Cognitive Preparedness Research Articles

Child Preparedness for Infertility Disclosure: A Diagnostic Tool for Supporting Parent and Child Mental Health

Infertility, often perceived as an adult issue, can also manifest in childhood, presenting unique challenges. Improper handling of infertility disclosures can strain parent–child relationships and potentially lead to significant psychological distress, including depression, anxiety, and long-term impacts on self-image. Despite the critical nature of these conversations, parents often report receiving little or no guidance from professionals on how or when to disclose this information to their child. This article introduces the Child Readiness for Infertility Disclosure (CRID) Assessment Tool, designed to empirically guide parents and marriage and family counselors in assessing a child's readiness for receiving information about infertility. The CRID tool integrates the concepts of Tiered Priming and Cognitive Preparedness strategies, providing structured recommendations grounded in Erickson's Stages of Psychosocial Development for age-appropriate and developmentally suitable disclosure along with an applied case study.

Perspective of leadership 4.0 in the era of fourth industrial revolution: A comprehensive view

Leadership 4.0 focuses on leaders developing their digital transformation strategy and ensuring alignment with the organization’s business and development ambitions. This is accomplished by successfully displaying disruptive digital leadership characteristics, which include emotional and social intelligence abilities such as empathy and relationship management, cognitive preparedness, critical thinking, inventive thinking, agility, and resilience. Academics and consultants increasingly use Leadership 4.0 to describe the new leadership style required for the Fourth Industrial Revolution (Industry 4.0). It strategically addresses people’s concerns, which are crucial for the effective integration of Industry 4.0, and plays a significant and crucial role in integrating Industry 4.0 into modern workplaces. The primary purpose of this paper is to explore Leadership 4.0 and its needs. Several quality characteristics associated with Digital Leadership 4.0 are investigated, and two-dimensional style matrix presentations for Leadership 4.0 are briefed. Finally, this study identifies and addresses the role of Leadership 4.0 in upcoming industrial management systems. Because digital technologies now impact the entire business, advancing digital strategies requires strong leadership at all levels. With the increasing prevalence of digital transformation in the business sector and the intensification of the "battle for talent," organizations need to consider a more methodical approach to building a solid leadership pipeline with the capabilities required to lead in the digital era. They may place future leaders in positions that require them to go beyond their current competencies and skills to instruct and motivate them to promptly acquire new digital skills. In a new working setting, effectively managing the dynamic interactions between machines, technology, and people is essential for influential digital leaders. Leadership 4.0 is expected to foster an open and innovative culture that welcomes change and progress. This will encourage and inspire their teams to adapt to the ongoing changes in the market.

Attitudes towards STEM education: nonlinear effects of teachers’ readiness and the crucial role of affective conditions

IntroductionTeacher attitudes (Att) toward STEM—Science, Technology, Engineering, and Mathematics—education is decisive for its successful integration into contemporary curricula. On the other hand, teachers’ readiness for STEM influences their attitudes and controls their behavior in everyday practice.MethodsIn this study, the four dimensions of readiness for STEM, i.e., affective conditions (Affe), cognitive preparedness (Cogn), self-efficacy (SEff), and STEM commitment (Com), measured via the TRi-STEM scale, were tested as predictors of attitudes using non-linear models. Data were taken from teachers (N = 494) who completed the TRi-STEM questionnaire and the attitudes towards STEM scale for measuring attitudes. Catastrophe theory was applied, and three cusp models, superior to the linear and logistic counterparts, were proposed predicting attitudes (Att) as a function of combinations of Cogn, SEff, Com, and Affe.ResultsThe three models are as follows: Cusp 1 with (Cogn – Affe) as asymmetry and (Cogn + Affe) as bifurcation factors; Cusp 2 with (Com – Affe) as asymmetry and (Com + Affe) as bifurcation factors, and Cusp 3 with (SEff – Affe) as asymmetry and (SEff + Affe) as bifurcation factors. The findings showed that affective conditions involved in a dynamic interplay with other independent variables could lead to sudden and abrupt changes in Att.DiscussionThe empirical evidence for non-linear effects in teacher attitudes (Att) toward STEM informs theory development and practice by supporting the complexity and dynamical system framework as a more realistic premise to describe and interpret potentially occurring phenomena of teachers’ behavior in the context of STEM education.

Factors of preparedness for loss from cancer among Taiwanese family caregivers

This cohort study investigated factors associated with 336 Taiwanese family caregivers’ emotional and cognitive preparedness for death of a loved one with terminal cancer. Caregivers’ death-preparedness states (no-death-preparedness [as reference], cognitive-death-preparedness-only, emotional-death-preparedness-only, and sufficient-death-preparedness states) were previously identified. Associations of factors with these states were determined by a hierarchical generalized linear model. Financial hardship decreased caregivers’ likelihood for the emotional-death-preparedness-only and sufficient-death-preparedness states. Physician prognostic disclosure increased membership in the cognitive-death-preparedness-only and sufficient-death-preparedness states. The better the quality of the patient-caregiver relationship, the higher the odds for the emotional-death-preparedness-only and sufficient-death-preparedness states, whereas the greater the tendency for caregivers to communicate end-of-life issues with their loved one, the lower the odds for emotional-death-preparedness-only state membership. Stronger coping capacity increased membership in the emotional-death-preparedness-only state, but perceived social support was not associated with state membership. Providing effective interventions tailored to at-risk family caregivers’ specific needs may facilitate their death preparedness.

Developing the concept of maternal in teenage mothers: a hybrid model.

Maternal transition is a challenging developmental process requiring physical, mental, social, and cognitive preparedness. Therefore, the transition to motherhood is even more challenging for teenagers who are exposed to both the maturation process and adaptation to the parenting role. Therefore, the present study was conducted to provide a deeper understanding of the maternal role in Iranian teenage mothers. A three-phase hybrid model was adopted for concept analysis. In the theoretical phase, 50 articles were analyzed. In the fieldwork phase, 10 participants were interviewed. In the final phase, the findings of the previous two stages were analyzed. This study was conducted between October 2021 and November 2022. After determining the attributes, antecedents, and consequences, a final definition was presented for parenting in teenage mothers. The concept of motherhood for teenage mothers was described as "a process-oriented phenomenon in nature," "complex, challenging and multidimensional," "development with immature transition," "a turning point in life," "a stressful event," "affected by several factors," and "bidirectional effects on life" according to antecedents, including "the level of received social support," "reaction to teenage motherhood," "teenage mother's characteristics," and "family structure" leading to "positive psychological consequences," "negative psychological consequences," and "loss of educational and career opportunities." This study provides a suitable ground for evaluating the concept of motherhood in teenage mothers and employing it in nursing care of teenage mothers and children by identifying this concept.

Inclusive pedagogy: Embracing diversity in a virtual class

This study analysed literature on inclusive pedagogy and its application in a virtual classroom. One of the major consequences of the Covid 19 Pandemic was a sudden paradigm shift from traditional modes of delivering instruction to modern technologically compliant modes such as e- learning and multimodal instruction. The issue of concern is whether or not the different categories of learners have their pedagogical needs adequately met in a virtual classroom. The researcher carried out a literature review analysis using search engines such as Google Scholar, Ebsco and others. For the past few decades there has been great emphasis on inclusive education. However, the preponderance of literature available focuses on special needs learners or learners with some disability. The major theories that inform the study are Howard Gardner’s theory of Multiple Intelligences, Fleming and Mills’ VARK theory and The Universal Design for Learning. The findings from readings and practice revealed that in a virtual class the students may be placed into 4 major categories. Each of these categories has unique characteristics. It is only when educators understand each category of learners then they are able to develop inclusive pedagogic strategies to optimize learning for each category. This study used an inclusive pedagogy conceptual frame work cycle. This conceptual framework comprises of 3 key phases; Cognitive preparedness, curriculum preparedness and classroom practice understanding the learner. As the cyclic process continues the quality of inclusion becomes better refined and no learner is left behind. The study recommends that educators strive to know their learners, deliberately plan for their unique and diverse needs then finally educators need to engage the learners according to their uniqueness utilizing variety of pedagogical strategies of both lesson delivery and assessment of learning. These may include blended learning, multimodal instruction using both synchronous and asynchronous sessions, self-assessments, peer assessments as well as teacher assessments.

Motivational outcomes of the science outreach lab S'Cool LAB at CERN: A multilevel analysis

AbstractPrevious studies highlight the positive effects of science outreach labs, in particular on students' motivational variables. However, out‐of‐school learning is generally associated with high novelty and specific setting characteristics that can impact learning and development. Indeed, previous studies call for further research on students' perception of the learning settings to ensure the best possible use of science outreach labs. This study aims to take this call up by analyzing motivational outcomes (situational interest and self‐concept) together with an unprecedented number of carefully chosen student and setting factors supposed to contribute to students' experience at science outreach labs. This study involved 509 high‐school students from 13 countries who took part in a half‐day hands‐on session at the particle physics outreach lab S'Cool LAB at CERN and a single group longitudinal pre‐ and post‐test research design. The results confirm that this intervention led to very high situational interest and self‐concept, even for a student sample that showed higher‐than‐average dispositional interest and self‐concept beforehand. Moreover, the initial motivational gender gap was closed after the intervention. To take the nested data into account, multilevel models were employed to study the predictive power of a set of student factors as well as students' perception of setting factors. Here, even after controlling for student factors such as their dispositional interest, support by the learning environment and educators was a crucial setting factor and was associated with especially high situational interest. Furthermore, students' cognitive preparedness and cognitive load were vital with respect to their situational self‐concept. Overall, regression models account for almost 60% of the variance of both motivational outcomes. We conclude that a systematic measurement of student and setting factors together with a multilevel approach provides highly valuable information about science outreach labs and how to optimize their effectiveness.

Building Resilience via Cognitive Preparedness, Behavioral Reconfigurations, and Iterative Learning: The Case of YunKang

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Complementary Correlational Profiles between Slow Wave Brain Oscillations and Working Memory Capacity

Working memory involves a range of functions, including maintenance of information and processing that information undisturbed by distraction. Neuroscientific studies have observed critical contributions from frontal and parietal brain regions during processing of cognitive demanding tasks. However, less is known about individual differences in the resting state and their association with working memory capacity. In this study, electrophysiological recordings were taken from thirty volunteers in eyes closed and eyes open conditions after completing the automated version of the operation span task. The results reveal two clusters of correlations: a midline-theta cluster and a parieto-temporal alpha cluster. The theta and alpha clusters have a negative and a positive correlation with operation span performance, respectively. These results are interpreted as individual differences in cognitive preparedness, with the centro-parietal region being critical in switching between outward and inward attention, with the balance of theta and alpha spectral power at Pz indicating to where cognitive resources are directed.

Effects of repetitive transcranial magnetic stimulation on children with low-function autism.

BackgroundAutism spectrum disorder (ASD) is a very complex neurodevelopmental disorder, characterized by social difficulties and stereotypical or repetitive behavior. Some previous studies using low‐frequency repetitive transcranial magnetic stimulation (rTMS) have proven of benefit in ASD children.MethodsIn this study, 32 children (26 males and six females) with low‐function autism were enrolled, 16 children (three females and 13 males; mean ± SD age: 7.8 ± 2.1 years) received rTMS treatment twice every week, while the remaining 16 children (three females and 13 males; mean ± SD age: 7.2 ± 1.6 years) served as waitlist group. This study investigated the effects of rTMS on brain activity and behavioral response in the autistic children.ResultsPeak alpha frequency (PAF) is an electroencephalographic measure of cognitive preparedness and might be a neural marker of cognitive function for the autism. Coherence is one way to assess the brain functional connectivity of ASD children, which has proven abnormal in previous studies. The results showed significant increases in the PAF at the frontal region, the left temporal region, the right temporal region and the occipital region and a significant increase of alpha coherence between the central region and the right temporal region. Autism Behavior Checklist (ABC) scores were also compared before and after receiving rTMS with positive effects shown on behavior.ConclusionThese findings supported our hypothesis by demonstration of positive effects of combined rTMS neurotherapy in active treatment group as compared to the waitlist group, as the rTMS group showed significant improvements in behavioral and functional outcomes as compared to the waitlist group.

Psychosocial Influences on Disaster Preparedness in San Francisco Recipients of Home Care

Disasters disproportionately impact certain segments of the population, including children, pregnant women, people living with disabilities and chronic conditions and those who are underserved and under-resourced. One of the most vulnerable groups includes the community-dwelling elderly. Post-disaster analyses indicate that these individuals have higher risk of disaster-related morbidity and mortality. They also have suboptimal levels of disaster preparedness in terms of their ability to shelter-in-place or evacuate to a shelter. The reasons for this have not been well characterized, although impaired health, financial limitations, and social isolation are believed to act as barriers to preparedness as well as to adaptability to changes in the environment both during and in the immediate aftermath of disasters. In order to identify strategies that address barriers to preparedness, we recently conducted a qualitative study of 50 elderly home care recipients living in San Francisco. Data were collected during in-home, in-person interviews using a semi-structured interview guide that included psychosocial constructs based on the social cognitive preparedness model and a new 13-item preparedness checklist. The mean preparedness score was 4.74 (max 13, range 1-11, SD. 2.11). Over 60% of the participants reported that they had not made back-up plans for caregiver assistance during times of crisis, 74% had not made plans for transportation to a shelter, 56% lacked a back-up plan for electrical equipment in case of power outages, and 44% had not prepared an emergency contacts list-the most basic element of preparedness. Impairments, disabilities, and resource limitations served as barriers to preparedness. Cognitive processes that underlie motivation and intentions for preparedness behaviors were lacking. There were limitations with respect to critical awareness of hazards (saliency), self-efficacy, outcome expectancy, and perceived responsibility. There was also a lack of trust in response agencies and authorities and a limited sense of community. Participants wanted to be prepared and welcomed training, but physical limitations kept many of them home bound. Training of home care aides, the provision of needed resources, and improved community outreach may be helpful in improving disaster outcomes in this vulnerable segment of the population.

Correlations between Motor Abilities, Morphological Characteristics, and Preparedness for School at Pre-school Boys

The associations between motor abilities (MA), morphological characteristics (MC), and cognitive preparedness (PP) for school in pre- school aged boys should provide a platform for improved systematic educational work. The main goal of this research is to determine the correlation between children’s MA, MC and PP, using univariate and multivariate statistical methods. Randomized sample of pre-school boys (N=106), aged 6-7, was examined. Eighteen composite motor tests were utilized to measure MA ; Test for School Preparedness (TSS) with five sub-tests was used in estimating boys’ PP ; additionally, 14 morphological characteristics were measured. Findings revealed that all the canonical correlations were statistically significant: between MA and MC, between MA and PP, as well as between MC and PP. Thus, the correlation is the lowest between MC and PP. MC could be a less important factor for estimating the overall preparedness for school, than boys’ MA at the age of six or seven years.

Cognitive Preferences and Level of Patient Management among Physical Therapists in Northern Mindanao

The call for independent practice in the Philippines for physical therapy professionals requires a satisfactory degree of cognitive preparedness needed for the clinical decision-making process and adaptation to new trends of patient management. This study aimed to determine the significant relationship between cognitive preference and the level of patient management of physical therapists in Northern Mindanao. The study makes use of descriptive correlational design. The respondents of the study were thirty (30) licensed physical therapists in Region 10 working as staff among PT facilities and those who are into private practice. The data show that clinical reasoning, screening, examination, evaluation, plan of care, procedural and educational intervention, documentation and outcome assessment has no significant relationship towards preceptive, receptive, intuitive, and systematic cognitive style of physical therapists. This is because the p-value did not reach the level of significance. However, the only diagnosis shows significant result towards preceptive, systematic, and intuitive cognitive preference. The results of the study suggest that preceptive, receptive, systematic and intuitive cognitive preference did not significantly relate to the clinical evaluation performance of physical therapists. Conversely, the ability to operate in the preceptive, systematic and intuitive mode is associated with better performance in diagnosis of patient management. Keywords: Independent practice, clinical decision-making, patient management, cognitive preferences, physical therapists

Responding to risk: Awareness and action after the September 11, 2001 terrorist attacks

Adoption of preparedness measures among the US public remains low after the expansion of the all-hazards approach to personal preparedness campaigns following the terrorist attacks of September 11, 2001 (9/11). This study sought to understand factors influencing preparedness behavior, particularly how demographics might influence preparedness behavior and whether preparedness actions are related to preparedness attitudes and related behaviors that may prime individuals to take these actions. Using data from the 2008 General Social Survey (n=1338), we tested a conceptual path model of preparedness that includes demographic variables and three latent variables as mediators of the effects of demographics on preparedness: Cognitive Preparedness; Peer Group Behavior Awareness, and Perceived Effectiveness. The model explains 65% of the variance in preparedness behavior. It suggests that the effects of demographic factors on preparedness actually reflect indirect relationships mediated by predisposing attitudes, behaviors and experiences, specifically, Cognitive Preparedness, Peer Group Behavior Awareness, and Perceived Effectiveness that predispose individuals toward taking preparedness actions. Because these social and cognitive factors reflect behaviors that, unlike fixed demographics, can be shaped by public education programs, efforts to increase public preparedness should focus on improving public awareness, social networks, and more persuasive messaging as keys to increasing preparedness behavior among the US public.

Validation of an Online Assessment of Orthopedic Surgery Residents' Cognitive Skills and Preparedness for Carpal Tunnel Release Surgery

Surgical competence requires both cognitive and technical skills. Relatively little is found in the literature regarding the value of Web-based assessments to measure surgery residents' mastery of the competencies. To determine the validity and reliability of 2 online instruments for predicting the cognitive preparedness of residents for performing carpal tunnel release surgery. Twenty-eight orthopedic residents and 2 medical school students responded to an online measure of their perception of preparedness and to an online cognitive skills assessment prior to an objective structured assessment of technical skills, in which they performed carpal tunnel release surgery on cadaveric specimens and received a pass/fail assessment. The 2 online assessments were analyzed for their internal reliability, external correlation with the pass/fail decision, and construct validity. The internal consistency of the perception of preparedness measure was high (α = .92) while the cognitive assessment was less strong (α = .65). Both instruments demonstrated moderately strong correlations with the pass/fail decision, with Spearman correlation of .606 (P = .000) and .617 (P = .000), respectively. Using logistic regression to analyze the predictive strength of each instrument, the perception of preparedness measure demonstrated a 76% probability (η(2) = .354) and the cognitive skills assessment a 73% probability (η(2) = .381) of correctly predicting the pass/fail decision. Analysis of variance modeling resulted in significant differences between levels at P < .005, supporting good construct validity. The online perception of preparedness measure and the cognitive skills assessment both are valid and reliable predictors of readiness to successfully pass a cadaveric motor skills test of carpal tunnel release surgery.

EEG Findings in Burnout Patients

EEG Findings in Burnout Patients

EEG Findings in Burnout Patients

The concept of burnout remains enigmatic since it is only determined by behavioral characteristics. Moreover, the differential diagnosis with depression and chronic fatigue syndrome is difficult. EEG-related variables in 13 patients diagnosed with burnout syndrome were compared with 13 healthy comparison subjects in order to explore the existence of neurobiological markers for burnout. Burnout patients showed reduced P300 amplitude, a lower alpha peak frequency and reduced beta power. These EEG-related differences in burnout patients differ from those described in the literature in depression and chronic fatigue patients. Our preliminary findings suggest that burnout might be considered as a separate clinical syndrome.

Peak alpha frequency: an electroencephalographic measure of cognitive preparedness.

Electroencephalographic (EEG) peak alpha frequency (PAF) (measured in Hz) has been correlated to cognitive performance between healthy and clinical individuals, and among healthy individuals. PAF also varies within individuals across developmental stages, among different cognitive tasks, and among physiological states induced by administration of various substances. The present study suggests that, among other things, PAF reflects a trait or state of cognitive preparedness. Experiment 1 involved 19-channel EEG recordings from 10 individuals with traumatic brain injury (TBI) and 12 healthy matched controls, before, during, and after tasks of visual and auditory attention. Experiment 2 involved EEG recordings from 19 healthy young adults before and after a working memory task (WAIS-R Digit Span), repeated on 2 different days to measure within-individual differences. Experiment 1 showed significantly lower PAF in individuals with TBI, mostly during post-task rest. Experiment 2 showed PAF during pre-task baseline to be significantly correlated with Digit Span performance of the same day but not with Digit Span performance of another day. Moreover, PAF was significantly increased after Digit Span for those participants whose PAF was lower than the sample median before the task, but not for those who had it higher. Finally, both PAF and Digit Span performance were increased during the second day. PAF was shown to detect both trait and state differences in cognitive preparedness, as well as to be affected by cognitive tasks. Traits are better reflected during post-task rest, whereas states are better reflected during initial resting baseline recordings.

Children of Migrant Fathers: The Effects of Father Absence on Swazi Children's Preparedness for School

This article investigates the effects of prolonged father absence of Swazi migrant workers on their young children's preparedness for a formal school setting. As the role of formal schooling gains importance in Swaziland, so too does the impact that the home environment has on the formal schooling of Swazi children. The disruption of family life because of migrant labor may affect the development of Swazi children, and possibly their cognitive preparedness for school. Formal education as it is known today is not indigenous to Swazi society. At independence, most African countries inherited educational systems designed by Europeans who applied Western criteria. An important consequence of this is that institutions of formal learning today remain based on cultures which are quite distinct from those of Africans. Western formal education strives for change and creates discontinuities. By contrast, traditional education strives for continuity between generations, whereby parents and older relatives teach youth about their accumulated knowledge, ways, and traditions. Felix Boateng stresses that the success of traditional African education is in its ability to promote intergenerational communication. Even though traditional education may often be conducted using such abstract messages as proverbs, the intended lesson is always pertinent to a child's immediate environment.1 Traditional education is less verbal and less theoretical, placing more emphasis on active participant observation than does imported European education, which relies on curriculum and an abstract examination system often in conflict with the child's immediate surroundings. For instance, John Gay and Michael Cole's research in Liberia reveals that Kpelle children begin formal schooling using cognitive constructs, language patterns, and a knowledge base that hinder their learning certain mathematical concepts using Western-biased methods. The significance of traditional learning at