Cognitive Content Research Articles

Zoomification of medical education: can the rapid online educational responses to COVID-19 prepare us for another educational disruption? A scoping review.

In response to the COVID-19 pandemic, educators have increasingly shifted delivery of medical education to online/distance learning. Given the rapid and heterogeneous nature of adaptations; it is unclear what interventions have been developed, which strategies and technologies have been leveraged, or, more importantly, the rationales given for designs. Capturing the content and skills that were shifted to online, the type of platforms used for the adaptations, as well as the pedagogies, theories, or conceptual frameworks used to inform the adapted educational deliveries can bolster continued improvement and sustainability of distance/online education while preparing medical education for future large-scale disruptions. We conducted a scoping review to map the rapid medical educational interventions that have been adapted or transitioned to online between December 2019 and August 2020. We searched MEDLINE, EMBASE, Education Source, CINAHL, and Web of Science for articles pertaining to COVID-19, online (distance) learning, and education for medical students, residents, and staff. We included primary research articles and reports describing adaptations of previous educational content to online learning. From an initial 980 articles, we identified 208 studies for full-text screening and 100 articles for data extraction. The majority of the reported scholarship came from Western Countries and was published in clinical science journals. Cognitive content was the main type of content adapted (over psychomotor, or affective). More than half of the articles used a video-conferencing software as the platform to pivot their educational intervention into virtual. Unfortunately, most of the reported work did not disclose their rationale for choosing a platform. Of those that did, the majority chose technological solutions based on availability within their institutions. Similarly, most of the articles did not report the use of any pedagogy, theory, or framework to inform the educational adaptations.

Belief, Doubt, and Faith in Life After Death

This essay distinguishes between propositional belief and faith and considers the relationship between these two forms of belief, arguing that faith is not an entirely separate form of belief from propositional assent and that it does require a minimal cognitive content. The essay then goes on to consider beliefs about, and faith in, life after death and develops a metaphorical account of this faith using an Aristotelian concept of the soul as a form of life together with a theological understanding of the death of Jesus in the New Testament. It is argued that the truth claims of assertions about life after death are beyond evidential support, but there are strong reasons for doubting the literal truth of such assertions. Faith in life after death however can be considered rational and truth-seeking. The essay concludes that semantic agnosticism is the proper attitude towards belief in life after death and justifies this position against two possible objections.

What Should Churches Post on Facebook? An Exploratory Study of the Perceived Contribution of Facebook Posts to the Mission of Churches

Facebook is the most popular social networking site in the world and is used by many churches. This study seeks to discover the type of Facebook posts that most contribute to the perceived spiritual formation of church attenders as defined by typical church mission statements. A broad range of church attenders who use Facebook ( N = 161) completed an online survey focusing on their church's Facebook page. They indicated the degree to which they believe various types of their church's Facebook posts contributed to their spiritual formation, specifically, their relationship with God, their relationship with fellow believers, their personal spiritual growth, and their involvement in ministry or service. They also indicated what type of posts they would like to see more frequently from their church. An exploratory analysis found that posts that had greater cognitive content (specifically, live broadcasts, video recordings, announcements, and devotionals) were perceived to contribute more to church attenders’ spiritual formation than did posts with less cognitive content (humorous memes, photos, inspirational quotations, and external links). Confirming these results, participants also expressed a preference for their church to make more posts with high cognitive content than posts with low cognitive content. These results lead to several applications of how churches can better use Facebook to contribute to their mission.

Feasibility and impact of a mental health chatbot on postpartum mental health: a randomized controlled trial

Perinatal mood disorders are common yet underdiagnosed and un- or undertreated. Barriers exist to accessing perinatal mental health services, including limited availability, time, and cost. Automated conversational agents (chatbots) can deliver evidence-based cognitive behavioral therapy content through text message-based conversations and reduce depression and anxiety symptoms in select populations. Such digital mental health technologies are poised to overcome barriers to mental health care access but need to be evaluated for efficacy, as well as for preliminary feasibility and acceptability among perinatal populations. To evaluate the acceptability and preliminary efficacy of a mental health chatbot for mood management in a general postpartum population. An unblinded randomized controlled trial was conducted at a tertiary academic center. English-speaking postpartum women aged 18 years or above with a live birth and access to a smartphone were eligible for enrollment prior to discharge from delivery hospitalization. Baseline surveys were administered to all participants prior to randomization to a mental health chatbot intervention or to usual care only. The intervention group downloaded the mental health chatbot smartphone application with perinatal-specific content, in addition to continuing usual care. Usual care consisted of routine postpartum follow up and mental health care as dictated by the patient's obstetric provider. Surveys were administered during delivery hospitalization (baseline) and at 2-, 4-, and 6-weeks postpartum to assess depression and anxiety symptoms. The primary outcome was a change in depression symptoms at 6-weeks as measured using two depression screening tools: Patient Health Questionnaire-9 and Edinburgh Postnatal Depression Scale. Secondary outcomes included anxiety symptoms measured using Generalized Anxiety Disorder-7, and satisfaction and acceptability using validated scales. Based on a prior study, we estimated a sample size of 130 would have sufficient (80%) power to detect a moderate effect size (d=.4) in between group difference on the Patient Health Questionnaire-9. A total of 192 women were randomized equally 1:1 to the chatbot or usual care; of these, 152 women completed the 6-week survey (n=68 chatbot, n=84 usual care) and were included in the final analysis. Mean baseline mental health assessment scores were below positive screening thresholds. At 6-weeks, there was a greater decrease in Patient Health Questionnaire-9 scores among the chatbot group compared to the usual care group (mean decrease=1.32, standard deviation=3.4 vs mean decrease=0.13, standard deviation=3.01, respectively). 6-week mean Edinburgh Postnatal Depression Scale and Generalized Anxiety Disorder-7 scores did not differ between groups and were similar to baseline. 91% (n=62) of the chatbot users were satisfied or highly satisfied with the chatbot, and 74% (n=50) of the intervention group reported use of the chatbot at least once in 2 weeks prior to the 6-week survey. 80% of study participants reported being comfortable with the use of a mobile smartphone application for mood management. Use of a chatbot was acceptable to women in the early postpartum period. The sample did not screen positive for depression at baseline and thus the potential of the chatbot to reduce depressive symptoms in this population was limited. This study was conducted in a general obstetric population. Future studies of longer duration in high-risk postpartum populations who screen positive for depression are needed to further understand the utility and efficacy of such digital therapeutics for that population.

Task Content and Job Losses in the Great Lockdown

The author examines the short-term labor market effects of the COVID-19 pandemic (aka the Great Lockdown recession) in the United States. Findings show that the task content is an important predictor of job losses; jobs with a high non-routine cognitive content are especially well-protected, even if they are not teleworkable. Teleworkability matters more for low-paying jobs. The importance of task content, particularly for non-routine cognitive tasks, is strong even after controlling for demographics and for differential sector and location shocks, while effects persist in the medium run. Jobs subject to higher structural turnover rates were much more likely to be terminated, suggesting that easier-to-replace employees were at a particular disadvantage, even within sectors. At the same time, labor hoarding may occur for more valuable matches. Individuals in low-skilled jobs fared comparatively better in industries with a high share of high-skilled workers, suggesting complementarities across skill types.

Teachers’ interactive cognitions in noticed classroom management events: Does experience matter?

This study explored preservice (n = 21), beginning (n = 17), and experienced (n = 19) teachers' interactive cognitions accompanying classroom management events they noticed during teaching. Stimulated-recall interviews based on actor-perspective teaching videos (including teachers' hand signals during teaching) captured teachers' verbal reports of interactive cognitions. Content analysis of these verbal reports using a multi-dimensional coding scheme and qualitative network analysis elicited similar patterns in structure and content of interactive cognitions, with minor nuances across teacher groups but considerable differences among individual teachers. Findings emphasize the value of investigating cognitions of one's own teaching practices and the need for teacher training programs to attend to individual differences.

The temporal dynamics of online problem-based learning: Why and when sequence matters

Early research on online PBL explored student satisfaction, effectiveness, and design. The temporal aspect of online PBL has rarely been addressed. Thus, a gap exists in our knowledge regarding how online PBL unfolds: when and for how long a group engages in collaborative discussions. Similarly, little is known about whether and what sequence of interactions could predict higher achievement. This study aims to bridge such a gap by implementing the latest advances in temporal learning analytics to analyze the sequential and temporal aspects of online PBL across a large sample (n = 204 students) of qualitatively coded interactions (8,009 interactions). We analyzed interactions at the group level to understand the group dynamics across whole problem discussions, and at the student level to understand the students’ contribution dynamics across different episodes. We followed such analyses by examining the association of interaction types and the sequences thereof with students’ performance using multilevel linear regression models. The analysis of the interactions reflected that the scripted PBL process is followed a logical sequence, yet often lacked enough depth. When cognitive interactions (e.g., arguments, questions, and evaluations) occurred, they kindled high cognitive interactions, when low cognitive and social interactions dominated, they kindled low cognitive interactions. The order and sequence of interactions were more predictive of performance, and with a higher explanatory power as compared to frequencies. Starting or initiating interactions (even with low cognitive content) showed the highest association with performance, pointing to the importance of initiative and sequencing.

Understanding the Functional Components of Technology-Enhanced Learning Environment in Medical Education: A Scoping Review.

The online version contains supplementary material available at 10.1007/s40670-023-01747-6.

Medication Use Questionnaire for Older Adults in Malaysia: Translation, Cultural Adaptation, and Reliability

ObjectivesThis study aimed to translate the Medication Use Questionnaire into a Malay version, adapt it to Malaysia’s culture, and verify its reliability among Malaysia’s older adults. MethodsMethodological approaches were used to translate, validate, and modify the questionnaire. The subjects were older adults aged ≥ 60 years in primary care settings in Penang, Malaysia. Two forward translations (English to Malay) were developed, reviewed, and back translated to English. The reconciliation phase was conducted to compare the translated and original questionnaires. Five older adults were then interviewed for the cognitive debriefing of the reconciled questionnaire to assess the linguistic and cultural equivalence. Two experts assessed content validity, and the translated questionnaire was proofread and finalized. After that, pilot test was done to examine the internal consistency among 20 older adults. ResultsTranslation of the questionnaire was done with no major disagreements. The main issues identified in cognitive debriefing and content validity were terms, number of questions, and phrases used in the questionnaire. Most participants reported that the questionnaires were not difficult to complete during the cognitive debriefing phase. The issues were then judged and revised accordingly. Further pilot testing on 20 older adults demonstrated good internal consistency reliability, Cronbach α (0.902). ConclusionsThis study findings suggest promising data supporting the use of translated version of the Medication Use Questionnaire that can be used to identify medication use problems among older adults in Malaysia.

Minority stress, repetitive negative thinking, and internalizing symptoms in sexual minorites: Does cognitive content matter?

The Psychological Mediation Framework theorizes that repetitive negative thinking (RNT) mediates the relationship between minority stress and mental health, and this theory has been consistently supported by previous research. Yet, it is unclear whether the process or content of RNT is more important in the development of internalizing symptoms in sexual minorities. Consequently, the goal of the current study was to use structural equation modeling to determine whether there are significant indirect effects of repetitive negative thought content in the relationship between minority stress and internalizing psychopathology. Measures of RNT, internalizing symptoms, and proximal minority stress were completed online by 205 cisgender sexual minority adults. Structural equation modeling was used to examine indirect effects of proximal stress on internalizing symptoms through content-independent RNT, depressive rumination, and sexual orientation-related rumination. Significant direct effects of proximal minority stress on internalizing symptoms were observed. Indirect effects of proximal stress on internalizing symptoms were observed for content-independent RNT and depressive rumination, but not sexual orientation-related rumination. The current study provides evidence that the process and affective valence of RNT contributes more to internalizing symptoms in sexual minorities when compared with sexual orientation-related content. Theoretical and clinical implications are discussed.

Research on the Consistency between English Curriculum Standards and Reading Questions under the Background of the New College Entrance Examination

Under the background of the new curriculum standard and the new college entrance examination reform, the consistency between the two has become one of the core issues of English educators. “SEC” consistency analysis mode is used to construct a consistency analysis framework. The consistency of the new curriculum standard and the new college entrance examination paper I from 2020 to 2022 is analyzed from the dimensions of overall consistency, cognitive level and content theme. The results show that, the consistency between the two is high on the whole; The three sets of test papers have the same focus on the cognitive level, but the scope is not comprehensive and the proportion is unbalanced; The focus of the three sets of test papers in the content theme is the same, but the proportion is unbalanced. Therefore, it is suggested that the English reading proposition of the college entrance examination should be based on the curriculum standard and balance the proportions of both cognitive level and content theme; English teachers in senior high school should study the curriculum standard, and the reading questions of the college entrance examination, to clarify the cognitive level and content theme requirements, then adjust the direction of reading teaching.

Psychological stability of the personality in the light of the psychology of values: The dialectic of constancy and variability

THe issues of value transformations today come to the fore in educational practices and psychological research, includes different levels of cognition, forms a common problem field in the social sciences and the humanities, where a person’s value priorities are considered as prerequisites for his behavioral strategies, subjective preferences and political choices. However, the problem of relationship between values and psychological stability of a person in a transitive society remains insufficiently studied. THe purpose of the article is to discuss the psychological stability of a person in the context of the psychology of values. It has been established that reliance on values in a situation of sociocultural changes, awareness and self-reflexivity are prerequisites for the psychological stability of a person, which, depending on different research angles, can be interpreted in two ways: on the one hand, as self-determination, an internal locus of control, adherence to independently chosen life guidelines, on the other hand, adaptability, flexibility, readiness to situationally respond to changes and rebuild behavioral strategies. In this regard, the dialectic of constancy and variability becomes a methodological basis for interpreting the psychological stability of a person as a complex and antinomic process. Values connect subjective and objective, emotional and conceptual, existential and cognitive content, acting as a kind of bridge between the studies of personality and society, the methodology of psychology and social sciences. THe transdisciplinary approach is consistently used as a methodological strategy aimed at generalizing in a single conceptual framework the relationship between personality development, the evolution of society and culture, the dynamics of values changing in the course of sociocultural transformations. In this context of transdisciplinary discourse, a construct is introduced and substantiated — the axiological space of socialization. THe construct makes it possible to combine both directed influences on a person from the side of his social environment and educational institutions, as well as dispersed, diffuse, latent influences due to current changes in everyday life and the peculiarities of the modern way of life. It is assumed that in methodological terms, the axiological space of socialization contributes to the integration of research into the psychology of personality, the psychology of subject, the psychology of everyday life in the field of social sciences.

Avaliação do processo de intervenção com professores para prevenção a problemas de comportamento infantil

Abstract Objective The prevalence of emotional and behavioral problems reaches 30% of school-age Brazilians. Management by teachers can reinforce such difficulties and, therefore, it is essential to assess interventions to provide them with the best tools available. In this study, it was aimed to present the development and implementation of the Facilitating Contact with Students Program was implemented in early grade teachers. Method The process of two modalities of this Program was evaluated: G1 (with a full program) and G2 (with a partial program, without the cognitive model contents, only instruction about behavioral management techniques and socioemotional support). Results The G1 gave better scores to the intervention on the importance and usefulness of the contents. Conclusion The teacher’s knowledge regarding the cognitive model is relevant for the modification of disruptive behaviors of students in the classroom.

Conceptual Idealism and Emotional Reasoning

Starting from an unorthodox account of conceptual idealism as represented (going backwards historically) by Thomas Hofweber, Nicholas Rescher and Robin George Collingwood (mainly with regard to its potential use in historical understanding), this short study attempts to couple it with the important cognitive finding that emotions inform judgment and regulate thought.1 In my search for a bridge between the cognitive and emotional contents of conceptual understanding, LBT appears to offer the long sought after interfacing, through its take on emotional and behavioral reasoning. Although this study is in its early stages, the idea can gain pace and produce evidence that LBT is not only a beneficiary of academic achievements but also an important provider of solutions to crucial philosophical puzzles such as the nature of understanding in epistemology of history.

The Semantic Field of Love and Fear in Three Older and the Latest Slovene Translation of Deuteronomy

The paper is the result of a comparative analysis of selected Slovenian translations of all the passages of the Book of Deuteronomy in which the semantic field of love and fear is at the forefront. The comparison includes the Hebrew original, the two most influential ancient and three older Slovenian translations of the Bible, namely the translation by Jurij Japelj (1744–1807), the unpublished translation by Matevž Ravnikar (1776–1845) and the translation by Jurij Volc in the so-called Wolfʼs Bible (1805–1885). A comparative analysis of language and style in relation to the Hebrew original, the Greek Septuagint and the Latin Vulgate reveals similarities and differences in the older three and in the latest Slovenian translation of the Bible (SPJ) in terms of the use of vocabulary, the form of parallelism and the parenetic style. The focus is on how in Deuteronomy the lexeme “love” is linked to the lexeme “fear”, which is often only apparently opposed to the concept of love. We want to know whether these two concepts are exclusive or complementary in Deuteronomy. This paper provides important insights into the cognitive and emotional content of the concepts of “love” and “fear” in the Hebrew and Slovenian translations of Deuteronomy.

Эвристический смысл самостоятельности истины

In the article analyzes the factors and circumstances that called into question the “independence” of truth and changed the very procedures of cognition (traditional knowledge, constituted in the spirit of “classical rationality”).It is proved that the “inalienable activity” of the subject is due to a number of correlates (external in origin and immanent in nature).It is stated that the subjective phenomenon of the “mass” person in the latest conditions of the “consumer society” (the cognitive result of communication is predetermined by the socio-cultural paradigm of postmodernity and the ethics of utilitarianism) is the only possible form of existence and even survival of this “self-organizing” system - both at the level of an individual and at the level of a more or less consolidated society. The conclusion is made about the heuristic meaning of truth in the structure of the “empirical contents of cognition”.

Integrating cognitive contents in physical education classes

The aim was to analyse the effect of a 4-week programme integrating cognitive contents in Physical Education (CogniPE) on cognitive performance (CP) and emotional intelligence (EI) of adolescents. A randomised controlled trial was conducted with a control group (CG, n=58), which performed physical exercises at low intensity (i.e., stretching or pilates), an experimental group 1, which performed small-sided games of team sports (EG1, n=62), and experimental group 2, which performed CogniPE (EG2, n=60). Intensity of exercises and scores were registered after each station to classify and motivate the teams. Selective attention and concentration increased by 11.9% and 9.2% in EG1, and by 18.2% and 14.4% in EG2, respectively, compared to CG. Mathematical calculation improved by 15.9% and 18.7% in EG1 and EG2, compared to CG. In EI, well-being improved by 10.9% in EG1, sociability improved by 12.8% in EG1 and 15.9% in EG2 compared to CG. It is concluded to use CogniPE in school context.

The effect of integrating thinking skills within the cognitive content on the achievement of biology for fourth grade female students

هدف البحث الحالي إلى تعرف اثر دمج مهارات التفكير ضمن المحتوى المعرفي في تحصيل مادة علم الاحياء عند طالبات الصف الرابع العلمي، ولاجل التحقق من ذلك صاغت الباحثتان الفرضية الصفرية الاتية: لا يوجد فرق ذو دلالة احصائية عند مستوى الدلالة (0,05 ) بين متوسط درجات طالبات المجموعة التجريبية اللاتي يدرسن على وفق دمج مهارات التفكير ومتوسط درجات طالبات المجموعة الضابطة اللاتي يدرسن على وفق الطريقة الاعتيادية في تحصيل مادة علم الاحياء. وقد اختيرت عينة البحث بصورة عشوائية من إعدادية الفوز للبنات التابعة إلى المديرية العامة لتربية بغداد/ الرصافة الاولى وبلغ عددها ( 61 ) طالبة موزعة على مجموعتي البحث, اختيرت بالتعيين العشوائي البسيط احدهما المجموعة التجريبية ( 30 ) طالبة التي درست وفق دمج مهارات التفكير, أما المجموعة الثانية ( 31 ) طالبة ودرست بالطريقة الاعتيادية كمجموعة ضابطة , كوفئت طالبات مجموعتي البحث بمتغيرات (العمر الزمني بالأشهر، الذكاء ،التحصيل المسبق ،المعلومات الإحيائية المسبقة) , واعتمدت الخطط التدريسية للمجموعتين بعد عرضها على مجموعة من المحكمين في طرائق التدريس , كما تم بناء اداة الاختبار التحصيلي الذي تكون من (50) فقرة , (47) منها من نوع الاختيار من متعدد و ( 3 ) مقالية , تم عرضه على مجموعة من المحكمين في طرائق التدريس و استخراج الخصائص القياسية للاختبار باستخدام الوسائل الاحصائية المناسبة، وبعد انتهاء التجربة طبق الاختبار التحصيلي على مجموعتي البحث , واظهرت نتائج البحث الى وجود فروق ذات دلالة إحصائية ولصالح المجموعة التجريبية في التحصيل الدراسي لمادة علم الاحياء، وفي ضوء ذلك خرجت الباحثتان بعدد من الاستنتاجات ، والتوصيات ، والمقترحات.

Constructions of speech and thought representation.

A lot of what humans communicate about concerns cognitive contents of various kinds produced by others or themselves: speech, thought, writing, emotional states, attitudes, hopes, and the like. Languages have developed specialized ways to structure the representation of such contents, especially in various dedicated forms of speech and thought representation. Represented content can also include embodied behavior, such as gesture, whether in cospeech gesture or in sign language. What is represented need not actually have been previously produced: represented contents can be future, hypothetical or nonexistent, and forms of so-called fictive interaction can be used in which the model of face-to-face interaction is used to talk about a variety of other meaning types. Speech and thought representation presupposes the existence of two speech events-a current and a represented one-and each comes with a speaker, defined linguistically in terms of their central deictic coordinates, I-here-now. The interplay of deictic features and different forms of structural integration can define specific types of construction, showing different degrees of access to the embedded mental space of the represented speaker's speech or thought, such as direct, indirect, and free indirect speech or thought. Social media forms of direct speech or thought merit separate investigation, as do subjective uses of reporting clauses such as I think, which form a distinct construction type, using a subset of the grammar of speech and thought representation for different purposes. This article is categorized under: Linguistics > Cognitive Linguistics > Linguistic Theory Linguistics > Language in Mind and Brain.

The Seven-Times-Pass Method: Beneficial to the Optimization of Computer-Aided Teaching System

The background of this paper is mainly based on the socialized practice of teaching, management, learning and application of Rongzhixue or Smart System Studied (SSS). Relevant research achievements and progress reviews at home and abroad are scattered in the actual activities of education and teaching. On the one hand, the scientific and technological problems to be solved in this paper are mainly the problems faced by the general courses and general skills courses of social application of SSS (series of courses of SSS in the rain classroom of Tsinghua University), on the other hand, its main theories, methods and basic ideas are the decades of experience explored by Xiaohui Zou, the founder of SSS (he made a systematic introduction in the expert circle at the interdisciplinary high-level forum of Peking University, and also taught in the rain class of Tsinghua University for several years). This paper aims to combine the seven-times-pass teaching method with the eight-person group management method through years of accumulated teaching and management experience, and further explore: computer-aided application of the seven-times-pass method for cognitive computing and system design. The method is: first, systematically review and summarize multiple series of seven-times-pass steps, then, extract the cognitive content of interpersonal communication, make necessary preparations for computer modeling, and finally, focus on human-computer interaction and human-computer collaboration. The characteristics are the compatibility of individualization and standardization. The results not only summarize the cognitive innovation of the combination of the seven-times-pass teaching method and the eight-person-group management method, but also further explore the optimization methods of computer- aided application of seven-times-pass method cognitive computing and system design, enriching teaching practice and management practices. Its significance lies in that it not only has a positive effect on the comprehensive quality improvement of all aspects of school education at all levels, such as teaching, review and examination, but also has a positive effect on quality education, vocational education and lifelong education, among which, especially it has many enlightening effects on the computer-aided teaching system design. Typically, it can involve better self-learning computer-aided teaching systems and mobile device-assisted teaching software tools based on the seven-times-pass teaching method.