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Keshmiri F, Javadi A. Feedback-based learning from viewpoints of surgical nursing students: A mixed-method study. J Eval Clin Pract 2024. [PMID: 38818690 DOI: 10.1111/jep.14024] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/06/2024] [Revised: 04/30/2024] [Accepted: 05/13/2024] [Indexed: 06/01/2024]
Abstract
BACKGROUND Feedback-based learning (FBL) focuses on guiding the learning process according to educational objectives and the student's needs. This study aimed to investigate surgical nursing students' perceptions and explore their experiences of FBL. METHOD The present study used a mixed-methods sequential explanatory design that was conducted in the quantitative and qualitative phases. Surgical nursing students participated in the quantitative phase (n = 105). In the first phase, students completed two questionnaires about FBL and clinical feedback. Semi-structured face-to-face interviews were used to collect qualitative data in the second phase. Graneheim and Lundman's inductive approaches were used to analyse the qualitative data. RESULTS The mean (SD) score for students' perception of FBL was 3.99 ± 0.70. The qualitative results were explored in two themes, "motivational support for improvement" and "unpleasant learning". CONCLUSION In this study, the positive and negative aspects of FBL were explained. FBL is perceived as a motivational support mechanism to improve students' capabilities during their academic courses and also prepare them for future careers. Conversely, FBL may experience unpleasant learning due to negative feedback and negative emotions.
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Affiliation(s)
- Fatemeh Keshmiri
- Department of Medical Education, Education Development Center, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
| | - Alireza Javadi
- Department of Surgical Technology, Student Research Committee, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
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Dubinsky JM, Hamid AA. The neuroscience of active learning and direct instruction. Neurosci Biobehav Rev 2024; 163:105737. [PMID: 38796122 DOI: 10.1016/j.neubiorev.2024.105737] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/19/2023] [Revised: 05/13/2024] [Accepted: 05/20/2024] [Indexed: 05/28/2024]
Abstract
Throughout the educational system, students experiencing active learning pedagogy perform better and fail less than those taught through direct instruction. Can this be ascribed to differences in learning from a neuroscientific perspective? This review examines mechanistic, neuroscientific evidence that might explain differences in cognitive engagement contributing to learning outcomes between these instructional approaches. In classrooms, direct instruction comprehensively describes academic content, while active learning provides structured opportunities for learners to explore, apply, and manipulate content. Synaptic plasticity and its modulation by arousal or novelty are central to all learning and both approaches. As a form of social learning, direct instruction relies upon working memory. The reinforcement learning circuit, associated agency, curiosity, and peer-to-peer social interactions combine to enhance motivation, improve retention, and build higher-order-thinking skills in active learning environments. When working memory becomes overwhelmed, additionally engaging the reinforcement learning circuit improves retention, providing an explanation for the benefits of active learning. This analysis provides a mechanistic examination of how emerging neuroscience principles might inform pedagogical choices at all educational levels.
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Affiliation(s)
- Janet M Dubinsky
- Department of Neuroscience, University of Minnesota, Minneapolis, MN, USA.
| | - Arif A Hamid
- Department of Neuroscience, University of Minnesota, Minneapolis, MN, USA
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Yang Q, Si S, Pourtois G. Parsing the contributions of negative affect vs. aversive motivation to cognitive control: an experimental investigation. Front Behav Neurosci 2023; 17:1209824. [PMID: 37791110 PMCID: PMC10543231 DOI: 10.3389/fnbeh.2023.1209824] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2023] [Accepted: 09/04/2023] [Indexed: 10/05/2023] Open
Abstract
Introduction Punishment is a powerful drive that fosters aversive motivation and increases negative affect. Previous studies have reported that this drive has the propensity to improve cognitive control, as shown by improved conflict processing when it is used. However, whether aversive motivation per se or negative affect eventually drives this change remains unclear because in previous work, the specific contribution of these two components could not be isolated. Methods To address this question, we conducted two experiments where we administered the confound minimized Stroop task to a large group of participants each time (N = 50 and N = 47 for Experiment 1 and 2, respectively) and manipulated punishment and feedback contingency using a factorial design. These two experiments were similar except that in the second one, we also measured awareness of feedback contingency at the subjective level. We reasoned that cognitive control would improve the most when punishment would be used, and the contingency between this motivational drive and performance would be reinforced, selectively. Results Both experiments consistently showed that negative affect increased at the subjective level when punishment was used and the feedback was contingent on task performance, with these two effects being additive. In Experiment 1, we found that when the feedback was contingent on task performance and punishment was activated, conflict processing did not improve. In Experiment 2, we found that conflict processing improved when punishment was contingent on task performance, and participants were aware of this contingency. Discussion These results suggest that aversive motivation can improve conflict processing when participants are aware of the link created between punishment and performance.
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Affiliation(s)
- Qian Yang
- Institute of Brain and Psychological Sciences, Sichuan Normal University, Chengdu, China
| | - ShuangQing Si
- Institute of Brain and Psychological Sciences, Sichuan Normal University, Chengdu, China
| | - Gilles Pourtois
- Cognitive and Affective Psychophysiology Laboratory, Department of Experimental Clinical and Health Psychology, Ghent University, Ghent, Belgium
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Hasan SM, Huq MS, Chowdury AZ, Baajour S, Kopchick J, Robison AJ, Thakkar KN, Haddad L, Amirsadri A, Thomas P, Khatib D, Rajan U, Stanley JA, Diwadkar VA. Learning without contingencies: A loss of synergy between memory and reward circuits in schizophrenia. Schizophr Res 2023; 258:21-35. [PMID: 37467677 PMCID: PMC10521382 DOI: 10.1016/j.schres.2023.06.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/02/2022] [Revised: 02/09/2023] [Accepted: 06/11/2023] [Indexed: 07/21/2023]
Abstract
Motivational deficits in schizophrenia may interact with foundational cognitive processes including learning and memory to induce impaired cognitive proficiency. If such a loss of synergy exists, it is likely to be underpinned by a loss of synchrony between the brains learning and reward sub-networks. Moreover, this loss should be observed even during tasks devoid of explicit reward contingencies given that such tasks are better models of real world performance than those with artificial contingencies. Here we applied undirected functional connectivity (uFC) analyses to fMRI data acquired while participants engaged in an associative learning task without contingencies or feedback. uFC was estimated and inter-group differences (between schizophrenia patients and controls, n = 54 total, n = 28 patients) were assessed within and between reward (VTA and NAcc) and learning/memory (Basal Ganglia, DPFC, Hippocampus, Parahippocampus, Occipital Lobe) sub-networks. The task paradigm itself alternated between Encoding, Consolidation, and Retrieval conditions, and uFC differences were quantified for each of the conditions. Significantly reduced uFC dominated the connectivity profiles of patients across all conditions. More pertinent to our motivations, these reductions were observed within and across classes of sub-networks (reward-related and learning/memory related). We suggest that disrupted functional connectivity between reward and learning sub-networks may drive many of the performance deficits that characterize schizophrenia. Thus, cognitive deficits in schizophrenia may in fact be underpinned by a loss of synergy between reward-sensitivity and cognitive processes.
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Affiliation(s)
- Sazid M Hasan
- Oakland University William Beaumont School of Medicine, USA
| | - Munajj S Huq
- Michigan State University, College of Osteopathic Medicine, USA
| | - Asadur Z Chowdury
- Dept. of Psychiatry & Behavioral Neurosciences, Wayne State University School of Medicine, USA
| | - Shahira Baajour
- Dept. of Psychiatry & Behavioral Neurosciences, Wayne State University School of Medicine, USA
| | - John Kopchick
- Dept. of Psychiatry & Behavioral Neurosciences, Wayne State University School of Medicine, USA
| | - A J Robison
- Dept. of Physiology, Michigan State University, USA
| | | | - Luay Haddad
- Dept. of Psychiatry & Behavioral Neurosciences, Wayne State University School of Medicine, USA
| | - Alireza Amirsadri
- Dept. of Psychiatry & Behavioral Neurosciences, Wayne State University School of Medicine, USA
| | - Patricia Thomas
- Dept. of Psychiatry & Behavioral Neurosciences, Wayne State University School of Medicine, USA
| | - Dalal Khatib
- Dept. of Psychiatry & Behavioral Neurosciences, Wayne State University School of Medicine, USA
| | - Usha Rajan
- Dept. of Psychiatry & Behavioral Neurosciences, Wayne State University School of Medicine, USA
| | - Jeffrey A Stanley
- Dept. of Psychiatry & Behavioral Neurosciences, Wayne State University School of Medicine, USA
| | - Vaibhav A Diwadkar
- Dept. of Psychiatry & Behavioral Neurosciences, Wayne State University School of Medicine, USA.
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Nunn K, Vallila-Rohter S. Theory-driven treatment modifications: A discussion on meeting the linguistic, cognitive, and psychosocial needs of individual clients with aphasia. JOURNAL OF COMMUNICATION DISORDERS 2023; 103:106327. [PMID: 37060857 PMCID: PMC10247540 DOI: 10.1016/j.jcomdis.2023.106327] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/17/2022] [Revised: 02/17/2023] [Accepted: 04/07/2023] [Indexed: 06/03/2023]
Abstract
There is a growing body of literature demonstrating that language rehabilitation can improve naming impairments for individuals with aphasia. However, there are challenges applying evidence-based research to clinical practice. Well-controlled clinical studies often consist of homogenous samples and exclude individuals who may confound group-level results. Consequently, the findings may not generalize to the diverse clients serviced by speech-language therapists. Within evidence-based guidelines, clinicians can leverage their experiences and theoretical rationale to adapt interventions to meet the needs of individual clients. However, modifications to evidence-based interventions should not alter aspects of treatment that are necessary to produce change within the treatment target. The current discussion paper uses errorless learning, errorful learning, and retrieval practice for naming in aphasia to model how treatment theories can guide clinicians in making theory-informed modifications to interventions. First, we briefly describe the learning mechanisms hypothesized to underlie errorless learning, errorful learning, and retrieval practice. Next, we identify ways clinicians can provide targeted supports to optimize learning for individual clients. The paper ends with a reflection on how well-defined treatment theories can facilitate the generation of practice-based evidence and clinically relevant decision making.
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Affiliation(s)
- Kristen Nunn
- Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, Massachusetts, USA.
| | - Sofia Vallila-Rohter
- Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, Massachusetts, USA
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Al-Amri S, Hamid S, Noor NFM, Gani A. A framework for designing interactive mobile training course content using augmented reality. MULTIMEDIA TOOLS AND APPLICATIONS 2023; 82:1-51. [PMID: 36855614 PMCID: PMC9951162 DOI: 10.1007/s11042-023-14561-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/05/2021] [Revised: 03/18/2022] [Accepted: 01/31/2023] [Indexed: 06/18/2023]
Abstract
Because mobile technology and the widespread usage of mobile devices have swiftly and radically evolved, several training centers have started to offer mobile training (m-training) via mobile devices. Thus, designing suitable m-training course content for training employees via mobile device applications has become an important professional development issue to allow employees to obtain knowledge and improve their skills in the rapidly changing mobile environment. Previous studies have identified challenges in this domain. One important challenge is that no solid theoretical framework serves as a foundation to provide instructional design guidelines for interactive m-training course content that motivates and attracts trainees to the training process via mobile devices. This study proposes a framework for designing interactive m-training course content using mobile augmented reality (MAR). A mixed-methods approach was adopted. Key elements were extracted from the literature to create an initial framework. Then, the framework was validated by interviewing experts, and it was tested by trainees. This integration led us to evaluate and prove the validity of the proposed framework. The framework follows a systematic approach guided by six key elements and offers a clear instructional design guideline checklist to ensure the design quality of interactive m-training course content. This study contributes to the knowledge by establishing a framework as a theoretical foundation for designing interactive m-training course content. Additionally, it supports the m-training domain by assisting trainers and designers in creating interactive m-training courses to train employees, thus increasing their engagement in m-training. Recommendations for future studies are proposed.
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Affiliation(s)
- Saud Al-Amri
- Faculty of Computer Science and Information Technology, University of Malaya, Kuala Lumpur, 50603 Malaysia
| | - Suraya Hamid
- Faculty of Computer Science and Information Technology, University of Malaya, Kuala Lumpur, 50603 Malaysia
| | - Nurul Fazmidar Mohd Noor
- Faculty of Computer Science and Information Technology, University of Malaya, Kuala Lumpur, 50603 Malaysia
| | - Abdullah Gani
- Faculty of Computer Science and Information Technology, University of Malaya, Kuala Lumpur, 50603 Malaysia
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Measuring how motivation affects information quality assessment: A gamification approach. PLoS One 2022; 17:e0274811. [PMID: 36301861 PMCID: PMC9612527 DOI: 10.1371/journal.pone.0274811] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2022] [Accepted: 09/02/2022] [Indexed: 11/06/2022] Open
Abstract
Purpose Existing research on the measurability of information quality (IQ) has delivered poor results and demonstrated low inter-rater agreement measured by Intra-Class Correlation (ICC) in evaluating IQ dimensions. Low ICC could result in a questionable interpretation of IQ. The purpose of this paper is to analyse whether assessors’ motivation can facilitate ICC. Methodology To acquire the participants’ views of IQ, we designed a survey as a gamified process. Additionally, we selected Web study to reach a broader audience. We increased the validity of the research by including a diverse set of participants (i.e. individuals with different education, demographic and social backgrounds). Findings The study results indicate that motivation improved the ICC of IQ on average by 0.27, demonstrating an increase in measurability from poor (0.29) to moderate (0.56). The results reveal a positive correlation between motivation level and ICC, with a significant overall increase in ICC relative to previous studies. The research also identified trends in ICC for different dimensions of IQ with the best results achieved for completeness and accuracy. Practical implications The work has important practical implications for future IQ research and suggests valuable guidelines. The results of this study imply that considering raters’ motivation improves the measurability of IQ substantially. Originality Previous studies addressed ICC in IQ dimension evaluation. However, assessors’ motivation has been neglected. This study investigates the impact of assessors’ motivation on the measurability of IQ. Compared to the results in related work, the level of agreement achieved with the most motivated group of participants was superior.
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Turner AR, Reed SM. Intrinsic motivation in exercise: A concept analysis. Nurs Forum 2022; 57:136-143. [PMID: 34558057 DOI: 10.1111/nuf.12658] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2021] [Revised: 08/28/2021] [Accepted: 09/17/2021] [Indexed: 06/13/2023]
Abstract
AIM To explore the concept of intrinsic motivation in exercise as it pertains to nursing. BACKGROUND Exercise is an integral part of treating and preventing chronic diseases, and yet the vast majority of adults do not adequately meet endorsed exercise recommendations. Evaluating motivation for exercise assists in the effort to promote sustained exercise participation. Intrinsic motivation speaks to the innate drive for an action or behavior. Intrinsic motivation has previously been evaluated in various disciplines including nursing, education, exercise science, medicine, and psychology. The combination of intrinsic motivation and exercise can be applied in the nursing discipline to evaluate, predict, and impact behavior change. DESIGN Concept analysis using Walker and Avant (2019) methodology. DATA SOURCE PubMed, CINAHL, and PsychINFO. Articles from the years 2011 to 2020 were included. REVIEW METHODS Literature from multiple disciplines was synthesized to explore the concept of intrinsic motivation in the context of exercise. RESULTS Characteristics of intrinsic motivation, their attributes, antecedents, and consequences were identified. The concept analysis represents a consensus of the identified literature providing a concise description of intrinsic motivation with exercise. Four vital attributes were identified in the literature and became the basis of the concept analysis; self-efficacy, competence, self-determination, and satisfaction. CONCLUSION This concept analysis provides a foundation from which to create nursing interventions aimed at fostering intrinsic motivation for exercise. Expansion of our knowledge of intrinsic motivation, in the context of exercise, has the potential to enhance approaches used by nurses and nurse providers to affect healthy behavior changes.
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Affiliation(s)
- Ashley R Turner
- Anschutz Medical Campus, College of Nursing, University of Colorado, Aurora, Colorado, USA
- Department of Family Medicine, Adult Nurse Practitioner, Denver Health and Hospital Authority, Aurora, Colorado, USA
| | - Sean M Reed
- Department of Family Medicine, Adult Nurse Practitioner, Denver Health and Hospital Authority, Aurora, Colorado, USA
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Rodriguez FS, Hussenoeder FS, Spilski J, Conrad I, Riedel-Heller SG. Evaluation of a multidisciplinary concept of mental demands at work on cognitive functioning in old age. Aging Ment Health 2021; 25:1649-1658. [PMID: 32347107 DOI: 10.1080/13607863.2020.1758918] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/29/2022]
Abstract
OBJECTIVES Previous work has shown that high mental demands are associated with better cognitive functioning in old age. As there is a lack of a general conceptual framework for this association, the aim of the study was to investigate how mental demands and other work-related factors relate to cognitive functioning as a foundation for developing such a framework. METHODS An expert panel discussion was conducted with the aim of determining relevant work-related factors, which were then tested in a survey with 346 employees aged 50+ years, who were actively working. Assessment of cognitive functioning comprised complex attention, executive function, learning/memory, language, perceptual-motor, and social cognition. Confirmatory factor analysis was conducted to confirm factor belonging. Associations with cognitive functioning were analyzed using structure equation modelling to confirm associations and to identify additional direct and indirect paths. RESULTS Only 42.3% (22/52) of the work-related factors and 19.0% (4/21) of the mediating paths suggested by the experts were significant with respect to cognitive functioning. Factor analysis and structural equation modeling indicated that high mental demands are only associated with better cognitive functioning in old age to the extent that they are intellectually stimulating and this effect is embedded in individual capacities and the social context. CONCLUSION Based on the panel discussion and the empirical testing, we propose the Conceptual Framework of Social Dependency of Intellectual Stimulation on Cognitive Health. We recommend researchers and workplace health experts to pay attention to the component of this theory when assessing workplace risk.
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Affiliation(s)
- Francisca S Rodriguez
- Institute of Social Medicine, Occupational Health and Public Health (ISAP), University of Leipzig, Leipzig, Germany.,German Center for Neurodegenerative Diseases (DZNE), Greifswald, Germany.,Center for Cognitive Science, University of Kaiserslautern, Kaiserslautern, Germany
| | - Felix S Hussenoeder
- Institute of Social Medicine, Occupational Health and Public Health (ISAP), University of Leipzig, Leipzig, Germany
| | - Jan Spilski
- Center for Cognitive Science, University of Kaiserslautern, Kaiserslautern, Germany
| | - Ines Conrad
- Institute of Social Medicine, Occupational Health and Public Health (ISAP), University of Leipzig, Leipzig, Germany
| | - Steffi G Riedel-Heller
- Institute of Social Medicine, Occupational Health and Public Health (ISAP), University of Leipzig, Leipzig, Germany
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Dobryakova E, Zuckerman S, Sandry J. Neural correlates of extrinsic and intrinsic outcome processing during learning in individuals with TBI: a pilot investigation. Brain Imaging Behav 2021; 16:344-354. [PMID: 34406636 DOI: 10.1007/s11682-021-00508-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/15/2021] [Indexed: 10/20/2022]
Abstract
Outcome processing, the ability to learn from feedback, is an important component of adaptive behavior and rehabilitation. Evidence from healthy adults implicates the striatum and dopamine in outcome processing. Animal research shows that damage to dopaminergic pathways in the brain can lead to a disruption of dopamine tone and transmission. Such evidence thus suggests that persons with TBI experience deficits in outcome processing. However, no research has directly investigated outcome processing and associated neural mechanisms in TBI. Here, we examine outcome processing in individuals with TBI during learning. Given that TBI negatively impacts striatal and dopaminergic systems, we hypothesize that individuals with TBI exhibit deficits in learning from outcomes. To test this hypothesis, individuals with moderate-to-severe TBI and healthy adults were presented with a declarative paired-associate word learning task. Outcomes indicating performance accuracy were presented immediately during task performance and in the form of either monetary or performance-based feedback. Two types of feedback provided the opportunity to test whether extrinsic and intrinsic motivational aspects of outcome presentation play a role during learning and outcome processing. Our results show that individuals with TBI exhibited impaired learning from feedback compared to healthy participants. Additionally, individuals with TBI exhibited increased activation in the striatum during outcome processing. The results of this study suggest that outcome processing and learning from immediate outcomes is impaired in individuals with TBI and might be related to inefficient use of neural resources during task performance as reflected by increased activation of the striatum.
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Affiliation(s)
- Ekaterina Dobryakova
- Center for Traumatic Brain Injury Research, Kessler Foundation, 120 Eagle Rock Ave., East Hanover, NJ, 07936, USA. .,Department of Physical Medicine and Rehabilitation, Rutgers-New Jersey Medical School, Newark, NJ, USA.
| | - Suzanne Zuckerman
- Center for Traumatic Brain Injury Research, Kessler Foundation, 120 Eagle Rock Ave., East Hanover, NJ, 07936, USA
| | - Joshua Sandry
- Psychology Department, Montclair State University, 1 Normal Ave., Montclair, NJ, USA
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Meng L, Pei G, Zhang Y, Jin J. Desire for Success Awakens: Proof of Competence Restoration in a Non-competitive Environment. Front Neurosci 2021; 15:698777. [PMID: 34234644 PMCID: PMC8256259 DOI: 10.3389/fnins.2021.698777] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/22/2021] [Accepted: 05/18/2021] [Indexed: 11/20/2022] Open
Abstract
Pioneering studies reported that individuals who worked on a highly difficult task and experienced competence frustration beforehand would activate a restorative process and show enhanced autonomous motivation in a subsequent irrelevant activity. In this follow-up study, we explored the effect of prior competition outcome on one’s autonomous motivation in a subsequent non-competitive environment. According to our experimental manipulation, participants were randomly assigned to two treatment groups (a winning group and a losing group) and a control group. The experiment lasted for three sessions. Participants in the control group completed a single-player stop-watch (SW) task all along, while those in both treatment groups worked on a competitive SW task and competed for monetary rewards during Session 2 only. Electrophysiological data in Session 1 serve as the baseline and measure one’s trait-level autonomous motivation towards the SW game. For participants in the losing group, more pronounced difference wave of feedback-related negativity was observed in Session 3 compared with Session 1, suggesting enhanced autonomous motivation in Session 3. Such a pattern was observed in neither the winning group nor the control group. These results suggested that failure in a prior competition would activate one’s competence restoration in a subsequent non-competitive environment. Task difficulty and social competition are varied sources of competence frustration. Thus, our findings advanced understanding of the competence restorative process and helped clarify the dynamics between competition and human motivation.
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Affiliation(s)
- Liang Meng
- School of Business and Management, Shanghai International Studies University, Shanghai, China
| | - Guanxiong Pei
- Research Center for Advanced AI Theory, Zhejiang Lab, Hangzhou, China
| | - Yupei Zhang
- School of Business and Management, Shanghai International Studies University, Shanghai, China
| | - Jia Jin
- School of Business and Management, Shanghai International Studies University, Shanghai, China
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Influence of Cooperative Learning Intervention on the Intrinsic Motivation of Physical Education Students-A Meta-Analysis within a Limited Range. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18062989. [PMID: 33799471 PMCID: PMC8000352 DOI: 10.3390/ijerph18062989] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/29/2021] [Revised: 03/09/2021] [Accepted: 03/11/2021] [Indexed: 11/17/2022]
Abstract
This study was conducted to explore physical education students' intrinsic motivation and clarify the influence mechanism of cooperative learning methods on learning intrinsic motivation through meta-analysis. In accordance with the Preferred Reporting Items for Systematic Reviews (PRISMA) criteria, we screened literature from the years 2000-2020. The included literature underwent bias analysis on the basis of the five criteria proposed herein. Data were extracted and summarized from the included literature to analyze the causality before and after cooperative learning intervention. Statistical analysis was conducted to determine principal factors affecting physical education students' learning intrinsic motivation. Simultaneously, the influencing mechanism of cooperative learning on physical education students' intrinsic motivation was clarified. Results revealed that intrinsic motivation had a high total effect amount. In the experimental group, only three documents determined the significant influence of cooperative learning on physical education students' intrinsic motivation. Moreover, the time and age differences needed to be considered thoroughly during the intervention. Therefore, cooperative learning intervention can improve physical education students' intrinsic motivation significantly, and meta-analysis provided a theoretical foundation for applying cooperative learning to the teaching of physical education majors.
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Laksmidewi AAAP, Soejitno A. Endocannabinoid and dopaminergic system: the pas de deux underlying human motivation and behaviors. J Neural Transm (Vienna) 2021; 128:615-630. [PMID: 33712975 PMCID: PMC8105194 DOI: 10.1007/s00702-021-02326-y] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/21/2020] [Accepted: 03/04/2021] [Indexed: 01/11/2023]
Abstract
Endocannabinoid system (ECS) has been identified ever since cannabinoid, an active substance of Cannabis, was known to interact with endogenous cannabinoid (endocannabinoid/eCB) receptors. It later turned out that eCB was more intricate than previously thought. It has a pervasive role and exerts a multitude of cellular signaling mechanisms, regulating various physiological neurotransmission pathways in the human brain, including the dopaminergic (DA) system. eCB roles toward DA system were robust, clearly delineated, and reproducible with respect to physiological as well as pathological neurochemical and neurobehavioral manifestations of DA system, particularly those involving the nigrostriatal and mesocorticolimbic pathways. The eCB–DA system regulates the basics in the Maslow’s pyramid of hierarchy of needs required for individual survival such as food and sexual activity for reproductive purpose to those of higher needs in the pyramid, including self-actualization behaviors leading to achievement and reward (e.g., academic- and/or work-related performance and achievements). It is, thus, interesting to specifically discuss the eCB–DA system, not only on the molecular level, but also its tremendous potential to be developed as a future therapeutic strategy for various neuropsychiatric problems, including obesity, drug addiction and withdrawal, pathological hypersexuality, or low motivation behaviors.
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Affiliation(s)
- A A A Putri Laksmidewi
- Neurobehavioral and Cognitive Division, Neurology Department, Faculty of Medicine, Udayana University/Sanglah Hospital, Denpasar, Bali, Indonesia.
| | - Andreas Soejitno
- Neurobehavioral and Cognitive Division, Neurology Department, Faculty of Medicine, Udayana University/Sanglah Hospital, Denpasar, Bali, Indonesia
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Lozano-Jiménez JE, Huéscar E, Moreno-Murcia JA. From Autonomy Support and Grit to Satisfaction With Life Through Self-Determined Motivation and Group Cohesion in Higher Education. Front Psychol 2021; 11:579492. [PMID: 33488450 PMCID: PMC7819969 DOI: 10.3389/fpsyg.2020.579492] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/02/2020] [Accepted: 12/03/2020] [Indexed: 01/27/2023] Open
Abstract
Using the Self-Determination Theory as a framework, this study tests the predictive capacity of the teacher's interpersonal style of autonomy support at a higher education institution, and the grit on the satisfaction of basic psychological needs, intrinsic motivation, group cohesion, and life satisfaction in university students. A sample composed of 489 Colombian university students (381 women and 108 men), aged between 18 and 41 years (M = 21.93; DT = 3.58), was used; they filled in the questionnaires that measured the variables of interest. After the analysis of structural equations, the results showed that the perception of teaching style of autonomy support and the grit positively predicted the basic psychological needs and these predicted the intrinsic motivation, which in turn predicted group cohesion and satisfaction with life. The model describes the possible importance of promoting the teacher's interpersonal style of autonomy support within the university setting in the search for satisfaction with life along with the active role of the student through the mediation of the satisfaction of basic psychological needs, increased quality motivation, and high group cohesion.
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Affiliation(s)
| | - Elisa Huéscar
- Department of Health Sciences, Miguel Hernández University, Elche, Spain
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Panisoara IO, Lazar I, Panisoara G, Chirca R, Ursu AS. Motivation and Continuance Intention towards Online Instruction among Teachers during the COVID-19 Pandemic: The Mediating Effect of Burnout and Technostress. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17218002. [PMID: 33143180 PMCID: PMC7672544 DOI: 10.3390/ijerph17218002] [Citation(s) in RCA: 57] [Impact Index Per Article: 14.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/21/2020] [Revised: 10/25/2020] [Accepted: 10/28/2020] [Indexed: 01/31/2023]
Abstract
In-service teachers have various emotional and motivational experiences that can influence their continuance intention towards online-only instruction during the COVID-19 pandemic, as a significant stress factor for their workplace. Derived from the Self-Determination Theory (SDT), Job Demands–Resources Model (JD–R), and Technology Acceptance Model (TAM), the present research model includes technological pedagogical knowledge (TPK) self-efficacy (SE), intrinsic (IM) and extrinsic (EM) work motivation, and occupational stress (OS) (i.e., burnout and technostress which have been examined in tandem) as key dimensions to explain the better continuance intention among in-service teachers to use online-only instruction (CI). Data for the research model were collected from 980 in-service teachers during the COVID-19 outbreak between April and May 2020. Overall, the structural model explained 70% of the variance in teachers’ CI. Motivational practices were directly and indirectly linked through OS with CI. The findings showed that IM has the most directly significant effect on teachers’ CI, followed by TPK-SE, and OS as significant, but lower predictors. IM was positively associated with TPK-SE and negatively associated with EM. The results offered valuable insights into how motivation constructs were related to OS and to a better understanding online instruction in an unstable work context, in order to support teachers in coping during working remotely.
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Affiliation(s)
- Ion Ovidiu Panisoara
- Teacher Training Department, Faculty of Psychology and Educational Science, Bucharest University, 90 Panduri Street, Sector 5, 050663 Bucharest, Romania; (I.O.P.); (R.C.); (A.S.U.)
| | - Iulia Lazar
- Teacher Training Department, Faculty of Psychology and Educational Science, Bucharest University, 90 Panduri Street, Sector 5, 050663 Bucharest, Romania; (I.O.P.); (R.C.); (A.S.U.)
- Correspondence:
| | - Georgeta Panisoara
- Psychology Department, Faculty of Psychology and Educational Science, Bucharest University, 90 Panduri Street, Sector 5, 050663 Bucharest, Romania;
| | - Ruxandra Chirca
- Teacher Training Department, Faculty of Psychology and Educational Science, Bucharest University, 90 Panduri Street, Sector 5, 050663 Bucharest, Romania; (I.O.P.); (R.C.); (A.S.U.)
| | - Anca Simona Ursu
- Teacher Training Department, Faculty of Psychology and Educational Science, Bucharest University, 90 Panduri Street, Sector 5, 050663 Bucharest, Romania; (I.O.P.); (R.C.); (A.S.U.)
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16
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Abdelrahman RM. Metacognitive awareness and academic motivation and their impact on academic achievement of Ajman University students. Heliyon 2020; 6:e04192. [PMID: 32944661 PMCID: PMC7481518 DOI: 10.1016/j.heliyon.2020.e04192] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/08/2020] [Revised: 05/23/2020] [Accepted: 06/08/2020] [Indexed: 11/01/2022] Open
Abstract
Metacognition is the ability of learners to take necessary steps to plan suitable strategies for solving the problems they face, to evaluate consequences and outcomes and to modify the approach as needed, based on the use of their prior knowledge. Metacognition helps learners to successfully achieve a personal goal by choosing the right cognitive tool for this purpose. The study, therefore, aims to explain the relationship and impact of metacognitive awareness and academic motivation on student's academic achievement. This descriptive and correlational study design has included 200 students (60 males) studying sociology in the College of Mass Communication and Humanities at Ajman University, UAE. Academic intrinsic motivations scale and the metacognitive awareness inventory were used as instruments. PLS-SEM was used to examine the relationship between metacognitive awareness and academic motivation, and their impact on academic achievement. Females obtained significantly higher levels than males on the two scales of metacognitive awareness, as shown in metacognitive knowledge. Females reported a higher-level academic extrinsic motivation than males. There is a highly significant correlation between the students' academic achievement and academic motivation; academic achievement and academic intrinsic motivation; academic achievement and academic extrinsic motivation. Metacognitive awareness is a major contributor to success in learning and represents an excellent tool for the measurement of academic performance.
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Affiliation(s)
- Rasha M Abdelrahman
- Psychology Department Ajman University, United Arab Emirates.,Researcher at the National Center for Examination and Educational Evaluation (NCEEE), Egypt
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17
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Dorsal posterior cingulate cortex encodes the informational value of feedback in human-computer interaction. Sci Rep 2020; 10:13030. [PMID: 32747695 PMCID: PMC7400569 DOI: 10.1038/s41598-020-68300-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/05/2019] [Accepted: 04/24/2020] [Indexed: 11/18/2022] Open
Abstract
In communication between humans as well as in human–computer interaction, feedback is ubiquitous. It is essential for keeping up the dialogue between interaction partners, evaluating the adequacy of an action, or improving task performance. While the neuroscientific view on feedback has largely focused on its function as reward, more general definitions also emphasise its function as information about aspects of one’s task performance. Using fMRI in a computer-controlled auditory categorisation task, we studied the neural correlates of the informational value of computer-given feedback independent of reward. Feedback about the correctness of a decision, compared with feedback only indicating the registration of a decision, increases activation of the dorsal posterior cingulate cortex, supporting this region’s role in adapting to behaviourally relevant information. Both conditions elicit equally strong activation of the dorsal striatum which does not support an interpretation of feedback information as a type of reward. Instead, we suggest that it reflects a more fundamental aspect of human interaction behaviour, namely the establishment of a state that enables us to continue with the next step of the interaction.
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18
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Fasano MC, Glerean E, Gold BP, Sheng D, Sams M, Vuust P, Rauschecker JP, Brattico E. Inter-subject Similarity of Brain Activity in Expert Musicians After Multimodal Learning: A Behavioral and Neuroimaging Study on Learning to Play a Piano Sonata. Neuroscience 2020; 441:102-116. [PMID: 32569807 DOI: 10.1016/j.neuroscience.2020.06.015] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/02/2019] [Revised: 06/11/2020] [Accepted: 06/14/2020] [Indexed: 11/26/2022]
Abstract
Human behavior is inherently multimodal and relies on sensorimotor integration. This is evident when pianists exhibit activity in motor and premotor cortices, as part of a dorsal pathway, while listening to a familiar piece of music, or when naïve participants learn to play simple patterns on the piano. Here we investigated the interaction between multimodal learning and dorsal-stream activity over the course of four weeks in ten skilled pianists by adopting a naturalistic data-driven analysis approach. We presented the pianists with audio-only, video-only and audiovisual recordings of a piano sonata during functional magnetic resonance imaging (fMRI) before and after they had learned to play the sonata by heart for a total of four weeks. We followed the learning process and its outcome with questionnaires administered to the pianists, one piano instructor following their training, and seven external expert judges. The similarity of the pianists' brain activity during stimulus presentations was examined before and after learning by means of inter-subject correlation (ISC) analysis. After learning, an increased ISC was found in the pianists while watching the audiovisual performance, particularly in motor and premotor regions of the dorsal stream. While these brain structures have previously been associated with learning simple audio-motor sequences, our findings are the first to suggest their involvement in learning a complex and demanding audiovisual-motor task. Moreover, the most motivated learners and the best performers of the sonata showed ISC in the dorsal stream and in the reward brain network.
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Affiliation(s)
- Maria C Fasano
- Department of Psychology and Behavioural Sciences, Aarhus University, Aarhus, Denmark
| | - Enrico Glerean
- Department of Neuroscience and Biomedical Engineering, Aalto University, Espoo, Finland; International Laboratory of Social Neurobiology, Institute of Cognitive Neuroscience, National Research University Higher School of Economics, Moscow, Russia
| | - Benjamin P Gold
- Montreal Neurological Institute, McGill University, Montreál, Canada
| | - Dana Sheng
- Department of Neuroscience, Georgetown University Medical Center, Washington, USA
| | - Mikko Sams
- Department of Neuroscience and Biomedical Engineering, Aalto University, Espoo, Finland; Department of Computer Science, Alto University, Espoo, Finland; Advanced Magnetic Imaging (AMI) Centre, Aalto University School of Science, Espoo, Finland
| | - Peter Vuust
- Center for Music in the Brain (MIB), Department of Clinical Medicine, Aarhus University & The Royal Academy of Music Aarhus/Aalborg, Aarhus, Denmark
| | - Josef P Rauschecker
- Department of Neuroscience, Georgetown University Medical Center, Washington, USA; Institute for Advanced Study, TUM, Munich, Germany
| | - Elvira Brattico
- Center for Music in the Brain (MIB), Department of Clinical Medicine, Aarhus University & The Royal Academy of Music Aarhus/Aalborg, Aarhus, Denmark; Department of Education, Psychology, Communication, University of Bari Aldo Moro, Bari, Italy.
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19
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Wei W, Mo Z, Liu J, Meng L. Man's Pursuit of Meaning: Unexpected Termination Bolsters One's Autonomous Motivation in an Irrelevant Ensuing Activity. Front Hum Neurosci 2020; 14:81. [PMID: 32317948 PMCID: PMC7146049 DOI: 10.3389/fnhum.2020.00081] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/08/2020] [Accepted: 02/24/2020] [Indexed: 12/21/2022] Open
Abstract
Meaningfulness has been suggested as one of the fundamental psychological needs, as one would actively pursue meaning in both his/her work life and personal life. Previous studies consistently showed that a lack of meaning in work would reduce one's autonomous motivation in the current job, which is the motivation to engage in self-determined activities driven by one's own interests or personal beliefs. However, researchers overlooked the fact that in work settings, it is not uncommon that people work on multiple tasks in a row. As a result, the cross-task effect of work meaningfulness remains understudied. Based on the meaning maintenance model (MMM) and the suggested fluid compensation strategy, we predicted that the disappearance of the meaning of work may induce a compensatory response and thus enhance one's autonomous motivation in an irrelevant ensuing activity. To test this hypothesis, we invited participants to work on an encyclopedic knowledge quiz in Session 1 and a StopWatch (SW) task in Session 2. A between-subject design was adopted. While participants in the control group successfully completed their tasks in Session 1, those in the experimental group encountered unexpected program quits by the end of the quiz, and their previous efforts suddenly became futile and meaningless. Electroencephalography was recorded during the experiment to measure reward positivity (RewP). In Session 2, a more pronounced RewP in the win-lose difference wave was observed in the experimental group in contrast to the control group, suggesting that the disappearance of the meaning of work enhanced one's autonomous motivation in an irrelevant activity that follows. Therefore, results of this study provided preliminary electrophysiological evidence for one's pursuit of meaning and the compensation effect induced by the disappearance of the meaning of work.
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Affiliation(s)
- Wei Wei
- School of Management, Guangdong University of Technology, Guangzhou, China
- Laboratory of Neuromanagement and Decision Neuroscience, Guangdong University of Technology, Guangzhou, China
| | - Zan Mo
- School of Management, Guangdong University of Technology, Guangzhou, China
- Laboratory of Neuromanagement and Decision Neuroscience, Guangdong University of Technology, Guangzhou, China
| | - Jianhua Liu
- School of Management, Guangdong University of Technology, Guangzhou, China
- Laboratory of Neuromanagement and Decision Neuroscience, Guangdong University of Technology, Guangzhou, China
| | - Liang Meng
- School of Business and Management, Shanghai International Studies University, Shanghai, China
- Wharton Neuroscience Initiative, The Wharton School, University of Pennsylvania, Philadelphia, PA, United States
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20
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DiMenichi BC, Ceceli AO, Bhanji JP, Tricomi E. Effects of Expressive Writing on Neural Processing During Learning. Front Hum Neurosci 2019; 13:389. [PMID: 31803032 PMCID: PMC6869814 DOI: 10.3389/fnhum.2019.00389] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2018] [Accepted: 10/17/2019] [Indexed: 12/01/2022] Open
Abstract
Expressive writing about past negative events has been shown to lead to a slew of positive outcomes. However, little is known about why writing about something negative would have positive effects. While some have posited that telling a narrative of a past negative event or current anxiety “frees up” cognitive resources, allowing individuals to focus more on the task at hand, there is little neural evidence suggesting that expressive writing has an effect on cognitive load. Moreover, little is known about how individual differences in the content of expressive writing could affect neural processing and the cognitive benefits writing confers. In our experiment, we compared brain activity in a group that had engaged in expressive writing vs. a control group, during performance on a feedback-based paired-associate word-learning task. We found that across groups, differential activation in the dorsal striatum in response to positive vs. negative feedback significantly predicted better later memory. Moreover, writing about a past failure resulted in more activation relative to the control group during the learning task in the mid-cingulate cortex (MCC), an area of the brain crucial to processing negative emotion. While our results do not provide support for the assertion that expressive writing alters attentional processing, our findings suggest that choosing to write about particularly intense past negative experiences like a difficult past failure may have resulted in changes in neural activation during task processing.
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21
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Fang H, Fu H, Li X, Meng L. Trapped in the woods: High performance goal orientation impedes competence restoration. PERSONALITY AND INDIVIDUAL DIFFERENCES 2019. [DOI: 10.1016/j.paid.2019.06.022] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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22
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Baâdoudi F, Duijster D, Maskrey N, Ali FM, Listl S, Whelton H, van der Heijden GJMG. Improving oral healthcare using academic detailing - design of the ADVOCATE Field Studies. Acta Odontol Scand 2019; 77:426-433. [PMID: 30896321 DOI: 10.1080/00016357.2019.1582797] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
Background: Academic detailing (AD) is a defined form of educational outreach that can be deployed to intrinsically motivate practitioners towards improving quality of care. This paper describes the design of the ADVOCATE Field Studies. This proof of concept study aims to evaluate the feasibility, acceptability and usefulness of AD, reinforced with feedback information to promote prevention-oriented, patient-centred and evidence-based oral healthcare delivery by general dental practitioners (GDPs). Methods: Six groups of GDPs will be recruited; two groups of six to eight GDPs in each of three countries - the Netherlands, Germany and Denmark. GDPs will meet for four Academic Detailing Group (ADG) meetings for open discussions using comparative feedback data to stimulate debate about their dental practice performance and care delivery. Group meetings will be moderated using the AD methodology. Qualitative data will be collected through focus group interviews, an online discussion forum, field notes and debriefs of ADG meetings and analysed by conventional content analysis using MaxQDA software. Discussion: The results of the study will provide novel information on the feasibility, perceived acceptability and usefulness of AD and feedback data for GDPs to improve oral healthcare delivery.
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Affiliation(s)
- F. Baâdoudi
- Department of Social Dentistry, Academic Centre for Dentistry Amsterdam, University of Amsterdam and VU University, Amsterdam, The Netherlands
| | - D. Duijster
- Department of Social Dentistry, Academic Centre for Dentistry Amsterdam, University of Amsterdam and VU University, Amsterdam, The Netherlands
| | - N. Maskrey
- Department of Social Dentistry, Academic Centre for Dentistry Amsterdam, University of Amsterdam and VU University, Amsterdam, The Netherlands
- School of Pharmacy, Keele University, Keele, UK
| | - F. M. Ali
- Department of Social Dentistry, Academic Centre for Dentistry Amsterdam, University of Amsterdam and VU University, Amsterdam, The Netherlands
| | - S. Listl
- Department of Conservative Dentistry, Translational Health Economics Group, Heidelberg University, Heidelberg, Germany
- Department of Dentistry – Quality and Safety of Oral healthcare, Radboud University Nijmegen, Nijmegen, The Netherlands
| | - H. Whelton
- Oral Health Services Research Centre, University College Cork Dental School, Cork, Ireland
| | - G. J. M. G. van der Heijden
- Department of Social Dentistry, Academic Centre for Dentistry Amsterdam, University of Amsterdam and VU University, Amsterdam, The Netherlands
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23
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Bejjani C, DePasque S, Tricomi E. Intelligence mindset shapes neural learning signals and memory. Biol Psychol 2019; 146:107715. [PMID: 31212006 DOI: 10.1016/j.biopsycho.2019.06.003] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2017] [Revised: 04/01/2019] [Accepted: 06/04/2019] [Indexed: 11/18/2022]
Abstract
Intelligence mindset, which denotes individual beliefs about whether intelligence is fixed versus malleable, shapes academic success, but the neural mechanisms underlying mindset-related differences in learning are unknown. Here, we probe the effects of individual differences in mindset on neural responses to negative feedback after a competence threat manipulation. We hypothesized that when their competence was threatened, participants with fixed mindsets would interpret further negative feedback as punishing. After receiving either no score or a competence-threatening IQ score, participants performed a learning task with feedback that emphasized either the evaluative or informational weight of negative feedback. Participants who experienced the competence threat had the strongest predictive relationships between mindset, performance, and caudate activation. The competence threat may have compounded the subjective punishment of negative feedback for fixed mindsets relative to growth mindsets, causing poorer learning from negative feedback in the evaluative context and inflexible striatal responses to negative feedback across feedback contexts.
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Affiliation(s)
- Christina Bejjani
- Department of Psychology, Rutgers University, Newark, NJ 07102, United States.
| | - Samantha DePasque
- Department of Psychology, Rutgers University, Newark, NJ 07102, United States
| | - Elizabeth Tricomi
- Department of Psychology, Rutgers University, Newark, NJ 07102, United States
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24
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DePasque S, Galván A. Neurobiological responses in the adolescent striatum to being 'tested'. Soc Cogn Affect Neurosci 2019; 14:3-12. [PMID: 30535253 PMCID: PMC6318469 DOI: 10.1093/scan/nsy104] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/16/2018] [Revised: 11/07/2018] [Accepted: 11/21/2018] [Indexed: 11/12/2022] Open
Abstract
While emerging research implicates the striatum in adolescents' ability to learn from feedback, little is known about how motivational contexts, such as emphasizing the evaluative nature of learning tasks, modulate adolescents' striatal learning. We used functional magnetic resonance imaging during a feedback-based learning task, in conjunction with a within-subject evaluative threat manipulation, to determine whether evaluation threat influences behavioral and neural responses to feedback in adolescents. On average, adolescents were less sensitive than adults to the evaluation threat. In the adolescents, the effect of evaluation threat on performance was tracked with the striatal response to performance feedback during the evaluation threat condition, such that greater striatal sensitivity correlated with greater gains in learning performance. Our findings suggest that variability in how adolescents respond to a contextual threat of evaluation and associated striatal sensitivity can facilitate enhanced learning.
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Affiliation(s)
- Samantha DePasque
- Department of Psychology, University of California, Los Angeles, 1285 Franz Hall, PO Box 951563, Los Angeles, CA, USA
| | - Adriana Galván
- Department of Psychology, University of California, Los Angeles, 1285 Franz Hall, PO Box 951563, Los Angeles, CA, USA
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25
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Ryan RM, Deci EL. Brick by Brick: The Origins, Development, and Future of Self-Determination Theory. ADVANCES IN MOTIVATION SCIENCE 2019. [DOI: 10.1016/bs.adms.2019.01.001] [Citation(s) in RCA: 105] [Impact Index Per Article: 21.0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/25/2022]
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26
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Age-related differences in the activation of the mentalizing- and reward-related brain regions during the learning of others' true trustworthiness. Neurobiol Aging 2019; 73:1-8. [DOI: 10.1016/j.neurobiolaging.2018.09.002] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/24/2018] [Revised: 08/28/2018] [Accepted: 09/04/2018] [Indexed: 12/20/2022]
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27
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Fang H, He B, Fu H, Zhang H, Mo Z, Meng L. A Surprising Source of Self-Motivation: Prior Competence Frustration Strengthens One's Motivation to Win in Another Competence-Supportive Activity. Front Hum Neurosci 2018; 12:314. [PMID: 30123117 PMCID: PMC6085490 DOI: 10.3389/fnhum.2018.00314] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/18/2018] [Accepted: 07/17/2018] [Indexed: 01/30/2023] Open
Abstract
According to self-determination theory (SDT), competence is among the three basic psychological needs essential for one’s well-being and optimal functioning, and the frustration of these needs is theoretically predicted to induce a restorative response. While previous studies have explored the restoration process of autonomy and relatedness, empirical evidence for such a process is still lacking for competence. In order to explore this process and to examine the effect of prior competence frustration on one’s motivation to win in a subsequent competence-supportive task, we adopted a between-group experimental design and manipulated one’s competence frustration through task difficulty in an electrophysiological study. Participants in both groups were instructed to work on the time-estimation task and the stop-watch task in two successive sessions respectively. Participants in the experimental group were asked to complete a highly difficult task in the first session and a task of medium difficulty in the second session, while those in the control group were instructed to work on tasks of medium difficulty in both sessions. In the second session, an enlarged feedback-related negativity (FRN) loss-win difference wave (d-FRN) was observed in the experimental group compared to the control group, indicating that the competence-frustrated participants have an enhanced motivation to win in a subsequent competence-supportive task. Thus, results of the present study provided original neural evidence for the restoration process of frustrated competence, which provided important guidelines for the managerial practice.
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Affiliation(s)
- Hui Fang
- School of Management, Guangdong University of Technology, Guangzhou, China.,Laboratory of Neuromanagement and Decision Neuroscience, Guangdong University of Technology, Guangzhou, China
| | - Bin He
- School of Management, Guangdong University of Technology, Guangzhou, China.,Laboratory of Neuromanagement and Decision Neuroscience, Guangdong University of Technology, Guangzhou, China
| | - Huijian Fu
- School of Management, Guangdong University of Technology, Guangzhou, China.,Laboratory of Neuromanagement and Decision Neuroscience, Guangdong University of Technology, Guangzhou, China
| | - Huijun Zhang
- School of Management, Guangdong University of Technology, Guangzhou, China.,Laboratory of Neuromanagement and Decision Neuroscience, Guangdong University of Technology, Guangzhou, China
| | - Zan Mo
- School of Management, Guangdong University of Technology, Guangzhou, China.,Laboratory of Neuromanagement and Decision Neuroscience, Guangdong University of Technology, Guangzhou, China
| | - Liang Meng
- School of Business and Management, Shanghai International Studies University, Shanghai, China.,Laboratory of Applied Brain and Cognitive Sciences, Shanghai International Studies University, Shanghai, China.,Center for Functional Neuroimaging, Department of Neurology, University of Pennsylvania, Philadelphia, PA, United States
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Sullivan-Toole H, Dobryakova E, DePasque S, Tricomi E. Reward circuitry activation reflects social preferences in the face of cognitive effort. Neuropsychologia 2018; 123:55-66. [PMID: 29906456 DOI: 10.1016/j.neuropsychologia.2018.06.011] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/20/2017] [Revised: 05/23/2018] [Accepted: 06/11/2018] [Indexed: 10/14/2022]
Abstract
Research at the intersection of social neuroscience and cognitive effort is an interesting new area for exploration. There is great potential to broaden our understanding of how social context and cognitive effort processes, currently addressed in disparate literatures, interact with one another. In this paper, we briefly review the literature on cognitive effort, focusing on effort-linked valuation and the gap in the literature regarding cognitive effort in the social domain. Next, we present a study designed to explore valuation processes linked to cognitive effort within the social context of an inequality manipulation. More specifically, we created monetary inequality among the participant (SELF, endowed with $50) and two confederates: one also endowed with $50 (OTHER HIGH) and another with only $5 (OTHER LOW). We then scanned participants using fMRI as they attempted to earn bonus payments for themselves and others through a cognitively effortful feedback-based learning task. Positive feedback produced significantly greater activation than negative feedback in key valuation regions, the ventral striatum (VS) and ventromedial prefrontal cortex (vmPFC), both when participants were performing the task on their own behalf and when earning rewards for others. While reward-related activity in the VS was exaggerated for SELF compared to OTHER HIGH for both positive and negative feedback, activity in the vmPFC did not distinguish between recipients in the group-level results. Furthermore, participants naturally fell into two groups: those most engaged when playing for themselves and those who reported engagement for others. While Self-Engaged participants showed differences between the SELF and both OTHER conditions in the VS and vmPFC, Other-Engaged participants only showed an attenuated response to negative feedback for OTHER HIGH compared to SELF in the VS and no differences between recipient conditions in the vmPFC. Together, this work shows the importance of individual differences and the fragility of advantageous inequality aversion in the face of cognitive effort, highlighting the need to study cognitive effort in the social domain.
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Affiliation(s)
- Holly Sullivan-Toole
- Department of Psychology, Rutgers University, 101 Warren St., Newark, NJ 07201, USA.
| | - Ekaterina Dobryakova
- Department of Psychology, Rutgers University, 101 Warren St., Newark, NJ 07201, USA.
| | - Samantha DePasque
- Department of Psychology, Rutgers University, 101 Warren St., Newark, NJ 07201, USA.
| | - Elizabeth Tricomi
- Department of Psychology, Rutgers University, 101 Warren St., Newark, NJ 07201, USA.
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Moroz A, Horlick M, Mandalaywala N, Stern DT. Faculty feedback that begins with resident self-assessment: motivation is the key to success. MEDICAL EDUCATION 2018; 52:314-323. [PMID: 29205433 DOI: 10.1111/medu.13484] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/20/2017] [Revised: 08/18/2017] [Accepted: 09/25/2017] [Indexed: 05/12/2023]
Abstract
CONTEXT The seeking and incorporating of feedback are necessary for continuous performance improvement in medicine. We know that beginning feedback conversations with resident self-assessment may reduce some of the tensions experienced by faculty staff. However, we do not fully understand how residents experience feedback that begins with self-assessment, and whether any existing theoretical frameworks can explain their experiences. METHODS We conducted a constructivist grounded theory study exploring physical medicine and rehabilitation residents' experiences as they engaged in a structured self-assessment and faculty staff feedback programme. Utilising purposive sampling, we conducted 15 individual interviews and analysed verbatim transcripts iteratively. We implemented several procedures to enhance the credibility of the findings and the protection of participants during recruitment, data collection and data analysis. After defining the themes, we reviewed a variety of existing frameworks to determine if any fitted the data. RESULTS Residents valued self-assessment followed by feedback (SAFF) and had clear ideas of what makes the process useful. Time pressures and poor feedback quality could lead to a process of 'just going through the motions'. Motivation coloured residents' experiences, with more internalised motivation related to a more positive experience. There were no gender- or year of training-related patterns. CONCLUSIONS Self-determination theory provided the clearest lens for framing our findings and fitted into a conceptual model linking the quality of the SAFF experience and residents' motivational loci. We identified several study limitations including time in the field, evolving characteristics of the SAFF programme and the absence of faculty voices. We believe that by better understanding residents' experiences of SAFF, educators may be able to tailor the feedback process, enhance clinical performance and ultimately improve patient care.
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Affiliation(s)
- Alex Moroz
- Department of Rehabilitation Medicine, New York University School of Medicine, New York, New York, USA
| | - Margaret Horlick
- Veterans' Affairs New York Harbor Healthcare System and Department of Medicine, New York University School of Medicine, New York, New York, USA
| | - Neil Mandalaywala
- Department of Rehabilitation Medicine, New York University School of Medicine, New York, New York, USA
| | - David T Stern
- Veterans' Affairs New York Harbor Healthcare System and Department of Medicine, New York University School of Medicine, New York, New York, USA
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The Neuroscience of Growth Mindset and Intrinsic Motivation. Brain Sci 2018; 8:brainsci8020020. [PMID: 29373496 PMCID: PMC5836039 DOI: 10.3390/brainsci8020020] [Citation(s) in RCA: 31] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/15/2017] [Revised: 01/15/2018] [Accepted: 01/24/2018] [Indexed: 01/08/2023] Open
Abstract
Our actions can be triggered by intentions, incentives or intrinsic values. Recent neuroscientific research has yielded some results about the growth mindset and intrinsic motivation. With the advances in neuroscience and motivational studies, there is a global need to utilize this information to inform educational practice and research. Yet, little is known about the neuroscientific interplay between growth mindset and intrinsic motivation. This paper attempts to draw on the theories of growth mindset and intrinsic motivation, together with contemporary ideas in neuroscience, outline the potential for neuroscientific research in education. It aims to shed light on the relationship between growth mindset and intrinsic motivation in terms of supporting a growth mindset to facilitate intrinsic motivation through neural responses. Recent empirical research from the educational neuroscience perspective that provides insights into the interplay between growth mindset and intrinsic motivation will also be discussed.
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Wulf G, Lewthwaite R, Cardozo P, Chiviacowsky S. Triple play: Additive contributions of enhanced expectancies, autonomy support, and external attentional focus to motor learning. Q J Exp Psychol (Hove) 2018; 71:824-831. [DOI: 10.1080/17470218.2016.1276204] [Citation(s) in RCA: 41] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
In the OPTIMAL theory of motor learning [Wulf, G., & Lewthwaite, R. (2016). Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning. Psychonomic Bulletin & Review, 23, 1382-1414], 3 factors are postulated to facilitate learning: enhanced expectancies (EE) for performance, autonomy support (AS), and an external focus (EF) of attention. In 3 recent studies, combinations of 2 of these variables resulted in superior learning relative to the presence of only 1 variable, or none. We examined whether the combination of all 3 factors would enhance learning relative to combinations of 2 factors. Our design included EE–AS, EE–EF, AS–EF, and AS–EE–EF groups. Participants threw balls at a target with their non-dominant arm. In the EE conditions, they received positive social–comparative feedback. In the AS conditions, they were allowed to throw with their dominant arm on trial blocks chosen by them. In the EF conditions, participants were asked to focus on the target. On a delayed retention test, the AS–EE–EF group outperformed all other groups. The findings provide evidence that enhanced expectancies, autonomy support, and an external focus can contribute in an additive fashion to optimize motor learning.
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Affiliation(s)
- Gabriele Wulf
- Department of Kinesiology and Nutrition Sciences, University of Nevada, Las Vegas, NV, USA
| | - Rebecca Lewthwaite
- Physical Therapy Department, Rancho Los Amigos National Rehabilitation Center, Downey, CA, USA
- Division of Biokinesiology and Physical Therapy, University of Southern California, Los Angeles, CA, USA
| | - Priscila Cardozo
- Department of Physical Education, Federal University of Pelotas, Pelotas, Brazil
| | - Suzete Chiviacowsky
- Department of Physical Education, Federal University of Pelotas, Pelotas, Brazil
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Dobryakova E, Hulst HE, Spirou A, Chiaravalloti ND, Genova HM, Wylie GR, DeLuca J. Fronto-striatal network activation leads to less fatigue in multiple sclerosis. Mult Scler 2017. [PMID: 28627957 DOI: 10.1177/1352458517717087] [Citation(s) in RCA: 27] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/15/2023]
Abstract
BACKGROUND The fronto-striatal network has been implicated in both fatigue, a common multiple sclerosis (MS) symptom, and goal attainment, which has been shown to reduce fatigue in healthy individuals. OBJECTIVES To investigate whether stimulation of the fronto-striatal network through goal attainment (potential monetary gain) leads to fatigue reduction in MS and healthy control (HC) participants. METHODS In all, 14 healthy and 19 MS participants performed a gambling task during functional magnetic resonance imaging (fMRI). Participants were presented with an opportunity to receive monetary reward during the outcome condition of the task but not during the no outcome condition. Self-reported fatigue measures were obtained after each condition and outside of the scanner. Structural alterations were also examined. RESULTS A significant decrease in fatigue was observed after the outcome condition compared to the no outcome condition in both groups. Significantly greater activation was observed in the ventral striatum in association with the outcome condition compared to the no outcome condition in both groups. Ventromedial prefrontal cortex showed significantly greater activation during the no outcome condition compared to the outcome condition with greater difference between conditions in the HC group. CONCLUSION This is the first functional neuroimaging study showing that stimulation of the fronto-striatal network through goal attainment leads to decreased on-task fatigue in MS and healthy participants.
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Affiliation(s)
- Ekaterina Dobryakova
- Traumatic Brain Injury Research, Kessler Foundation, East Hanover, NJ, USA; Traumatic Brain Injury Research, Kessler Foundation, West Orange, NJ, USA/Department of Physical Medicine and Rehabilitation, Rutgers New Jersey Medical School, Newark, NJ, USA
| | - Hanneke E Hulst
- Section of Clinical Neuroscience, Department of Anatomy & Neurosciences, Neuroscience Amsterdam, VUmc MS Center Amsterdam, VU University Medical Center, Amsterdam, The Netherlands
| | - Angela Spirou
- Traumatic Brain Injury Research, Kessler Foundation, West Orange, NJ, USA
| | - Nancy D Chiaravalloti
- Traumatic Brain Injury Research, Kessler Foundation, West Orange, NJ, USA/Neuropsychology & Neuroscience Laboratory, Kessler Foundation, West Orange, NJ, USA/Department of Physical Medicine and Rehabilitation, Rutgers New Jersey Medical School, Newark, NJ, USA
| | - Helen M Genova
- Neuropsychology and Neuroscience Laboratory, Kessler Foundation, West Orange, NJ, USA/Department of Physical Medicine and Rehabilitation, Rutgers New Jersey Medical School, Newark, NJ, USA
| | - Glenn R Wylie
- Neuropsychology and Neuroscience Laboratory, Kessler Foundation, West Orange, NJ, USA/Department of Physical Medicine and Rehabilitation, Rutgers New Jersey Medical School, Newark, NJ, USA
| | - John DeLuca
- Neuropsychology and Neuroscience Laboratory, Kessler Foundation, West Orange, NJ, USA/Department of Physical Medicine and Rehabilitation, Rutgers New Jersey Medical School, Newark, NJ, USA
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DePasque S, Galván A. Frontostriatal development and probabilistic reinforcement learning during adolescence. Neurobiol Learn Mem 2017; 143:1-7. [PMID: 28450078 DOI: 10.1016/j.nlm.2017.04.009] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/11/2016] [Revised: 01/19/2017] [Accepted: 04/22/2017] [Indexed: 11/30/2022]
Abstract
Adolescence has traditionally been viewed as a period of vulnerability to increased risk-taking and adverse outcomes, which have been linked to neurobiological maturation of the frontostriatal reward system. However, growing research on the role of developmental changes in the adolescent frontostriatal system in facilitating learning will provide a more nuanced view of adolescence. In this review, we discuss the implications of existing research on this topic for learning during adolescence, and suggest that the very neural changes that render adolescents vulnerable to social pressure and risky decision making may also stand to play a role in scaffolding the ability to learn from rewards and from performance-related feedback.
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Affiliation(s)
- Samantha DePasque
- Department of Psychology, University of California, Los Angeles, 1285 Franz Hall, Box 951563, Los Angeles, CA, United States
| | - Adriana Galván
- Department of Psychology, University of California, Los Angeles, 1285 Franz Hall, Box 951563, Los Angeles, CA, United States.
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Tricomi E, DePasque S. The Role of Feedback in Learning and Motivation. ADVANCES IN MOTIVATION AND ACHIEVEMENT 2016. [DOI: 10.1108/s0749-742320160000019015] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
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Leggett H, Duijster D, Douglas GVA, Eaton K, van der Heijden GJMG, O'Hanlon K, Whelton H, Listl S. Toward More Patient-Centered and Prevention-Oriented Oral Health Care: The ADVOCATE Project. JDR Clin Trans Res 2016; 2:5-9. [PMID: 30938642 DOI: 10.1177/2380084416668167] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
ADVOCATE (Added Value for Oral Care) is a project funded by the European Commission's Horizon 2020 program, which aims to develop strategies for a system transition toward more patient-centered and prevention-oriented oral health care delivery within health care systems. This system should balance the restorative and preventive approaches in dental and oral health care. ADVOCATE is a partnership among 6 European Union member states, which involves collaboration among universities, state-funded health care providers, and private insurance companies in Denmark, Germany, Hungary, Ireland, the Netherlands, the United Kingdom, and Aridhia, a biomedical informatics company based in Scotland. There are 6 interrelated work packages, which aim to address the following objectives: 1) in-depth evaluation of oral health care systems in European Union member states to identify best system designs for oral disease prevention, 2) development of a set of measures to provide information on oral care delivery and oral health outcomes, 3) evaluation of a feedback approach in dental practice that aims to facilitate a change toward preventive oral health care delivery, and 4) economic evaluation of strategies to promote preventive oral health care and development of policy recommendations for oral health care systems. The project is novel in its use of data that are routinely collected by health insurance organizations, as well as the engagement of key stakeholders from dental teams, insurers, patients, and policy makers in guiding the development and progress of the project. This article outlines in detail the objectives and research methodology of the ADVOCATE project and its anticipated impact. Knowledge Transfer Statement: This commentary describes the development of policy options to promote a greater focus on disease prevention in general dental practice. The approach builds on identifying the comparative effectiveness of alternative incentive schemes, as well as methods to monitor clinical and patient-derived measures of success in creating health for patients. The article describes the development and application of the measures and the evaluation of their success in orienting clinical practice more toward disease prevention.
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Affiliation(s)
- H Leggett
- 1 School of Dentistry, University of Leeds, Leeds, UK
| | - D Duijster
- 2 Department of Social Dentistry, Academic Centre for Dentistry Amsterdam, Vrije Universiteit University, and University of Amsterdam, Amsterdam, the Netherlands
| | - G V A Douglas
- 1 School of Dentistry, University of Leeds, Leeds, UK
| | - K Eaton
- 1 School of Dentistry, University of Leeds, Leeds, UK
| | - G J M G van der Heijden
- 2 Department of Social Dentistry, Academic Centre for Dentistry Amsterdam, Vrije Universiteit University, and University of Amsterdam, Amsterdam, the Netherlands
| | - K O'Hanlon
- 3 Aridhia Informatics Ltd., Hobart House, Edinburgh, Scotland
| | - H Whelton
- 1 School of Dentistry, University of Leeds, Leeds, UK
| | - S Listl
- 4 Department of Conservative Dentistry, Translational Health Economics Group, Heidelberg University, Heidelberg, Germany.,5 Department of Quality and Safety of Oral Healthcare, Radboud University, Radboud UMC, Nijmegen, the Netherlands
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Pajnič M. Kaj študente zdravstvene nege motivira za učenje in kako ocenjujejo simulirano klinično usposabljanje. OBZORNIK ZDRAVSTVENE NEGE 2016. [DOI: 10.14528/snr.2016.50.2.86] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
Uvod: Način in organiziranost študija, dostopnost do gradiv, odnos do študentov in študijska klima lahko vplivajo na zunanjo motivacijo študentov. Namen raziskave je bil ugotoviti motivacijske dejavnike za študij pri študentih zdravstvene nege in kakšen pomen pripisujejo simuliranemu kliničnemu usposabljanju.
Metode: Raziskava je potekala leta 2011 na Zdravstveni fakulteti Univerze v Ljubljani. Uporabljena je bila opisna kvantitativna metoda dela, podatki so bili zbrani z anketiranjem študentov drugega in tretjega letnika zdravstvene nege. Pri raziskavi je sodelovalo 159 naključno izbranih študentov, uporabili smo strukturiran vprašalnik in petstopenjsko lestvico. Vprašalnik je bil razdeljen na tri sklope: motivacija, zadovoljstvo in stroški študija. Podatki so bili analizirani z opisno in bivariatno statistiko.
Rezultati: Želja po pridobivanju dodatnega znanja (x = 4,3) in želja po višji izobrazbi (x = 4,26) sta se najvišje uvrstila na petstopenjski lestvici motivacijskih dejavnikov. Nekaterih negovalnih intervencij študentje na kliničnem usposabljanju še niso imeli možnosti izvesti (x = 3,97), menijo pa, da je bilo v simuliranem kliničnem okolju dovolj časa za izvajanje negovalnih intervencij (x = 1,91).
Diskusija in zaključek: Študentje so visoko notranje motivirani za študij zdravstvene nege. Menijo, da je simulirano klinično usposabljanje pomembno za pridobivanje teoretičnih in praktičnih znanj.
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Meng L, Ma Q. Live as we choose: The role of autonomy support in facilitating intrinsic motivation. Int J Psychophysiol 2015; 98:441-7. [PMID: 26344180 DOI: 10.1016/j.ijpsycho.2015.08.009] [Citation(s) in RCA: 46] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/20/2015] [Revised: 08/29/2015] [Accepted: 08/31/2015] [Indexed: 01/05/2023]
Abstract
According to Self-determination Theory (SDT), autonomy is a basic psychological need, satisfaction of which may lead to enhanced intrinsic motivation and related beneficial outcomes. By manipulating the opportunity to choose between tasks of equal difficulty, throughout the motivational process, the effect of autonomy support was examined both behaviorally and electrophysiologically. More negative stimulus-preceding negativity (SPN) and an enlarged FRN loss-win difference wave (d-FRN) indicated an enhanced expectation toward the positive outcome (during the anticipation stage) as well as intensified intrinsic motivation toward the task (during the outcome appraisal stage) when choice was available. Taken together, results of the present study suggest d-FRN upon feedback as a real-time electrophysiological indicator of intrinsic/autonomous motivation and illustrate the important role of autonomy-supportive job design in the workplace.
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Affiliation(s)
- Liang Meng
- School of Management, Zhejiang University, Hangzhou, China; Neuromanagement Lab, Zhejiang University, Hangzhou, China; Department of Psychology, Stanford University, Stanford, USA.
| | - Qingguo Ma
- School of Management, Zhejiang University, Hangzhou, China; Neuromanagement Lab, Zhejiang University, Hangzhou, China.
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