Behavioral Flexibility Research Articles

Knockdown of the Non-canonical Wnt Gene Prickle2 Leads to Cerebellar Purkinje Cell Abnormalities While Cerebellar-Mediated Behaviors Remain Intact.

Autism spectrum disorders (ASD) involve brain wide abnormalities that contribute to a constellation of symptoms including behavioral inflexibility, cognitive dysfunction, learning impairments, altered social interactions, and perceptive time difficulties. Although a single genetic variation does not cause ASD, genetic variations such as one involving a non-canonical Wnt signaling gene, Prickle2, has been found in individuals with ASD. Previous work looking into phenotypes of Prickle2 knock-out (Prickle2-/-) and heterozygous mice (Prickle2-/+) suggest patterns of behavior similar to individuals with ASD including altered social interaction and behavioral inflexibility. Growing evidence implicates the cerebellum in ASD. As Prickle2 is expressed in the cerebellum, this animal model presents a unique opportunity to investigate the cerebellar contribution to autism-like phenotypes. Here, we explore cerebellar structural and physiological abnormalities in animals with Prickle2 knockdown using immunohistochemistry, whole-cell patch clamp electrophysiology, and several cerebellar-associated motor and timing tasks, including interval timing and eyeblink conditioning. Histologically, Prickle2-/- mice have significantly more empty spaces or gaps between Purkinje cells in the posterior lobules and a decreased propensity for Purkinje cells to fire action potentials. These structural cerebellar abnormalities did not impair cerebellar-associated behaviors as eyeblink conditioning and interval timing remained intact. Therefore, although Prickle-/- mice show classic phenotypes of ASD, they do not recapitulate the involvement of the adult cerebellum and may not represent the pathophysiological heterogeneity of the disorder.

Prefrontal signals precede striatal signals for biased credit assignment in motivational learning biases

Actions are biased by the outcomes they can produce: Humans are more likely to show action under reward prospect, but hold back under punishment prospect. Such motivational biases derive not only from biased response selection, but also from biased learning: humans tend to attribute rewards to their own actions, but are reluctant to attribute punishments to having held back. The neural origin of these biases is unclear. Specifically, it remains open whether motivational biases arise primarily from the architecture of subcortical regions or also reflect cortical influences, the latter being typically associated with increased behavioral flexibility and control beyond stereotyped behaviors. Simultaneous EEG-fMRI allowed us to track which regions encoded biased prediction errors in which order. Biased prediction errors occurred in cortical regions (dorsal anterior and posterior cingulate cortices) before subcortical regions (striatum). These results highlight that biased learning is not a mere feature of the basal ganglia, but arises through prefrontal cortical contributions, revealing motivational biases to be a potentially flexible, sophisticated mechanism.

Comparison of the Effectiveness of the Satir Communication Model and Compassion-Based Cognitive Behavioral Therapy on Behavioral Flexibility and Anxiety Sensitivity in Couples with Marital Conflict

Objective: The present study aimed to compare the effectiveness of compassion-based cognitive behavioral therapy with the Satir communication model on behavioral flexibility and anxiety sensitivity in couples experiencing marital conflict. Methods and Materials: The statistical population consisted of couples with marital conflicts who visited counseling centers in Tehran in 2023. The research method was a quasi-experimental design with a non-equivalent control group, pre-test, post-test, and follow-up. Participants were randomly assigned into two groups of 15, matched for comparability. The research instruments were the Anxiety Sensitivity Index by Floyd et al. (2005) and the Connor-Davidson Resilience Scale by Connor and Davidson (2003). The first experimental group received the Satir communication model, and the second group underwent compassion-based cognitive behavioral therapy over eight sessions. Data were analyzed using SPSS through a two-way repeated measures analysis of variance. Findings: The results showed that both compassion-based cognitive behavioral therapy and the Satir communication model led to an increase in behavioral flexibility and a decrease in anxiety sensitivity in couples with marital conflicts (P<0.001); furthermore, compassion-based cognitive behavioral therapy was found to be more effective between the two approaches. Conclusion: The findings confirm the impact of both the Satir communication model and compassion-based cognitive behavioral therapy on improving behavioral flexibility and reducing anxiety sensitivity in couples.

Flexible hydrogen-bonded organic frameworks (HOFs): opportunities and challenges.

Flexible behavior is one of the most fascinating features of hydrogen-bonded organic frameworks (HOFs), which represent an emerging class of porous materials that are self-assembled via H-bonding between organic building units. Due to their unique flexibility, HOFs can undergo structural changes or transformations in response to various stimuli (physical or chemical). Taking advantage of this unique structural feature, flexible HOFs show potential in multifunctional applications such as gas storage/separation, molecular recognition, sensing, proton conductivity, biomedicine, etc. While some other flexible porous materials have been extensively studied, the dynamic behavior of HOFs remains relatively less explored. This perspective highlights the inherent flexible properties of HOFs, discusses their different flexible behaviors, including pore size/shape changes, interpenetration/stacking manner, H-bond breaking/reconstruction, and local dynamic behavior, and highlights their potential applications. We believe that this perspective will not only contribute to HOF chemistry and materials science, but will also facilitate the ongoing extensive research on dynamic porous materials.

Eficácia de Programas Educativos à Distância para pais de crianças com diagnóstico de Transtorno do Espectro Autista: uma revisão integrativa

ABSTRACT Objective to analyze the scientific literature on distance education programs for parents/caregivers in the development of children with Autism Spectrum Disorder (ASD). Research Method the PICO strategy was used to identify the research problem. The databases Medline, ERIC, LILACs, EMBASE, CINAHL, Web of Science, and Scopus were searched using specific descriptors and free terms. There were no restrictions on time or language. Articles on online educational programs for parents of children with ASD were selected, focusing on the impact of these programs on the development of children up to six years old. Selection Criteria studies were selected based on standard eligibility criteria, including full-text reading after initial screening using the RAYYAN software. Primary studies such as clinical trials and systematic reviews evaluating distance education programs for parents of children with ASD were included. Data Analysis the RAYYAN software was used for initial study selection. Articles were hierarchically organized based on title and abstract, followed by full-text reading to apply eligibility criteria. Results the initial search yielded 1019 articles, of which 192 were identified as duplicates. After initial screening and full-text reading, 37 articles were analyzed, of which six were deemed eligible to answer the research question. Among the eligible studies, one was a systematic review and five were experimental studies. Experimental studies highlighted positive impacts on areas such as daily routines, behavioral flexibility, and communication. The systematic review provided preliminary evidence that distance education programs for parents can enhance knowledge about ASD, increase adherence to interventions, and foster the development of social and communication skills in children. Conclusion the findings suggest that remote parent guidance programs may effectively improve knowledge about ASD, increase parent adherence to interventions, and promote the development of social and communication skills in children with ASD.

Addictive Behavior and Evolutionary Adaptation: Mitigated through Genetic Addiction Risk Severity Early Identification and Awareness Integration Theory

Objectives: Humans, with their unique genetic profile, exhibit a greater propensity to develop and maintain addiction compared to other animals. This paper offers a detailed examination of addiction, co-occurring traits, and psychologic disorders, focusing on neurobiological and molecular aspects. Furthermore, the authors investigate the potential of the Awareness Integration Theoretical model as an effective therapeutic addiction treatment. Methods: Using PsychINFO, PubMed, and Google Scholar, a comprehensive literature review was conducted on the evolutionary and adaptation pathways to addiction, epigenetic factors, and the potentiality of Awareness Integration Theory in treating addiction. Results: Epigenetics allows environmental factors to create lasting and heritable phenotypic changes, enabling rapid adaptation to these stimuli. Addiction “high-jacks” this system and the neurochemical mechanisms that control flexibility and innovation and is, thus, the price we pay for adaptability. Drug addiction is thought of as an adjunctive behavior or a subordinate behavior catalyzed by more profound, more significant psychological and biological stimuli. Conclusions: The neurochemical mechanisms underlying addiction, a complex interplay of genetic and environmental factors, are intertwined with the hallmark features of the human species, such as behavioral flexibility and pre-addictive propensity. The dopaminergic system, a key player in addiction, serves as a crucial link between addiction and the shared genetic profile evident in co-occurring traits and psychiatric and psychological disorders. Furthermore, a hypofunctioning dopaminergic system is a common characteristic of addiction and co-occurring psychiatric and psychological disorders. Early childhood preventative measures are vital in re-directing the existing predictive and poor adaptability functioning, which refers to the individual's inability to adapt to changing circumstances and reliance on maladaptive coping strategies. Awareness Integration Theory’s approach encompasses a therapeutical model addressing individuals' physical, cognitive, and psychosocial domains, allowing the individual to address intergenerational and ancestral ineffective and harmful adaptability. This, in turn, AIT will allow the human genome to be on a healthier path to recovery from obstacles such as addiction. When a tendency or a characteristic improves your ability to function and survive, and especially your ability to produce and raise children, that will most likely break the cycle of addiction and addictive behavior.

Effectiveness of Distance Educational Programs for parents of children diagnosed with Autism Spectrum Disorder: an integrative review.

to analyze the scientific literature on distance education programs for parents/caregivers in the development of children with Autism Spectrum Disorder (ASD). the PICO strategy was used to identify the research problem. The databases Medline, ERIC, LILACs, EMBASE, CINAHL, Web of Science, and Scopus were searched using specific descriptors and free terms. There were no restrictions on time or language. Articles on online educational programs for parents of children with ASD were selected, focusing on the impact of these programs on the development of children up to six years old. studies were selected based on standard eligibility criteria, including full-text reading after initial screening using the RAYYAN software. Primary studies such as clinical trials and systematic reviews evaluating distance education programs for parents of children with ASD were included. the RAYYAN software was used for initial study selection. Articles were hierarchically organized based on title and abstract, followed by full-text reading to apply eligibility criteria. the initial search yielded 1019 articles, of which 192 were identified as duplicates. After initial screening and full-text reading, 37 articles were analyzed, of which six were deemed eligible to answer the research question. Among the eligible studies, one was a systematic review and five were experimental studies. Experimental studies highlighted positive impacts on areas such as daily routines, behavioral flexibility, and communication. The systematic review provided preliminary evidence that distance education programs for parents can enhance knowledge about ASD, increase adherence to interventions, and foster the development of social and communication skills in children. the findings suggest that remote parent guidance programs may effectively improve knowledge about ASD, increase parent adherence to interventions, and promote the development of social and communication skills in children with ASD.

Психическая ригидность подростков с девиацией в виде расстройств пищевого поведения

Abstract. We consider the issue of eating disorders in adolescents and search for personality traits that determine the disorder formation. The research purpose is to identify eating disorders and mental rigidity in adolescents aged 13–17 years, as well as to establish the correlation nature. The used methods are: Eating Disorder Inventory, Tomsk Rigidity Questionnaire. Adolescent girls (13–17 years old) participated in the study conducted on the basis of the Secondary schools no. 31 and 33 in Tambov. 2 groups were formed: experimental – 27 people (adolescents with signs of eating disorders) and control – 26 people (adolescents with normal eating behavior). It was found that the distribution of average values on the scales of mental rigidity in adolescents with eating disorders was significantly higher (Mann–Whitney U test) than in the subjects of the control group. This fact testifies to such personality traits of adolescents with impaired eating behavior as: getting stuck in established mental set, stereotypes; inability to change one’s mind if necessary; negative emotional reaction in the form of fear to possible objectively necessary changes, difficulties in accepting new things and the need to change oneself. Correlation analysis using Spearman’s criterion revealed a positive, statistically significant correlation in the indicators “Bulimia”, “Striving for thinness” of Eating Disorder Inventory and the scales of Tomsk Rigidity Questionnaire. It has been proven that eating disorders positively correlate with a high level of mental rigidity. The practical significance of the study lies in the fact that it allows to outline ways to prevent and correct eating disorders in adolescents. Psychological work should be aimed at the formation of plasticity of thinking and increasing the level of emotional and behavioral flexibility. Working with cognitive attitudes and rigid beliefs about weight, body, figure and appearance, forming a healthy attitude to food, analytical acceptance of information, will reduce the risk of the spread of eating disorders among adolescents.

The impact of baccalaureate nursing students’ thinking and behavioral attributes on timely progression

BackgroundNursing schools strive for timely progression. The purpose of this pilot study was to use the Emergenetics Profile to determine if specific preferred ways of thinking and behaving support on-time progression. MethodsPredictive, correlational design tested the relationship among Emergenetics Thinking Attributes, Behavioral Attributes, and on-time graduation. Thirty eight senior students participated. ResultsUsing multiple regression, the attributes of Structural thinking and Flexible behavior (p<.05) predicted on-time graduation. ConclusionsPaying attention to the details and keeping on task, while remaining flexible to change will lead to success in nursing school.

Data-driven Agent-based Modeling: Experimenting with the Schelling’s Model

Agent-based modeling and simulation is a practical computational technique for studying complex systems of autonomous agents in various disciplines. Agent-based models facilitate the study of emergent phenomena by simulating heterogeneous agents and their flexible behaviors and interactions. However, developing an agent-based model of a complex system is often time-consuming and vulnerable to the modeler’s biases. Addressing this challenge requires a paradigm shift from knowledge-driven modeling to data-driven modeling. In this research, we initiate and experiment with automating the process of composing agent-based models by developing data-driven model extraction. To achieve this objective, we conduct experiments employing different variations of Schelling’s segregation model, a well-known agent-based model, each featuring different parameter sets and complexity levels.

Impaired flexible reward learning in ADHD patients is associated with blunted reinforcement sensitivity and neural signals in ventral striatum and parietal cortex

Reward-based learning and decision-making are prime candidates to understand symptoms of attention deficit hyperactivity disorder (ADHD). However, only limited evidence is available regarding the neurocomputational underpinnings of the alterations seen in ADHD. This concerns flexible behavioral adaption in dynamically changing environments, which is challenging for individuals with ADHD. One previous study points to elevated choice switching in adolescent ADHD, which was accompanied by disrupted learning signals in medial prefrontal cortex.Here, we investigated young adults with ADHD (n = 17) as compared to age- and sex-matched controls (n = 17) using a probabilistic reversal learning experiment during functional magnetic resonance imaging (fMRI). The task requires continuous learning to guide flexible behavioral adaptation to changing reward contingencies. To disentangle the neurocomputational underpinnings of the behavioral data, we used reinforcement learning (RL) models, which informed the analysis of fMRI data.ADHD patients performed worse than controls particularly in trials before reversals, i.e., when reward contingencies were stable. This pattern resulted from ‘noisy’ choice switching regardless of previous feedback. RL modelling showed decreased reinforcement sensitivity and enhanced learning rates for negative feedback in ADHD patients. At the neural level, this was reflected in a diminished representation of choice probability in the left posterior parietal cortex in ADHD. Moreover, modelling showed a marginal reduction of learning about the unchosen option, which was paralleled by a marginal reduction in learning signals incorporating the unchosen option in the left ventral striatum.Taken together, we show that impaired flexible behavior in ADHD is due to excessive choice switching (‘hyper-flexibility’), which can be detrimental or beneficial depending on the learning environment. Computationally, this resulted from blunted sensitivity to reinforcement of which we detected neural correlates in the attention-control network, specifically in the parietal cortex. These neurocomputational findings remain preliminary due to the relatively small sample size.

Ответственность как индивидуально-психологическая предпосылка осознанного поведения личности

The problem of the conscious, independent, flexible and responsible behavior of a person acts as an urgent and insufficiently researched one. The need for the conscious self-regulation of the behavior and activity is especially important when making the decisions in the uncertain life situations, in the dynamically changing conditions of the human existence. The purpose of the study is to identify differences in the components of locus of control and self-regulation in individuals with different levels of responsibility. Methodological complex: test “Express diagnostics of responsibility”, “Locus of control” E.G. Ksenofontova, questionnaire “Style of self-regulation of behavior” by V. I. Morosanova. Processing methods: Kruskal - Wallis H -test and Mann - Whitney U -test. It was revealed that subjects with a high level of responsibility have an internal locus of control in almost all areas of life. They are inclined to plan and program their activities and their results, respond flexibly when conditions change, and have a high level of self-regulation of behavior and activity. Subjects with an average level of responsibility have an internal locus of control in the sphere of achievements and in the sphere of interpersonal communication, showing an external type in the sphere of health. They are prone to passivity, denial of activity in the case of assessing results as unattainable, and in situations where difficulties arise, they are not ready to change their activities. Subjects with a low level of responsibility predominantly have an external locus of control in various areas of life and a low level of self-regulation. The obtained results state that the level of the responsibility of an individual determines the system of his regulatory capabilities. The ability to behave responsibly affects the direction of a person's life, the possibilities of carrying out the activities, the quality of this activity and its results.

Analysis of Flexible Pavement Structural Behavior Considering Decreased Subgrade Resilient Modulus

This research focuses on the subgrade resilient modulus and its significance in investigating flexible pavements. The study compares results obtained from two distinct flexible pavement structures, utilizing numerical analysis using FLAC3D softawere. Four decreasing levels of subgrade resilient modulus (PF50, PF25, PF10, and PF5) were examined. Our findings reveal that the decrease in subgrade resilient modulus has a more pronounced effect on the GB/GB structure compared to the GB/GNT structure, with the latter demonstrating superior performance. By assessing subgrade resilient modulus, this research contributes to a better understanding and improving road infrastructure investigation not only in Algeria but also in broader contexts

Is Cognitive Flexibility Equivalent to Shifting? Investigating Cognitive Flexibility in Multiple Domains.

In the present exploratory study we investigate whether cognitive flexibility is a unitary mechanism underlying flexible behaviours across many domains or a domain-specific capacity. The literature on cognitive flexibility is divided into several research lines that do not converge. The most prominent one considers flexibility an executive function that represents the ability to switch among rules or tasks. In other research traditions it is associated with distinct components, such as the capacity to place an item into many categories (in creativity tests) or a characteristic of different cognitive or perceptual processes (e.g., flexible language use, flexibility in mathematics, perceptual flexibility). To determine whether flexibility in different domains relies on a general shared mechanism, 221 subjects from two countries (The United States and Romania, mean age 19.52 years) were tested online with several measurements from four different domains of investigation: language, mathematics, perception, and executive functions (specifically, set shifting). All tasks required some form of cognitive flexibility. In addition, we measured math anxiety to see how this relates to mathematical flexibility. The results show very few and small significant partial correlations among the tasks. They also highlight that there is no unitary overarching "executive" factor. The most prominent common factor was speed of processing for mathematical and language response times. Shifting does not seem to be a mechanism that underlies flexibility in all the investigated domains. While we acknowledge the need for replication of this study, the data suggest that the construct of shifting does not exhaust the notion of flexibility as it arises across cognitive domains.

A comprehensive study on advanced strategies to improve the performance, durability, and flexible behavior of cementitious materials

A comprehensive study on advanced strategies to improve the performance, durability, and flexible behavior of cementitious materials

Kültürlerarası yeterlilikten faydalanmak: Tur rehberleri üzerine fenomenolojik bir araştırma

This paper explores the concept, dimensions, and causes of intercultural competencies from the perspective of tour guides. A phenomenological research approach was used to explore how tour guides' intercultural competences emerge in intercultural experiences. Using purposive sampling, nine semi-structured interviews were conducted with senior tour guides with international experiences until saturation occurred. The data were analyzed using thematic content analysis. The findings suggest three dimensions, namely, cultural awareness &amp; cognitive flexibility, cultural sensitivity and emotional flexibility, and cultural resourcefulness &amp; behavioral flexibility are predominant in tour guides’ intercultural experiences. This study of exploring tour guides' experiences is expected to provide a useful framework and contribute to a broader understanding of intercultural competence in tour guiding.

이주민의 상호문화역량 측정도구 개발 연구

This study developed an assessment tool to measure the intercultural competence of immigrants living in Korea, which is transforming into a multicultural society. The content and data validity of each measurement item were verified through a Delphi survey of experts.&#x0D; More specifically, as an initial step, we conducted a literature review and identified three main components of intercultural competence: attitude, knowledge and understanding, skills and practice. And the subcomponents were specified as openness, respect, responsibility, communication skills, cultural awareness, self development skills, empathy, behavioral flexibility, and cooperation skills.&#x0D; Following this, we drafted a survey questionnaire to assess the intercultural competence of immigrants, and selected 59 questionnaire items through a survey of immigrants. Then, three Korean language education experts reviewed the composition and wording of the questionnaire items.&#x0D; In addition, the study conducted a Delphi survey involving two expert groups: multicultural society experts and Korean language education experts. This survey verified the validity of the survey items by analyzing the Content Validity Ratio (CVR) and data validity of the questionnaire items (convergence and consensus). As a result, we selected 53 questionnaire items with consensus from both expert groups, and developed scale survey questions suitable for assessing the intercultural competence of immigrants.&#x0D; In conclusion, this study presents scales to assess the intercultural competence of immigrants for effective and appropriate interaction in a new and unfamiliar environment with distinct cultural differences.

A study on the differences in creative behavior, authentic leadership, and relationship flexibility according to the demographic characteristics of estheticians

A study on the differences in creative behavior, authentic leadership, and relationship flexibility according to the demographic characteristics of estheticians

The internal factors of stress resistance as elements of future psychologists’ professional resourcefulness

The proposed article analyzes a part of the dissertation research results on the psychological features of resource provision for future psychologists' professional development, specifically the role of internal stress resistance (resilience) factors in the professional resourcefulness of higher education psychology students. These factors encompass constructive coping strategies as behavioural techniques for stress management, psyche’s defence mechanisms as their foundation, and the unconscious basis of overall personal resilience and tolerance to uncertainty. In the current context of traumatic and crisis events in Ukraine, there is a growing priority for cultivating resilience and resistance to traumatic events, behavioural flexibility, and adaptability among the population. These individual-psychological traits are especially crucial for professionals in socionomic fields, particularly consultant psychologists. The professional effectiveness of these experts will depend on the formation and development of these dispositions, hence they have been incorporated into the structure of the future psychologists’ professional resourcefulness. According to the theoretical model of our research, the central characteristic of this structure is the self-assessment of the professional development level. The interconnections of resilience internal factors with this self-assessment were examined through a mathematical-statistical analysis of the results. The study was conducted on the basis of two higher education institutions – Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University and Khmelnytskyi National University. It involved 197 psychology students from the 2nd to 4th year of the bachelor's degree program and the 1st year of the master's degree program. Based on the results of the empirical research, in particular the factor analysis, we determined that the most significant internal factors of stress resistance in the professional resourcefulness structure of future psychologists are constructive coping strategies "positive reinterpretation and growth", "active coping" and "planning". Additionally, the psyche’s defense mechanism of "intellectualization" was also found to be significant.

Emotional burnout syndrome influence on the functional state of the teacher

Nowadays, the role of psychosocial work-related factors is increasing both in the production and non-production areas, which are predisposing to the development of psycho-emotional overstrain, professional stress and burnout. Emotional burnout is associated with psychological discomfort of events, tension, anxiety, loss of life meaning and a tendency to suicide. It manifests itself in the deformation of professional development, personality destruction, in a decrease in the duration and quality of life and the productivity of professional activity. As it is known, professional activity, including the professional environment, affects the state and emotions of the worker, causing a change in the assessment of the situation and in the actions of a person in accordance with the requirements of the activity and their capabilities. Socio-economic changes, taking place in society, cause new requirements for specialists in almost all professions, including teachers. Teachers should possess not only professional knowledge, skills, and abilities, moreover they should have special abilities and personality characteristics that provide flexibility and dynamism of professional behavior. High levels of neuropsychic and emotional stress are related to teachers' occupations, and as a result, health problems develop. The issue of teachers developing emotional burnout syndrome is addressed in this article. Teachers who are gradually losing energy show signs of emotional debilitation, personal dispassion, physical fatigue, and a decrease of job satisfaction. The paper also presents a theoretical and practical research of emotional burnout syndrome among teachers, the peculiarities of the presentation and factors of emotional burnout are indicated.