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The purpose of this study is to examine the possible relationship short-term memory may have with the amount of time someone spends working, as well as its possible relationship with self-reported, depressive symptoms

Attention Deficit Hyperactivity Disorder (ADHD) is a common neurodevelopmental disorder characterised by persistent inattention, hyperactivity, and impulsivity with 3-6% of children reported to be functionally impaired (National Centre of Health Statistics, 2012; Polanczyk et al., 2007). Children with ADHD often show learning difficulties that begin to emerge as early as 3 years of age (Polanczyk et al., 2014). They are at greater risk for adverse educational outcomes including academic underachievement, repetition of school years, and higher dropout rates (Loe & Feldman, 2007). Many children with ADHD show difficulties in literacy; difficulties are broad and extend beyond reading (Çelik et al., 2017) to include spelling (Åsberg Johnels et al., 2014; Plourde et al., 2015) and written expression (Mayes & Calhoun, 2007). Research suggests that literacy difficulties in children with ADHD are associated with poor behavioural prognosis (DuPaul et al., 2016). Researchers have identified a range of cognitive factors associated with learning literacy skills in ADHD. Cognitive functions, used to organise our behaviour such as ‘working memory’, planning, strategy use, organisational memory and attention flexibility, known as ‘executive functions’ (EFs), have in particular been implicated (Miller et al, 2013; Rhodes et al., 2004, 2005, 2012, 2014). Cognitive difficulties in ADHD have been linked to poorer learning outcomes (Åsberg Johnels, et al., 2014). Research has strongly implicated ‘working memory’ in impacting literacy skills - a system wherein information is stored and controlled in memory (Åsberg Johnels, et al., 2014; Gremillion and Martel, 2012; McDougal et al., 2022). Children with ADHD show a high rate of co-occurring conditions (Cleaton & Kirby, 2018) such as Autism Spectrum Disorder (ASD), characterised by differences in social interaction, communication, interests and behaviour. This co-occurrence is often at a sub-clinical level but symptoms can contribute to difficulties in cognition and academic outcomes. ASD itself is an independent risk factor for academic learning difficulties, with many autistic children underachieving in certain areas at school, although outcomes are highly heterogeneous (Keen, Webster & Ridley, 2016). With respect to literacy, autistic children tend to have difficulties with comprehension, scoring significantly lower on measures of reading comprehension compared to measures of word reading or decoding (Kim et al., 2017). Autistic children also frequently show cognitive difficulties particularly in EFs including planning, cognitive flexibility, divided attention and working memory (Craig et al., 2016). Autistic children have particular difficulties in divided attention (Boxhoorn et al., 2008; McDougal, 2019) and there is evidence that divided attention is related to reading ability in autistic children (McDougal et al., 2020). Furthermore McDougal (2019) reported that poor divided attention is related specifically to reading comprehension (rather than word reading). Planning difficulties in autistic children are more severe than for children with other learning difficulties such as ADHD (Craig et al., 2016), and the pattern of impairment tends to reflect slow processing rather than comprehension (Geurts et al., 2004). Autistic children also show working memory difficulties (O’Hearn et al., 2008). The co-occurrence of these conditions is therefore important to understand because of the link between ASD and specific literacy difficulties. Despite the common co-occurrence of ADHD and ASD at a clinical and sub-clinical level, little is known about this group of children’s cognitive function and academic learning. It is also unknown as to whether the relationships between cognitive function and literacy show the same pattern for children with ADHD with and without co-occurring ASD symptoms. The current study will investigate these gaps in the literature. We will address the following research questions: 1. Do the cognitive profiles of children with ADHD differ in relation to the presence of co-occurring ASD symptoms? 2. Do the literacy profiles of children with ADHD differ in relation to the presence of co-occurring ASD symptoms? 3. Does the relationship between cognitive function and literacy skills in children with ADHD differ according to the presence of co-occurring ASD symptoms?

Attention Deficit Hyperactivity Disorder (ADHD) is a common neurodevelopmental disorder characterised by persistent inattention, hyperactivity, and impulsivity with 3-6% of children reported to be functionally impaired (National Centre of Health Statistics, 2012; Polanczyk et al., 2007). Children with ADHD often show learning difficulties that begin to emerge as early as 3 years of age (Polanczyk et al., 2014). They are at greater risk for adverse educational outcomes including academic underachievement, repetition of school years, and higher dropout rates (Loe & Feldman, 2007). Many children with ADHD show difficulties in literacy; difficulties are broad and extend beyond reading (Çelik et al., 2017) to include spelling (Åsberg Johnels et al., 2014; Plourde et al., 2015) and written expression (Mayes & Calhoun, 2007). Research suggests that literacy difficulties in children with ADHD are associated with poor behavioural prognosis (DuPaul et al., 2016). Researchers have identified a range of cognitive factors associated with learning literacy skills in ADHD. Cognitive functions, used to organise our behaviour such as ‘working memory’, planning, strategy use, organisational memory and attention flexibility, known as ‘executive functions’ (EFs), have in particular been implicated (Miller et al, 2013; Rhodes et al., 2004, 2005, 2012, 2014). Cognitive difficulties in ADHD have been linked to poorer learning outcomes (Åsberg Johnels, et al., 2014). Research has strongly implicated ‘working memory’ in impacting literacy skills - a system wherein information is stored and controlled in memory (Åsberg Johnels, et al., 2014; Gremillion and Martel, 2012; McDougal et al., 2022). Children with ADHD show a high rate of co-occurring conditions (Cleaton & Kirby, 2018) such as Autism Spectrum Disorder (ASD), characterised by differences in social interaction, communication, interests and behaviour. This co-occurrence is often at a sub-clinical level but symptoms can contribute to difficulties in cognition and academic outcomes. ASD itself is an independent risk factor for academic learning difficulties, with many autistic children underachieving in certain areas at school, although outcomes are highly heterogeneous (Keen, Webster & Ridley, 2016). With respect to literacy, autistic children tend to have difficulties with comprehension, scoring significantly lower on measures of reading comprehension compared to measures of word reading or decoding (Kim et al., 2017). Autistic children also frequently show cognitive difficulties particularly in EFs including planning, cognitive flexibility, divided attention and working memory (Craig et al., 2016). Autistic children have particular difficulties in divided attention (Boxhoorn et al., 2008; McDougal, 2019) and there is evidence that divided attention is related to reading ability in autistic children (McDougal et al., 2020). Furthermore McDougal (2019) reported that poor divided attention is related specifically to reading comprehension (rather than word reading). Planning difficulties in autistic children are more severe than for children with other learning difficulties such as ADHD (Craig et al., 2016), and the pattern of impairment tends to reflect slow processing rather than comprehension (Geurts et al., 2004). Autistic children also show working memory difficulties (O’Hearn et al., 2008). The co-occurrence of these conditions is therefore important to understand because of the link between ASD and specific literacy difficulties. Despite the common co-occurrence of ADHD and ASD at a clinical and sub-clinical level, little is known about this group of children’s cognitive function and academic learning. It is also unknown as to whether the relationships between cognitive function and literacy show the same pattern for children with ADHD with and without co-occurring ASD symptoms. The current study will investigate these gaps in the literature. We will address the following research questions: 1. Do the cognitive profiles of children with ADHD differ in relation to the presence of co-occurring ASD symptoms? 2. Do the literacy profiles of children with ADHD differ in relation to the presence of co-occurring ASD symptoms? 3. Does the relationship between cognitive function and literacy skills in children with ADHD differ according to the presence of co-occurring ASD symptoms?

This project aims at investigating the effect of acute physical exercise at moderate intensity on cognitive performance, cerebral blood flow, brain structure, and brain activity in older adults.

Right now, people from around the world are all experiencing the outbreak of the Coronavirus/COVID-19 pandemic which has been shown to increase worry and perceived (chronic) stress. This could have a negative impact on their cognitive functioning which could have devastating consequences in some scenarios. For example, a health care worker forgetting to administer medication to a patient could result in the death of the patient. Cognitive functioning is an essential ability of various mental processes, such as prospective memory and working memory that allow people to carry out daily activities and solving problems in their everyday lives and in their jobs. Prospective memory (PM) refers to the ability to perform delayed intentions in the future (Einstein & McDaniel, 1990), such as taking medication at a scheduled time and returning a book. While working memory (WM) refers to the ability to hold and update a certain amount of information in mind temporarily while executing cognitive tasks (Cowan, 2014), such as remembering and responding to the information that was said during a conversation. This online study aims to investigate the relationship between quality of life, experienced stress, resilience and cognitive functioning (PM and WM) during the Coronavirus/COVID-19 pandemic. The study will involve answering some questionnaires assessing quality of life, resilience and perceived stress and some questions on demographic background and their lives during the pandemic. Participants will complete two blocks of a two-back working memory task, the first block is their baseline performance and the second block is after the stress induction (i.e. watching a short news video related to the development of the current pandemic around the globe and its potential consequences). The second block will also comprise an embedded prospective memory task.

This study is designed to examine the brain’s compensation for age-related cognitive and motor control decline through a process of bilateralised brain activity. Motor control is measured as the rate and variability of finger tapping, and cognition is measured via working memory using results from the Corsi Block Tapping test. Bilateralisation is measured as a ratio of dominant to non-dominant hand speed and variability of finger tapping.

This study aims to detect a relationship between semantic control (indexed by a mouse-tracking variant of a picture-picture word matching task) and speech coherence (indexed by a speech elicitation task).

This study is designed to assessed how reading impacts the way students think.

This study is designed to assessed how reading impacts the way students think.

The purpose of this study is to examine whether framing weight as controllable or uncontrollable, compared to no framing (Control), negatively impacts cognitive performance of individuals who perceive themselves to be overweight. Further, we are interested in whether perceived control, stress, mood, or situational awareness account for the possible condition differences.

Space use horticulture systems are currently being developed and will be an important part in long duration space exploration. However, it is mostly unknown what effect exposure to these systems (specific LED lights and plants) will have on people. While exposure to nature is often associated with reduced stress, increased cognitive performance and positive emotion, research investigating LED lit environments has found effects vary depending on the lighting qualities (e.g., wavelength, intensity) among other factors. No published studies could be identified that investigate the effects of the light necessary to grow plants without sunlight. Therefore, utilizing a within-subjects design, this study will compare the short-term effects of sitting near two horticulture models: one with the light optimized for plant growth, the other, a normalized white light. Effects for emotional affect will be measured via the Positive and Negative Affect Schedule (PANAS), emotional arousal via the Subjective Units of Distress Scale (SUDS), cognition via the Psychomotor Vigilance Test (PVT), and indicators of stress (cognitive performance and heart rate variability) measured during the Montreal Stress Imaging Test (MIST). Implications will include guiding further research aimed at developing horticulture systems which optimize both plant growth and their effect on humans in space and comparable indoor environments on earth.

The aim of this meta-analysis is to investigate the effect of behavioral activation on affect-laden cognition.

Si la versión del juego es GOTY donde se ve cuando se instala que crea una carpeta por capítulo, entonces hay que descomprimir el archivo de la traducción de cada capítulo dentro de su carpeta correspondiente del juego y ahí ejecutar el parchear.bat

Authors call for the embedding of gender dimension in racism experimental psychology or race dimension in sexism experimental psychology (Else-Quest & Hyde, 2016). For example, a non intersectional approach could tend to exclude women of color from research scope either in sampling or measured concepts, while subsequently overgeneralizing (e.g. research on racism towards Black Americans while only using male Black Americans). Using McCall’s (2005) typology of empirical application of intersectionality, this research would fall within intercategorical intersectionality, which assumes that categories (e.g. race) are socially constructed (vs. biologically) but are associated with inequalities and discrimination. In contrast with a color/gender-blind approach, race and gender are considered as meaningful – but non exhaustive – dimensions to understand discrimination processes. Building on previous contributions on intersectional invisibility (Purdie-Vaughns, 2008; Sesko and Biernet, 2010/2018; Neel & Lasseter, 2019), this research will investigate the interpersonal invisibility of Black women through an attentional blindness paradigm. Sesko and Biernat (2010, p. 360) state that “in using the term ‘invisibility’, we do not mean to suggest Black women literally go unnoticed”. In contrast, this is exactly what we suggest. We will replicate Brown-Iannuzzi’s et al. (2014) procedure, while including Black and White women. In their study, these authors often refer to ‘African-Americans’, when they actually mean ‘male African-Americans’. Hence, we propose to further explore interpersonal invisibility bringing an intersectional approach. As we mobilize an attentional blindness paradigm, our main focus are attentional processes, in contrast with Sesko and Biernat (2010/2016) who focused on memory-based tasks. Through this study, we will evaluate the effect of race and gender on invisibility, which are visually cues (and often non-concealable). This first study is a conceptual replication of Brown-Iannuzi et al. (2014) and aims to establish a difference in invisibility between Black men, Black women, White men and White women.

Loneliness and isolation are increasing in societies all around the world (e.g., Victor 2005, 2012). However, the effects of isolation on cognition and the human brain are not clear. Furthermore, while many studies focus on loneliness in elderly people, a recent large survey (Hammond 2019) found that 16-24-year-olds reported higher loneliness levels than any other age group. Other surveys have shown that late adolescence and emerging adulthood are developmental periods in which the highest levels of loneliness are reported in many western countries (Hammond 2016; Twenge 2019). This suggests that individuals in this age group may be specifically sensitive to the effects of isolation. Loneliness amongst young people has been exacerbated by school closures, lockdowns and social distancing due to the pandemic (e.g., Lee 2020, Luchetti 2020). Using experimentally induced, short-term isolation we will assess: i) the effects of isolation on adolescent (age 16-19) emotion, motivation and cognition; ii) behavioural and brain markers that predict individual sensitivity to isolation; and iii) the role of social media usage on the effects of isolation. We will collect structural and functional 7T-MRI data (functional data during a monetary incentive delay (MID) task) and assess whether: i) structural differences in brain development (i.e., whole brain cortical volume, intracortical myelination, white matter volume) and ii) functional sensitivity to rewards (i.e., magnitude of activation during anticipation of rewards) predict individual differences in susceptibility to the effects of isolation. We will collect outcome measures in the domain of emotion, motivation, social processing and cognition and have derived our hypotheses from findings in animal models showing that isolation in adolescence increases reward sensitivity, decreases cognitive control and increases anxiety and fear. In addition, based on previous findings that social exclusion is associated with increased peer influence in adolescence (Falk 2014), we will assess the effects of social isolation on peer influence. We will also assess whether social media and technology use during isolation alters the effects of isolation and aim to identify brain markers of sensitivity to isolation.

We attempt to examine the impact of AI chatbots on cognitive and emotional outcomes among people who are experiencing depression through experiments. Also, the psychological mechanism of the general population during chatbot usage will be clarified.

This study is designed to assessed how reading impacts the way students think.

A subsumption-based mobile robot is extended to perform cognitive tasks. Following directions, the robot navigates directly to previously unexplored goals. This robot exploits a novel architecture based on the idea that cognition uses the underlying machinery of interaction, imagining sensations and actions.

This project aims to address and solve key sensing, learning, strategic decision and resource allocation issues in the design of a cognitive tactical radio (CTR). Such a tactical radio has superior ability in learning its spectrum environment, possibly highly dynamic, and can behave intelligently and strategically in the presence of multiple other completing or collaborating tactical radios. Our research agenda consists of the following four integral tasks: (T1) robust spectrum sensing of multiple channels using adaptive group testing, (T2) multiuser learning and its regret, (T3) convergence of multiuser learning to pure Nash equilibrium (PNE) in spatial congestion games, and (T4) globally optimal spectrum sharing through game-theoretic and mechanism design-theoretic frameworks. We have successfully completed these tasks. The research undertaken by the project can have significant impact both theoretically and in practice. In particular, our contributions in the areas of game theory and online learning theory are quite general and therefore more broadly applicable to other areas of networking as well as decentralized multi-agent systems, well beyond the context of cognitive radio design.

One of the key arguments for problem-based learning as a holistic, learner centred pedagogical method rests on the premise it addresses multiple facets of learner development rather than decontextualised, content related learning outcomes. Fostering meta-cognitive ability in an attempt to develop self regulatory, autonomous learning habits is an important goal of PBL learning environments. Using a small pool of data from students' Learning Journal entries from an institution which implements PBL as the sole methodological framework, this article explores the nature, type and possible conclusions from a range of student responses within a specific context. The purpose of this seminal work is to demonstrate the faint but discernible patterns one can observe through such students' work which mark their respective positions in the spectrum of ability for self regulated, self directed learning.

Pre-registration for a study looking at cognitive deficits associated with COVID-19 infection in a large online sample.

The study aims to replicate the results of Luttrell et al. (2017) conceptually. The focus is the interaction effect of need for cognition (NFC) and argument quality (AQ), which was first explored by Cacioppo et al. (1983). According to the original study, argument quality has a larger impact on how persuasive messages are evaluated for people with higher need for cognition. Current research failed to replicate this interaction effect which leads to the question how and under which conditions this interaction between need for cognition and argument quality occurs.

The main focus within this mini systematic review is to analyse the neurological changes and conditions caused by drug and alcohol addictions, as well as the behavioural, cognitive and psychological effects caused or exacerbated by addiction.

In an earlier paper (Collins, Brown and Newman, in press ), cognitive apprenticeship was proposed as an alternative and richer view of learning than that suggested by didactic education. In this paper, we develop the concept of cognitive apprenticeship beyond that earlier exposition, exploring in particular its relationship to situated cognition and the social construction of knowledge. Using example from successful teaching methods, we discuss some of the central features of good learning environments, noting how these develop robust understanding through extensive use of students' intuitive knowledge and of the social and physical contexts of learning. In conclusion, we indicate the need for more work on the epistemology of situated cognition, which underpins the theory of cognitive apprenticeship, and we indicate some of the potential benefits for education of continued research in this area. Keywords: Education; Teaching; Thinking; Learning.

The relative efficacy of intuitive and analytical cognition in analytically competent persons was directly compared. More subjects performed best in the intuitive mode when inconsistency was removed from their judgments, an indication that the subjects possessed implicit knowledge that they did not utilize in the analytical mode. More subjects made larger errors in the analytical mode than in the intuitive mode. Subjects' confidence was generally inappropriately placed. (Author)

The primary aims of this project are first to estimate autozygosity levels in a subset of the ABCD sample (N ~ 4100 children), and then to test the associations between autozygosity, child cognitive scores and parent educational attainment.

effects of short term hunger status on cognitive function including ratings of opposite sex attractiveness and digit memory span

Replication of https://osf.io/327v8 with an American MTurk sample

Drowning is one of the leading causes of unintentional death, accounting for 7% of injury related deaths worldwide (Franklin et al., 2020). Scholars have therefore sought to investigate the factors which precipitate unintentional drowning with the ultimate goal of creating evidence-based behaviour change strategies. One key avenue for such research is the investigation of the beliefs and cognitions which predict individuals’ intentions to engage in behaviours which exacerbate or reduce their risk of drowning. For example, by investigating the predictors of behaviours such as wearing a life jacket, drinking alcohol near water, or enrolling one’s child in formal swimming education (Hamilton, Keech, et al., 2018; Hamilton, Demant, et al., 2020; Hamilton, Keech, et al., 2020; Peden, Demant, et al., 2018; Peden, Smith, et al., 2018). The aforementioned evidence naturally has inherent value in understanding a range of behaviours, and has in turn been extended into the testing and creation of several theory based public health strategies and behaviour change interventions (Hamilton et al., 2022; Hamilton, Keech, et al., 2018; Hamilton, Peden, et al., 2018; Hatfield et al., 2012). However, despite the value of individual studies, to date there is yet to be an empirical synthesis of the evidence regarding the social cognition predictors of unintentional drowning behaviours. The current research aims to provide such a synthesis, and to provide a more accurate estimate of the predictive effects of social cognition on unintentional drowning behaviours, while controlling for study specific effects and investigating pertinent methodological and theory-based moderators.

Drowning is one of the leading causes of unintentional death, accounting for 7% of injury related deaths worldwide (Franklin et al., 2020). Scholars have therefore sought to investigate the factors which precipitate unintentional drowning with the ultimate goal of creating evidence-based behaviour change strategies. One key avenue for such research is the investigation of the beliefs and cognitions which predict individuals’ intentions to engage in behaviours which exacerbate or reduce their risk of drowning. For example, by investigating the predictors of behaviours such as wearing a life jacket, drinking alcohol near water, or enrolling one’s child in formal swimming education (Hamilton, Keech, et al., 2018; Hamilton, Demant, et al., 2020; Hamilton, Keech, et al., 2020; Peden, Demant, et al., 2018; Peden, Smith, et al., 2018). The aforementioned evidence naturally has inherent value in understanding a range of behaviours, and has in turn been extended into the testing and creation of several theory based public health strategies and behaviour change interventions (Hamilton et al., 2022; Hamilton, Keech, et al., 2018; Hamilton, Peden, et al., 2018; Hatfield et al., 2012). However, despite the value of individual studies, to date there is yet to be an empirical synthesis of the evidence regarding the social cognition predictors of unintentional drowning behaviours. The current research aims to provide such a synthesis, and to provide a more accurate estimate of the predictive effects of social cognition on unintentional drowning behaviours, while controlling for study specific effects and investigating pertinent methodological and theory-based moderators.

In order to reveal the wisdom view of laypeople in depth, the Implicit association test and mouse tracking paradigm were used to study the differences of wisdom levels and types of different genders and ages.

This is a follow-up to a study that examined the effect of tightness on open-mindedness in an Indonesian sample. This study aims to replicate the findings of the original study using an American sample. This study also uses a variable group norm paradigm as opposed to the ingroup-outgroup paradigm used in the original study.

In this study of ethnic attitudes in the Netherlands, the cognitive nature of prejudice and its manifestation in discourse are examined. In the Netherlands, in formal and public situations, overt discrimination is exceptional or indirect; however, in more informal situations negative ethnic attitudes are evident. Historical and socio-cultural reasons are discussed. A random sample of 50 Dutch persons were asked what they liked and disliked about living in Amsterdam and what they thought about foreigners. The interviews were casual encounters in public places. The ethnic opinions expressed are systematised and described in terms of ethnic group schemata. A systematic discourse analysis is made of the thematic structures, the local coherence and semantic functions, the stylistic and rhetorical structures, the argumentations and narrative structures, and the controversial strategies of the interviews. It is shown that these various structures can be interpreted as indications about the underlying structures and strategies of opinions and their expression in social situations. (RM)

An experimental study was made of the different ways that human subjects represent information and how these forms of representation facilitate or hinder adaptive behavior with respect to environmental information. Research on human performance has clearly indicated how limited is man's capacity for dealing with information. He must selectively react; he cannot cope with it all. The work provides information that might be relevant to this issue by bringing to bear different subareas of experimental psychology--perception, psychophysics, memory, thinking, psycholinguistics, motor skills, and human performance--upon the common problem of coding systems and their interactions with each other and with inputs and outputs.

An experimental study was made of the different ways that human subjects represent information and how these forms of representation facilitate or hinder adaptive behavior with respect to environmental information. Research on human performance has clearly indicated how limited is man's capacity for dealing with information. He must selectively react; he cannot cope with it all. The work provides information that might be relevant to this issue by bringing to bear different subareas of experimental psychology--perception, psychophysics, memory, thinking, psycholinguistics, motor skills, and human performance--upon the common problem of coding systems and their interactions with each other and with inputs and outputs.

The claim selected for replication from Trémolière et al (2012) is that individuals under mortality salience (i.e. who have been prompted to consider their own death, compared to a control group who considered experiencing pain) are less likely to give utilitarian responses to non-lethal moral conflicts (e.g. avoiding detection by blocking a crying baby’s mouth, thus restricting oxygen and harming the infant), but this manipulation had no comparable effect on control scenarios where in the utilitarian response does not conflict with an intuitive response (quieting the baby with a pacifier). This reflects the following from the paper’s abstract: “Experiment 1 showed that utilitarian responses to non-lethal harm conflicts were less frequent when participants were reminded of their mortality. The claim was tested with an ANOVA on participants’ rate of utilitarian responses across four scenarios, with mortality salience (death vs. pain) as a between-subjects factor and scenario version (harm-conflict and harm-control) as a within-subjects factor. This analysis yielded a significant interaction effect, F(1, 83) = 6.89; p = .01; partial eta squared = 0.08.”

Discussion covers underlying assumptions of children's acquisition of a concept of space and explores educational implications of the knowledge of these assumptions for early childhood programs. Initial sections of the paper concern activity as a basis for cognition of space, graphic representation, and mental imagery. Findings of studies that led to the formulation of the Hiatt Model of Graphic Representation revealed that children's understanding of space is different from adults'; acquisition of a concept of space occurs over many years; and graphic representation of space occurs in a developmental sequence related to age. Levels of the model included sensorimotor, preschematic, schematic, prerealistic, realistic, and conceptualistic. Drawings during the sensorimotor, scribble stage suggest a movement from random scribbles to controlled scribbles, and support the idea that freedom of movement leads to self-control. At about the age of four, the child begins to differentiate objects from sensorimotor activity in its graphic representations. The emergence of the baseline and skyline at 7 years of age indicates that the older child perceives himself as part of his environment, but not the center of it. Levels of the model are described and illustrated. (RH)

The focus within this mini systematic review is to analyse how prenatal substance misuse can cause long-term behavioural, neurological, physical and cognitive changes to the developing foetus

This paper discusses mathematical models of the mechanisms that the mind can use for combining language and cognition. I address the problem of concurrent language acquisition and conceptual learning. How can a child learn so fast? In concurrent learning of language and cognitive structures, language helps learning about objects in the surrounding world and vice versa, which might explain why we can learn to recognize objects and words, but cannot remember a yellow page telephone book. The proposed theory addresses cognitive mechanisms of concepts, emotions, and goals and relates them to thought processes in which an event (in the outside world, or inside the mind) is understood as a concept. Learning language at the same time helps in this process. The described framework can use various language models described in cognitive and computational linguistic literature, while avoiding combinatorial computational complexity that has been the nemesis of artificial intelligence and computational linguistics. The combinatorial complexity is avoided by using a new type of logic, dynamic logic, that unifies fuzzy logic and formal logic. The postulated mechanisms of integration of language and cognition at a pre-conceptual level, where conceptual and emotional contents are not differentiated might be interesting for theoretical linguistics and for practical development of understanding-based search engines.

Experimental psychology, cognitive science, and human factors engineering have progressed sufficiently far that a practical unified theory of cognition and action is now foreseeable. Such a theory soon may yield useful quantitative predictions about rapid human multiple task performance in applied settings. Toward this end, an Executive-Process/Interactive-Control (EPIC) architecture has been formulated with components whose assumed properties emulate fundamental perceptual, cognitive, and motor processes. On the basis of EPIC, a theorist may construct detailed computational models that characterize multiple task performance under both laboratory and real world conditions. For example, EPIC computational models provide good accounts of response latencies and accuracies from the psychological refractory period procedure, aircraft cockpit operation, and human computer interaction. As a result, major commonalities in performance across various task domains have been discovered, and efficacious principles for designing person machine interfaces have been identified. The substantive and methodological lessons learned from these advances constitute an instructive precis to further utilitarian theoretical unification.

Experimental psychology, cognitive science, and human factors engineering have progressed sufficiently far that a practical unified theory of cognition and action is now foreseeable. Such a theory soon may yield useful quantitative predictions about rapid human multiple task performance in applied settings. Toward this end, an Executive-Process/Interactive-Control (EPIC) architecture has been formulated with components whose assumed properties emulate fundamental perceptual, cognitive, and motor processes. On the basis of EPIC, a theorist may construct detailed computational models that characterize multiple task performance under both laboratory and real world conditions. For example, EPIC computational models provide good accounts of response latencies and accuracies from the psychological refractory period procedure, aircraft cockpit operation, and human computer interaction. As a result, major commonalities in performance across various task domains have been discovered, and efficacious principles for designing person machine interfaces have been identified. The substantive and methodological lessons learned from these advances constitute an instructive precis to further utilitarian theoretical unification.

An evaluation of students' understanding of course grades.

This paper considers the process by which humans are able to select from the complex string of sounds impinging on the ear and understand certain frequency combinations to be linguistic signals while other combinations are not. A brief review of the complex subcortical region, particularly the known but seldom studied reticular system, indicates the probability that prior to its assessment in the cerebral cortex, the signal is filtered and integrated into matrices or patterns. From this hypothesis, a model is presented suggesting the process by which a speech signal is integrated subcortically into a series of increasingly complex matrices before being transmitted to the cortex. The matrix form of the transmitted electric signal causes cortical neurons to fire simultaneously in bursts rather than resonate sequentially. The pattern of each burst will reflect the distinctive features carried in the matrix stimulus. With memory considered held in holistic patterns, or matrices, rather than as strings of energy frequencies, identification of the distinctive features of the fired pattern with the matrices of language elements held in cognitive memory forms the basic element in oral language cognition, identified here as a cogneme. Certain pedagogical implications are considered; for example, cross cultural programs and cross cultural exposure should be extended into all areas of education to include the variety of cultural differences in America. (Contains 20 references.) (Author/CR)

Need for cognition is an important individual difference variable, carrying wide benefits for knowledge-acquisition, reasoning, and life-long learning. Developing this attribute in students is a mainstay goal of educational efforts, and fundamental in supporting learning trajectories. While scholars are increasingly pointing to the connection between learning emotions and the development of stable characteristics, limited longitudinal evidence exists on the reciprocal relation between them. In this study, we use a unique, longitudinal dataset showing how the onset of curious learning emotions lead to Need for Cognition.

This project is generally trying to understand how to think about static and dynamic spatial cognition as possible cognitive types, how this fits with spatial scaling and perspective taking, and how this fits with proportional vs categorical reasoning.

Military operations in tropical environments have imposed a significant challenge to the Australian Defence Force (ADF). The hot and humid conditions are known to cause debilitating effects on soldiers deployed to northern regions of Australia, with the consequence that the effectiveness and efficiency of operations were severely compromised. while the adverse effects of thermal stress on soldiers' physiological capability are well established, this has not been confirmed for cognitive performance. Tbis impact of thermal strain on cognition has now been studied using psychometric testing and functional brain electrical activity imaging to investigate the impact of thermal stress on cognitive performance. The brain electrical activity of subjects was measured while undertaking a range of cognitive tasks. Steady State Probe Topography (SSPT), a novel brain imaging technology, was employed to monitor the changes in regional brain activity and neural processing speed of subjects under thermal stress. The psychometric test batteries, developed by the Brain Sciences Institute (BSI), were made up of the Rey auditory-verbal learning test, the inspection time, the digit span test the spatial working memory task and the AX-continuous performance task The functional brain imaging provides topographical information, which shows changes of electrical activity in response to thermal stress during cognitive task performance. The changes in brain electrical activity and%%neu%al speed in%uced by thermal stress will help to identify the type of cognitive functions

Military operations in tropical environments have imposed a significant challenge to the Australian Defence Force (ADF). The hot and humid conditions are known to cause debilitating effects on soldiers deployed to northern regions of Australia, with the consequence that the effectiveness and efficiency of operations were severely compromised. while the adverse effects of thermal stress on soldiers' physiological capability are well established, this has not been confirmed for cognitive performance. Tbis impact of thermal strain on cognition has now been studied using psychometric testing and functional brain electrical activity imaging to investigate the impact of thermal stress on cognitive performance. The brain electrical activity of subjects was measured while undertaking a range of cognitive tasks. Steady State Probe Topography (SSPT), a novel brain imaging technology, was employed to monitor the changes in regional brain activity and neural processing speed of subjects under thermal stress. The psychometric test batteries, developed by the Brain Sciences Institute (BSI), were made up of the Rey auditory-verbal learning test, the inspection time, the digit span test the spatial working memory task and the AX-continuous performance task The functional brain imaging provides topographical information, which shows changes of electrical activity in response to thermal stress during cognitive task performance. The changes in brain electrical activity and%%neu%al speed in%uced by thermal stress will help to identify the type of cognitive functions

The objective of the Advanced Analysis Cognition project is to improve human performance in intelligence analysis by synthesizing the results of research in several aspects of human cognition to understand what contributes to effective cognitive performance. This report on thinking dispositions explores the value and feasibility of evaluating a candidate's thinking dispositions as one component of intelligence analyst selection and the feasibility of training individuals in order to strengthen their positive thinking dispositions. I conducted a literature search and found over 300 documents that explored thinking dispositions in many different fields. Based on these findings, I believe it is practical and valuable to assess a potential intelligence analyst's thinking dispositions as one component of analyst selection. In addition, currently employed intelligence analysts can improve their positive thinking dispositions through targeted performance improvement events.

The results of an investigation of the reactions of young children (ranging from four to nine years of age) in France, Germany, England, America, and Czechoslovkia to two Prix Jeunesse winning television films are examined in this document. Summarized reports from each of the participating countries for the film "Patrik and Putrik" and, separately, for the film "Clown Ferdl" are included. Each report offers a discussion of the method used for gathering data, findings, and conclusions. At the beginning of the grouped reports for each film there is an introductory passage indicating problems encountered in attempting to coordinate the studies among the countries, problems involved in gathering and evaluating the information, comparative results which show that the films generally were liked but would not have been chosen for the Prix Jeunesse by the children, and the varying theoretical and methodological approaches of each country to analyzing the children's film receptivity, understanding, and perception. (SP)

This pre-registration outlines the procedure for collaboratively designing the questionnaire components of the “Heat and Cognition Many Labs” project, a large-scale international study examining how extreme heat affects cognitive performance, social functioning, beliefs, and psychological well-being. The focus of this pre-registration is not on the hypotheses or data analysis of the main study, but rather on the structured and transparent process of selecting relevant variables such as cognitive and social decision-making tasks as well as different psychological scales to be included in the study’s protocol.