gov (United States)

    Fu, Xiujuan; Lu, Zuneng; Wang, Yan; Huang, Lifang; Wang, Xi; Zhang, Hong; Xiao, Zheman

    2017-01-01

    Although the function of the cerebellum in neurocognition has been well-documented, the similar role of the brainstem has yet to be fully elucidated. This clinical research study aimed to combine data relating to neuropsychological assessments and P300 to explore cognitive dysfunction and affective impairment following brainstem stroke. Thirty-four patients with isolated brainstem stroke and twenty-six healthy controls were recruited; for each patient, we collated data pertaining to the P300, Addenbrooke's Cognitive Examination III (ACE-III), Montreal Cognitive Assessment Chinese version (MoCA), trail-making test (TMT), Symbol Digit Modalities Test (SDMT), Wechsler Adult Intelligence Scale-Digit Spans (DS), Stroop test, Self Rating Depression Scale (SDS), and Self Rating Anxiety Scale (SAS). Significance was analyzed using an independent T-test or the Mann-Whitney U-test. Correlation was analyzed using Pearson's correlation analysis or Spearman's correlation analysis. Collectively, data revealed that brainstem stroke caused mild cognitive impairment (MCI), and that visuospatial, attention, linguistic, and emotional disturbances may occur after isolated brainstem stroke. Cognitive decline was linked to P300 latency, ACE-III, and MoCA; P300 latency was correlated with ACE-III. Patients with right brainstem lesions were more likely to suffer memory decline. The present study provides initial data relating to the role of the brainstem in neurocognition, and will be useful for further understanding of vascular cognitive and affective impairment. PMID:29311895

  6. Social-cognitive remediation in schizophrenia: generalization of effects of the Training of Affect Recognition (TAR).

    Science.gov (United States)

    Wölwer, Wolfgang; Frommann, Nicole

    2011-09-01

    In the last decade, several social cognitive remediation programs have been developed for use in schizophrenia. Though existing evidence indicates that such programs can improve social cognition, which is essential for successful social functioning, it remains unclear whether the improvements generalize to social cognitive domains not primarily addressed by the intervention and whether the improved test performance transfers into everyday social functioning. The present study investigated whether, beyond its known effects on facial affect recognition, the Training of Affect Recognition (TAR) has effects on prosodic affect recognition, theory of mind (ToM) performance, social competence in a role-play task, and more general social and occupational functioning. Thirty-eight inpatients with a diagnosis of schizophrenia or schizoaffective disorder were randomly assigned to 6 weeks of treatment with the TAR--primarily targeted at facial affect recognition-or Cognitive Remediation Training (CRT)--primarily targeted at neurocognition. Intention-to-treat analyses found significantly larger pre-post improvements with TAR than with CRT in prosodic affect recognition, ToM, and social competence and a trend effect in global social functioning. However, the effects on ToM and social competence were no longer significant in the smaller group of patients who completed treatment according to protocol. Results suggest that TAR effects generalize to other social cognitive domains not primarily addressed. TAR may also enhance social skills and social functioning, although this has to be confirmed. Results are discussed with regard to the need to improve functional outcome in schizophrenia against the background of current evidence from other social cognitive remediation approaches.

  7. Extending brain-training to the affective domain: increasing cognitive and affective executive control through emotional working memory training.

    Directory of Open Access Journals (Sweden)

    Susanne Schweizer

    Full Text Available So-called 'brain-training' programs are a huge commercial success. However, empirical evidence regarding their effectiveness and generalizability remains equivocal. This study investigated whether brain-training (working memory [WM] training improves cognitive functions beyond the training task (transfer effects, especially regarding the control of emotional material since it constitutes much of the information we process daily. Forty-five participants received WM training using either emotional or neutral material, or an undemanding control task. WM training, regardless of training material, led to transfer gains on another WM task and in fluid intelligence. However, only brain-training with emotional material yielded transferable gains to improved control over affective information on an emotional Stroop task. The data support the reality of transferable benefits of demanding WM training and suggest that transferable gains across to affective contexts require training with material congruent to those contexts. These findings constitute preliminary evidence that intensive cognitively demanding brain-training can improve not only our abstract problem-solving capacity, but also ameliorate cognitive control processes (e.g. decision-making in our daily emotive environments.

  8. Successful neuropsychological rehabilitation in a patient with Cerebellar Cognitive Affective Syndrome.

    Science.gov (United States)

    Ruffieux, N; Colombo, F; Gentaz, E; Annoni, J-M; Chouiter, L; Roulin Hefti, S; Ruffieux, A; Bihl, T

    2017-01-01

    The objective of this case study was to describe the neuropsychological rehabilitation of a 16-year-old patient who presented a Cerebellar Cognitive Affective Syndrome (CCAS) following a bilateral cerebellar hemorrhage. The patient presented severe and diffuse cognitive deficits, massive behavioral disorders, and emotion regulation difficulties. The cognitive rehabilitation was performed in the chronic phase (one year after the onset of the hemorrhage) using a transdisciplinary neurobehavioral approach based on the patient's favorite interest (soccer). A significant behavioral and cognitive improvement was observed. The patient became progressively independent in all activities of daily living and was discharged home. The Functional Independence Measure at discharge was 124/126 (vs. 37/126 at entry). The patient was able to complete his schooling despite the mild cognitive and behavioral sequelae. This first description of the use of neurobehavioral therapy in a case of chronic CCAS suggests that (a) major clinical improvement can occur more than one year after the onset of the CCAS, showing the importance of long-term and intensive neurorehabilitation; and (b) when the cerebellum cannot properly play its regulator role in cognition, neuropsychological intervention through a behavioral and cognitive approach can be of great help by acting as an external modulator to help the patient regain control over himself.

  9. Effects of self-schema elaboration on affective and cognitive reactions to self-relevant information.

    Science.gov (United States)

    Petersen, L E; Stahlberg, D; Dauenheimer, D

    2000-02-01

    The basic assumption of the integrative self-schema model (ISSM; L.-E. Petersen, 1994; L.-E. Petersen, D. Stahlberg, & D. Dauenheimer, 1996; D. Stahlberg, L.-E. Petersen, & D. Dauenheimer, 1994, 1999) is that self-schema elaboration (schematic vs. aschematic) affects reactions to self-relevant information. This assumption is based on the idea that schematic dimensions occupy a more central position in the cognitive system than aschematic dimensions. In the first study, this basic prediction could be clearly confirmed: The results showed that schematic dimensions possessed stronger cognitive associations with other self-relevant cognitions as well as a higher resistance to change than aschematic dimensions did. In the second study, the main assumptions of the ISSM concerning the affective and cognitive reactions to self-relevant feedback were tested: The ISSM proposes that, on schematic dimensions, reactions to self-relevant feedback will most likely follow principles of self-consistency theory, whereas on aschematic dimensions positive feedback should elicit the most positive reactions that self-enhancement theory would predict. The experimental results clearly confirmed the hypotheses derived from the ISSM for affective reactions. Cognitive reactions, however, were in line with self-consistency principles and were not modified by the elaboration of the self-schema dimension involved.

  10. Exercise holds immediate benefits for affect and cognition in younger and older adults.

    Science.gov (United States)

    Hogan, Candice L; Mata, Jutta; Carstensen, Laura L

    2013-06-01

    Physical activity is associated with improved affective experience and enhanced cognitive processing. Potential age differences in the degree of benefit, however, are poorly understood because most studies examine either younger or older adults. The present study examined age differences in cognitive performance and affective experience immediately following a single bout of moderate exercise. Participants (144 community members aged 19 to 93) were randomly assigned to one of two experimental conditions: (a) exercise (15 min of moderate intensity stationary cycling) or (b) control (15 min completing ratings of neutral IAPS images). Before and after the manipulation, participants completed tests of working memory and momentary affect experience was measured. Results suggest that exercise is associated with increased levels of high-arousal positive affect (HAP) and decreased levels of low-arousal positive affect (LAP) relative to control condition. Age moderated the effects of exercise on LAP, such that younger age was associated with a drop in reported LAP postexercise, whereas the effects of exercise on HAP were consistent across age. Exercise also led to faster RTs on a working memory task than the control condition across age. Self-reported negative affect was unchanged. Overall, findings suggest that exercise may hold important benefits for both affective experience and cognitive performance regardless of age. PsycINFO Database Record (c) 2013 APA, all rights reserved.

  11. Affective symptoms and cognitive functions in the acute phase of Graves' thyrotoxicosis

    DEFF Research Database (Denmark)

    Vogel, Asmus; Elberling, Tina V; Hørding, Merete

    2007-01-01

    of cognitive deficits) had decreased significantly, with further normalisation 1-year after treatment initiation. In conclusion, patients had subjective reports of cognitive deficits in the toxic phase of Graves' thyrotoxicosis but comprehensive neuropsychological testing revealed no cognitive impairment......In the acute phase of Graves' thyrotoxicosis patients often have subjective cognitive complaints. Continuing controversy exists about the nature of these symptoms and whether they persist after treatment. This prospective study included 31 consecutively referred, newly diagnosed, and untreated....... No significant differences between the patient and the control group on neuropsychological test performances were found. Thyroid levels did not correlate with the neuropsychological test performances or psychiatric ratings. After reaching euthyroidism the level of affective symptoms (including reports...

  12. Effects of current physical activity on affective response to exercise: physical and social-cognitive mechanisms.

    Science.gov (United States)

    Magnan, Renee E; Kwan, Bethany M; Bryan, Angela D

    2013-01-01

    Affective responses during exercise are often important determinants of exercise initiation and maintenance. Current physical activity may be one individual difference that is associated with the degree to which individuals have positive (or negative) affective experiences during exercise. The objective of this study was to explore physical and cognitive explanations of the relationship between current activity status (more versus less active) and affective response during a 30-minute bout of moderate-intensity exercise. Participants reported their current level of physical activity, exercise self-efficacy and affect during a 30-minute bout of moderate-intensity exercise. More active individuals experienced higher levels of positive affect and tranquillity and lower levels of negative affect and fatigue during exercise. Multivariate models for each affective state indicated separate processes through which physical activity may be associated with changes in affect during exercise. These models indicate that affect experienced during physical activity is related to the current activity level and these relationships can be partially explained by the physical and cognitive factors explored in this study. Recommendations for future research to elucidate whether positive affective response to physical activity improves as a function of becoming more active over time are discussed.

  13. Affect, accessibility of material in memory, and behavior: a cognitive loop?

    Science.gov (United States)

    Isen, A M; Shalker, T E; Clark, M; Karp, L

    1978-01-01

    Two studies investigated the effect of good mood on cognitive processes. In the first study, conducted in a shopping mall, a positive feeling state was induced by giving subjects a free gift, and good mood, thus induced, was found to improve subjects' evaluations of the performance and service records of products they owned. In the second study, in which affect was induced by having subjects win or lose a computer game in a laboratory setting, subjects who had won the game were found to be better able to recall positive material in memory. The results of the two studies are discussed in terms of the effect that feelings have on accessibility of cognitions. In addition, the nature of affect and the relationship between good mood and behavior (such as helping) are discussed in terms of this proposed cognitive process.

  14. Adolescents' aggressive and prosocial behaviors: links with social information processing, negative emotionality, moral affect, and moral cognition.

    Science.gov (United States)

    Laible, Deborah J; Murphy, Tia Panfile; Augustine, Mairin

    2014-01-01

    The goal of this study was to examine whether moral affect, moral cognition, negative emotionality, and attribution biases independently predicted adolescents' prosocial and aggressive behavior in adolescence. A total of 148 adolescents completed self-report measures of prosocial and aggressive behavior, moral affect, moral cognition, negative emotionality, and attribution biases. Although in general all 3 factors (emotional, moral, and social cognitive) were correlated with adolescent social behavior, the most consistent independent predictors of adolescent social behavior were moral affect and cognition. These findings have important implications for intervention and suggest that programs that promote adolescent perspective taking, moral reasoning, and moral affect are needed to reduce aggressive behavior and promote prosocial behavior.

  15. The effects of affective and cognitive empathy on adolescents' behavior and outcomes in conflicts with mothers.

    Science.gov (United States)

    Van Lissa, Caspar J; Hawk, Skyler T; Meeus, Wim H J

    2017-06-01

    The current study investigated whether manipulations of affective and cognitive empathy have differential effects on observed behavior and self-reported outcomes in adolescent-mother conflict discussions. We further examined how these situational empathy inductions interact with preexisting empathic dispositions. To promote ecological validity, we conducted home visits to study conflict discussions about real disagreements in adolescent-mother relationships. We explored the roles of sex, age, and maternal support and power as covariates and moderators. Results indicated that the affective empathy manipulation had no significant effects on behavior, although a trend in the hypothesized direction suggested that affective empathy might promote active problem solving. The cognitive empathy manipulation led to lower conflict escalation and promoted other-oriented listening for adolescents low in dispositional cognitive empathy. State-trait interactions indicated that the empathy manipulations had significant effects on self-reported outcomes for adolescents lower in dispositional empathic concern. For these adolescents, both manipulations promoted outcome satisfaction, but only the cognitive manipulation promoted perceived fairness. This suggests that cognitive empathy, in particular, allows adolescents to distance themselves from the emotional heat of a conflict and listen to mothers' point of view, leading to outcomes perceived as both satisfying and fair. These findings are relevant for interventions and clinicians because they demonstrate unique effects of promoting affective versus cognitive empathy. Because even these minimal manipulations promoted significant effects on observed behavior and self-reported outcomes, particularly for low-empathy adolescents, stronger structural interventions are likely to have marked benefits. Copyright © 2017 Elsevier Inc. All rights reserved.

  16. Cognitive Neuroscience of Foreign Language Education: Myths and Realities

    Directory of Open Access Journals (Sweden)

    Ali Nouri

    2015-04-01

    Full Text Available This paper summarizes the educational implications of current research on cognitive neuroscience for foreign-language learning to provide an overview of myths and realities in this appealing area of research. Although the potential benefits of neuroscientific research into language acquisition are great, there are a number of popular myths that none of which are supported by scientific evidence. In this paper, three prominent examples of these myths are introduced and discussed how they are based on misinterpretation and misapplication from neuroscience research. The first pervasive example of such misconception is the prevalent belief of being the certain critical periods for learning a second language. It implies that the opportunity to acquire foreign languages is lost forever by missing these biological windows. In fact, however, extensive research shows that there are sensitive periods, but not critical periods, during which an individual can acquire certain aspects of language with greater ease than at other times. Another example of myths is a false conclusion implies that exposing children to a foreign language too early interrupts knowledge of their first language. The reality is that learning a second language not only improves language abilities in the first language, but also positively affects reading abilities and general literacy in school. Like the other myths, there is also a popular conception about ability to learn second language during sleep. It is demonstrated that previously acquired memories are consolidated and new association are learned during sleep, but learning a foreign language requires conscious effort and available data do not support this hypothesis that second language acquire during sleep. The main conclusion arising from this argument is that, while our understanding of the neural bases of language learning is continually evolving, our interpretation of the implications of these findings for foreign language

  17. Interaction between Task Oriented and Affective Information Processing in Cognitive Robotics

    Science.gov (United States)

    Haazebroek, Pascal; van Dantzig, Saskia; Hommel, Bernhard

    There is an increasing interest in endowing robots with emotions. Robot control however is still often very task oriented. We present a cognitive architecture that allows the combination of and interaction between task representations and affective information processing. Our model is validated by comparing simulation results with empirical data from experimental psychology.

  18. Affective and Cognitive Empathy as Mediators of Gender Differences in Cyber and Traditional Bullying

    Science.gov (United States)

    Topcu, Cigdem; Erdur-Baker, Ozgur

    2012-01-01

    Gender differences in bullying behavior among adolescents have been observed, but the reasons for the discrepancy in males' and females' bullying experiences has been the focus of few studies. This study examined the role of the cognitive and affective empathy in explaining gender differences in bullying through multiple mediation analysis. The…

  19. Cyberbullying Among Adolescent Bystanders: Role of Affective Versus Cognitive Empathy in Increasing Prosocial Cyberbystander Behavior

    Science.gov (United States)

    Barlińska, Julia; Szuster, Anna; Winiewski, Mikołaj

    2018-01-01

    The purpose of this study was to investigate if affective (vicarious sharing of emotions) and cognitive empathy (mental perspective taking) induction may stimulate adolescent online bystanders’ intervention in cyberbullying cases. The role of reporting the abuse is crucial because it is a form of active support to the victim, initiated by children, to stop the bullying. The effectiveness of empathy activation in decreasing negative cyberbystander reinforcing behavior has been proved in previous studies. The effects of affective and cognitive empathy activation on positive cyberbystander behavior, defined as reporting the bullying online, were explored in two follow-up studies N = 271 and N = 265. The influence of experiencing cyberbullying as perpetrator, victim, and as determined by gender on prosocial cyberbystander behavior was also controlled. The results indicate that only cognitive empathy activation increases the likelihood of intervening bystander behavior. Neither affective empathy induction, previous experience of cyberperpetration, cybervictimization, nor gender affected the engagement in prosocial bystander behavior. The conclusion of the research is that a program consequently activating more reflective cognitive empathy induction can contribute toward the establishment of healthier behavioral patterns among bystanders to cyberbullying, increasing the probability of their reporting the cyberbullying acts. PMID:29899715

  20. Cyberbullying Among Adolescent Bystanders: Role of Affective Versus Cognitive Empathy in Increasing Prosocial Cyberbystander Behavior

    Directory of Open Access Journals (Sweden)

    Julia Barlińska

    2018-05-01

    Full Text Available The purpose of this study was to investigate if affective (vicarious sharing of emotions and cognitive empathy (mental perspective taking induction may stimulate adolescent online bystanders’ intervention in cyberbullying cases. The role of reporting the abuse is crucial because it is a form of active support to the victim, initiated by children, to stop the bullying. The effectiveness of empathy activation in decreasing negative cyberbystander reinforcing behavior has been proved in previous studies. The effects of affective and cognitive empathy activation on positive cyberbystander behavior, defined as reporting the bullying online, were explored in two follow-up studies N = 271 and N = 265. The influence of experiencing cyberbullying as perpetrator, victim, and as determined by gender on prosocial cyberbystander behavior was also controlled. The results indicate that only cognitive empathy activation increases the likelihood of intervening bystander behavior. Neither affective empathy induction, previous experience of cyberperpetration, cybervictimization, nor gender affected the engagement in prosocial bystander behavior. The conclusion of the research is that a program consequently activating more reflective cognitive empathy induction can contribute toward the establishment of healthier behavioral patterns among bystanders to cyberbullying, increasing the probability of their reporting the cyberbullying acts.

  1. Problem Behaviours of Kindergartners: The Affects of Children's Cognitive Ability, Creativity, and Self-Esteem

    Science.gov (United States)

    Chi, Sung-Ae; Kim, Seong Hyun; Kim, HyunJin

    2016-01-01

    This study investigated the affects of cognitive ability, creativity, and self-esteem on kindergartners' problem behaviour. Participants were 203 children (mean age = 65.8 months) attending kindergartens in Korea. Data collection used the Korean version of Child Behaviour Checklist, the Kaufman Assessment Battery for Children, the Torrance Test of…

  2. Mechanisms for Promoting the Development of Cognitive, Social and Affective Graduate Attributes

    Science.gov (United States)

    Kember, David; Hong, Celina; Yau, Vickie W. K.; Ho, Shun Amaly

    2017-01-01

    The aim of this study was to help universities promote graduate attributes by investigating mechanisms for promoting the development of cognitive, social and affective attributes which could impact upon all undergraduate students. Small group interviews were conducted with 90 final year students at a university in Hong Kong. Interview transcripts…

  3. Cognitive, affective, and conative theory of mind (ToM) in children with traumatic brain injury.

    Science.gov (United States)

    Dennis, Maureen; Simic, Nevena; Bigler, Erin D; Abildskov, Tracy; Agostino, Alba; Taylor, H Gerry; Rubin, Kenneth; Vannatta, Kathryn; Gerhardt, Cynthia A; Stancin, Terry; Yeates, Keith Owen

    2013-07-01

    We studied three forms of dyadic communication involving theory of mind (ToM) in 82 children with traumatic brain injury (TBI) and 61 children with orthopedic injury (OI): Cognitive (concerned with false belief), Affective (concerned with expressing socially deceptive facial expressions), and Conative (concerned with influencing another's thoughts or feelings). We analyzed the pattern of brain lesions in the TBI group and conducted voxel-based morphometry for all participants in five large-scale functional brain networks, and related lesion and volumetric data to ToM outcomes. Children with TBI exhibited difficulty with Cognitive, Affective, and Conative ToM. The perturbation threshold for Cognitive ToM is higher than that for Affective and Conative ToM, in that Severe TBI disturbs Cognitive ToM but even Mild-Moderate TBI disrupt Affective and Conative ToM. Childhood TBI was associated with damage to all five large-scale brain networks. Lesions in the Mirror Neuron Empathy network predicted lower Conative ToM involving ironic criticism and empathic praise. Conative ToM was significantly and positively related to the package of Default Mode, Central Executive, and Mirror Neuron Empathy networks and, more specifically, to two hubs of the Default Mode Network, the posterior cingulate/retrosplenial cortex and the hippocampal formation, including entorhinal cortex and parahippocampal cortex. Copyright © 2012 Elsevier Ltd. All rights reserved.

  4. Temperament Dimensions in Preschool Children: Links with Cognitive and Affective Theory of Mind

    Science.gov (United States)

    Longobardi, Emiddia; Spataro, Pietro; D'Alessandro, Marta; Cerutti, Rita

    2017-01-01

    Research Findings: The present cross-sectional study investigated the question of whether 6 different temperament dimensions (inhibition to novelty, social orientation, motor activity, positive emotionality, negative emotionality, and attention) influenced cognitive and affective theory of mind (ToM) in 168 children (86 three/four-year-olds and 82…

  5. Mindfulness-based cognitive therapy for seasonal affective disorder : A pilot study

    NARCIS (Netherlands)

    Fleer, Joke; Schroevers, Maya; Panjer, Vera; Geerts, Erwin; Meesters, Ybe

    2014-01-01

    Background: The best available treatment for seasonal affective disorder (SAD) is light therapy. Yet, this treatment does not prevent recurrence of depression in subsequent seasons. The aim of the study is to gain preliminary insight in the efficacy of Mindfulness Based Cognitive Therapy (MBCT) in

  6. An Investigation of Relationships among Instructor Immediacy and Affective and Cognitive Learning in the Online Classroom

    Science.gov (United States)

    Baker, Jason D.

    2004-01-01

    A significant body of literature has supported the assertion that communication in the classroom is central to the learning process. Prosocial behaviors, such as nonverbal and verbal immediacy, have been found to promote affective and cognitive learning in traditional instructional settings. This study examined the relationships among instructor…

  7. Common and unique associations of adolescents' affective and cognitive empathy development with conflict behavior towards parents

    NARCIS (Netherlands)

    Van Lissa, Caspar J.; Hawk, Skyler T.; Branje, Susan J. T.; Koot, Hans M.; Meeus, Wim H J

    2016-01-01

    Adolescents' development of two empathy dimensions, affective empathic concern and cognitive perspective taking, may be associated with shifts towards more constructive behaviors in conflict with parents. This six-year longitudinal study (ages 13-18) used multivariate latent growth curve modeling to

  8. How Need for Cognition Affects the Formation of Performance Expectancies at School

    Science.gov (United States)

    Dickhauser, Oliver; Reinhard, Marc-Andre

    2009-01-01

    Individuals with low Need for Cognition (NFC) have been found to process information using a peripheral route compared to individuals higher in NFC. These differences affect the formation of performance expectancies. Based on previous work demonstrating that the formation of performance expectancies can be understood as an information processing…

  9. The Role of Cognitive and Affective Factors in Measures of L2 Writing

    Science.gov (United States)

    Zabihi, Reza

    2018-01-01

    This study investigates the direct and/or indirect effects of some cognitive (working memory capacity) and affective (writing anxiety and writing self-efficacy) variables on the complexity, accuracy, and fluency (CAF) of second language (L2) learners' writings. To achieve this goal, 232 upper-intermediate English learners performed an automated…

  10. Microblogging for Class: An Analysis of Affective, Cognitive, Personal Integrative, and Social Integrative Gratifications

    Science.gov (United States)

    Gant, Camilla; Hadley, Patrick D.

    2014-01-01

    This study shows that undergraduate students can gratify cognitive, affective, social integrative, and personal integrative needs microblogging via a learning management system discussion tool. Moreover, the researchers find that microblogging about news regarding mass media events and issues via Blackboard heightened engagement, expanded…

  11. Common and unique associations of adolescents' affective and cognitive empathy development with conflict behavior towards parents

    NARCIS (Netherlands)

    Van Lissa, Caspar J.; Hawk, Skyler T.; Branje, Susan; Koot, Hans M.; Meeus, W.H.J.

    Adolescents' development of two empathy dimensions, affective empathic concern and cognitive perspective taking, may be associated with shifts towards more constructive behaviors in conflict with parents. This six-year longitudinal study (ages 13–18) used multivariate latent growth curve modeling to

  12. Common and Unique Associations of Adolescents' Affective and Cognitive Empathy Development with Conflict Behavior towards Parents

    NARCIS (Netherlands)

    van Lissa, C.J.; Hawk, S.T.; Branje, S.J.T.; Koot, Hans M.; Meeus, W.H.J.

    2016-01-01

    Adolescents' development of two empathy dimensions, affective empathic concern and cognitive perspective taking, may be associated with shifts towards more constructive behaviors in conflict with parents. This six-year longitudinal study (ages 13–18) used multivariate latent growth curve modeling to

  13. Coping with Challenge and Hindrance Stressors in Teams: Behavioral, Cognitive, and Affective Outcomes

    Science.gov (United States)

    Pearsall, Matthew J.; Ellis, Aleksander P. J.; Stein, Jordan H.

    2009-01-01

    The purpose of this study was to utilize the challenge-hindrance framework to examine the discrete and combined effects of different environmental stressors on behavioral, cognitive, and affective outcomes at the team level. Results from 83 teams working on a command and control simulation indicated that the introduction of a challenge stressor…

  14. Performance Assessment in CTE: Focusing on the Cognitive, Psychomotor ...and Affective Domains

    Science.gov (United States)

    Washer, Bart; Cochran, Lori

    2012-01-01

    When a student is performing in the psychomotor domain, the authors believe the student is also performing in the cognitive domain (sequencing steps, evaluating the situation) and in the affective domain (appreciating a job well done, quality control, safety). As Dabney Doty, former instructor at the University of Central Missouri, stated, "There…

  15. Introduction to using neurophysiological signals that reflect cognitive or affective state (Editorial)

    NARCIS (Netherlands)

    Erp, J.B.F. van; Brouwer, A.M.; Zander, T.O.

    2015-01-01

    The central question of this Frontiers Research Topic is: What can we learn from brain and other physiological signals about an individual's cognitive and affective state and how can we use this information? This question reflects three important issues which are addressed by the 22 articles in this

  16. Social-Cognitive Factors Affecting Clients' Career and Life Satisfaction after Counseling

    Science.gov (United States)

    Verbruggen, Marijke; Sels, Luc

    2010-01-01

    This study examines factors affecting clients' career and life satisfaction in the first 6 months after having participated in career counseling. In particular, we tested a large subset of the recent social-cognitive model of work satisfaction of Lent and Brown using a longitudinal data set of 195 former counseling clients. Our results showed that…

  17. Cognitive Educational Approaches as Means of Envisioning and Effecting Worldview Transformation via Theological Education

    Science.gov (United States)

    Mittwede, Steven K.

    2013-01-01

    Although much done in the name of discipleship and theological education pronounces lofty goals, such as movement from orthodoxy to orthopraxy, in many cases mere doctrinal assent is assumed to reflect deep change. An analysis of discipleship, worldview theory, and certain cognitive approaches to education suggests that worldview-level…

  18. Indicators of childhood quality of education in relation to cognitive function in older adulthood.

    Science.gov (United States)

    Crowe, Michael; Clay, Olivio J; Martin, Roy C; Howard, Virginia J; Wadley, Virginia G; Sawyer, Patricia; Allman, Richard M

    2013-02-01

    The association between years of education and cognitive function in older adults has been studied extensively, but the role of quality of education is unknown. We examined indicators of childhood educational quality as predictors of cognitive performance and decline in later life. Participants included 433 older adults (52% African American) who reported living in Alabama during childhood and completed in-home assessments of cognitive function at baseline and 4 years later. Reports of residence during school years were matched to county-level data from the 1935 Alabama Department of Education report for school funding (per student), student-teacher ratio, and school year length. A composite measure of global cognitive function was utilized in analyses. Multilevel mixed effects models accounted for clustering of educational data within counties in examining the association between cognitive function and the educational quality indices. Higher student-teacher ratio was associated with worse cognitive function and greater school year length was associated with better cognitive function. These associations remained statistically significant in models adjusted for education level, age, race, gender, income, reading ability, vascular risk factors, and health behaviors. The observed associations were stronger in those with lower levels of education (≤12 years), but none of the education quality measures were related to 4-year change in cognitive function. Educational factors other than years of schooling may influence cognitive performance in later life. Understanding the role of education in cognitive aging has substantial implications for prevention efforts as well as accurate identification of older adults with cognitive impairment.

  19. Digital academia: How higher education is affected by digital technology

    OpenAIRE

    Eriksmo, Anton; Sundberg, Johan

    2016-01-01

    Digital technology in higher education is constantly evolving. Understanding the effects of digital technology is important for higher education institutions in order to make good investments of digital technology. Previous research has focused on learning, teaching or the organization and the relation between one of these aspects and digital technology, thereby missing a broader understanding of how materiality in digital technology affects higher education. In this study themed interviews w...

  20. Emotion and the affective turn: Towards an integration of cognition and affect in real life experience

    Directory of Open Access Journals (Sweden)

    Cornel W. du Toit

    2014-11-01

    Full Text Available Emotion is caused by many factors, some of which are evolutionary, neurological, chemical, environmental, societal, personal and religious. Mostly, however, we are oblivious of the causal factors, many of which may function on a biological level or subconsciously, although the emotional effect is experienced physically and consciously. Emotions change as the trigger mechanisms in the cultural context change. This usually happens unnoticed over long periods. Internet databases have now made it possible to study the use of emotive words; this point is discussed. Of particular interest is the interaction between emotion and reason. Models that reduce emotion to the physical level are scrutinised critically. Reason is not emotionless and emotion is not always irrational. The close interrelationship of emotion and reason often makes it difficult to distinguish accurately between the two. The so-called affective turn takes cognisance of cultural, social, religious and other environmental factors; this broader approach clarifies the importance of affect’s role in rationality. One way of viewing emotion and affect is to look at the accompanying language; here the role of metaphor and narrative is pertinent. The traditional elevation of reason above emotion is examined critically as part of the affective turn that broadens the meaning and scope of emotions. I focus on the role of emotion in religion and factors that influence it, and explore the accent of affect in new spiritualities.

  1. Sound as Affective Design Feature in Multimedia Learning--Benefits and Drawbacks from a Cognitive Load Theory Perspective

    Science.gov (United States)

    Königschulte, Anke

    2015-01-01

    The study presented in this paper investigates the potential effects of including non-speech audio such as sound effects into multimedia-based instruction taking into account Sweller's cognitive load theory (Sweller, 2005) and applied frameworks such as the cognitive theory of multimedia learning (Mayer, 2005) and the cognitive affective theory of…

  2. Impaired affective and cognitive theory of mind and behavioural change in amyotrophic lateral sclerosis.

    Science.gov (United States)

    van der Hulst, Egberdina-Józefa; Bak, Thomas H; Abrahams, Sharon

    2015-11-01

    Executive and behavioural changes are well-recognised in classical amyotrophic lateral sclerosis (ALS), indicating a subclinical behavioural-variant frontotemporal dementia (bvFTD) in some patients. Social cognitive deficits in ALS have been recently described and an impairment was identified on a simple Theory of Mind (ToM) test, which assesses the judgement of the preference of another through direction of eye gaze. The present study further delineated this deficit, by distinguishing between Affective and Cognitive subcomponents, and determining the relationship to behavioural change, levels of empathy and self-awareness. The Cognitive-Affective Judgement of Preference Test was administered to 33 patients with ALS and 26 controls. Furthermore, a comprehensive neuropsychological battery and detailed behavioural assessment, with measures of empathy and awareness, were included. Patients with ALS showed a significant impairment in Affective ToM only when compared with healthy controls, with a deficit in 36% of patients; 12% showed an isolated Affective ToM deficit while 24% showed more generic ToM dysfunction. A Cognitive ToM deficit was found in 27% of patients, with 3% showing an isolated Cognitive ToM deficit. The patients with ALS showed reduced empathy (Fantasy scale) and increased behavioural dysfunction with high levels of apathy. In addition, patients with either an Affective and/or Cognitive ToM deficit exhibited poor self-awareness of their performance and abnormalities on verbal fluency, while those with an Affective ToM deficit also displayed higher levels of apathy and a naming deficit. Dysfunctional ToM is a prominent feature of the cognitive profile of ALS. This specific difficulty in identifying and distinguishing the feelings and thoughts of another from a self-perspective may underpin the social behavioural abnormalities present in some patients with ALS, manifest as apathy and loss of awareness. Published by the BMJ Publishing Group Limited. For

  3. Psychometric properties of the Greek TCI-R and its clinical correlates: schizotypy and the self-regulation of affective and cognitive functioning.

    Science.gov (United States)

    Giakoumaki, Stella G; Karagiannopoulou, Leda; Rózsa, Sándor; Zouraraki, Chrysoula; Karamaouna, Penny; Cloninger, C Robert

    2016-01-01

    Background. The revised Temperament and Character Inventory (TCI-R) measures Cloninger's psychobiological model of personality. The average effects of individual temperament and character traits have been associated with schizotypy and with impaired regulation of affect and cognition. We extended prior research by testing predictions about the association of specific multidimensional configurations of temperament and character traits on schizotypy, affect balance, and self-perceived cognitive functioning. Method. A well-educated sample of native Greeks (N = 483), completed a new Greek translation of the TCI-R, as well as the Schizotypal Personality Questionnaire (SPQ), the Positive/Negative Affect Schedule (PANAS) and the Cognitive Failures Questionnaire (CFQ). The factor structure of the TCI-R was examined with exploratory and confirmatory tests. Associations between reported measures were examined with correlational and regression analyses. Results. The TCI-R had good psychometric properties as expected from studies in other countries. As predicted, specific configurations of temperament and character were associated with schizotypy, negative affect balance, and cognitive lapses. The "Borderline/Explosive temperament" (high Novelty Seeking, high Harm Avoidance, low Reward Dependence), "Schizotypal/Disorganized character" (low Self-directedness, low Cooperativeness, high Self-transcendence), and "Low Ego Strength/Fragile" profile (high Harm Avoidance, low Persistence, low Self-Directedness) were each strongly associated with higher stereotypy, negative affect balance (low positive affect and high negative affect), and subjective cognitive lapses compared to their contrast groups. Discussion. Multidimensional TCI profiles are strongly related to individual differences in schizotypy and self-reported regulation of affect and cognition. The Greek translation of the TCI-R is psychometrically sound and useful for clinical assessment and research.

  4. Psychometric properties of the Greek TCI-R and its clinical correlates: schizotypy and the self-regulation of affective and cognitive functioning

    Directory of Open Access Journals (Sweden)

    Stella G. Giakoumaki

    2016-03-01

    Full Text Available Background. The revised Temperament and Character Inventory (TCI-R measures Cloninger’s psychobiological model of personality. The average effects of individual temperament and character traits have been associated with schizotypy and with impaired regulation of affect and cognition. We extended prior research by testing predictions about the association of specific multidimensional configurations of temperament and character traits on schizotypy, affect balance, and self-perceived cognitive functioning. Method. A well-educated sample of native Greeks (N = 483, completed a new Greek translation of the TCI-R, as well as the Schizotypal Personality Questionnaire (SPQ, the Positive/Negative Affect Schedule (PANAS and the Cognitive Failures Questionnaire (CFQ. The factor structure of the TCI-R was examined with exploratory and confirmatory tests. Associations between reported measures were examined with correlational and regression analyses. Results. The TCI-R had good psychometric properties as expected from studies in other countries. As predicted, specific configurations of temperament and character were associated with schizotypy, negative affect balance, and cognitive lapses. The “Borderline/Explosive temperament” (high Novelty Seeking, high Harm Avoidance, low Reward Dependence, “Schizotypal/Disorganized character” (low Self-directedness, low Cooperativeness, high Self-transcendence, and “Low Ego Strength/Fragile” profile (high Harm Avoidance, low Persistence, low Self-Directedness were each strongly associated with higher stereotypy, negative affect balance (low positive affect and high negative affect, and subjective cognitive lapses compared to their contrast groups. Discussion. Multidimensional TCI profiles are strongly related to individual differences in schizotypy and self-reported regulation of affect and cognition. The Greek translation of the TCI-R is psychometrically sound and useful for clinical assessment and

  5. The effect of negative affect on cognition: Anxiety, not anger, impairs executive function.

    Science.gov (United States)

    Shields, Grant S; Moons, Wesley G; Tewell, Carl A; Yonelinas, Andrew P

    2016-09-01

    It is often assumed that negative affect impairs the executive functions that underlie our ability to control and focus our thoughts. However, support for this claim has been mixed. Recent work has suggested that different negative affective states like anxiety and anger may reflect physiologically separable states with distinct effects on cognition. However, the effects of these 2 affective states on executive function have never been assessed. As such, we induced anxiety or anger in participants and examined the effects on executive function. We found that anger did not impair executive function relative to a neutral mood, whereas anxiety did. In addition, self-reports of induced anxiety, but not anger, predicted impairments in executive function. These results support functional models of affect and cognition, and highlight the need to consider differences between anxiety and anger when investigating the influence of negative affect on fundamental cognitive processes such as memory and executive function. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  6. The Integration of Negative Affect, Pain, and Cognitive Control in the Cingulate Cortex

    Science.gov (United States)

    Shackman, Alexander J.; Salomons, Tim V.; Slagter, Heleen A.; Fox, Andrew S.; Winter, Jameel J.; Davidson, Richard J.

    2011-01-01

    Preface It has been argued that emotion, pain, and cognitive control are functionally segregated in distinct subdivisions of the cingulate cortex. But recent observations encourage a fundamentally different view. Imaging studies indicate that negative affect, pain, and cognitive control activate an overlapping region of dorsal cingulate, the anterior midcingulate cortex (aMCC). Anatomical studies reveal that aMCC constitutes a hub where information about reinforcers can be linked to motor centers responsible for expressing affect and executing goal-directed behavior. Computational modeling and other kinds of evidence suggest that this intimacy reflects control processes that are common to all three domains. These observations compel a reconsideration of dorsal cingulate’s contribution to negative affect and pain. PMID:21331082

  7. Affective empathy, cognitive empathy and social attention in children at high risk of criminal behaviour.

    Science.gov (United States)

    van Zonneveld, Lisette; Platje, Evelien; de Sonneville, Leo; van Goozen, Stephanie; Swaab, Hanna

    2017-08-01

    Empathy deficits are hypothesized to underlie impairments in social interaction exhibited by those who engage in antisocial behaviour. Social attention is an essential precursor to empathy; however, no studies have yet examined social attention in relation to cognitive and affective empathy in those exhibiting antisocial behaviour. Participants were 8- to 12-year-old children at high risk of developing criminal behaviour (N = 114, 80.7% boys) and typically developing controls (N = 43, 72.1% boys). The high-risk children were recruited through an ongoing early identification and intervention project of the city of Amsterdam, focusing on the underage siblings or children of delinquents and those failing primary school. Video clips with neutral and emotional content (fear, happiness and pain) were shown, while heart rate (HR), skin conductance level (SCL) and skin conductance responses (SCRs) were recorded to measure affective empathy. Answers to questions about emotions in the clips were coded to measure cognitive empathy. Eye-tracking was used to evaluate visual scanning patterns towards social relevant cues (eyes and face) in the clips. The high-risk group did not differ from the control group in social attention and cognitive empathy, but showed reduced HR to pain and fear, and reduced SCL and SCRs to pain. Children at high risk of developing criminal behaviour show impaired affective empathy but unimpaired social attention and cognitive empathy. The implications for early identification and intervention studies with antisocial children are discussed. © 2017 Association for Child and Adolescent Mental Health.

  8. Does Chronic Unpredictable Stress during Adolescence Affect Spatial Cognition in Adulthood?

    Science.gov (United States)

    Chaby, Lauren E; Sheriff, Michael J; Hirrlinger, Amy M; Lim, James; Fetherston, Thomas B; Braithwaite, Victoria A

    2015-01-01

    Spatial abilities allow animals to retain and cognitively manipulate information about their spatial environment and are dependent upon neural structures that mature during adolescence. Exposure to stress in adolescence is thought to disrupt neural maturation, possibly compromising cognitive processes later in life. We examined whether exposure to chronic unpredictable stress in adolescence affects spatial ability in late adulthood. We evaluated spatial learning, reference and working memory, as well as long-term retention of visuospatial cues using a radial arm water maze. We found that stress in adolescence decreased the rate of improvement in spatial learning in adulthood. However, we found no overall performance impairments in adult reference memory, working memory, or retention caused by adolescent-stress. Together, these findings suggest that adolescent-stress may alter the strategy used to solve spatial challenges, resulting in performance that is more consistent but is not refined by incorporating available spatial information. Interestingly, we also found that adolescent-stressed rats showed a shorter latency to begin the water maze task when re-exposed to the maze after an overnight delay compared with control rats. This suggests that adolescent exposure to reoccurring stressors may prepare animals for subsequent reoccurring challenges. Overall, our results show that stress in adolescence does not affect all cognitive processes, but may affect cognition in a context-dependent manner.

  9. The relation of education, occupation, and cognitive activity to cognitive status in old age: the role of physical frailty.

    Science.gov (United States)

    Ihle, Andreas; Gouveia, Élvio R; Gouveia, Bruna R; Freitas, Duarte L; Jurema, Jefferson; Odim, Angenay P; Kliegel, Matthias

    2017-09-01

    It remains unclear so far whether the role of cognitive reserve may differ between physically frail compared to less frail individuals. Therefore, the present study set out to investigate the relation of key markers of cognitive reserve to cognitive status in old age and its interplay with physical frailty in a large sample of older adults. We assessed Mini-Mental State Examination (MMSE) in 701 older adults. We measured grip strength as indicator of physical frailty and interviewed individuals on their education, past occupation, and cognitive leisure activity. Greater grip strength, longer education, higher cognitive level of job, and greater engaging in cognitive leisure activity were significantly related to higher MMSE scores. Moderation analyses showed that the relations of education, cognitive level of job, and cognitive leisure activity to MMSE scores were significantly larger in individuals with lower, compared to those with greater grip strength. Cognitive status in old age may more strongly depend on cognitive reserve accumulated during the life course in physically frail (compared to less frail) older adults. These findings may be explained by cross-domain compensation effects in vulnerable individuals.

  10. Is Education Associated with Improvements in General Cognitive Ability, or in Specific Skills?

    Science.gov (United States)

    Ritchie, Stuart J.; Bates, Timothy C.; Deary, Ian J.

    2015-01-01

    Previous research has indicated that education influences cognitive development, but it is unclear what, precisely, is being improved. Here, we tested whether education is associated with cognitive test score improvements via domain-general effects on general cognitive ability ("g"), or via domain-specific effects on particular cognitive…

  11. Twenty Five Years of Cognitive Care Education Research: Time for a Revolutionary Change

    Science.gov (United States)

    Porter, Russell; Berry, Jeremy; Cude, Kellie; Anderson, Stephen; Britt, Sanfrena

    2018-01-01

    This is the third study of Cognitive Care Education in New York State nursing homes using cross-sectional methods over a 25 year period. The data indicate that the Cognitive Care Education increased at statistically significant levels, albeit by evolutionary means. It is now time for "A Revolutionary Change," for Cognitive Care…

  12. A Randomized Controlled Comparison of Integrative Cognitive-Affective Therapy and Cognitive-Behavioral Therapy-Enhanced for Bulimia Nervosa

    Science.gov (United States)

    Wonderlich, Stephen A.; Peterson, Carol B.; Crosby, Ross D.; Smith, Tracey L.; Klein, Marjorie H.; Mitchell, James E.; Crow, Scott J.

    2016-01-01

    Background The purpose of this investigation was to compare a new psychotherapy for bulimia nervosa, Integrative Cognitive-Affective Therapy (ICAT), with an established treatment, Cognitive-Behavioral Therapy-Enhanced (CBT-E). Method Eighty adults with symptoms of bulimia nervosa were randomized to ICAT or CBT-E for 21 sessions over 19 weeks. Bulimic symptoms, measured by the Eating Disorder Examination, were assessed at baseline, end of treatment, and 4-month follow-up. Treatment outcome, as measured by binge eating frequency, purging frequency, global eating disorder severity, emotion regulation, self-oriented cognition, depression, anxiety, and self-esteem, was determined using generalized estimating equations, logistic regression, and a general linear model (intent-to-treat). Results Both treatments were associated with significant improvement in bulimic symptoms as well as all measures of outcome, and no statistically significant differences were observed between the two conditions at end of treatment or follow-up. Intent-to-treat abstinence rates for ICAT (37.5% at end of treatment, 32.5% at follow-up) and CBT-E (22.5% at both end of treatment and follow-up) were not significantly different. Conclusions ICAT was associated with significant improvements in bulimic and associated symptoms that did not differ from those obtained with CBT-E. This initial randomized controlled trial of a new individual psychotherapy for bulimia nervosa suggests that targeting emotion and self-oriented cognition in the context of nutritional rehabilitation may be efficacious and worthy of further study. PMID:23701891

  13. Does neurocognitive function affect cognitive bias toward an emotional stimulus? Association between general attentional ability and attentional bias toward threat

    OpenAIRE

    Hakamata, Yuko; Matsui, Mie; Tagaya, Hirokuni

    2014-01-01

    Background: Although poorer cognitive performance has been found to be associated with anxiety, it remains unclear whether neurocognitive function affects biased cognitive processing toward emotional information. We investigated whether general cognitive function evaluated with a standard neuropsychological test predicts biased cognition, focusing on attentional bias toward threat. Methods: One hundred and five healthy young adults completed a dot-probe task measuring attentional bias and ...

  14. [Cognitive and affective theory of mind in Lewy body dementia: A preliminary study].

    Science.gov (United States)

    Heitz, C; Vogt, N; Cretin, B; Philippi, N; Jung, B; Phillipps, C; Blanc, F

    2015-04-01

    'Theory of Mind' refers to the ability to attribute mental states, thoughts (cognitive component) or feelings (affective component), to others. This function has been studied in many neurodegenerative diseases; however, to our knowledge no studies investigating theory of mind in dementia with Lewy Bodies (DLB) have been published. The aim of our study was to search theory of mind deficits in patients with DLB. Seven patients with DLB (DLB group), at the stage of mild dementia or mild cognitive impairments, and seven healthy elderly adults (control group) were included in the study. After a global cognitive assessment, we used the Faux Pas Recognition test to assess the cognitive component of theory of mind, and the Reading the Mind in the Eyes test for the assessment of affective component. We found a significant difference between the two groups for the Faux Pas test with an average score of 35.6 for the DLB group and 48.3 for the control group (P=0.04). Scores were particularly low in the DLB group for the last question of the test concerning empathy (42.9% versus 85%, P=0.01). There was not a significant difference between the two groups for the Reading the Mind in the Eyes test (P=0.077). This preliminary study showed early impairments of theory of mind in the DLB. The cognitive component seems more affected than the affective component in this pathology. This pattern is consistent with the pattern found in Parkinson's disease, but differs from other neurodegenerative diseases as Alzheimer's disease or frontotemporal lobe dementia. These patterns may help to differentiate DLB from these diseases. Further study is needed to confirm these results and to compare with other dementias. Copyright © 2015 Elsevier Masson SAS. All rights reserved.

  15. An Investigation into Emotional Intelligence, Foreign Language Anxiety and Empathy through a Cognitive-Affective Course in an EFL Context

    Directory of Open Access Journals (Sweden)

    Rouhani, Ali

    2008-01-01

    Full Text Available Emotional intelligence, as concerned with how an individual recognizes and regulates his or her emotions, has been in limelight quite recently. The present study seeks to fill a small gap in the literature on emotional intelligence, together with foreign language anxiety and empathy. To this end, short literary readings are used in a cognitive-affective reading-based course to see how emotional intelligence, foreign language anxiety and empathy are affected. Mayer, Salovey and Caruso (2002 Emotional Intelligence Test (MSCEIT, Cooper's (1996/1997 EQ-Map, Horwitz, Horwitz and Cope's (1986 Foreign Language Classroom Anxiety Test (FLCAS and Caruso and Mayer's (1998 Multi-Dimensional Emotional Empathy Scale (MDEES were administered to 70 Iranian EFL undergraduate students in a pretest posttest quasi-experimental design. MANOVA and ANCOVA were conducted. The results revealed that the cognitive-affective reading-based course in which literary readings were used significantly improved the subjects' emotional intelligence scores from the MSCEIT measure as well as empathy (MDEES scores, but significantly decreased their foreign language anxiety (FLCAS scores. The pedagogical implications for learners, teachers, educators and materials developers are presented.

  16. The moderating effects of aging and cognitive abilities on the association between work stress and negative affect.

    Science.gov (United States)

    Hyun, Jinshil; Sliwinski, Martin J; Almeida, David M; Smyth, Joshua M; Scott, Stacey B

    2018-05-01

    Given that the association between work stress and negative affect can exacerbate negative health and workplace outcomes, it is important to identify the protective and risk factors that moderate this association. Socioemotional aging and cognitive abilities might influence how people utilize emotion regulation skills and engage in practical problem solving to manage their work stress. The aim of this study is to examine whether age and cognitive abilities independently and interactively moderate the association between work-related stress and negative affect. A diverse working adult sample (N = 139, age 25-65, 69% of females) completed a cross-sectional survey that assessed chronic work stress, negative affect, and fluid and crystallized cognitive abilities. Results from regression analyses suggested that both fluid and crystallized cognitive abilities, but not age, moderated the association between work stress and negative affect. Further, we found that crystallized cognition had a stronger attenuating effect on the work stress-negative affect association for older compared to younger workers. The moderating effect of fluid cognition was invariant across age. Our findings demonstrate that cognitive abilities are an important personal resource that might protect individuals against the negative impacts of work stress and negative affect. Although the role that fluid cognition plays in work stress-negative affect association is comparably important for both younger and older workers, crystallized cognition might play a more valuable role for older than younger workers.

  17. Attitudinal Variables Affecting Education Reforms and Quality of Primary Education in Uganda

    Science.gov (United States)

    Nyenje, Aida; Nkata, James

    2016-01-01

    This paper establishes the extent to which attitudinal variables affect the education reforms and subsequently the quality of primary education in Uganda. The paper is based on the views of a wide spectrum of different education stakeholders including: policy analysts, Members of Parliament (MPs), education officers, Headteachers, teaching staff,…

  18. Cognitive Behavioral Training and Education for Spaceflight Operations

    Science.gov (United States)

    Moonmaw, Ronald

    2011-01-01

    Cognitive behavioral-training (CBT) is an evidence-based practice commonly used to help treat insomnia, and is part of NASA's countermeasure regimen for Fatigue Management. CBT addresses the life style and habits of individuals that are maladaptive to managing stress and fatigue. This includes addressing learned behavioral responses that may cause stress and lead to an increased sense of fatigue. While the initial cause of onset of fatigue in the individual may be no longer present, the perception and engrained anticipation of fatigue persist and cause an exaggerated state of tension. CBT combined with relaxation training allows the individual to unlearn the maladaptive beliefs and behaviors and replace them with routines and techniques that allow cognitive restructuring and resultant relief from stress. CBT allows for elimination in individuals of unwanted ruminating thoughts and anticipatory anxiety by, for example, training the individuals to practice stressful situations in a relaxed state. As a result of CBT, relaxation can be accomplished in many ways, such as progressive muscle relaxation, meditation and guided imagery. CBT is not therapy, but rather the synthesis of behavioral countermeasures. CBT utilizes progressive relaxation as a means of reinforcing educational and cognitive countermeasures. These countermeasures include: masking, elimination of distracting thoughts, anxiety control, split attention, cognitive restructuring and other advanced psychological techniques.

  19. Social cognition intervention in schizophrenia: Description of the training of affect recognition program - Indian version.

    Science.gov (United States)

    Thonse, Umesh; Behere, Rishikesh V; Frommann, Nicole; Sharma, Psvn

    2018-01-01

    Social cognition refers to mental operations involved in processing of social cues and includes the domains of emotion processing, Theory of Mind (ToM), social perception, social knowledge and attributional bias. Significant deficits in ToM, emotion perception and social perception have been demonstrated in schizophrenia which can have an impact on socio-occupational functioning. Intervention modules for social cognition have demonstrated moderate effect sizes for improving emotion identification and discrimination. We describe the Indian version of the Training of Affect Recognition (TAR) program and a pilot study to demonstrate the feasibility of administering this intervention program in the Indian population. We also discuss the cultural sensibilities in adopting an intervention program for the Indian setting. To the best of our knowledge this is the first intervention program for social cognition for use in persons with schizophrenia in India. Copyright © 2017 Elsevier B.V. All rights reserved.

  20. Network-oriented modeling addressing complexity of cognitive, affective and social interactions

    CERN Document Server

    Treur, Jan

    2016-01-01

    This book presents a new approach that can be applied to complex, integrated individual and social human processes. It provides an alternative means of addressing complexity, better suited for its purpose than and effectively complementing traditional strategies involving isolation and separation assumptions. Network-oriented modeling allows high-level cognitive, affective and social models in the form of (cyclic) graphs to be constructed, which can be automatically transformed into executable simulation models. The modeling format used makes it easy to take into account theories and findings about complex cognitive and social processes, which often involve dynamics based on interrelating cycles. Accordingly, it makes it possible to address complex phenomena such as the integration of emotions within cognitive processes of all kinds, of internal simulations of the mental processes of others, and of social phenomena such as shared understandings and collective actions. A variety of sample models – including ...

  1. Concurrent and Prospective Effects of Psychopathic Traits on Affective and Cognitive Empathy in a Community Sample of Late Adolescents

    Science.gov (United States)

    Brouns, Bart H. J.; de Wied, Minet Annette; Keijsers, Loes; Branje, Susan; van Goozen, Stephanie H. M.; Meeus, Wim H. J.

    2013-01-01

    Background: A deficit in affective rather than cognitive empathy is thought to be central to psychopathic traits. However, empirical evidence for empathy deficits in adolescents with psychopathic traits is limited. We investigated the concurrent and prospective effects of psychopathic traits on affective and cognitive trait empathy in late…

  2. Examining direct and indirect pathways to health behaviour: the influence of cognitive and affective probability beliefs.

    Science.gov (United States)

    Janssen, Eva; van Osch, Liesbeth; de Vries, Hein; Lechner, Lilian

    2013-01-01

    This study aimed to extricate the influence of rational (e.g., 'I think …') and intuitive (e.g., 'I feel …') probability beliefs in the behavioural decision-making process regarding skin cancer prevention practices. Structural equation modelling was used in two longitudinal surveys (sun protection during winter sports [N = 491]; sun protection during summer [N = 277]) to examine direct and indirect behavioural effects of affective and cognitive likelihood (i.e. unmediated or mediated by intention), controlled for attitude, social influence and self-efficacy. Affective likelihood was directly related to sun protection in both studies, whereas no direct effects were found for cognitive likelihood. After accounting for past sun protective behaviour, affective likelihood was only directly related to sun protection in Study 1. No support was found for the indirect effects of affective and cognitive likelihood through intention. The findings underscore the importance of feelings of (cancer) risk in the decision-making process and should be acknowledged by health behaviour theories and risk communication practices. Suggestions for future research are discussed.

  3. Effects of acute systemic inflammation on the interplay between sad mood and affective cognition.

    Science.gov (United States)

    Benson, Sven; Brinkhoff, Alexandra; Lueg, Larissa; Roderigo, Till; Kribben, Andreas; Wilde, Benjamin; Witzke, Oliver; Engler, Harald; Schedlowski, Manfred; Elsenbruch, Sigrid

    2017-12-11

    Experimental endotoxemia is a translational model to study inflammatory mechanisms involved in the pathophysiology of mood disorders including depression. Disturbed affective cognition constitutes a core aspect in depression, but has never been studied in the context of inflammation. We combined experimental endotoxemia with an established experimental mood induction procedure to assess the interaction between acute inflammation and sad mood and their effects on affective cognition. In this randomized cross-over study, N = 15 healthy males received endotoxin (0.8 ng/kg lipopolysaccharide iv) on one study day and placebo an otherwise identical study day. The affective Go/Nogo task was conducted after experimental induction of neutral and sad mood. Inflammatory markers were assessed hourly. Endotoxin application induced a transient systemic inflammation, characterized by increased leukocyte counts, TNF-alpha and interleukin-6 plasma concentrations (all p sadness ratings, with highest ratings when sad mood was induced during inflammation (p sad vs. neutral mood) × 2 (sad vs. happy Go/Nogo target words) factorial design, we observed a significant target × endotoxin condition interaction (p sad targets during endotoxemia. Additionally, we found a valence × mood interaction (p sad targets in sad mood. In summary, acute inflammation and sad mood are risk factors for disturbed affective cognition. The results may reflect a mood-congruency effect, with prolonged and sustained processing of mood-congruent information during acute inflammation, which may contribute to depression risk.

  4. Virtual driving and risk taking: do racing games increase risk-taking cognitions, affect, and behaviors?

    Science.gov (United States)

    Fischer, Peter; Kubitzki, Jörg; Guter, Stephanie; Frey, Dieter

    2007-03-01

    Research has consistently shown that aggressive video console and PC games elicit aggressive cognitions, affect, and behaviors. Despite the increasing popularity of racing (driving) games, nothing is known about the psychological impact of this genre. This study investigated whether playing racing games affects cognitions, affect, and behaviors that can promote risk taking in actual road traffic situations. In Study 1, the authors found that the frequency of playing racing games was positively associated with competitive driving, obtrusive driving, and car accidents; a negative association with cautious driving was observed. To determine cause and effect, in Study 2, the authors manipulated whether participants played 1 of 3 racing games or 1 of 3 neutral games. Participants who played a racing game subsequently reported a higher accessibility of cognitions and affect positively associated with risk taking than did participants who played a neutral game. Finally, on a more behavioral level, in Study 3, the authors found that men who played a racing game subsequently took higher risks in computer-simulated critical road traffic situations than did men who played a neutral game. Theoretical and practical implications are discussed. ((c) 2007 APA, all rights reserved).

  5. Evaluating ambivalence: social-cognitive and affective brain regions associated with ambivalent decision-making.

    Science.gov (United States)

    Nohlen, Hannah U; van Harreveld, Frenk; Rotteveel, Mark; Lelieveld, Gert-Jan; Crone, Eveline A

    2014-07-01

    Ambivalence is a state of inconsistency that is often experienced as affectively aversive. In this functional magnetic resonance imaging study, we investigated the role of cognitive and social-affective processes in the experience of ambivalence and coping with its negative consequences. We examined participants' brain activity during the dichotomous evaluation (pro vs contra) of pretested ambivalent (e.g. alcohol), positive (e.g. happiness) and negative (e.g. genocide) word stimuli. We manipulated evaluation relevance by varying the probability of evaluation consequences, under the hypothesis that ambivalence is experienced as more negative when outcomes are relevant. When making ambivalent evaluations, more activity was found in the anterior cingulate cortex, the insula, the temporal parietal junction (TPJ) and the posterior cingulate cortex (PCC)/precuneus, for both high and low evaluation relevance. After statistically conservative corrections, activity in the TPJ and PCC/precuneus was negatively correlated with experienced ambivalence after scanning, as measured by Priester and Petty's felt ambivalence scale (1996). The findings show that cognitive and social-affective brain areas are involved in the experience of ambivalence. However, these networks are differently associated with subsequent reduction of ambivalence, thus highlighting the importance of understanding both cognitive and affective processes involved in ambivalent decision-making. © The Author (2013). Published by Oxford University Press. For Permissions, please email: journals.permissions@oup.com.

  6. Appraisals to affect: Testing the integrative cognitive model of bipolar disorder.

    Science.gov (United States)

    Palmier-Claus, Jasper E; Dodd, Alyson; Tai, Sara; Emsley, Richard; Mansell, Warren

    2016-09-01

    Cognitive models have suggested that extreme appraisals of affective states and maladaptive affect regulation strategies are important in the development of bipolar symptomatology. Little is known about the pathway by which these appraisals and behaviours interact in the formation of activated and depressed affective states. This study tested the predictions that (1) ascent behaviours mediate the relationship between positive appraisals of activated mood and activation; and (2) descent behaviours mediate the relationship between negative appraisals of activated mood and depression. A total of 52 individuals with a DSM-IV diagnosis of bipolar I or II disorder (confirmed by structured interview) completed biweekly assessments of affect regulation behaviours and mood for 4 weeks. Positive and negative appraisals of affective states were assessed at baseline through the Hypomanic Attitudes and Positive Prediction Inventory. Multilevel mediation analysis was used to explore the data. Ascent behaviours partially mediated the relationship between positive appraisals of activated mood and activation. Descent behaviours, but not negative appraisals of activated mood, predicted levels of depression indicating the absence of a mediation effect. The results suggest that positive appraisals of activated mood can escalate activation in individuals with bipolar disorder. Such appraisals may be inherently rewarding and reinforcing directly elevating levels of activation, whilst increasing individuals' use of ascent behaviours. The results are consistent with the view that appraisals and behaviours should be targeted during cognitive behavioural therapy for bipolar disorder. It may be beneficial to target positive appraisals of activated mood in cognitive behavioural therapy for mania. Cognitive behavioural therapists may also wish to focus on identifying and targeting individuals' use of ascent behaviours to reduce highly activated states. © 2015 The British Psychological

  7. Predictors of affect following treatment decision-making for prostate cancer: conversations, cognitive processing, and coping.

    Science.gov (United States)

    Christie, Kysa M; Meyerowitz, Beth E; Giedzinska-Simons, Antoinette; Gross, Mitchell; Agus, David B

    2009-05-01

    Research suggests that cancer patients who are more involved in treatment decision-making (TDM) report better quality of life following treatment. This study examines the association and possible mechanisms between prostate cancer patient's discussions about TDM and affect following treatment. We predicted that the length of time patients spent discussing treatment options with social networks and physicians prior to treatment would predict emotional adjustment after treatment. We further predicted that cognitive processing, coping, and patient understanding of treatment options would mediate this association. Fifty-seven patients completed questionnaires prior to treatment and at 1 and 6 months following treatment completion. Findings from the present study suggest that discussing treatment options with others, prior to beginning treatment for prostate cancer, significantly contributed to improvements in affect 1 and 6 months following treatment. Residualized regression analyses indicated that discussing treatment options with patient's social networks predicted a decrease in negative affect 1 and 6 months following treatment, while discussions with physicians predicted an increase in positive affect 1 month following treatment. Patients who spent more time discussing treatment options with family and friends also reported greater pre-treatment social support and emotional expression. Mediation analyses indicated that these coping strategies facilitated cognitive processing (as measured by a decrease in intrusive thoughts) and that cognitive processing predicted improvement in affect. Greater time spent talking with family and friends about treatment options may provide opportunities for patients to cope with their cancer diagnosis and facilitate cognitive processing, which may improve patient distress over time. Copyright (c) 2008 John Wiley & Sons Ltd.

  8. Active videogames and cognition. Educational proposals in adolescents

    Directory of Open Access Journals (Sweden)

    Alberto Ruiz Ariza

    2018-02-01

    Therefore, the objective of this work is to review and analyse the results of the most current research based on the influence of active video games on cognition in adolescents. PubMed, Web of Science, SportDiscus and ProQuest databases were revised, over the past 10 years, which is the time limit set for this analysis. Six studies were included. All showed a positive association in these variables and only three of the studies included cofounders. These results suggest that promoting programs through active video games could have great potential for cognitive and academic development at this educative stage. In addition, they would allow the development of healthy habits of physical activity, the increase in student motivation and a better socialisation.

  9. Cross-cultural aging in cognitive and affective components of subjective well-being.

    Science.gov (United States)

    Pethtel, Olivia; Chen, Yiwei

    2010-09-01

    The present study examined age and cultural differences in cognitive and affective components of subjective well-being. A sample of 188 American and Chinese young and older adults completed surveys measuring self-life satisfaction, perceived family's life satisfaction, positive affect, and negative affect. Across cultures, older adults reported lower negative affect than did young adults. Americans reported higher self-life satisfaction, perceived family's life satisfaction, and positive affect than did Chinese. In addition, perceived family's life satisfaction was more related to self-life satisfaction for Chinese than for Americans. Findings are discussed in light of socioemotional selectivity theory and theories on culture and self-construal. (c) 2010 APA, all rights reserved.

  10. Self-talk and affective problems in college students: valence of thinking and cognitive content specificity.

    Science.gov (United States)

    Calvete, Esther; Estévez, Ana; Landín, Covadonga; Martínez, Yolanda; Cardeñoso, Olga; Villardón, Lourdes; Villa, Aurelio

    2005-05-01

    The aim of this study was to develop a Self-Talk Inventory for young adults. This inventory consisted of two scales. The Negative Self-Talk Scale included three categories of self-talk (depressive, anxious, and angry thoughts) and the Positive Self-Talk Scale, three categories (minimization, positive orientation, and coping self-instructions). Participants were 982 undergraduate students (Mean age = 20.35 years, SD = 2.16). They completed the self-talk scales together with the following scales to measure symptoms of affective disorders: the Center for Epidemiological Studies Depression Scale (CES-D), the State-Trait Anxiety Inventory (STAI), and the State-Trait Anger Expression Inventory (STAXI-T). Factor analyses confirmed the hypothesized structure for the Self-Talk Inventory. The relations between self-talk and symptoms of affective disorders (depression, anxiety, and anger) were also evaluated. In general, states-of-mind -SOM- ratios and negative cognitions showed a greater association with psychological symptoms than did positive cognitions. Results concerning the cognitive characteristics of depression, anxiety, and anger were mixed and partially supported the cognitive content specificity theory.

  11. Advancing the Assessment of Personality Pathology With the Cognitive-Affective Processing System.

    Science.gov (United States)

    Huprich, Steven K; Nelson, Sharon M

    2015-01-01

    The Cognitive-Affective Processing System (CAPS) is a dynamic and expansive model of personality proposed by Mischel and Shoda (1995) that incorporates dispositional and processing frameworks by considering the interaction of the individual and the situation, and the patterns of variation that result. These patterns of cognition, affect, and behavior are generally defined through the use of if … then statements, and provide a rich understanding of the individual across varying levels of assessment. In this article, we describe the CAPS model and articulate ways in which it can be applied to conceptualizing and assessing personality pathology. We suggest that the CAPS model is an ideal framework that integrates a number of current theories of personality pathology, and simultaneously overcomes a number of limits that have been empirically identified in the past.

  12. Abstraction of an Affective-Cognitive Decision Making Model Based on Simulated Behaviour and Perception Chains

    Science.gov (United States)

    Sharpanskykh, Alexei; Treur, Jan

    Employing rich internal agent models of actors in large-scale socio-technical systems often results in scalability issues. The problem addressed in this paper is how to improve computational properties of a complex internal agent model, while preserving its behavioral properties. The problem is addressed for the case of an existing affective-cognitive decision making model instantiated for an emergency scenario. For this internal decision model an abstracted behavioral agent model is obtained, which ensures a substantial increase of the computational efficiency at the cost of approximately 1% behavioural error. The abstraction technique used can be applied to a wide range of internal agent models with loops, for example, involving mutual affective-cognitive interactions.

  13. Performance pressure and caffeine both affect cognitive performance, but likely through independent mechanisms.

    Science.gov (United States)

    Boere, Julia J; Fellinger, Lizz; Huizinga, Duncan J H; Wong, Sebastiaan F; Bijleveld, Erik

    2016-02-01

    A prevalent combination in daily life, performance pressure and caffeine intake have both been shown to impact people's cognitive performance. Here, we examined the possibility that pressure and caffeine affect cognitive performance via a shared pathway. In an experiment, participants performed a modular arithmetic task. Performance pressure and caffeine intake were orthogonally manipulated. Findings indicated that pressure and caffeine both negatively impacted performance. However, (a) pressure vs. caffeine affected performance on different trial types, and (b) there was no hint of an interactive effect. So, though the evidence is indirect, findings suggest that pressure and caffeine shape performance via distinct mechanisms, rather than a shared one. Copyright © 2015 Elsevier Inc. All rights reserved.

  14. Role of Educational Status in Explaining the Association between Body Mass Index and Cognitive Function

    OpenAIRE

    Ho, Yi-Te; Kao, Tung-Wei; Peng, Tao-Chun; Liaw, Fang-Yih; Yang, Hui-Fang; Sun, Yu-Shan; Chang, Yaw-Wen; Chen, Wei-Liang

    2016-01-01

    Abstract Preserving physical and cognitive function becomes an important issue as people age. A growing number of studies have found that the correlation between body mass index (BMI) and cognitive function changes in different age groups. It is obvious that higher educational status is linked to higher cognitive function in terms of numerous risk factors that influence cognitive function. This study aimed to investigate the interplay between obesity and cognitive function categorized by diff...

  15. Positive and negative affect, depression, and cognitive processes in the Cognition in the Study of Tamoxifen and Raloxifene (Co-STAR) Trial.

    Science.gov (United States)

    Danhauer, Suzanne C; Legault, Claudine; Bandos, Hanna; Kidwell, Kelley; Costantino, Joseph; Vaughan, Leslie; Avis, Nancy E; Rapp, Steve; Coker, Laura H; Naughton, Michelle; Naylor, Cecile; Terracciano, Antonio; Shumaker, Sally

    2013-01-01

    This study examined the relationship between positive and negative affect, depressive symptoms, and cognitive performance. The sample consisted of 1479 non-demented, postmenopausal women (mean age = 67 years) at increased risk of breast cancer enrolled in the National Surgical Adjuvant Breast and Bowel Project's Study of Tamoxifen and Raloxifene. At each annual visit, women completed a standardized neuropsychological battery and self-report measures of affect and depression. Data from three visits were used in linear mixed models for repeated measures using likelihood ratio tests. Separate analyses were performed to relate positive/negative affect and depression to each cognitive measure. Higher positive affect was associated with better letter fluency (p = .006) and category fluency (p negative affect was associated with worse global cognitive function (p negatively associated with verbal knowledge (p = .004), figural memory (p positive affect and increased verbal fluency and between depressive symptoms and decreased memory. The most novel finding shows that negative affect is related to decreased global cognition and visuospatial ability. Overall, this research in a large, longitudinal sample supports the notion that positive affect is related to increases and negative affect to decreases in performance on distinct cognitive measures.

  16. The effects of customised food advergames on children’s affective, cognitive, and conative responses

    OpenAIRE

    Chapman, Shelly

    2017-01-01

    The practice of promoting food to children via advergames is a highly topical issue which attracts much concern due to the low nutritional value of the promoted foods. This thesis examines the effects of customised food advergames on children’s affective, cognitive and conative responses. It also investigates the role persuasion knowledge and prior brand usage have in children’s interaction with advergames. In particular, whether children’s persuasion knowledge acts as a barrier to those resp...

  17. Affective empathy, cognitive empathy, and social attention in children at high risk of criminal behaviour

    OpenAIRE

    Van Goozen, Stephanie

    2017-01-01

    Background: Empathy deficits are hypothesized to underlie impairments in social interaction\\ud exhibited by those who engage in antisocial behaviour. Social attention is an essential precursor to\\ud empathy; however, no studies have yet examined social attention in relation to cognitive and affective\\ud empathy in those exhibiting antisocial behaviour. Methods: Participants were 8-12 year-old children\\ud at high risk of developing criminal behaviour (N=114, 80.7% boys) and typically developin...

  18. Cognitive Factors Affecting Free Recall, Cued Recall, and Recognition Tasks in Alzheimer’s Disease

    OpenAIRE

    Takashi Yamagishi; Takuya Sato; Atsushi Sato; Toru Imamura

    2012-01-01

    Background/Aims: Our aim was to identify cognitive factors affecting free recall, cued recall, and recognition tasks in patients with Alzheimer’s disease (AD). Subjects: We recruited 349 consecutive AD patients who attended a memory clinic. Methods: Each patient was assessed using the Alzheimer’s Disease Assessment Scale (ADAS) and the extended 3-word recall test. In this task, each patient was asked to freely recall 3 previously presented words. If patients could not recall 1 or more of the ...

  19. The Gambler’s Fallacy Is Associated with Weak Affective Decision Making but Strong Cognitive Ability

    OpenAIRE

    Xue, Gui; He, Qinghua; Lei, Xuemei; Chen, Chunhui; Liu, Yuyun; Chen, Chuansheng; Lu, Zhong-Lin; Dong, Qi; Bechara, Antoine

    2012-01-01

    Humans demonstrate an inherent bias towards making maladaptive decisions, as shown by a phenomenon known as the gambler's fallacy (GF). The GF has been traditionally considered as a heuristic bias supported by the fast and automatic intuition system, which can be overcome by the reasoning system. The present study examined an intriguing hypothesis, based on emerging evidence from neuroscience research, that the GF might be attributed to a weak affective but strong cognitive decision making me...

  20. Drug addiction: An affective-cognitive disorder in need of a cure.

    Science.gov (United States)

    Fattore, Liana; Diana, Marco

    2016-06-01

    Drug addiction is a compulsive behavioral abnormality. In spite of pharmacological treatments and psychosocial support to reduce or eliminate drug intake, addiction tends to persist over time. Preclinical and human observations have converged on the hypothesis that addiction represents the pathological deterioration of neural processes that normally serve affective and cognitive functioning. The major elements of persistent compulsive drug use are hypothesized to be structural, cellular and molecular that underlie enduring changes in several forebrain circuits that receive input from midbrain dopamine neurons and are involved in affective (e.g. ventral striatum) and cognitive (e.g. prefrontal cortex) mechanisms. Here we review recent progress in identifying crucial elements useful to understand the pathophysiology of the disease and its treatments. Manipulation of neuropeptides brain systems and pharmacological targeting of κ-opioid receptors and/or drug metabolism may hold beneficial effects at affective and cognitive level. Non-pharmacological, highly innovative approaches such as Transcranial Magnetic Stimulation may reveal unsuspected potential and promise to be the first neurobiology-based therapeutics in addiction. Copyright © 2016 Elsevier Ltd. All rights reserved.

  1. Affective and cognitive theory of mind in borderline personality disorder: The role of comorbid depression.

    Science.gov (United States)

    Zabihzadeh, Abbas; Maleki, Gheysar; Richman, Mara J; Hatami, AmirJalal; Alimardani, Zahedeh; Heidari, Mostafa

    2017-11-01

    Disturbed interpersonal relationships and misreading of others' intentions are core symptoms of borderline personality disorder (BPD). Despite these impairments, some studies have found an enhanced theory of mind (ToM) in BPD patients. Taking this into consideration, the current study attempts to further understand these discrepancies by separating ToM into two domains: affective and cognitive. Moreover, the study considered the role of comorbid symptoms of depression in these patients. Subjects were 21 patients with BPD, 23 patients with BPD and comorbid major depressive disorder (MDD), and 25 healthy controls (HC). ToM was measured with the Reading the Mind in the Eyes Test (RMET) and the Faux Pas Task, which assessed the affective and cognitive aspects of ToM, respectively. In addition, all participants were evaluated with the Beck Depression Inventory (BDI). Results showed that in both BPD groups (i.e., BPD without MDD and BPD with MDD) affective ToM scores were higher than in the HC group; however, in the cognitive ToM, the HC group performed better than the both BPD groups. Also, overall the BPD group with MDD had decreased ToM skills. Finally, BPD groups received greater scores on the BDI as compared to the HC group. Copyright © 2017 Elsevier B.V. All rights reserved.

  2. Cognitive Levels Regarding Articulation Marks among Violin Students in Department of Music Education in Gazi University

    Science.gov (United States)

    Taninmis, Gamze Elif

    2016-01-01

    The purpose of this study is to determine violin students' cognitive levels about articulation marks in Department of Music Education, Fine Arts Education, Gazi Faculty of Education, Gazi University (GUGEF), and to identify the variables on which the cognitive levels vary. It is a descriptive research considering the study purpose, method and…

  3. The effect of cognitive education on the performance of students with neurological developmental disabilities.

    Science.gov (United States)

    Jepsen, Ruthanne H; VonThaden, Karen

    2002-01-01

    A cognitive education program was developed to facilitate acquisition of cognitive skills and address the learning deficits of adolescent students with neurological, developmental disabilities, and autism. This study examined the outcomes of incorporating mediated cognitive education into special education classrooms. Cognitive education provided cognitive training utilizing REHABIT materials through mediated teaching. Following a matched pair model, forty-six students were assigned to either a treatment or a control group. All students received weekly instruction in Individual Educational Program (IEP) goals. Curriculum areas included IEP objectives in reading, math, social skills, health, science and social studies. Students in the control group received regular classroom instruction. Students in the treatment group participated in cognitive educated one hour per week replacing thirty minutes of reading and thirty minutes of math. Pre and posttest comparisons on measures of intelligence, achievement and adaptive behavior showed those students in the treatment group attained higher scores across measures.

  4. Maladaptive Schemas and Affective Control in Students with Learning Disability: Benefits of Mindfulness-Based Cognitive Therapy

    Directory of Open Access Journals (Sweden)

    Nasrollah Vaisi

    2015-09-01

    Full Text Available Objectives: This study intended to examine the effectiveness of mindfulness-based cognitive therapy on moderating maladaptive schemas and affective control in students suffering from learning disabilities. Methods: This experimental research was conducted using pretest-posttest and a control group. The population included all the female students who  were studying in the Koohdasht's middle schools (academic year: 2012-2013. The sample included 40 female students suffering from learning disabilities who had been randomly selected out of Koohdasht's middle school students after identification and a structured clinical interview and  they were put into experimental  and control groups (20 students each group. For data collection, Affective Control Scale and Young Schema Questionnaire were used. Results: The results of multivariate covariance analysis showed that mindfulness-based cognitive therapy has significantly decreased maladaptive schemas, depression, anxiety, and anger in subjects (P<0.001. Discussion: This finding represents important implications regarding education and mental health improvement in exceptional students. Therefore, it is recommended to use this  therapeutic  package in schools and clinics as a supplement to other therapies in order to decrease negative emotions and to prevent formation of maladaptive schemas in these students.

  5. Cognitive reappraisal and secondary control coping: associations with working memory, positive and negative affect, and symptoms of anxiety/depression.

    Science.gov (United States)

    Andreotti, Charissa; Thigpen, Jennifer E; Dunn, Madeleine J; Watson, Kelly; Potts, Jennifer; Reising, Michelle M; Robinson, Kristen E; Rodriguez, Erin M; Roubinov, Danielle; Luecken, Linda; Compas, Bruce E

    2013-01-01

    The current study examined the relations of measures of cognitive reappraisal and secondary control coping with working memory abilities, positive and negative affect, and symptoms of anxiety and depression in young adults (N=124). Results indicate significant relations between working memory abilities and reports of secondary control coping and between reports of secondary control coping and cognitive reappraisal. Associations were also found between measures of secondary control coping and cognitive reappraisal and positive and negative affect and symptoms of depression and anxiety. Further, the findings suggest that reports of cognitive reappraisal may be more strongly predictive of positive affect whereas secondary control coping may be more strongly predictive of negative affect and symptoms of depression and anxiety. Overall, the results suggest that current measures of secondary control coping and cognitive reappraisal capture related but distinct constructs and suggest that the assessment of working memory may be more strongly related to secondary control coping in predicting individual differences in distress.

  6. Cognitive and affective perspective-taking in conduct-disordered children high and low on callous-unemotional traits

    Directory of Open Access Journals (Sweden)

    Anastassiou-Hadjicharalambous Xenia

    2008-07-01

    Full Text Available Abstract Background Deficits in cognitive and/or affective perspective-taking have been implicated in Conduct-Disorder (CD, but empirical investigations produced equivocal results. Two factors may be implicated: (a distinct deficits underlying the antisocial conduct of CD subgroups, (b plausible disjunction between cognitive and affective perspective-taking with subgroups presenting either cognitive or affective-specific deficits. Method This study employed a second-order false-belief paradigm in which the cognitive perspective-taking questions tapped the character's thoughts and the affective perspective-taking questions tapped the emotions generated by these thoughts. Affective and cognitive perspective-taking was compared across three groups of children: (a CD elevated on Callous-Unemotional traits (CD-high-CU, n = 30, (b CD low on CU traits (CD-low-CU, n = 42, and (c a 'typically-developing' comparison group (n = 50, matched in age (7.5 – 10.8, gender and socioeconomic background. Results The results revealed deficits in CD-low-CU children for both affective and cognitive perspective-taking. In contrast CD-high-CU children showed relative competency in cognitive, but deficits in affective-perspective taking, a finding that suggests an affective-specific defect and a plausible dissociation of affective and cognitive perspective-taking in CD-high-CU children. Conclusion Present findings indicate that deficits in cognitive perspective-taking that have long been implicated in CD appear to be characteristic of a subset of CD children. In contrast affective perspective-taking deficits characterise both CD subgroups, but these defects seem to be following diverse developmental paths that warrant further investigation.

  7. Education, Cognitive Development, and Poverty: Implications for School Finance Policy

    Science.gov (United States)

    BenDavid-Hadar, Iris

    2014-01-01

    Child poverty is a growing problem that adversely affects both future society and the poor children themselves. This paper's purpose is to investigate the intergenerational links between education and poverty. Israel serves as an interesting case study because it has exhibited an incremental trend in child poverty between 1980 and 2010 (from 5% to…

  8. Dim light at night interacts with intermittent hypoxia to alter cognitive and affective responses.

    Science.gov (United States)

    Aubrecht, Taryn G; Weil, Zachary M; Magalang, Ulysses J; Nelson, Randy J

    2013-07-01

    Obstructive sleep apnea (OSA) and dim light at night (dLAN) have both been independently associated with alterations in mood and cognition. We aimed to determine whether dLAN would interact with intermittent hypoxia (IH), a condition characteristic of OSA, to alter the behavioral, cognitive, and affective responses. Adult male mice were housed in either standard lighting conditions (14:10-h light-dark cycle; 150 lux:0 lux) or dLAN (150 lux:5 lux). Mice were then exposed to IH (15 cycles/h, 8 h/day, FiO2 nadir of 5%) for 3 wk, then tested in assays of affective and cognitive responses; brains were collected for dendritic morphology and PCR analysis. Exposure to dLAN and IH increased anxiety-like behaviors, as assessed in the open field, elevated plus maze, and the light/dark box. dLAN and IH increased depressive-like behaviors in the forced swim test. IH impaired learning and memory performance in the passive avoidance task; however, no differences were observed in spatial working memory, as assessed by y-maze or object recognition. IH combined with dLAN decreased cell body area in the CA1 and CA3 regions of the hippocampus. Overall, IH decreased apical spine density in the CA3, whereas dLAN decreased spine density in the CA1 of the hippocampus. TNF-α gene expression was not altered by IH or lighting condition, whereas VEGF expression was increased by dLAN. The combination of IH and dLAN provokes negative effects on hippocampal dendritic morphology, affect, and cognition, suggesting that limiting nighttime exposure to light in combination with other established treatments may be of benefit to patients with OSA.

  9. Capital, Inequality and Education in Conflict-Affected Contexts

    Science.gov (United States)

    Novelli, Mario

    2016-01-01

    Piketty's "Capital in the Twenty-First Century" has brought the issue of inequality to the centre of political debate. This article explores contemporary research on the relationship between education and inequality in conflict-affected contexts with a view to seeing how Piketty's work speaks to these issues as a field of research and…

  10. State Outlook: Fiscal and State Policy Issues Affecting Postsecondary Education

    Science.gov (United States)

    American Association of State Colleges and Universities, 2010

    2010-01-01

    This publication provides a compilation of the issues affecting postsecondary education in America. The contents of this issue include: (1) Overview of Economic and Fiscal Dynamics; (2) Global and Domestic Growth Prospects; (3) Snapshot of Economic Indicators--November 2010; (4) Labor Market Conditions and Post-Recession Economic Impacts; (5)…

  11. Factors Affecting English Language Teaching and Learning in Higher Education

    Science.gov (United States)

    Nguyen, Hong Thi; Warren, Wendy; Fehring, Heather

    2014-01-01

    This paper reports part of a study that aims to explore factors affecting the efficacy of non-major English teaching and learning in Vietnamese higher education through an investigation of classroom practices. Eight non-participant class observations were conducted at HUTECH University, Ho Chi Minh City, Vietnam. The study's findings show that…

  12. State Outlook: Fiscal and Public Policy Issues Affecting Postsecondary Education

    Science.gov (United States)

    American Association of State Colleges and Universities, 2010

    2010-01-01

    This publication provides a compilation of the issues affecting postsecondary education in America. The contents of this issue include: (1) Overview of Economic and Fiscal Policy Dynamics; (2) July 2010 Economic Snapshot; (3) State Economic Conditions and Budget Outlook; (4) State Budget Pressures; (5) State Budget Realignment Strategies; (6)…

  13. NEW SCIENCE OF LEARNING: COGNITION, COMPUTERS AND COLLABORATION IN EDUCATION

    Directory of Open Access Journals (Sweden)

    Reviewed by Onur DONMEZ

    2011-01-01

    Full Text Available Information and Communication Technologies (ICTs have pervaded and changed much of our lives both on individual and societal scales. PCs, notebooks, tablets, cell phones, RSS feeds, emails, podcasts, tweets, social networks are all technologies we are familiar with and we are intensively using them in our daily lives. It is safe to say that our lives are becoming more and more digitized day by day.We have already invented bunch of terms to refer effects of these technologies on our lives. Digital nomads, grasshopper minds, millennium learners, digital natives, information age, knowledge building, knowledge society, network society are all terms invented to refer societal changes motivated by ICTs. New opportunities provided by ICTs are also shaping skill and quality demands of the next age. Individuals have to match these qualities if they want to earn their rightful places in tomorrow‘s world. Education is of course the sole light to guide them in their transformation to tomorrow‘s individual. One question arises however: ―are today‘s educational paradigms and practices ready to confront such a challenge?‖ There is a coherent and strong opinion among educators that the answer is ―NO‖. ―Today‘s students think and process information fundamentally differently from their predecessors‖(Prensky, 2001. And education has to keep pace with these students and their needs. But how? Khine & Saleh managed to gather distinguished colleagues around this question within their book titled ―New Science of Learning: Cognition, Computers and Collaboration‖. The book is composed of 29 chapters within three major topics which are: cognition, computers and collaboration.

  14. All the way up?, All the way down?: From cognitive science to cognitive Curriculum; what about the affective component?

    Directory of Open Access Journals (Sweden)

    Montes de Oca Rodríguez, Raúl

    2004-06-01

    into account two areas in ESL/EFL simultaneously: the cognitive and the affective, since the latter seems to be overlooked nowadays and more emphasis is being given to cognitive elements like learning strategies. In the conclusion, the author insists on giving the development of eventual school or high school programs on self- esteem the same status as the designing of future learning strategies programs or the teaching / training of learning strategies in relation to subjects like English.

  15. Hedonic orientation moderates the association between cognitive control and affect reactivity to daily hassles in adolescent boys.

    Science.gov (United States)

    Klipker, Kathrin; Wrzus, Cornelia; Rauers, Antje; Riediger, Michaela

    2017-04-01

    People often seek to regulate their affective reactions when confronted with hassles. Hassle reactivity is lower for people with higher cognitive control, presumably because of better affect regulation. Many adolescents, however, show higher hassle reactivity than children, despite better cognitive control. The present study aims to understand whether motivational differences when seeking to regulate affective experiences moderate the association between cognitive control and hassle reactivity in adolescence. We hypothesized that higher cognitive control is related to lower hassle reactivity only for adolescents with a strong hedonic orientation, that is, for adolescents who seek to maintain or enhance positive or to dampen negative affect. We investigated 149 boys' (age range: 10-20 years) hedonic orientation and affect reactivity toward daily hassles during 2 weeks of experience sampling. Higher cognitive control, assessed with a working memory battery in the laboratory, was associated with stronger hassle reactivity in individuals with low hedonic orientation. The more hedonic-oriented individuals were, the lower was their hassle reactivity, but only in combination with high cognitive control. Our findings illustrate that higher cognitive control is not always related to lower hassle reactivity. Rather, when daily hassles compromise affect balance, hedonic orientation is equally important to understand affect reactivity in adolescent boys. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  16. Working memory load affects repetitive behaviour but not cognitive flexibility in adolescent autism spectrum disorder.

    Science.gov (United States)

    Wolff, Nicole; Chmielewski, Witold X; Beste, Christian; Roessner, Veit

    2017-03-16

    Autism spectrum disorder (ASD) is associated with repetitive and stereotyped behaviour, suggesting that cognitive flexibility may be deficient in ASD. A central, yet not examined aspect to understand possible deficits in flexible behaviour in ASD relates (i) to the role of working memory and (ii) to neurophysiological mechanisms underlying behavioural modulations. We analysed behavioural and neurophysiological (EEG) correlates of cognitive flexibility using a task-switching paradigm with and without working memory load in adolescents with ASD and typically developing controls (TD). Adolescents with ASD versus TD show similar performance in task switching with no memory load, indicating that 'pure' cognitive flexibility is not in deficit in adolescent ASD. However performance during task repetition decreases with increasing memory load. Neurophysiological data reflect the pattern of behavioural effects, showing modulations in P2 and P3 event-related potentials. Working memory demands affect repetitive behaviour while processes of cognitive flexibility are unaffected. Effects emerge due to deficits in preparatory attentional processes and deficits in task rule activation, organisation and implementation of task sets when repetitive behaviour is concerned. It may be speculated that the habitual response mode in ASD (i.e. repetitive behaviour) is particularly vulnerable to additional demands on executive control processes.

  17. The protective effects of high-education levels on cognition in different stages of multiple sclerosis.

    Science.gov (United States)

    Rimkus, Carolina de Medeiros; Avolio, Isabella Maria Bello; Miotto, Eliane Correa; Pereira, Samira Apostolos; Mendes, Maria Fernanda; Callegaro, Dagoberto; Leite, Claudia da Costa

    2018-03-06

    Low-education attainment is associated with worse cognitive performance in multiple sclerosis (MS) patients, and possibly with a lower cognitive reserve and/or increased inflammatory activity. Cognitive reserve refers to the capability of a source of intellectual enrichment in attenuating a negative effect of a disease-related factor; while the inflammatory activity is often related to T2-lesion load (T2-LL) increase. To disentangle the effects of cognitive reserve and an increased T2-LL in MS-patients with low-education levels. The study included 136 MS patients and 65 healthy-controls, divided in low-education (12 years or less of school education without obtaining any technical superior degree) and high-education (more than 12 years of school education with technical or superior degree) groups. An extensive battery of neuropsychological tests was applied examining intelligence quotient and six cognitive domains. Test results were z-scored and subjects with z-scores ≤ -1.5 in two or more domains were considered cognitively impaired. To test the factors associated with worse cognitive performance, regression models were applied using average cognition as target; education level, Expanded Disability Status Scale (EDSS), T2-LL, disease duration, age of disease onset, age and gender as predictors. We also tested the correlation between T2-LL and cognition in the groups. To investigate the role of education level as a source of intellectual enrichment/cognitive reserve in different stages of MS, we sub-divided the MS patients in three groups according to the disease duration (less than 5 years, between 5 and 10 years and more than 10 years). Worse average cognition was associated with low-education level, higher T2-LL and male gender. A higher frequency of cognitively impaired patients was observed in MS patients with low-education level, in all stages of the disease. In patients with a disease duration shorter than five years, there was a lower correlation between

  18. Cognitive Impairments in Fibromyalgia Syndrome: Associations With Positive and Negative Affect, Alexithymia, Pain Catastrophizing and Self-Esteem.

    Science.gov (United States)

    Galvez-Sánchez, Carmen M; Reyes Del Paso, Gustavo A; Duschek, Stefan

    2018-01-01

    Fibromyalgia syndrome (FMS) is a chronic condition characterized by widespread pain accompanied by symptoms like depression, anxiety, sleep disturbance and fatigue. In addition, affected patients frequently report cognitive disruption such as forgetfulness, concentration difficulties or mental slowness. Though cognitive deficits in FMS have been confirmed in various studies, not much is known about the mechanisms involved in their origin. This study aimed to investigate the contribution of affect-related variables to cognitive impairments in FMS. For this purpose, 67 female FMS patients and 32 healthy control subjects completed a battery of cognitive tests measuring processing speed, attention, visuospatial and verbal memory, cognitive flexibility and planning abilities. In addition, participants completed self-report questionnaires pertaining to positive and negative affect, alexithymia, pain catastrophizing and self-esteem. Clinical characteristics including pain severity, symptoms of depression and anxiety, insomnia and fatigue were also assessed. FMS patients showed markedly poorer performance than healthy controls in all of the cognitive domains assessed, in addition to greater levels of depression, anxiety, negative affect, alexithymia and pain catastrophizing, and lower self-esteem and positive affect. In exploratory correlation analysis in the FMS sample, lower cognitive performance was associated with higher pain severity, depression, anxiety, negative affect, alexithymia and pain catastrophizing, as well as lower self-esteem and positive affect. However, in regression analyses, pain, self-esteem, alexithymia, and pain catastrophizing explained the largest portion of the variance in performance. While interference effects of clinical pain in cognition have been previously described, the present findings suggest that affective factors also substantially contribute to the genesis of cognitive impairments. They support the notion that affective disturbances

  19. Benefits of educational attainment on adult fluid cognition: international evidence from three birth cohorts.

    Science.gov (United States)

    Clouston, Sean A P; Kuh, Diana; Herd, Pamela; Elliott, Jane; Richards, Marcus; Hofer, Scott M

    2012-12-01

    Educational attainment is highly correlated with social inequalities in adult cognitive health; however, the nature of this correlation is in dispute. Recently, researchers have argued that educational inequalities are an artefact of selection by individual differences in prior cognitive ability, which both drives educational attainment and tracks across the rest of the life course. Although few would deny that educational attainment is at least partly determined by prior cognitive ability, a complementary, yet controversial, view is that education has a direct causal and lasting benefit on cognitive development. We use observational data from three birth cohorts, with cognition measured in adolescence and adulthood. Ordinary least squares regression was used to model the relationship between adolescent cognition and adult fluid cognition and to test the sensitivity of our analyses to sample selection, projection and backdoor biases using propensity score matching. We find that having a university education is correlated with higher fluid cognition in adulthood, after adjustment for adolescent cognition. We do not find that adolescent cognition, gender or parental social class consistently modify this effect; however, women benefited more in the 1946 sample from Great Britain. In all three birth cohorts, substantial educational benefit remained after adjustment for adolescent cognition and parental social class, offsetting an effect equivalent of 0.5 to 1.5 standard deviations lower adolescent cognition. We also find that the likelihood of earning a university degree depends in part on adolescent cognition, gender and parental social class. We conclude that inequalities in adult cognition derive in part from educational experiences after adolescence.

  20. Benefits of educational attainment on adult fluid cognition: international evidence from three birth cohorts

    Science.gov (United States)

    Clouston, Sean AP; Kuh, Diana; Herd, Pamela; Elliott, Jane; Richards, Marcus; Hofer, Scott M

    2012-01-01

    Background Educational attainment is highly correlated with social inequalities in adult cognitive health; however, the nature of this correlation is in dispute. Recently, researchers have argued that educational inequalities are an artefact of selection by individual differences in prior cognitive ability, which both drives educational attainment and tracks across the rest of the life course. Although few would deny that educational attainment is at least partly determined by prior cognitive ability, a complementary, yet controversial, view is that education has a direct causal and lasting benefit on cognitive development. Methods We use observational data from three birth cohorts, with cognition measured in adolescence and adulthood. Ordinary least squares regression was used to model the relationship between adolescent cognition and adult fluid cognition and to test the sensitivity of our analyses to sample selection, projection and backdoor biases using propensity score matching. Results We find that having a university education is correlated with higher fluid cognition in adulthood, after adjustment for adolescent cognition. We do not find that adolescent cognition, gender or parental social class consistently modify this effect; however, women benefited more in the 1946 sample from Great Britain. Conclusions In all three birth cohorts, substantial educational benefit remained after adjustment for adolescent cognition and parental social class, offsetting an effect equivalent of 0.5 to 1.5 standard deviations lower adolescent cognition. We also find that the likelihood of earning a university degree depends in part on adolescent cognition, gender and parental social class. We conclude that inequalities in adult cognition derive in part from educational experiences after adolescence. PMID:23108707

  1. Effects of Sex and Education on Cognitive Change Over a 27-Year Period in Older Adults: The Rancho Bernardo Study.

    Science.gov (United States)

    Reas, Emilie T; Laughlin, Gail A; Bergstrom, Jaclyn; Kritz-Silverstein, Donna; Barrett-Connor, Elizabeth; McEvoy, Linda K

    2017-08-01

    This study investigated how cognitive function changes with age and whether rates of decline vary by sex or education in a large, homogenous longitudinal cohort characterized by high participation rates, long duration of follow-up, and minimal loss to follow-up. Between 1988 and 2016, 2,225 community-dwelling participants of the Rancho Bernardo Study, aged 31 to 99 years at their initial cognitive assessment, completed neuropsychological testing approximately every 4 years, over a maximum 27-year follow-up. Linear mixed effects regression models defined sex-specific cognitive trajectories, adjusting for education and retest effects. Significant decline across all cognitive domains began around age 65 years and accelerated after age 80 years. Patterns of decline were generally similar between sexes, although men declined more rapidly than women on the global function test. Higher education was associated with slower decline on the tests of executive and global functions. After excluding 517 participants with evidence of cognitive impairment, accelerating decline with age remained for all tests, and women declined more rapidly than men on the executive function test. Accelerating decline with advancing age occurs across multiple cognitive domains in community-dwelling older adults, with few differences in rates of decline between men and women. Higher education may provide some protection against executive and global function decline with age. These findings better characterize normal cognitive aging, a critical prerequisite for identifying individuals at risk for cognitive impairment, and lay the groundwork for future studies of health and behavioral factors that affect age-related decline in this cohort. Copyright © 2017 American Association for Geriatric Psychiatry. Published by Elsevier Inc. All rights reserved.

  2. Understanding the Cognitive and Affective Mechanisms that Underlie Proxy Risk Perceptions among Caregivers of Asthmatic Children.

    Science.gov (United States)

    Shepperd, James A; Lipsey, Nikolette P; Pachur, Thorsten; Waters, Erika A

    2018-07-01

    Medical decisions made on behalf of another person-particularly those made by adult caregivers for their minor children-are often informed by the decision maker's beliefs about the treatment's risks and benefits. However, we know little about the cognitive and affective mechanisms influencing such "proxy" risk perceptions and about how proxy risk perceptions are related to prominent judgment phenomena. Adult caregivers of minor children with asthma ( N = 132) completed an online, cross-sectional survey assessing 1) cognitions and affects that form the basis of the availability, representativeness, and affect heuristics; 2) endorsement of the absent-exempt and the better-than-average effect; and 3) proxy perceived risk and unrealistic comparative optimism of an asthma exacerbation. We used the Pediatric Asthma Control and Communication Instrument (PACCI) to assess asthma severity. Respondents with higher scores on availability, representativeness, and negative affect indicated higher proxy risk perceptions and (for representativeness only) lower unrealistic optimism, irrespective of asthma severity. Conversely, respondents who showed a stronger display of the better-than-average effect indicated lower proxy risk perceptions but did not differ in unrealistic optimism. The absent-exempt effect was unrelated to proxy risk perceptions and unrealistic optimism. Heuristic judgment processes appear to contribute to caregivers' proxy risk perceptions of their child's asthma exacerbation risk. Moreover, the display of other, possibly erroneous, judgment phenomena is associated with lower caregiver risk perceptions. Designing interventions that target these mechanisms may help caregivers work with their children to reduce exacerbation risk.

  3. The power of emotional valence – From cognitive to affective processes in reading

    Directory of Open Access Journals (Sweden)

    Ulrike eAltmann

    2012-06-01

    Full Text Available The comprehension of stories requires the reader to imagine the cognitive and affective states of the characters. The content of many stories is unpleasant, as they often deal with conflict, disturbance or crisis. Nevertheless, unpleasant stories can be liked and enjoyed. In this fMRI study, we used a parametric approach to examine (1 the capacity of increasing negative valence of story contents to activate the mentalizing network (cognitive and affective theory of mind, ToM, and (2 the neural substrate of liking negatively valenced narratives. A set of 80 short narratives was compiled, ranging from neutral to negative emotional valence. For each story mean rating values on valence and liking were obtained from a group of 32 participants in a prestudy, and later included as parametric regressors in the fMRI analysis. Another group of 24 participants passively read the narratives in a 3 Tesla MRI scanner. Results revealed a stronger engagement of affective ToM-related brain areas with increasingly negative story valence. Stories that were unpleasant, but simulatiously liked, selectively engaged the medial prefrontal cortex (mPFC, which might reflect the moral exploration of the story content. Further analysis showed that the more the mPFC becomes engaged during the reading of negatively valenced stories, the more coactivation can be observed in other brain areas related to the neural processing of affective ToM and empathy.

  4. Cognitive and Affective Empathy, Personal Belief in a Just World, and Bullying Among Offenders.

    Science.gov (United States)

    López-Pérez, Belén; Hanoch, Yaniv; Holt, Kayleigh; Gummerum, Michaela

    2015-07-03

    Bullying extracts a heavy toll on offenders and prison staff alike. Studying what factors may affect bullying is extremely important as this may help to minimize bullying in prison. Although there is research on the relationship between lack of empathy and positive attitude toward bullying, previous research has overlooked that age may influence this relationship. In fact, previous research has shown that there are changes in empathy across the life span. Therefore, we examined whether having a positive attitude toward bullying in offenders was predicted by age, mediated by cognitive/affective empathy. Another important factor in the prediction of positive attitudes toward bullying may be the belief in a just world, as having a weak belief is related to more aggressive outbursts. Given that there is scarce research in the topic, we examined the relationship between having a positive attitude toward bullying and personal belief in a just world. To that aim, 123 sentenced adult male prisoners, selected from a Category C prison in the United Kingdom completed different questionnaires to assess their levels of cognitive and affective empathy, positive attitude toward bullying, and personal belief in a just world. As expected, age predicted a positive attitude toward bullying, mediated by affective empathy. However, we did not find a positive relationship between a positive attitude toward bullying and a personal belief in a just world. The results are discussed in terms of their application in possible intervention programs. © The Author(s) 2015.

  5. How does MBCT for depression work? studying cognitive and affective mediation pathways.

    Directory of Open Access Journals (Sweden)

    Tim Batink

    Full Text Available Mindfulness based cognitive therapy (MBCT is a non-pharmacological intervention to reduce current symptoms and to prevent recurrence of major depressive disorder. At present, it is not well understood which underlying mechanisms during MBCT are associated with its efficacy. The current study (n = 130 was designed to examine the roles of mindfulness skills, rumination, worry and affect, and the interplay between those factors, in the mechanisms of change in MBCT for residual depressive symptoms. An exploratory but systematic approach was chosen using Sobel-Goodman mediation analyses to identify mediators on the pathway from MBCT to reduction in depressive symptoms. We replicated earlier findings that therapeutic effects of MBCT are mediated by changes in mindfulness skills and worry. Second, results showed that changes in momentary positive and negative affect significantly mediated the efficacy of MBCT, and also mediated the effect of worry on depressive symptoms. Third, within the group of patients with a prior history of ≤ 2 episodes of MDD, predominantly changes in cognitive and to a lesser extent affective processes mediated the effect of MBCT. However, within the group of patients with a prior history of ≥ 3 episodes of MDD, only changes in affect were significant mediators for the effect of MBCT.[corrected] Nederlands Trial Register NTR1084.

  6. The power of emotional valence—from cognitive to affective processes in reading

    Science.gov (United States)

    Altmann, Ulrike; Bohrn, Isabel C.; Lubrich, Oliver; Menninghaus, Winfried; Jacobs, Arthur M.

    2012-01-01

    The comprehension of stories requires the reader to imagine the cognitive and affective states of the characters. The content of many stories is unpleasant, as they often deal with conflict, disturbance or crisis. Nevertheless, unpleasant stories can be liked and enjoyed. In this fMRI study, we used a parametric approach to examine (1) the capacity of increasing negative valence of story contents to activate the mentalizing network (cognitive and affective theory of mind, ToM), and (2) the neural substrate of liking negatively valenced narratives. A set of 80 short narratives was compiled, ranging from neutral to negative emotional valence. For each story mean rating values on valence and liking were obtained from a group of 32 participants in a prestudy, and later included as parametric regressors in the fMRI analysis. Another group of 24 participants passively read the narratives in a three Tesla MRI scanner. Results revealed a stronger engagement of affective ToM-related brain areas with increasingly negative story valence. Stories that were unpleasant, but simultaneously liked, engaged the medial prefrontal cortex (mPFC), which might reflect the moral exploration of the story content. Further analysis showed that the more the mPFC becomes engaged during the reading of negatively valenced stories, the more coactivation can be observed in other brain areas related to the neural processing of affective ToM and empathy. PMID:22754519

  7. The power of emotional valence-from cognitive to affective processes in reading.

    Science.gov (United States)

    Altmann, Ulrike; Bohrn, Isabel C; Lubrich, Oliver; Menninghaus, Winfried; Jacobs, Arthur M

    2012-01-01

    The comprehension of stories requires the reader to imagine the cognitive and affective states of the characters. The content of many stories is unpleasant, as they often deal with conflict, disturbance or crisis. Nevertheless, unpleasant stories can be liked and enjoyed. In this fMRI study, we used a parametric approach to examine (1) the capacity of increasing negative valence of story contents to activate the mentalizing network (cognitive and affective theory of mind, ToM), and (2) the neural substrate of liking negatively valenced narratives. A set of 80 short narratives was compiled, ranging from neutral to negative emotional valence. For each story mean rating values on valence and liking were obtained from a group of 32 participants in a prestudy, and later included as parametric regressors in the fMRI analysis. Another group of 24 participants passively read the narratives in a three Tesla MRI scanner. Results revealed a stronger engagement of affective ToM-related brain areas with increasingly negative story valence. Stories that were unpleasant, but simultaneously liked, engaged the medial prefrontal cortex (mPFC), which might reflect the moral exploration of the story content. Further analysis showed that the more the mPFC becomes engaged during the reading of negatively valenced stories, the more coactivation can be observed in other brain areas related to the neural processing of affective ToM and empathy.

  8. [Perception of social support in the aspect of a cognitive style of patients with affective disorders].

    Science.gov (United States)

    Poradowska-Trzos, Magdalena; Dudek, Dominika; Rogoz, Monika; Zieba, Andrzej

    2008-01-01

    According to Aaron Beck, dysfunctional thinking patterns appear also in euthymic patients, after withdrawal of acute diseases symptoms. Patients have a disordered, negative image of themselves, of their future and the surrounding world. It has been shown that a way a man perceives possessed social support has a basic meaning for him. The purpose of the research was to analyze the relationship between perceived social support and the patient's cognitive style. The study group consisted of euthymic outpatients diagnosed with recurrent depressive disorder (UID) or bipolar affective disorder (BID). Assessment of a cognitive style was made according to the Rosenberg Scale, Hopelessness Scale HS-20 and Automatique Thoughts Questionnaire ATQ 30, assessment of the amount of received support - according to Cohen's ISEL. The presented study revealed that, in both groups of patients, a thinking style is disturbed and that there is a link between a cognitive style and the perception of the level of received support. The link was stronger in the group of patients with unipolar affective disorder. In both groups, correlations concerning emotional support were the highest.

  9. Pushing the Limits: Cognitive, Affective, & Neural Plasticity Revealed by an Intensive Multifaceted Intervention

    Directory of Open Access Journals (Sweden)

    Michael David Mrazek

    2016-03-01

    Full Text Available Scientific understanding of how much the adult brain can be shaped by experience requires examination of how multiple influences combine to elicit cognitive, affective, and neural plasticity. Using an intensive multifaceted intervention, we discovered that substantial and enduring improvements can occur in parallel across multiple cognitive and neuroimaging measures in healthy young adults. The intervention elicited substantial improvements in physical health, working memory, standardized test performance, mood, self-esteem, self-efficacy, mindfulness, and life satisfaction. Improvements in mindfulness were associated with increased degree centrality of the insula, greater functional connectivity between insula and somatosensory cortex, and reduced functional connectivity between posterior cingulate cortex and somatosensory cortex. Improvements in working memory and reading comprehension were associated with increased degree centrality of a region within the middle temporal gyrus that was extensively and predominately integrated with the executive control network. The scope and magnitude of the observed improvements represent the most extensive demonstration to date of the considerable human capacity for change. These findings point to higher limits for rapid and concurrent cognitive, affective, and neural plasticity than is widely assumed.

  10. Cognitive load imposed by ultrasound-facilitated teaching does not adversely affect gross anatomy learning outcomes.

    Science.gov (United States)

    Jamniczky, Heather A; Cotton, Darrel; Paget, Michael; Ramji, Qahir; Lenz, Ryan; McLaughlin, Kevin; Coderre, Sylvain; Ma, Irene W Y

    2017-03-01

    Ultrasonography is increasingly used in medical education, but its impact on learning outcomes is unclear. Adding ultrasound may facilitate learning, but may also potentially overwhelm novice learners. Based upon the framework of cognitive load theory, this study seeks to evaluate the relationship between cognitive load associated with using ultrasound and learning outcomes. The use of ultrasound was hypothesized to facilitate learning in anatomy for 161 novice first-year medical students. Using linear regression analyses, the relationship between reported cognitive load on using ultrasound and learning outcomes as measured by anatomy laboratory examination scores four weeks after ultrasound-guided anatomy training was evaluated in consenting students. Second anatomy examination scores of students who were taught anatomy with ultrasound were compared with historical controls (those not taught with ultrasound). Ultrasound's perceived utility for learning was measured on a five-point scale. Cognitive load on using ultrasound was measured on a nine-point scale. Primary outcome was the laboratory examination score (60 questions). Learners found ultrasound useful for learning. Weighted factor score on "image interpretation" was negatively, but insignificantly, associated with examination scores [F (1,135) = 0.28, beta = -0.22; P = 0.61]. Weighted factor score on "basic knobology" was positively and insignificantly associated with scores; [F (1,138) = 0.27, beta = 0.42; P = 0.60]. Cohorts exposed to ultrasound had significantly higher scores than historical controls (82.4% ± SD 8.6% vs. 78.8% ± 8.5%, Cohen's d = 0.41, P learning and may improve learning outcomes. Anat Sci Educ 10: 144-151. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

  11. Imagination in human social cognition, autism, and psychotic-affective conditions.

    Science.gov (United States)

    Crespi, Bernard; Leach, Emma; Dinsdale, Natalie; Mokkonen, Mikael; Hurd, Peter

    2016-05-01

    Complex human social cognition has evolved in concert with risks for psychiatric disorders. Recently, autism and psychotic-affective conditions (mainly schizophrenia, bipolar disorder, and depression) have been posited as psychological 'opposites' with regard to social-cognitive phenotypes. Imagination, considered as 'forming new ideas, mental images, or concepts', represents a central facet of human social evolution and cognition. Previous studies have documented reduced imagination in autism, and increased imagination in association with psychotic-affective conditions, yet these sets of findings have yet to be considered together, or evaluated in the context of the diametric model. We first review studies of the components, manifestations, and neural correlates of imagination in autism and psychotic-affective conditions. Next, we use data on dimensional autism in healthy populations to test the hypotheses that: (1) imagination represents the facet of autism that best accounts for its strongly male-biased sex ratio, and (2) higher genetic risk of schizophrenia is associated with higher imagination, in accordance with the predictions of the diametric model. The first hypothesis was supported by a systematic review and meta-analysis showing that Imagination exhibits the strongest male bias of all Autism Quotient (AQ) subscales, in non-clinical populations. The second hypothesis was supported, for males, by associations between schizophrenia genetic risk scores, derived from a set of single-nucleotide polymorphisms, and the AQ Imagination subscale. Considered together, these findings indicate that imagination, especially social imagination as embodied in the default mode human brain network, mediates risk and diametric dimensional phenotypes of autism and psychotic-affective conditions. Copyright © 2016 Elsevier B.V. All rights reserved.

  12. Alteration of affective Theory of Mind in amnestic mild cognitive impairment.

    Science.gov (United States)

    Poletti, Michele; Bonuccelli, Ubaldo

    2013-03-01

    The concept of amnestic mild cognitive impairment (aMCI) concerns a population of older individuals at high risk of developing probable Alzheimer's disease (AD). Impairments of the cognitive component of Theory of Mind (ToM), that is the inference about other people's beliefs, have been well documented in AD; on the contrary, controversial findings have been reported on the affective component of ToM (inference about other's feelings), a process mainly based on medial portions of the prefrontal cortex. The current study aimed at evaluating the affective component of ToM in aMCI subjects. Twenty aMCI subjects and 20 age-matched healthy controls (HC) underwent a standard neuropsychological assessment and the assessment of affective ToM with the full 36-item version of reading the mind in the eyes (RME). Although aMCI subjects had formal impaired performances only in memory tasks, HC outperformed aMCI subjects in several cognitive tasks, including also the RME (mean RME scores 21.7 ± 3.0 vs. 17.0 ± 3.8%; 60.3% of correct answers vs. 47.2%). The lower RME performance of aMCI patients provides the first empirical evidence that aMCI may be associated with difficulties in tasks of affective ToM, in accordance with recent findings of early difficulties of aMCI patients in other processes that are mainly dependent on the medial prefrontal cortex, such as reversal learning and decision making under ambiguity. Findings of the current study need further empirical confirmation in larger samples of aMCI patients and also the investigation of other MCI subtypes is needed. © 2012 The British Psychological Society.

  13. The continuing benefits of education: adult education and midlife cognitive ability in the British 1946 birth cohort.

    Science.gov (United States)

    Hatch, Stephani L; Feinstein, Leon; Link, Bruce G; Wadsworth, Michael E J; Richards, Marcus

    2007-11-01

    Evidence shows education positively impacts cognitive ability. However, researchers have given little attention to the potential impact of adult education on cognitive ability, still malleable in midlife. The primary study aim was to examine whether there were continuing effects of education over the life course on midlife cognitive ability. This study used data from the Medical Research Council National Survey of Health and Development, also known as the British 1946 birth cohort, and multivariate regression to estimate the continuing effects of adult education on multiple measures of midlife cognitive ability. Educational attainment completed by early adulthood was associated with all measures of cognitive ability in late midlife. The continued effect of education was apparent in the associations between adult education and higher verbal ability, verbal memory, and verbal fluency in late midlife. We found no association between adult education and mental speed and concentration. Associations between adult education and midlife cognitive ability indicate wider benefits of education to health that may be important for social integration, well-being, and the delay of cognitive decline in later life.

  14. How does context affect intimate relationships? linking external stress and cognitive processes within marriage.

    Science.gov (United States)

    Neff, Lisa A; Karney, Benjamin R

    2004-02-01

    Stressors external to the marriage frequently affect the way spouses evaluate their marital quality. To date, however, understanding of the interplay between external stress and internal relationship processes has been limited in two ways. First, research has generally examined only the short-term consequences of stress. Second, the mechanisms through which external stressors influence relationship outcomes are unclear. This study addressed both limitations by examining relationship cognitions that may mediate the effects of external stress throughout 4 years of marriage. Analyses confirmed that stressful experiences were associated with the trajectory of marital quality overtime. Furthermore, both the content and the organization of spouses' specific relationship cognitions mediated this effect. That is, stress negatively influenced the nature of spouses' marital perceptions as well as the way spouses interpreted and processed those perceptions. These findings draw attention to ways that the context of relationships shapes and constrains relationship processes.

  15. Affective-Cognitive Behavioral Therapy for Fibromyalgia: A Randomized Controlled Trial

    Directory of Open Access Journals (Sweden)

    Robert L. Woolfolk

    2012-01-01

    Full Text Available A randomized controlled trial was conducted to assess the efficacy of an individually administered form of cognitive behavioral treatment for fibromyalgia. In an additive design, 76 patients diagnosed with fibromyalgia were randomly assigned to either the experimental treatment (affective-cognitive behavioral therapy, 10 individual sessions, one per week administered concurrently with treatment-as-usual or to an unaugmented treatment-as-usual condition. Statistical analysis conducted at the end of treatment (3 months after the baseline assessment and at a followup (9 months after the baseline assessment indicated that the patients receiving the experimental treatment reported less pain and overall better functioning than control patients, both at posttreatment and at followup. The implications of these findings for future research are discussed.

  16. What is the most important factor affecting the cognitive function of obstructive sleep apnea syndrome patients: a single center study

    OpenAIRE

    LI Xiang; LI Yan-peng; WU Hui-juan; ZHANG Lin; ZHAO Zheng-qing; PENG Hua; ZHAO Zhong-xin

    2013-01-01

    Objective Patients with obstructive sleep apnea syndrome (OSAS) usually complain of daytime hypersomnia and decrease in cognitive function, which affects the quality of their work and life. The reason why the cognitive function of OSAS patients decreased remains controversial. The aim of this study is to evaluate the impairment and the main influencing factors of cognitive function in OSAS. Methods There were totally 50 OSAS patients (OSAS group) and 25 volunteers (control group) included i...

  17. The gambler's fallacy is associated with weak affective decision making but strong cognitive ability.

    Directory of Open Access Journals (Sweden)

    Gui Xue

    Full Text Available Humans demonstrate an inherent bias towards making maladaptive decisions, as shown by a phenomenon known as the gambler's fallacy (GF. The GF has been traditionally considered as a heuristic bias supported by the fast and automatic intuition system, which can be overcome by the reasoning system. The present study examined an intriguing hypothesis, based on emerging evidence from neuroscience research, that the GF might be attributed to a weak affective but strong cognitive decision making mechanism. With data from a large sample of college students, we found that individuals' use of the GF strategy was positively correlated with their general intelligence and executive function, such as working memory and conflict resolution, but negatively correlated with their affective decision making capacities, as measured by the Iowa Gambling Task. Our result provides a novel insight into the mechanisms underlying the GF, which highlights the significant role of affective mechanisms in adaptive decision-making.

  18. Uncovering the Neural Bases of Cognitive and Affective Empathy Deficits in Alzheimer's Disease and the Behavioral-Variant of Frontotemporal Dementia.

    Science.gov (United States)

    Dermody, Nadene; Wong, Stephanie; Ahmed, Rebekah; Piguet, Olivier; Hodges, John R; Irish, Muireann

    2016-05-30

    Loss of empathy is a core presenting feature of the behavioral-variant of frontotemporal dementia (bvFTD), resulting in socioemotional difficulties and behavioral transgressions. In contrast, interpersonal functioning remains relatively intact in Alzheimer's disease (AD), despite marked cognitive decline. The neural substrates mediating these patterns of loss and sparing in social functioning remain unclear, yet are relevant for our understanding of the social brain. We investigated cognitive versus affective aspects of empathy using the Interpersonal Reactivity Index (IRI) in 25 AD and 24 bvFTD patients and contrasted their performance with 22 age- and education-matched controls. Cognitive empathy was comparably compromised in AD and bvFTD, whereas affective empathy was impaired exclusively in bvFTD. While controlling for overall cognitive dysfunction ameliorated perspective-taking deficits in AD, empathy loss persisted across cognitive and affective domains in bvFTD. Voxel-based morphometry analyses revealed divergent neural substrates of empathy loss in each patient group. Perspective-taking deficits correlated with predominantly left-sided temporoparietal atrophy in AD, whereas widespread bilateral frontoinsular, temporal, parietal, and occipital atrophy was implicated in bvFTD. Reduced empathic concern in bvFTD was associated with atrophy in the left orbitofrontal, inferior frontal, and insular cortices, and the bilateral mid-cingulate gyrus. Our findings suggest that social cognitive deficits in AD arise largely as a consequence of global cognitive dysfunction, rather than a loss of empathy per se. In contrast, loss of empathy in bvFTD reflects the deterioration of a distributed network of frontoinsular and temporal structures that appear crucial for monitoring and processing social information.

  19. Cognitive and Affective Aspects of Creative Option Generation in Every Day Life Situations

    Directory of Open Access Journals (Sweden)

    T. Sophie Schweizer

    2016-08-01

    Full Text Available Which factors influence a human being’s ability to develop new perspectives and be creative? This ability is pivotal for any context in which new cognitions are required, such as innovative endeavors in science and art, or psychotherapeutic settings. In this article we seek to bring together two research programs investigating the generation of creative options: On the one hand, research on option generation in the decision-making literature and, on the other hand, cognitive and clinical creativity research. Previous decision-making research has largely neglected the topic of generating creative options. Experiments typically provided participants with a clear set of options to choose from, but everyday life situations are less structured and allow countless ways to react. Before choosing an option, agents have to self-generate a set of options to choose from. Such option generation processes have only recently moved to the center of attention. The present study examines the creative quality of self-generated options in daily life situations. A student sample (N = 48 generated options for action in 70 shortly described everyday life scenarios. We rated the quality of the options on three dimensions of creativity- originality, feasibility, and divergence - and linked these qualities to option generation fluency (speed and number of generated options, situational features like the familiarity and the affective valence of the situation in which the options were generated, and trait measures of cognitive performance. We found that when situations were familiar to the participant, greater negative affective valence of the situation was associated with more originality and divergence of generated options. We also found that a higher option generation fluency was associated with a greater maximal originality of options. We complete our article with a joint research agenda for researchers in the decision-making field focusing on option generation and

  20. Cognitive and Affective Aspects of Creative Option Generation in Everyday Life Situations.

    Science.gov (United States)

    Schweizer, T Sophie; Schmalenberger, Katja M; Eisenlohr-Moul, Tory A; Mojzisch, Andreas; Kaiser, Stefan; Funke, Joachim

    2016-01-01

    Which factors influence a human being's ability to develop new perspectives and be creative? This ability is pivotal for any context in which new cognitions are required, such as innovative endeavors in science and art, or psychotherapeutic settings. In this article, we seek to bring together two research programs investigating the generation of creative options: On the one hand, research on option generation in the decision-making literature and, on the other hand, cognitive and clinical creativity research. Previous decision-making research has largely neglected the topic of generating creative options. Experiments typically provided participants with a clear set of options to choose from, but everyday life situations are less structured and allow countless ways to react. Before choosing an option, agents have to self-generate a set of options to choose from. Such option generation processes have only recently moved to the center of attention. The present study examines the creative quality of self-generated options in daily life situations. A student sample (N = 48) generated options for action in 70 briefly described everyday life scenarios. We rated the quality of the options on three dimensions of creativity- originality, feasibility, and divergence -and linked these qualities to option generation fluency (speed and number of generated options), situational features like the familiarity and the affective valence of the situation in which the options were generated, and trait measures of cognitive performance. We found that when situations were familiar to the participant, greater negative affective valence of the situation was associated with more originality and divergence of generated options. We also found that a higher option generation fluency was associated with a greater maximal originality of options. We complete our article with a joint research agenda for researchers in the decision-making field focusing on option generation and, on the other hand

  1. Reducing Resistance to Diversity through Cognitive Dissonance Instruction: Implications for Teacher Education.

    Science.gov (United States)

    McFalls, Elisabeth L.; Cobb-Roberts, Deirdre

    2001-01-01

    Applied the principals of cognitive dissonance theory to an instructional strategy used to reduce resistance to the idea of white privilege, comparing groups of college students in diversity education courses that did and did not receive supplemental instruction on cognitive dissonance. Incorporating cognitive dissonance theory created an…

  2. Cognitive load theory, educational research, and instructional design; some food for thought

    NARCIS (Netherlands)

    de Jong, Anthonius J.M.

    2010-01-01

    Cognitive load is a theoretical notion with an increasingly central role in the educational research literature. The basic idea of cognitive load theory is that cognitive capacity in working memory is limited, so that if a learning task requires too much capacity, learning will be hampered. The

  3. Cognitive Load Theory, Educational Research, and Instructional Design: Some Food for Thought

    Science.gov (United States)

    de Jong, Ton

    2010-01-01

    Cognitive load is a theoretical notion with an increasingly central role in the educational research literature. The basic idea of cognitive load theory is that cognitive capacity in working memory is limited, so that if a learning task requires too much capacity, learning will be hampered. The recommended remedy is to design instructional systems…

  4. Neuropsychological correlates of cognitive, emotional-affective and auto-activation apathy in Alzheimer's disease.

    Science.gov (United States)

    Perri, Roberta; Turchetta, Chiara Stella; Caruso, Giulia; Fadda, Lucia; Caltagirone, Carlo; Carlesimo, Augusto Giovanni

    2018-01-31

    Apathy symptoms include different dimensions: cognitive (C), emotional-affective (E-Aff) and auto-activation; they have been related to dysfunctions of the dorsolateral, orbito-basal prefrontal cortex and the subcortical frontal connections to the basal ganglia, respectively. In Alzheimer's disease (AD), an association has been found between apathy severity and both executive deficits and atrophy of the dorso-lateral prefrontal cortex; however, it is not clear whether these associations concern only the cognitive aspects of apathy. Furthermore, whether there is an association in AD between E-aff apathy and theory of mind (ToM),the cognitive functions subsumed by the orbito-basal prefrontal cortex, has not been investigated. Aim of the study was to investigate the relationship between C, E-Aff and auto-activation apathy and performance on tasks investigating executive and ToM cognitive functions in AD. For this purpose, 20 AD patients with apathy and 20 matched controls were submitted to an executive and ToM neuropsychological assessment. Apathy was assessed with a weekly diary (ApD) created specifically to assist caregivers in quantifying the C, E-Aff and auto-activation symptomatology of apathy. Correlational analyses showed that AD patients' scores on the Modified Card Sorting Test (MCST) and Emotion Attribution tasks were correlated with most ApD scores. However, regression analyses showed that C diary scores were predicted by MCST performance, E-Aff diary scores by performance on the E-Attribution task and ApD scores measuring auto-activation apathy were predicted by both the MCST and the Emotion Attribution scores. These results confirm the co-occurrence of apathy and executive-function deficits in AD and suggest a specific association between AD patients' executive deficits and the cognitive component of apathy. Furthermore, they document, for the first time, an association between poor performance on tests assessing ToM abilities and the emotional-affective

  5. Roles of Education and IQ in Cognitive Reserve in Parkinson’s Disease-Mild Cognitive Impairment

    Directory of Open Access Journals (Sweden)

    M.J. Armstrong

    2012-08-01

    Full Text Available Background/Aims: The role of cognitive reserve in Parkinson’s disease (PD-mild cognitive impairment (MCI is incompletely understood. Methods: The relationships between PD-MCI, years of education, and estimated premorbid IQ were examined in 119 consecutive non-demented PD patients using logistic regression models. Results: Higher education and IQ were associated with reduced odds of PD-MCI in univariate analysis. In multivariable analysis, a higher IQ was associated with a significantly decreased odds of PD-MCI, but education was not. Conclusion: The association of higher IQ and decreased odds of PD-MCI supports a role for cognitive reserve in PD, but further studies are needed to clarify the interaction of IQ and education and the impact of other contributors such as employment and hobbies.

  6. Education attenuates the negative impact of traumatic brain injury on cognitive status.

    Science.gov (United States)

    Sumowski, James F; Chiaravalloti, Nancy; Krch, Denise; Paxton, Jessica; Deluca, John

    2013-12-01

    To investigate whether the cognitive reserve hypothesis helps to explain differential cognitive impairment among survivors of traumatic brain injury (TBI), whereby survivors with greater intellectual enrichment (estimated with education) are less vulnerable to cognitive impairment. Cross-sectional study. Medical rehabilitation research center. Survivors of moderate or severe TBI (n=44) and healthy controls (n=36). Not applicable. Intellectual enrichment was estimated with educational attainment. Group was defined as TBI or healthy control. Current cognitive status (processing speed, working memory, episodic memory) was evaluated with neuropsychological tasks. TBI survivors exhibited worse cognitive status than healthy persons (Peducation was positively correlated with cognitive status in TBI survivors (r=.54, Peducation (R(2) change=.036, P=.004), whereas higher education attenuated the negative impact of TBI on cognitive status. TBI survivors with lower education performed much worse than matched healthy persons, but this TBI-related performance discrepancy was attenuated at higher levels of education. Higher intellectual enrichment (estimated with education) reduces the negative effect of TBI on cognitive outcomes, thereby supporting the cognitive reserve hypothesis in persons with TBI. Future work is necessary to investigate whether intellectual enrichment can build cognitive reserve as a rehabilitative intervention in survivors of TBI. Copyright © 2013 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.

  7. Teachers’ individual action theories about competence-based education: the value of the cognitive apprenticeship model

    NARCIS (Netherlands)

    Seezink, Audrey; Poell, Rob; Kirschner, Paul A.

    2009-01-01

    Seezink, A., Poell, R. F., & Kirschner, P. A. (2009). Teachers' individual action theories about competence-based education: The value of the cognitive apprenticeship model. Journal of Vocational Education & Training, 61, 203-215.

  8. Cognitive/affective and somatic/affective symptoms of depression in patients with heart disease and their association with cardiovascular prognosis : a meta-analysis

    NARCIS (Netherlands)

    Azevedo, R. de Miranda; Roest, A. M.; Hoen, P. W.; de Jonge, P.

    2014-01-01

    Background. Several prospective longitudinal studies have suggested that somatic/affective depressive symptoms, but not cognitive/affective depressive symptoms, are related to prognosis in patients with heart disease, but findings have been inconsistent. The aim of this study was to investigate the

  9. Emotional modulation of control dilemmas: the role of positive affect, reward, and dopamine in cognitive stability and flexibility.

    Science.gov (United States)

    Goschke, Thomas; Bolte, Annette

    2014-09-01

    Goal-directed action in changing environments requires a dynamic balance between complementary control modes, which serve antagonistic adaptive functions (e.g., to shield goals from competing responses and distracting information vs. to flexibly switch between goals and behavioral dispositions in response to significant changes). Too rigid goal shielding promotes stability but incurs a cost in terms of perseveration and reduced flexibility, whereas too weak goal shielding promotes flexibility but incurs a cost in terms of increased distractibility. While research on cognitive control has long been conducted relatively independently from the study of emotion and motivation, it is becoming increasingly clear that positive affect and reward play a central role in modulating cognitive control. In particular, evidence from the past decade suggests that positive affect not only influences the contents of cognitive processes, but also modulates the balance between complementary modes of cognitive control. In this article we review studies from the past decade that examined effects of induced positive affect on the balance between cognitive stability and flexibility with a focus on set switching and working memory maintenance and updating. Moreover, we review recent evidence indicating that task-irrelevant positive affect and performance-contingent rewards exert different and sometimes opposite effects on cognitive control modes, suggesting dissociations between emotional and motivational effects of positive affect. Finally, we critically review evidence for the popular hypothesis that effects of positive affect may be mediated by dopaminergic modulations of neural processing in prefrontal and striatal brain circuits, and we refine this "dopamine hypothesis of positive affect" by specifying distinct mechanisms by which dopamine may mediate effects of positive affect and reward on cognitive control. We conclude with a discussion of limitations of current research, point to

  10. Neural bases of different cognitive strategies for facial affect processing in schizophrenia.

    Science.gov (United States)

    Fakra, Eric; Salgado-Pineda, Pilar; Delaveau, Pauline; Hariri, Ahmad R; Blin, Olivier

    2008-03-01

    To examine the neural basis and dynamics of facial affect processing in schizophrenic patients as compared to healthy controls. Fourteen schizophrenic patients and fourteen matched controls performed a facial affect identification task during fMRI acquisition. The emotional task included an intuitive emotional condition (matching emotional faces) and a more cognitively demanding condition (labeling emotional faces). Individual analysis for each emotional condition, and second-level t-tests examining both within-, and between-group differences, were carried out using a random effects approach. Psychophysiological interactions (PPI) were tested for variations in functional connectivity between amygdala and other brain regions as a function of changes in experimental conditions (labeling versus matching). During the labeling condition, both groups engaged similar networks. During the matching condition, schizophrenics failed to activate regions of the limbic system implicated in the automatic processing of emotions. PPI revealed an inverse functional connectivity between prefrontal regions and the left amygdala in healthy volunteers but there was no such change in patients. Furthermore, during the matching condition, and compared to controls, patients showed decreased activation of regions involved in holistic face processing (fusiform gyrus) and increased activation of regions associated with feature analysis (inferior parietal cortex, left middle temporal lobe, right precuneus). Our findings suggest that schizophrenic patients invariably adopt a cognitive approach when identifying facial affect. The distributed neocortical network observed during the intuitive condition indicates that patients may resort to feature-based, rather than configuration-based, processing and may constitute a compensatory strategy for limbic dysfunction.

  11. Cognitions as mediators in the relationship between self-compassion and affect

    Science.gov (United States)

    Arimitsu, Kohki; Hofmann, Stefan G.

    2014-01-01

    Previous studies suggest that self-compassion is related to numerous facets of mental health, but the role of cognitions in this relationship remains unknown. To examine the mediating role of cognitions in the relationship between self-compassion and anxiety, depression, and life satisfaction when controlling for self-esteem in Japanese people, we conducted two studies. Study 1 (N = 231) examined the relationship between self-compassion and affect by modeling negative automatic thoughts as a mediator; Study 2 (N = 233) tested whether positive and negative automatic thoughts meditate this relationship. Results suggested that both self-compassion and self-esteem increased positive automatic thoughts and decreased trait anxiety, whereas only self-esteem increased life satisfaction and decreased depression directly. Positive automatic thoughts increased life satisfaction and decreased depression and trait anxiety, and positive automatic thoughts mediated the relationship between self-compassion and negative affect. These findings suggest that both positive and negative automatic thoughts mediate the relationship between self-compassion and affect in Japanese people. PMID:25395717

  12. Cognitive and Affective Uses of a Thoracic Outlet Syndrome Facebook Support Group.

    Science.gov (United States)

    Walker, Kimberly K

    2014-09-01

    There are currently many disease-specific groups on Facebook in which patients may take an active part (Greene, Choudhry, Kilabuk, & Shrank, 2011). Although uses and gratifications of patient-disease groups have begun to be identified for chronic diseases, rare diseases have been omitted, even though they collectively affect roughly 30 million people in the United States and 350 million people worldwide. This study is a content analysis of one Facebook rare disease patient group, the Thoracic Outlet Syndrome (TOS) Awareness group. All wall posts were recorded and content analyzed for cognitive and affective categories and subcategories between October 9, 2011 (date of site origin), and May 1, 2012. Analysis of cognitive needs indicated TOS patients used the site more to share information about their own TOS symptoms and journey with diagnosis than to seek information. Analysis of affective needs found patients were more likely to use the site to give support and encouragement to others than to express concerns and complaints. The complaints they did express were primarily related to their frustration with the general medical community's perceived inability to diagnose and understand their disease or to question a specific doctor's diagnosis/recommendation. Results point to needs specific to TOS patients that uses and gratifications research can help clarify.

  13. The Role of Cognitive and Affective Empathy in Spouses' Support Interactions: An Observational Study

    Science.gov (United States)

    Verhofstadt, Lesley; Devoldre, Inge; Buysse, Ann; Stevens, Michael; Hinnekens, Céline; Ickes, William; Davis, Mark

    2016-01-01

    The present study examined how support providers’ empathic dispositions (dispositional perspective taking, empathic concern, and personal distress) as well as their situational empathic reactions (interaction-based perspective taking, empathic concern, and personal distress) relate to the provision of spousal support during observed support interactions. Forty-five committed couples provided questionnaire data and participated in two ten-minute social support interactions designed to assess behaviors when partners are offering and soliciting social support. A video-review task was used to assess situational forms of perspective taking (e.g., empathic accuracy), empathic concern and personal distress. Data were analyzed by means of the multi-level Actor-Partner Interdependence Model. Results revealed that providers scoring higher on affective empathy (i.e., dispositional empathic concern), provided lower levels of negative support. In addition, for male partners, scoring higher on cognitive empathy (i.e., situational perspective taking) was related to lower levels of negative support provision. For both partners, higher scores on cognitive empathy (i.e., situational perspective taking) correlated with more instrumental support provision. Male providers scoring higher on affective empathy (i.e., situational personal distress) provided higher levels of instrumental support. Dispositional perspective taking was related to higher scores on emotional support provision for male providers. The current study furthers our insight into the empathy-support link, by revealing differential effects (a) for men and women, (b) of both cognitive and affective empathy, and (c) of dispositional as well as situational empathy, on different types of support provision. PMID:26910769

  14. Education, bilingualism, and cognitive trajectories: Sacramento Area Latino Aging Study (SALSA).

    Science.gov (United States)

    Mungas, Dan; Early, Dawnté R; Glymour, M Maria; Zeki Al Hazzouri, Adina; Haan, Mary N

    2018-01-01

    This study examined the influence of education, country where education occurred, and monolingual-bilingual (English/Spanish) language usage on late life cognitive trajectories in the Sacramento Area Latino Study on Aging (SALSA), an epidemiological study of health and cognition in Hispanics, mostly of Mexican origin, age 60 and over (N = 1,499). SALSA followed a large cohort of older Latinos for up to 7 assessment waves from 1998 to 2007. Global cognition was assessed by using the Modified Mini Mental State Examination, and the Spanish English Verbal Learning Test was used to measure episodic memory. Education, country of origin, and language usage patterns were collected at the baseline assessment and used as predictors of longitudinal trajectories of cognition. Parallel process mixed effects models were used to examine effects of education and language variables on baseline cognition and rate of cognitive decline. Mixed effects longitudinal models showed that education had strong effects on baseline global cognition and verbal memory but was not related to decline over up to 9 years of longitudinal follow-up. Differences in education effects between subgroups educated in Mexico and in the United States were minor. Monolingual-bilingual language usage was not related to cognitive decline, and bilinguals did not significantly differ from monolingual English speakers on baseline cognitive scores. Hypotheses that higher education and bilingualism protect against late life cognitive decline were not supported and education effects on late-life cognitive trajectories did not substantially differ across U.S.- and Mexico-educated groups. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

  15. Cognitive and affective theory of mind in dementia with Lewy bodies and Alzheimer's disease.

    Science.gov (United States)

    Heitz, Camille; Noblet, Vincent; Phillipps, Clélie; Cretin, Benjamin; Vogt, Natacha; Philippi, Nathalie; Kemp, Jennifer; de Petigny, Xavier; Bilger, Mathias; Demuynck, Catherine; Martin-Hunyadi, Catherine; Armspach, Jean-Paul; Blanc, Frédéric

    2016-03-16

    Theory of mind (ToM) refers to the ability to attribute mental states, thoughts (cognitive component) or feelings (affective component) to others. This function has been studied in many neurodegenerative diseases; however, to our knowledge, no studies investigating ToM in dementia with Lewy bodies (DLB) have been published. The aim of our study was to assess ToM in patients with DLB and to search for neural correlates of potential deficits. Thirty-three patients with DLB (DLB group) and 15 patients with Alzheimer's disease (AD group), all in the early stage of the disease, as well as 16 healthy elderly control subjects (HC group), were included in the study. After a global cognitive assessment, we used the Faux Pas Recognition (FPR) test, the Reading the Mind in the Eyes (RME) test and Ekman's Facial Emotion Recognition test to assess cognitive and affective components of ToM. Patients underwent cerebral 3-T magnetic resonance imaging, and atrophy of grey matter was analysed using voxel-based morphometry. We performed a one-sample t test to investigate the correlation between each ToM score and grey matter volume and a two-sample t test to compare patients with DLB impaired with those non-impaired for each test. The DLB group performed significantly worse than the HC group on the FPR test (P = 0.033) and the RME test (P = 0.015). There was no significant difference between the AD group and the HC group or between the DLB group and the AD group. Some brain regions were associated with ToM impairments. The prefrontal cortex, with the inferior frontal cortex and the orbitofrontal cortex, was the main region, but we also found correlations with the temporoparietal junction, the precuneus, the fusiform gyrus and the insula. This study is the first one to show early impairments of ToM in DLB. The two cognitive and affective components both appear to be affected in this disease. Among patients with ToM difficulties, we found atrophy in brain regions classically

  16. Reframing bioethics education for non-professionals: lessons from cognitive anthropology and education theory.

    Science.gov (United States)

    Emmerich, Nathan

    2014-01-01

    It is increasingly common for universities to provide cross-curricular education in bioethics as part of contemporary attempts to produce 'global citizens.' In this article I examine three perspectives drawn from research into pedagogy that has been conducted from the perspective of cognitive anthropology and consider its relevance to bioethics education. I focus on: two metaphors of learning, participation and acquisition, identified by Sfard; the psychological notion of moral development; and the distinction between socialization and enculturation. Two of these perspectives have been particularly fruitful in understanding the processes of teaching and learning in a variety of domains. The third perspective has been developed in relation to the formal ethical education of medical students. I examine their relevance for 'non-professional' bioethics education suggesting that if we take seriously the idea that it is part of 'educating for citizenship' then the distinction between 'ethics' and 'politics' is blurred as such programmes aim at the development of student's political subjectivity.

  17. Graduate Social Work Education and Cognitive Complexity: Does Prior Experience Really Matter?

    Science.gov (United States)

    Simmons, Chris

    2014-01-01

    This study examined the extent to which age, education, and practice experience among social work graduate students (N = 184) predicted cognitive complexity, an essential aspect of critical thinking. In the regression analysis, education accounted for more of the variance associated with cognitive complexity than age and practice experience. When…

  18. Genetic and environmental transactions linking cognitive ability, physical fitness, and education in late life

    DEFF Research Database (Denmark)

    Johnson, Wendy; Deary, Ian J; McGue, Matt

    2009-01-01

    Cognitive ability and physical fitness are important to the ability to live independently in late life. Both are also related to level of attained education, with better educated older adults tending to display better cognitive ability and better late-life physical health. Chronic illnesses...

  19. The Ups and Downs of Cognitive Function: Neuroticism and Negative Affect Drive Performance Inconsistency.

    Science.gov (United States)

    Munoz, Elizabeth; Stawski, Robert S; Sliwinski, Martin J; Smyth, Joshua M; MacDonald, Stuart W S

    2018-03-26

    Response time inconsistency (RTI)-or trial-to-trial variability in speeded performance-is increasingly recognized as an indicator of transient lapses of attention, cognitive health status, and central nervous system integrity, as well as a potential early indicator of normal and pathological cognitive aging (Hultsch, Strauss, Hunter, & MacDonald, 2008; MacDonald, Li, & Bäckman, 2009). Comparatively, little research has examined personality predictors of RTI across adulthood. We evaluated the association between the personality trait neuroticism and RTI in a community-dwelling sample of 317 adults between the ages of 19 to 83 and tested for two indirect pathways through negative affect (NA) and cognitive interference (CI). The personality trait neuroticism predicted greater RTI independent of mean response time performance and demographic covariates; the results were age-invariant. Furthermore, NA (but not CI) accounted for this association and moderated mediation model results indicated that older adults were more vulnerable to the adverse effects of NA. Neuroticism predicts greater response time inconsistency irrespective of mean performance and this effect is driven largely by heightened negative emotionality that may be particularly detrimental for older adults.

  20. 15q11.2 CNV affects cognitive, structural and functional correlates of dyslexia and dyscalculia.

    Science.gov (United States)

    Ulfarsson, M O; Walters, G B; Gustafsson, O; Steinberg, S; Silva, A; Doyle, O M; Brammer, M; Gudbjartsson, D F; Arnarsdottir, S; Jonsdottir, G A; Gisladottir, R S; Bjornsdottir, G; Helgason, H; Ellingsen, L M; Halldorsson, J G; Saemundsen, E; Stefansdottir, B; Jonsson, L; Eiriksdottir, V K; Eiriksdottir, G R; Johannesdottir, G H; Unnsteinsdottir, U; Jonsdottir, B; Magnusdottir, B B; Sulem, P; Thorsteinsdottir, U; Sigurdsson, E; Brandeis, D; Meyer-Lindenberg, A; Stefansson, H; Stefansson, K

    2017-04-25

    Several copy number variants have been associated with neuropsychiatric disorders and these variants have been shown to also influence cognitive abilities in carriers unaffected by psychiatric disorders. Previously, we associated the 15q11.2(BP1-BP2) deletion with specific learning disabilities and a larger corpus callosum. Here we investigate, in a much larger sample, the effect of the 15q11.2(BP1-BP2) deletion on cognitive, structural and functional correlates of dyslexia and dyscalculia. We report that the deletion confers greatest risk of the combined phenotype of dyslexia and dyscalculia. We also show that the deletion associates with a smaller left fusiform gyrus. Moreover, tailored functional magnetic resonance imaging experiments using phonological lexical decision and multiplication verification tasks demonstrate altered activation in the left fusiform and the left angular gyri in carriers. Thus, by using convergent evidence from neuropsychological testing, and structural and functional neuroimaging, we show that the 15q11.2(BP1-BP2) deletion affects cognitive, structural and functional correlates of both dyslexia and dyscalculia.

  1. Geoscience Education and Cognition Research at George Mason University

    Science.gov (United States)

    Mattietti, G. K.; Peters, E. E.; Verardo, S.

    2009-12-01

    Cognition research in Geoscience is the focus of a small group of faculty from the College of Science and the College of Education and Human Development at George Mason University. We approached this research when we were involved in an Institution-wide effort to assess critical thinking, one of the competencies mandated for evaluation by the State Council of Higher Education of Virginia. Our group started spontaneously and informally from personal interests and enthusiasm for what and how our students are learning about Geology and in general about science. We want to understand what our students bring to the course, their attitude towards science, their knowledge of the scientific enterprise and preconceived ideas—and what our students take away from the course, beyond the course content. We believe that, with the support of cognitive science, we can improve the learning experience and therefore enhance the learning outcomes for science and non-science majors alike. Our Institution offers introductory Physical and Historical Geology classes populated primarily by non-science-major undergraduates. Geology lectures range in size from 90 to over 220 students per session per semester, with laboratory sessions averaging 27 students per session. With this large student population, it is necessary to use research tools that give us valuable information about student cognition, while being efficient in terms of time use and logistics. Some examples of our work include critical readings on Geoscience topics, surveys on students’ understanding of science as a way of knowing, exercises with built-in self-efficacy assessments, and concept mapping. The common denominator among these tools is that they are calibrated to address one or more of the higher levels in the revised Bloom’s Taxonomy of the Cognitive Domain, which form a complex assessment of student learning processes. These tools, once refined, can provide us with a better view of how our students learn in

  2. Cognitive Change across Cognitive-Behavioral and Light Therapy Treatments for Seasonal Affective Disorder: What Accounts for Clinical Status the Next Winter?

    Science.gov (United States)

    Evans, Maggie; Rohan, Kelly J; Sitnikov, Lilya; Mahon, Jennifer N; Nillni, Yael I; Lindsey, Kathryn Tierney; Vacek, Pamela M

    2013-12-01

    Efficacious treatments for seasonal affective disorder include light therapy and a seasonal affective disorder-tailored form of cognitive-behavioral therapy. Using data from a parent clinical trial, these secondary analyses examined the relationship between cognitive change over treatment with cognitive-behavioral therapy, light therapy, or combination treatment and mood outcomes the next winter. Sixty-nine participants were randomly assigned to 6-weeks of cognitive-behavioral therapy, light therapy, or combination treatment. Cognitive constructs (i.e., dysfunctional attitudes, negative automatic thoughts, and rumination) were assessed at pre- and post-treatment. Dysfunctional attitudes, negative automatic thoughts, and rumination improved over acute treatment, regardless of modality; however, in participants randomized to solo cognitive-behavioral therapy, a greater degree of improvement in dysfunctional attitudes and automatic thoughts was uniquely associated with less severe depressive symptoms the next winter. Change in maladaptive thoughts during acute treatment appears mechanistic of solo cognitive-behavioral therapy's enduring effects the next winter, but is simply a consequence of diminished depression in light therapy and combination treatment.

  3. Engaging in cultural activities compensates for educational differences in cognitive abilities.

    Science.gov (United States)

    Soubelet, Andrea

    2011-09-01

    The goal of the current project was to examine whether engagement in intellectual/cultural activities explains the long-term effects of education on cognitive abilities throughout adulthood, and whether it compensates for educational differences in cognitive abilities throughout adulthood. Participants between 18 and 96 years of age completed a comprehensive questionnaire about intellectual/cultural activities that they participated in and performed a wide variety of cognitive tests. There were no mediation effects of engagement in intellectual/cultural activities on the relationship between education and cognitive functioning. In contrast, engagement in intellectual/cultural activities was found to moderate the relations between education and the level of fluid ability, working memory, speed of processing, and episodic memory. Findings suggest that the risk of cognitive decline in people with less education can be reduced via engagement in intellectual and cultural activities throughout adulthood.

  4. The relationship between cognitive processing of affective verbal material and the basic personality structure

    Directory of Open Access Journals (Sweden)

    Orlić Ana

    2010-01-01

    Full Text Available The aim of this study was to investigate the relationship between cognitive processing of affective verbal material and the basic personality structure. For the purposes of research a new experiment was created, where affective priming was measured in a lexical decision task. The term affective priming stands for facilitation in recognition of the stimuli that comes after the presentation of stimuli of the same valence. In this experiment, two words were presented on a screen in front of the subject (stimuli-prime and stimuli-target. Those two words were of the same or different affective valence, and the subject's were instructed to respond whether the second word on the screen had a meaning or not. The basic personality structure was defined by the 'Big five' model and the Disintegration model and measured by NEO PI-R and Delta 10 questionnaires. The results of the affective priming experiment indicated a strong effect of positive facilitation and much weaker effect off negative facilitation. Two significant functions were extracted by quasicanonical correlation analysis. The first function showed correlation between the effect of positive facilitation and all of the subscales of Neuroticism, Extraversion and Conscientiousness (NEO PI-R, as well as all sub dimensions of Disintegration (DELTA 10. The second one indicated to a correlation between the negative facilitation effect and some subscales of Neuroticism, Extraversion and Agreeableness (NEO PI-R, as well as all subscales of Disintegration (DELTA 10.

  5. Cognitive and affective reasons to expatriate and work adjustment of expatriate academics

    DEFF Research Database (Denmark)

    Selmer, Jan; Lauring, Jakob

    2013-01-01

    Despite the apparent increasing internationalization of the academic world, research on expatriate academics has remained negligible compared to the literature on business expatriates, which has increased rapidly in recent years. This is regrettable, since it is not obvious to what extent research...... findings regarding business expatriates also are applicable to expatriate academics. To examine cognitive and affective reasons to expatriate and work adjustment, a questionnaire was directed electronically towards expatriate academics from 60 countries employed in 35 universities in 5 northern European...... countries. Results indicated that one of the affective reasons to expatriate, refugee reasons (life change/escape), has a clear negative influence on both job adjustment and time to proficiency. However, none of the other studied reasons for expatriate academics to go abroad had any association...

  6. TMS Affects Moral Judgment, Showing the Role of DLPFC and TPJ in Cognitive and Emotional Processing

    Directory of Open Access Journals (Sweden)

    Danique eJeurissen

    2014-02-01

    Full Text Available Decision-making involves a complex interplay of emotional responses and reasoning processes. In this study, we use TMS to explore the neurobiological substrates of moral decisions in humans. To examining the effects of TMS on the outcome of a moral-decision, we compare the decision outcome of moral-personal and moral-impersonal dilemmas to each other and examine the differential effects of applying TMS over the right DLPFC or right TPJ. In this comparison, we find that the TMS-induced disruption of the DLPFC during the decision process, affects the outcome of the moral-personal judgment, while TMS-induced disruption of TPJ affects only moral-impersonal conditions. In other words, we find a double-dissociation between DLPFC and TPJ in the outcome of a moral decision. Furthermore, we find that TMS-induced disruption of the DLPFC during non-moral, moral-impersonal, and moral-personal decisions lead to lower ratings of regret about the decision. Our results are in line with the dual-process theory and suggest a role for both the emotional response and cognitive reasoning process in moral judgment. Both the emotional and cognitive processes were shown to be involved in the decision outcome.

  7. Social Marketing in Malaysia: Cognitive, Affective, and Normative Mediators of the TAK NAK Antismoking Advertising Campaign.

    Science.gov (United States)

    Lee, Wonkyong Beth; Fong, Geoffrey T; Dewhirst, Timothy; Kennedy, Ryan D; Yong, Hua-Hie; Borland, Ron; Awang, Rahmat; Omar, Maizurah

    2015-01-01

    Antismoking mass media campaigns are known to be effective as part of comprehensive tobacco control programs in high-income countries, but such campaigns are relatively new in low- and middle-income countries and there is a need for strong evaluation studies from these regions. This study examines Malaysia's first national antismoking campaign, TAK NAK. The data are from the International Tobacco Control Malaysia Survey, which is an ongoing cohort survey of a nationally representative sample of adult smokers (18 years and older; N = 2,006). The outcome variable was quit intentions of adult smokers, and the authors assessed the extent to which quit intentions may have been strengthened by exposure to the antismoking campaign. The authors also tested whether the impact of the campaign on quit intentions was related to cognitive mechanisms (increasing thoughts about the harm of smoking), affective mechanisms (increasing fear from the campaign), and perceived social norms (increasing perceived social disapproval about smoking). Mediational regression analyses revealed that thoughts about the harm of smoking, fear arousal, and social norms against smoking mediated the relation between TAK NAK impact and quit intentions. Effective campaigns should prompt smokers to engage in both cognitive and affective processes and encourage consideration of social norms about smoking in their society.

  8. The Adolescent HIV Disclosure Cognition and Affect Scale: Preliminary Reliability and Validity.

    Science.gov (United States)

    Evangeli, Michael

    2017-07-01

    Globally, there are 2 million HIV-positive 10-19-year-olds. One challenge for this population is sharing their HIV status with others (onward HIV disclosure). There are no multi-item, multidimensional scales of HIV disclosure cognitions and affect for young people living with HIV. An 18-item measure of HIV disclosure cognition and affect was developed, administered to 65 adolescents living with HIV (aged 12-16 years). Data were explored using principal component analysis and preliminary construct and criterion validity assessed. Three factors were revealed: negative disclosure attitudes and feelings, self-efficacy, and positive disclosure attitudes and feelings. The full scale and its subscales were internally consistent. The total score showed statistically significant positive relationships with HIV disclosure in the past 6 months, HIV disclosure intention and self-perception. Preliminary evidence of the measure's good psychometric properties suggests it may be helpful in future clinical and research work. © The Author 2017. Published by Oxford University Press on behalf of the Society of Pediatric Psychology. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com

  9. Cognitive, Affective Problems and Renal Cross Ectopy in a Patient with 48,XXYY/47,XYY Syndrome

    Directory of Open Access Journals (Sweden)

    Sefa Resim

    2015-01-01

    Full Text Available Klinefelter syndrome is the most common sex chromosome abnormality (SCA in infertile patients and 47,XXY genomic configuration constitutes most of the cases. However, additional Xs and/or Y such as 48,XXYY, 48,XXXY, and 47,XYY can occur less frequently than 47,XXY. Those configurations were considered as variants of Klinefelter syndrome. In this report, we present an infertile man with tall stature and decreased testicular volume. Semen analysis and hormonal evaluation supported the diagnosis of nonobstructive azoospermia. Genetic investigation demonstrated an abnormal male karyotype with two X chromosomes and two Y chromosomes consistent with 48,XXYY(17/47,XYY (13. Additionally, the patient expressed cognitive and affective problems which were documented by psychomotor retardation and borderline intelligence measured by an IQ value between 70 and 80. Systemic evaluation also revealed cross ectopy and malrotation of the right kidney in the patient. The couple was referred to microtesticular sperm extraction (micro-TESE/intracytoplasmic sperm injection (ICSI cycles and preimplantation genetic diagnosis (PGD. To the best of our knowledge, this is the first report of combination of XYY and XXYY syndromes associated with cognitive, affective dysfunction and renal malrotation.

  10. TMS affects moral judgment, showing the role of DLPFC and TPJ in cognitive and emotional processing.

    Science.gov (United States)

    Jeurissen, Danique; Sack, Alexander T; Roebroeck, Alard; Russ, Brian E; Pascual-Leone, Alvaro

    2014-01-01

    Decision-making involves a complex interplay of emotional responses and reasoning processes. In this study, we use TMS to explore the neurobiological substrates of moral decisions in humans. To examining the effects of TMS on the outcome of a moral-decision, we compare the decision outcome of moral-personal and moral-impersonal dilemmas to each other and examine the differential effects of applying TMS over the right DLPFC or right TPJ. In this comparison, we find that the TMS-induced disruption of the DLPFC during the decision process, affects the outcome of the moral-personal judgment, while TMS-induced disruption of TPJ affects only moral-impersonal conditions. In other words, we find a double-dissociation between DLPFC and TPJ in the outcome of a moral decision. Furthermore, we find that TMS-induced disruption of the DLPFC during non-moral, moral-impersonal, and moral-personal decisions lead to lower ratings of regret about the decision. Our results are in line with the dual-process theory and suggest a role for both the emotional response and cognitive reasoning process in moral judgment. Both the emotional and cognitive processes were shown to be involved in the decision outcome.

  11. Cognitive and affective dimensions of difficulties in emotional functioning in somatoform disorders and borderline personality disorder.

    Science.gov (United States)

    van Dijke, Annemiek; van der Hart, Onno; van Son, Maarten; Bühring, Martina; van der Heijden, Peter; Ford, Julian D

    2013-01-01

    To study difficulties in emotional functioning in two mental disorders that have been associated with difficulties in identifying and modulating emotions: borderline personality disorder (BPD) and somatoform disorder (SoD). In 472 psychiatric inpatients, difficulties in emotional functioning were measured using the Bermond-Vorst Alexithymia Questionnaire. Profiles of difficulties in emotional functioning were identified, suggesting that patients diagnosed with BPD with or without SoD were more likely to report difficulty identifying emotions and less likely to report reduced ability to fantasize or 'pensée opératoire' (externally oriented thinking) than patients diagnosed with SoD only and patients with mixed anxiety and affective disorders. SoD patients were more likely to report reduced ability to phantasize or pensée opératoire than difficulty identifying emotions. Patients with mixed anxiety and affective disorders were more likely to report reduced ability to experience emotions than patients diagnosed with BPD and/or SoD. By using a finer-grained perspective on difficulties in emotional functioning some evidence was found for the existence of cognitive-emotional profiles that may provide more clinically relevant information than alexithymia as just a unitary construct. Further research on cognitive-emotional profiles of difficulties in emotional functioning is needed to advance the understanding, diagnosis and treatment of mental disorders. Copyright © 2012 S. Karger AG, Basel.

  12. Affect, Behavior, Cognition, and Desire in the Big Five: An Analysis of Item Content and Structure

    Science.gov (United States)

    Wilt, Joshua; Revelle, William

    2015-01-01

    Personality psychology is concerned with affect (A), behavior (B), cognition (C) and desire (D), and personality traits have been defined conceptually as abstractions used to either explain or summarize coherent ABC (and sometimes D) patterns over time and space. However, this conceptual definition of traits has not been reflected in their operationalization, possibly resulting in theoretical and practical limitations to current trait inventories. Thus, the goal of this project was to determine the affective, behavioral, cognitive and desire (ABCD) components of Big-Five personality traits. The first study assessed the ABCD content of items measuring Big-Five traits in order to determine the ABCD composition of traits and identify items measuring relatively high amounts of only one ABCD content. The second study examined the correlational structure of scales constructed from items assessing ABCD content via a large, web-based study. An assessment of Big-Five traits that delineates ABCD components of each trait is presented, and the discussion focuses on how this assessment builds upon current approaches of assessing personality. PMID:26279606

  13. Variables Affecting a Level of Practice and Quality of Educational Quality Assurance in Basic Education Schools

    Directory of Open Access Journals (Sweden)

    Jakkapong Prongprommarat

    2016-10-01

    Full Text Available The purposes of this research were to study the Level of Practice and Quality of Educational Quality Assurance in Basic Education Schools of the Office of the Basic Education Commission. The sample consisted of 60 secondnary schools in Office of the basic Education Commission in the provinces of Chaiyaphum, Nakhon Ratchasima, Burirum, Surin and Khon Kaen were drawn by using proportionally with the number of teachers in each school. The data were collected by using (1 the questionnaire on the acting of educational quality assurance in basic education schools. (2 the record form the external assessment of the office for National Education Standards and Quality Assessment, (3 the questionnaire on the director leadership, (2 test of the directors and teachers attitudes towards educational quality assurance, (5 test of the directors and teachers inquirying motive, (6 test of the directors and teachers working responsibility, and (7 the questionnaire on the directors and teachers cooperative. The statistical methods used to analysis the data were mean, standard deviation, coefficient of variation and path analysis. The findings revealed that: 1. The level of acting of educational quality assurance in basic education schools was at a high level. There was just a fairly difference in acting of educational quality assurance in basic education schools. 2. The level of external quality assessment in basic education schools was at a good level. There was just a little difference in external quality assessment in basic education schools. 3. The variables affecting level of acting of educational quality assurance in basic education schools were the level of the school directors attitudes towards educational quality assurance (β = 0.10, the level of the school directors working responsibility (β = 0.13, the level of the teacher attitudes towards educational quality assurance (β = 0.23 and the level of the teachers inquirying motive (β = 0.49 These four

  14. Is there an association between subjective and objective measures of cognitive function in patients with affective disorders?

    DEFF Research Database (Denmark)

    Svendsen, Anne M; Kessing, Lars V; Munkholm, Klaus

    2012-01-01

    .01) but there were no differences between patient groups (P > 0.1). We found no correlation between subjectively experienced and objectively measured cognitive dysfunction in BD (P = 0.7), and a non-significant trend towards a correlation in UD (P = 0.06), which disappeared when controlling for gender (P = 0......Background: Patients with affective disorders experience cognitive dysfunction in addition to their affective symptoms. The relationship between subjectively experienced and objectively measured cognitive function is controversial with several studies reporting no correlation between subjective...... and objective deficits. Aims: To investigate whether there is a correlation between subjectively reported and objectively measured cognitive function in patients with affective disorders, and whether subjective complaints predict objectively measured dysfunction. Methods: The study included 45 participants; 15...

  15. The importance of need for cognition and educational experience in enhanced and standard substance abuse treatment.

    Science.gov (United States)

    Czuchry, Michael; Dansereau, Donald F

    2004-06-01

    The current study examined the relationship between need for cognition (i.e., cognitive motivation or "will") and educational experience (i.e., cognitive ability or "skill") to perceived improvements during treatment of probationers receiving residential treatment within the criminal justice system. Probationers were randomly assigned to either receive motivational activities developed by the authors (the "enhanced" condition), or treatment as usual (but with access to general reading materials in lieu of the motivational activities). Need for cognition and educational experience were assessed and used as blocking variables, and ratings of progress were assessed midway and toward the end of treatment. The results indicate that both need for cognition and educational experience are important predictors of improvement during treatment, and that the motivational activities developed by the authors were particularly valuable for clients with lower levels of need for cognition.

  16. Does Faculty Incivility in Nursing Education Affect Emergency Nursing Practice?

    Science.gov (United States)

    Stokes, Pamela

    Incivility in nursing education is a complicated problem which causes disruptions in the learning process and negatively affects future nursing practice. This mixed method research study described incivility as well as incivility's effects through extensive literature review and application of a modified Incivility in Nursing Education (INE) survey. The INE included six demographic items, four quantitative sections, and five open-ended questions. The survey examined emergency nurses' perceptions of incivility and how the experience affected their personal nursing practice. The INE was initially tested in a 2004 pilot study by Dr. Cynthia Clark. For this research study, modifications were made to examine specifically emergency nurse's perceptions of incivility and the effects on their practice. The population was a group of nurses who were members of the emergency nurses association in a Midwestern state. In the quantitative component of the Incivility in Nursing Education (INE) survey, the Likert scale questions indicated that the majority of the participants reported witnessing or experiencing the uncivil behaviors. In the qualitative section of the INE survey, the participants reported that although they have not seen incivility within their own academic career, they had observed faculty incivility with nursing students when the participants were assigned as preceptors as part of their emergency nursing practice.

  17. Cognitive function affects trainability for physical performance in exercise intervention among older adults with mild cognitive impairment.

    Science.gov (United States)

    Uemura, Kazuki; Shimada, Hiroyuki; Makizako, Hyuma; Doi, Takehiko; Yoshida, Daisuke; Tsutsumimoto, Kota; Anan, Yuya; Suzuki, Takao

    2013-01-01

    Although much evidence supports the hypothesis that cognitive function and physical function are interrelated, it is unclear whether cognitive decline with mild cognitive impairment influences trainability of physical performance in exercise intervention. The purpose of this study was to examine the association between cognitive function at baseline and change in physical performance after exercise intervention in older adults with mild cognitive impairment. Forty-four older adults diagnosed with mild cognitive impairment based on the Peterson criteria (mean age 74.8 years) consented to and completed a 6-month twice weekly exercise intervention. The Timed Up and Go (TUG) test was used as a measure of physical performance. The Mini-Mental State Examination (MMSE), Trail Making Test Part B, Geriatric Depression Scale, baseline muscle strength of knee extension, and attendance rate of intervention, were measured as factors for predicting trainability. In the correlation analysis, the change in TUG showed modest correlations with attendance rate in the exercise program (r = -0.354, P = 0.027) and MMSE at baseline (r = -0.321, P = 0.034). A multiple regression analysis revealed that change in TUG was independently associated with attendance rate (β = -0.322, P = 0.026) and MMSE score (β = -0.295, P = 0.041), controlling for age and gender. General cognitive function was associated with improvements in physical performance after exercise intervention in subjects with mild cognitive impairment. Further research is needed to examine the effects of exercise programs designed to address cognitive obstacles in older adults with mild cognitive impairment.

  18. Breakfast staple types affect brain gray matter volume and cognitive function in healthy children.

    Directory of Open Access Journals (Sweden)

    Yasuyuki Taki

    Full Text Available Childhood diet is important for brain development. Furthermore, the quality of breakfast is thought to affect the cognitive functioning of well-nourished children. To analyze the relationship among breakfast staple type, gray matter volume, and intelligence quotient (IQ in 290 healthy children, we used magnetic resonance images and applied voxel-based morphometry. We divided subjects into rice, bread, and both groups according to their breakfast staple. We showed that the rice group had a significantly larger gray matter ratio (gray matter volume percentage divided by intracranial volume and significantly larger regional gray matter volumes of several regions, including the left superior temporal gyrus. The bread group had significantly larger regional gray and white matter volumes of several regions, including the right frontoparietal region. The perceptual organization index (POI; IQ subcomponent of the rice group was significantly higher than that of the bread group. All analyses were adjusted for age, gender, intracranial volume, socioeconomic status, average weekly frequency of having breakfast, and number of side dishes eaten for breakfast. Although several factors may have affected the results, one possible mechanism underlying the difference between the bread and the rice groups may be the difference in the glycemic index (GI of these two substances; foods with a low GI are associated with less blood-glucose fluctuation than are those with a high GI. Our study suggests that breakfast staple type affects brain gray and white matter volumes and cognitive function in healthy children; therefore, a diet of optimal nutrition is important for brain maturation during childhood and adolescence.

  19. Breakfast staple types affect brain gray matter volume and cognitive function in healthy children.

    Science.gov (United States)

    Taki, Yasuyuki; Hashizume, Hiroshi; Sassa, Yuko; Takeuchi, Hikaru; Asano, Michiko; Asano, Kohei; Kawashima, Ryuta

    2010-12-08

    Childhood diet is important for brain development. Furthermore, the quality of breakfast is thought to affect the cognitive functioning of well-nourished children. To analyze the relationship among breakfast staple type, gray matter volume, and intelligence quotient (IQ) in 290 healthy children, we used magnetic resonance images and applied voxel-based morphometry. We divided subjects into rice, bread, and both groups according to their breakfast staple. We showed that the rice group had a significantly larger gray matter ratio (gray matter volume percentage divided by intracranial volume) and significantly larger regional gray matter volumes of several regions, including the left superior temporal gyrus. The bread group had significantly larger regional gray and white matter volumes of several regions, including the right frontoparietal region. The perceptual organization index (POI; IQ subcomponent) of the rice group was significantly higher than that of the bread group. All analyses were adjusted for age, gender, intracranial volume, socioeconomic status, average weekly frequency of having breakfast, and number of side dishes eaten for breakfast. Although several factors may have affected the results, one possible mechanism underlying the difference between the bread and the rice groups may be the difference in the glycemic index (GI) of these two substances; foods with a low GI are associated with less blood-glucose fluctuation than are those with a high GI. Our study suggests that breakfast staple type affects brain gray and white matter volumes and cognitive function in healthy children; therefore, a diet of optimal nutrition is important for brain maturation during childhood and adolescence.

  20. Communication‐related affective, behavioral, and cognitive reactions in speakers with spasmodic dysphonia

    Science.gov (United States)

    Vanryckeghem, Martine

    2017-01-01

    Objectives To investigate the self‐perceived affective, behavioral, and cognitive reactions associated with communication of speakers with spasmodic dysphonia as a function of employment status. Study Design Prospective cross‐sectional investigation Methods 148 Participants with spasmodic dysphonia (SD) completed an adapted version of the Behavior Assessment Battery (BAB‐Voice), a multidimensional assessment of self‐perceived reactions to communication. The BAB‐Voice consisted of four subtests: the Speech Situation Checklist for A) Emotional Reaction (SSC‐ER) and B) Speech Disruption (SSC‐SD), C) the Behavior Checklist (BCL), and D) the Communication Attitude Test for Adults (BigCAT). Participants were assigned to groups based on employment status (working versus retired). Results Descriptive comparison of the BAB‐Voice in speakers with SD to previously published non‐dysphonic speaker data revealed substantially higher scores associated with SD across all four subtests. Multivariate Analysis of Variance (MANOVA) revealed no significantly different BAB‐Voice subtest scores as a function of SD group status (working vs. retired). Conclusions BAB‐Voice scores revealed that speakers with SD experienced substantial impact of their voice disorder on communication attitude, coping behaviors, and affective reactions in speaking situations as reflected in their high BAB scores. These impacts do not appear to be influenced by work status, as speakers with SD who were employed or retired experienced similar levels of affective and behavioral reactions in various speaking situations and cognitive responses. These findings are consistent with previously published pilot data. The specificity of items assessed by means of the BAB‐Voice may inform the clinician of valid patient‐centered treatment goals which target the impairment extended beyond the physiological dimension. Level of Evidence 2b PMID:29299525

  1. Communication-related affective, behavioral, and cognitive reactions in speakers with spasmodic dysphonia.

    Science.gov (United States)

    Watts, Christopher R; Vanryckeghem, Martine

    2017-12-01

    To investigate the self-perceived affective, behavioral, and cognitive reactions associated with communication of speakers with spasmodic dysphonia as a function of employment status. Prospective cross-sectional investigation. 148 Participants with spasmodic dysphonia (SD) completed an adapted version of the Behavior Assessment Battery (BAB-Voice), a multidimensional assessment of self-perceived reactions to communication. The BAB-Voice consisted of four subtests: the Speech Situation Checklist for A) Emotional Reaction (SSC-ER) and B) Speech Disruption (SSC-SD), C) the Behavior Checklist (BCL), and D) the Communication Attitude Test for Adults (BigCAT). Participants were assigned to groups based on employment status (working versus retired). Descriptive comparison of the BAB-Voice in speakers with SD to previously published non-dysphonic speaker data revealed substantially higher scores associated with SD across all four subtests. Multivariate Analysis of Variance (MANOVA) revealed no significantly different BAB-Voice subtest scores as a function of SD group status (working vs. retired). BAB-Voice scores revealed that speakers with SD experienced substantial impact of their voice disorder on communication attitude, coping behaviors, and affective reactions in speaking situations as reflected in their high BAB scores. These impacts do not appear to be influenced by work status, as speakers with SD who were employed or retired experienced similar levels of affective and behavioral reactions in various speaking situations and cognitive responses. These findings are consistent with previously published pilot data. The specificity of items assessed by means of the BAB-Voice may inform the clinician of valid patient-centered treatment goals which target the impairment extended beyond the physiological dimension. 2b.

  2. Does neurocognitive function affect cognitive bias toward an emotional stimulus? Association between general attentional ability and attentional bias toward threat

    Directory of Open Access Journals (Sweden)

    Yuko eHakamata

    2014-08-01

    Full Text Available Background: Although poorer cognitive performance has been found to be associated with anxiety, it remains unclear whether neurocognitive function affects biased cognitive processing toward emotional information. We investigated whether general cognitive function evaluated with a standard neuropsychological test predicts biased cognition, focusing on attentional bias toward threat.Methods: One hundred and five healthy young adults completed a dot-probe task measuring attentional bias and the Repeatable Battery for the Assessment of Neuropsychological Status (RBANS measuring general cognitive function, which consists of five domains: immediate memory, visuospatial/constructional, language, attention, and delayed memory. Stepwise multiple regression analysis was performed to examine the relationships between attentional bias and cognitive function. Results: The attentional domain was the best predictor of attentional bias toward threat (β = -0.26, p = 0.006. Within the attentional domain, digit symbol coding was negatively correlated with attentional bias (r = -0.28, p = 0.005.Conclusions: The present study provides the first evidence that general attentional ability, which was assessed with a standard neuropsychological test, affects attentional bias toward threatening information. Individual cognitive profiles might be important for the measurement and modification of cognitive biases.

  3. Qualitative analysis of the Clock Drawing Test by educational level and cognitive profile

    Directory of Open Access Journals (Sweden)

    Aline Teixeira Fabricio

    2014-04-01

    Full Text Available The use of a qualitative scale for the Clock Drawing Test (CDT may add information about the pattern of errors committed. Objective: To translate and adapt the Modified Qualitative Error Analysis of Rouleau into Brazilian Portuguese and to examine the pattern of errors according to educational level and cognitive profile. Method: 180 adults (47-82 years completed the CDT. Participants were stratified into age and educational levels and separated between those with and without changes in cognitive screening tests (Mini-Mental State Examination, Verbal Fluency. Results: No significant differences were found in CDT scores among age groups. Among participants without cognitive impairment, those with lower education often presented graphic difficulties, conceptual deficits and spatial deficits. Participants with cognitive deficits, demonstrated more frequently conceptual and spatial errors. Conclusion: The qualitative analysis of the CDT may contribute to the identification of cognitive changes. Education level has to be taken into consideration during the analysis.

  4. Somatic and cognitive-affective depressive symptoms among patients with heart disease: differences by sex and age

    Directory of Open Access Journals (Sweden)

    Carina Aparecida Marosti Dessotte

    2015-04-01

    Full Text Available OBJECTIVE: this study investigated the association of somatic and cognitive-affective symptoms with sex and age, among patients hospitalized with heart disease. METHOD: this study was a secondary analysis of two previous observational studies totaling 531 patients with heart disease, hospitalized from 2005 to 2011 in two public hospitals in Ribeirão Preto, state of São Paulo, Brazil. Somatic and cognitive-affective symptoms were assessed using the subscales of the Beck Depression Inventory - I (BDI-I. RESULTS: of 531 participants, 62.7% were male, with a mean age 57.3 years (SD= 13.0 for males and 56.2 years (SD= 12.1 for females. Analyses of variance showed an effect of sex (p<0.001 for somatic and p=0.005 for cognitive-affective symptoms, but no effect of age. Women presented with higher mean values than men in both BDI-I subscales: 7.1 (4.5 vs. 5.4 (4.3 for somatic, and 8.3 (7.9 vs. 6.7 (7.2 for cognitive-affective symptoms. There were no differences by age for somatic (p=0.84 or cognitive-affective symptoms (p=0.84. CONCLUSION: women hospitalized with heart disease had more somatic and cognitive-affective symptoms than men. We found no association of somatic and cognitive-affective symptoms with age. Future research for these patients could reveal whether these differences according to sex continue throughout the rehabilitation process.

  5. Daily diary study of personality disorder traits: Momentary affect and cognitive appraisals in response to stressful events.

    Science.gov (United States)

    Jarnecke, Amber M; Miller, Michelle L; South, Susan C

    2017-01-01

    Difficulties in emotional expression and emotion regulation are core features of many personality disorders (PDs); yet, we know relatively little about how individuals with PDs affectively respond to stressful situations. The present study seeks to fill this gap in the literature by examining how PD traits are associated with emotional responses to subjective daily stressors, while accounting for cognition and type of stressor experienced (interpersonal vs. noninterpersonal). PD features were measured with the Schedule for Nonadaptive and Adaptive Personality-2 (SNAP-2) diagnostic scores. Participants (N = 77) completed a 1-week experience sampling procedure that measured affect and cognition related to a current stressor 5 times per day. Hierarchical linear modeling (HLM) was used to examine whether and how baseline PD features, momentary cognitions, and type of stressor predicted level of affect. Results demonstrated that paranoid, borderline, and avoidant PD traits predicted negative affect beyond what could be accounted for by cognitions and type of stressor. No PD traits predicted positive affect after accounting for the effects of cognitive appraisals and type of stressor. Findings have implications for validating the role of affect in PDs and understanding how individuals with PDs react in the presence of daily hassles. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  6. Leisure activities, education, and cognitive impairment in Chinese older adults: a population-based longitudinal study.

    Science.gov (United States)

    Zhu, Xinyi; Qiu, Chengxuan; Zeng, Yi; Li, Juan

    2017-05-01

    We examine the association between leisure-time activities and the risk of developing cognitive impairment among Chinese older people, and further investigate whether the association varies by educational level. This follow-up study included 6,586 participants (aged 79.5 ± 9.8 years, range 65-105 years, 51.7% female) of the Chinese Longitudinal Healthy Longevity Survey who were aged ≥65 years and were free of cognitive impairment in 2002. Incident cognitive impairment was defined at the 2005 or 2008/2009 survey following an education-based cut-off on the adapted Chinese version of Mini-Mental State Examination (MMSE). Participation in cognitive activities (e.g. reading) and non-exercise physical activity (e.g. housework) was assessed by a self-reported scale. Cox proportional hazard models were employed to examine the association of leisure activities with incident cognitive impairment while controlling for age, gender, education, occupation, residence, physical exercise, smoking, drinking, cardiovascular diseases and risk factors, negative well-being, and physical functioning, and baseline MMSE score. During a five-year follow-up, 1,448 participants developed incident cognitive impairment. Overall, a high level of participation in leisure activities was associated with a 41% decreased risk of cognitive impairment compared to low-level engagement in leisure activities after controlling for age, gender, education, and other confounders. Moreover, there was a significant interaction between leisure activity and educational level, such that the beneficial effect of leisure activities on cognitive function was larger in educated elderly than their uneducated counterparts, and only educated elderly benefited from cognitive activities. Late-life leisure activities protect against cognitive impairment among elderly Chinese people, and the protective effects are more profound for educated elderly.

  7. Motor, affective and cognitive empathy in adolescence : Interrelations between facial electromyography and self-reported trait and state measures

    NARCIS (Netherlands)

    Van der Graaff, Jolien; Meeus, Wim; de Wied, Minet; van Boxtel, Anton; van Lier, Pol A C; Koot, Hans M.; Branje, Susan J. T.

    2016-01-01

    This study examined interrelations of trait and state empathy in an adolescent sample. Self-reported affective trait empathy and cognitive trait empathy were assessed during a home visit. During a test session at the university, motor empathy (facial electromyography), and self-reported affective

  8. Affective symptoms as predictors of Alzheimer's disease in subjects with mild cognitive impairment: a 10-year follow-up study

    NARCIS (Netherlands)

    Ramakers, I.H.G.B.; Visser, P.J.; Aalten, P.; Kester, A.; Jolles, J.; Verhey, F.R.J.

    2010-01-01

    Background Affective symptoms are common in subjects with mild cognitive impairment (MCI), but there is disagreement whether these symptoms are predictive for Alzheimer's disease (AD). We investigated the predictive accuracy of affective symptoms for AD during a follow-up study in subjects with MCI,

  9. Cognition-Based and Affect-Based Trust as Mediators of Leader Behavior Influences on Team Performance

    Science.gov (United States)

    Schaubroeck, John; Lam, Simon S. K.; Peng, Ann Chunyan

    2011-01-01

    We develop a model in which cognitive and affective trust in the leader mediate the relationship between leader behavior and team psychological states that, in turn, drive team performance. The model is tested on a sample of 191 financial services teams in Hong Kong and the U.S. Servant leadership influenced team performance through affect-based…

  10. Affective problems and decline in cognitive state in older adults: a systematic review and meta-analysis.

    Science.gov (United States)

    John, A; Patel, U; Rusted, J; Richards, M; Gaysina, D

    2018-05-24

    Evidence suggests that affective problems, such as depression and anxiety, increase risk for late-life dementia. However, the extent to which affective problems influence cognitive decline, even many years prior to clinical diagnosis of dementia, is not clear. The present study systematically reviews and synthesises the evidence for the association between affective problems and decline in cognitive state (i.e., decline in non-specific cognitive function) in older adults. An electronic search of PubMed, PsycInfo, Cochrane, and ScienceDirect was conducted to identify studies of the association between depression and anxiety separately and decline in cognitive state. Key inclusion criteria were prospective, longitudinal designs with a minimum follow-up period of 1 year. Data extraction and methodological quality assessment using the STROBE checklist were conducted independently by two raters. A total of 34 studies (n = 71 244) met eligibility criteria, with 32 studies measuring depression (n = 68 793), and five measuring anxiety (n = 4698). A multi-level meta-analysis revealed that depression assessed as a binary predictor (OR 1.36, 95% CI 1.05-1.76, p = 0.02) or a continuous predictor (B = -0.008, 95% CI -0.015 to -0.002, p = 0.012; OR 0.992, 95% CI 0.985-0.998) was significantly associated with decline in cognitive state. The number of anxiety studies was insufficient for meta-analysis, and they are described in a narrative review. Results of the present study improve current understanding of the temporal nature of the association between affective problems and decline in cognitive state. They also suggest that cognitive function may need to be monitored closely in individuals with affective disorders, as these individuals may be at particular risk of greater cognitive decline.

  11. Improvement in cognitive and affective theory of mind with observation and imitation treatment in subjects with schizophrenia

    Directory of Open Access Journals (Sweden)

    Maria C. Pino

    2015-06-01

    Full Text Available Objective: the main objective of this study is to consider Theory of Mind (ToM, i.e. the ability to perceive other people in terms of thinking, believing and emotions, as a target for effective rehabilitative intervention, using Emotion and ToM Imitation Training (ETIT, aimed at improving social cognition and social functioning in schizophrenia. ToM impairment is a key feature of schizophrenia. According to recent literature, ToM is a multidimensional process requiring at least two components: cognitive and affective. Cognitive ToM seems to be a prerequisite for affective ToM, which requires intact empathic ability. Method: seven patients with schizophrenia completed ETIT treatment and were compared to 7 patients who participated in Problem Solving Training (PST. The participants were assessed at pre and post treatment regarding measures of cognitive (Advanced Theory of Mind Task and Social Situation Test and affective (Emotion Attribution Task and Eyes Task ToM and also empathy (Empathy Quotient. Results: our results showed that when compared to the control group, ETIT participants improved in three social cognition components evaluated (cognitive and affective ToM and empathy. Improvement in cognitive and affective ToM was found within the ETIT group pre and post treatment. Conclusions: Action observation and imitation could be important goals for future “low cost” rehabilitation treatment in several disorders in which the deficit of social cognition is considered as “core” to the disease. This represents a new perspective in the rehabilitation field.

  12. Reducing Risky Security Behaviours: Utilising Affective Feedback to Educate Users

    Directory of Open Access Journals (Sweden)

    Lynsay A. Shepherd

    2014-11-01

    Full Text Available Despite the number of tools created to help end-users reduce risky security behaviours, users are still falling victim to online attacks. This paper proposes a browser extension utilising affective feedback to provide warnings on detection of risky behaviour. The paper provides an overview of behaviour considered to be risky, explaining potential threats users may face online. Existing tools developed to reduce risky security behaviours in end-users have been compared, discussing the success rates of various methodologies. Ongoing research is described which attempts to educate users regarding the risks and consequences of poor security behaviour by providing the appropriate feedback on the automatic recognition of risky behaviour. The paper concludes that a solution utilising a browser extension is a suitable method of monitoring potentially risky security behaviour. Ultimately, future work seeks to implement an affective feedback mechanism within the browser extension with the aim of improving security awareness.

  13. Sleep complaints affecting school performance at different educational levels.

    Science.gov (United States)

    Pagel, James F; Kwiatkowski, Carol F

    2010-01-01

    The clear association between reports of sleep disturbance and poor school performance has been documented for sleepy adolescents. This study extends that research to students outside the adolescent age grouping in an associated school setting (98 middle school students, 67 high school students, and 64 college students). Reported restless legs and periodic limb movements are significantly associated with lower GPA's in junior high students. Consistent with previous studies, daytime sleepiness was the sleep variable most likely to negatively affects high school students. Sleep onset and maintenance insomnia were the reported sleep variables significantly correlated with poorer school performance in college students. This study indicates that different sleep disorder variables negatively affect performance at different age and educational levels.

  14. Knowledge Engineering Aspects of Affective Bi-Modal Educational Applications

    Science.gov (United States)

    Alepis, Efthymios; Virvou, Maria; Kabassi, Katerina

    This paper analyses the knowledge and software engineering aspects of educational applications that provide affective bi-modal human-computer interaction. For this purpose, a system that provides affective interaction based on evidence from two different modes has been developed. More specifically, the system's inferences about students' emotions are based on user input evidence from the keyboard and the microphone. Evidence from these two modes is combined by a user modelling component that incorporates user stereotypes as well as a multi criteria decision making theory. The mechanism that integrates the inferences from the two modes has been based on the results of two empirical studies that were conducted in the context of knowledge engineering of the system. The evaluation of the developed system showed significant improvements in the recognition of the emotional states of users.

  15. SLEEP COMPLAINTS AFFECTING SCHOOL PERFORMANCE AT DIFFERENT EDUCATIONAL LEVELS

    Directory of Open Access Journals (Sweden)

    James F Pagel

    2010-11-01

    Full Text Available The clear association between reports of sleep disturbance and poor school performance has been documented for sleepy adolescents. This study extends that research to students outside the adolescent age grouping in an associated school setting (98 middle school students, 67 high school students, and 64 college students. Reported restless legs and periodic limb movements are significantly associated with lower GPA’s in junior high students. Consistent with previous studies, daytime sleepiness was the sleep variable most likely to negatively affects high school students. Sleep onset and maintenance insomnia were the reported sleep variables significantly correlated with poorer school performance in college students. This study indicates that different sleep disorder variables negatively affect performance at different age and educational levels.

  16. Affective and cognitive processes and the development and maintenance of anxiety and its disorders.

    NARCIS (Netherlands)

    Prins, P.J.M.; Silverman, W.K.; Treffers, P.D.A.

    2001-01-01

    Presents a selective review of research related to cognitive hypotheses and models of childhood anxiety. The cognitive behavioral approach and the information processing approach to childhood anxiety are explored. Cognitive developmental aspects of anxiety-related cognition, the typical patterns of

  17. Cognitive factors affecting free recall, cued recall, and recognition tasks in Alzheimer's disease.

    Science.gov (United States)

    Yamagishi, Takashi; Sato, Takuya; Sato, Atsushi; Imamura, Toru

    2012-01-01

    Our aim was to identify cognitive factors affecting free recall, cued recall, and recognition tasks in patients with Alzheimer's disease (AD). We recruited 349 consecutive AD patients who attended a memory clinic. Each patient was assessed using the Alzheimer's Disease Assessment Scale (ADAS) and the extended 3-word recall test. In this task, each patient was asked to freely recall 3 previously presented words. If patients could not recall 1 or more of the target words, the examiner cued their recall by providing the category of the target word and then provided a forced-choice recognition of the target word with 2 distracters. The patients were divided into groups according to the results of the free recall, cued recall, and recognition tasks. Multivariate logistic regression analysis for repeated measures was carried out to evaluate the net effects of cognitive factors on the free recall, cued recall, and recognition tasks after controlling for the effects of age and recent memory deficit. Performance on the ADAS Orientation task was found to be related to performance on the free and cued recall tasks, performance on the ADAS Following Commands task was found to be related to performance on the cued recall task, and performance on the ADAS Ideational Praxis task was found to be related to performance on the free recall, cued recall, and recognition tasks. The extended 3-word recall test reflects deficits in a wider range of memory and other cognitive processes, including memory retention after interference, divided attention, and executive functions, compared with word-list recall tasks. The characteristics of the extended 3-word recall test may be advantageous for evaluating patients' memory impairments in daily living.

  18. Cognitive Factors Affecting Free Recall, Cued Recall, and Recognition Tasks in Alzheimer’s Disease

    Directory of Open Access Journals (Sweden)

    Takashi Yamagishi

    2012-07-01

    Full Text Available Background/Aims: Our aim was to identify cognitive factors affecting free recall, cued recall, and recognition tasks in patients with Alzheimer’s disease (AD. Subjects: We recruited 349 consecutive AD patients who attended a memory clinic. Methods: Each patient was assessed using the Alzheimer’s Disease Assessment Scale (ADAS and the extended 3-word recall test. In this task, each patient was asked to freely recall 3 previously presented words. If patients could not recall 1 or more of the target words, the examiner cued their recall by providing the category of the target word and then provided a forced-choice recognition of the target word with 2 distracters. The patients were divided into groups according to the results of the free recall, cued recall, and recognition tasks. Multivariate logistic regression analysis for repeated measures was carried out to evaluate the net effects of cognitive factors on the free recall, cued recall, and recognition tasks after controlling for the effects of age and recent memory deficit. Results: Performance on the ADAS Orientation task was found to be related to performance on the free and cued recall tasks, performance on the ADAS Following Commands task was found to be related to performance on the cued recall task, and performance on the ADAS Ideational Praxis task was found to be related to performance on the free recall, cued recall, and recognition tasks. Conclusion: The extended 3-word recall test reflects deficits in a wider range of memory and other cognitive processes, including memory retention after interference, divided attention, and executive functions, compared with word-list recall tasks. The characteristics of the extended 3-word recall test may be advantageous for evaluating patients’ memory impairments in daily living.

  19. Differential effects of acute and regular physical exercise on cognition and affect.

    Science.gov (United States)

    Hopkins, M E; Davis, F C; Vantieghem, M R; Whalen, P J; Bucci, D J

    2012-07-26

    The effects of regular exercise versus a single bout of exercise on cognition, anxiety, and mood were systematically examined in healthy, sedentary young adults who were genotyped to determine brain-derived neurotrophic factor (BDNF) allelic status (i.e., Val-Val or Val66Met polymorphism). Participants were evaluated on novel object recognition (NOR) memory and a battery of mental health surveys before and after engaging in either (a) a 4-week exercise program, with exercise on the final test day, (b) a 4-week exercise program, without exercise on the final test day, (c) a single bout of exercise on the final test day, or (d) remaining sedentary between test days. Exercise enhanced object recognition memory and produced a beneficial decrease in perceived stress, but only in participants who exercised for 4 weeks including the final day of testing. In contrast, a single bout of exercise did not affect recognition memory and resulted in increased perceived stress levels. An additional novel finding was that the improvements on the NOR task were observed exclusively in participants who were homozygous for the BDNF Val allele, indicating that altered activity-dependent release of BDNF in Met allele carriers may attenuate the cognitive benefits of exercise. Importantly, exercise-induced changes in cognition were not correlated with changes in mood/anxiety, suggesting that separate neural systems mediate these effects. These data in humans mirror recent data from our group in rodents. Taken together, these current findings provide new insights into the behavioral and neural mechanisms that mediate the effects of physical exercise on memory and mental health in humans. Copyright © 2012 IBRO. Published by Elsevier Ltd. All rights reserved.

  20. Sleep restriction and cognitive load affect performance on a simulated marksmanship task.

    Science.gov (United States)

    Smith, Carl D; Cooper, Adam D; Merullo, Donna J; Cohen, Bruce S; Heaton, Kristin J; Claro, Pedro J; Smith, Tracey

    2017-11-24

    Sleep restriction degrades cognitive and motor performance, which can adversely impact job performance and increase the risk of accidents. Military personnel are prone to operating under sleep restriction, and previous work suggests that military marksmanship may be negatively affected under such conditions. Results of these studies, however, are mixed and have often incorporated additional stressors (e.g. energy restriction) beyond sleep restriction. Moreover, few studies have investigated how the degree of difficulty of a marksmanship task impacts performance following sleep restriction. The purpose of the current experiment was to study the effects of sleep restriction on marksmanship while minimizing the potential influence of other forms of stress. A friend-foe discrimination challenge with greater or lesser degrees of complexity (high versus low load) was used as the primary marksmanship task. Active duty Soldiers were recruited, and allowed 2 h of sleep every 24 h over a 72-h testing period. Marksmanship tasks, cognitive assessment metrics and the NASA-Task Load Index were administered daily. Results indicated that reaction times to shoot foe targets and signal friendly targets slowed over time. In addition, the ability to correctly discriminate between friend and foe targets significantly decreased in the high-cognitive-load condition over time despite shot accuracy remaining stable. The NASA-Task Load Index revealed that, although marksmanship performance degraded, participants believed their performance did not change over time. These results further characterize the consequences of sleep restriction on marksmanship performance and the perception of performance, and reinforce the importance of adequate sleep among service members when feasible. Published 2017. This article is a U.S. Government work and is in the public domain in the USA.

  1. Differential Effects of Acute and Regular Physical Exercise on Cognition and Affect

    Science.gov (United States)

    Hopkins, Michael E.; Davis, F. Caroline; VanTieghem, Michelle R.; Whalen, Paul J.; Bucci, David J.

    2012-01-01

    The effects of regular exercise versus a single bout of exercise on cognition, anxiety, and mood were systematically examined in healthy, sedentary young adults who were genotyped to determine brain-derived neurotrophic factor (BDNF) allelic status (i.e., Val-Val or Val66Met polymorphism). Participants were evaluated on novel object recognition (NOR) memory and a battery of mental health surveys before and after engaging in either a) a four-week exercise program, with exercise on the final test day, b) a four-week exercise program, without exercise on the final test day, c) a single bout of exercise on the final test day, or d) remaining sedentary between test days. Exercise enhanced object recognition memory and produced a beneficial decrease in perceived stress, but only in participants who exercised for four weeks including the final day of testing. In contrast, a single bout of exercise did not affect recognition memory and resulted in increased perceived stress levels. An additional novel finding was that the improvements on the NOR task were observed exclusively in participants who were homozygous for the BDNF Val allele, indicating that altered activity-dependent release of BDNF in Met allele carriers may attenuate the cognitive benefits of exercise. Importantly, exercise-induced changes in cognition were not correlated with changes in mood/anxiety, suggesting that separate neural systems mediate these effects. These data in humans mirror recent data from our group in rodents. Taken together, these current findings provide new insights into the behavioral and neural mechanisms that mediate the effects of physical exercise on memory and mental health in humans. PMID:22554780

  2. Fixing the Problem With Empathy: Development and Validation of the Affective and Cognitive Measure of Empathy.

    Science.gov (United States)

    Vachon, David D; Lynam, Donald R

    2016-04-01

    Low empathy is a criterion for most externalizing disorders, and empathy training is a regular component of treatment for aggressive people, from school bullies to sex offenders. However, recent meta-analytic evidence suggests that current measures of empathy explain only 1% of the variance in aggressive behavior. A new assessment of empathy was developed to more fully represent the empathy construct and better predict important outcomes--particularly aggressive behavior and externalizing psychopathology. Across three independent samples (N = 210-708), the 36-item Affective and Cognitive measure of Empathy (ACME) was internally consistent, structurally reliable, and invariant across sex. The ACME bore significant associations to important outcomes, which were incremental relative to other measures of empathy and generalizable across sex. Importantly, the affective scales of the ACME-particularly a new "Affective Dissonance" scale--yielded moderate to strong associations with aggressive behavior and externalizing disorders. The ACME is a short, reliable, and useful measure of empathy. © The Author(s) 2015.

  3. Examining intrinsic versus extrinsic exercise goals: cognitive, affective, and behavioral outcomes.

    Science.gov (United States)

    Sebire, Simon J; Standage, Martyn; Vansteenkiste, Maarten

    2009-04-01

    Grounded in self-determination theory (SDT), this study had two purposes: (a) examine the associations between intrinsic (relative to extrinsic) exercise goal content and cognitive, affective, and behavioral outcomes; and (b) test the mediating role of psychological need satisfaction in the Exercise Goal Content --> Outcomes relationship. Using a sample of 410 adults, hierarchical regression analysis showed relative intrinsic goal content to positively predict physical self-worth, self-reported exercise behavior, psychological well-being, and psychological need satisfaction and negatively predict exercise anxiety. Except for exercise behavior, the predictive utility of relative intrinsic goal content on the dependent variables of interest remained significant after controlling for participants' relative self-determined exercise motivation. Structural equation modeling analyses showed psychological need satisfaction to partially mediate the effect of relative intrinsic goal content on the outcome variables. Our findings support further investigation of exercise goals commensurate with the goal content perspective advanced in SDT.

  4. The effects of reward and punishment in violent video games on aggressive affect, cognition, and behavior.

    Science.gov (United States)

    Carnagey, Nicholas L; Anderson, Craig A

    2005-11-01

    Three experiments examined the effects of rewarding and punishing violent actions in video games on later aggression-related variables. Participants played one of three versions of the same race-car video game: (a) a version in which all violence was rewarded, (b) a version in which all violence was punished, and (c) a nonviolent version. Participants were then measured for aggressive affect (Experiment 1), aggressive cognition (Experiment 2), and aggressive behavior (Experiment 3). Rewarding violent game actions increased hostile emotion, aggressive thinking, and aggressive behavior. Punishing violent actions increased hostile emotion, but did not increase aggressive thinking or aggressive behavior. Results suggest that games that reward violent actions can increase aggressive behavior by increasing aggressive thinking.

  5. Neurocognitive Poetics: methods and models for investigating the neuronal and cognitive- affective bases of literature reception

    Directory of Open Access Journals (Sweden)

    Arthur M Jacobs

    2015-04-01

    Full Text Available A long tradition of research including classical rhetoric, aesthetics and poetics theory, formalism and structuralism, as well as current perspectives in (neurocognitive poetics has investigated structural and functional aspects of literature reception. Despite a wealth of literature published in specialised journals like Poetics, however, still little is known about how the brain processes and creates literary and poetic texts. Still, such stimulus material might be suited better than other genres for demonstrating the complexities with which our brain constructs the world in and around us, because it unifies thought and language, music and imagery in a clear, manageable way, most often with play, pleasure, and emotion (Schrott & Jacobs, 2011. In this paper, I discuss methods and models for investigating the neuronal and cognitive-affective bases of literary reading together with pertinent results from studies on poetics, text processing, emotion, or neuroaesthetics, and outline current challenges and future perspectives.

  6. The impact of positive affect on health cognitions and behaviours: a meta-analysis of the experimental evidence.

    Science.gov (United States)

    Cameron, David S; Bertenshaw, Emma J; Sheeran, Paschal

    2015-01-01

    Several reviews suggest that positive affect is associated with improved longevity, fewer physical symptoms, and biological indicators of good health. It is possible that positive affect could influence these outcomes by promoting healthful cognitions and behaviours. The present review identified conceptual pathways from positive affect to health cognitions and behaviour, and used random effects meta-analysis to quantify the impact of positive affect inductions (versus neutral affect conditions) on these outcomes. Literature searches located 54 independent tests that could be included in the review. Across all studies, the findings revealed no reliable effects on intentions (d+ = -.12, 95% CI = -.32 to .08, k = 15) or behaviour (d+ = .15, 95% CI = -.03 to .33, k = 23). There were four reliable effects involving specific cognitions and behaviours, but little clear evidence for generalised benefits or adverse effects of positive emotions on health-related cognitions or actions. Conclusions must be cautious given the paucity of tests available for analysis. The review offers suggestions about research designs that might profitably be deployed in future studies, and calls for additional tests of the impact of discrete positive emotions on health cognitions and behaviour.

  7. Parent education and biologic factors influence on cognition in sickle cell anemia

    Science.gov (United States)

    King, Allison A.; Strouse, John J.; Rodeghier, Mark J.; Compas, Bruce E.; Casella, James F.; McKinstry, Robert C.; Noetzel, Michael J.; Quinn, Charles T.; Ichord, Rebecca; Dowling, Michael M.; Miller, J. Philip; DeBaun, Michael R.

    2015-01-01

    Children with sickle cell anemia have a high prevalence of silent cerebral infarcts (SCIs) that are associated with decreased full-scale intelligence quotient (FSIQ). While the educational attainment of parents is a known strong predictor of the cognitive development of children in general, the role of parental education in sickle cell anemia along with other factors that adversely affect cognitive function (anemia, cerebral infarcts) is not known. We tested the hypothesis that both the presence of SCI and parental education would impact FSIQ in children with sickle cell anemia. A multicenter, cross-sectional study was conducted in 19 US sites of the Silent Infarct Transfusion Trial among children with sickle cell anemia, age 5–15 years. All were screened for SCIs. Participants with and without SCI were administered the Wechsler Abbreviated Scale of Intelligence. A total of 150 participants (107 with and 43 without SCIs) were included in the analysis. In a multivariable linear regression model for FSIQ, the absence of college education for the head of household was associated with a decrease of 6.2 points (P=0.005); presence of SCI with a 5.2 point decrease (P=0.017); each $1000 of family income per capita with a 0.33 point increase (P=0.023); each increase of 1 year in age with a 0.96 point decrease (P=0.023); and each 1% (absolute) decrease in hemoglobin oxygen saturation with 0.75 point decrease (P=0.030). In conclusion, FSIQ in children with sickle cell anemia is best accounted for by a multivariate model that includes both biologic and socioenvironmental factors. PMID:24123128

  8. Short-term changes in affective, behavioral, and cognitive components of body image after bariatric surgery.

    Science.gov (United States)

    Williams, Gail A; Hudson, Danae L; Whisenhunt, Brooke L; Stone, Megan; Heinberg, Leslie J; Crowther, Janis H

    2018-04-01

    Many bariatric surgery candidates report body image concerns before surgery. Research has reported post-surgical improvements in body satisfaction, which may be associated with weight loss. However, research has failed to comprehensively examine changes in affective, behavioral, and cognitive body image. This research examined (1) short-term changes in affective, behavioral, and cognitive components of body image from pre-surgery to 1- and 6-months after bariatric surgery, and (2) the association between percent weight loss and these changes. Participants were recruited from a private hospital in the midwestern United States. Eighty-eight females (original N = 123; lost to follow-up: n = 15 at 1-month and n = 20 at 6-months post-surgery) completed a questionnaire battery, including the Body Attitudes Questionnaire, Body Checking Questionnaire, Body Image Avoidance Questionnaire, and Body Shape Questionnaire, and weights were obtained from patients' medical records before and at 1- and 6-months post-surgery. Results indicated significant decreases in body dissatisfaction, feelings of fatness, and body image avoidance at 1- and 6-months after bariatric surgery, with the greatest magnitude of change occurring for body image avoidance. Change in feelings of fatness was significantly correlated with percent weight loss at 6-months, but not 1-month, post-surgery. These findings highlight the importance of examining short-term changes in body image from a multidimensional perspective in the effort to improve postsurgical outcomes. Unique contributions include the findings regarding the behavioral component of body image, as body image avoidance emerges as a particularly salient concern that changes over time among bariatric surgery candidates. Copyright © 2018 American Society for Bariatric Surgery. Published by Elsevier Inc. All rights reserved.

  9. Cognitive and affective empathy among adolescent siblings of children with a physical disability.

    Science.gov (United States)

    Perenc, Lidia; Pęczkowski, Ryszard

    2018-01-01

    This study is a continuation of research on possible psychosocial benefits resulting from exposure to sibling with disability present in the family system. The issue seems to be especially important in Poland because of growing number of children with a disability and inconsistent results of previously performed studies. The main aim of this study was to examine the differences in the intensity of cognitive and affective empathy in adolescents who either have or do not have siblings with physical disability. The authors hypothesized that the increased exposure to individual with disability should result in positive attitude towards such people and this tendency should be manifested in elevated empathy and compassion. The study was carried out between September and November 2016. To meet the goals set to the study, a sample of 292 students from public middle and high schools were assessed using self-report demographic questionnaire and measure of empathy (IRI). The participants were between 13 and 19 years old. Among them 128 had a disabled sibling (Group T) and 164 constituted a comparative group (Group C). Interpretation of results is based on descriptive statistics. Participants having a disabled sibling showed significantly higher scores related both to cognitive and affective empathy. Some significant differences were also noted in relation to participants' gender and age. Exposure to individuals with physical disability in family context may facilitate development of positive psychosocial traits including elevated empathy and compassion in nondisabled siblings. Data analysis also showed significantly greater empathic and altruistic tendencies in females that in males. Copyright © 2017 Elsevier Inc. All rights reserved.

  10. Affect during incremental exercise: The role of inhibitory cognition, autonomic cardiac function, and cerebral oxygenation.

    Directory of Open Access Journals (Sweden)

    Weslley Quirino Alves da Silva

    Full Text Available Pleasure is a key factor for physical activity behavior in sedentary individuals. Inhibitory cognitive control may play an important role in pleasure perception while exercising, especially at high intensities. In addition, separate work suggests that autonomic regulation and cerebral hemodynamics influence the affective and cognitive responses during exercise.We investigated the effects of exercise intensity on affect, inhibitory control, cardiac autonomic function, and prefrontal cortex (PFC oxygenation.Thirty-seven sedentary young adults performed two experimental conditions (exercise and control in separate sessions in a repeated-measures design. In the exercise condition, participants performed a maximum graded exercise test on a cycle ergometer as we continuously measured oxygen consumption, heart rate variability (HRV, and PFC oxygenation. At each of 8 intensity levels we also measured inhibitory control (Stroop test, associative and dissociative thoughts (ADT, and affective/pleasure ratings. In the control condition, participants sat motionless on a cycle ergometer without active pedaling, and we collected the same measures at the same points in time as the exercise condition. We evaluated the main effects and interactions of exercise condition and intensity level for each measure using two-way repeated measures ANOVAs. Additionally, we evaluated the relationship between affect and inhibitory control, ADT, HRV, and PFC oxygenation using Pearson's correlation coefficients.For exercise intensities below and at the ventilatory threshold (VT, participants reported feeling neutral, with preservation of inhibitory control, while intensities above the VT were associated with displeasure (p<0.001, decreased inhibitory control and HRV (p<0.001, and increased PFC oxygenation (p<0.001. At the highest exercise intensity, pleasure was correlated with the low-frequency index of HRV (r = -0.34; p<0.05 and the low-frequency/high-frequency HRV ratio (r

  11. Affective and cognitive behavior in the alpha-galactosidase A deficient mouse model of Fabry disease.

    Directory of Open Access Journals (Sweden)

    Lukas Hofmann

    Full Text Available Fabry disease is an X-linked inherited lysosomal storage disorder with intracellular accumulation of globotriaosylceramide (Gb3 due to α-galactosidase A (α-Gal A deficiency. Fabry patients frequently report of anxiety, depression, and impaired cognitive function. We characterized affective and cognitive phenotype of male mice with α-Gal A deficiency (Fabry KO and compared results with those of age-matched male wildtype (WT littermates. Young (3 months and old (≥ 18 months mice were tested in the naïve state and after i.pl. injection of complete Freund`s adjuvant (CFA as an inflammatory pain model. We used the elevated plus maze (EPM, the light-dark box (LDB and the open field test (OF to investigate anxiety-like behavior. The forced swim test (FST and Morris water maze (MWM were applied to assess depressive-like and learning behavior. The EPM test revealed no intergroup difference for anxiety-like behavior in naïve young and old Fabry KO mice compared to WT littermates, except for longer time spent in open arms of the EPM for young WT mice compared to young Fabry KO mice (p<0.05. After CFA injection, young Fabry KO mice showed increased anxiety-like behavior compared to young WT littermates (p<0.05 and naïve young Fabry KO mice (p<0.05 in the EPM as reflected by shorter time spent in EPM open arms. There were no relevant differences in the LDB and the OF test, except for longer time spent in the center zone of the OF by young WT mice compared to young Fabry KO mice (p<0.05. Complementary to this, depression-like and learning behavior were not different between genotypes and age-groups, except for the expectedly lower memory performance in older age-groups compared to young mice. Our results indicate that genetic influences on affective and cognitive symptoms in FD may be of subordinate relevance, drawing attention to potential influences of environmental and epigenetic factors.

  12. Cognitive function affects trainability for physical performance in exercise intervention among older adults with mild cognitive impairment

    Directory of Open Access Journals (Sweden)

    Uemura K

    2013-01-01

    Full Text Available Kazuki Uemura,1,3 Hiroyuki Shimada,1 Hyuma Makizako,1,3 Takehiko Doi,1 Daisuke Yoshida,1 Kota Tsutsumimoto,1 Yuya Anan,1 Takao Suzuki21Section for Health Promotion, Department for Research and Development to Support Independent Life of Elderly, Center for Gerontology and Social Science, National Center for Geriatrics and Gerontology, 2Research Institute, National Center for Geriatrics and Gerontology, Aichi, 3Japan Society for the Promotion of Science, Tokyo, JapanBackground: Although much evidence supports the hypothesis that cognitive function and physical function are interrelated, it is unclear whether cognitive decline with mild cognitive impairment influences trainability of physical performance in exercise intervention. The purpose of this study was to examine the association between cognitive function at baseline and change in physical performance after exercise intervention in older adults with mild cognitive impairment.Methods: Forty-four older adults diagnosed with mild cognitive impairment based on the Peterson criteria (mean age 74.8 years consented to and completed a 6-month twice weekly exercise intervention. The Timed Up and Go (TUG test was used as a measure of physical performance. The Mini-Mental State Examination (MMSE, Trail Making Test Part B, Geriatric Depression Scale, baseline muscle strength of knee extension, and attendance rate of intervention, were measured as factors for predicting trainability.Results: In the correlation analysis, the change in TUG showed modest correlations with attendance rate in the exercise program (r = -0.354, P = 0.027 and MMSE at baseline (r = -0.321, P = 0.034. A multiple regression analysis revealed that change in TUG was independently associated with attendance rate (ß = -0.322, P = 0.026 and MMSE score (ß = -0.295, P = 0.041, controlling for age and gender.Conclusion: General cognitive function was associated with improvements in physical performance after exercise intervention in

  13. What Cognitive Neuroscience Tells Us about Creativity Education: A Literature Review

    Science.gov (United States)

    Zhou, Zai

    2018-01-01

    Recently, an interest in creativity education has increased globally. Cognitive neuroscience research of creativity has provided possible implications for education, yet few literary reviews that bridge the brain and education studies have been published. This article first introduces the definitions and behavioral measures of creativity from…

  14. The Association Between Callous-Unemotional Traits, Externalizing Problems, and Gender in Predicting Cognitive and Affective Morality Judgments in Adolescence.

    Science.gov (United States)

    Fragkaki, Iro; Cima, Maaike; Meesters, Cor

    2016-09-01

    Morality deficits have been linked to callous-unemotional traits and externalizing problems in response to moral dilemmas, but these associations are still obscure in response to antisocial acts in adolescence. Limited evidence on young boys suggested that callous-unemotional traits and externalizing problems were associated with affective but not cognitive morality judgments. The present study investigated these associations in a community sample of 277 adolescents (M age  = 15.35, 64 % females). Adolescents with high callous-unemotional traits showed deficits in affective but not cognitive morality, indicating that they can identify the appropriate moral emotions in others, but experience deviant moral emotions when imagining themselves committing antisocial acts. Externalizing problems and male gender were also strongly related to deficits in affective morality, but they had smaller associations with deficits in cognitive morality too. Implications for treatment and the justice system are discussed.

  15. Educational Attainment is not a Good Proxy for Cognitive Function in Methamphetamine Dependence

    Science.gov (United States)

    Dean, Andy C.; Hellemann, Gerhard; Sugar, Catherine A.; London, Edythe D.

    2014-01-01

    We sought to test the hypothesis that methamphetamine use interferes with both the quantity and quality of one's education, such that the years of education obtained by methamphetamine dependent individuals serves to underestimate general cognitive functioning and overestimate the quality of academic learning. Thirty-six methamphetamine-dependent participants and 42 healthy comparison subjects completed cognitive tests and self-report measures in Los Angeles, California. An overall cognitive battery score was used to assess general cognition, and vocabulary knowledge was used as a proxy for the quality of academic learning. Linear regression procedures were used for analyses. Supporting the hypothesis that methamphetamine use interferes with the quantity of education, we found that a) earlier onset of methamphetamine use was associated with fewer years of education (p battery score (p < .01); and c) greater differences between methamphetamine-dependent participants' predicted and actual educational attainment were associated with an earlier onset of MA use (p ≤ .01). Supporting the hypothesis that methamphetamine use interferes with the quality of education, years of education received prior to the onset of methamphetamine use was a better predictor of a proxy for academic learning, vocabulary knowledge, than was the total years of education obtained. Results support the hypothesis that methamphetamine use interferes with the quantity and quality of educational exposure, leading to under- and overestimation of cognitive function and academic learning, respectively. PMID:22206606

  16. Educational attainment is not a good proxy for cognitive function in methamphetamine dependence.

    Science.gov (United States)

    Dean, Andy C; Hellemann, Gerhard; Sugar, Catherine A; London, Edythe D

    2012-06-01

    We sought to test the hypothesis that methamphetamine use interferes with both the quantity and quality of one's education, such that the years of education obtained by methamphetamine dependent individuals serves to underestimate general cognitive functioning and overestimate the quality of academic learning. Thirty-six methamphetamine-dependent participants and 42 healthy comparison subjects completed cognitive tests and self-report measures in Los Angeles, California. An overall cognitive battery score was used to assess general cognition, and vocabulary knowledge was used as a proxy for the quality of academic learning. Linear regression procedures were used for analyses. Supporting the hypothesis that methamphetamine use interferes with the quantity of education, we found that (a) earlier onset of methamphetamine use was associated with fewer years of education (pbattery score (p<.01); and (c) greater differences between methamphetamine-dependent participants' predicted and actual educational attainment were associated with an earlier onset of MA use (p≤.01). Supporting the hypothesis that methamphetamine use interferes with the quality of education, years of education received prior to the onset of methamphetamine use was a better predictor of a proxy for academic learning, vocabulary knowledge, than was the total years of education obtained. Results support the hypothesis that methamphetamine use interferes with the quantity and quality of educational exposure, leading to under- and overestimation of cognitive function and academic learning, respectively. Copyright © 2011. Published by Elsevier Ireland Ltd.

  17. Formal education level versus self-rated literacy as predictors of cognitive aging.

    Science.gov (United States)

    Kavé, Gitit; Shrira, Amit; Palgi, Yuval; Spalter, Tal; Ben-Ezra, Menachem; Shmotkin, Dov

    2012-11-01

    To compare the prediction of cognitive functioning by formal education and self-rated literacy and the differences in prediction across younger and older cohorts. Data on 28,535 respondents were drawn from a cross-sectional representative sample of community-dwelling older individuals (≥50), participating in the Survey of Health, Ageing, and Retirement in Europe. Education level was classified according to the International Standard Classification of Education 1997 (ISCED-1997) self-rated literacy was determined by having respondents rate their reading and writing on 1-5 scales. Cognitive functioning was measured by verbal recall, word fluency, and arithmetic ability. Structural equation modeling demonstrated that self-rated literacy was more strongly associated with cognitive functioning than was education level, with or without additional exogenous variables (age, sex, household income, medical conditions, activities of daily living, reading eyesight, and country). The association between education level and cognitive functioning was weaker in older than in younger age groups, whereas the association between self-rated literacy and cognitive functioning showed the opposite trend. Self-rated literacy was found to be a better predictor of late-life cognitive functioning than was the level of formal education. The results have implications for studies of age-related differences in which education level is taken into account.

  18. Affective and cognitive theory of mind abilities in youth with borderline personality disorder or major depressive disorder.

    Science.gov (United States)

    Tay, Sarah-Ann; Hulbert, Carol A; Jackson, Henry J; Chanen, Andrew M

    2017-09-01

    Theory of mind (ToM) is an important social cognitive ability that has been investigated in BPD, with inconsistent findings indicating impaired, comparable, and enhanced ToM in BPD. This study aimed to clarify and extend previous findings by investigating affective and cognitive ToM abilities in youth early in the course of BPD, by including a clinical comparison group of youth with major depressive disorder (MDD). Female participants aged 15-24 years diagnosed with BPD (n = 41) or MDD (n = 37) completed the Reading the Mind in the Eyes Test (RMET) and Happé's Cartoon Task, measures of affective and cognitive dimensions of ToM, respectively. The BPD group performed significantly worse than the MDD group on the affective ToM task, even after controlling for age, intelligence and depressive symptoms. Results for cognitive ToM were not significantly different. Finding of poorer performance on a measure of affective ToM, in BPD youth, relative to youth with MDD early in the course of BPD suggest a developmental failure of sociocognitive abilities needed for mentalising and which are theorised as giving rise to core features of BPD. Future research should employ more naturalistic paradigms to study social cognition and should assess individuals even earlier in the course of BPD. Copyright © 2017. Published by Elsevier B.V.

  19. Neural responses to affective and cognitive theory of mind in children and adolescents with autism spectrum disorder.

    Science.gov (United States)

    Kim, Eunjoo; Kyeong, Sunghyon; Cheon, Keun-Ah; Park, Bumhee; Oh, Maeng-Keun; Chun, Ji Won; Park, Hae-Jeong; Kim, Jae-Jin; Song, Dong-Ho

    2016-05-16

    Children and adolescents with Autism Spectrum Disorder (ASD) are characterized by an impaired Theory of Mind (ToM). Recent evidence suggested that two aspects of ToM (cognitive ToM versus affective ToM) are differentially impaired in individuals with ASD. In this study, we examined the neural correlates of cognitive and affective ToM in children and adolescents with ASD compared to typically developing children (TDCs). Twelve children and adolescents with ASD and 12 age, IQ matched TDCs participated in this functional MRI study. The ToM task involved the attribution of cognitive and affective mental states to a cartoon character based on verbal and eye-gaze cues. In cognitive ToM tasks, ASD participants recruited the medial prefrontal cortex (mPFC), anterior cingulate cortex (ACC), and superior temporal gyrus (STG) to a greater extent than did TDCs. In affective ToM tasks, both ASD and TDC participants showed more activation in the insula and other subcortical regions than in cognitive ToM tasks. Correlational analysis revealed that greater activation of the mPFC/ACC regions was associated with less symptom severity in ASD patients. In sum, our study suggests that the recruitment of additional prefrontal resources can compensate for the successful behavioral performance in the ToM task in ASD participants. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

  20. Emotion Risk-Factor in Patients With Cardiac Diseases: The Role of Cognitive Emotion Regulation Strategies, Positive Affect and Negative Affect (A Case-Control Study)

    Science.gov (United States)

    Bahremand, Mostafa; Alikhani, Mostafa; Zakiei, Ali; Janjani, Parisa; Aghaei, Abbas

    2016-01-01

    Application of psychological interventions is essential in classic treatments for patient with cardiac diseases. The present study compared cognitive emotion regulation strategies, positive affect, and negative affect for cardiac patients with healthy subjects. This study was a case-control study. Fifty subjects were selected using convenient sampling method from cardiac (coronary artery disease) patients presenting in Imam Ali medical center of Kermanshah, Iran in the spring 2013. Fifty subjects accompanied the patients to the medical center, selected as control group, did not have any history of cardiac diseases. For collecting data, the cognitive emotion regulation questionnaire and positive and negative affect scales were used. For data analysis, multivariate analysis of variance (MANOVA) was applied using the SPSS statistical software (ver. 19.0). In all cognitive emotion regulation strategies, there was a significant difference between the two groups. A significant difference was also detected regarding positive affect between the two groups, but no significant difference was found regarding negative affect. We found as a result that, having poor emotion regulation strategies is a risk factor for developing heart diseases. PMID:26234976

  1. Emotion Risk-Factor in Patients with Cardiac Diseases: The Role of Cognitive Emotion Regulation Strategies, Positive Affect and Negative Affect (A Case-Control Study).

    Science.gov (United States)

    Bahremand, Mostafa; Alikhani, Mostafa; Zakiei, Ali; Janjani, Parisa; Aghei, Abbas

    2015-05-17

    Application of psychological interventions is essential in classic treatments for patient with cardiac diseases. The present study compared cognitive emotion regulation strategies, positive affect, and negative affect for cardiac patients with healthy subjects. This study was a case-control study. Fifty subjects were selected using convenient sampling method from cardiac (coronary artery disease) patients presenting in Imam Ali medical center of Kermanshah, Iran in the spring 2013. Fifty subjects accompanied the patients to the medical center, selected as control group, did not have any history of cardiac diseases. For collecting data, the cognitive emotion regulation questionnaire and positive and negative affect scales were used. For data analysis, multivariate analysis of variance (MANOVA) Was applied using the SPSS statistical software (ver. 19.0). In all cognitive emotion regulation strategies, there was a significant difference between the two groups. A significant difference was also detected regarding positive affect between the two groups, but no significant difference was found regarding negative affect. We found as a result that, having poor emotion regulation strategies is a risk factor for developing heart diseases.

  2. The Neuroscience of Mathematical Cognition and Learning. OECD Education Working Papers, No. 136

    Science.gov (United States)

    Looi, Chung Yen; Thompson, Jacqueline; Krause, Beatrix; Kadosh, Roi Cohen

    2016-01-01

    The synergistic potential of cognitive neuroscience and education for efficient learning has attracted considerable interest from the general public, teachers, parents, academics and policymakers alike. This review is aimed at providing 1) an accessible and general overview of the research progress made in cognitive neuroscience research in…

  3. The evolution of cognitive load theory and its application to medical education

    NARCIS (Netherlands)

    Leppink, Jimmie; van den Heuvel, Angelique

    Cognitive Load Theory (CLT) has started to find more applications in medical education research. Unfortunately, misconceptions such as lower cognitive load always being beneficial to learning and the continued use of dated concepts and methods can result in improper applications of CLT principles in

  4. Cognitive Mapping Techniques: Implications for Research in Engineering and Technology Education

    Science.gov (United States)

    Dixon, Raymond A.; Lammi, Matthew

    2014-01-01

    The primary goal of this paper is to present the theoretical basis and application of two types of cognitive maps, concept map and mind map, and explain how they can be used by educational researchers in engineering design research. Cognitive mapping techniques can be useful to researchers as they study students' problem solving strategies…

  5. Cognitive Indicators of Different Levels of Special Educational Support Needs in Autism

    Science.gov (United States)

    Aljunied, Mariam; Frederickson, Norah

    2011-01-01

    Potential cognitive indicators of the level of special educational needs (SEN) were investigated in 52 children with autism. Two general indicators (intelligence quotient and cognitive modifiability) and three specific indicators (theory of mind, executive functioning and central coherence) were evaluated for their ability to discriminate three…

  6. Connecting Neuroscience, Cognitive, and Educational Theories and Research to Practice: A Review of Mathematics Intervention Programs

    Science.gov (United States)

    Kroeger, Lori A.; Brown, Rhonda Douglas; O'Brien, Beth A.

    2012-01-01

    Research Findings: This article describes major theories and research on math cognition across the fields of neuroscience, cognitive psychology, and education and connects these literatures to intervention practices. Commercially available math intervention programs were identified and evaluated using the following questions: (a) Did neuroscience…

  7. Science Education for Women: Situated Cognition, Feminist Standpoint Theory, and the Status of Women in Science

    Science.gov (United States)

    Pinnick, Cassandra L.

    2008-01-01

    This paper examines the relation between situated cognition theory in science education, and feminist standpoint theory in philosophy of science. It shows that situated cognition is an idea borrowed from a long since discredited philosophy of science. It argues that feminist standpoint theory ought not be indulged as it is a failed challenge to…

  8. Taekwondo Fighting in Training Does Not Simulate the Affective and Cognitive Demands of Competition: Implications for Behavior and Transfer.

    Science.gov (United States)

    Maloney, Michael A; Renshaw, Ian; Headrick, Jonathon; Martin, David T; Farrow, Damian

    2018-01-01

    Enhancing practice design is critical to facilitate transfer of learning. Considerable research has focused on the role of perceptual information in practice simulation, yet has neglected how affect and cognition are shaped by practice environments and whether this influences the fidelity of behavior (Headrick et al., 2015). This study filled this gap by examining the fidelity of individual (cognition, affect, and actions) and interpersonal behavior of 10 highly skilled Australian Taekwondo athletes fighting in training compared to competition. Interpersonal behavior was assessed by tracking location coordinates to analyze distance-time coordination tendencies of the fighter-fighter system. Individual actions were assessed through notational analysis and approximate entropy calculations of coordinate data to quantify the (un)predictability of movement displacement. Affect and cognition were assessed with mixed-methods that included perceptual scales measuring anxiety, arousal, and mental effort, and post-fight video-facilitated confrontational interviews to explore how affect and cognitions might differ. Quantitative differences were assessed with mixed models and dependent t -tests. Results reveal that individual and interpersonal behavior differed between training and competition. In training, individuals attacked less ( d = 0.81, p training, fighters had lower anxiety ( d = -1.26, p interpersonal behavior, with larger interpersonal distances generated by the fighter-fighter system in training ( d = 0.80, p training environment, such as reductions in pressure, arousal, and mental challenge. Findings highlight the specificity of performer-environment interactions. Fighting in training affords reduced affective and cognitive demands and a decrease in action fidelity compared to competition. In addition to sampling information, representative practice needs to consider modeling the cognitions and affect of competition to enhance transfer.

  9. Affective-cognitive consistency of attitude as a moderator of the job satisfaction-performance relationship

    Directory of Open Access Journals (Sweden)

    Deléne Visser

    2005-10-01

    Full Text Available Past research has often shown that job satisfaction and job performance are uncorrelated. The current study was an attempt to clarify the relationship by examining the role of affective-cognitive consistency (ACC to test whether attitudinal consistency affects the strength of the relationship. A secondary objective was to assess whether modified versions of the Overall Job Satisfaction Scale (OJS and the Minnesota Satisfaction Questionnaire (MSQ, administered to 166 full-time employees from a variety of companies, may be regarded as affective and cognitive measures of job satisfaction respectively. This view was supported by means of exploratory and confirmatory factor analytic results. Overall job satisfaction was measured by a composite of the modified OJS and MSQ, and job performance was rated on a 10-point scale by the employees’ supervisors. Respondents’ scores on the modified OJS and MSQ were then used to form groups that were high or low in ACC. For employees who displayed high ACC regarding their job satisfaction attitudes, medium to large positive correlations between the job satisfaction measures and performance were obtained. In contrast, non-significant correlations were recorded for the low ACC groups. The hypothesis that ACC is a significant moderator of the relationship between job satisfaction and job performance was therefore supported. Opsomming Vorige navorsing het dikwels getoon dat werktevredenheid en werkprestasie nie korreleer nie. Dié ondersoek was ’n poging om lig te werp op hierdie verwantskap deur die rol van affektiewe-kognitiewe konsekwentheid (AKK te ondersoek ten einde te toets of houdingkonsekwentheid die sterkte van die verwantskap beïnvloed. ’n Sekondêre doelwit was om te bepaal of gewysigde weergawes van die Overall Job Satisfaction Scale (OJS en die Minnesota Satisfaction Questionnaire (MSQ, toegepas op 166 voltydse werknemers van ’n verskeidenheid ondernemings, as affektiewe en kognitiewe metings

  10. Could cash and good parenting affect child cognitive development? A cross-sectional study in South Africa and Malawi.

    Science.gov (United States)

    Sherr, Lorraine; Macedo, Ana; Tomlinson, Mark; Skeen, Sarah; Cluver, Lucie Dale

    2017-05-12

    Social protection interventions, including cash grants and care provision have been shown to effectively reduce some negative impacts of the HIV epidemic on adolescents and families. Less is known about the role of social protection on younger HIV affected populations. This study explored the impact of cash grants on children's cognitive development. Additionally, we examined whether combined cash and care (operationalised as good parenting) was associated with improved cognitive outcomes. The sample included 854 children, aged 5 - 15, participating in community-based organisation (CBO) programmes for children affected by HIV in South Africa and Malawi. Data on child cognitive functioning were gathered by a combination of caregiver report and observer administered tests. Primary caregivers also reported on the economic situation of the family, cash receipt into the home, child and household HIV status. Parenting was measured on a 10 item scale with good parenting defined as a score of 8 or above. About half of families received cash (55%, n = 473), only 6% (n = 51) reported good parenting above the cut-off point but no cash, 18% (n = 151) received combined cash support and reported good parenting, and 21% (n = 179) had neither. Findings show that cash receipt was associated with enhanced child cognitive outcomes in a number of domains including verbal working memory, general cognitive functioning, and learning. Furthermore, cash plus good parenting provided an additive effect. Child HIV status had a moderating effect on the association between cash or/plus good parenting and cognitive outcomes. The association between cash and good parenting and child cognitive outcomes remained significant among both HIV positive and negative children, but overall the HIV negative group benefited more. This study shows the importance of cash transfers and good parenting on cognitive development of young children living in HIV affected environments. Our data clearly

  11. Biological lifestyle factors in adult distance education: predicting cognitive and learning performance

    NARCIS (Netherlands)

    Gijselaers, Jérôme

    2015-01-01

    Gijselaers, H. J. M. (2015, 20 October). Biological lifestyle factors in adult distance education: predicting cognitive and learning performance. Presentation given for the inter-faculty Data Science group at the Open University of the Netherlands, Heerlen, The Netherlands.

  12. Toward re-thinking science education in terms of affective practices: reflections from the field

    Science.gov (United States)

    Kayumova, Shakhnoza; Tippins, Deborah

    2016-09-01

    Rational and operationalized views of science and what it means for teachers and students to know and enact legitimate science practices have dominated science education research for many decades (Fusco and Barton in J Res Sci Teach 38(3):337-354, 2001. doi: 10.1002/1098-2736(200103)38:33.0.CO;2-0). Michalinos Zembylas challenges historically prevalent dichotomies of mind/body, reason/emotion, and emotion/affect, calling researchers and educators to move beyond the Cartesian dualisms, which have perpetuated a myth of scientific objectivity devoid of bias, subjectivity and emotions. Zembylas (Crit Stud Teach Learn 1(1):1-21, 2013. doi: 10.14426/cristal.v1i1.2) contends that the role of emotions and affect are best understood as relational and entangled in epistemological, cultural, and historical contexts of education, which represent contested sites of control and resistance. We argue that Zembylas' work is pivotal since "theoretical frames of reference for doing research in science education…[and] what constitutes knowledge and being within a particular frame" carry material bearings over the enactments of science teaching and learning (Kyle in J Res Sci Teach 31:695-696, 1994, p. 321. doi: 10.1002/tea.3660310703). In this paper, we hold cogen dialogue about how re-thinking notions of emotion and affect affords us, both science educators and researchers, to re-envision science education beyond cognitive and social frames. The framing of our dialogue as cogen builds on Wolff-Michael Roth and Kenneth Tobin's (At the elbows of another: learning to teach through coteaching. Peter Lang Publishing, New York, 2002) notion of cogenerative dialogue. Holding cogen is an invitation to an openly dialogic and safe area, which serves as a space for a dialogic inquiry that includes radical listening of situated knowledges and learning from similarities as well as differences of experiences (Tobin in Cult Stud Sci Educ, in review, 2015). From our situated experiences reforms

  13. The ethics of sham surgery on research subjects with cognitive impairments that affect decision-making capacity.

    Science.gov (United States)

    Resnik, David B; Miller, Frank

    2010-09-01

    Populations recruited to participate in sham surgery clinical trials sometimes include patients with cognitive impairments that affect decision-making capacity. In this commentary we examine arguments for and against including these patients in sham surgery clinical trials. We argue that patients with cognitive impairments that affect decision-making capacity should not be excluded from a sham surgery clinical trial if there are scientific reasons for including them in the study and basic ethical requirements for clinical research are met. Published by Elsevier Inc.

  14. Affective and cognitive prefrontal cortex projections to the lateral habenula in humans.

    Directory of Open Access Journals (Sweden)

    Karin eVadovičová

    2014-10-01

    Full Text Available Anterior insula (AI and dorsal ACC (dACC are known to process information about pain, loss, adversities, bad, harmful or suboptimal choices and consequences that threaten survival or well-being. Also pregenual ACC (pgACC is linked to loss and pain, being activated by sad thoughts and regrets. Lateral habenula (LHb is stimulated by predicted and received pain, discomfort, aversive outcome, loss. Its chronic stimulation makes us feel worse/low and gradually stops us choosing and moving for the suboptimal or punished choices, by direct and indirect (via rostromedial tegmental nucleus RMTg inhibition of DRN and VTA/SNc. The response selectivity of LHb neurons suggests their cortical input from affective and cognitive evaluative regions that make expectations about bad, unpleasant or suboptimal outcomes. Based on these facts we predicted direct dACC, pgACC and AI projections to LHb, which form part of an adversity processing circuit that learns to avoid bad outcomes by suppressing dopamine and serotonin signal. To test this connectivity we used Diffusion Tensor Imaging (DTI. We found dACC, pgACC, AI and caudolateral OFC projections to LHb. We predicted no corticohabenular projections from the reward processing regions: medial OFC (mOFC and ventral ACC (vACC because both respond most strongly to good, high valued stimuli and outcomes, inducing dopamine and serotonin release. This lack of LHb projections was confirmed for vACC and likely for mOFC. The surprising findings were the corticohabenular projections from the cognitive prefrontal cortex regions, known for flexible reasoning, planning and combining whatever information are relevant for reaching current goals. We propose that the prefrontohabenular projections provide a teaching signal for value-based choice behaviour, to learn to deselect, avoid or inhibit the potentially harmful, low valued or wrong choices, goals, strategies, predictions and ways of doing things, to prevent bad or suboptimal

  15. The indirect effect of emotion dysregulation in terms of negative affect and smoking-related cognitive processes.

    Science.gov (United States)

    Johnson, Adrienne L; McLeish, Alison C

    2016-02-01

    Although negative affect is associated with a number of smoking-related cognitive processes, the mechanisms underlying these associations have yet to be examined. The current study sought to examine the indirect effect of emotion regulation difficulties in terms of the association between negative affect and smoking-related cognitive processes (internal barriers to cessation, negative affect reduction smoking motives, negative affect reduction smoking outcome expectancies). Participants were 126 daily cigarette smokers (70.4% male, Mage=36.5years, SD=13.0; 69.8% Caucasian) who smoked an average of 18.5 (SD=8.7) cigarettes per day and reported moderate nicotine dependence. Formal mediation analyses were conducted using PROCESS to examine the indirect effect of negative affect on internal barriers to cessation and negative affect reduction smoking motives and outcome expectancies through emotion regulation difficulties. After accounting for the effects of gender, daily smoking rate, and anxiety sensitivity, negative affect was indirectly related to internal barriers to cessation and negative affect reduction smoking motives through emotion regulation difficulties. There was no significant indirect effect for negative affect reduction smoking outcome expectancies. These findings suggest that greater negative affect is associated with a desire to smoke to reduce this negative affect and perceptions that quitting smoking will be difficult due to negative emotions because of greater difficulties managing these negative emotions. Thus, emotion regulation difficulties may be an important target for smoking cessation interventions. Copyright © 2015 Elsevier Ltd. All rights reserved.

  16. Applications of Social Cognitive Theory to Gifted Education

    Science.gov (United States)

    Burney, Virginia H.

    2008-01-01

    Social cognitive theory emphasizes a dynamic interactive process to explain human functioning. This theory ascribes a central role to cognitive processes in which the individual can observe others and the environment, reflect on that in combination with his or her own thoughts and behaviors, and alter his or her own self-regulatory functions…

  17. Cognitive Styles and Educational-Vocational Preferences and Selection

    Science.gov (United States)

    Osipow, Samuel H.

    1969-01-01

    Vocational Preference Inventory (VPI) and other instruments administered to 365 students, both undecided and in various interest fields, revealed several differences in cognitive style. No differences regarding cognitive style variations and VPI high-point codes or ease of vocational selection were observed. (Author/CJ)

  18. How Clear and Organized Classroom Instruction and Deep Approaches to Learning Affect Growth in Critical Thinking and Need for Cognition

    Science.gov (United States)

    Wang, Jui-Sheng; Pascarella, Ernest T.; Nelson Laird, Thomas F.; Ribera, Amy K.

    2015-01-01

    In this study the authors analyze longitudinal student survey data from the 17-institution Wabash National Study of Liberal Arts Education (WNS) to determine the extent that the influence of overall exposure to clear and organized instruction on four-year growth in two measures of cognitive development is mediated by student use of deep approaches…

  19. Do cognitive leisure activities really matter in the relationship between education and cognition? Evidence from the aging, demographics, and memory study (ADAMS).

    Science.gov (United States)

    Lee, Yura; Chi, Iris

    2016-01-01

    Increasing demand for early detection and prevention of dementia has shifted recent attention toward cognitive impairment with no dementia (CIND), which is often considered a possible risk path to dementia. Education and cognitive leisure activities are major predictors featured in dementia studies. However, the definition of cognitive leisure activities often has been inconsistent and diverse. This study explored different domains of these activities and their moderating roles on the relationship between education and cognition. A sample of 704 participants aged 70 or older was drawn from the national Aging, Demographics, and Memory Study. Exploratory factor analysis was conducted to assess two domains from cognitive leisure activities: literacy and visuospatial activities. Multinomial logistic regression tested the main and moderating roles of each domain on cognition categorized as no impairment, CIND, and dementia. Individuals with greater engagement in both literacy and visuospatial activities were more likely to have no cognitive impairment than CIND. Individuals with greater engagement in literacy activities were less likely to have dementia compared to CIND. Literacy activities and education years had a significant interaction effect. Individuals with higher education seem to benefit more by engaging in literacy activities, as evidenced by decreased odds of having dementia. Engagement in cognitive leisure activities for both cognitively intact and impaired older adults is suggested, with more focus on literacy activities for cognitively impaired and highly educated older adults.

  20. Cognitive Remediation for Individuals with Psychosis in a Supported Education Setting: A Pilot Study

    Directory of Open Access Journals (Sweden)

    Sean A. Kidd

    2012-01-01

    Full Text Available Cognitive remediation (CR is a treatment approach that is being increasingly examined as a means through which the cognitive impacts of schizophrenia might be ameliorated. While CR has demonstrated good outcomes when paired with supported employment, little is known regarding how it might be integrated within supported education contexts. In this study CR was examined in a supported education context with 16 individuals with psychosis. The findings indicated that CR aligned well with the academic curriculum with very low attrition, was found useful by students, and showed similar pre-post differences on cognitive measures as those found in previous work.

  1. Unequal Classrooms: Online Higher Education and Non-Cognitive Skills

    Science.gov (United States)

    Morton, Jennifer M.

    2016-01-01

    In this paper, I reflect on the changing role of higher education by focusing on the case of online education. I consider the promise of online education as a means to mitigate educational inequalities. Based on the available empirical evidence, I argue that this promise is unlikely to be fulfilled because online education is not well-suited to…

  2. Stroke and TIA survivors’ cognitive beliefs and affective responses regarding treatment and future stroke risk differentially predict medication adherence and categorised stroke risk

    OpenAIRE

    Phillips, L. Alison; Diefenbach, Michael A.; Abrams, Jessica; Horowitz, Carol R.

    2014-01-01

    Cognitive beliefs and affective responses to illness and treatment are known to independently predict health behaviours. The purpose of the current study is to assess the relative importance of four psychological domains – specifically, affective illness, cognitive illness, affective treatment and cognitive treatment – for predicting stroke and transient ischemic attack (TIA) survivors’ adherence to stroke prevention medications as well as their objective, categorised stroke risk. We assessed...

  3. Examination on Validity of Mothers' Parenting Skills Scale: The Relationship among Scale for Mother's Cognitive and Affective Attitudes on Adolescent and Mother's parenting Attitude toward Adolescent Child

    OpenAIRE

    渡邉, 賢二; 平石, 賢二; WATANABE, Kenji; HIRAISHI, Kenji

    2009-01-01

    The purpose of this study was to examine the validity of parenting skills scale, and the relationship among the parenting skills scale and scale for mother's cognitive and affective attitudes on adolescent and mother's parenting attitude toward adolescent child. 3 subscales of the parenting skills were positively related to "positive cognition and affection" and negatively related to "negative cognition and affection." They were negatively related to "sense of uncertainly" and positively rela...

  4. Influence of Formal Education on Cognitive Reserve in Patients with Multiple Sclerosis.

    Science.gov (United States)

    Luerding, Ralf; Gebel, Sophie; Gebel, Eva-Maria; Schwab-Malek, Susanne; Weissert, Robert

    2016-01-01

    The concept of cognitive reserve (CR) and its influence on cognitive impairment has attracted increasing interest. One hundred twenty-eight patients with multiple sclerosis (MS) from Southern Germany were evaluated during the years 2000 to 2012. Twenty-seven neuropsychological (NP) tests were applied regarding basic cognitive functions, attention, executive functions, visual perception and construction, memory and learning, problem solving, and language. By this retrospective approach, a comprehensive NP profile of the investigated individuals was established. An effect of timespan of formal education on CR was observed. Enrichment by reading, physical activities, and challenging vocational practices had more profound effects in patients who had undergone a shorter educational period compared to a longer educational period. In summary, our study demonstrates that the advantage of longer formal education periods, compared to shorter formal education periods, can be counterbalanced by high frequencies of reading, physical activities, and challenging vocational practices in patients with MS.

  5. Influence of formal education on cognitive reserve in patients with multiple sclerosis

    Directory of Open Access Journals (Sweden)

    Ralf eLürding

    2016-03-01

    Full Text Available The concept of cognitive reserve (CR and its influence on cognitive impairment (CI has attracted increasing interest. 128 patients with multiple sclerosis (MS from Southern Germany were evaluated during the years 2000 to 2012. 27 neuropsychological (NP tests were applied regarding Basic Cognitive Functions, Attention, Executive Functions, Visual Perception and Construction, Memory and Learning, Problem Solving, and Language. By this retrospective approach, a comprehensive neuropsychological profile of the investigated individuals was established. An effect of timespan of formal education on CR was observed. Enrichment by reading, physical activities, and challenging vocational practices had more profound effects in patients who had undergone a shorter educational period compared to a longer educational period. In summary, our study demonstrates that the advantage of longer formal education periods, compared to shorter formal education periods, can be counterbalanced by high frequencies of reading, physical activities, and challenging vocational practices in patients with MS.

  6. Does higher education hone cognitive functioning and learning efficacy? Findings from a large and diverse sample

    Science.gov (United States)

    Guerra-Carrillo, Belén; Katovich, Kiefer

    2017-01-01

    Attending school is a multifaceted experience. Students are not only exposed to new knowledge but are also immersed in a structured environment in which they need to respond flexibly in accordance with changing task goals, keep relevant information in mind, and constantly tackle novel problems. To quantify the cumulative effect of this experience, we examined retrospectively and prospectively, the relationships between educational attainment and both cognitive performance and learning. We analyzed data from 196,388 subscribers to an online cognitive training program. These subscribers, ages 15–60, had completed eight behavioral assessments of executive functioning and reasoning at least once. Controlling for multiple demographic and engagement variables, we found that higher levels of education predicted better performance across the full age range, and modulated performance in some cognitive domains more than others (e.g., reasoning vs. processing speed). Differences were moderate for Bachelor’s degree vs. High School (d = 0.51), and large between Ph.D. vs. Some High School (d = 0.80). Further, the ages of peak cognitive performance for each educational category closely followed the typical range of ages at graduation. This result is consistent with a cumulative effect of recent educational experiences, as well as a decrement in performance as completion of schooling becomes more distant. To begin to characterize the directionality of the relationship between educational attainment and cognitive performance, we conducted a prospective longitudinal analysis. For a subset of 69,202 subscribers who had completed 100 days of cognitive training, we tested whether the degree of novel learning was associated with their level of education. Higher educational attainment predicted bigger gains, but the differences were small (d = 0.04–0.37). Altogether, these results point to the long-lasting trace of an effect of prior cognitive challenges but suggest that new

  7. Does higher education hone cognitive functioning and learning efficacy? Findings from a large and diverse sample.

    Science.gov (United States)

    Guerra-Carrillo, Belén; Katovich, Kiefer; Bunge, Silvia A

    2017-01-01

    Attending school is a multifaceted experience. Students are not only exposed to new knowledge but are also immersed in a structured environment in which they need to respond flexibly in accordance with changing task goals, keep relevant information in mind, and constantly tackle novel problems. To quantify the cumulative effect of this experience, we examined retrospectively and prospectively, the relationships between educational attainment and both cognitive performance and learning. We analyzed data from 196,388 subscribers to an online cognitive training program. These subscribers, ages 15-60, had completed eight behavioral assessments of executive functioning and reasoning at least once. Controlling for multiple demographic and engagement variables, we found that higher levels of education predicted better performance across the full age range, and modulated performance in some cognitive domains more than others (e.g., reasoning vs. processing speed). Differences were moderate for Bachelor's degree vs. High School (d = 0.51), and large between Ph.D. vs. Some High School (d = 0.80). Further, the ages of peak cognitive performance for each educational category closely followed the typical range of ages at graduation. This result is consistent with a cumulative effect of recent educational experiences, as well as a decrement in performance as completion of schooling becomes more distant. To begin to characterize the directionality of the relationship between educational attainment and cognitive performance, we conducted a prospective longitudinal analysis. For a subset of 69,202 subscribers who had completed 100 days of cognitive training, we tested whether the degree of novel learning was associated with their level of education. Higher educational attainment predicted bigger gains, but the differences were small (d = 0.04-0.37). Altogether, these results point to the long-lasting trace of an effect of prior cognitive challenges but suggest that new learning

  8. A Randomized Controlled Trial of Trauma-Focused Cognitive Behavioral Therapy for Sexually Exploited, War-Affected Congolese Girls

    Science.gov (United States)

    O'Callaghan, Paul; McMullen, John; Shannon, Ciaran; Rafferty, Harry; Black, Alastair

    2013-01-01

    Objective: To assess the efficacy of trauma-focused cognitive behavioral therapy (TF-CBT) delivered by nonclinical facilitators in reducing posttraumatic stress, depression, and anxiety and conduct problems and increasing prosocial behavior in a group of war-affected, sexually exploited girls in a single-blind, parallel-design, randomized,…

  9. Communicative-Based Curriculum Innovations between Theory and Practice: Implications for EFL Curriculum Development and Student Cognitive and Affective Change

    Science.gov (United States)

    Shawer, Saad

    2010-01-01

    This qualitative study examines the influence of teacher conceptualisations of communicative language teaching on their actual classroom practice and student cognitive and affective change. The qualitative paradigm underpinned this research at the levels of ontology (multiple teacher realities), epistemology (interaction with, rather than…

  10. Linking Affective Commitment, Career Self-Efficacy, and Outcome Expectations: A Test of Social Cognitive Career Theory

    Science.gov (United States)

    Conklin, Amanda M.; Dahling, Jason J.; Garcia, Pablo A.

    2013-01-01

    The authors tested a model based on the satisfaction model of social cognitive career theory (SCCT) that links college students' affective commitment to their major (the emotional identification that students feel toward their area of study) with career decision self-efficacy (CDSE) and career outcome expectations. Results indicate that CDSE…

  11. The role of cognitive and affective defense mechanisms in reducing children’s susceptibility to advertising effects

    NARCIS (Netherlands)

    Rozendaal, E.; Buijzen, M.; Valkenburg, P.

    2011-01-01

    The main aim of this study was to develop and test a model of children’s advertising defenses. In this model two paths to reduced advertising susceptibility (i.e., advertised brand attitude) were hypothesized: a cognitive and an affective path. The secondary aim was to compare these paths for two

  12. Exploring Students' Behavioural Patterns during Online Peer Assessment from the Affective, Cognitive, and Metacognitive Perspectives: A Progressive Sequential Analysis

    Science.gov (United States)

    Cheng, Kun-Hung; Hou, Huei-Tse

    2015-01-01

    Previous research regarding peer assessment has investigated the relationships between peer feedback and learners' performance. However, few studies investigate in-depth learning processes during technology-assisted peer assessment activities, particularly from affective, cognitive, and metacognitive perspectives. This study conducts a series of…

  13. Team Regulation in a Simulated Medical Emergency: An In-Depth Analysis of Cognitive, Metacognitive, and Affective Processes

    Science.gov (United States)

    Duffy, Melissa C.; Azevedo, Roger; Sun, Ning-Zi; Griscom, Sophia E.; Stead, Victoria; Crelinsten, Linda; Wiseman, Jeffrey; Maniatis, Thomas; Lachapelle, Kevin

    2015-01-01

    This study examined the nature of cognitive, metacognitive, and affective processes among a medical team experiencing difficulty managing a challenging simulated medical emergency case by conducting in-depth analysis of process data. Medical residents participated in a simulation exercise designed to help trainees to develop medical expertise,…

  14. Why so fast? : An investigation of the cognitive and affective processes underlying successful and failing development of reading fluency

    NARCIS (Netherlands)

    Zeguers, M.H.T.

    2017-01-01

    The studies in this thesis aimed to improve our understanding of cognitive and affective mechanisms involved in the development of reading fluency, both in Dutch typical and dyslexic readers. In typical readers we investigated the timing of orthography-phonology integration. Time course analyses of

  15. An Integrative Process Approach on Judgment and Decision Making: The Impact of Arousal, Affect, Motivation, and Cognitive Ability

    Science.gov (United States)

    Roets, Arne; Van Hiel, Alain

    2011-01-01

    This article aims to integrate the findings from various research traditions on human judgment and decision making, focusing on four process variables: arousal, affect, motivation, and cognitive capacity/ability. We advocate a broad perspective referred to as the integrative process approach (IPA) of decision making, in which these process…

  16. A meta-analysis of the published research on the affective, cognitive, and behavioral effects of corporal punishment.

    Science.gov (United States)

    Paolucci, Elizabeth Oddone; Violato, Claudio

    2004-05-01

    The present study is a meta-analysis of the published research on the effects of corporal punishment on affective, cognitive, and behavioral outcomes. The authors included 70 studies published between 1961 and 2000 and involving 47,751 people. Most of the studies were published between 1990 and 2000 (i.e., 53 or 68%) and were conducted in the United States (65 or 83.3%). Each of the dependent variables was coded, and effect sizes (ds) were computed. Average unweighted and weighted ds for each of the outcome variables were .35 and .20 for affective outcomes, .33 and .06 for cognitive outcomes, and .25 and .21 for behavioral outcomes, respectively. The analyses suggested small negative behavioral and emotional effects of corporal punishment and almost no effect of such punishment on cognition. Analyses of several potentially moderating variables, such as gender or socioeconomic status, and the frequency or age of first experience of corporal punishment, the relationship of the person administering the discipline, and the technique of the discipline all had no affect on effect size outcome. There was insufficient data about a number of the moderator variables to conduct meaningful analyses. The results of the present meta-analysis suggest that exposure to corporal punishment does not substantially increase the risk to youth of developing affective, cognitive, or behavioral pathologies.

  17. Cognitive and Socio-Affective Outcomes of Project-Based Learning: Perceptions of Greek Second Chance School Students

    Science.gov (United States)

    Koutrouba, Konstantina; Karageorgou, Elissavet

    2013-01-01

    The present questionnaire-based study was conducted in 2010 in order to examine 677 Greek Second Chance School (SCS) students' perceptions about the cognitive and socio-affective outcomes of project-based learning. Data elaboration, statistical and factor analysis showed that the participants found that project-based learning offered a second…

  18. Questioning the link between Self-Expressed Attitudes and Repurchasing Behavior: Relations Between Cognitive, Affective and Action Loyalty

    Directory of Open Access Journals (Sweden)

    Guven Ordun

    2015-04-01

    Full Text Available In psychology attitude is defined as favorable or unfavorable evaluations towards a person, group, object or event. Attitudes are formed by past and present experiences and are expected to change as a function of experience. Three components of the attitude defined as cognitive (what we know about the subject, affective (how we feel towards the subject and behavioral (intention to behave towards the subject. Our behavior is defined as a complex combination of beliefs, feelings, capabilities and norms. The majority of consumer behavior literature examined the main antecedents of purchase behavior. Attitudes are described as one of the most important determinant of the behavior. There are several methods and techniques to assess attitude; the most used one is the self-report paper and pencil measures. Brand loyalty is another important concept related with repetitive purchasing behavior. While cognitive loyalty is related with the information, affective loyalty is related with feelings. Behavioral loyalty is described as the past behaviors or experiences. Some of our behaviors are determined by the cognitive component of the attitude while others may be directed by the affective part. Main focus of the research is to find out whether there is a level of compliance between cognitive, affective and behavioral attitude of consumers. 1000 forms are distributed in order to identify the attitudes and purchasing behaviors of consumers 783 forms are evaluated

  19. The Relationship between Second-Order False Belief and Display Rules Reasoning: The Integration of Cognitive and Affective Social Understanding

    Science.gov (United States)

    Naito, Mika; Seki, Yoshimi

    2009-01-01

    To investigate the relation between cognitive and affective social understanding, Japanese 4- to 8-year-olds received tasks of first- and second-order false beliefs and prosocial and self-presentational display rules. From 6 to 8 years, children comprehended display rules, as well as second-order false belief, using social pressures justifications…

  20. Questioning the Link between Self-Expressed Attitudes and Repurchasing Behavior: Relations Between Cognitive, Affective and Action Loyalty

    Directory of Open Access Journals (Sweden)

    Guven Ordun

    2016-01-01

    Full Text Available In psychology attitude is defined as favorable or unfavorable evaluations towards a person, group, object or event. Attitudes are formed by past and present experiences and are expected to change as a function of experience. Three components of the attitude defined as cognitive (what we know about the subject, affective (how we feel towards the subject and behavioral (intention to behave towards the subject. Our behavior is defined as a complex combination of beliefs, feelings, capabilities and norms. The majority of consumer behavior literature examined the main antecedents of purchase behavior. Attitudes are described as one of the most important determinant of the behavior. There are several methods and techniques to assess attitude; the most used one is the self-report paper and pencil measures. Brand loyalty is another important concept related with repetitive purchasing behavior. While cognitive loyalty is related with the information, affective loyalty is related with feelings. Behavioral loyalty is described as the past behaviors or experiences. Some of our behaviors are determined by the cognitive component of the attitude while others may be directed by the affective part. Main focus of the research is to find out whether there is a level of compliance between cognitive, affective and behavioral attitude of consumers. 1000 forms are distributed in order to identify the attitudes and purchasing behaviors of consumers 783 forms are evaluated

  1. Mathematics for Maths Anxious Tertiary Students: Integrating the cognitive and affective domains using interactive multimedia

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    Janet Taylor

    2011-04-01

    Full Text Available Today, commencing university students come from a diversity of backgrounds and have a broad range of abilities and attitudes. It is well known that attitudes towards mathematics, especially mathematics anxiety, can affect students’ performance to the extent that mathematics is often seen as a barrier to success by many. This paper reports on the design, development and evaluation of an interactive multimedia resource designed to explicitly address students’ beliefs and attitudes towards mathematics by following five characters as they progress through the highs and low of studying a preparatory mathematics course. The resource was built within two theoretical frameworks, one related to effective numeracy teaching (Marr and Helme 1991 and the other related to effective educational technology development (Laurillard 2002. Further, it uses a number of multimedia alternatives (video, audio, animations, diarying, interactive examples and self assessment to encourage students to feel part of a group, to reflect on their feelings and beliefs about mathematics, to expose students to authentic problem solving and generally build confidence through practice and self-assessment. Evaluation of the resource indicated that it encouraged students to value their own mathematical ability and helped to build confidence, while developing mathematical problem solving skills. The evaluation clearly demonstrated that it is possible to address the affective domain through multimedia initiatives and that this can complement the current focus on computer mediated communication as the primary method of addressing affective goals within the online environment.

  2. Attachment Style Predicts Affect, Cognitive Appraisals, and Social Functioning in Daily Life

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    Tamara eSheinbaum

    2015-03-01

    Full Text Available The way in which attachment styles are expressed in the moment as individuals navigate their real-life settings has remained an area largely untapped by attachment research. The present study examined how adult attachment styles are expressed in daily life using Experience Sampling Methodology (ESM in a sample of 206 Spanish young adults. Participants were administered the Attachment Style Interview and received personal digital assistants that signaled them randomly eight times per day for one week to complete questionnaires about their current experiences and social context. As hypothesized, participants’ momentary affective states, cognitive appraisals, and social functioning varied in meaningful ways as a function of their attachment style. Individuals with an anxious attachment, as compared with securely attached individuals, endorsed experiences that were congruent with hyperactivating tendencies, such as higher negative affect, stress, and perceived social rejection. By contrast, individuals with an avoidant attachment, relative to individuals with a secure attachment, endorsed experiences that were consistent with deactivating tendencies, such as decreased positive states and a decreased desire to be with others when alone. Furthermore, the expression of attachment styles in social contexts was shown to be dependent upon the subjective appraisal of the closeness of social contacts, and not merely upon the presence of social interactions. The findings support the ecological validity of the Attachment Style Interview and the person-by-situation character of attachment theory. Moreover, they highlight the utility of ESM for investigating how the predictions derived from attachment theory play out in the natural flow of real life.

  3. Is it the real deal? Perception of virtual characters versus humans: an affective cognitive neuroscience perspective

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    Aline W. ede Borst

    2015-05-01

    Full Text Available Recent developments in neuroimaging research support the increased use of naturalistic stimulus material such as film, animations, or androids. These stimuli allow for a better understanding of how the brain processes information in complex situations while maintaining experimental control. While avatars and androids are well suited to study human cognition, they should not be equated to human stimuli. For example, the Uncanny Valley hypothesis theorizes that artificial agents with high human-likeness may evoke feelings of eeriness in the human observer. Here we review if, when, and how the perception of human-like avatars and androids differs from the perception of humans and consider how this influences their utilization as stimulus material in social and affective neuroimaging studies. First, we discuss how the appearance of virtual characters affects perception. When stimuli are morphed across categories from non-human to human, the most ambiguous stimuli, rather than the most human-like stimuli, show prolonged classification times and increased eeriness. Human-like to human stimuli show a positive linear relationship with familiarity. Secondly, we show that expressions of emotions in human-like avatars can be perceived similarly to human emotions, with corresponding behavioral, physiological and neuronal activations, with exception of physical dissimilarities. Subsequently, we consider if and when one perceives differences in action representation by artificial agents versus humans. Motor resonance and predictive coding models may account for empirical findings, such as an interference effect on action for observed human-like, natural moving characters. However, the expansion of these models to explain more complex behavior, such as empathy, still needs to be investigated in more detail. Finally, we broaden our outlook to social interaction, where virtual reality stimuli can be utilized to imitate complex social situations.

  4. Is it the real deal? Perception of virtual characters versus humans: an affective cognitive neuroscience perspective.

    Science.gov (United States)

    de Borst, Aline W; de Gelder, Beatrice

    2015-01-01

    Recent developments in neuroimaging research support the increased use of naturalistic stimulus material such as film, avatars, or androids. These stimuli allow for a better understanding of how the brain processes information in complex situations while maintaining experimental control. While avatars and androids are well suited to study human cognition, they should not be equated to human stimuli. For example, the uncanny valley hypothesis theorizes that artificial agents with high human-likeness may evoke feelings of eeriness in the human observer. Here we review if, when, and how the perception of human-like avatars and androids differs from the perception of humans and consider how this influences their utilization as stimulus material in social and affective neuroimaging studies. First, we discuss how the appearance of virtual characters affects perception. When stimuli are morphed across categories from non-human to human, the most ambiguous stimuli, rather than the most human-like stimuli, show prolonged classification times and increased eeriness. Human-like to human stimuli show a positive linear relationship with familiarity. Secondly, we show that expressions of emotions in human-like avatars can be perceived similarly to human emotions, with corresponding behavioral, physiological and neuronal activations, with exception of physical dissimilarities. Subsequently, we consider if and when one perceives differences in action representation by artificial agents versus humans. Motor resonance and predictive coding models may account for empirical findings, such as an interference effect on action for observed human-like, natural moving characters. However, the expansion of these models to explain more complex behavior, such as empathy, still needs to be investigated in more detail. Finally, we broaden our outlook to social interaction, where virtual reality stimuli can be utilized to imitate complex social situations.

  5. The downward spiral of chronic pain, prescription opioid misuse, and addiction: cognitive, affective, and neuropsychopharmacologic pathways.

    Science.gov (United States)

    Garland, Eric L; Froeliger, Brett; Zeidan, Fadel; Partin, Kaitlyn; Howard, Matthew O

    2013-12-01

    Prescription opioid misuse and addiction among chronic pain patients are emerging public health concerns of considerable significance. Estimates suggest that more than 10% of chronic pain patients misuse opioid analgesics, and the number of fatalities related to nonmedical or inappropriate use of prescription opioids is climbing. Because the prevalence and adverse consequences of this threat are increasing, there is a pressing need for research that identifies the biobehavioral risk chain linking chronic pain, opioid analgesia, and addictive behaviors. To that end, the current manuscript draws upon current neuropsychopharmacologic research to provide a conceptual framework of the downward spiral leading to prescription opioid misuse and addiction among chronic pain patients receiving opioid analgesic pharmacotherapy. Addictive use of opioids is described as the outcome of a cycle initiated by chronic pain and negative affect and reinforced by opioidergic-dopamingeric interactions, leading to attentional hypervigilance for pain and drug cues, dysfunctional connectivity between self-referential and cognitive control networks in the brain, and allostatic dysregulation of stress and reward circuitry. Implications for clinical practice are discussed; multimodal, mindfulness-oriented treatment is introduced as a potentially effective approach to disrupting the downward spiral and facilitating recovery from chronic pain and opioid addiction. Copyright © 2013 Elsevier Ltd. All rights reserved.

  6. Mindfulness Training in Primary Schools Decreases Negative Affect and Increases Meta-Cognition in Children

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    Vickery, Charlotte E.; Dorjee, Dusana

    2016-01-01

    Studies investigating the feasibility and impact of mindfulness programs on emotional well-being when delivered by school teachers in pre-adolescence are scarce. This study reports the findings of a controlled feasibility pilot which assessed acceptability and emotional well-being outcomes of an 8-week mindfulness program (Paws b) for children aged 7–9 years. The program was delivered by school teachers within a regular school curriculum. Emotional well-being was measured using self-report questionnaires at baseline, post-training and 3 months follow-up, and informant reports were collected at baseline and follow-up. Seventy one participants aged 7–9 years were recruited from three primary schools in the UK (training group n = 33; control group n = 38). Acceptability of the program was high with 76% of children in the training group reporting ‘liking’ practicing mindfulness at school, with a strong link to wanting to continue practicing mindfulness at school (p mindfulness and emotion regulation scores from baseline to post-training (p = 0.038) and baseline to follow-up (p = 0.033). Findings from this study provide initial evidence that the Paws b program in children aged 7–9 years (a) can be feasibly delivered by primary school teachers as part of the regular curriculum, (b) is acceptable to the majority of children, and (c) may significantly decrease negative affect and improve meta-cognition. PMID:26793145

  7. The impact of maternal control on children's anxious cognitions, behaviours and affect: an experimental study.

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    Thirlwall, Kerstin; Creswell, Cathy

    2010-10-01

    Controlling parenting is associated with child anxiety however the direction of effects remains unclear. The present study implemented a Latin-square experimental design to assess the impact of parental control on children's anxious affect, cognitions and behaviour. A non-clinical sample of 24 mothers of children aged 4-5 years were trained to engage in (a) controlling and (b) autonomy-granting behaviours in interaction with their child during the preparation of a speech. When mothers engaged in controlling parenting behaviours, children made more negative predictions about their performance prior to delivering their speech and reported feeling less happy about the task, and this was moderated by child trait anxiety. In addition, children with higher trait anxiety displayed a significant increase in observed child anxiety in the controlling condition. The pattern of results was maintained when differences in mothers' levels of negativity and habitual levels of control were accounted for. These findings are consistent with theories that suggest that controlling parenting is a risk factor in the development of childhood anxiety. Copyright 2010 Elsevier Ltd. All rights reserved.

  8. Effectiveness of mindfulness-based cognitive therapy in patients with bipolar affective disorder: A case series

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    Suvarna Shirish Joshi

    2018-01-01

    Full Text Available The present investigation was undertaken to examine the effects of mindfulness-based cognitive therapy (MBCT on interepisodic symptoms, emotional regulation, and quality of life in patients with bipolar affective disorder (BPAD in remission. The sample for the study comprised a total of five patients with the diagnosis of BPAD in partial or complete remission. Each patient was screened to fit the inclusion and exclusion criteria and later assessed on the Beck Depressive Inventory I, Beck Anxiety Inventory, Difficulties in Emotion Regulation Scale, Acceptance and Action Questionnaire-II, and The World Health Organization Quality of Life Assessment-BREF. Following preassessments, patients underwent 8–10 weeks of MBCT. A single case design with pre- and post-intervention assessment was adopted to evaluate the changes. Improvement was observed in all five cases on the outcome variables. The details of the results are discussed in the context of the available literature. Implications, limitations, and ideas for future investigations are also discussed.

  9. Loss of Gnas imprinting differentially affects REM/NREM sleep and cognition in mice.

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    Glenda Lassi

    Full Text Available It has been suggested that imprinted genes are important in the regulation of sleep. However, the fundamental question of whether genomic imprinting has a role in sleep has remained elusive up to now. In this work we show that REM and NREM sleep states are differentially modulated by the maternally expressed imprinted gene Gnas. In particular, in mice with loss of imprinting of Gnas, NREM and complex cognitive processes are enhanced while REM and REM-linked behaviors are inhibited. This is the first demonstration that a specific overexpression of an imprinted gene affects sleep states and related complex behavioral traits. Furthermore, in parallel to the Gnas overexpression, we have observed an overexpression of Ucp1 in interscapular brown adipose tissue (BAT and a significant increase in thermoregulation that may account for the REM/NREM sleep phenotypes. We conclude that there must be significant evolutionary advantages in the monoallelic expression of Gnas for REM sleep and for the consolidation of REM-dependent memories. Conversely, biallelic expression of Gnas reinforces slow wave activity in NREM sleep, and this results in a reduction of uncertainty in temporal decision-making processes.

  10. Common and unique associations of adolescents' affective and cognitive empathy development with conflict behavior towards parents.

    Science.gov (United States)

    Van Lissa, Caspar J; Hawk, Skyler T; Branje, Susan; Koot, Hans M; Meeus, Wim H J

    2016-02-01

    Adolescents' development of two empathy dimensions, affective empathic concern and cognitive perspective taking, may be associated with shifts towards more constructive behaviors in conflict with parents. This six-year longitudinal study (ages 13-18) used multivariate latent growth curve modeling to investigate correlations between the developmental trajectories of adolescents' (N = 497) empathic dispositions and trajectories of their conflict behaviors towards both parents. There were some similarities between the associations of both empathy dimensions with conflict behaviors. Both empathy dimensions were associated with reduced conflict escalation with mothers, and increased problem solving with both parents. However, these associations were consistently stronger for perspective taking than for empathic concern. Furthermore, higher levels of compliance with mothers in early adolescence were uniquely associated with over-time increasing empathic concern. Perspective taking was uniquely associated with decreased withdrawal from conflicts. Perspective taking thus appears to be more strongly associated with a pattern of constructive conflict behaviors. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

  11. The Turkish Version of the Cognitive and Affective Mindfulness Scale-Revised

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    Pelin D. Catak

    2012-11-01

    Full Text Available The mindfulness approach to psychotherapy has become a topic of continuously growing scientific interest. In accordance with such interest, various self-report assessment tools have been developed to measure the mindfulness construct. The majority of the studies conducted to investigate the properties of these assessment instruments included Western populations. Thus, the measurement of mindfulness in non-Western cultures still requires further research. Based on this premise, the psychometric properties of the 10 item Cognitive and Affective Mindfulness Scale-Revised (CAMS-R were investigated in two different studies using two non-clinical Turkish samples. In Study 1, the psychometric properties of the 10 item CAMS-R were examined in an undergraduate student sample (N = 265. Study 2 extended the examination of the psychometric properties of the CAMS-R to an adult community sample consisting of white-collar public employees (N = 88. The results of both studies showed that the Turkish CAMS-R possessed acceptable levels of internal consistency and the scale displayed convergent as well as concurrent validity. Statistically meaningful relationships were found between mindfulness as measures by Turkish CAMS-R and depression, anxiety, well-being as well as perceived stress. The findings from both studies suggest CAMS-R retains its psychometric properties when utilized in a non-Western culture and the Turkish version of CAMS-R is a valid instrument which can be used to measure mindfulness in the Turkish population.

  12. The visual cognitive network, but not the visual sensory network, is affected in amnestic mild cognitive impairment: a study of brain oscillatory responses.

    Science.gov (United States)

    Yener, Görsev G; Emek-Savaş, Derya Durusu; Güntekin, Bahar; Başar, Erol

    2014-10-17

    Mild Cognitive Impairment (MCI) is considered in many as prodromal stage of Alzheimer's disease (AD). Event-related oscillations (ERO) reflect cognitive responses of brain whereas sensory-evoked oscillations (SEO) inform about sensory responses. For this study, we compared visual SEO and ERO responses in MCI to explore brain dynamics (BACKGROUND). Forty-three patients with MCI (mean age=74.0 year) and 41 age- and education-matched healthy-elderly controls (HC) (mean age=71.1 year) participated in the study. The maximum peak-to-peak amplitudes for each subject's averaged delta response (0.5-3.0 Hz) were measured from two conditions (simple visual stimulation and classical visual oddball paradigm target stimulation) (METHOD). Overall, amplitudes of target ERO responses were higher than SEO amplitudes. The preferential location for maximum amplitude values was frontal lobe for ERO and occipital lobe for SEO. The ANOVA for delta responses showed significant results for the group Xparadigm. Post-hoc tests indicated that (1) the difference between groups were significant for target delta responses, but not for SEO, (2) ERO elicited higher responses for HC than MCI patients, and (3) females had higher target ERO than males and this difference was pronounced in the control group (RESULTS). Overall, cognitive responses display almost double the amplitudes of sensory responses over frontal regions. The topography of oscillatory responses differs depending on stimuli: visualsensory responses are highest over occipitals and -cognitive responses over frontal regions. A group effect is observed in MCI indicating that visual sensory and cognitive circuits behave differently indicating preserved visual sensory responses, but decreased cognitive responses (CONCLUSION). Copyright © 2014 Elsevier B.V. All rights reserved.

  13. Sleep quality affects cognitive functioning in returning combat veterans beyond combat exposure, PTSD, and mild TBI history.

    Science.gov (United States)

    Martindale, Sarah L; Morissette, Sandra B; Rowland, Jared A; Dolan, Sara L

    2017-01-01

    The purpose of this study was to determine how sleep quality affects cognitive functioning in returning combat veterans after accounting for effects of combat exposure, posttraumatic stress disorder (PTSD), and mild traumatic brain injury (mTBI) history. This was a cross-sectional assessment study evaluating combat exposure, PTSD, mTBI history, sleep quality, and neuropsychological functioning. One hundred and nine eligible male Iraq/Afghanistan combat veterans completed an assessment consisting of a structured clinical interview, neuropsychological battery, and self-report measures. Using partial least squares structural equation modeling, combat experiences and mTBI history were not directly associated with sleep quality. PTSD was directly associated with sleep quality, which contributed to deficits in neuropsychological functioning independently of and in addition to combat experiences, PTSD, and mTBI history. Combat experiences and PTSD were differentially associated with motor speed. Sleep affected cognitive function independently of combat experiences, PTSD, and mTBI history. Sleep quality also contributed to cognitive deficits beyond effects of PTSD. An evaluation of sleep quality may be a useful point of clinical intervention in combat veterans with cognitive complaints. Improving sleep quality could alleviate cognitive complaints, improving veterans' ability to engage in treatment. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  14. Does Self-Efficacy Affect Cognitive Performance in Persons with Clinically Isolated Syndrome and Early Relapsing Remitting Multiple Sclerosis?

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    Peter Joseph Jongen

    2015-01-01

    Full Text Available In persons with multiple sclerosis (MS a lowered self-efficacy negatively affects physical activities. Against this background we studied the relationship between self-efficacy and cognitive performance in the early stages of MS. Thirty-three patients with Clinically Isolated Syndrome (CIS and early Relapsing Remitting MS (eRRMS were assessed for self-efficacy (MSSES-18, cognition (CDR System, fatigue (MFIS-5, depressive symptoms (BDI, disease impact (MSIS-29, and disability (EDSS. Correlative analyses were performed between self-efficacy and cognitive scores, and stepwise regression analyses identified predictors of cognition and self-efficacy. Good correlations existed between total self-efficacy and Power of Attention (r= 0.65; P< 0.001, Reaction Time Variability (r= 0.57; P< 0.001, and Speed of Memory (r= 0.53; P< 0.01, and between control self-efficacy and Reaction Time Variability (r= 0.55; P< 0.01. Total self-efficacy predicted 40% of Power of Attention, 34% of Reaction Time Variability, and 40% of Speed of Memory variabilities. Disease impact predicted 65% of total self-efficacy and 58% of control self-efficacy variabilities. The findings may suggest that in persons with CIS and eRRMS self-efficacy may positively affect cognitive performance and that prevention of disease activity may preserve self-efficacy.

  15. Role of Educational Status in Explaining the Association between Body Mass Index and Cognitive Function.

    Science.gov (United States)

    Ho, Yi-Te; Kao, Tung-Wei; Peng, Tao-Chun; Liaw, Fang-Yih; Yang, Hui-Fang; Sun, Yu-Shan; Chang, Yaw-Wen; Chen, Wei-Liang

    2016-02-01

    Preserving physical and cognitive function becomes an important issue as people age. A growing number of studies have found that the correlation between body mass index (BMI) and cognitive function changes in different age groups. It is obvious that higher educational status is linked to higher cognitive function in terms of numerous risk factors that influence cognitive function. This study aimed to investigate the interplay between obesity and cognitive function categorized by different educational status.This study included 5021 participants aged 20 to 59 years who completed 3 neurocognitive function tests, including a simple reaction time test (SRTT), a symbol digit substitution test (SDST), and a serial digit learning test (SDLT) as reported in the National Health and Nutrition Examination Survey (NHANES) III database. The associations between neurocognitive function and BMI were analyzed using multivariate linear regression while controlling for confounders.After adjusting for pertinent covariates in mode 3, the β coefficients in the female participants with more than 12 years of education (interpreted as change of 3 neurocognitive function tests for each increment in BMI) comparing obesity groups to those with normal BMI were 16.2 (P education and female participants with fewer than 12 years of education demonstrated increased impairment as their BMI increased. However, this association was not significant after adjustments.Obese individuals had worse neurocognitive function than those of normal weight or overweight, especially in women with a high educational level.

  16. Educational Inequalities in Health Behaviors at Midlife: Is There a Role for Early-life Cognition?

    Science.gov (United States)

    Clouston, Sean A P; Richards, Marcus; Cadar, Dorina; Hofer, Scott M

    2015-09-01

    Education is a fundamental cause of social inequalities in health because it influences the distribution of resources, including money, knowledge, power, prestige, and beneficial social connections, that can be used in situ to influence health. Recent studies have highlighted early-life cognition as commonly indicating the propensity for educational attainment and determining health and age of mortality. Health behaviors provide a plausible mechanism linking both education and cognition to later-life health and mortality. We examine the role of education and cognition in predicting smoking, heavy drinking, and physical inactivity at midlife using data from the Wisconsin Longitudinal Study (N = 10,317), National Survey of Health and Development (N = 5,362), and National Childhood Development Study (N = 16,782). Adolescent cognition was associated with education but was inconsistently associated with health behaviors. Education, however, was robustly associated with improved health behaviors after adjusting for cognition. Analyses highlight structural inequalities over individual capabilities when studying health behaviors. © American Sociological Association 2015.

  17. Relating Education, Brain Structure, and Cognition: The Role of Cardiovascular Disease Risk Factors

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    Moyra E. Mortby

    2014-01-01

    Full Text Available The protective effect of education on cognitive and brain health is well established. While the direct effects of individual cardiovascular disease (CVD risk factors (i.e., hypertension, smoking, diabetes, and obesity on cerebral structure have been investigated, little is understood about the possible interaction between the protective effect of education and the deleterious effects of CVD risk factors in predicting brain ageing and cognition. Using data from the PATH Through Life study (N=266, we investigated the protective effect of education on cerebral structure and function and tested a possible mediating role of CVD risk factors. Higher education was associated with larger regional grey/white matter volumes in the prefrontal cortex in men only. The association between education and cognition was mediated by brain volumes but only for grey matter and only in relation to information processing speed. CVD risk factors did not mediate the association between regional volumes and cognition. This study provides additional evidence in support for a protective effect of education on cerebral structures and cognition. However, it does not provide support for a mediating role of CVD risk factors in these associations.

  18. Children's Language Production: How Cognitive Neuroscience and Industrial Engineering Can Inform Public Education Policy and Practice

    Science.gov (United States)

    Leisman, Gerry

    2012-01-01

    Little of 150 years of research in Cognitive Neurosciences, Human Factors, and the mathematics of Production Management have found their way into educational policy and certainly not into the classroom or in the production of educational materials in any meaningful or practical fashion. Whilst more mundane concepts of timing, sequencing, spatial…

  19. Comparative Effects of Education and Bilingualism on the Onset of Mild Cognitive Impairment.

    Science.gov (United States)

    Ramakrishnan, Subasree; Mekala, Shailaja; Mamidipudi, Annapurna; Yareeda, Sireesha; Mridula, Rukmini; Bak, Thomas H; Alladi, Suvarna; Kaul, Subhash

    2017-01-01

    Increasing evidence suggests that life course factors such as education and bilingualism may have a protective role against dementia due to Alzheimer disease. This study aimed to compare the effects of education and bilingualism on the onset of cognitive decline at the stage of mild cognitive impairment (MCI). A total of 115 patients with MCI evaluated in a specialty memory clinic in Hyderabad, India, formed the cohort. MCI was diagnosed according to Petersen's criteria following clinical evaluation and brain imaging. Age at onset of MCI was compared between bilinguals and monolinguals, and across subjects with high and low levels of education, adjusting for possible confounding variables. The bilingual MCI patients were found to have a clinical onset of cognitive complaints 7.4 years later than monolinguals (65.2 vs. 58.1 years; p = 0.004), while years of education was not associated with delayed onset (1-10 years of education, 59.1 years; 11-15 years of education, 62.6 years; >15 years of education, 62.2 years; p = 0.426). The effect of bilingualism is protective against cognitive decline, and lies along a continuum from normal to pathological states. In comparison, the role of years of education is less robust. © 2017 S. Karger AG, Basel.

  20. Breastfeeding, Maternal Education and Cognitive Function: A Prospective Study in Twins

    NARCIS (Netherlands)

    Bartels, M.; van Beijsterveldt, C.E.M.; Boomsma, D.I.

    2009-01-01

    The effect of breastfeeding on cognitive abilities is examined in the offspring of highly educated women and compared to the effects in women with low or middle educational attainment. All offspring consisted of 12-year old mono- or dizygotic twins and this made it possible to study the effect of