Cognitive Psychology

Earlier identification of executive deficits in preschool children using an ecological approach would give more scope for intervention. The Preschool Executive Task Assessment (PETA) was developed to resemble an everyday age-appropriate task in order to examine the self-direction and integration of executive functions during a multi-step task. It was designed so that performance can be evaluated in a microanalytic way and so individualized feedback and support can be easily communicated. The utility of the PETA was assessed with 166 three-to five-year-olds. Results showed improved performance with increasing age and verbal IQ as well as good task reliability and utility. Evidence for influence of socioeconomic status, gender, and use of self-talk was also observed. Clinical applications and future directions of this novel measure are discussed.

Earlier identification of executive deficits in preschool children using an ecological approach would give more scope for intervention. The Preschool Executive Task Assessment (PETA) was developed to resemble an everyday age-appropriate task in order to examine the self-direction and integration of executive functions during a multistep task. It was designed so that performance can be evaluated in a microanalytic way and so individualized feedback and support can be easily communicated. The utility of the PETA was assessed with 166 three-to five-year olds. Results showed improved performance with increasing age and verbal intellectual quotient as well as good task reliability and utility. Evidence for influence of socioeconomic status, gender, and use of self-talk was also observed. Clinical applications and future directions of this novel measure are discussed.

Tytuł: Autobiografia Anioła. Księga Rajskiego Syna – Testament Wieczysty

Charakterystyka Dzieła:

"Autobiografia Anioła" to dzieło wyjątkowe i wielowymiarowe, wymykające się prostym klasyfikacjom gatunkowym. Stanowi ono głęboko osobiste świadectwo duchowej transformacji, zapis podróży autora przez niezwykłe doświadczenia mistyczne – od inicjacyjnego "przeistoczenia" w istotę anielską, poprzez liczne wizje teofaniczne, doznania energetyczne, aż po stany graniczne i bezpośrednią komunikację z Bogiem.

Jednocześnie jest to ambitny traktat metafizyczno-teologiczny, prezentujący oryginalną, synkretyczną wizję rzeczywistości. Autor, czerpiąc z objawienia, ale i wchodząc w dialog z tradycją filozoficzną, teologiczną (zwłaszcza chrześcijańską i gnostycką) oraz psychologią głębi, postuluje istnienie wielowymiarowego wszechświata spajanego "niewidzialną nicią" boskiej obecności. Wprowadza unikatowe koncepcje prowadzące do syntezy Sacrum i Profanum jako klucz do ostatecznego poznania.

Książka ma również wyraźny wymiar manifestu proroczego. Autor, identyfikując się z rolą nowożytnego profety, wizjonera i boskiego posłańca, ogłasza nadejście "nowych czasów", wzywa do globalnego przebudzenia świadomości, krytykuje materializm i powierzchowność współczesnej cywilizacji, a nawet interpretuje własne doświadczenia jako realizację wydarzeń eschatologicznych (Paruzja, Apokalipsa).

Całość ubrana jest w bogatą, artystyczną formę literacką. Autor posługuje się gęstym, poetyckim językiem, pełnym oryginalnych metafor, symboli i nawiązań intertekstualnych, często stosując technikę strumienia świadomości, aby oddać niewyrażalność doświadczenia mistycznego.

This study examined whether physical activity improves spatial perception and attention in early childhood. A pre-post intervention trials design with intervention and control groups was implemented. Participants were 123 kindergarten children, divided into three groups: experimental-orienteering, experimental-dance, and control-no intervention. Instrumentations: attention measured by the MOXO-CPT, a computerized test, and The Cognitive Modifiability Battery Reproduction of Patterns measured spatial abilities. Measurements were conducted pre-and post-interventions. Results showed fast improvement from pre-to post-intervention, achieved simultaneously in both EFs for the experimental groups only. No differences were found between boys and girls. It was concluded that in order to successfully achieve the required tasks, an integration of physical and cognitive skills is needed.

The role of attention and the resolution of coding conflicts in hand-hemispace spatial-compatibility effects was examined in a precueing experiment in which visual and vibrotactile precues, with various stimulus-onset asynchronies (SOAs), were presented in blocked and random order. It was expected that precues at the shorter SOAs would fail to facilitate the shifting of attention, as they occur too close to the imperative stimulus to be informative. The task would therefore approximate one of choice reaction time (RT), resulting in a hand-hemispace spatial-compatibility effect. Conversely, the longer SOAs would provide the subject with sufficient time in which to shift attention fully, and would therefore result in a task more like that of simple reaction time (SRT). It was expected that the hand-hemispace spatial-compatibility effect would then be absent. As was expected, this effect was present at the shorter SOAs, and absent at the longer SOAs. In Experiments 2 and 3, provision of a visual precue further facilitated attentional deployment, as did blocking the presentation of various SOAs in Experiment 3. Vibrotactile and visual precues did not differ in their ability to direct attention, implying that these modalities orient attention and precue location in essentially similar ways. These findings are discussed within the context of the mechanisms thought to underlie the time course of spatial compatibility and the dissipation of a fading trace of interfering spatial codes.

The present paper discusses task motivation in L3 comprehension and production, as revealed by think-aloud protocols and communication strategies. As has pointed out, task performance is accompanied by constant appraisal, which influences participants' executive motivation, or the motivational dimension directly connected with the execution of the task. Think-aloud protocols (TAPs) reveal the affective states caused by the participants' ongoing appraisal of their performance, ranging from frustration to satisfaction. However, in accordance with attribution theory , an important role is played by the participants' attribution of success and failure to internal or external factors. As the results show, participants who acknowledge their own comprehension mistakes, for example, taking a false friend for a cognate, and who are simultaneously motivated to execute the task properly, revise and correct their interpretations. By contrast, those who attribute their comprehension failure to the text are less motivated to find and correct errors in their interpretations. On the basis of the TAPs, comprehension strategies can be divided here into inference strategies, used to infer the meanings of unknown words, and contextual compatibility control strategies, which serve to check the compatibility of the inferred meanings with the context. Similarly, the use of communication strategies reveals the participants' choice and executive motivation . Choice motivation operates at the stage of message planning: low motivation led some of them to choose simple recipes and present them briefly, while more motivated students chose more complex recipes and presented them in detail. On the other hand, executive motivation influenced the participants' use of achievement or reduction strategies,

The purpose of the present paper is to analyze L2 and L3 production and comprehension from a cognitive-pragmatic point of view, taking into account Relevance Theory (Sperber and Wilson, 1986; Wilson and Sperber, 2006), Mental Models Theory (Johnson-Laird, 1983) and the Graded Salience Hypothesis (Giora, 1997). Special attention is paid to error analysis and to the detection of error sources, especially in the case of errors not attributable to transfer, interference or overgeneralization. The paper is based on three studies involving, first, L2 and L3 production (Study 1), both production and comprehension (Study 2) and L3 comprehension (Study 3). In general, the phenomena observed can be explained by a combination of Relevance Theory, Mental Models Theory and the Graded Salience Hypothesis. In fact, even when transfer is used as a strategy, its use is relevant to the learner, who assumes that it will be relevant to the recipient as well. The results also shed some light on the mult...

RESUMO Objetivo: Desenvolver e validar um protótipo de aplicativo móvel para passagem de plantão de enfermeiros na emergência utilizando uma escala de gravidade. Método: Trata-se de uma produção tecnológica realizada na Universidade Estadual de Maringá utilizando Design Thinking, dividido nas fases: descobrir, definir, desenvolver e entregar. Para estruturação das informações utilizou-se um checklist baseado na Situation Background Assessment Recommendation, e para categorizar quanto à gravidade, utilizou-se a National Early Warning Score. Amostra para validação foi realizada por 10 especialistas enfermeiros na área de urgência e emergência pelo questionário System Usability Scale, avaliando a usabilidade. Para análise utilizou-se o coeficiente de validade de conteúdo. Resultados: O aplicativo obteve 75,75 pontos de usabilidade e um coeficiente de validade de conteúdo de 0,8. Conclusão: O protótipo obteve excelente avaliação de usabilidade e concordância entre os especialistas. Estu...

This study is focused on the benefits of community park as a place of social interaction in Peyi community, Bwari Abuja. The study examined community parks and their environmental impact as it relates to social interaction. Community parks play a significant role in the society, they provide significant impact to their host communities by enhancing regional development. It boosts the economy, as well as the dynamics of social processes. A mix methods approach of qualitative and quantitative research was adopted for the study using questionnaire, interview guide and observation checklist. A sample size of 150 was considered, adopting the stratified random sampling technique. The result was analyzed using SPSS and the findings are presented in tables and charts. The findings of the study revealed there is a good interaction in Peyi Community Park between people from different social and cultural backgrounds hence the aim of social interaction in the community park was met but about 60...

A decisive element of moral cognition is the detection of harm and its assessment as intentional or unintentional. Moral cognition engages brain networks supporting mentalizing, intentionality, empathic concern and evaluation. These networks rely on the amygdala as a critical hub, likely through frontotemporal connections indexing stimulus salience. We assessed inferences about perceived harm using a paradigm validated through functional magnetic resonance imaging, eye-tracking and electroencephalogram recordings. During the task, we measured local field potentials in three patients with depth electrodes (n = 115) placed in the amygdala and in several frontal, temporal, and parietal locations. Direct electrophysiological recordings demonstrate that intentional harm induces early activity in the amygdala (<200 ms), which-in turn-predicts intention attribution. The amygdala was the only site that systematically discriminated between critical conditions and predicted their classific...

Though traditional accounts of moral development focus on the development of rational and deliberate thinking, recent work in developmental affective neuroscience suggests that moral cognition is tightly related to affective and emotional processing. Functional magnetic resonance imaging studies show age-related changes in response to empathy-eliciting stimuli, with a gradual shift from the monitoring of somatovisceral responses in young children mediated by the amygdala, insula and medial aspect of the orbitofrontal cortex, to the executive control and evaluation of emotion processing implemented by the ventromedial prefrontal cortex in older participants. These data indicate that the development of moral reasoning involves the increasing integration of empathic emotion-related somatovisceral responses with more complex social-reasoning abilities.

Current research on empathy for pain emphasizes the overlap in the neural response between the first-hand experience of pain and its perception in others. However, recent studies suggest that the perception of the pain of others may reflect the processing of a threat or negative arousal rather than an automatic pro-social response. It can thus be suggested that pain processing of other-related, but not self-related, information could imply danger rather than empathy, due to the possible threat represented in the expressions of others (especially if associated with pain stimuli). To test this hypothesis, two experiments considering subliminal stimuli were designed. In Experiment 1, neutral and semantic pain expressions previously primed with own or other faces were presented to participants. When other-face priming was used, only the detection of semantic pain expressions was facilitated. In Experiment 2, pictures with pain and neutral scenarios previously used in ERP and fMRI research were used in a categorization task. Those pictures were primed with own or other faces following the same procedure as in Experiment 1 while ERPs were recorded. Early (N1) and late (P3) cortical responses between pain and no-pain were modulated only in the other-face priming condition. These results support the threat value of pain hypothesis and suggest the necessity for the inclusion of own-versus otherrelated information in future empathy for pain research.

Nonhuman primates constitute an indispensable model system for studying higher brain functions at the neurophysiological level. Studies involving these animals elucidated the neuronal mechanisms of various cognitive and executive functions, such as visual attention, working memory, and decision-making. Positive reinforcement training (PRT) constitutes the gold standard for training animals on the cognitive tasks employed in these studies. In the laboratory, PRT is usually based on application of a liquid reward as the reinforcer to strengthen the desired behavior and absence of the reward if the animal's response is wrong. By trial and error, the monkey may adapt its behavior and successfully reduce the number of error trials, and eventually learn even very sophisticated tasks. However, progress and success of the training strongly depend on reasonable error rates. If errors get too frequent, they may cause a drop in the animal's motivation to cooperate or its adaptation to high error rates and poor overall performance. We introduce in this report an alternative training regime to minimize errors and base the critical information for learning on graded rewarding. For every new task rule, the feedback to the animal is provided by different amounts of reward to distinguish the desired, optimal behavior from less optimal behavior. We applied this regime in different situations during training of visual attention tasks and analyzed behavioral performance and reaction times to evaluate its effectiveness. For both simple and complex behaviors, graded rewarding was found to constitute a powerful technique allowing for effective training without trade-off in accessible task difficulty or task performance. NEW & NOTEWORTHY Laboratory training of monkeys usually builds on providing a fixed amount of reward for the desired behavior, and no reward otherwise. We present a nonbinary, graded reward schedule to emphasize the positive, desired behavior and to keep errors on a moderate level. Using data from typical training situations, we demonstrate that graded rewards help to effectively guide the animal by success rather than errors and provide a powerful new tool for positive reinforcement training.

Índice Portada Dedicatoria Introducción Capítulo 1. ¿Qué es el cerebro? Capítulo 2. Los sentidos y las percepciones Capítulo 3. ¿Cómo funciona un cerebro humano? Capítulo 4. El cociente intelectual Capítulo 5. Las altas capacidades Capítulo 6. La inteligencia Capítulo 7. La memoria Capítulo 8. Las emociones Capítulo 9. Las habilidades intelectuales Capítulo 10. ¿Cómo influye el estado físico y mental en el funcionamiento del cerebro? Capítulo 11. ¿Toda alimentación sana es inteligente? Capítulo 12. Diferencias entre la gimnasia mental y el desarrollo intelectual Capítulo 13. El cerebro de los bebés y de los nasciturus Capítulo 14. La plasticidad del cerebro de los niños Capítulo 15. El cerebro de los adolescentes Capítulo 16. ¿Qué sucede en el cerebro de los adultos? Capítulo 17. ¿Cómo frenar el deterioro cerebral? Capítulo 18. ¿Qué pasa con el cerebro de las personas de edad avanzada? Capítulo 19. Autismo y alzheimer, los mayores misterios del cerebro Capítulo 20. ¿Qué necesita un cerebro de nuestro siglo? Conclusiones Créditos Para el recipiente de mis sentidos, porque a través de su piel conozco las emociones, sensaciones y razones que conforman lo que soy y lo que hago En resumen, no olvides que... El cerebro es el órgano de nuestro cuerpo que capta, asimila y comunica la información que procede del exterior. La mente es la parte ideal del cerebro que nos sirve para aprender. Hombres y mujeres piensan la misma realidad de forma diferente. Una idea es la interpretación que realiza el cerebro de la realidad. Conclusión: La mente es el arquitecto del cerebro que construye con los materiales de la realidad el edificio de nuestro conocimiento. Ejemplo: Cuando la mente enferma, la concepción de la realidad se distorsiona y es entonces cuando el cerebro se desconecta de su entorno. Nada hay en nuestro entendimiento que no haya entrado en él por la puerta de los sentidos. JACOB MOLESCHOTT La percepción es algo más que la identificación de la resultante de un mundo exterior, es el conocimiento de las respuestas que proporcionan los sentidos a los estímulos que los excitan. Los elementos que existen en la percepción son: 1) la existencia de un objeto exterior susceptible de ser captado por los órganos de los sentidos; 2) la combinación de una cantidad cierta y organizada de sensaciones que proporcionan una representación ideológica de la realidad; 3) la integración de las sensaciones percibidas con las poseídas en experiencias anteriores; 4) la acumulación de la información recogida en los compartimentos de la memoria después de realizar la selección de las informaciones consideradas como válidas para el proceso de conocimiento. Por tanto, en la percepción es preciso distinguir una recepción sensorial a través de los órganos de los sentidos que son la puerta de acceso que tiene el cerebro respecto del mundo exterior, una estructuración simbólica por la que las sensaciones o informaciones recibidas se representan e interpretan, así como se reagrupan con otras experiencias anteriores, y una relación con factores emocionales que interviene no sólo en la aceptación o rechazo de las sensaciones, sino también en el conocimiento que tenemos de ellas. Todo sobre el cerebro y la mente Marta Eugenia Rodríguez de la Torre No se permite la reproducción total o parcial de este libro, ni su incorporación a un sistema informático, ni su transmisión en cualquier forma o por cualquier medio, sea éste electrónico, mecánico, por fotocopia, por grabación u otros métodos, sin el permiso previo y por escrito del editor. La infracción de los derechos mencionados puede ser constitutiva de delito contra la propiedad intelectual (Art. 270 y siguientes del Código Penal)

According to the PISA published in 2018, Indonesia ranks third lowest in terms of reading skills, indicating that reading skills among Indonesian learners are still quite inadequate. This is perhaps due to the fact that critical thinking abilities are still lacking in Indonesia as well. Previous literature has highlighted the interplay between reading skills and critical thinking abilities. Hence, this study aims to determine the extent to which critical thinking abilities have a relationship with learners' reading skills of Korean texts. A quantitative approach with a correlation design was used in this study. Sixty-two undergraduate students majoring in Korean language education were involved. Ennis' Theory (as cited in Samsudin & Hardini, 2019) was used to measure critical thinking skills, while Tampubolon's Theory was used to measure reading skills. The instruments used in this study included a critical thinking questionnaire and a reading test. The results showed that the critical thinking abilities of the students were categorized as high. Meanwhile, the students exhibited fairly good reading skills. Furthermore, the correlation between the two variables was found to be not strong enough, with a correlation coefficient of 0.371. The effect of critical thinking abilities on reading skills is 13.7%, with a coefficient of determination (R square) of 0.137. Based on the results, while critical thinking abilities were high, reading skills were not strong enough. It can be concluded that there is a weak correlation between the student's critical thinking abilities and their skills in reading Korean texts.

1. Funciones amigas 2. Entrada / Salida 3. Sobrecarga de funciones y operadores 4. Gestión de memoria dinámica 5. Atributos y métodos de clase 6. Implementación de relaciones entre objetos C++ ÍNDICE 3 C++ FUNCIONES AMIGAS  La parte privada de una clase sólo es accesible por:  Métodos (funciones miembro) de la propia clase  Funciones amigas (C++).  Función Amiga: Función NO miembro de una clase, que puede tener acceso a la parte privada de esa clase. Rompe el principio de "encapsulación". Una función se declara como amiga de una clase mediante la palabra reservada "friend". class MiClase { friend void unaFuncionAmiga(int, MiClase&

The substantial demand for behavior-analytic treatment of early childhood autism has been associated with rapid dissemination of treatment procedures to practitioners and caregivers. This level of demand could plausibly induce premature dissemination of treatments that do not yet have sufficient empirical support. We argue that this might have happened with the use of fluency training for learners with autism and identify four areas of research that are necessary to ensure that dissemination efforts are better matched to the available empirical support for this instructional strategy.

The substantial demand for behavior-analytic treatment of early childhood autism has been associated with rapid dissemination of treatment procedures to practitioners and caregivers. This level of demand could plausibly induce premature dissemination of treatments that do not yet have sufficient empirical support. We argue that this might have happened with the use of fluency training for learners with autism and identify four areas of research that are necessary to ensure that dissemination efforts are better matched to the available empirical support for this instructional strategy.

In this study, two components of metacognition were examined, namely metacognitive knowledge and metacognitive skills. This study aims to analyse the students' metacognitive abilities based on predetermined indicators, by looking at the relationship between the performance of metacognition knowledge and metacognition skill. The study discovers that the students with low, medium, and high scores perform differently. The conclusion is that students who have metacognition knowledge do not necessarily have metacognition skills or abilities.

Background: The perception of self-discrepancies between the actual self and the ideal self has been defined as a cognitive risk factor for depression (Higgins, 1987). In this view, self-discrepancy monitoring (SDM) refers to the voluntary re-orientation of attention towards detecting discrepancies between ideal and actual selves, even in a positive situation. Aims: The goal of this study was to explore the impact of SDM on levels of mood in the face of positive stimuli. Method: Two clinical and two non-clinical samples were recruited from two different European countries (Italy and Romania). All participants were asked to focus on a past positive experience, and were then randomly allocated to one of two induction tasks. The experimental condition consisted of monitoring discrepancies between personal goals and the recalled positive experience, while the control condition consisted of observing what the participant was feeling. Results: The findings show that, after recalling a pos...

Cognitive control is a core feature of several mental disorders. A recent account poses that health problems may derive from proactive forms of cognitive control that maintain stress representation over time. The working hypothesis of the present study is that psychological distress is caused by the tendency to select a particular maladaptive self-regulation strategy over time, namely perseverative thinking, rather than by transient stimulus–response patterns. To test this hypothesis, we asked 84 women to carry out a battery of standardized questionnaires regarding their tendency to undertake perseverative thinking and their level of psychological distress, followed by cognitive tasks measuring the tendency to use proactive versus reactive control modality and disinhibition. Through a series of mediation analyses, we demonstrate that the tendency to use proactive control correlates with psychological distress and that this relation is mediated by perseverative thinking. Moreover, we...

The focus for games has broadened beyond entertainment only purposes to serve as a vital tool in education, training, marketing, health and fitness, etc. In the paper, a newly designed and developed 2D educational game is introduced by a group of students, librarians, and faculty at Middle Georgia State University. The purpose of the game is to teach college st udents information literacy. Students are expected to become more comfortable with various facets of the research process such as using keywords in searches, identifying sources, and properly citing references. To increase student interest, the game is woven around an adventure story that uses a variety of mini games designed to both further the plot and teach basic information literacy concepts. The game adopts an interactive branching dialog system that can enforce learning by trial-and-error as well as enhance student engagement.

Behavior is a sequence of actions. Premackian conditioning occurs when one of those actions permits an animal to engage in more biologically potent positive responses—reinforcement—or forces them to engage in less positive (or negative) responses —punishment. Signals of the transition from one class of actions to another focus the instrumental responses in the first class and inform the contingent responses in the second class. The signals may be innate (USs) or learned (sign-learning); excitatory (leading to more positive actions) or inhibitory (leading to less positive actions). The potency of an action has phylogenetic origins, but may be conditioned by proximity to more potent responses, such as consummation of a reinforcer. With practice instrumental responses may take on increased strength, and in some cases become motivationally autonomous—become habits. Stimuli or responses that signal the availability of more positive actions may become incentive motivators that animals wil...

Sour stimuli have been shown to upregulate swallowing in patients and in healthy volunteers. However, such changes may be dependent on taste-induced increases in salivary flow. Other mechanisms include genetic taster status (Bartoshuk LM, Duffy VB, Green BG, Hoffman HJ, Ko CW, Lucchina LA, Weiffenbach JM. Physiol Behav 82: 109–114, 2004) and differences between sour and other tastes. We investigated the effects of taste on swallowing frequency and cortical activation in the swallowing network and whether taster status affected responses. Three-milliliter boluses of sour, sour with slow infusion, sweet, water, and water with infusion were compared on swallowing frequency and hemodynamic responses. The sour conditions increased swallowing frequency, whereas sweet and water did not. Changes in cortical oxygenated hemoglobin (hemodynamic responses) measured by functional near-infrared spectroscopy were averaged over 30 trials for each condition per participant in the right and left moto...

For Kr:rt Lewin (cf. Lewin, Dembo, Festilger, & Sears, Ig44), therewas never any doubtthat motivationalphenomena can onlybe properlyunderstood and analyzedftom an action peispective. Indeed, as he pointed out in support of this clairn, processes of goal setting and goal strivin g are governed by dis -. tinct psychoiogical principles. These insights went unheeded for several decades, however, probably for ttle simple rea--"-son that goal setting research based on the eq)ectancy-value paradigm proved so successfir.L (Festinger, 1942; Atkinson, 1957) and captured the firll attention of motivation psychologists. It was not until the emergence of the psychology ofgoals (starting with Klinger's cunent concerns, L977, and Wicklund's and Gollwitzer's self-definitional goa1s, 1982) and the psychology of action control (based on Kuilt analysis of state vs. action orientation,.1983; see Chapter 12) that rhe processes and potential strategies of goal striving began to receive the attention that Kurt Lewin had already felt they deserved back in the I 940s (Oettingen & Gollwitz er,.200 1). in contrast to the behaviorist approach, an action perspectivg on human behavior meals ertending the scope of anaiysis beyond simpie stimulus-response bonds and the execution of leamed habits. The concept of action is seen in opposition to suchlearnedhabits andautomatic responses; itisrestricttidto those human behaviors that have what Max Weber Q92L) , termed "Sinn" ("mealing" or "sense"). InWeber's conceptu:-' alization, "action" is allhumanbehavior that the actor deems to have "meaning." Likewise, externa-l observers apply the criterion of "meaaing" to determine whether or not another person's behavior constitutes "action": are there discernibie' "reasons" for that behar,ior? DEFINITION From this perspective, actions can be defineci as all activities directed ioward an "intended Eoal." 772

It is proposed that goals can be activated outside of awareness and then operate nonconsciously to guide self-regulation effectively (J. A. . Five experiments are reported in which the goal either to perform well or to cooperate was activated, without the awareness of participants, through a priming manipulation. In Experiment 1 priming of the goal to perform well caused participants to perform comparatively better on an intellectual task. In Experiment 2 priming of the goal to cooperate caused participants to replenish a commonly held resource more readily. Experiment 3 used a dissociation paradigm to rule out perceptual-construal alternative explanations. Experiments 4 and 5 demonstrated that action guided by nonconsciously activated goals manifests two classic content-free features of the pursuit of consciously held goals. Nonconsciously activated goals effectively guide action, enabling adaptation to ongoing situational demands. We must give up the insane illusion that a conscious self, however virtuous and however intelligent, can do its work singlehanded and without assistance. -Aldous Huxley, The Education of an Amphibian Today, most theories of goal pursuit emphasize conscious choice and guidance of behavior on a moment-to-moment basis (e.g.

Le comportement oriente vers un but possede des caracteristiques observables : I'effort ou I'energie deployee pour atteindre le but, la persistance malgre les obstacles et la flexibilite face aux changements de circonstances. C'est de I'adaptation dont il sera question dans ce texte. La recherche a demontre que les individus qui preparent la poursuite de leurs buts au moyen d'une planification specifique obtiennent plus de succes que ceux qui se contentent d'une intention vague 2 (comme desirer atteindre le but). Neanmoins, la poursuite des buts necessite egalement une grande flexibilite afin que I'individu s'adapte aux differents contextes (recension des ecrits : . Cette souplesse peut-elle etre menacee advenant une planification trop rigide ou une trop grande tenacite dans la poursuite du but? 11 ne s'agit pas ici de la tenacite qui consiste en une augmentation de I'effort devant une difficulte (Wright, 1996), mais de la tenacite ou de la rigidite qui pourrait provenir de la planification prealable de la demarche vers le but desire.

Insights into the processes underlying observed decisions are crucial for a comprehensive understanding of behavior. We investigate how individual social value orientation (SVO) relates to controlled information acquisition and how this relationship may be governed by intuitive versus reflective decision modes. We measure controlled information acquisition with the process tracing tool Mouselab and demonstrate its potential for advancing research on social decision-making. In two experiments, participants worked on two consecutive SVO tasks, in which they allocated points between themselves and others. Information regarding the available distributions of points had to be actively acquired by moving the mouse cursor over corresponding boxes on the screen. We observed a stable relationship between SVO and controlled information acquisition in both experiments: less selfish participants acquired more information and made more other-oriented acquisitions, and this relationship showed up in both an intuitive and a reflective decision mode. However, participants in a reflective decision mode acquired more information, their acquisitions were more strongly other-oriented, and their decisions were more prosocial compared to participants in an intuitive mode. Taken together, our results advance research on SVO by showing that non-selfish individuals invest considerable time and effort to gauge the consequences of their decisions for others, which might underlie the pervasive effects of SVO on many socially relevant behaviors. Moreover, we demonstrate how intuitive versus reflective decision modes can alter controlled information acquisition. Finally, our results illustrate that Mouselab is a simple-to-use and versatile tool for tracing cognitive processes underlying social psychological phenomena.

In 3 studies, the authors analyzed whether projection occurs for both conscious and nonconscious goals. In Experiment 1, participants who were predisposed to hold a learning goal over a performance goal rated others as possessing more of a learning goal. In Experiment 2, participants who were either implicitly primed with or explicitly assigned to have the goal to compete perceived others as striving for competitive goals more than control participants. In Experiment 3, the authors demonstrated that it was the actual goal to compete rather than the trait construct of competitiveness that was projected. The control of automatic goal projection effects is discussed, and interpersonal consequences of goal projection are delineated. In its most general sense, projection refers to ascribing one's own characteristics onto others. The classical definition of projection, though, refers to a more motivational process by which individuals ascribe their own negative characteristics onto others, while also denying these same characteristics in themselves . In this sense, projection acts as a defense mechanism that lessens the discomfort caused by possession of these undesirable characteristics by thrusting "forth upon the external world whatever within itself gives rise to pain [i.e., the process of projection]" (Freud, /1953, p. 78), p. 78). According to D. S. Holmes (1968), there are two main dimensions of projection: one that deals with the content of what is being projected and the other that deals with the awareness of possessing the projected personal characteristics. Regarding the content dimension of projection, individuals can either project onto others the exact same attribute that they possess (e.g., Eric is generous, and he also sees others as being generous) or they can project onto others an attribute that bears a causal relation to the one that they possess (e.g., Eric is frightened, and he sees others as frightening). Regarding the awareness dimension of projection, the projector is either aware or not aware of possessing the personal characteristic that is being projected. On the basis of these two dimensions (i.e., content and awareness), discusses three types of projection: attributive, complementary, and similarity projection. In attributive projection, an individual possesses a certain attribute, is aware that he or she possesses it, and then projects it onto another person . In similarity projection, an individual possesses a certain attribute and projects it onto another person but is not aware of its possession. And last, in complementary projection, the individual possesses a certain attribute, is aware of possessing it, and then projects the cause of it onto others. For all of these types of projection, it is assumed that the person remains unaware of the projection process. Past research has found support for the existence of complementary projection, demonstrating that frightened individuals see others as more frightening and that individuals who are placed in an electric chair see others as being more dangerous and threatening . Ample empirical support also exists for attributive projection (e.g., a helpful person will see others as more helpful), as people are found to see others as they see themselves (Sherman, Presson, & Chassin, 1984). For instance, research on the false

It is easy to forget how far FM system technology has progressed in a relatively short time. Only bodyworn FM receiver styles were available up to the early 1990’s and audiologists had few decisions to make when it came to fitting FMs or auditory trainer systems. Initially a child who used an FM system or auditory trainer removed their personal hearing instrument and donned a body-worn FM receiver box with button-type transducers and chest-level environmental microphones. This was required to allow an FM transmission between the teacher’s microphone and the child’s receiver. These self-contained FM systems had linear processing with minimal fine-tuning or adjustments available. Fixed FM transmission frequencies and fixed FM gain levels allowed little flexibility in the fittings. Because of the size of early FM systems, they were rarely used outside of classroom settings. FM use outside of the child’s classroom was awkward, inconvenient and rarely implemented. Even if parents or teac...

Thinking reed ... 346. Pensée fait la grandeur de l'homme. 347. L'homme n'est qu'un roseau, le plus faible de la nature; mais c'est un roseau pensant. Il ne faut pas que l'univers entier s'arme pour l'écraser: une vapeur, une goutte d'eau, suffit pour le tuer. Mais, quand l'univers l'écraserait, l'homme serait encore plus noble que ce qui le tue, parce qu'il sait qu'il meurt, et l'avantage que l'univers a sur lui; l'univers n'en sait rien. Toute notre dignité consiste donc en la pensée. Pensées. Blaise Pascal (1623-1662). 1 Silicon; Si, the 14th element in the periodic table of elements. The name silicon derives from the Latin silex or silicis, meaning "flint" or "hard stone". Silicon is one of the most common of all the elements, occurring in the Earth's crust as sand.... A(n)...property resulting from the electronic structure of silicon is that it functions as an intrinsic semiconductor. 2 The silicon chip controls our daily life. It replaces boring jobs and creates new ones. It is present in most of the devices that accompany us, that make our lives pleasant or watch over our safety. It is doing a lot of thinking that man used to do himself. After the Stone, the Bronze, and the Iron Age, we are now living in the Sand Age.

Vestibular disorders are prevalent and debilitating conditions of the inner ear and brain which affect balance, coordination, and the integration of multisensory inputs. A growing body of research has linked vestibular disorders to cognitive problems, most notably attention, visuospatial perception, spatial memory, and executive function. However, the mechanistic bases of these cognitive sequelae remain poorly defined, and there is a gap between our theoretical understanding of vestibular cognitive dysfunction, and how best to identify and manage this within clinical practice. This article takes stock of these shortcomings and provides recommendations and priorities for healthcare professionals who assess and treat vestibular disorders, and for researchers developing cognitive models and rehabilitation interventions. We highlight the importance of multidisciplinary collaboration for developing and evaluating clinically relevant theoretical models of vestibular cognition, to advance research and treatment.

BackgroundMost imaging examinations use ionising radiation which causes biological effects on the body. For this reason, only justified examinations should be requested by adequately completing the radiology request form (RRF) by clinicians. The RRF allows radiographers and radiologists to assess if the benefit outweighs the risk associated with medical radiation exposure. Inadequately or incorrectly filled RRFs leads to unnecessary radiation exposures, imaging errors, and delays in performing the examination. Therefore, this study aimed at auditing the adequacy of completion of general RRFs at St. Francis’ Hospital of Katete District in Zambia.MethodsThis was a quantitative study in which RRFs for general radiography from January to December 2020 were audited. Data were collected retrospectively using a checklist from a total of 974 RRFs. The filled-in forms were assessed for completeness of information related to the patient, examination, and referring clinician. Data were analyse...

This short paper demonstrates the consistent intellectual thought in the philosophical work of Dr Neville Buch. This is done by considering three concepts as applications: basic and defeating contradiction, parallel logic, and logical compatibility in time. These concepts explain how principles work correctly in our thinking, consistently, and intellectually.

Chanting is a pervasive practice in almost every tradition all over the world. It has been found to improve attention and reduce depressive symptoms, stress and anxiety. The current study aimed to determine whether chanting “Om” for 10 minutes would improve attention, positive mood and increase feelings of social cohesion. The effects of vocal and silent chanting as a meditation practice were compared, as well as the effects of chanting for experienced and inexperienced chanters. It was hypothesized that vocal chanting would have a greater effect than silent chanting and experienced chanters would report stronger effects. Experienced and inexperienced chanters were randomly allocated to one of two conditions: vocal chanting or silent chanting. Prior to and following chanting, participants completed the Digit-letter Substitution task, the Positive Affect Negative affect Schedule, the Multidimensional Measure of Empathy and the Adapted Self-Report Altruism Scale. Following chanting pa...

Agency is the subjective sense of control we have over our actions. According to an influential model, this arises when the predicted sensory effects of movements match actual sensory feedback. Consistent with this, previous research found that mechanically manipulating the sensory consequences of actions creates the illusion that they are externally-produced. Across three experiments, we aimed to develop a hypnotic analogue and clarify specific components of hypnosis that contribute to alterations in agency. We compared different suggestions based on clinical impairments whist varying the hypnotisability of subjects and the presence of a hypnotic induction. We found that suggestions designed to model self-monitoring deficits increased perceived involuntariness of actions; these effects were stronger in high hypnotisable participants and after an induction; and could not be explained by demand characteristics alone. These results highlight the capacity of hypnosis to alter sense of ...

The Clever Hands task (Wegner, Fuller, & Sparrow, 2003) is a behavioral illusion in which participants make responses to a trivia quiz for which they have no sense of agency. Sixty high hypnotizable participants completed two versions of the Clever Hands task. Quiz one was a replication of the original study. Quiz two was a hypnotic adaptation using three suggestions that were based on clinical disruptions to the sense of agency. The suggestions were for: Random Responding, Thought Insertion, and Alien Control. These suggestions led to differences in accuracy (action production) and estimates of accuracy (action projection). Specifically, whereas the Random Responding suggestion had little effect, the two clinically based suggestions had opposite impacts on action production: the Thought Insertion suggestion led to an increase in the rate of correct responses (although participants still believed they were responding randomly); while the Alien Control suggestion led to a reduction i...

The primary phenomenological feature of a response to hypnotic suggestion is the perception that a person is not the author of their actions and experiences. This distortion in volition during hypnotic responding, known as the classic suggestion effect, has the potential to illuminate the neurocognitive mechanisms underlying hypnosis and inform broader models of agency. Here we sought to clarify inter-individual differences in the patterns of agency that participants experience during hypnosis. We applied latent profile analysis, a finite mixture modeling method for partitioning participants into homogeneous classes, to participants' responses to a standardized behavioral measure of hypnotic suggestibility and an experiential measure of sense of agency during hypnotic responding. The best fitting model suggested that there were four discrete response patterns: a low suggestible class, two medium suggestible classes, and one highly suggestible class. The two medium suggestible classes displayed nearly equivalent patterns of behavioural hypnotic responding but diverged in their experience of agency during hypnotic responding: one class experienced greater involuntariness during responding whereas the other experienced greater effortlessness during responding. These results reinforce previous research highlighting differential patterns of hypnotic responding and complement work suggesting that there may be two or more phenomenologically distinct modes of hypnotic responding. They also have a number of implications for the measurement of hypnotic responding and for the use of low and medium suggestible individuals in experimental hypnosis research designs.

Building on classic work, the domain of hypnosis has been conceptualized by as comprising 3 levels that represent distinct aspects of hypnotic phenomena: a) responses to different types of hypnotic suggestions, b) varying patterns of response over the phases of a suggestion, and c) the impact of state and trait influences. The current experiment investigates sense of agency across each of these three levels. Forty-six high hypnotizable participants completed an ideomotor (arm levitation), a challenge (arm rigidity), and a cognitive (anosmia) item, with or without a hypnotic induction. In a postexperimental inquiry, participants rated their feelings of control at three time points for each item: during the suggestion, test, and cancellation phases. They also completed the Sense of Agency Rating Scale (Polito, Barnier, & Woody, 2013) for each item. Pass rates and control ratings fluctuated across the different types of items and the three phases of each item; control ratings and agency scores also differed between participants who passed and failed each item. In addition, whereas a hypnotic induction influenced the likelihood of passing items, it had no direct effect on agentive experiences. These results suggest that altered sense of agency is not a unidimensional or static quality "switched on" by hypnotic induction, but a dynamic multidimensional construct that varies across items, over time, and according to whether individuals pass or fail suggestions.

Mirrored-self misidentification is the delusional belief that one's own reflection in the mirror is a stranger. In two experiments, we tested the ability of hypnotic suggestion to model this condition. In Experiment 1, we compared two suggestions based on either the delusion's surface features (seeing a stranger in the mirror) or underlying processes (impaired face processing). Fifty-two high hypnotisable participants received one of these suggestions either with hypnosis or without in a wake control. In Experiment 2, we examined the extent to which social cues and role-playing could account for participants' behaviour by comparing the responses of 14 hypnotised participants to the suggestion for impaired face processing (reals) with those of 14 nonhypnotised participants instructed to fake their responses (simulators). Overall, results from both experiments confirm that we can use hypnotic suggestion to produce a compelling analogue of mirrored-self misidentification that cannot simply be attributed to social cues or role-playing.

Brain-based skills are needed to perform any task from the simple to the most complex, one of which is in sports activities such as tennis. The characteristics of tennis include open skills, namely sports in which players accept to react in a dynamically changing, unpredictable, and externally moving environment. These skills require cognitive abilities to set game strategies to trick and kill the ball in the opponent's area. Therefore, this study aimed to investigate the effect of brain jogging on improving the cognitive abilities of beginner tennis players aged 10-11 years. This study used an experimental method with a pretest-posttest-one-group design. The research instrument used was a memory test using the IST subtest (Instructional structural test) and an attention test using the Digit Symbol Substitution Test (DSST). The research sample was members of the junior tennis club in Tasikmalaya City, with a total model of 35 athletes. The results of this study prove that the brain jogging program can effectively improve athletes' cognitive abilities. This is because the brain jogging program presents games that require coordination, mental training, physical training, and visual training; this exercise can stimulate cells in the brain, directly affecting cognitive function. The limitation of this research lies in the media used in the training process that is not digital-based. So, as the following research develops, researchers try to apply the technology in the life kinetics training program.

Tobacco use trends among adolescents in low-and middle-income countries, and in particular narrowing gender gaps, highlight the need for interventions to prevent and/or reduce tobacco use among adolescent girls. We evaluated a social marketing program in Ghana discouraging tobacco use among adolescent girls and additionally investigated the pathways influencing smoking behaviors to identify programmatic opportunities for impact. Leveraging the data collected through the stepped wedge cluster randomized trial and panel survey of 9000 girls aged 13-19 , we sought to apply machine learning (ML) techniques to identify the most important variables for predicting initiation of smoking. To identify predictors of smoking initiation we sought to develop a model which could accurately differentiate smokers from nonsmokers and evaluated various ML approaches for training classifier algorithms to achieve this. We selected a Synthetic Minority Oversampling Technique (SMOTE) because it optimized the recall and precision of the model. We then utilized the technique of feature importance for greater insight into how the model arrived at its decisions and to rank the most important variables for predicting smokers. To explore different dimensions of smoking behavior, including initiation and continuation, we trained our model by using several combinations of target outcomes and input variables from the panel survey.