Ripples of reflection: how iterative reflective practices shape cognitive flexibility, emotional resilience, and problem-solving skills

Psilocybin has shown promise for the treatment of mood disorders, which are often accompanied by cognitive dysfunction including cognitive rigidity. Recent studies have proposed neuropsychoplastogenic effects as mechanisms underlying the enduring therapeutic effects of psilocybin. In an open-label study of 24 patients with major depressive disorder, we tested the enduring effects of psilocybin therapy on cognitive flexibility (perseverative errors on a set-shifting task), neural flexibility (dynamics of functional connectivity or dFC via functional magnetic resonance imaging), and neurometabolite concentrations (via magnetic resonance spectroscopy) in brain regions supporting cognitive flexibility and implicated in acute psilocybin effects (e.g., the anterior cingulate cortex, or ACC). Psilocybin therapy increased cognitive flexibility for at least 4 weeks post-treatment, though these improvements were not correlated with the previously reported antidepressant effects. One week after psilocybin therapy, glutamate and N-acetylaspartate concentrations were decreased in the ACC, and dFC was increased between the ACC and the posterior cingulate cortex (PCC). Surprisingly, greater increases in dFC between the ACC and PCC were associated with less improvement in cognitive flexibility after psilocybin therapy. Connectome-based predictive modeling demonstrated that baseline dFC emanating from the ACC predicted improvements in cognitive flexibility. In these models, greater baseline dFC was associated with better baseline cognitive flexibility but less improvement in cognitive flexibility. These findings suggest a nuanced relationship between cognitive and neural flexibility. Whereas some enduring increases in neural dynamics may allow for shifting out of a maladaptively rigid state, larger persisting increases in neural dynamics may be of less benefit to psilocybin therapy.

This study investigated potential applications of Lesson Study (LS) as a collaborative form of reflective practice and as a model of effective Professional Learning (PL) in English as a Foreign Language (EFL) teaching in Indonesian tertiary contexts. Three research issues were addressed: the EFL secondary school teachers’ and LS specialists’ beliefs about LS as a form of PL, the EFL tertiary lecturers’ beliefs about PL, and the potential applications of LS as a model of PL in tertiary contexts. LS is presented as a model of PL that offers EFL teachers in Indonesia a way to shift current transmissive teacher-centered approaches to EFL teaching to more student- centered learning. It is argued that in Indonesian tertiary educational settings, secondary school teachers PL should similarly become the centre of their own learning. Drawing on theories of reflective practices in teaching and learning and the principles of LS, the study sought to demonstrate the applicability of LS as a model of EFL lecturers’ PL in tertiary contexts. Informed by interpretivist approach and naturalistic inquiry, the study involved twelve EFL teachers from secondary schools, three LS specialists, and seven EFL lecturers from the Gama Language Training Centre (GLTC) in Indonesia. Using qualitative methods, focus group interviews and in-depth interviews were utilized to gather the data. Focus group interviews were conducted with the EFL secondary school teachers and the EFL lecturers in the GLTC, while individual in-depth interviews were carried out with the LS specialists. These three lenses on the phenomenon under enquiry provided rich data for exploration. The data were triangulated for trustworthiness and credibility. The data were analysed thematically using increasingly rigorous levels of coding. The findings are illustrated by verbatim quotations to give voice to the participants. The findings indicate that many of the participants in the secondary school contexts considered LS an efficacious approach to teacher reflective practice and PL. The collaborative work and reflective practice embedded in the phases of LS provided many learning opportunities for enhancing EFL content knowledge and creating effective pedagogies that contributed positively to their sense of self as professional educators. Another finding reveals that after having focus group interviews, the EFL lecturers in the GLTC shifted their beliefs from a paradigm of professional development to one of PL. LS with its phases of PLAN, DO, SEE offers a potential framework of PL to achieving this. When comparing and contrasting the school teachers’ beliefs about LS as a collaborative and reflective practice form of PL with those beliefs held about PL at the tertiary level, it was found that both groups of participants believed their PL activity was an opportunity for them to become better practitioners. The findings too revealed that the characteristics of LS as the form of the EFL secondary school teachers PL have embedded in the EFL lecturers’ PL in the GLTC. This provides opportunities for LS to be adopted as a collaborative model of reflective practice so that the transmissive mode of EFL teaching in Indonesia can be shifted to one more focused on student learning. LS proved to be effective model of PL and it is currently undertaken by secondary school teachers; therefore, it will be particularly useful for EFL teaching in Indonesian tertiary contexts. The implication of this study of LS as collaborative and reflective PL in Indonesian tertiary institutions is that PL is essential in improving teacher professionalism and supporting a shift from a transmissive teaching practice to one that is learner centred.

Continuous renal replacement therapy (CRRT) is the primary treatment for severe sepsis and has been shown to reduce patient mortality. Patients with severe sepsis who receive CRRT frequently experience significant physical and psychological distress, manifesting as shame, social withdrawal, and abnormal cognitive moods. This study aimed to explore the relationship between psychological resilience, cognitive flexibility, and post-traumatic growth (PTG) levels in patients with severe sepsis treated with CRRT. From January to October 2024, patients with severe sepsis who were treated with CRRT in our hospital were selected by convenience sampling as the research object. The Connor-Davidson Resilience Scale (CDRISC), Cognitive Flexibility Scale, and Post-Traumatic Growth Inventory (PTGI) were used to evaluate patients' psychological resilience, cognitive flexibility, and PTG levels. Statistical methods included the independent sample t test, Pearson analysis, and linear regression analysis. The total scores of CDRISC, cognitive flexibility scale and PTGI in 205 patients was (42.98 ± 6.13), (95.04 ± 17.98) and (49.77 ± 9.92), respectively. There was a significant positive correlation between psychological resilience, cognitive flexibility, and PTG levels in patients with severe sepsis treated with CRRT (p < 0.05). Psychological resilience and cognitive flexibility had positive predictive effects on PTG, and there were significant positive predictive effects between psychological resilience and cognitive flexibility (p < 0.05). Psychological resilience directly and positively predicted PTG (β = 0.538, p < 0.05). The indirect effect of psychological resilience on cognitive flexibility was significant (β = 0.677, p < 0.05), and the indirect effect of cognitive flexibility on PTG was significant (β = 0.165, p < 0.05). The chain-mediating effect between psychological resilience, cognitive flexibility, and PTG was significant (β = 0.112, p < 0.05). Psychological resilience can affect the PTG level of patients with severe sepsis treated with CRRT and can also indirectly affect PTG levels through direct chain mediation of cognitive flexibility. Targeted intervention strategies should be formulated to improve mental health and promote clinical prognosis.

Nonclinical Obsessive-Compulsive Symptoms and Executive Functions in Schizophrenia

Cognitive remediation therapy (CRT) for young early onset patients with schizophrenia: An exploratory randomized controlled trial

Intensive cognitive-behavioural therapy for recent onset schizophrenia: A pilot study

Introduction: Cognitive flexibility and resilience may influence academic achievement. These cognitive functions may be affected during the Covid 19 pandemic. Few studies have been conducted to examine these relationships. Objective: This study examined college students' cognitive flexibility and resilience and their relationships with academic achievement during the Covid 19 pandemic. Methods: In this cross-sectional study, 303 students were assessed using sociodemographic and academic proforma, the Cognitive Flexibility Scale, and the Cognitive Resilience Scale. The data were analyzed using descriptive statistics, contingency table analysis, the Kruskal–Wallis H test, the Mann–Whitney U test, and linear regression analysis (with moderation). Results: Cognitive flexibility was significantly greater in those who were success-oriented, had a backlog, and studied a health science subject, whereas resilience was greater in those who had lower course competency and had encountered psychological issues. Exam scores were positively linked with students' economic status and negatively linked with students' perceptions of course competency. Cognitive resilience predicted exam performance positively, which was moderated by cognitive flexibility. Conclusion: Cognitive resilience positively affects academic performance and is moderated by cognitive flexibility.

Objectives: This paper looked into the relation between childhood traumas, resilience, cognitive flexibility, and adult emotion regulation skills in adults. Methods: The sample, which is based on the relational screening model, includes 395 participants (female: 202, male: 193). Sociodemographic Information Form, Childhood Trauma Questionnaire, Connor-Davidson Resilience Scale, Cognitive Flexibility Scale and Cognitive Emotion Regulation Questionnaire were applied to the participants to obtain the research data. Data collection was carried out online (google forms) through convenient sampling. The t-test was used to compare the study's quantitative data, and Pearson Correlation analysis was utilized to test the relationship between the scales. Multiple Linear Regression analysis was used for predictive analysis and finally PROCESS was used for mediator role analysis. Results: The investigation's findings revealed that there is a statistically significant difference between the scores of the two groups compared. Findings showed that there is a moderately positive correlation between acceptance and CTQ scores, a weak positive correlation between acceptance and emotional abuse scores, a weak positive correlation with physical abuse scores, a weak positive correlation with physical neglect scores, a weak positive correlation with emotional neglect scores and weak positive correlation with sexual abuse scores. A weak and negative correlation exists between Putting into Perspective and the CTQ, an even weaker and negative correlation exists between Putting into Perspective and the Emotional Neglect and Sexual Abuse scores. Rumination scores have a weak and negative relationship with emotional abuse scores. Conclusions: In order to prevent them from serving as the foundation for difficulties with adult mental health, it is crucial to understand the relationship between traumatic childhood events and psychological resilience, cognitive flexibility, and cognitive emotion regulation techniques. In order to assist people, analyze their thoughts and feelings, be aware of negative coping mechanisms, rigid, inflexible cognitive styles, and negative thinking patterns, clinical psychology practices will benefit from research on these characteristics.

Investigating the psychological resilience, self-confidence and problem-solving skills of midwife candidates

The growing popularity of electronic sports (esports) prompted the authors of this paper to examine their effects on cognitive skills, specifically attention, working memory, and cognitive flexibility among gamers. A total of 40 undergraduate physical education students with no prior experience in esports participated in this study. The students were randomly assigned to two groups: Single Players and Co-Players. Both groups played the esports game FIFA in either single-player or co-player mode over a period of eight weeks. Attention was assessed using the Stroop task, working memory was measured through the N-back task, and cognitive flexibility was evaluated with the Wisconsin Card Sorting Test. In addition, a paired-sample t-test was used to assess changes within each group, while differences between the two groups were analyzed using a two-way ANOVA. The results indicated that FIFA can improved attention and working memory in both the single-player and co-player groups. However, improvements in cognitive flexibility were observed only in the co-player group. These findings suggest that esports can enhance several cognitive skills, including attention, working memory, and cognitive flexibility, and that such activities may be applied to diverse objectives such as learning and instruction.

This study investigates the relationship between exercise frequency and cognitive flexibility in patients with anxiety disorders undergoing combined Cognitive Behavioral Therapy (CBT) and exercise interventions. A longitudinal follow-up design was employed, with 80 participants randomized into four groups: low-frequency exercise, moderate-frequency exercise, high-frequency exercise, and a control group receiving CBT without exercise. Cognitive flexibility was assessed using the Wisconsin Card Sorting Test (WCST), and anxiety levels were measured by the Hamilton Anxiety Rating Scale (HAM-A) at baseline, post-intervention, and during 3-month and 6-month follow-ups. Results demonstrated a significant dose-response relationship, with higher exercise frequencies leading to greater improvements in cognitive flexibility and reductions in anxiety symptoms. The high-frequency exercise group exhibited the most substantial and sustained cognitive and emotional benefits, suggesting the importance of frequent exercise in enhancing and maintaining therapeutic outcomes in anxiety disorder treatment. These findings have critical implications for optimizing treatment strategies that integrate physical exercise with CBT to improve cognitive and emotional health in anxiety disorder patients.

The present study aimed to compare successful with less successful English as a Foreign Language (EFL) learners regarding their cognitive styles and flexibility, together with the learners’ evaluation of their experience of doing an unfamiliar cognitive test. The sample consists of 60 adult EFL learners (30 successful and 30 less successful), both males and females symmetrically. The homogeneity of participants’ age of onset, socio-economic class, and motivation was also considered. The data was analyzed, using Chi-square and Gamma correlation. Overall, it was revealed that analytical, logical reasoning, reflective, and learning were the most prominent cognitive styles among successful learners. They also showed a considerable cognitive flexibility. On the other hand, less successful learners were inclined to the random style, along with a lower cognitive flexibility. With respect to gender groups, it turned out that females in the successful group were significantly inclined to the reflective and logical reasoning styles and less successful females adopted a random style. Finally, no significant result was found concerning the cognitive test evaluation. The findings of this study may contribute to a wider understanding of EFL success and failure from the viewpoint of cognitive preferences.

Chen A, ed. Stress Resilience: Molecular and Behavioral Aspects. London, England: Academic Press; 2020.

The negative relationship between fear of COVID-19 and well-being has been revealed over the last years. However, the potential variables that affect this relationship need to be studied. This study examines the sequential mediating role of cognitive flexibility and psychological resilience in the relationship between fear of COVID-19 and subjective well-being. Six hundred and eight participants (339 females and 269 males, aged between 18-79 years) completed the Fear of COVID-19 Scale, the Brief Resilience Scale, the Cognitive Flexibility Inventory, the Positive and Negative Affect Schedule, and the Satisfaction with Life Scale online. The path analysis was conducted using PROCESS macro in the study. The sequential mediation analyses show that the control dimension of cognitive flexibility and psychological resilience fully mediate the relationship between fear of COVID-19 and subjective well-being. In other words, fear of COVID-19 indirectly affects subjective well-being via the control dimension of cognitive flexibility and psychological resilience. In order to restrain the adverse effects of COVID-19, individuals’ cognitive flexibility and psychological resilience levels should be increased to enhance their well-being.

The complicated cognitive processes involved in natural (primary) bilingualism lead to significant cognitive development. Executive functions as a fundamental component of human cognition are deemed to be affected by language learning. To date, a large number of studies have investigated how natural (primary) bilingualism influences executive functions; however, the way acquired (secondary) bilingualism manipulates executive functions is poorly understood. To fill this gap, controlling for age, gender, IQ, and socio-economic status, the researchers compared 60 advanced learners of English as a foreign language (EFL) to 60 beginners on measures of executive functions involving Stroop, Wisconsin Card Sorting Task (WCST) and Wechsler's digit span tasks. The results suggested that mastering English as a foreign language causes considerable enhancement in two components of executive functions, namely cognitive flexibility and working memory. However, no significant difference was observed in inhibitory control between the advanced EFL learners and beginners.