Downloads & Free Reading Options - Results

Why does public disagreement persist in the face of scientific data on best practices in disasters? Why are individuals more likely to accept or reject disaster guidelines that may contradict their political outlooks? The issue of wearing masks in public spaces during the COVID-19 pandemic has generated partisan divide in public opinion. Previous research on motivated numeracy finds that individuals are less likely to learn from data that contradicts their prior beliefs compared to congenial data, even among individuals highest in numeracy – a measure of the ability and disposition to make use of quantitative information. We argue that individual differences in the tendency to approach or avoid emotions (NFA or Need For Affect) and in the motivation to engage in effortful cognitive thinking (NFC or Need For Cognition) are the likely mechanisms that explain how individuals process uncongenial data. Our design suggests that those high in NFA should be more likely to exhibit motivated reasoning when interpreting uncongenial data than low-NFA individuals. In contrast, individuals high in NFC should exhibit less motivated reasoning when interpreting uncongenial data compared to people low in NFC. These effects are especially pronounced in `quintessential feelers’ (high-NFA and low-NFC) and in `quintessential thinkers (low-NFA and high-NFC). We test these expectations via an online experiment that presents data interpretation tasks on the effectiveness of masks; the survey was fielded in the spring of 2021 with adult US residents. This study contributes to earlier research by identifying the underlying psychological mechanisms that drive motivated numeracy.

Clinical hostility is referred to as a personality trait that includes persistent or frequent angry feelings; anger or irritability in response to minor slights or insults; and mean, nasty, or vengeful behaviour (APA, 2015). Hostility can be perceived as a transdiagnostic dimension that is clinically relevant across psychopathological classifications, such as posttraumatic stress disorder, major depressive disorder and cluster-B personality disorders (Posternak & Zimmerman, 2002). This dimension has been demonstrated to be an important predictor of psychopathological severity, disappointing treatment response, treatment drop-out and suicide. The hostility definition was coined in 2015 as part of the new hybrid diagnostic classification of personality disorders in section III of DSM-V. Early definitions of hostility were similar (e.g., Chapman, 1982), although subsequent research subdivided hostility in cognitive, affective and behavioural processes (Smith, 1992). The cognitive component of hostility includes “negative beliefs and attitudes toward others, including cynicism, denigration and mistrust” (Miller et al., 1996). The affective and behavioural components respectively refer to the transitory emotional state of anger and behavioural aggression. Deciding to reintroduce hostility as descriptor of clinical phenomena related to hostile cognition, anger and aggressive behaviour is begging the question. Nonetheless, no prior investigation has confirmed that hostile individuals more readily and similarly interpret ambiguous situations in hostile fashion, experience anger and express aggression in daily life.

The 2020 COVID-19 Pandemic is an unprecedented event inducing similarly-unprecedented levels of chronic, sustained stress and anxiety on a global scale; thus, the downstream effects of these affective responses on behavior are currently unknown. Previous characterizations of stress and its effects on cognitive performance, using lab inductions of acute stress and measurements of naturally-occurring chronic stress, are arguably of a different magnitude than the intense stress and anxiety induced by the pandemic, due to its life-or-death, quickly changing, pervasive and uncontrollable nature. The current moment is thus a unique opportunity to understand how intense, real-world stress and anxiety influence fundamental cognitive processes, including the ability to flexibly allocate mental resources using cognitive control, and the evaluation of risk and basic construction of value. Understanding how these cognitive abilities and behaviors shift during a pandemic could provide crucial, missing, and foundational information about the human mind and brain under severe stress. Characterizing such effects could prove crucial to the development of strategies, interventions, and policies that address, account for, and mitigate changes in individuals’ choices and cognitive performance in response to intense, real-life, stressors. To study this, we are conducting an experiment on Pavlovia, where U.S.-based participants complete both laboratory-quality behavioral tasks and self-report surveys. In particular, participants will complete a risky decision-making task (Sokol-Hessner et al., 2016) dissociating and quantifying risk attitudes, loss aversion, choice consistency, and context effects, and a cognitive control task measuring proactive versus reactive control (an AX-CPT paradigm; adapted from Gonthier et al., 2016). Performance in both of these tasks has been shown to shift in response to affective and stress influences (e.g., risky decision-making: Sokol-Hessner et al., 2009, 2015a, 2015b, 2016; AX-CPT: Chiew & Braver, 2013, 2014; Yang, Miskovich, & Larson, 2018), but these effects have typically been characterized in the laboratory using experimentally-induced manipulations of affect and stress. In the present study, we propose to examine shifts in decision-making and controlled performance as a function of pandemic-related stress, which we will characterize using a combination of subjective self-report measures and objective measures indexing pandemic progression using epidemiological data. In addition to behavioral task performance, we will obtain self-reported measures of state and trait anxiety, perceived stress, subjective loneliness, and perceptions of the pandemic and its personal risk. Demographic measures including age, gender identity, socio-economic status, race, ethnicity, and state and county location will also be measured. Importantly, we will recruit a sample stratified by state and associated pandemic progression (measured using epidemiological data from state and federal public health agencies) and propose to collect participant data in two phases. In Phase 1, we will collect data every 24 hours over a 20-day period, enabling us to examine whether and how task performance and psychological measures shift across participants as the pandemic progresses over time. Pending funding, Phase 2 will commence immediately after Phase 1 (i.e., 20 days after commencing data collection in Phase 1). Phase 1 participants will be invited to re-enroll in the study and complete task and self-report measures again. Re-enrolled participants will take part in Phase 2 following their participation in Phase 1 as closely as possible (i.e., if a participant was recruited and participated on Day 4 of Phase 1, we will aim to re-enroll them and have them participate on Day 4 of Phase 2).

The 2020 COVID-19 Pandemic is an unprecedented event inducing similarly-unprecedented levels of chronic, sustained stress and anxiety on a global scale; thus, the downstream effects of these affective responses on behavior are currently unknown. Previous characterizations of stress and its effects on cognitive performance, using lab inductions of acute stress and measurements of naturally-occurring chronic stress, are arguably of a different magnitude than the intense stress and anxiety induced by the pandemic, due to its life-or-death, quickly changing, pervasive and uncontrollable nature. The current moment is thus a unique opportunity to understand how intense, real-world stress and anxiety influence fundamental cognitive processes, including the ability to flexibly allocate mental resources using cognitive control, and the evaluation of risk and basic construction of value. Understanding how these cognitive abilities and behaviors shift during a pandemic could provide crucial, missing, and foundational information about the human mind and brain under severe stress. Characterizing such effects could prove crucial to the development of strategies, interventions, and policies that address, account for, and mitigate changes in individuals’ choices and cognitive performance in response to intense, real-life, stressors. To study this, we are conducting an experiment on Pavlovia, where U.S.-based participants complete both laboratory-quality behavioral tasks and self-report surveys. In particular, participants will complete a risky decision-making task (Sokol-Hessner et al., 2016) dissociating and quantifying risk attitudes, loss aversion, choice consistency, and context effects, and a cognitive control task measuring proactive versus reactive control (an AX-CPT paradigm; adapted from Gonthier et al., 2016). Performance in both of these tasks has been shown to shift in response to affective and stress influences (e.g., risky decision-making: Sokol-Hessner et al., 2009, 2015a, 2015b, 2016; AX-CPT: Chiew & Braver, 2013, 2014; Yang, Miskovich, & Larson, 2018), but these effects have typically been characterized in the laboratory using experimentally-induced manipulations of affect and stress. In the present study, we propose to examine shifts in decision-making and controlled performance as a function of pandemic-related stress, which we will characterize using a combination of subjective self-report measures and objective measures indexing pandemic progression using epidemiological data. In addition to behavioral task performance, we will obtain self-reported measures of state and trait anxiety, perceived stress, subjective loneliness, and perceptions of the pandemic and its personal risk. Demographic measures including age, gender identity, socio-economic status, race, ethnicity, and state and county location will also be measured. Importantly, we will recruit a sample stratified by state and associated pandemic progression (measured using epidemiological data from state and federal public health agencies) and propose to collect participant data in two phases. In Phase 1, we will collect data every 24 hours over a 20-day period, enabling us to examine whether and how task performance and psychological measures shift across participants as the pandemic progresses over time. Pending funding, Phase 2 will commence immediately after Phase 1 (i.e., 20 days after commencing data collection in Phase 1). Phase 1 participants will be invited to re-enroll in the study and complete task and self-report measures again. Re-enrolled participants will take part in Phase 2 following their participation in Phase 1 as closely as possible (i.e., if a participant was recruited and participated on Day 4 of Phase 1, we will aim to re-enroll them and have them participate on Day 4 of Phase 2).

The 2020 COVID-19 Pandemic is an unprecedented event inducing similarly-unprecedented levels of chronic, sustained stress and anxiety on a global scale; thus, the downstream effects of these affective responses on behavior are currently unknown. Previous characterizations of stress and its effects on cognitive performance, using lab inductions of acute stress and measurements of naturally-occurring chronic stress, are arguably of a different magnitude than the intense stress and anxiety induced by the pandemic, due to its life-or-death, quickly changing, pervasive and uncontrollable nature. The current moment is thus a unique opportunity to understand how intense, real-world stress and anxiety influence fundamental cognitive processes, including the ability to flexibly allocate mental resources using cognitive control, and the evaluation of risk and basic construction of value. Understanding how these cognitive abilities and behaviors shift during a pandemic could provide crucial, missing, and foundational information about the human mind and brain under severe stress. Characterizing such effects could prove crucial to the development of strategies, interventions, and policies that address, account for, and mitigate changes in individuals’ choices and cognitive performance in response to intense, real-life, stressors. To study this, we are conducting an experiment on Pavlovia, where U.S.-based participants complete both laboratory-quality behavioral tasks and self-report surveys. In particular, participants will complete a risky decision-making task (Sokol-Hessner et al., 2016) dissociating and quantifying risk attitudes, loss aversion, choice consistency, and context effects, and a cognitive control task measuring proactive versus reactive control (an AX-CPT paradigm; adapted from Gonthier et al., 2016). Performance in both of these tasks has been shown to shift in response to affective and stress influences (e.g., risky decision-making: Sokol-Hessner et al., 2009, 2015a, 2015b, 2016; AX-CPT: Chiew & Braver, 2013, 2014; Yang, Miskovich, & Larson, 2018), but these effects have typically been characterized in the laboratory using experimentally-induced manipulations of affect and stress. In the present study, we propose to examine shifts in decision-making and controlled performance as a function of pandemic-related stress, which we will characterize using a combination of subjective self-report measures and objective measures indexing pandemic progression using epidemiological data. In addition to behavioral task performance, we will obtain self-reported measures of state and trait anxiety, perceived stress, subjective loneliness, and perceptions of the pandemic and its personal risk. Demographic measures including age, gender identity, socio-economic status, race, ethnicity, and state and county location will also be measured. Importantly, we will recruit a sample stratified by state and associated pandemic progression (measured using epidemiological data from state and federal public health agencies) and propose to collect participant data in two phases. In Phase 1, we will collect data every 24 hours over a 20-day period, enabling us to examine whether and how task performance and psychological measures shift across participants as the pandemic progresses over time. Pending funding, Phase 2 will commence immediately after Phase 1 (i.e., 20 days after commencing data collection in Phase 1). Phase 1 participants will be invited to re-enroll in the study and complete task and self-report measures again. Re-enrolled participants will take part in Phase 2 following their participation in Phase 1 as closely as possible (i.e., if a participant was recruited and participated on Day 4 of Phase 1, we will aim to re-enroll them and have them participate on Day 4 of Phase 2).

The 2020 COVID-19 Pandemic is an unprecedented event inducing similarly-unprecedented levels of chronic, sustained stress and anxiety on a global scale; thus, the downstream effects of these affective responses on behavior are currently unknown. Previous characterizations of stress and its effects on cognitive performance, using lab inductions of acute stress and measurements of naturally-occurring chronic stress, are arguably of a different magnitude than the intense stress and anxiety induced by the pandemic, due to its life-or-death, quickly changing, pervasive and uncontrollable nature. The current moment is thus a unique opportunity to understand how intense, real-world stress and anxiety influence fundamental cognitive processes, including the ability to flexibly allocate mental resources using cognitive control, and the evaluation of risk and basic construction of value. Understanding how these cognitive abilities and behaviors shift during a pandemic could provide crucial, missing, and foundational information about the human mind and brain under severe stress. Characterizing such effects could prove crucial to the development of strategies, interventions, and policies that address, account for, and mitigate changes in individuals’ choices and cognitive performance in response to intense, real-life, stressors. To study this, we are conducting an experiment on Pavlovia, where U.S.-based participants complete both laboratory-quality behavioral tasks and self-report surveys. In particular, participants will complete a risky decision-making task (Sokol-Hessner et al., 2016) dissociating and quantifying risk attitudes, loss aversion, choice consistency, and context effects, and a cognitive control task measuring proactive versus reactive control (an AX-CPT paradigm; adapted from Gonthier et al., 2016). Performance in both of these tasks has been shown to shift in response to affective and stress influences (e.g., risky decision-making: Sokol-Hessner et al., 2009, 2015a, 2015b, 2016; AX-CPT: Chiew & Braver, 2013, 2014; Yang, Miskovich, & Larson, 2018), but these effects have typically been characterized in the laboratory using experimentally-induced manipulations of affect and stress. In the present study, we propose to examine shifts in decision-making and controlled performance as a function of pandemic-related stress, which we will characterize using a combination of subjective self-report measures and objective measures indexing pandemic progression using epidemiological data. In addition to behavioral task performance, we will obtain self-reported measures of state and trait anxiety, perceived stress, subjective loneliness, and perceptions of the pandemic and its personal risk. Demographic measures including age, gender identity, socio-economic status, race, ethnicity, and state and county location will also be measured. Importantly, we will recruit a sample stratified by state and associated pandemic progression (measured using epidemiological data from state and federal public health agencies) and propose to collect participant data in two phases. In Phase 1, we will collect data every 24 hours over a 20-day period, enabling us to examine whether and how task performance and psychological measures shift across participants as the pandemic progresses over time. Pending funding, Phase 2 will commence immediately after Phase 1 (i.e., 20 days after commencing data collection in Phase 1). Phase 1 participants will be invited to re-enroll in the study and complete task and self-report measures again. Re-enrolled participants will take part in Phase 2 following their participation in Phase 1 as closely as possible (i.e., if a participant was recruited and participated on Day 4 of Phase 1, we will aim to re-enroll them and have them participate on Day 4 of Phase 2).

The 2020 COVID-19 Pandemic is an unprecedented event inducing similarly-unprecedented levels of chronic, sustained stress and anxiety on a global scale; thus, the downstream effects of these affective responses on behavior are currently unknown. Previous characterizations of stress and its effects on cognitive performance, using lab inductions of acute stress and measurements of naturally-occurring chronic stress, are arguably of a different magnitude than the intense stress and anxiety induced by the pandemic, due to its life-or-death, quickly changing, pervasive and uncontrollable nature. The current moment is thus a unique opportunity to understand how intense, real-world stress and anxiety influence fundamental cognitive processes, including the ability to flexibly allocate mental resources using cognitive control, and the evaluation of risk and basic construction of value. Understanding how these cognitive abilities and behaviors shift during a pandemic could provide crucial, missing, and foundational information about the human mind and brain under severe stress. Characterizing such effects could prove crucial to the development of strategies, interventions, and policies that address, account for, and mitigate changes in individuals’ choices and cognitive performance in response to intense, real-life, stressors. To study this, we are conducting an experiment on Pavlovia, where U.S.-based participants complete both laboratory-quality behavioral tasks and self-report surveys. In particular, participants will complete a risky decision-making task (Sokol-Hessner et al., 2016) dissociating and quantifying risk attitudes, loss aversion, choice consistency, and context effects, and a cognitive control task measuring proactive versus reactive control (an AX-CPT paradigm; adapted from Gonthier et al., 2016). Performance in both of these tasks has been shown to shift in response to affective and stress influences (e.g., risky decision-making: Sokol-Hessner et al., 2009, 2015a, 2015b, 2016; AX-CPT: Chiew & Braver, 2013, 2014; Yang, Miskovich, & Larson, 2018), but these effects have typically been characterized in the laboratory using experimentally-induced manipulations of affect and stress. In the present study, we propose to examine shifts in decision-making and controlled performance as a function of pandemic-related stress, which we will characterize using a combination of subjective self-report measures and objective measures indexing pandemic progression using epidemiological data. In addition to behavioral task performance, we will obtain self-reported measures of state and trait anxiety, perceived stress, subjective loneliness, and perceptions of the pandemic and its personal risk. Demographic measures including age, gender identity, socio-economic status, race, ethnicity, and state and county location will also be measured. Importantly, we will recruit a sample stratified by state and associated pandemic progression (measured using epidemiological data from state and federal public health agencies) and propose to collect participant data in two phases. In Phase 1, we will collect data every 24 hours over a 20-day period, enabling us to examine whether and how task performance and psychological measures shift across participants as the pandemic progresses over time. Pending funding, Phase 2 will commence immediately after Phase 1 (i.e., 20 days after commencing data collection in Phase 1). Phase 1 participants will be invited to re-enroll in the study and complete task and self-report measures again. Re-enrolled participants will take part in Phase 2 following their participation in Phase 1 as closely as possible (i.e., if a participant was recruited and participated on Day 4 of Phase 1, we will aim to re-enroll them and have them participate on Day 4 of Phase 2).

We will examine how negative social performance feedback, characterized as a High-Threat comparison (HT), during an N-Back task impacts (A) affective, (B) cognitive, and (C) behavioral responses. These effects will be compared to those of positive social performance feedback (Low-Threat comparison [LT]) and negative feedback designed to enhance self-efficacy (High-Threat with Self-Efficacy focus [HT+SE]).

We will examine the impact of negative social performance feedback, defined as a High-Threat comparison (HT) on (A) affective, (B) cognitive, and (C) behavioral responses during a team task and compare these effect to those of negative feedback designed to enhance self-efficacy (High-Threat with Self-Efficacy focus [HT+SE]).

Within this project, a new paradigm aiming to investigate the encoding and decoding of neurophysiological correlates associated with the affective and cognitive states and their interaction is explored. Furthermore, we are interested in predicting the different affective and cognitive states based on their neurophysiological signature using a machine-learning approach. Therefore, a working memory load task according to a modified version of the PASAT (Diehr et al., 1998) is used as a primary task inducing different levels of working memory load (low working memory load, LWML and high working memory load, HWML). Emotional auditory distractors with different valence (positive, neutral, negative) chosen from the International Affective Digital Sounds (IADS; Lang & Bradley, 2007) are presented simultaneously during the primary cognitive task. We are interested in effects of the different working memory load levels and valence and their interaction on the neurophysiological, peripheral-physiological and behavioral level. Eight participants are to be tested in this study. Within a multimodal approach, A dry electroencephalography with 20 channels (CGX, QUICK-20r), electrocardiography (BrainAmp, Brainproducts GmbH, Germany) and electrodermal activity (Shimmer3 GSR + Unit) are measured. Behavioral responses in the primary working memory load task will be recorded as well as subjective evaluations of their momentary affective states after each trial. Furthermore, participants are asked to fill in questionnaires concerning their perceived attention and performance, personality (state and trait anxiety) and impulsiveness.

Within this project, a new paradigm aiming to investigate the encoding and decoding of neurophysiological correlates associated with the affective and cognitive states and their interaction is explored. Furthermore, we are interested in predicting the different affective and cognitive states based on their neurophysiological signature using a machine-learning approach. Therefore, a working memory load task according to a modified version of the PASAT (Diehr et al., 1998) is used as a primary task inducing different levels of working memory load (low working memory load, LWML and high working memory load, HWML). Emotional auditory distractors with different valence (positive, neutral, negative) chosen from the International Affective Digital Sounds (IADS; Lang & Bradley, 2007) are presented simultaneously during the primary cognitive task. We are interested in effects of the different working memory load levels and valence and their interaction on the neurophysiological, peripheral-physiological and behavioral level. Eight participants are to be tested in this study. Within a multimodal approach, A dry electroencephalography with 20 channels (CGX, QUICK-20r), electrocardiography (BrainAmp, Brainproducts GmbH, Germany) and electrodermal activity (Shimmer3 GSR + Unit) are measured. Behavioral responses in the primary working memory load task will be recorded as well as subjective evaluations of their momentary affective states after each trial. Furthermore, participants are asked to fill in questionnaires concerning their perceived attention and performance, personality (state and trait anxiety) and impulsiveness.

Within this project, a new paradigm aiming to investigate the encoding and decoding of neurophysiological correlates associated with the affective and cognitive states and their interaction is explored. Furthermore, we are interested in predicting the different affective and cognitive states based on their neurophysiological signature using a machine-learning approach. Therefore, a working memory load task according to a modified version of the PASAT (Diehr et al., 1998) is used as a primary task inducing different levels of working memory load (low working memory load, LWML and high working memory load, HWML). Emotional auditory distractors with different valence (positive, neutral, negative) chosen from the International Affective Digital Sounds (IADS; Lang & Bradley, 2007) are presented simultaneously during the primary cognitive task. We are interested in effects of the different working memory load levels and valence and their interaction on the neurophysiological, peripheral-physiological and behavioral level. Eight participants are to be tested in this study. Within a multimodal approach, A dry electroencephalography with 20 channels (CGX, QUICK-20r), electrocardiography (BrainAmp, Brainproducts GmbH, Germany) and electrodermal activity (Shimmer3 GSR + Unit) are measured. Behavioral responses in the primary working memory load task will be recorded as well as subjective evaluations of their momentary affective states after each trial. Furthermore, participants are asked to fill in questionnaires concerning their perceived attention and performance, personality (state and trait anxiety) and impulsiveness.

Within this project, a new paradigm aiming to investigate the encoding and decoding of neurophysiological correlates associated with the affective and cognitive states and their interaction is explored. Furthermore, we are interested in predicting the different affective and cognitive states based on their neurophysiological signature using a machine-learning approach. Therefore, a working memory load task according to a modified version of the PASAT (Diehr et al., 1998) is used as a primary task inducing different levels of working memory load (low working memory load, LWML and high working memory load, HWML). Emotional auditory distractors with different valence (positive, neutral, negative) chosen from the International Affective Digital Sounds (IADS; Lang & Bradley, 2007) are presented simultaneously during the primary cognitive task. We are interested in effects of the different working memory load levels and valence and their interaction on the neurophysiological, peripheral-physiological and behavioral level. Eight participants are to be tested in this study. Within a multimodal approach, A dry electroencephalography with 20 channels (CGX, QUICK-20r), electrocardiography (BrainAmp, Brainproducts GmbH, Germany) and electrodermal activity (Shimmer3 GSR + Unit) are measured. Behavioral responses in the primary working memory load task will be recorded as well as subjective evaluations of their momentary affective states after each trial. Furthermore, participants are asked to fill in questionnaires concerning their perceived attention and performance, personality (state and trait anxiety) and impulsiveness.

With increasing age there are reliable declines in many aspects of cognition, including episodic memory and working memory (Reuter-Lorenz & Park, 2014). An interest in preventing or mitigating decline has focused attention on the benefits of activity participation for both cognitive health and emotional well-being in older age. Results from these studies suggest that participation in daily life activities is associated with the successful preservation of cognitive function, affective health, and resilience to Alzheimer’s disease (AD) (Hultsch et al., 1999; Landau et al., 2012; Mather, 2020, 2021; McDonough et al., 2015; Park et al., 2014; Wilson et al., 2010). Moreover, recent work has refined our conceptualization of activity participation by highlighting the importance of considering daily life novelty and diversity; these metrics characterize an individual’s engagement across many different types of activities (i.e., activity diversity) and locations/contexts (i.e., experiential diversity, novelty) in daily life. Critically, this work has shown that higher levels of activity and experiential diversity are associated with better cognitive performance and emotional experience in both cross-sectional and longitudinal studies (Bielak et al., 2019; Carlson et al., 2011; Heller et al., 2020; Lee et al., 2016, 2020, 2021; Luo et al., 2023; Saragosa-Harris et al., 2022; Urban-Wojcik et al., 2022). Nevertheless, there have been no studies to date that have examined these constructs within-person, and across the adult life span, to rigorously investigate the specific aspects of daily life activity participation that support cognitive and affective health in adults. As such, the current study aims to remedy this gap in our understanding through the use of comprehensive cognitive assessments and the repeated sampling of daily life experiences and contexts/locations using the combination of Ecological Momentary Assessment (EMA) and passive sensing in an adult life span sample.

In the United States, the number of jobs within the science, technology, engineering and mathematics (STEM) fields is increasing; thus, producing an ever-expanding need to prepare students for a college career in the STEM disciplines (Executive Office of the President, 2018; U.S. Department of Education, 2013). But it has been found that K-12 students often are not prepared for such an undertaking (National Center for Education Statistics, 2015; National Center for Education Statistics, 2019a). In order to keep up with this increased demand for STEM career workers, there is a call to improve K-12 STEM education (National Research Council, 2013; Li et al., 2020) and the number of students who enter into STEM content majors. Research suggests that spatial skills, the set of cognitive skills that are responsible for our understanding of objects in real and imagined spaces (Verdine et al., 2017; Uttal et al., 2013), may be a gate-keeper for STEM success (Uttal & Cohen, 2012; Steiff & Uttal, 2015). We use our spatial skills in day to day life doing a variety of tasks, such as parallel parking or organizing groceries into our refrigerators. Not only are these skills that we use a part of day to day life, but they have been found to predict STEM success at every level of education (Hodgkiss et al., 2018; Wai et al., 2009, Lubinski & Benbow, 2006). Much effort has been devoted to understanding students’ spatial cognition and its impacts. However, despite ample evidence of the impact that K-12 teachers’ cognition and affect have on student outcomes (Beilock et al., 2010; Fennema et al., 1990; Otumfuor & Carr, 2017), there are few studies that have looked at teachers’ spatial cognition and affect (i.e. spatial skills, spatial anxiety, spatial habits of mind) and their impact on teachers’ spatial pedagogy. Even fewer studies have honed in on these relations in K-6 teachers, a population which should be considered crucial given the impact that spatial skills developed in these years have on later STEM achievement (Wai et al., 2009; Lubinski & Benbow, 2006) and STEM persistence (Atit et al., 2021). Given the importance of classroom experiences and their potential to be a critical source for developing necessary spatial cognition in the PreK-5 levels, this study aims to gain a better understanding of the relations between the various components of elementary school teachers’ spatial cognition, affect, and their preferences for using spatial instructional practices.

In the United States, the number of jobs within the science, technology, engineering and mathematics (STEM) fields is increasing; thus, producing an ever-expanding need to prepare students for a college career in the STEM disciplines (Executive Office of the President, 2018; U.S. Department of Education, 2013). But it has been found that K-12 students often are not prepared for such an undertaking (National Center for Education Statistics, 2015; National Center for Education Statistics, 2019a). In order to keep up with this increased demand for STEM career workers, there is a call to improve K-12 STEM education (National Research Council, 2013; Li et al., 2020) and the number of students who enter into STEM content majors. Research suggests that spatial skills, the set of cognitive skills that are responsible for our understanding of objects in real and imagined spaces (Verdine et al., 2017; Uttal et al., 2013), may be a gate-keeper for STEM success (Uttal & Cohen, 2012; Steiff & Uttal, 2015). We use our spatial skills in day to day life doing a variety of tasks, such as parallel parking or organizing groceries into our refrigerators. Not only are these skills that we use a part of day to day life, but they have been found to predict STEM success at every level of education (Hodgkiss et al., 2018; Wai et al., 2009, Lubinski & Benbow, 2006). Much effort has been devoted to understanding students’ spatial cognition and its impacts. However, despite ample evidence of the impact that K-12 teachers’ cognition and affect have on student outcomes (Beilock et al., 2010; Fennema et al., 1990; Otumfuor & Carr, 2017), there are few studies that have looked at teachers’ spatial cognition and affect (i.e. spatial skills, spatial anxiety, spatial habits of mind) and their impact on teachers’ spatial pedagogy. Even fewer studies have honed in on these relations in K-6 teachers, a population which should be considered crucial given the impact that spatial skills developed in these years have on later STEM achievement (Wai et al., 2009; Lubinski & Benbow, 2006) and STEM persistence (Atit et al., 2021). Given the importance of classroom experiences and their potential to be a critical source for developing necessary spatial cognition in the PreK-5 levels, this study aims to gain a better understanding of the relations between the various components of elementary school teachers’ spatial cognition, affect, and their preferences for using spatial instructional practices.

In the United States, the number of jobs within the science, technology, engineering and mathematics (STEM) fields is increasing; thus, producing an ever-expanding need to prepare students for a college career in the STEM disciplines (Executive Office of the President, 2018; U.S. Department of Education, 2013). But it has been found that K-12 students often are not prepared for such an undertaking (National Center for Education Statistics, 2015; National Center for Education Statistics, 2019a). In order to keep up with this increased demand for STEM career workers, there is a call to improve K-12 STEM education (National Research Council, 2013; Li et al., 2020) and the number of students who enter into STEM content majors. Research suggests that spatial skills, the set of cognitive skills that are responsible for our understanding of objects in real and imagined spaces (Verdine et al., 2017; Uttal et al., 2013), may be a gate-keeper for STEM success (Uttal & Cohen, 2012; Steiff & Uttal, 2015). We use our spatial skills in day to day life doing a variety of tasks, such as parallel parking or organizing groceries into our refrigerators. Not only are these skills that we use a part of day to day life, but they have been found to predict STEM success at every level of education (Hodgkiss et al., 2018; Wai et al., 2009, Lubinski & Benbow, 2006). Much effort has been devoted to understanding students’ spatial cognition and its impacts. However, despite ample evidence of the impact that K-12 teachers’ cognition and affect have on student outcomes (Beilock et al., 2010; Fennema et al., 1990; Otumfuor & Carr, 2017), there are few studies that have looked at teachers’ spatial cognition and affect (i.e. spatial skills, spatial anxiety, spatial habits of mind) and their impact on teachers’ spatial pedagogy. Even fewer studies have honed in on these relations in K-6 teachers, a population which should be considered crucial given the impact that spatial skills developed in these years have on later STEM achievement (Wai et al., 2009; Lubinski & Benbow, 2006) and STEM persistence (Atit et al., 2021). Given the importance of classroom experiences and their potential to be a critical source for developing necessary spatial cognition in the PreK-5 levels, this study aims to gain a better understanding of the relations between the various components of elementary school teachers’ spatial cognition, affect, and their preferences for using spatial instructional practices.

In the United States, the number of jobs within the science, technology, engineering and mathematics (STEM) fields is increasing; thus, producing an ever-expanding need to prepare students for a college career in the STEM disciplines (Executive Office of the President, 2018; U.S. Department of Education, 2013). But it has been found that K-12 students often are not prepared for such an undertaking (National Center for Education Statistics, 2015; National Center for Education Statistics, 2019a). In order to keep up with this increased demand for STEM career workers, there is a call to improve K-12 STEM education (National Research Council, 2013; Li et al., 2020) and the number of students who enter into STEM content majors. Research suggests that spatial skills, the set of cognitive skills that are responsible for our understanding of objects in real and imagined spaces (Verdine et al., 2017; Uttal et al., 2013), may be a gate-keeper for STEM success (Uttal & Cohen, 2012; Steiff & Uttal, 2015). We use our spatial skills in day to day life doing a variety of tasks, such as parallel parking or organizing groceries into our refrigerators. Not only are these skills that we use a part of day to day life, but they have been found to predict STEM success at every level of education (Hodgkiss et al., 2018; Wai et al., 2009, Lubinski & Benbow, 2006). Much effort has been devoted to understanding students’ spatial cognition and its impacts. However, despite ample evidence of the impact that K-12 teachers’ cognition and affect have on student outcomes (Beilock et al., 2010; Fennema et al., 1990; Otumfuor & Carr, 2017), there are few studies that have looked at teachers’ spatial cognition and affect (i.e. spatial skills, spatial anxiety, spatial habits of mind) and their impact on teachers’ spatial pedagogy. Even fewer studies have honed in on these relations in K-6 teachers, a population which should be considered crucial given the impact that spatial skills developed in these years have on later STEM achievement (Wai et al., 2009; Lubinski & Benbow, 2006) and STEM persistence (Atit et al., 2021). Given the importance of classroom experiences and their potential to be a critical source for developing necessary spatial cognition in the PreK-5 levels, this study aims to gain a better understanding of the relations between the various components of elementary school teachers’ spatial cognition, affect, and their preferences for using spatial instructional practices.

This paper will take a look at how different emotional states-- such as joy and sadness-- effect an individual's cognitive processes.

As part of a larger study of political socialization in adolescence, 782 adolescents and 718 parents were surveyed to test hypotheses about political information as a function of the early phase of a presidential campaign and the news exposure level of the respondent. Despite shortcomings in the sample design and in the precision of interview timing, it was established that there was considerable variation in the flow and acquisition of political information during the early weeks of the presidential campaign. Audience members who were heavily exposed to campaign-related news events were quick to translate these news events into more highly structured affective reactions and preferences regarding candidates. Such activity probably tends to hasten the process of sorting out a few leading candidates from their straggling opponents ("winnowing"). Simple conceptions of "information" that were limited to individual-level cognitions failed to tap some of the most important aspects of these winnowing processes. The structuring of political affect and the arousal and resolution of uncertainty at the aggregate level were seen as important indicators of the dependence of the media's audience on campaign news during the critical early phases of the campaign year. (RL)

As part of a larger study of political socialization in adolescence, 782 adolescents and 718 parents were surveyed to test hypotheses about political information as a function of the early phase of a presidential campaign and the news exposure level of the respondent. Despite shortcomings in the sample design and in the precision of interview timing, it was established that there was considerable variation in the flow and acquisition of political information during the early weeks of the presidential campaign. Audience members who were heavily exposed to campaign-related news events were quick to translate these news events into more highly structured affective reactions and preferences regarding candidates. Such activity probably tends to hasten the process of sorting out a few leading candidates from their straggling opponents ("winnowing"). Simple conceptions of "information" that were limited to individual-level cognitions failed to tap some of the most important aspects of these winnowing processes. The structuring of political affect and the arousal and resolution of uncertainty at the aggregate level were seen as important indicators of the dependence of the media's audience on campaign news during the critical early phases of the campaign year. (RL)

The current study will explore the antecedents of valuing time over money (VTOM), which is a stable personal preference when facing the time and money trade-off. This study aims to explore how individuals' need for cognition, need for affect and long-term orientation (LTO) correlate with VTOM.

In this study, we will examine the role of Need for Cognition (NFC) and Need for Affect (NFA) in social perception in the context of political elections, using the 2009, 2013, and 2017 TV debate analyses from the German Longitudinal Election Study (GLES).

In this study, we will examine the role of Need for Cognition (NFC) and Need for Affect (NFA) in social perception in the context of political elections, using the 2009, 2013, and 2017 TV debate analyses from the German Longitudinal Election Study (GLES).

In this study, we will examine the role of Need for Cognition (NFC) and Need for Affect (NFA) in social perception in the context of political elections, using the 2009, 2013, and 2017 TV debate analyses from the German Longitudinal Election Study (GLES).

While the majority of published research has shown various positive effects of exposure to nature compared to urban environments on affect (particularly stress and well-being) and cognition (particularly attention), the findings in this area are not always consistent. The purpose of this study is to explore why some studies report weaker, non-existent, or even opposite effects than others. This study will investigate the impact of environmental engagement on affect and attention. Participants will be randomly assigned to complete the study in either a natural or urban environment, and to either engage with that environment or passively experience the assigned environment. They will complete measures of affect, stress, mood, attention, working memory, and executive function before and after the engagement manipulation.

While the majority of published research has shown various positive effects of exposure to nature compared to urban environments on affect (particularly stress and well-being) and cognition (particularly attention), the findings in this area are not always consistent. The purpose of this study is to explore why some studies report weaker, non-existent, or even opposite effects than others. This study will investigate the impact of environmental engagement on affect and attention. Participants will be randomly assigned to complete the study in either a natural or urban environment, and to either engage with that environment or passively experience the assigned environment. They will complete measures of affect, stress, mood, attention, working memory, and executive function before and after the engagement manipulation.

Access to technology in classrooms and amongst adolescents is becoming increasingly common, but there is little research on the interplay between classroom technology and cognitive strategies or affective processes during adolescence. Many past studies have focused on the impacts of educational technology tools on student learning in the classroom. However, there is comparatively little rigorous research on the impacts of technology, including educational technology, on adolescent brain and cognitive development. This study hopes to investigate how an individual student’s use of tablets in the classroom relates to cognition, affect, and risk taking during the transition into adolescence, which coincides with middle school in the United States.

Access to technology in classrooms and amongst adolescents is becoming increasingly common, but there is little research on the interplay between classroom technology and cognitive strategies or affective processes during adolescence. Many past studies have focused on the impacts of educational technology tools on student learning in the classroom. However, there is comparatively little rigorous research on the impacts of technology, including educational technology, on adolescent brain and cognitive development. This study hopes to investigate how an individual student’s use of tablets in the classroom relates to cognition, affect, and risk taking during the transition into adolescence, which coincides with middle school in the United States.

Access to technology in classrooms and amongst adolescents is becoming increasingly common, but there is little research on the interplay between classroom technology and cognitive strategies or affective processes during adolescence. Many past studies have focused on the impacts of educational technology tools on student learning in the classroom. However, there is comparatively little rigorous research on the impacts of technology, including educational technology, on adolescent brain and cognitive development. This study hopes to investigate how an individual student’s use of tablets in the classroom relates to cognition, affect, and risk taking during the transition into adolescence, which coincides with middle school in the United States.

Previous studies of youths' attitudes toward the presidency have consistently found that children's favorable views declined with age. Jaros and Kolson have proposed that this affective change results from a cognitive one--that favorability declines as youths learn more about the presidency. The present study examined the cognitive and affective components of attitudes toward the presidency held by a cross-section of 274 Memphis youths, ages 7-18. Analysis of the data revealed that, as hypothesized, adolescents exhibit greater familiarity but less affection for the presidency than children. However, extended multivariate analysis of the data indicated that the cognitive and affective trends are independent, contrary to Jaros and Kolson's hypothesis. (Author)

Previous studies of youths' attitudes toward the presidency have consistently found that children's favorable views declined with age. Jaros and Kolson have proposed that this affective change results from a cognitive one--that favorability declines as youths learn more about the presidency. The present study examined the cognitive and affective components of attitudes toward the presidency held by a cross-section of 274 Memphis youths, ages 7-18. Analysis of the data revealed that, as hypothesized, adolescents exhibit greater familiarity but less affection for the presidency than children. However, extended multivariate analysis of the data indicated that the cognitive and affective trends are independent, contrary to Jaros and Kolson's hypothesis. (Author)

This study is to examine the effect of intrinsic motivation, positive affect and flow on creative cognition and the mediating role of flow in the relationship between independent variables intrinsic motivation and positive affect and dependent variable creative cognition in university students aged 18-25.

This study is to examine the effect of intrinsic motivation, positive affect and flow on creative cognition and the mediating role of flow in the relationship between independent variables intrinsic motivation and positive affect and dependent variable creative cognition in university students aged 18-25.

This study is to examine the effect of intrinsic motivation, positive affect and flow on creative cognition and the mediating role of flow in the relationship between independent variables intrinsic motivation and positive affect and dependent variable creative cognition in university students aged 18-25.

This study is to examine the effect of intrinsic motivation, positive affect and flow on creative cognition and the mediating role of flow in the relationship between independent variables intrinsic motivation and positive affect and dependent variable creative cognition in university students aged 18-25.

In the current study, we test the impact of solo-split regional cultural faultlines in Apollo mission teams by analyzing the mission transcripts.

In the current study, we test the impact of solo-split regional cultural faultlines in Apollo mission teams by analyzing the mission transcripts.

Playful interactions have an important role in human sociality. They are characterized by an enhanced sense of flow and joy and have been associated with physical and psychological well-being across the lifespan. We and others have shown that playful interactions are particularly beneficial for the older population, which are at higher risk of cognitive decline and social isolation. This project aims to investigate the physiological processes elicited by playful social interactions as well as their role in inducing cognitive and emotional states among older adults. Specifically, we will test the effect of short playful interaction on autonomic activity, facial responses, cognitive measures, as well as social and affective indices, and compare them to an active control non-playful interaction, matched for verbal and physical demands. We will assess indexes of physiological arousal and regulation and compare them between the experimental and control conditions in older participants (between 70 and 90 years old). We will assess the effects of playfulness on cognitive performance, subjective arousal and mood. We will further examine whether these physiological changes predict beneficial effects on mood and cognition.

The 2020 COVID-19 Pandemic is an unprecedented event inducing similarly-unprecedented levels of chronic, sustained stress and anxiety on a global scale; thus, the downstream effects of these affective responses on behavior are currently unknown. Previous characterizations of stress and its effects on cognitive performance, using lab inductions of acute stress and measurements of naturally-occurring chronic stress, are arguably of a different magnitude than the intense stress and anxiety induced by the pandemic, due to its life-or-death, quickly changing, pervasive and uncontrollable nature. The current moment is thus a unique opportunity to understand how intense, real-world stress and anxiety influence fundamental cognitive processes, including the ability to flexibly allocate mental resources using cognitive control, and the evaluation of risk and basic construction of value. Understanding how these cognitive abilities and behaviors shift during a pandemic could provide crucial, missing, and foundational information about the human mind and brain under severe stress. Characterizing such effects could prove crucial to the development of strategies, interventions, and policies that address, account for, and mitigate changes in individuals’ choices and cognitive performance in response to intense, real-life, stressors. To study this, we are conducting an experiment on Pavlovia, where U.S.-based participants complete both laboratory-quality behavioral tasks and self-report surveys. In particular, participants will complete a risky decision-making task (Sokol-Hessner et al., 2016) dissociating and quantifying risk attitudes, loss aversion, choice consistency, and context effects, and a cognitive control task measuring proactive versus reactive control (an AX-CPT paradigm; adapted from Gonthier et al., 2016). Performance in both of these tasks has been shown to shift in response to affective and stress influences (e.g., risky decision-making: Sokol-Hessner et al., 2009, 2015a, 2015b, 2016; AX-CPT: Chiew & Braver, 2013, 2014; Yang, Miskovich, & Larson, 2018), but these effects have typically been characterized in the laboratory using experimentally-induced manipulations of affect and stress. In the present study, we propose to examine shifts in decision-making and controlled performance as a function of pandemic-related stress, which we will characterize using a combination of subjective self-report measures and objective measures indexing pandemic progression using epidemiological data. In addition to behavioral task performance, we will obtain self-reported measures of state and trait anxiety, perceived stress, subjective loneliness, and perceptions of the pandemic and its personal risk. Demographic measures including age, gender identity, socio-economic status, and state and county location will also be measured. Importantly, we will recruit a sample stratified by state and associated pandemic progression (measured using epidemiological data from state and federal public health agencies) and propose to collect participant data in two phases. In Phase 1, we will collect data every 24 hours over a 20-day period, enabling us to examine whether and how task performance and psychological measures shift across participants as the pandemic progresses over time. Pending funding, Phase 2 will commence immediately after Phase 1 (i.e., 20 days after commencing data collection in Phase 1). Phase 1 participants will be invited to re-enroll in the study and complete task and self-report measures again. Re-enrolled participants will take part in Phase 2 following their participation in Phase 1 as closely as possible (i.e., if a participant was recruited and participated on Day 4 of Phase 1, we will aim to re-enroll them and have them participate on Day 4 of Phase 2).

This paper presents a theoretical and empirical analysis of Piagetian and psychoanalytic theories of infancy to establish the developmental relationships between cognition and affect. Theoretical points of similarity and dissimilarity are cited. Relevant reasearch studies (Bell, Gouin-Decarie, Fraiberg) are reviewed in an attempt to resolve contradictions between the two theories. A possible theoretical convergence is proposed which involves altering the motivational basis for analytic theory so that it is more in linewith the Piagetian model of internal drives for mastery and competence. Piagetian theory would necessarily expand from a consideration of only the physical world to include social and affective spheres. Other studies and Erikson's work conclude a discussion of how cogntitive development may influence affective behaviors and how affective drives may support the acquisition of new cognitive structures. (Author/CS)

This paper presents a theoretical and empirical analysis of Piagetian and psychoanalytic theories of infancy to establish the developmental relationships between cognition and affect. Theoretical points of similarity and dissimilarity are cited. Relevant reasearch studies (Bell, Gouin-Decarie, Fraiberg) are reviewed in an attempt to resolve contradictions between the two theories. A possible theoretical convergence is proposed which involves altering the motivational basis for analytic theory so that it is more in linewith the Piagetian model of internal drives for mastery and competence. Piagetian theory would necessarily expand from a consideration of only the physical world to include social and affective spheres. Other studies and Erikson's work conclude a discussion of how cogntitive development may influence affective behaviors and how affective drives may support the acquisition of new cognitive structures. (Author/CS)

This paper presents a theoretical and empirical analysis of Piagetian and psychoanalytic theories of infancy to establish the developmental relationships between cognition and affect. Theoretical points of similarity and dissimilarity are cited. Relevant reasearch studies (Bell, Gouin-Decarie, Fraiberg) are reviewed in an attempt to resolve contradictions between the two theories. A possible theoretical convergence is proposed which involves altering the motivational basis for analytic theory so that it is more in linewith the Piagetian model of internal drives for mastery and competence. Piagetian theory would necessarily expand from a consideration of only the physical world to include social and affective spheres. Other studies and Erikson's work conclude a discussion of how cogntitive development may influence affective behaviors and how affective drives may support the acquisition of new cognitive structures. (Author/CS)

This paper presents a theoretical and empirical analysis of Piagetian and psychoanalytic theories of infancy to establish the developmental relationships between cognition and affect. Theoretical points of similarity and dissimilarity are cited. Relevant reasearch studies (Bell, Gouin-Decarie, Fraiberg) are reviewed in an attempt to resolve contradictions between the two theories. A possible theoretical convergence is proposed which involves altering the motivational basis for analytic theory so that it is more in linewith the Piagetian model of internal drives for mastery and competence. Piagetian theory would necessarily expand from a consideration of only the physical world to include social and affective spheres. Other studies and Erikson's work conclude a discussion of how cogntitive development may influence affective behaviors and how affective drives may support the acquisition of new cognitive structures. (Author/CS)

This paper presents a theoretical and empirical analysis of Piagetian and psychoanalytic theories of infancy to establish the developmental relationships between cognition and affect. Theoretical points of similarity and dissimilarity are cited. Relevant reasearch studies (Bell, Gouin-Decarie, Fraiberg) are reviewed in an attempt to resolve contradictions between the two theories. A possible theoretical convergence is proposed which involves altering the motivational basis for analytic theory so that it is more in linewith the Piagetian model of internal drives for mastery and competence. Piagetian theory would necessarily expand from a consideration of only the physical world to include social and affective spheres. Other studies and Erikson's work conclude a discussion of how cogntitive development may influence affective behaviors and how affective drives may support the acquisition of new cognitive structures. (Author/CS)

This paper presents a theoretical and empirical analysis of Piagetian and psychoanalytic theories of infancy to establish the developmental relationships between cognition and affect. Theoretical points of similarity and dissimilarity are cited. Relevant reasearch studies (Bell, Gouin-Decarie, Fraiberg) are reviewed in an attempt to resolve contradictions between the two theories. A possible theoretical convergence is proposed which involves altering the motivational basis for analytic theory so that it is more in linewith the Piagetian model of internal drives for mastery and competence. Piagetian theory would necessarily expand from a consideration of only the physical world to include social and affective spheres. Other studies and Erikson's work conclude a discussion of how cogntitive development may influence affective behaviors and how affective drives may support the acquisition of new cognitive structures. (Author/CS)

Equivocal findings have been reported in the few studies that examined the impact of ambient temperature (Ta) and hypohydration on cognition and dynamic balance. The purpose of this study was to determine the impact of acute exposure to a range of ambient temperatures (Ta 10 40 deg C) in euhydration (EUH) and hypohydration (HYP) states on cognition, mood and dynamic balance. Thirty-two men (age 22 4 years, height 1.80 0.05 m, body mass 85.4 10.8 kg) were grouped into four matched cohorts (n = 8), and tested in one of the four Ta (10, 20, 30, 40 deg C) when EUH and HYP (-4 % body mass via exercise heat exposure). Cognition was assessed using psychomotor vigilance, 4-choice reaction time, matching to sample, and grammatical reasoning. Mood was evaluated by profile of mood states and dynamic postural balance was tested using a Biodex Balance System. Thermal sensation (TS), core (Tcore) and skin temperature (Tsk) were obtained throughout testing. Volunteers lost -4.1 0.4 % body mass during HYP. Tsk and TS increased with increasing Ta, with no effect of hydration. Cognitive performance was not altered by HYP or thermal stress. Total mood disturbance (TMD), fatigue, confusion, anger, and depression increased during HYP at all Ta. Dynamic balance was unaffected by HYP, but 10 deg C exposure impaired balance compared to all other Ta. Despite an increase in TMD during HYP, cognitive function was maintained in all testing environments, demonstrating cognitive resiliency in response to body fluid deficits. Dynamic postural stability at 10 deg C appeared to be hampered by low-grade shivering, but was otherwise maintained during HYP and thermal stress.

Equivocal findings have been reported in the few studies that examined the impact of ambient temperature (Ta) and hypohydration on cognition and dynamic balance. The purpose of this study was to determine the impact of acute exposure to a range of ambient temperatures (Ta 10 40 deg C) in euhydration (EUH) and hypohydration (HYP) states on cognition, mood and dynamic balance. Thirty-two men (age 22 4 years, height 1.80 0.05 m, body mass 85.4 10.8 kg) were grouped into four matched cohorts (n = 8), and tested in one of the four Ta (10, 20, 30, 40 deg C) when EUH and HYP (-4 % body mass via exercise heat exposure). Cognition was assessed using psychomotor vigilance, 4-choice reaction time, matching to sample, and grammatical reasoning. Mood was evaluated by profile of mood states and dynamic postural balance was tested using a Biodex Balance System. Thermal sensation (TS), core (Tcore) and skin temperature (Tsk) were obtained throughout testing. Volunteers lost -4.1 0.4 % body mass during HYP. Tsk and TS increased with increasing Ta, with no effect of hydration. Cognitive performance was not altered by HYP or thermal stress. Total mood disturbance (TMD), fatigue, confusion, anger, and depression increased during HYP at all Ta. Dynamic balance was unaffected by HYP, but 10 deg C exposure impaired balance compared to all other Ta. Despite an increase in TMD during HYP, cognitive function was maintained in all testing environments, demonstrating cognitive resiliency in response to body fluid deficits. Dynamic postural stability at 10 deg C appeared to be hampered by low-grade shivering, but was otherwise maintained during HYP and thermal stress.

Equivocal findings have been reported in the few studies that examined the impact of ambient temperature (Ta) and hypohydration on cognition and dynamic balance. The purpose of this study was to determine the impact of acute exposure to a range of ambient temperatures (Ta 10 40 deg C) in euhydration (EUH) and hypohydration (HYP) states on cognition, mood and dynamic balance. Thirty-two men (age 22 4 years, height 1.80 0.05 m, body mass 85.4 10.8 kg) were grouped into four matched cohorts (n = 8), and tested in one of the four Ta (10, 20, 30, 40 deg C) when EUH and HYP (-4 % body mass via exercise heat exposure). Cognition was assessed using psychomotor vigilance, 4-choice reaction time, matching to sample, and grammatical reasoning. Mood was evaluated by profile of mood states and dynamic postural balance was tested using a Biodex Balance System. Thermal sensation (TS), core (Tcore) and skin temperature (Tsk) were obtained throughout testing. Volunteers lost -4.1 0.4 % body mass during HYP. Tsk and TS increased with increasing Ta, with no effect of hydration. Cognitive performance was not altered by HYP or thermal stress. Total mood disturbance (TMD), fatigue, confusion, anger, and depression increased during HYP at all Ta. Dynamic balance was unaffected by HYP, but 10 deg C exposure impaired balance compared to all other Ta. Despite an increase in TMD during HYP, cognitive function was maintained in all testing environments, demonstrating cognitive resiliency in response to body fluid deficits. Dynamic postural stability at 10 deg C appeared to be hampered by low-grade shivering, but was otherwise maintained during HYP and thermal stress.