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Cresswell C, Speelman CP. Does mathematics training lead to better logical thinking and reasoning? A cross-sectional assessment from students to professors. PLoS One 2020; 15:e0236153. [PMID: 32726352 PMCID: PMC7390332 DOI: 10.1371/journal.pone.0236153] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/13/2020] [Accepted: 06/30/2020] [Indexed: 11/18/2022] Open
Abstract
Mathematics is often promoted as endowing those who study it with transferable skills such as an ability to think logically and critically or to have improved investigative skills, resourcefulness and creativity in problem solving. However, there is scant evidence to back up such claims. This project tested participants with increasing levels of mathematics training on 11 well-studied rational and logical reasoning tasks aggregated from various psychological studies. These tasks, that included the Cognitive Reflection Test and the Wason Selection Task, are of particular interest as they have typically and reliably eluded participants in all studies, and results have been uncorrelated with general intelligence, education levels and other demographic information. The results in this study revealed that in general the greater the mathematics training of the participant, the more tasks were completed correctly, and that performance on some tasks was also associated with performance on others not traditionally associated. A ceiling effect also emerged. The work is deconstructed from the viewpoint of adding to the platform from which to approach the greater, and more scientifically elusive, question: are any skills associated with mathematics training innate or do they arise from skills transfer?
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Affiliation(s)
- Clio Cresswell
- School of Mathematics and Statistics, The University of Sydney, Sydney, Australia
| | - Craig P. Speelman
- School of Arts and Humanities, Edith Cowan University, Joondalup, Australia
- * E-mail:
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Brandone AC, Stout W, Moty K. Intentional action processing across the transition to crawling: Does the experience of self-locomotion impact infants' understanding of intentional actions? Infant Behav Dev 2020; 60:101470. [PMID: 32712566 DOI: 10.1016/j.infbeh.2020.101470] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/19/2019] [Revised: 07/13/2020] [Accepted: 07/14/2020] [Indexed: 11/18/2022]
Abstract
Motor developmental milestones in infancy, such as the transition to self-locomotion, have cascading implications for infants' social and cognitive development. The current studies aimed to add to this literature by exploring whether and how crawling experience impacts a key social-cognitive milestone achieved in infancy: the development of intentional action understanding. Study 1 used a cross-sectional, age-held-constant design to examine whether locomotor (n = 36) and prelocomotor (n = 36) infants differ in their ability to process a failed intentional reaching action. Study 2 (n = 124) further probed this question by assessing how variability in locomotor infants' experience maps onto variability in their failed intentional action understanding. Both studies also assessed infants' tendency to engage in triadic interactions to shed light on whether self-locomotion impacts intentional action understanding directly or indirectly via changes in infants' interactions with social partners. Altogether, results showed no evidence for the role of self-locomotion in the development of intentional action understanding. Locomotor and prelocomotor infants did not differ in their failed action understanding or levels of triadic engagement (Study 1) and individual differences in days of crawling experience, propensity to crawl during play, and maximum crawling speed failed to predict infants' intentional action understanding or triadic engagement (Study 2). Explanations for these null findings and alternative influences on the development of intentional action understanding are considered.
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Affiliation(s)
| | - Wyntre Stout
- Department of Psychology, Lehigh University, United States
| | - Kelsey Moty
- Department of Psychology, New York University, United States
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Abstract
People can solve problems in two main styles: through a methodical analysis, or by a sudden insight (also known as 'Aha!' or 'Eureka!' experience). Analytical solutions are achieved primarily with conscious deliberation in a trial-and-error fashion. 'Aha!' moments, instead, happen suddenly, often without conscious deliberation and are considered a critical facet of creative cognition. Previous research has indicated an association between creativity and risk taking (a personality trait); however, few studies have investigated how a short-term situational state of risk modulates these two different problem-solving styles. In this research, we looked at how both state and trait risks taking is related to different problem-solving styles. To measure risk as a personality trait, we administered the Balloon Analog Risk Task. To investigate risk as a state, we created a scenario, where people had to bet on their problem-solving performance at the beginning of each trial, and we compared the performance of this group with a control group that did not have to bet. The results show no association between risk as a trait and problem-solving style; however, the risk state scenario did produce a shift in dominant problem-solving style with participants in the risk scenario group solving more problems via analysis. We also found that two factors are related to problem-solving accuracy: the amount bet (i.e., when people place higher bets, they solve more problems), and success on the previous trial, especially if the solution was achieved via analysis. Furthermore, the data reveal that when under risk, females are better problem solvers than males.
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Affiliation(s)
- Carola Salvi
- Department of Psychology, Northwestern University, Evanston, IL, USA.
- Shirley Ryan AbilityLab, Chicago, IL, USA.
| | - Edward Bowden
- Department of Psychology, University of Wisconsin-Parkside, Kenosha, WI, USA
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Thomas LR, Nguyen R, Teherani A, Lucey CR, Harleman E. Designing Well-Being: Using Design Thinking to Engage Residents in Developing Well-Being Interventions. Acad Med 2020; 95:1038-1042. [PMID: 32101932 DOI: 10.1097/acm.0000000000003243] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
PROBLEM Improving well-being in residency requires solutions that focus on organizational factors and the individual needs of residents, yet there are few examples of successful strategies to address this challenge. Design thinking (DT), or human-centered design, is an approach to problem-solving that focuses on understanding emotions and human dynamics and may be ideally suited to tackling well-being as a complex problem. The authors taught residents to use DT techniques to identify, analyze, and address organizational well-being challenges. APPROACH Internal medicine residents at the University of California, San Francisco completed an 8-month DT program in 2016-2017. The program consisted of four 2-hour workshops with small group project work between sessions. In each session, resident teams shared their progress and analyzed emerging themes to solve well-being problems. At the conclusion of the program, they summarized the final design principles and recommendations that emerged from their work and were interviewed about DT as a strategy for developing well-being interventions for residents. OUTCOMES Eighteen residents worked in teams to design solutions to improve: community and connection, space for reflection, peer support, and availability of individualized wellness. The resulting recommendations led to new interventions to improve well-being through near-peer communities. Residents emphasized how DT enhanced their creative thinking and trust in the residency program. They reported that not having enough time to work on projects between sessions and losing momentum during their clinical rotations were their biggest challenges. NEXT STEPS Residents found DT useful for completing needs assessments, piloting interventions, and outlining essential design principles to improve well-being in residency. DT's focus on human values may be particularly suited to developing well-being interventions to enhance institutional community and culture. One outcome-that DT promoted creativity and trust for participants-may have applications in other spheres of medical education.
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Affiliation(s)
- Larissa R Thomas
- L.R. Thomas is associate professor, Division of Hospital Medicine, Zuckerberg San Francisco General Hospital and Trauma Center, and Department of Medicine, University of California, San Francisco, San Francisco, California. R. Nguyen is assistant professor, Division of Hospital Medicine, Zuckerberg San Francisco General Hospital and Trauma Center, and Department of Medicine, University of California, San Francisco, and assistant health officer, San Francisco Department of Public Health, San Francisco, California. A. Teherani is professor, Division of General Internal Medicine, and education scientist, Center for Faculty Educators, University of California, San Francisco, School of Medicine, San Francisco, California. C.R. Lucey is professor, Department of Medicine and Office of Medical Education, University of California, San Francisco, San Francisco, California. E. Harleman is professor, Division of Hospital Medicine, Zuckerberg San Francisco General Hospital and Trauma Center, and Department of Medicine, University of California, San Francisco, San Francisco, California
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Wu Y, Koutstaal W. Charting the contributions of cognitive flexibility to creativity: Self-guided transitions as a process-based index of creativity-related adaptivity. PLoS One 2020; 15:e0234473. [PMID: 32525947 PMCID: PMC7292033 DOI: 10.1371/journal.pone.0234473] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/28/2019] [Accepted: 05/26/2020] [Indexed: 11/25/2022] Open
Abstract
Creativity is pivotal to solving complex problems of many kinds, yet how
cognitive flexibility dynamically supports creative processes is largely
unexplored. Despite being a crucial multi-faceted contributor in creative
thinking, cognitive flexibility, as typically assessed, does not fully capture
how people adaptively shift between varying or persisting in their current
problem-solving efforts. To fill this theoretical and methodological gap, we
introduce a new operationalization of cognitive flexibility: the process-based
Self-Guided Transition (SGT) measures, which assess when participants
autonomously choose to continue working on one of two concurrently presented
items (dwell length) and how often they choose to switch between the two items
(shift count). We examine how these measures correlate with three diverse
creativity tasks, and with creative performance on a more complex "garden
design" task. Analyses of the relations between these new cognitive flexibility
measures in 66 young adults revealed that SGT dwell length positively correlated
with creative performance across several tasks. The SGT shift count positively
correlated with within-task performance for a two-item choice task tapping
divergent thinking (Alternative Uses Task) but not for a two-item choice task
calling on convergent thinking (Anagram task). Multiple regression analyses
revealed that, taken together, both the shift count and dwell
length measures from the Alternative Uses Task explained a significant
proportion of variance in measures of fluency, and originality, on a composite
measure of the three independently-assessed creative tasks. Relations of SGTs to
the Garden Design task were weaker, though shift count on the Alternative Uses
Task was predictive of a composite measure of overall Garden Design quality.
Taken together, these results highlight the promise of our new process-based
measures to better chart the dynamically flexible processes supporting creative
thinking and action.
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Affiliation(s)
- Yihan Wu
- Graduate Program in Cognitive Science, University of Minnesota,
Minneapolis, Minnesota, United States of America
| | - Wilma Koutstaal
- Department of Psychology, University of Minnesota, Minneapolis,
Minnesota, United States of America
- * E-mail:
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Chen J, Lyell D, Laranjo L, Magrabi F. Effect of Speech Recognition on Problem Solving and Recall in Consumer Digital Health Tasks: Controlled Laboratory Experiment. J Med Internet Res 2020; 22:e14827. [PMID: 32442129 PMCID: PMC7296411 DOI: 10.2196/14827] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/28/2019] [Revised: 11/27/2019] [Accepted: 03/29/2020] [Indexed: 11/22/2022] Open
Abstract
Background Recent advances in natural language processing and artificial intelligence have led to widespread adoption of speech recognition technologies. In consumer health applications, speech recognition is usually applied to support interactions with conversational agents for data collection, decision support, and patient monitoring. However, little is known about the use of speech recognition in consumer health applications and few studies have evaluated the efficacy of conversational agents in the hands of consumers. In other consumer-facing tools, cognitive load has been observed to be an important factor affecting the use of speech recognition technologies in tasks involving problem solving and recall. Users find it more difficult to think and speak at the same time when compared to typing, pointing, and clicking. However, the effects of speech recognition on cognitive load when performing health tasks has not yet been explored. Objective The aim of this study was to evaluate the use of speech recognition for documentation in consumer digital health tasks involving problem solving and recall. Methods Fifty university staff and students were recruited to undertake four documentation tasks with a simulated conversational agent in a computer laboratory. The tasks varied in complexity determined by the amount of problem solving and recall required (simple and complex) and the input modality (speech recognition vs keyboard and mouse). Cognitive load, task completion time, error rate, and usability were measured. Results Compared to using a keyboard and mouse, speech recognition significantly increased the cognitive load for complex tasks (Z=–4.08, P<.001) and simple tasks (Z=–2.24, P=.03). Complex tasks took significantly longer to complete (Z=–2.52, P=.01) and speech recognition was found to be overall less usable than a keyboard and mouse (Z=–3.30, P=.001). However, there was no effect on errors. Conclusions Use of a keyboard and mouse was preferable to speech recognition for complex tasks involving problem solving and recall. Further studies using a broader variety of consumer digital health tasks of varying complexity are needed to investigate the contexts in which use of speech recognition is most appropriate. The effects of cognitive load on task performance and its significance also need to be investigated.
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Affiliation(s)
- Jessica Chen
- Centre for Health Informatics, Australian Institute of Health Innovation, Macquarie University, North Ryde, Australia
| | - David Lyell
- Centre for Health Informatics, Australian Institute of Health Innovation, Macquarie University, North Ryde, Australia
| | - Liliana Laranjo
- Centre for Health Informatics, Australian Institute of Health Innovation, Macquarie University, North Ryde, Australia
| | - Farah Magrabi
- Centre for Health Informatics, Australian Institute of Health Innovation, Macquarie University, North Ryde, Australia
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Blain SD, Longenecker JM, Grazioplene RG, Klimes-Dougan B, DeYoung CG. Apophenia as the disposition to false positives: A unifying framework for openness and psychoticism. J Abnorm Psychol 2020; 129:279-292. [PMID: 32212749 PMCID: PMC7112154 DOI: 10.1037/abn0000504] [Citation(s) in RCA: 32] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Positive symptoms of schizophrenia and its extended phenotype-often termed psychoticism or positive schizotypy-are characterized by the inclusion of novel, erroneous mental contents. One promising framework for explaining positive symptoms involves apophenia, conceptualized here as a disposition toward false-positive errors. Apophenia and positive symptoms have shown relations to openness to experience (more specifically, to the openness aspect of the broader openness/intellect domain), and all of these constructs involve tendencies toward pattern seeking. Nonetheless, few studies have investigated the relations between psychoticism and non-self-report indicators of apophenia, let alone the role of normal personality variation. The current research used structural equation models to test associations between psychoticism, openness, intelligence, and non-self-report indicators of apophenia comprising false-positive error rates on a variety of computerized tasks. In Sample 1, 1,193 participants completed digit identification, theory of mind, and emotion recognition tasks. In Sample 2, 195 participants completed auditory signal detection and semantic word association tasks. Psychoticism and the openness aspect were positively correlated. Self-reported psychoticism, openness, and their shared variance were positively associated with apophenia, as indexed by false-positive error rates, whether or not intelligence was controlled for. Apophenia was not associated with other personality traits, and openness and psychoticism were not associated with false-negative errors. Findings provide insights into the measurement of apophenia and its relation to personality and psychopathology. Apophenia and pattern seeking may be promising constructs for unifying the openness aspect of personality with the psychosis spectrum and for providing an explanation of positive symptoms. Results are discussed in the context of possible adaptive characteristics of apophenia as well as potential risk factors for the development of psychotic disorders. (PsycInfo Database Record (c) 2020 APA, all rights reserved).
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Affiliation(s)
- Scott D Blain
- Department of Psychology, University of Minnesota Twin Cities
| | - Julia M Longenecker
- Mental Illness Research Education Clinical Center (MIRECC), University of Pittsburgh
| | | | | | - Colin G DeYoung
- Department of Psychology, University of Minnesota Twin Cities
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Chen J, Zhou J, Wang Y, Qi G, Xia C, Mo G, Zhang Z. Blended learning in basic medical laboratory courses improves medical students' abilities in self-learning, understanding, and problem solving. Adv Physiol Educ 2020; 44:9-14. [PMID: 31821032 DOI: 10.1152/advan.00076.2019] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/24/2023]
Abstract
Blended learning, is a teaching approach that integrates online self-learning and classroom teaching. When designed well, blended learning courses in medicine can facilitate students to improve themselves in self-learning, understanding, and problem solving, ultimately enhancing their learning efficiency. However, blended teaching methods are usually used in only a single course, so it is unclear whether these methods can work well in a variety of basic medical courses. The goal of this study is to explore students' perceptions of whether blended laboratory courses are helpful for them in overcoming the difficulties they experience. Blended laboratory courses were taken by medical students at Guilin Medical University. Approximately 71.1% of the students agreed that online lecture courses improved their understanding of threshold concepts and the underlying theories. The majority of the students (63.01%) held the opinion that the blended laboratory courses were more effective than other types of courses in achieving the knowledge goals. The majority of the teachers believed that students' interest in experimentation operations, hands-on abilities, confidence, and other factors were greatly improved compared with those of students taught using the traditional teaching model (face to face). In addition, the average scores for the quizzes of laboratory courses were significantly improved in the blended learning method compared with the traditional learning method. Blended laboratory courses are successful and welcomed by both students and teachers in undergraduate laboratory courses.
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Affiliation(s)
- Jian Chen
- School of Basic Medical Sciences, Guilin Medical University, Guangxi, Guilin, China
| | - Junhai Zhou
- Department of Foreign Languages, Guilin Medical University, Guangxi, Guilin, China
| | - Yong Wang
- Department of Physiology, Guilin Medical University, Guangxi, Guilin, China
| | - Guangying Qi
- Department of Pathophysiology, Guilin Medical University, Guangxi, Guilin, China
| | - Chunbo Xia
- Department of Anatomy, Guilin Medical University, Guangxi, Guilin, China
| | - Gang Mo
- Department of Parasitology, Guilin Medical University, Guangxi, Guilin, China
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Thoma P, Sonnenburg S, Marcinkowski N, Juckel G, Edel MA, Suchan B. Social problem solving in adult patients with attention deficit hyperactivity disorder. Psychiatry Res 2020; 285:112721. [PMID: 31818544 DOI: 10.1016/j.psychres.2019.112721] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/17/2019] [Revised: 11/19/2019] [Accepted: 11/28/2019] [Indexed: 11/19/2022]
Abstract
Patients with Attention Deficit Hyperactivity Disorder (ADHD) experience interpersonal difficulties potentially linked to impaired social cognition. We aimed to investigate social problem solving strategies in adults with ADHD. Nineteen patients with ADHD and 20 healthy controls were assessed with a scenario-based battery gauging the ability to understand other people's mental states, to recognize interpersonal conflicts and to generate and identify optimal (i.e. both socially sensitive and practically effective) solutions to these conflicts. Furthermore, measures of socioemotional and executive functioning were administered. Patients and controls performed on a similar level with respect to theory of mind, the generation of the "best" solution to problematic social situations and the selection of the optimal solution out of alternatives. However, in a fluency task, patients generated fewer optimal solutions, while the number of only socially sensitive, only practically effective or irrelevant solutions was comparable in both groups. The overall ability to freely generate problem solutions was not linked to executive functioning or trait empathy, but better generation abilities were related to lower social interaction anxiety in the patients only. This suggests impaired generation fluency of optimal interpersonal conflict solutions in patients with ADHD which might contribute to higher levels of anxiety in social interactions.
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Affiliation(s)
- Patrizia Thoma
- Clinical Neuropsychology, Neuropsychological Therapy Centre, Faculty of Psychology Ruhr-University Bochum, Universitätsstraße 150, D-44780 Bochum, Germany.
| | - Stephanie Sonnenburg
- Clinical Neuropsychology, Neuropsychological Therapy Centre, Faculty of Psychology Ruhr-University Bochum, Universitätsstraße 150, D-44780 Bochum, Germany
| | - Natalie Marcinkowski
- Clinical Neuropsychology, Neuropsychological Therapy Centre, Faculty of Psychology Ruhr-University Bochum, Universitätsstraße 150, D-44780 Bochum, Germany
| | - Georg Juckel
- Dept. of Psychiatry, Ruhr-University Bochum, LWL University Hospital, Alexandrinenstraße 1-3, D-44791 Bochum, Germany
| | - Marc-Andreas Edel
- Dept. of Psychiatry, Ruhr-University Bochum, LWL University Hospital, Alexandrinenstraße 1-3, D-44791 Bochum, Germany
| | - Boris Suchan
- Clinical Neuropsychology, Neuropsychological Therapy Centre, Faculty of Psychology Ruhr-University Bochum, Universitätsstraße 150, D-44780 Bochum, Germany
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Malik J, Heyman RE, Smith Slep AM. Emotional flooding in response to negative affect in couple conflicts: Individual differences and correlates. J Fam Psychol 2020; 34:145-154. [PMID: 31393141 PMCID: PMC7007326 DOI: 10.1037/fam0000584] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
This study explored whether individual differences in self-reported emotional flooding were associated with observational behaviors and experienced and displayed anger during a 10-min problem solving discussion. A sample of 233 married or cohabiting couples, comprising 4 groups (distressed with intimate partner violence [IPV], distressed/nonIPV, satisfied/IPV, and satisfied/nonIPV) was recruited via random digit dialing. Consistent with predictions, both men's and women's flooding were positively associated with partners' negative affect variables, including partners' experienced and displayed anger, as well as positively associated with their own anger. A multinomial logistic regression revealed significant differences between flooding in prediction of couples' group status; specifically that higher levels of emotional flooding were reported by distressed and IPV couples compared with other types of couples. Finally, couples that included at least 1 member high on self-reported emotional flooding were less effective in solving problems during the conflict discussion. Implications and future directions are discussed. (PsycINFO Database Record (c) 2020 APA, all rights reserved).
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Affiliation(s)
- Jill Malik
- Family Translational Research Group, New York University
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Kellems RO, Eichelberger C, Cacciatore G, Jensen M, Frazier B, Simons K, Zaru M. Using Video-Based Instruction via Augmented Reality to Teach Mathematics to Middle School Students With Learning Disabilities. J Learn Disabil 2020; 53:277-291. [PMID: 32065040 DOI: 10.1177/0022219420906452] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
The purpose of this study was to examine the effectiveness of video-based mathematics instruction for seven middle school students with specific learning disability (SLD), using an augmented reality-based training package. The dependent variable was the percentage of steps students performed correctly to solve each type of mathematics problem. The independent variable was the augmented reality video-based intervention, which used video to model the individual steps for solving four types of multistep mathematics problems: (a) addition and subtraction of integers, (b) multiplication and division of integers, (c) using ratio reasoning to convert measurement units, and (d) using multiplication and division to calculate rate of change. Results indicated a functional relation between the video-based mathematics intervention and the percentage of steps completed correctly for each type of problem. All seven participants showed significant gains immediately after receiving the intervention and maintained improved problem-solving skills in at least three out of the four problem categories.
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Affiliation(s)
| | | | | | | | | | | | - Mai Zaru
- Brigham Young University, Provo, UT, USA
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Artemenko C, Sitnikova MA, Soltanlou M, Dresler T, Nuerk HC. Functional lateralization of arithmetic processing in the intraparietal sulcus is associated with handedness. Sci Rep 2020; 10:1775. [PMID: 32020021 PMCID: PMC7000739 DOI: 10.1038/s41598-020-58477-7] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/11/2019] [Accepted: 01/15/2020] [Indexed: 01/06/2023] Open
Abstract
Functional lateralization is established for various cognitive functions, but was hardly ever investigated for arithmetic processing. Most neurocognitive models assume a central role of the bilateral intraparietal sulcus (IPS) in arithmetic processing and there is some evidence for more pronounced left-hemispheric activation for symbolic arithmetic. However, evidence was mainly obtained by studies in right-handers. Therefore, we conducted a functional near-infrared spectroscopy (fNIRS) study, in which IPS activation of left-handed adults was compared to right-handed adults in a symbolic approximate calculation task. The results showed that left-handers had a stronger functional right-lateralization in the IPS than right-handers. This finding has important consequences, as the bilateral IPS activation pattern for arithmetic processing seems to be shaped by functional lateralization and thus differs between left- and right-handers. We propose three possible accounts for the observed functional lateralization of arithmetic processing.
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Affiliation(s)
- Christina Artemenko
- Department of Psychology, University of Tuebingen, Tuebingen, Germany.
- LEAD Graduate School & Research Network, University of Tuebingen, Tuebingen, Germany.
| | - Maria A Sitnikova
- Department of Psychology, Pedagogical Institute, Belgorod National Research University, Belgorod, Russia
- Research and Project Centre for Cognitive Neuroscience and Neurotechnologies, Belgorod National Research University, Belgorod, Russia
| | - Mojtaba Soltanlou
- Department of Psychology, University of Tuebingen, Tuebingen, Germany
- LEAD Graduate School & Research Network, University of Tuebingen, Tuebingen, Germany
| | - Thomas Dresler
- LEAD Graduate School & Research Network, University of Tuebingen, Tuebingen, Germany
- Department of Psychiatry and Psychotherapy, University of Tuebingen, Tuebingen, Germany
| | - Hans-Christoph Nuerk
- Department of Psychology, University of Tuebingen, Tuebingen, Germany
- LEAD Graduate School & Research Network, University of Tuebingen, Tuebingen, Germany
- Research and Project Centre for Cognitive Neuroscience and Neurotechnologies, Belgorod National Research University, Belgorod, Russia
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Abstract
INTRODUCTION Applying critical thinking is essential for nursing students both in an academic and clinical context. Particularly, as critical thinking is a vital part of nurses' everyday problem-solving and decision-making processes. Therefore, regardless of the topic taught or the setting in which it is taught, it requires teaching strategies especially targeting students' critical thinking skills and abilities. One challenge with the latter is the difficulties to assess and evaluate the impact of such teaching strategies on the students' critical thinking disposition. Hence, our objective will be to review published literature on; existing teaching strategies and outcomes assessments targeting nursing students' critical thinking skills and abilities. METHODS AND ANALYSIS Our scoping review will be conducted in accordance with Arksey and O'Malley's framework for scoping studies. Search strategies will be developed in cooperation with an experienced librarian, and adjusted to each individual database for example, CINAHL, PubMed, PsycINFO, ERIC and ERC. A preliminary search in CINAHL was conducted on the 17th of July 2019. Peer-reviewed published studies conducted with a qualitative, quantitative or mixed method design and focussing our objectives, will be eligible for inclusion. Included studies will be quality assessed in accordance with their study design. Data will be charted using a standardised extraction form. The qualitative data will be presented through a thematic analyses, and the quantitative data by descriptive numerical analysis. Lastly, nurse educators and nursing students will be consulted for validation of the findings from the scoping review. ETHICS AND DISSEMINATION Under the Swedish Ethical Review Act (2003:460) this study does not need ethical clearance by a Regional Ethical Review Authority as it not includes any primary empirical data on biological material or sensitive information. The findings will be used to inform the design of a future study aiming to develop an, and subsequently evaluate it, educational intervention targeting teaching strategies focussing on nursing students' critical thinking skills and abilities.
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Affiliation(s)
| | | | - Anne Wennick
- Department of Care Science, Malmö University, Malmö, Sweden
| | - Gunilla Borglin
- Department of Care Science, Malmö University, Malmö, Sweden
- Nursing Education, Lovisenberg Diaconal University College, Oslo, Norway
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Panagiotidou E, Serrano F, Moreno-Ríos S. Testing the visual impedance effect in children with and without reading difficulties using a new visual reasoning task. Dyslexia 2020; 26:67-86. [PMID: 31692157 DOI: 10.1002/dys.1640] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/21/2018] [Revised: 08/16/2019] [Accepted: 10/21/2019] [Indexed: 06/10/2023]
Abstract
This study examined reasoning skills in children, specifically transitive reasoning and the visual impedance effect, with a new visual/pictorial task. The visual impedance effect is the effect produced by the possible interference in the reasoning process of irrelevant details elicited from the premises of a reasoning task. The new task had no reading requirements, which made it suitable for testing reasoning in primary school children, especially children with reading difficulties (RD), such as dyslexia. The study aimed also to validate the possible use of the task for studying reasoning and detecting the visual impedance effect without the interference of reading skills and to investigate the association between transitive reasoning and reading abilities. A pilot study (N = 10) was used to test the suitability of the new task for primary school children. Afterwards, the task was tested on a larger sample of children of third to sixth Grade, with and without RD (N = 84). Results showed that the new task is able to detect the main reasoning effects as well as the visual impedance effect. The findings are discussed, with the new task considered appropriate for studying reasoning skills in child populations both with and without RD.
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Affiliation(s)
- Elpida Panagiotidou
- The Mind, Brain and Behavior Research Center (CIMCYC-UGR), University of Granada, Granada, Spain
| | - Francisca Serrano
- The Mind, Brain and Behavior Research Center (CIMCYC-UGR), University of Granada, Granada, Spain
| | - Sergio Moreno-Ríos
- The Mind, Brain and Behavior Research Center (CIMCYC-UGR), University of Granada, Granada, Spain
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Scotney VS, Schwartz J, Carbert N, Saab A, Gabora L. The form of a 'half-baked' creative idea: Empirical explorations into the structure of ill-defined mental representations. Acta Psychol (Amst) 2020; 203:102981. [PMID: 31918155 DOI: 10.1016/j.actpsy.2019.102981] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/02/2019] [Revised: 11/12/2019] [Accepted: 11/23/2019] [Indexed: 11/17/2022] Open
Abstract
Creative thought is conventionally believed to involve searching memory and generating multiple independent candidate ideas followed by selection and refinement of the most promising. Honing theory, which grew out of the quantum approach to describing how concepts interact, posits that what appears to be discrete, separate ideas are actually different projections of the same underlying mental representation, which can be described as a superposition state, and which may take different outward forms when reflected upon from different perspectives. As creative thought proceeds, this representation loses potentiality to be viewed from different perspectives and manifest as different outcomes. Honing theory yields different predictions from conventional theories about the mental representation of an idea midway through the creative process. These predictions were pitted against one another in two studies: one closed-ended and one open-ended. In the first study, participants were interrupted midway through solving an analogy problem and wrote down what they were thinking in terms of a solution. In the second, participants were instructed to create a painting that expressed their true essence and describe how they conceived of the painting. For both studies, naïve judges categorized these responses as supportive of either the conventional view or the honing theory view. The results of both studies were significantly more consistent with the predictions of honing theory. Some implications for creative cognition, and cognition in general, are discussed.
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Affiliation(s)
- Victoria S Scotney
- University of British Columbia, Department of Psychology, Irving K. Barber School of Arts and Sciences, Fipke Centre for Innovative Research, 3247 University Way, Kelowna, BC V1V 1V7, Canada
| | - Jasmine Schwartz
- University of British Columbia, Department of Psychology, Irving K. Barber School of Arts and Sciences, Fipke Centre for Innovative Research, 3247 University Way, Kelowna, BC V1V 1V7, Canada
| | - Nicole Carbert
- University of British Columbia, Department of Psychology, Irving K. Barber School of Arts and Sciences, Fipke Centre for Innovative Research, 3247 University Way, Kelowna, BC V1V 1V7, Canada
| | - Adam Saab
- University of British Columbia, Department of Psychology, Irving K. Barber School of Arts and Sciences, Fipke Centre for Innovative Research, 3247 University Way, Kelowna, BC V1V 1V7, Canada
| | - Liane Gabora
- University of British Columbia, Department of Psychology, Irving K. Barber School of Arts and Sciences, Fipke Centre for Innovative Research, 3247 University Way, Kelowna, BC V1V 1V7, Canada.
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Peviani V, Liotta J, Bottini G. The motor system (partially) deceives body representation biases in absence of visual correcting cues. Acta Psychol (Amst) 2020; 203:103003. [PMID: 31926426 DOI: 10.1016/j.actpsy.2020.103003] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/25/2019] [Revised: 11/22/2019] [Accepted: 01/02/2020] [Indexed: 01/22/2023] Open
Abstract
The internal models of our body dimensions are prone to bias, but little evidence exists to explain how the motor system achieves fine-grained control despite these distortions. Previous work showed that the hand representation, assessed in a dynamic task (Proprioceptive Matching Task), was less distorted compared to that measured through a static body representation task (Localization Task), suggesting that either the hand representation was updated or the motor trajectory was adjusted during movement. The present study set out to shed light on this phenomenon by administering the Localization Task before and after either the Proprioceptive Matching Task or a control condition in a within-subjects design. Our results showed that hand map biases decreased during the Proprioceptive Matching Task, but that this increase in accuracy did not carry over to the Localization Task. In other words, more accurate performance in the dynamic body representation task does not reflect a change in how the hand is represented. Rather, it likely reflects a refinement of the motor trajectory, due to the integration of multisensory information, providing interesting insights into how the motor system partially overcomes biases in body representations.
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Affiliation(s)
- Valeria Peviani
- Department of Brain and Behavioural Sciences, University of Pavia, Via Bassi, 21, 27100 Pavia, Italy; Department of Neuroscience, Max Planck Institute for Empirical Aesthetics, Grüneburgweg 14, 60322 Frankfurt am Main, Germany.
| | - Jessica Liotta
- Department of Brain and Behavioural Sciences, University of Pavia, Via Bassi, 21, 27100 Pavia, Italy; Cognitive Neuropsychology Center, ASST Grande Ospedale Metropolitano Niguarda, Piazza dell'Ospedale Maggiore 3, 20162 Milan, Italy
| | - Gabriella Bottini
- Department of Brain and Behavioural Sciences, University of Pavia, Via Bassi, 21, 27100 Pavia, Italy; Cognitive Neuropsychology Center, ASST Grande Ospedale Metropolitano Niguarda, Piazza dell'Ospedale Maggiore 3, 20162 Milan, Italy; NeuroMI, Milan Center for Neuroscience, Italy
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Abstract
Problem-solving is essential for advances in cultural, social, and scientific knowledge. It is also one of the most challenging cognitive processes to facilitate. Some problem-solving is deliberate, but frequently people solve problems with a sudden insight, also known as a Eureka or "Aha!" moment. The advantage of solving problems via insight is that these solutions are more accurate, relying on a unique pattern of neural activity, compared to deliberative strategies. The right Anterior Temporal Lobe (rATL), putatively involved in semantic integration, is distinctively activated when people experience an insight. The rATL may contribute to the recognition of distant semantic relations that support insight solutions, although fMRI and EEG evidence for its involvement is, by nature, correlational. In this study, we investigate if focal sub-threshold neuromodulation to the rATL facilitates insight problem-solving. In three different groups, using a within- and between-subjects design, we tested the causal role of this brain region in problem-solving, by applying High Definition Transcranial Direct Current Stimulation to the rATL (active and sham condition) or the left frontopolar region while participants attempted to solve Compound Remote Associates problems before, during and after stimulation. Participants solved a higher percentage of problems, overall, and specifically by insight when they received rATL stimulation, compared to pre-stimulation, and compared to sham and left frontopolar stimulation. These results confirm the crucial role played by the rATL in insight problem-solving.
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Affiliation(s)
- Carola Salvi
- Department of Psychiatry, University of Texas at Austin, Austin, TX, USA.
| | - Mark Beeman
- Department of Psychology, Northwestern University, Chicago, IL, USA
| | - Marom Bikson
- Department of Biomedical Engineering, The City College of New York, New York, USA
| | - Richard McKinley
- Air Force Research Laboratory, Wright-Patterson AFB, Dayton, OH, USA
| | - Jordan Grafman
- Shirley Ryan AbilityLab, Chicago, IL, USA
- Departments of Physical Medicine and Rehabilitation, Neurology, Cognitive Neurology, and Alzheimer's Center, Department of Psychiatry, Feinberg School of Medicine, Northwestern University, Chicago, IL, USA
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Hagui M, Ben Hamida A, Ben Lassoued M, Lamine K. Problem solving learning in emergency medicine: Effects and student's perception. Tunis Med 2019; 97:1326-1331. [PMID: 32173800] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
INTRODUCTION the Problem solving Learning (PSL) is an interactive method of teaching that allows students to learn at once clinical reasoning and acquisition of knowledge. The PSL is used to assess learner's competencies. AIM To was to assess the educational relevance of PSL in emergency medicine and the perception of learners. METHODS Evaluative study carried out in an emergency department on 5th grade students of medical studies. We proceeded through a PSL dossier. Were assessed, the size of the effects of the PSL measured using the Cohen Index (d) reported to the Hattie's effect size scale. The perceptions of learners was assessed thanks to a questionnaire. RESULTS 42 students from the Faculty of Medicine of Tunis were enrolled in our study. The relative gain was greater than 40% in 90% of the cases and greater than 50% in 57% of the cases. The average rating of the PSL was 12.75 [8.5-17.85]. The effect size (d) of the PSL was 0.9 on the Hattie scale. The overall assessment of the PSL experience by the learners was very satisfactory in 66.5% of the cases and excellent in 33.5% of the cases. CONCLUSION The PSL represents a major development in learning pedagogical strategies with a rather interesting impact and effect size. We strongly encourage the use of PSL as a learning tool in emergency medicine. Further impact studies at larger scales are needed to confirm our results.
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Trick L, Watkins ER, Henley W, Gandhi MM, Dickens C. Perseverative negative thinking predicts depression in people with acute coronary syndrome. Gen Hosp Psychiatry 2019; 61:16-25. [PMID: 31733604 DOI: 10.1016/j.genhosppsych.2019.06.012] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/17/2018] [Revised: 06/25/2019] [Accepted: 06/27/2019] [Indexed: 11/19/2022]
Abstract
OBJECTIVE Depression is common in people who have experienced recent Acute Coronary Syndrome (ACS), and predicts worse medical outcomes. Mechanisms underpinning the development of depression and its association with poor medical outcomes are unclear however. The aim of this study was to investigate the role of perseverative negative thinking (e.g. worry and rumination) in predicting depression in people with recent ACS. METHODS Adults attending specialist inpatient and outpatient cardiology services who had recently experienced ACS were invited to participate in this observational prospective cohort study. Questionnaire assessments were completed within 6months of index ACS (baseline), then 2months and 6months later. RESULTS 169 participants (131 male (78%), median age 68 (±16) years) completed baseline questionnaires, and 111 completed follow-ups. After controlling for the effects of key covariates, baseline rumination was a significant predictor of depression at 6months, accounting for 2% of the variance in depression. This association was partially mediated by poor problem-solving ability and lack of social support. Neither worry nor rumination at baseline were significant predictors of quality of life at 6months. CONCLUSIONS Rumination is a significant independent predictor of depression, and this association may be partially explained by deficits in problem-solving ability and reduced social support. Both rumination and problem solving may provide useful targets for the development of evidence-based interventions to reduce depression among people with coronary heart disease.
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Affiliation(s)
- Leanne Trick
- Mental Health Research Group, University of Exeter Medical School, United Kingdom of Great Britain and Northern Ireland.
| | - Edward R Watkins
- School of Psychology, University of Exeter, United Kingdom of Great Britain and Northern Ireland
| | - William Henley
- Health Statistics Group, University of Exeter Medical School, United Kingdom of Great Britain and Northern Ireland
| | - Manish M Gandhi
- Cardiology Department, Royal Devon and Exeter NHS Foundation Trust, United Kingdom of Great Britain and Northern Ireland
| | - Chris Dickens
- Mental Health Research Group, University of Exeter Medical School, United Kingdom of Great Britain and Northern Ireland
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Becker M, Sommer T, Kühn S. Inferior frontal gyrus involvement during search and solution in verbal creative problem solving: A parametric fMRI study. Neuroimage 2019; 206:116294. [PMID: 31639509 PMCID: PMC7355229 DOI: 10.1016/j.neuroimage.2019.116294] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/29/2019] [Revised: 09/16/2019] [Accepted: 10/16/2019] [Indexed: 11/20/2022] Open
Abstract
In verbal creative problems like compound remote associates (CRAs), the solution is semantically distant and there is no predefined path to the solution. Therefore, people first search through the space of possible solutions before retrieving the correct semantic content by extending their search space. We assume that search and solution are both part of a semantic control process which involves the inferior frontal gyrus (IFG). Furthermore, we expect the degree of relevant semantic control areas like the IFG to depend on how much the search space needs to be extended, i.e. how semantically distant the solution is. To demonstrate this, we created a modified CRA paradigm which systematically modulates the semantic distance from the first target word to the solution via priming. We show that brain areas (left IFG and middle temporal gyrus) associated with semantic control are already recruited during search. In addition, BOLD response in the left angular gyrus linearly correlates with search space extension. Hence, there is evidence that this process already takes place during search. Furthermore, bilateral IFG (pars orbitalis and triangularis) also correlates with search space extension but during solution. We discuss the role of the IFG in accessing semantically distant information during verbal creative problem solving. We present a novel way how to quantify verbal restructuring in a parametric fMRI paradigm. Evidence is provided that search for a solution and verbal restructuring are both part of a cognitive control process. Inferior frontal gyrus (IFG) and the angular gyrus are identified as part of this cognitive control process. BOLD activation of bilateral IFG parametrically correlates with verbal restructuring during and before solution.
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Affiliation(s)
- Maxi Becker
- University Medical Centre Hamburg-Eppendorf, Clinic and Policlinic for Psychiatry and Psychotherapy, Martinistraße 52, 20246, Hamburg, Germany.
| | - Tobias Sommer
- University Medical Centre Hamburg-Eppendorf, Department of Systems Neuroscience, NeuroImage Nord, Martinistraße 52, 20246, Hamburg, Germany
| | - Simone Kühn
- University Medical Centre Hamburg-Eppendorf, Clinic and Policlinic for Psychiatry and Psychotherapy, Martinistraße 52, 20246, Hamburg, Germany; Max Planck Institute for Human Development, Center for Lifespan Psychology, Lentzeallee 94, 14195, Berlin, Germany
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71
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Shen W, Yuan Y, Lu F, Liu C, Luo J, Zhou Z. Unpacking Impasse-Related Experience during Insight. Span J Psychol 2019; 22:E39. [PMID: 31625490 DOI: 10.1017/sjp.2019.40] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Mental impasse has long been recognized as a hallmark of creative insight, but its precise role has been unexplored. The aim of the present work, consisting of two studies, was to experimentally probe mental impasse perspective from insight experience, namely impasse-related experience during insight. In Study 1, participants were requested to complete a compound remote association task and a forced-choice subjective experience depiction task that could provide data on impasse-related experience. The results showed that reports of negative experience, such as feelings of loss (t = -5.51, p < .001, Cohen d = 1.07) and personal experience (mirrored by 'other' response; t = -2.62, p < .05, Cohen d = 0.48), were more common in the impasse condition than in the no-impasse condition; correspondingly positive affect and positive cognitive experiences such as happiness (t = 4.20, p < .001, Cohen d = 0.77), ease (t = 5.90, p < .001, Cohen d = 1.20), certainty (t = 7.46, p < .001, Cohen d = 1.36) and calmness (t = 4.42, p < .001, Cohen d = 0.81) were experienced more frequently in the no-impasse condition. These findings were replicated in Study 2, in which participants were invited to solve a set of classic insight problems and to freely report any feelings of being at an impasse. Across two studies, this work suggests that impasse-related experience during insight problem solving is multi-faceted and consists of negative affective and cognitive components. The implications of these findings are discussed.
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Affiliation(s)
| | - Yuan Yuan
- Nanjing Normal University of Special Education (China)
| | - Fang Lu
- Yancheng Teachers University (China)
| | | | - Jing Luo
- Capital Normal University (China)
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Abstract
Subjective similarity holds a prominent place in many psychological theories, influencing diverse cognitive processes ranging from attention and categorization to memory and problem solving. Despite the known importance of subjective similarity, there are few resources available to experimenters interested in manipulating the visual similarity of shape, one common type of subjective similarity. Here, across seven validation iterations, we incrementally developed a stimulus space consisting of 360 shapes using a novel image-processing method in conjunction with collected similarity judgments. The result is the Validated Circular Shape space, the first Validated Circular Shape space comparable to the commonly used "color wheel", whereby angular distance along a 2D circle is a proxy for visual similarity. This extensively validated resource is freely available to experimenters wishing to precisely manipulate the visual similarity of shape. (PsycInfo Database Record (c) 2020 APA, all rights reserved).
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73
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Tempel T, Frings C. Directed forgetting in problem solving. Acta Psychol (Amst) 2019; 201:102955. [PMID: 31733435 DOI: 10.1016/j.actpsy.2019.102955] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2019] [Revised: 10/30/2019] [Accepted: 11/09/2019] [Indexed: 11/15/2022] Open
Abstract
In two experiments, we investigated intentional forgetting of problem-solving routines by adapting the list method of directed forgetting. In Experiment 1, participants practiced solving water-jar problems (Luchins, 1942). After working on a first series of problems that all could be solved by the same formula, one group of participants was instructed to forget the so-far presented items because these, allegedly, had only served as a warm-up, whereas another group did not receive a forget instruction. After practicing a different routine in a second series of problems, participants solved test problems that either could be solved by the formula previously practiced in the first or in the second series of problems. All test problems alternatively could be solved by a more direct formula. The forget instruction significantly reduced the number of test problems solved by the formula of the first series of practice problems. In Experiment 2, participants subsequently practiced two solution formulas in two series of to-be-solved anagrams. Here, a forget instruction regarding the first series of practice anagrams reduced solution speed for test anagrams that had to be solved by the same formula as the to-be-forgotten practice anagrams. Thus, in both experiments, participants relied less on a practiced routine after they had been instructed to intentionally forget the episode of acquiring that routine.
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Guo SS, Wang JS, Ma XX. Improved Bat Algorithm Based on Multipopulation Strategy of Island Model for Solving Global Function Optimization Problem. Comput Intell Neurosci 2019; 2019:6068743. [PMID: 31531009 PMCID: PMC6721339 DOI: 10.1155/2019/6068743] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/24/2019] [Revised: 07/03/2019] [Accepted: 07/08/2019] [Indexed: 11/17/2022]
Abstract
The bat algorithm (BA) is a heuristic algorithm that globally optimizes by simulating the bat echolocation behavior. In order to improve the search performance and further improve the convergence speed and optimization precision of the bat algorithm, an improved algorithm based on chaotic map is introduced, and the improved bat algorithm of Levy flight search strategy and contraction factor is proposed. The optimal chaotic map operator is selected based on the simulation experiments results. Then, a multipopulation parallel bat algorithm based on the island model is proposed. Finally, the typical test functions are used to carry out the simulation experiments. The simulation results show that the proposed improved algorithm can effectively improve the convergence speed and optimization accuracy.
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Affiliation(s)
- Sha-Sha Guo
- School of Electronic and Information Engineering, University of Science & Technology Liaoning, Anshan 114044, China
| | - Jie-Sheng Wang
- School of Electronic and Information Engineering, University of Science & Technology Liaoning, Anshan 114044, China
- School of International Finance and Banking, University of Science & Technology Liaoning, Anshan 114044, China
| | - Xiao-Xu Ma
- School of Electronic and Information Engineering, University of Science & Technology Liaoning, Anshan 114044, China
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Abstract
Social learning has important ecological and evolutionary consequences but the role of certain factors, such as social rank, neophobia (i.e., avoidance of novel stimuli), persistence, and task-reward association, remain less understood. We examined the role of these factors in social learning by captive coyotes (Canis latrans) via three studies. Study 1 involved individual animals and eliminated object neophobia by familiarizing the subjects to the testing apparatus prior to testing. Studies 2 and 3 used mated pairs to assess social rank, and included object neophobia, but differed in that study 3 decoupled the food reward from the testing apparatus (i.e., altered task-reward association). For all three studies, we compared performance between coyotes that received a demonstration from a conspecific to control animals with no demonstration prior to testing. Coyotes displayed social learning during study 1; coyotes with a demonstrator were faster and more successful at solving the puzzle box but did not necessarily use the same modality as that observed to be successful. In study 2, there was no difference in success between treatment groups but this is likely because only one coyote within each pair was successful so successful coyote results were masked by their unsuccessful mate. In study 3, there was no difference in success between treatment groups; only two coyotes, both dominant, hand-reared males with demonstrators were able to perform the task. However, coyotes with a demonstrator were less neophobic, measured as latency to approach the object, and more persistent, measured as time spent working on the apparatus. Social rank was the best predictor of neophobia and persistence and was also retained in the best model for time to eat inside the apparatus, a post-trial measurement of object neophobia. These results suggest coyotes are capable of social learning for novel tasks but social rank, neophobia, and persistence influence their social-learning capabilities. This study contributes to understanding the mechanisms underlying how animals gain information about their environment.
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Affiliation(s)
- Julie K. Young
- USDA-National Wildlife Research Center-Predator Research Facility, Millville, Utah, United States of America
- Department of Wildland Resources, Utah State University, Logan, Utah, United States of America
- * E-mail:
| | - Laura Touzot
- Department of Biology, University of Grenoble Alpes, Grenoble, France
| | - Stacey P. Brummer
- USDA-National Wildlife Research Center-Predator Research Facility, Millville, Utah, United States of America
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Trösch M, Ringhofer M, Yamamoto S, Lemarchand J, Parias C, Lormant F, Lansade L. Horses prefer to solicit a person who previously observed a food-hiding process to access this food: A possible indication of attentional state attribution. Behav Processes 2019; 166:103906. [PMID: 31301426 DOI: 10.1016/j.beproc.2019.103906] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/07/2019] [Revised: 07/08/2019] [Accepted: 07/09/2019] [Indexed: 12/23/2022]
Abstract
Inferring what others witnessed provides important benefits in social contexts, but evidence remains scarce in nonhuman animals. We investigated this ability in domestic horses by testing whether they could discriminate between two experimenters who differed in what they previously witnessed and decide whom to solicit when confronted with an unreachable food source based on that information. First, horses saw food being hidden in a closed bucket (impossible for them to open) in the presence of two experimenters who behaved identically but differed in their attention to the baiting process (the "witness" experimenter faced the bucket, the "non-witness" faced away). Horses were then let free with both experimenters, and their interest towards each (gaze and touch) was measured. They gazed at and touched the witness significantly more than the non-witness (n = 15, gaze: p = 0.004; touch: p = 0.003). These results might suggest that horses inferred the attentional state of the experimenters during the baiting process and used this information to adapt their later behavior. Although further study would be necessary to conclude, our study provides new insight into attentional state attribution in horses and might hint to the existence of precursors of a Theory of Mind in horses.
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Affiliation(s)
- Miléna Trösch
- INRA, PRC, CNRS, IFCE, Université de Tours, 37380, Nouzilly, France.
| | - Monamie Ringhofer
- Kyoto University Institute for Advanced Study, Yoshida Ushinomiya-cho, Sakyo-ku, Kyoto 606-8501, Japan.
| | - Shinya Yamamoto
- Kyoto University Institute for Advanced Study, Yoshida Ushinomiya-cho, Sakyo-ku, Kyoto 606-8501, Japan.
| | - Julie Lemarchand
- INRA, PRC, CNRS, IFCE, Université de Tours, 37380, Nouzilly, France.
| | - Céline Parias
- INRA, PRC, CNRS, IFCE, Université de Tours, 37380, Nouzilly, France.
| | - Flore Lormant
- INRA, PRC, CNRS, IFCE, Université de Tours, 37380, Nouzilly, France.
| | - Léa Lansade
- INRA, PRC, CNRS, IFCE, Université de Tours, 37380, Nouzilly, France.
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Centi L, Groman-Yaroslavski I, Friedman N, Oron M, Prévost M, Zaidner Y. The bulb retouchers in the Levant: New insights into Middle Palaeolithic retouching techniques and mobile tool-kit composition. PLoS One 2019; 14:e0218859. [PMID: 31276507 PMCID: PMC6611594 DOI: 10.1371/journal.pone.0218859] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/21/2018] [Accepted: 06/11/2019] [Indexed: 11/21/2022] Open
Abstract
In this paper we describe two assemblages of flint retouchers or “bulb retouchers” retrieved from Nesher Ramla and Quneitra, two Middle Palaeolithic, open-air sites in the Levant. The site of Nesher Ramla yielded the largest assemblage of bulb retouchers (n = 159) currently known, allowing a detailed investigation of this poorly known phenomenon. An extensive experimental program and use-wear analysis enabled us to characterize the different sets of traces related to the retouching activity and to identify different motions applied by the knappers in the course of this action. In both sites, blanks used as bulb retouchers were almost exclusively retouched items, with a special emphasis on convergent morphotypes in Nesher Ramla. The use of retouched items as bulb retouchers is a common trait over different time spans and geographical areas. Our data suggests that bulb retouchers were versatile, multi-purpose tools with a long use-life, transported over long distances as components of the hunter-gatherer mobile tool kit. The high frequencies of bulb retouchers within some archaeological units of Nesher Ramla appear to be connected to the highly curated nature of the lithic assemblages, in turn reflecting a high mobility of the human groups that produced them.
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Affiliation(s)
- Laura Centi
- Department of Prehistoric Archaeology, Institute of Archaeology, The Hebrew University of Jerusalem, Jerusalem, Israel
- * E-mail:
| | - Iris Groman-Yaroslavski
- Use-Wear Analysis Laboratory, Zinman Institute of Archaeology, University of Haifa, Haifa, Israel
| | - Neta Friedman
- Department of Prehistoric Archaeology, Institute of Archaeology, The Hebrew University of Jerusalem, Jerusalem, Israel
| | - Maya Oron
- Use-Wear Analysis Laboratory, Zinman Institute of Archaeology, University of Haifa, Haifa, Israel
- Department of Prehistory, Israel Antiquities Authority, Jerusalem, Israel
| | - Marion Prévost
- Department of Prehistoric Archaeology, Institute of Archaeology, The Hebrew University of Jerusalem, Jerusalem, Israel
| | - Yossi Zaidner
- Department of Prehistoric Archaeology, Institute of Archaeology, The Hebrew University of Jerusalem, Jerusalem, Israel
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78
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Abstract
A set of phenomena known as crowding reveal peripheral vision's vulnerability in the face of clutter. Crowding is important both because of its ubiquity, making it relevant for many real-world tasks and stimuli, and because of the window it provides onto mechanisms of visual processing. Here we focus on models of the underlying mechanisms. This review centers on a popular class of models known as pooling models, as well as the phenomenology that appears to challenge a pooling account. Using a candidate high-dimensional pooling model, we gain intuitions about whether a pooling model suffices and reexamine the logic behind the pooling challenges. We show that pooling mechanisms can yield substitution phenomena and therefore predict better performance judging the properties of a set versus a particular item. Pooling models can also exhibit some similarity effects without requiring mechanisms that pool at multiple levels of processing, and without constraining pooling to a particular perceptual group. Moreover, we argue that other similarity effects may in part be due to noncrowding influences like cuing. Unlike low-dimensional straw-man pooling models, high-dimensional pooling preserves rich information about the stimulus, which may be sufficient to support high-level processing. To gain insights into the implications for pooling mechanisms, one needs a candidate high-dimensional pooling model and cannot rely on intuitions from low-dimensional models. Furthermore, to uncover the mechanisms of crowding, experiments need to separate encoding from decision effects. While future work must quantitatively examine all of the challenges to a high-dimensional pooling account, insights from a candidate model allow us to conclude that a high-dimensional pooling mechanism remains viable as a model of the loss of information leading to crowding.
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Affiliation(s)
- Ruth Rosenholtz
- Computer Science and Artificial Intelligence Laboratory, Massachusetts Institute of Technology, Cambridge, MA, USA
- Department of Brain & Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA
| | - Dian Yu
- Computer Science and Artificial Intelligence Laboratory, Massachusetts Institute of Technology, Cambridge, MA, USA
| | - Shaiyan Keshvari
- Computer Science and Artificial Intelligence Laboratory, Massachusetts Institute of Technology, Cambridge, MA, USA
- Department of Brain & Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA
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79
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Busch JTA, Legare CH. Using data to solve problems: Children reason flexibly in response to different kinds of evidence. J Exp Child Psychol 2019; 183:172-188. [PMID: 30875548 PMCID: PMC10675997 DOI: 10.1016/j.jecp.2019.01.007] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/19/2018] [Revised: 01/05/2019] [Accepted: 01/11/2019] [Indexed: 11/21/2022]
Abstract
This study examined children's (5- to 9-year-olds, N = 363) abilities to use information seeking and explanation to solve problems using conclusive or inconclusive (i.e., consistent, inconsistent, or ambiguous) evidence. Results demonstrated that inconsistent and ambiguous evidence, not consistent evidence, motivate more requests for information than conclusive evidence. In addition, children's explanations were flexible in response to evidence; explanations based on transitive inference were more likely to be associated with an accurate conclusion than other explanation types. Children's requests for additional information in response to inconclusive evidence increased with age, as did their problem-solving accuracy. The data demonstrate that children's capacity to use information seeking and explanation develop in tandem as tools for problem solving.
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Affiliation(s)
- Justin T A Busch
- Department of Psychology, The University of Texas at Austin, Austin, TX 78712, USA.
| | - Cristine H Legare
- Department of Psychology, The University of Texas at Austin, Austin, TX 78712, USA
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80
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Polspoel B, De Visscher A, Vandermosten M, Vogel SE, Grabner RH, De Smedt B. The neural substrates of the problem size and interference effect in children's multiplication: An fMRI study. Brain Res 2019; 1714:147-157. [PMID: 30836066 DOI: 10.1016/j.brainres.2019.03.002] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2018] [Revised: 02/28/2019] [Accepted: 03/01/2019] [Indexed: 11/19/2022]
Abstract
Within children's multiplication fact retrieval, performance can be influenced by various effects, such as the well-known problem size effect (i.e., smaller problems are solved faster and more accurately) and the more recent interference effect (i.e., the quality of memory representations of problems depends on previously learned problems; the more similar a problem is to a previously learned one, the more proactive interference impacts on storing in long-term-memory). This interference effect has been observed in behavioral studies, and determines a substantial part of performance beyond problem size. Unlike the problem size effect, the neural basis of the interference effect in children has not been studied. To better understand the underpinning mechanisms behind children's arithmetic fact retrieval, we aimed to investigate the neural basis of both effects in typically developing children. Twenty-four healthy 9- to 10-year-olds took part in a behavioral and fMRI scanning session, during which multiplication items had to be solved. Data were analyzed by manipulating problem size and interference level in a 2 × 2 factorial design. Concurring with previous studies, our results reveal clear behavioral effects of problem size and interference, with larger and high interfering items being solved significantly slower. On the neural level, a clear problem size effect was observed in a fronto-parietal and temporal network. The interference effect, however, was not detected; no clear neural distinctions were observed between low and high interfering items.
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Affiliation(s)
- Brecht Polspoel
- Parenting and Special Education Research Unit, KU Leuven, Leopold Vanderkelenstraat 32, Box 3765, 3000 Leuven, Belgium.
| | - Alice De Visscher
- Institut de Recherche en Sciences Psychologiques, Université catholique de Louvain, Place du Cardinal Mercier 10, Box L3.05.01, 1348 Louvain-la-Neuve, Belgium
| | - Maaike Vandermosten
- Experimental ORL, Department of Neurosciences, KU Leuven, Herestraat 49, Box 721, 3000 Leuven, Belgium
| | - Stephan E Vogel
- Educational Neuroscience, Institute of Psychology, University of Graz, Universitätsplatz 2, 8010 Graz, Austria
| | - Roland H Grabner
- Educational Neuroscience, Institute of Psychology, University of Graz, Universitätsplatz 2, 8010 Graz, Austria
| | - Bert De Smedt
- Parenting and Special Education Research Unit, KU Leuven, Leopold Vanderkelenstraat 32, Box 3765, 3000 Leuven, Belgium
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81
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Tiberghien K, De Smedt B, Fias W, Lyons IM. Distinguishing between cognitive explanations of the problem size effect in mental arithmetic via representational similarity analysis of fMRI data. Neuropsychologia 2019; 132:107120. [PMID: 31201841 DOI: 10.1016/j.neuropsychologia.2019.107120] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/25/2018] [Revised: 05/05/2019] [Accepted: 06/07/2019] [Indexed: 11/18/2022]
Abstract
Not all researchers interested in human behavior remain convinced that modern neuroimaging techniques have much to contribute to distinguishing between competing cognitive models for explaining human behavior, especially if one removes reverse inference from the table. Here, we took up this challenge in an attempt to distinguish between two competing accounts of the problem size effect (PSE), a robust finding in investigations of mathematical cognition. The PSE occurs when people solve arithmetic problems and indicates that numerically large problems are solved more slowly and erroneously than small problems. Neurocognitive explanations for the PSE can be categorized into representation-based and process-based views. Behavioral and traditional univariate neural measures have struggled to distinguish between these accounts. By contrast, a representational similarity analysis (RSA) approach with fMRI data provides competing hypotheses that can distinguish between accounts without recourse to reverse inference. To that end, our RSA (but not univariate) results provided clear evidence in favor of the representation-based over the process-based account of the PSE in multiplication; for addition, the results were less clear. Post-hoc similarity analysis distinguished still further between competing representation-based theoretical accounts. Namely, data favored the notion that individual multiplication problems are stored as individual memory traces sensitive to input frequency over a strictly magnitude-based account of memory encoding. Together, these results provide an example of how human neuroimaging evidence can directly inform cognitive-level explanations of a common behavioral phenomenon, the problem size effect. More broadly, these data may expand our understanding of calculation and memory systems in general.
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Affiliation(s)
| | - Bert De Smedt
- University of Leuven, Faculty of Psychology and Educational Sciences, Belgium
| | - Wim Fias
- Ghent University, Department of Experimental Psychology, Belgium
| | - Ian M Lyons
- Georgetown University, Psychology Department, United States.
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82
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Neely-Prado A, Navarrete G, Huepe D. Socio-affective and cognitive predictors of social adaptation in vulnerable contexts. PLoS One 2019; 14:e0218236. [PMID: 31199834 PMCID: PMC6568406 DOI: 10.1371/journal.pone.0218236] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/02/2018] [Accepted: 05/30/2019] [Indexed: 11/30/2022] Open
Abstract
People living in vulnerable environments face a harder set of challenges adapting to their context. Nevertheless, an important number of them adapt successfully. However, which cognitive and socio-affective variables are specifically related to these variations in social adaptation in vulnerable contexts has not been fully understood nor directly addressed. Here we evaluated socio-affective variables (anxious attachment style, internal locus of control, self-esteem and stress) and cognitive variables (fluid intelligence, crystallized intelligence, working memory, numeracy, probabilistic reasoning and logical reasoning) to explain variations in social adaptation in a sample of 232 adults living in vulnerable contexts (M = 42.3, SD = 14.9, equal amount of men and women). Our results show that an important amount of variance in social adaptation can be explained by socio-affective variables, principally by self-esteem, while cognitive variables also contributed significantly. As far as we know, this is one of the first steps towards understanding the role of cognitive and socio-affective features on social adaptation. In the long run, this area of research could play an important role on the assignation of resources to ease people’s integration into society. Our data and R analysis scripts can be found at: https://osf.io/egxy5/.
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Affiliation(s)
- Alejandra Neely-Prado
- Center of Social and Cognitive Neuroscience, Universidad Adolfo Ibáñez, Santiago, Chile
| | - Gorka Navarrete
- Center of Social and Cognitive Neuroscience, Universidad Adolfo Ibáñez, Santiago, Chile
| | - David Huepe
- Center of Social and Cognitive Neuroscience, Universidad Adolfo Ibáñez, Santiago, Chile
- * E-mail:
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83
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Prasher S, Evans JC, Thompson MJ, Morand-Ferron J. Characterizing innovators: Ecological and individual predictors of problem-solving performance. PLoS One 2019; 14:e0217464. [PMID: 31188843 PMCID: PMC6561637 DOI: 10.1371/journal.pone.0217464] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/05/2018] [Accepted: 05/13/2019] [Indexed: 11/29/2022] Open
Abstract
Behavioural innovation, the use of new behaviours or existing ones in novel contexts, can have important ecological and evolutionary consequences for animals. An understanding of these consequences would be incomplete without considering the traits that predispose certain individuals to exhibit innovative behaviour. Several individual and ecological variables are hypothesized to affect innovativeness, but empirical studies show mixed results. We examined the effects of dominance rank, exploratory personality, and urbanisation on the innovativeness of wild-caught black-capped chickadees using a survival analysis of their performance in two problem-solving tasks. Additionally, we provide one of the first investigations of the predictors of persistence in a problem-solving context. For lever pulling, we found a trend for dominants to outperform subordinates, particularly in rural birds, which did not align with predictions from the necessity drives innovation hypothesis. When examining possible explanations for this trend we found that older chickadees outperformed younger birds. This follow-up analysis also revealed a positive effect of exploratory personality on the lever-pulling performance of chickadees. Our results suggest that experience may foster innovation in certain circumstances, for instance via the application of previously-acquired information or skills to a novel problem. As we found different predictors for both tasks, this suggests that task characteristics influence the innovative propensity of individuals, and that their effects should be investigated experimentally.
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Affiliation(s)
- Sanjay Prasher
- Department of Biology, University of Ottawa, Ottawa, Ontario, Canada
| | - Julian C. Evans
- Department of Biology, University of Ottawa, Ottawa, Ontario, Canada
| | - Megan J. Thompson
- Department of Biology, University of Ottawa, Ottawa, Ontario, Canada
| | - Julie Morand-Ferron
- Department of Biology, University of Ottawa, Ottawa, Ontario, Canada
- * E-mail:
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84
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Matejko AA, Ansari D. The neural association between arithmetic and basic numerical processing depends on arithmetic problem size and not chronological age. Dev Cogn Neurosci 2019; 37:100653. [PMID: 31102959 PMCID: PMC6969316 DOI: 10.1016/j.dcn.2019.100653] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2018] [Revised: 04/16/2019] [Accepted: 04/26/2019] [Indexed: 11/30/2022] Open
Abstract
The intraparietal sulcus (IPS) is thought to be an important region for basic number processing (e.g. symbol-quantity associations) and arithmetic (e.g. addition). Evidence for shared circuitry within the IPS is largely based on comparisons across studies, and little research has investigated number processing and arithmetic in the same individuals. It is also unclear how the neural overlap between number processing and arithmetic is influenced by age and arithmetic problem difficulty. This study investigated these unresolved questions by examining basic number processing (symbol-quantity matching) and arithmetic (addition) networks in 26 adults and 42 children. Number processing and arithmetic elicited overlapping activity in the IPS in children and adults, however, the overlap was influenced by arithmetic problem size (i.e. which modulated the need to use procedural strategies). The IPS was recruited for number processing, and for arithmetic problems more likely to be solved using procedural strategies. We also found that the overlap between number processing and small-problem addition in children was comparable to the overlap between number processing and large-problem addition in adults. This finding suggests that the association between number processing and arithmetic in the IPS is related to the cognitive operation being performed rather than age.
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Affiliation(s)
- Anna A Matejko
- Numerical Cognition Laboratory, Department of Psychology and Brain & Mind Institute, Western University, London, ON, Canada; Center for the Study of Learning, Department of Pediatrics, Building D, Georgetown University, Washington DC, USA.
| | - Daniel Ansari
- Numerical Cognition Laboratory, Department of Psychology and Brain & Mind Institute, Western University, London, ON, Canada.
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85
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Abstract
Researchers have recently proposed that educated adults solve the simplest addition problems (e.g., 3 + 2) by an automatic counting procedure, challenging the long-held view that educated adults solve small additions by associative memory retrieval. We tested predications of a sum-counting model that assumes a procedure in which the 2 quantities represented by the operands are encoded and counted sequentially. Here, we presented the 2 operands sequentially (e.g., "3 +" first and then "2") and manipulated the preview time for the first operand (O1) and operator across 2 experiments (both n = 36); the O1 preview times were 1000 ms and 500 ms in Experiments 1 and 2, respectively. We measured response time (RT) from the presentation of the second operand (O2) and compared it with RT when both operands appeared simultaneously. Contrary to the sum-counting model, with sequential presentation, problems with the same O2 sizes (e.g., 3 + 2, 4 + 2) demonstrated significant RT differences across levels of O1, and the sum of the operands was a better RT predictor than O2 with both sequential and simultaneous displays. These results challenge a sum-counting model of the present data but are consistent with a memory retrieval theory. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
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86
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Abstract
The advent of simulation-based education has caused a renewed interest in feedback and debriefing. However, little attention has been given to the issue of transfer of learning from the simulation environment to real-life and novel situations. In this article, the authors discuss the importance of context in learning, based on the frameworks of analogical transfer and situated cognition, and the limitations that context imposes on transfer. They suggest debriefing strategies to improve transfer of learning: positioning the lived situation within its family of situations and implementing the metacognitive strategies of contextualizing, decontextualizing, and recontextualizing. In contextualization, the learners' actions, cognitive processes, and frames of reference are discussed within the context of the lived experience, and their mental representation of the situation and context is explored. In decontextualization, the underlying abstract principles are extracted without reference to the situation, and in recontextualization, those principles are adapted and applied to new situations and to the real-life counterpart. This requires that the surface and deep features that characterize the lived situation be previously compared and contrasted with those of the same situation with hypothetical scenarios ("what if"), of new situations within the same family of situations, of the prototype situation, and of real-life situations. These strategies are integrated into a cyclical contextualization, decontextualization, and recontextualization model to enhance debriefing.
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Affiliation(s)
- Etienne Rivière
- E. Rivière is internal medicine specialist, University Hospital Center of Bordeaux, and director, Hospital and University SimBA-S Simulation Center of Bordeaux, Bordeaux, France. M. Jaffrelot is simulation program director, Collège des Hautes Etudes en Médecine, Brest, France, and adjunct professor, Department of Anesthesiology and Intensive Care, Faculty of Medicine, Université Laval, Québec City, Québec, Canada. J. Jouquan is internal medicine specialist and professor, Université de Bretagne occidentale, Brest, France, and editor-in-chief, Pédagogie Médicale. G. Chiniara is professor and chair, Department of Anesthesiology and Intensive Care, Faculty of Medicine, Université Laval, Québec City, Québec, Canada, and teaching leadership chair in health sciences simulation, Université Laval and Université Côte d'Azur
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87
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Boddez Y, Descheemaeker M, Mertens G, Truyts A, Van de Cruys S. Like what you see: Generalization of social learning determines art appreciation. Acta Psychol (Amst) 2019; 196:18-25. [PMID: 30965201 DOI: 10.1016/j.actpsy.2019.04.001] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2018] [Revised: 03/23/2019] [Accepted: 04/01/2019] [Indexed: 11/30/2022] Open
Abstract
We examine whether a stimulus generalization framework can provide insight in how experience shapes evaluative responses to artworks. Participants received positive information about one artwork and negative information about another artwork. Afterwards, we tested their evaluative responses not only to these artworks but also to similar artworks, which allowed us to assess generalization. Results showed that the artwork that was paired with positive information and the artwork that was similar to it were evaluated more positively than the other artworks. These findings confirm that theories that aim to explain art appreciation could benefit from taking learning and its generalization into account.
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Affiliation(s)
- Yannick Boddez
- Department of Clinical Psychology and Experimental Psychopathology, University of Groningen, Groningen, the Netherlands; Centre for the Psychology of Learning and Experimental Psychopathology, KU Leuven, Leuven, Belgium.
| | - Mathilde Descheemaeker
- Department of Clinical Psychology and Experimental Psychopathology, University of Groningen, Groningen, the Netherlands; Centre for the Psychology of Learning and Experimental Psychopathology, KU Leuven, Leuven, Belgium
| | - Gaëtan Mertens
- Department of Clinical Psychology, Utrecht University, Utrecht, the Netherlands
| | - Astrid Truyts
- Centre for the Psychology of Learning and Experimental Psychopathology, KU Leuven, Leuven, Belgium
| | - Sander Van de Cruys
- Laboratory of Experimental Psychology, Brain & Cognition Unit, KU Leuven, Belgium
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88
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Fuchs LS, Fuchs D, Seethaler PM, Cutting LE, Mancilla-Martinez J. Connections Between Reading Comprehension and Word-Problem Solving via Oral Language Comprehension: Implications for Comorbid Learning Disabilities. New Dir Child Adolesc Dev 2019; 2019:73-90. [PMID: 31038812 PMCID: PMC6522265 DOI: 10.1002/cad.20288] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
In this article, we discuss the approach adopted within the Vanderbilt University Learning Disabilities Innovation Hub, which focuses on students with higher-order comorbidity: students with concurrent difficulty with reading comprehension and word-problem solving. The aim of the Hub's Research Project is to test what we refer to as the higher-order comorbidity hypothesis: that language comprehension plays a critical role in reading comprehension and word-problem solving. In the Hub's study, we test the hypothesize that language comprehension offers a coordinated approach for improving both outcomes and that this approach thus provides direction for understanding higher-order comorbidity and support for the validity of reading comprehension and word-problem solving comorbidity as a learning disabilities subtyping framework. In the first segment of this article, we describe a model that connects reading comprehension and word-problem solving development via oral language comprehension, and we provide a brief overview of prior related research on these connections. This first section provides the basis for the second segment of this article, in which we discuss the Vanderbilt Hub's innovative approach for investigating these connections. This study tests a theoretically-coordinated framework on students' performance in both high-priority domains of academic development, while exploring effects for boys versus girls and for linguistically diverse learners.
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89
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Lin JFL, Imada T, Kuhl PK. Neuroplasticity, bilingualism, and mental mathematics: A behavior-MEG study. Brain Cogn 2019; 134:122-134. [PMID: 30975509 DOI: 10.1016/j.bandc.2019.03.006] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2018] [Revised: 07/22/2018] [Accepted: 03/28/2019] [Indexed: 01/29/2023]
Abstract
Bilingual experience alters brain structure and enhances certain cognitive functions. Bilingualism can also affect mathematical processing. Reduced accuracy is commonly reported when arithmetic problems are presented in bilinguals' second (L2) vs. first (L1) language. We used MEG brain imaging during mental addition to characterize spatiotemporal dynamics during mental addition in bilingual adults. Numbers were presented auditorally and sequentially in bilinguals' L1 and L2, and brain and behavioral data were collected simultaneously. Behaviorally, bilinguals showed lower accuracy for two-digit addition in L2 compared to L1. Brain data showed stronger response magnitude in L2 versus L1 prior to calculation, especially when two-digit numbers were involved. Brain and behavioral data were significantly correlated. Taken together, our results suggest that differences between languages emerge prior to mathematical calculation, with implications for the role of language in mathematics.
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Affiliation(s)
- Jo-Fu Lotus Lin
- Institute for Learning & Brain Sciences, University of Washington, Seattle, WA, USA; Department of Speech & Hearing Sciences, University of Washington, Seattle, WA, USA; Institute of Linguistics, National Tsing Hua University, Taiwan
| | - Toshiaki Imada
- Institute for Learning & Brain Sciences, University of Washington, Seattle, WA, USA; Department of Speech & Hearing Sciences, University of Washington, Seattle, WA, USA
| | - Patricia K Kuhl
- Institute for Learning & Brain Sciences, University of Washington, Seattle, WA, USA; Department of Speech & Hearing Sciences, University of Washington, Seattle, WA, USA.
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90
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Abstract
This article builds on the growing body of research on higher education for autistic students by soliciting input from autistic adults on their higher education experiences and suggestions on making these experiences more 'autism-friendly'. Sixty-six individuals participated in a national exploratory survey and thirty-one participated in follow-up, online focus groups. The article reviews the accommodations individuals received and the accommodations they would have liked to receive. Concrete strategies are provided for institutes of higher education to address the social and sensory needs of autistic students, areas many participants reported being neglected in their academic experience, such as mentors and a neurodiverse space. These suggestions are intended to complement traditional academic accommodations to improve the outcomes of autistic students.
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Affiliation(s)
- Jennifer C Sarrett
- Center for the Study of Human Health, Emory University, Atlanta, GA, USA.
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91
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Mills KA, Donohue K, Swaminathan A, Leoutsakos JM, Smith G, Brandt J. Neuropsychological predictors of patient-reported cognitive decline after deep brain stimulation in Parkinson's disease. J Clin Exp Neuropsychol 2019; 41:219-228. [PMID: 30296894 PMCID: PMC6380950 DOI: 10.1080/13803395.2018.1526889] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2018] [Accepted: 09/18/2018] [Indexed: 10/28/2022]
Abstract
BACKGROUND Deep brain stimulation (DBS) is effective for treatment of motor complications of dopaminergic therapy in Parkinson's disease (PD) but occasionally has been associated with multidomain cognitive decline. Patient- and caregiver-reported cognitive decline are clinically meaningful and increasingly recognized as important to consider when evaluating therapeutic interventions for PD. OBJECTIVE The objective was to assess presurgical neuropsychological and clinical factors associated with PD patient- and caregiver-reported cognitive decline in two or more domains after DBS. METHOD A single telephone survey was used to assess patient- and caregiver-reported cognitive decline in five domains at both one and four months after DBS surgery. Decline in two or more domains was considered multidomain cognitive decline (MDCD). Baseline demographic, clinical, and neuropsychological factors were compared in those with or without MDCD. Preoperative neuropsychological measures were evaluated as risk factors and regressed on the presence of MDCD, with demographic covariates, using multiple logistic regression. RESULTS Preoperative performance in verbal recognition memory, language knowledge, and verbal processing decline were associated with postoperative, patient-reported MDCD in the first four weeks. MDCD at four months after DBS was associated with worse preoperative verbal reasoning, verbal recall, and semantic verbal fluency. Caregiver-reported MDCD one month after DBS was associated with poorer baseline verbal memory recognition accuracy/discriminability, visuospatial problem solving, and constructional praxis. CONCLUSION Poor presurgical performance in verbal memory recognition, language processing, and visuospatial performance is associated with patient- or caregiver-reported decline following DBS surgery. Posterior cortical dysfunction seems to portend significant self-reported cognitive decline following deep brain stimulation.
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Affiliation(s)
- Kelly A Mills
- a Department of Neurology , The Johns Hopkins University School of Medicine , Baltimore , MD , USA
| | - Kristyn Donohue
- b Department of Psychiatry & Behavioral Sciences , The Johns Hopkins University School of Medicine , Baltimore , MD , USA
| | - Aathman Swaminathan
- a Department of Neurology , The Johns Hopkins University School of Medicine , Baltimore , MD , USA
| | - Jeannie-Marie Leoutsakos
- b Department of Psychiatry & Behavioral Sciences , The Johns Hopkins University School of Medicine , Baltimore , MD , USA
- c Department of Mental Health , Johns Hopkins Bloomberg School of Public Health , Baltimore , MD , USA
| | - Gwenn Smith
- b Department of Psychiatry & Behavioral Sciences , The Johns Hopkins University School of Medicine , Baltimore , MD , USA
| | - Jason Brandt
- a Department of Neurology , The Johns Hopkins University School of Medicine , Baltimore , MD , USA
- b Department of Psychiatry & Behavioral Sciences , The Johns Hopkins University School of Medicine , Baltimore , MD , USA
- c Department of Mental Health , Johns Hopkins Bloomberg School of Public Health , Baltimore , MD , USA
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92
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Abstract
Number magnitude estimation has been investigated over the last decades using different tasks including non-symbolic numerosity but also number line estimation tasks. Recently, a bi-directional mapping process was suggested for numerosity estimation accounting for underestimation in a perception version of the task (i.e., indicating the number of non-symbolic dots in a set) and overestimation in the corresponding production task (i.e., produce the number of dots indicated by a symbolic number). In the present study, we evaluated the generalizability of these estimation biases in perception and production tasks to bounded and unbounded number line estimation. Importantly, target numbers were underestimated/overestimated by participants in the perception/production version of numerosity estimation as well as unbounded number line estimation. However, this pattern was reversed for bounded number line estimation. Thereby, the present data indicate a conceptual similarity of unbounded number line estimation and the established non-symbolic numerosity estimation task as a measure of numerical estimation. Accordingly, this corroborates the notion that unbounded number line estimation may reflect a purer measure of number magnitude representation than the bounded task version. Furthermore, our findings strengthen the bi-directional mapping hypothesis for numerical estimation by providing evidence for its generalizability to unbounded number line estimation for the first time.
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Affiliation(s)
| | - Matthias Hartmann
- University of Bern, Department of Psychology, Bern, Switzerland
- Swiss Distance Learning University, Faculty of Psychology, Brig, Switzerland
| | - Stefan Huber
- Leibniz-Institut für Wissensmedien, Tübingen, Germany
- Groz-Beckert KG, Albstadt, Germany
| | - Korbinian Moeller
- Leibniz-Institut für Wissensmedien, Tübingen, Germany
- LEAD Graduate School & Research Network, Tübingen, Germany
- University of Tübingen, Department of Psychology, Tübingen, Germany
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93
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Babik I, Cunha AB, Ross SM, Logan SW, Galloway JC, Lobo MA. Means-end problem solving in infancy: Development, emergence of intentionality, and transfer of knowledge. Dev Psychobiol 2019; 61:191-202. [PMID: 30390313 PMCID: PMC6384156 DOI: 10.1002/dev.21798] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/05/2018] [Revised: 09/21/2018] [Accepted: 09/23/2018] [Indexed: 11/08/2022]
Abstract
Behaviors and performance of 23 typically developing infants were assessed longitudinally at 6, 9, 12, 18, and 24 months in two means-end tasks: pulling a towel or rotating a turntable to obtain a supported object. With age, infants performed more goal-directed behaviors, leading to increased problem-solving success. Intentionality emerged earlier in the towel task than in the turntable task (6.9 vs. 10.8 months). Potential knowledge transfer between the tasks was first observed at 9 months. This study provides insight into the development of means-end learning, the emergence of intentionality, and potential transfer of knowledge in tasks involving a similar concept (support) but requiring different modes of action for success (pulling vs. rotating).
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Affiliation(s)
- Iryna Babik
- Department of Physical Therapy, Biomechanics & Movement Science Program, University of Delaware, Newark, DE, USA
| | - Andrea Baraldi Cunha
- Department of Physical Therapy, Biomechanics & Movement Science Program, University of Delaware, Newark, DE, USA
| | - Samantha M. Ross
- College of Public Health and Human Sciences, Oregon State University, Corvallis, OR, USA
| | - Samuel W. Logan
- College of Public Health and Human Sciences, Oregon State University, Corvallis, OR, USA
| | - James C. Galloway
- Department of Physical Therapy, Biomechanics & Movement Science Program, University of Delaware, Newark, DE, USA
- Department of Psychology, University of Delaware, Newark, DE, USA
| | - Michele A. Lobo
- Department of Physical Therapy, Biomechanics & Movement Science Program, University of Delaware, Newark, DE, USA
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94
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Versteeg M, Wijnen-Meijer M, Steendijk P. Informing the uninformed: a multitier approach to uncover students' misconceptions on cardiovascular physiology. Adv Physiol Educ 2019; 43:7-14. [PMID: 30540202 DOI: 10.1152/advan.00130.2018] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
Misconceptions about physiology are a major threat to accurate scientific and clinical reasoning in medical education. Awareness is often mentioned as a prerequisite to achieve conceptual understanding; however, students are frequently unaware of their incorrect understanding. We explored the multitier approach as a tool to obtain insight into students' awareness and misconceptions regarding cardiovascular physiology. Biomedical sciences students ( N = 81) participated in a diagnostic multitier assessment on cardiovascular physiology. Each question consisted of an answer tier and an explanation tier. Both tiers were paired with confidence tiers, i.e., 5-point Likert scales, which were used as an indicator for metacognitive evaluation, i.e., awareness. The average test score was 3.07 (maximum 4.0) for the answer tier only, and reduced to 1.57 when answer and explanation tiers were combined. A weak correlation ( R2 = 0.13, P = 0.001) between students' confidence and their test scores was found for the combined responses. Correct combined answers were associated with an increase in confidence score of 0.27 vs. incorrect answers. Using a Bland-Altman analysis, we showed that students generally overestimated their knowledge. In total, 28.7% of all responses were classified as misconceptions, defined as incorrect answers paired with high confidence. In all, findings indicate that the multitier approach is useful to study students' conceptual understanding and uncover misconceptions on cardiovascular physiology. Furthermore, this study supports the need for metacognitive measures in order to improve teaching and learning in medical education.
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Affiliation(s)
- Marjolein Versteeg
- Center for Innovation in Medical Education, Leiden University Medical Center , Leiden , The Netherlands
- Department of Cardiology, Leiden University Medical Center , Leiden , The Netherlands
| | | | - Paul Steendijk
- Center for Innovation in Medical Education, Leiden University Medical Center , Leiden , The Netherlands
- Department of Cardiology, Leiden University Medical Center , Leiden , The Netherlands
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95
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Giusto A, Kaiser BN, Ayuku D, Puffer ES. A Direct Observational Measure of Family Functioning for a Low-Resource Setting: Adaptation and Feasibility in a Kenyan Sample. Behav Ther 2019; 50:459-473. [PMID: 30824259 PMCID: PMC7422090 DOI: 10.1016/j.beth.2018.08.004] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/15/2018] [Revised: 07/11/2018] [Accepted: 08/13/2018] [Indexed: 10/28/2022]
Abstract
Family interactions are recognized as highly influential for youth development of psychopathology. Key challenges for assessing family functioning include cross-cultural variability in functioning and self-report measurement challenges. Observational measures-adapted to cultural context-provide an approach to addressing challenges. This study aimed to adapt a direct observational tool for assessing family interaction patterns in Kenya, to outline a replicable adaptation process, and to explore tool feasibility and acceptability. We reviewed existing tools to assess their adaptability based on compatibility with context-specific data. After initial modifications, the measure was iteratively adapted through pilot testing and collaborative discussions between U.S. and Kenyan collaborators that drove changes and further piloting. The measure was administered to 26 families. The Family Problem Solving Code was chosen for adaptation. The tool's activity structure was feasible to administer, but activity content showed low acceptability, requiring new content. Final activities included (a) a hands-on problem-solving task, (b) a discussion of marital conflict with couples, and (c) a structured discussion of family hopes. Codes were adapted to reflect culturally congruent descriptions of behavior, expressions, and interactions, including an emphasis on nonverbal interactions. The scoring system was modified to facilitate training and consistent rating among trainees with limited experience. Observational tool findings were consistent with those of an interview assessing family functioning, rated by clinical and non-clinical raters. Adaptation resulted in a culturally relevant tool assessing family functioning that proved feasible and acceptable. The adaptation process also proved feasible and efficient in a low-resource setting, suggesting its utility for other contexts.
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Affiliation(s)
- Ali Giusto
- Duke University; Duke Global Health Institute.
| | - Bonnie N Kaiser
- Duke Global Health Institute; University of California, San Diego
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96
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Valle TM, Gómez-Ariza CJ, Bajo MT. Inhibitory control during selective retrieval may hinder subsequent analogical thinking. PLoS One 2019; 14:e0211881. [PMID: 30753208 PMCID: PMC6372166 DOI: 10.1371/journal.pone.0211881] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/06/2018] [Accepted: 01/23/2019] [Indexed: 11/18/2022] Open
Abstract
Analogical reasoning is a complex cognitive activity that involves access and retrieval of pre-existing knowledge in order to find a suitable solution. Prior work has shown that analogical transfer and reasoning can be influenced by unconscious activation of relevant information. Based on this idea, we report two experiments that examine whether reduced access to relevant information in memory may further disrupt analogical reasoning unwittingly. In both experiments, we use an adaptation of the retrieval practice paradigm [1] to modulate memory accessibility of potential solutions to a subsequent set of analogy problems of the type 'A is to B as C is to ?'. Experiment 1 showed a retrieval-induced impairment in analogical problem solving. Experiment 2 replicated this finding and demonstrated that it cannot be due to the deliberative episodic retrieval of the solutions to the analogies. These findings, predictable from an inhibitory framework of memory control, provide a new focus for theories of analogical transfer and highlight the importance of unconscious memory processes that may modulate problem solving.
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Affiliation(s)
- Tania M. Valle
- Research Center for Mind, Brain and Behavior, University of Granada, Granada, Spain
| | | | - M. Teresa Bajo
- Research Center for Mind, Brain and Behavior, University of Granada, Granada, Spain
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97
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Oaksford M, Over D, Cruz N. Paradigms, possibilities, and probabilities: Comment on Hinterecker, Knauff, and Johnson-Laird (2016). J Exp Psychol Learn Mem Cogn 2019; 45:288-297. [PMID: 30688496 DOI: 10.1037/xlm0000586] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Hinterecker, Knauff, and Johnson-Laird (2016) compared the adequacy of the probabilistic new paradigm in reasoning with the recent revision of mental models theory (MMT) for explaining a novel class of inferences containing the modal term "possibly." For example, the door is closed or the window is open or both, therefore, possibly the door is closed and the window is open (A or B or both, therefore, possibly(A & B)). They concluded that their results support MMT. In this comment, it is argued that Hinterecker et al. (2016) have not adequately characterized the theory of probabilistic validity (p-validity) on which the new paradigm depends. It is unclear how p-validity can be applied to these inferences, which are anyway peripheral to the theory. It is also argued that the revision of MMT is not well motivated and its adoption leads to many logical absurdities. Moreover, the comparison is not appropriate because these theories are defined at different levels of computational explanation. In particular, revised MMT lacks a provably consistent computational level theory that could justify treating these inferences as valid. It is further argued that the data could result from the noncolloquial locutions used to express the premises. Finally, an alternative pragmatic account is proposed based on the idea that a conclusion is possible if what someone knows cannot rule it out. This account could be applied to the unrevised mental model theory rendering the revision redundant. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
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Affiliation(s)
- Mike Oaksford
- Department of Psychological Sciences, Birkbeck College, University of London
| | - David Over
- Department of Psychology, University of Durham
| | - Nicole Cruz
- Department of Psychological Sciences, Birkbeck College, University of London
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98
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Skagerlund K, Östergren R, Västfjäll D, Träff U. How does mathematics anxiety impair mathematical abilities? Investigating the link between math anxiety, working memory, and number processing. PLoS One 2019; 14:e0211283. [PMID: 30682125 PMCID: PMC6347150 DOI: 10.1371/journal.pone.0211283] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/01/2018] [Accepted: 01/10/2019] [Indexed: 11/26/2022] Open
Abstract
In contemporary society, it is essential to have adequate mathematical skills. Being numerate has been linked to positive life outcomes and well-being in adults. It is also acknowledged that math anxiety (MA) hampers mathematical skills increasingly with age. Still, the mechanisms by which MA affect performance remain debated. Using structural equation modeling (SEM), we contrast the different ways in which MA has been suggested to interfere with math abilities. Our models indicate that MA may affect math performance through three pathways: (1) indirectly through working memory ability, giving support for the 'affective drop' hypothesis of MA's role in mathematical performance, (2) indirectly through symbolic number processing, corroborating the notion of domain-specific mechanisms pertaining to number, and (3) a direct effect of MA on math performance. Importantly, the pathways vary in terms of their relative strength depending on what type of mathematical problems are being solved. These findings shed light on the mechanisms by which MA may interfere with mathematical performance.
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Affiliation(s)
- Kenny Skagerlund
- Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden
| | - Rickard Östergren
- Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden
| | - Daniel Västfjäll
- Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden
- JEDILab, Division of Economics, Department of Management and Engineering, Linköping University, Linköping, Sweden
| | - Ulf Träff
- Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden
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99
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Roach VA, Fraser GM, Kryklywy JH, Mitchell DGV, Wilson TD. Guiding Low Spatial Ability Individuals through Visual Cueing: The Dual Importance of Where and When to Look. Anat Sci Educ 2019; 12:32-42. [PMID: 29603656 DOI: 10.1002/ase.1783] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/19/2017] [Revised: 03/01/2018] [Accepted: 03/03/2018] [Indexed: 05/28/2023]
Abstract
Research suggests that spatial ability may predict success in complex disciplines including anatomy, where mastery requires a firm understanding of the intricate relationships occurring along the course of veins, arteries, and nerves, as they traverse through and around bones, muscles, and organs. Debate exists on the malleability of spatial ability, and some suggest that spatial ability can be enhanced through training. It is hypothesized that spatial ability can be trained in low-performing individuals through visual guidance. To address this, training was completed through a visual guidance protocol. This protocol was based on eye-movement patterns of high-performing individuals, collected via eye-tracking as they completed an Electronic Mental Rotations Test (EMRT). The effects of guidance were evaluated using 33 individuals with low mental rotation ability, in a counterbalanced crossover design. Individuals were placed in one of two treatment groups (late or early guidance) and completed both a guided, and an unguided EMRT. A third group (no guidance/control) completed two unguided EMRTs. All groups demonstrated an increase in EMRT scores on their second test (P < 0.001); however, an interaction was observed between treatment and test iteration (P = 0.024). The effect of guidance on scores was contingent on when the guidance was applied. When guidance was applied early, scores were significantly greater than expected (P = 0.028). These findings suggest that by guiding individuals with low mental rotation ability "where" to look early in training, better search approaches may be adopted, yielding improvements in spatial reasoning scores. It is proposed that visual guidance may be applied in spatial fields, such as STEMM (science, technology, engineering, mathematics and medicine), surgery, and anatomy to improve student's interpretation of visual content. Anat Sci Educ. © 2018 American Association of Anatomists.
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Affiliation(s)
- Victoria A Roach
- Department of Biomedical Sciences, William Beaumont School of Medicine, Oakland University, Rochester, Michigan
| | - Graham M Fraser
- Cardiovascular Research Group, Division of BioMedical Sciences, Faculty of Medicine, Memorial University of Newfoundland, St. John's, Newfoundland, Canada
| | - James H Kryklywy
- Department of Psychology, University of British Columbia, Vancouver, British Columbia, Canada
| | - Derek G V Mitchell
- Department of Psychiatry, Schulich School of Medicine and Dentistry, Brain and Mind Institute, London, Ontario, Canada
- Department of Psychology, The University of Western Ontario, London, Ontario, Canada
- Department of Anatomy and Cell Biology, Corps for Research of Instructional and Perceptual Technologies, Schulich School of Medicine and Dentistry, The University of Western Ontario, London, Ontario, Canada
| | - Timothy D Wilson
- Department of Anatomy and Cell Biology, Corps for Research of Instructional and Perceptual Technologies, Schulich School of Medicine and Dentistry, The University of Western Ontario, London, Ontario, Canada
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100
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Lourenco SF, Aulet LS. Cross-magnitude interactions across development: Longitudinal evidence for a general magnitude system. Dev Sci 2019; 22:e12707. [PMID: 30088329 PMCID: PMC6848978 DOI: 10.1111/desc.12707] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/18/2016] [Accepted: 06/11/2018] [Indexed: 11/29/2022]
Abstract
There is general agreement that humans represent numerical, spatial, and temporal magnitudes from early in development. However, there is disagreement about whether different magnitudes converge within a general magnitude system and whether this system supports behavioral demonstrations of cross-magnitude interactions at different developmental time points. Using a longitudinal design, we found a relation between children's cross-magnitude interactions assessed at two developmental time points with different behavioral measures. More specifically, stronger cross-magnitude interactions in infancy (M = 9.3 months) predicted a stronger cross-magnitude congruity effect at preschool age (M = 44.2 months), even when controlling for performance on measures of inhibitory control, analogical reasoning, and verbal competence at preschool age. The results suggest a common mechanism for cross-magnitude interactions at different points in development as well as stability of the underlying individual differences. We argue that this mechanism reflects a nonverbal general magnitude system that is operational early in life and that displays continuity from infancy to preschool age.
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Affiliation(s)
| | - Lauren S Aulet
- Department of Psychology, Emory University, Atlanta, Georgia
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