Goal-directed rumination and its antagonistic effects on problem solving: a two-week diary study

BACKGROUND

The tendency to repetitively and intrusively think about a particular negative event, goal failure, or problem (i.e., goal-directed rumination) is generally associated with impairments in well-being, thus decreasing performance in solving this failure. However, rumination is also associated with higher levels of resources invested in problem solving, likely leading to an improvement in performance.

OBJECTIVES

The current study thus examines the indirect effect of rumination via various mediators on subjective problem-solving performance in the everyday context.

DESIGN

Over a period of two weeks, 147 students completed a brief survey each evening (i.e., diary study).

METHODS

Data were analyzed by means of a multiple mediation model in the multilevel structural equation modeling (MSEM) framework.

RESULTS

The analyses revealed that perceived stress and negative mood negatively mediated the relationship between rumination and problem solving, while attention and effort positively mediated this relationship. Finally, both a negative direct and total effect of rumination on problem solving was observed.

CONCLUSIONS

Conclusively, goal-directed rumination exerted a negative indirect effect on subjective problem solving via perceived stress and negative mood, whereas it positively affected problem solving via attention and effort. Possible limitations and implications are discussed.

Oculometric signature of switch into awareness? Pupil size predicts sudden insight whereas microsaccades predict problem-solving via analysis

According to the Gestalt theorists, restructuring is an essential component of insight problem-solving, contributes to the "Aha!" experience, and is similar to the perceptual switch experienced when reinterpreting ambiguous figures. Previous research has demonstrated that pupil diameter increases during the perceptual switch of ambiguous figures, and indexes norepeinephrine functioning mediated by the locus coeruleus. In this study, we investigated if pupil diameter similarly predicts the switch into awareness people experience when solving a problem via insight. Additionally, we explored eye movement dynamics during the same task to investigate if the problem-solving strategies used are linked to specific oculomotor behaviors. In 38 participants, pupil diameter increased about 500 msec prior to solution only in trials for which subjects report having an insight. In contrast, participants increased their microsaccade rate only prior to non-insight solutions. Pupil dilation and microsaccades were not reliably related, but both appear to be robust markers of how people solve problems (with or without insight). The pupil size change seen when people have an "Aha!" moment represents an indicator of the switch into awareness of unconscious processes humans depend upon for insight, and suggests important involvement of norepinephrine, via the locus coeruleus, in sudden insight.

Online Cognitive Training: An Adaptation of the Memory, Attention, and Problem Solving Skills for Persons With Diabetes Intervention

Research shows the risk for cognitive impairment and the rate of cognitive decline double after type 2 diabetes mellitus is diagnosed and can make self-management more difficult. Cognitive training has been found to be one way to improve self-management and cognitive function, and this article reports the adaptation of one such intervention to an online format. Ten adults with diabetes participated in an 8-week intervention that combined webinar classes with online computer game training. Perceived memory ability, executive function, self-management, and self-efficacy were measured. Evaluation of recruitment, data collection, and implementation demonstrated good feasibility and reduced barriers to engagement. Although the intervention did not result in significant changes in cognitive function, scores on all surveys improved. Adherence to diet, exercise, and foot care recommendations also improved. Most participants stated they preferred the intervention's online format to "traditional" in-person formats. Online technology in this 8-week intervention helped improve recruitment, retention, participant engagement, and use of cognitive strategies in people with type 2 diabetes mellitus. Overall, participants found the intervention helpful and said it reduced the time and travel burden associated with educational interventions. A larger randomized controlled trial is needed to further explore the intervention's potential impact over a longer period.

Programming experience associated with neural efficiency during figural reasoning

In the present study, we investigated neural processes underlying programming experience. Individuals with high programming experience might develop a form of computational thinking, which they can apply on complex problem-solving tasks such as reasoning tests. Therefore, N = 20 healthy young participants with previous programming experience and N = 21 participants without any programming experience performed three reasoning tests: Figural Inductive Reasoning (FIR), Numerical Inductive Reasoning (NIR), Verbal Deductive Reasoning (VDR). Using multi-channel EEG measurements, task-related changes in alpha and theta power as well as brain connectivity were investigated. Group differences were only observed in the FIR task. Programmers showed an improved performance in the FIR task as compared to non-programmers. Additionally, programmers exhibited a more efficient neural processing when solving FIR tasks, as indicated by lower brain activation and brain connectivity especially in easy tasks. Hence, behavioral and neural measures differed between groups only in tasks that are similar to mental processes required during programming, such as pattern recognition and algorithmic thinking by applying complex rules (FIR), rather than in tasks that require more the application of mathematical operations (NIR) or verbal tasks (VDR). Our results provide new evidence for neural efficiency in individuals with higher programming experience in problem-solving tasks.

Resting State Functional Connectivity and Outcomes of Psychotherapies for Late-Life Depression

BACKGROUND

Problem solving therapy (PST) and "Engage," a reward-exposure" based therapy, are important treatment options for late-life depression, given modest efficacy of antidepressants in this disorder. Abnormal function of the reward and default mode networks has been observed during depressive episodes. This study examined whether resting state functional connectivity (rsFC) of reward and DMN circuitries is associated with treatment outcomes.

METHODS

Thirty-two older adults with major depression (mean age = 72.7) were randomized to 9-weeks of either PST or "Engage." We assessed rsFC at baseline and week 6. We placed seeds in three a priori regions of interest: subgenual anterior cingulate cortex (sgACC), dorsal anterior cingulate cortex (dACC), and nucleus accumbens (NAcc). Outcome measures included the Hamilton Depression Rating Scale (HAMD) and the Behavioral Activation for Depression Scale (BADS).

RESULTS

In both PST and "Engage," higher rsFC between the sgACC and middle temporal gyrus at baseline was associated with greater improvement in depression severity (HAMD). Preliminary findings suggested that in "Engage" treated participants, lower rsFC between the dACC and dorsomedial prefrontal cortex at baseline was associated with HAMD improvement. Finally, in Engage only, increased rsFC from baseline to week 6 between NAcc and Superior Parietal Cortex was associated with increased BADS scores.

CONCLUSION

The results suggest that patients who present with higher rsFC between the sgACC and a structure within the DMN may benefit from behavioral psychotherapies for late life depression. "Engage" may lead to increased rsFC within the reward system reflecting a reconditioning of the reward systems by reward exposure.

Does mathematics training lead to better logical thinking and reasoning? A cross-sectional assessment from students to professors

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?

Intentional action processing across the transition to crawling: Does the experience of self-locomotion impact infants' understanding of intentional actions?

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.

The relation between state and trait risk taking and problem-solving

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.

Designing Well-Being: Using Design Thinking to Engage Residents in Developing Well-Being Interventions

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.

Charting the contributions of cognitive flexibility to creativity: Self-guided transitions as a process-based index of creativity-related adaptivity

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.

Effect of Speech Recognition on Problem Solving and Recall in Consumer Digital Health Tasks: Controlled Laboratory Experiment

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.

Apophenia as the disposition to false positives: A unifying framework for openness and psychoticism

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).

Blended learning in basic medical laboratory courses improves medical students' abilities in self-learning, understanding, and problem solving

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.

Social problem solving in adult patients with attention deficit hyperactivity disorder

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.

Emotional flooding in response to negative affect in couple conflicts: Individual differences and correlates

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).

Using Video-Based Instruction via Augmented Reality to Teach Mathematics to Middle School Students With Learning Disabilities

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.

Functional lateralization of arithmetic processing in the intraparietal sulcus is associated with handedness

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.

Teaching strategies and outcome assessments targeting critical thinking in bachelor nursing students: a scoping review protocol

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 17^th 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.

Testing the visual impedance effect in children with and without reading difficulties using a new visual reasoning task

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.

The form of a 'half-baked' creative idea: Empirical explorations into the structure of ill-defined mental representations

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.

The motor system (partially) deceives body representation biases in absence of visual correcting cues

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.

TDCS to the right anterior temporal lobe facilitates insight problem-solving

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.

Problem solving learning in emergency medicine: Effects and student's perception

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.

Perseverative negative thinking predicts depression in people with acute coronary syndrome

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.

Inferior frontal gyrus involvement during search and solution in verbal creative problem solving: A parametric fMRI study

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.

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Evidence is provided that search for a solution and verbal restructuring are both part of a cognitive control process.

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Inferior frontal gyrus (IFG) and the angular gyrus are identified as part of this cognitive control process.

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BOLD activation of bilateral IFG parametrically correlates with verbal restructuring during and before solution.