Level Of Cognitive Flexibility Research Articles

Executive Function Assessment in Patients With Idiopathic Generalized Epilepsy: Applyingthe Frontal Assessment Battery

Background: Executive dysfunction is seen in idiopathic generalized epilepsy (IGE). The Frontal Assessment Battery (FAB) is a short neuropsychological instrument designed in clinical settings to evaluate frontal lobe activity. We aimed to assess the clinical use of FAB in patients with IGE for to detect executive impairment. Method: In this study, 30 patients with IGE and 30 age- and sex-matched healthy controls were included. The presence and severity of executive dysfunction was investigated with FAB. Cognitive flexibility, decision making, working memory, and general intelligence level were examined using Wisconsin Card Sorting Task (WCST), Iowa Gambling Task (IGT), N-back, and Wechsler Adult Intelligence Scale, respectively. In patients with IGE, FAB results were related to their neuropsychological task performance. Results: The FAB score in patients with IGE was significantly lower compared to healthy participants. In motor programming tasks, patients with IGE performed substantially worse. However, no correlation was found between FAB and neuropsychological task and clinical characteristics. Conclusion: Executive dysfunction was present in patients with IGE and FAB may be used in these patients as an effective tool for evaluating frontal lobe function.

The Mediating Role of Cognitive Flexibility in the Effect of Empathic Tendency on Teacher Professionalism

The aim of the study was to determine whether cognitive flexibility had a mediating role in the effect of empathic tendencies of physical education and sports teachers on their professionalism. Empathic Tendency, Teacher Professionalism and Cognitive Flexibility Scales were used in the study with personal information form. A total of 283 physical education and sports teachers, 85 (30%) female and 198 (70%) male, voluntarily participated in the study. In the analysis of data, The Shapiro-Wilk normality test was used to determine if data set had a normal distribution or not. Kaiser-Mayer-Olkin (KMO) coefficient and Bartlett test were used to determine the suitability of the data for factor analysis. The theoretically created model was tested with a structural equation model. In the study, descriptive statistics were used in order to determine the average scores obtained from the scales. AMOS and SPSS package programs were used for analysis of data set. It was determined that the participants' Empathic Tendency, Professionalism and Cognitive Flexibility levels were high. Also, all variables were determined to had a significant correlation between each other. It was determined that all variables positively affected each other, empathic tendency predicted both cognitive flexibility and teacher professionalism at certain rates (40%-28%), and cognitive flexibility had a mediating role in the relationship between empathic tendency and teacher professionalism. As a result, multifaceted and effective studies that will increase the empathic tendency and cognitive flexibility levels should be carried out.

Childhood Cognitive Flexibility and Externalizing and Internalizing Behavior Problems: Examination of Prospective Bidirectional Associations.

The goal of this study was to examine reciprocal associations between cognitive flexibility and externalizing and internalizing behavior problems longitudinally using data on four occasions from kindergarten through first grade and test for potential gender differences in these associations. The Dimensional Change Card Sort task was used to assess children's cognitive flexibility as a measure of executive function. Participants were 12,462 kindergarteners (49% female) from the Early Childhood Longitudinal Study (ECLS-K: 2011). Results from multivariate latent curve models with structured residuals revealed that children's cognitive flexibility at the beginning of kindergarten was not associated with their growth in either externalizing (r = -0.01, p = .174), or internalizing (r = -0.03, p = .403) problems between kindergarten and the end of first grade. However, after controlling for individual differences in growth, cognitive flexibility at each assessment directly contributed to subsequent lower levels of internalizing (but not externalizing) behavior problems at the next assessment (b = -0.004, p = 0.013; β = -0.03), suggesting that children who are more flexible in switching from one activity to another may be less prone to developing internalizing problems. At kindergarten entry boys had lower levels of cognitive flexibility (b = -0.31, p < .001, β = -.12) and higher levels of externalizing (b = 0.25, p < .001, β = .23), and internalizing problems(b = 0.04, p = 001, β = .05) compared to girls, but did not differ from girls in their rates of change in cognitive flexibility and externalizing or internalizing behavior problems.

An Investigation on Turkish Specialist and Practitioner Doctors’ Empathy and Cognitive Flexibility Levels and Interpersonal Relationship Styles

The aim of this research was to compare general practitioners and specialist doctors’ empathy and cognitive flexibility levels along with their interpersonal relationship styles. Research participants involved 30 general practitioners working in family health centers and 30 specialists serving in state hospitals. Data were obtained via sociodemographic information form, Jefferson Scale of Empathy, Cognitive Flexibility Inventory, and Interpersonal Relationship Scale. Although empathy levels did not differ between specialists and practitioners, findings revealed specialists embraced more open, respectful, and less condescending interpersonal relations styles than practitioners. Relatedly, specialists’ cognitive flexibility-alternatives subscale scores were significantly higher than practitioners. While practitioners’ cognitive flexibility-alternatives subscales were positively correlated with respectful styles and negatively correlated with condescending ones, their cognitive flexibility-control subscales were positively associated with respectful styles. Similarly, in this group, empathy was positively related to both cognitive flexibility subscales and negatively related to condescending styles. For specialists, empathy was not correlated with cognitive flexibility or interpersonal relations style. Demonstrating the importance and implications of communicational and relational interactions between patients and physicians seems to be an urgent issue for research. As a cost-effective measure, empathy and cognitive flexibility can be both learned and improved.

Social-distancing fatigue during the COVID-19 pandemic: a mediation analysis of cognitive flexibility, fatigue, depression, and adherence to CDC guidelines

ABSTRACT The researchers explored factors associated with depressive symptoms and adherence to CDC guidelines in the midst of the COVID-19 pandemic. In addition to developing an original measure of social-distancing fatigue (SDF), two hypothesized models, grounded in a social skills deficit framework, were tested using Model 4 of the Hayes’ PROCESS 3.0. Results indicated that participants’ level of cognitive flexibility associated negatively with SDF, and positively with adherence. Moreover, while feeling exhaustion/burnout associated positively with depressive symptoms and negatively with adherence, a sense of tedium did not.

Alexithymia, Cognitive Flexibility and Hardiness in Covid Positive Young Adults

Background: Covid-19 outbreak has created a halt in everyone’s life, especially in those who were infected by it. Its affectability of it can be accounted for not only at the individual level but also at the global level when WHO declared it a pandemic in March 2020. Objective: The present study seeks to find effective cognitive factors such as alexithymia, cognitive flexibility, and hardiness in covid-19 positives by using Pearson’s correlation. It is hypothesized that a high hardiness level will be associated with high cognitive flexibility and low levels of Alexythemia concluding that people who were covid-19 positive had an impact on their cognitive functioning. Methods: The study used Pearson’s Correlation method that calculated using SPSS 27(2021). Results : Consistent with hypothesis the result of the study indicates a positive correlation between cognitive flexibility and hardiness . Results also yielded a negative correlation between alexiythemia, Cognitive Flexibility and Hardiness indicating that presence of inability to describe and identify emotions contributes to lower flexibility as well as ability to withstand challenging situations. Conclusion: The study concludes that presence of cognitive flexibility was linked t greater psychological hardiness and lower alexiythemia

The Relationship between Academic Self-Efficacy and Cognitive Flexibility: Physical Education and Sports Teacher Candidates

The aim of this study is to examine the relationship between academic self-efficacy and cognitive flexibility levels of physical education and sports teacher candidates. The universe of the study consisted of 480 teacher candidates studying in the physical education and sports teaching departments of the sports sciences faculties within Selçuk, Erciyes, Süleyman Demirel and Mehmet Akif Ersoy Universities, and the sample group consisted of 192 volunteers from the specified population. Participants in the study were asked to fill in a personal information form, academic self-efficacy and cognitive flexibility scales. IBM SPSS 22.0 (Statistical Package for the Social Sciences) statistical package program was used to analyze the data. Arithmetic means and standard deviations of the scores of the volunteers from the scales were presented as X±Sd. Pearson Product Moment Correlation Analysis was applied to reveal the relationship of the data obtained from the scales. The value of p&lt;0,05 was considered significant. As a result, it was determined that the academic self-efficacy and cognitive flexibility levels of physical education and sports teacher candidates were above average. A moderate positive correlation was found between academic self-efficacy and alternatives and control subtitles of cognitive flexibility and total of cognitive flexibility. It is thought that this situation is due to the ability of physical education and sports teacher candidates to transfer their experiences in sports life to their education life.

Does cognitive inflexibility predict violent extremist behaviour intentions? A registered direct replication report of Zmigrod, Rentfrow, &amp; Robbins, 2019

PurposeResearch assessing violent extremist risk factors thus far largely ignored the role of cognitive processes. Zmigrod and colleagues (2019a) addressed this gap and presented first systematic evidence that lower levels of cognitive flexibility predict a higher willingness to fight and, ultimately, die for a national ingroup. This finding has important theoretical and practical implications. In order to strengthen the potential contribution of Zmigrod et al.’s work, we will conduct a registered direct replication of Study 1. Extending the original study, we further examine whether the documented relationship still holds when a self‐report measure for cognitive flexibility is introduced and when analyses control for identity fusion. We also investigate if cognitive inflexibility solely predicts violent or also normative pro‐group behaviour intentions.MethodsFollowing Zmigrod, Rentfrow, and Robbins (2019a), we will administer a cross‐sectional survey study. Participants (N = 1,378) report their willingness to fight, die, and sacrifice themselves for the ingroup and complete the Remote Associates as well as Wisconsin Card Sorting tests. Afterwards, additional measures of self‐reported cognitive flexibility, identity fusion, and normative pro‐group behaviour are assessed.ResultsTo be completed.ConclusionsTo be completed.

Distance Education Students’ Cognitive Flexibility Levels and Distance Education Motivations

This study was conducted to examine the relationship between distance education students’ cognitive flexibility levels and their distance education motivations. In the study, cognitive flexibility levels and distance education motivations were also investigated in terms of several variables (gender, age, computer and internet usage time, time spent weekly in distance learning environment and frequency of participation to synchronized classes). The participants of the study consisted of 615 students enrolled in the Turkish Language course which is carried out at a private university in Istanbul. Cognitive Flexibility Scale (Altunkol, 2011) and e-Learning Motivation Survey (Yıldırım, 2012) were employed for data collection. Study results revealed that there is a low level of positive relationship between cognitive flexibility levels of distance education students and their distance education motivations. Time spent in distance learning environment and the frequency of participation to synchronized classes are found as the factors that affect students’ distance education motivation. Computer usage time is found as the only factor that affects students’ cognitive flexibility level. There is not a significant relationship found between gender, age and internet usage time for cognitive flexibility and distance education motivation.

Examination of Stimulus Over-Selectivity in Children With Autism Spectrum Disorder and Its Relationship to Stereotyped Behaviors and Cognitive Flexibility

Stimulus over-selectivity describes a phenomenon in which an individual responds only to a subset of the stimuli present in the environment and, thus, may restrict learning. This study aimed to develop understanding of the nature and role of over-selectivity in autism spectrum disorder (ASD) by analyzing the relationship of over-selectivity to core deficits of ASD: stereotyped responding and inflexibility. Over-selectivity was investigated in a visual discrimination task in 24 children, 12 diagnosed with ASD and 12 mental-age-matched typically developing children. In addition, the participants’ levels of intellectual functioning, stereotypy, and cognitive flexibility were assessed using established tools. Results showed that over-selectivity was associated with IQ and stereotyped behavior but was not related to levels of cognitive flexibility nor did cognitive flexibility significantly correlate with stereotyped behavior in individuals with ASD. The current findings require consideration when designing behavioral interventions for individuals with ASD.

Investigating the effects of problem-solving method and cognitive flexibility on improving university students’ metacognitive skills

This study was aimed to investigate the effects of the problem-solving method on university students' metacognitive skills and cognitive flexibility levels. The research was modelled in a semi-experimental pattern, with experiment-control groups. According to the cluster sampling technique, 144 pre-service teachers who attended the Elementary Teacher School program in the spring semester of 2018-2019 had been determined as participants in Indonesia. Cognitive Flexibility Inventory (CFI) and Metacognitive Awareness Inventory (MAI) were used as data collection tools. An Independent Sample t-Test and descriptive statistics techniques were used in the analysis of the data. The discussion method, which is used more in university education, was employed in the control group, while the problem-solving method was employed in the experimental group. As a result of the research, it was found that there was a significant difference in the metacognitive skill levels of students with high cognitive flexibility when compared to those with low cognitive flexibility. This differentiation is in favor of students with a high cognitive level. Furthermore, a significant differentiation was observed between the metacognitive skill scores of the two groups where the discussion and problem-solving methods were applied. It was seen that this differentiation was in favor of the group with the problem-solving method. This study therefore recommends that instructional adaptations should be made to increase pre-service teachers' cognitive flexibility. Also, the problem-solving method can be used for the development of metacognitive skills. Thus, they can provide experiential knowledge during the university education process, in order to develop these two important features.

Undergraduate Science Students’ Scientist–Practitioner Gap: the Role of Epistemic Curiosity and Cognitive Flexibility

The scientist–practitioner gap refers to the phenomenon of individuals with a scientific background exhibiting non-scientific beliefs. Informed by the social-cognitive process model, this study aimed to develop a more coherent understanding of how such non-scientific beliefs can be predicted by individuals’ cognitive flexibility mediated by their epistemic curiosity. A questionnaire was administered to 332 undergraduate students majoring in science at 2 universities in Taiwan. It included items on cognitive flexibility, 2 types of epistemic curiosity, and non-scientific beliefs. After the reliability and validity of the items and constructs were validated, structural equation modeling was applied to verify the research model. Results indicated that the 2 types of epistemic curiosity, interest-type and deprivation-type, were positively predicted by cognitive flexibility but were negatively reflected in the students’ non-scientific beliefs. The study also tested the gender difference for each factor and found that female students majoring in science tended to have stronger non-scientific beliefs than their male counterparts. The results imply that if a higher level of cognitive flexibility is attained, the scientist–practitioner gap may be reduced.

Investigation of the Relationship between Cognitive Flexibility Levels and Personal Features of University Students

The purpose of this study was to examine the relationship between cognitive flexibility levels and personality traits of university students and whether these variables differ according to gender, education department, cigarette and alcohol use. The research was carried out with 151 students studying in the English language education, physical education and sports, science education, public relations and advertising departments of Karadeniz Technical University. "Cognitive Flexibility Scale" was used to measure the level of cognitive flexibility, "Eysenck Personality Questionnaire Short Form" to measure personality characteristics and "Personal Information Form" created by the researcher was used for personal information. Independent Sample T-Test, One Way Variance Analysis (ANOVA) and Pearson Correlation Coefficient were used in the analysis of the data. The analyses were carried out in SPSS 22.0 program. The results of the research showed that there was a negative relationship between cognitive flexibility and neuroticism and a positive relationship between cognitive flexibility and extraversion. According to another result only estraversion scores differ by gender. Women's extraversion scores were higher than men's scores. The variables don't differ according to the education department. Cognitive flexibility and psychoticism scores differ between smokers and non-smokers. In addition neuroticism and psychoticism scores differ between individuals who consume alcohol and do not consume alcohol. The findings were discussed based on the literature and suggestions for future research were presented.&#x0D;

Cognitive Flexibility Levels, Learning Approaches and Learning Strategies of The Medical Students

Purpose: This study aims to investigate university students’ cognitive flexibility level, learning approaches and strategies they use as well as the relations between these approaches and strategies.Instrument and Method: In this study, exploratory design mixed research method was applied. In the quantitative part of the study, students’ cognitive flexibility levels, learning approaches, and strategies they use were investigated and the relations among them were determined. In the qualitative part of the study, 12 student-centered interviews, of both semesters, were conducted with those who had high and low grades from cognitive flexibility, learning approaches and learning strategies scale. In the quantitative part of the study, 626 students of medical school from I. year to the VI and in the qualitative part, the 12 students who were in the focus group formed the study group. The data were collected via cognitive flexibility, learning approaches and learning strategies scale.Findings: In the study it was revealed that medical faculty students’ cognitive flexibility level was high; students had both deep and surface learning approaches while deep learning approaches were higher than surface ones to a certain extent, students benefited from each of socio-emotional, sense-making, repetition and attention learning strategies. Male students’ surface learning tendency is higher than that of the female. The female students use attention learning strategy more than the male ones do. The students that took part in the study claimed that the examinations did not measure their learning degree and forced them to towards “memorizing information”.Results: While using deep learning approach and surface learning approach at a high quantity may seem as a contradiction, focus group interviews have shown that education system gives some messages to students: “If you study deeply, it is not certain to pass; but if you memorize, it is clear: Success!”. When cognitive flexibility increases, the usage of socio-emotional learning strategy also increases. When deep learning approach increases, the use of socio-emotional learning strategy, sense-making learning strategy and repetition learning strategy increases.

Political Ideology and Executive Functioning: The Effect of Conservatism and Liberalism on Cognitive Flexibility and Working Memory Performance

Although models of political ideology traditionally focus on the motivations that separate conservatives and liberals, a growing body of research is directly exploring the cognitive factors that vary due to political ideology. Consistent with this emerging literature, the present research proposes that conservatives and liberals excel at tasks of distinct working memory processes (i.e., inhibition and updating, respectively). Consistent with this hypothesis, three studies demonstrate that conservatives are more likely to succeed at response inhibition and liberals are more likely to succeed at response updating. Moreover, this effect is rooted in different levels of cognitive flexibility and independent of respondents’ demographics, intelligence, religiosity, and motivation. Collectively, these findings offer an important perspective on the cognitive factors that delineate conservatism and liberalism, the role of cognitive flexibility in specific working memory processes, and the impact of political ideology on a multitude of behaviors linked to inhibition and updating (e.g., creativity, problem-solving, self-control).

Noncredible effort on the Nonverbal-Medical Symptom Validity Test (NV-MSVT): Impact on cognitive performance in pediatric mild traumatic brain injury

This study examined failure rates on the Nonverbal-Medical Symptom Validity Test (NV-MSVT) and its impact on cognitive performance in a sample of youths with mild traumatic brain injury (mTBI). Participants were 184 children and adolescents who presented to a multidisciplinary concussion clinic for a targeted neuropsychological evaluation. Performance Validity Tests (PVTs) were a part of the standard battery, including the NV-MSVT. Twenty-eight participants (15.2%) failed the NV-MSVT, none of whom displayed a genuine memory impairment profile (GMIP). Participants who failed the NV-MSVT performed significantly worse than those who passed the NV-MSVT on measures of IQ, memory, and immediate attention/working memory. There was no significant difference between groups on processing speed, sustained attention, cognitive flexibility, or sight word reading level. Aside from a slight difference in age, NV-MSVT failure was not impacted by demographic variables (sex, race), premorbid risk factors (pre-injury ADHD, learning disabilities, psychiatric diagnoses or treatment, developmental delays, or prior special education), injury-related variables (time since injury, positive neuroimaging findings, post-traumatic amnesia, number of prior mTBIs, etc.) or post-mTBI anxiety/depression. That said, participants who failed NV-MSVT endorsed significantly more severe postconcussive symptoms. These findings support the use of the NV-MSVT in neuropsychological evaluation of children and adolescents with mTBI.

The partisan mind: Is extreme political partisanship related to cognitive inflexibility?

The rise of partisan animosity, ideological polarization, and political dogmatism has reignited important questions about the relationship between psychological rigidity and political partisanship. Two competing hypotheses have been proposed: 1 hypothesis argues that mental rigidity is related to a conservative political orientation, and the other suggests that it reflects partisan extremity across the political spectrum. In a sample of over 700 U.S. citizens, partisan extremity was related to lower levels of cognitive flexibility, regardless of political orientation, across 3 independent cognitive assessments of cognitive flexibility. This was evident across multiple statistical analyses, including quadratic regressions, Bayes factor analysis, and interrupted regressions. These findings suggest that the rigidity with which individuals process and respond to nonpolitical information may be related to the extremity of their partisan identities. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

Cognitive flexibility of smokers in the context of social anxiety

Background: The cognitiveCognitive dysfunction may be an important factor in smoking and nicotine abuse. However, there are very few studies that have examined the effects of psychiatric conditions on the cognitive flexibility of smokers. Objectives: This research was conducted with the aim of examination theto examine cognitive flexibility (perceive theperceived controllability and cognitive alternatives) ofamong smokers in the context of with social anxiety. MaterialMaterials and methods: The research was a study withpresent causal-comparative design. The populationstudy was allconducted on 60 smoker students ofstudying at Arak University, Arak, Iran, in 2018-2019 years. For selecting the research sample the. The study population was selected using the purposive sampling was usedtechnique. At first, the participants completed the Social Phobia Inventory (SPIN) and Cognitive Flexibility Inventory (CFI).. Then, based on the cutoff point scores of SPIN (19 to above),≤), the participants were divided into two smoker groups (n=30 in each group) were selected: smoker groupsof smokers with and without social anxiety. (n=30 in each group). Finally, these groups were compared in perceive the terms of perceived controllability and cognitive alternatives by Multivariate Analysis of Variance (MANOVA).using the multivariate analysis of variance. Results: The results indicated a significant difference in the linerlinear composition of the dependent variables ofin the two groups (wilks,Wilks’ lambda= 0/.799, F50,2= 6/.726, p= P=0/.004). UnivariateThe results of the univariate analysis of variance indicated that the smoker group with social anxiety had lower perceive theperceived controllability and cognitive alternatives, compared to the smoker group without social anxiety. Conclusion: In generalAs the findings indicated, the level of cognitive flexibility in the smokers with and without social anxiety iswas different. Therefore, it is necessary to consideringconsider the evaluation and treatment of cognitive deficits in smokers based on their level of social anxiety.

Modelling associations between neurocognition and functional course in young people with emerging mental disorders: a longitudinal cohort study

Neurocognitive impairment is commonly associated with functional disability in established depressive, bipolar and psychotic disorders. However, little is known about the longer-term functional implications of these impairments in early phase transdiagnostic cohorts. We aimed to examine associations between neurocognition and functioning at baseline and over time. We used mixed effects models to investigate associations between neurocognitive test scores and longitudinal social and occupational functioning (“Social and Occupational Functioning Assessment Scale”) at 1–7 timepoints over five-years in 767 individuals accessing youth mental health services. Analyses were adjusted for age, sex, premorbid IQ, and symptom severity. Lower baseline functioning was associated with male sex (coefficient −3.78, 95% CI −5.22 to −2.34 p < 0.001), poorer verbal memory (coefficient 0.90, 95% CI 0.42 to 1.38, p < 0.001), more severe depressive (coefficient −0.28, 95% CI −0.41 to −0.15, p < 0.001), negative (coefficient −0.49, 95% CI −0.74 to −0.25, p < 0.001), and positive symptoms (coefficient −0.25, 95% CI −0.41 to −0.09, p = 0.002) and lower premorbid IQ (coefficient 0.13, 95% CI 0.07 to 0.19, p < 0.001). The rate of change in functioning over time varied among patients depending on their sex (male; coefficient 0.73, 95% CI 0.49 to 0.98, p < 0.001) and baseline level of cognitive flexibility (coefficient 0.14, 95% CI 0.06 to 0.22, p < 0.001), such that patients with the lowest scores had the least improvement in functioning. Impaired cognitive flexibility is common and may represent a meaningful and transdiagnostic target for cognitive remediation in youth mental health settings. Future studies should pilot cognitive remediation targeting cognitive flexibility while monitoring changes in functioning.

Examination of Cognitive Flexibility and Social Appearance Anxiety Levels of Physical Education and Primary School Teachers

The aim of this research study is to examine the cognitive flexibility and social appearance anxiety levels of physical education and sports teachers and primary school teachers. The study group consists of 160 participant (56 famele, 104 male) in total. Personal information form created by researchers and “Cognitive Flexibility Inventory” transcribed to Turkish by Gülüm and Dağ (2012) and “ Social Appearance Anxiety Scale, transcribed to Turkish by Doğan (2010) has been used as a data collector in the study.In the analysis of data, the T-test has been used in the comparison of quantitative continuous data between two independent groups and the One Way Anova test has been used in the comparison of quantitative continuous data between more than two independent groups. Scheffe test has been used as the completive post hoc analysis to determine the differences after the Anova test. Pearson correlation analysis was implemented among the continuous variables of the study. As a result of the study, there was a statistically significant difference between the levels of cognitive flexibility and ability to produce alternative solutions as well as between the cognitive flexibility overall scores and teaching experience (p&lt;0.05). It was determined that there were statistically significant differences among the social appearance anxiety scores concerning gender, school, and teaching branch variables (p&lt;0.05). It was determined that there was statistically no significant relationship between cognitive flexibility overall scores and social appearance anxiety levels (p&gt;0.05).