Patterns Of Cognitive Processing Research Articles

Social exclusion evokes different psychophysiological responses in individuals high on the psychopathy facets fearless dominance and self-centered impulsivity.

Individuals with psychopathic personality traits are generally thought to have difficulties in processing and experiencing emotions. These difficulties could also translate to emotionally charged social situations such as social exclusion. Being socially excluded is often experienced as stressful and unpleasant, potentially even leading to selfish or aggressive behavior-both of which are linked to certain aspects of psychopathy. The current study investigated self-report and physiological responses to social exclusion in the cyberball paradigm in a carefully selected community sample of individuals either scoring high on primary (N = 24) or secondary psychopathy traits (N = 17). Across the sample, the cyberball paradigm decreased experiences of joy and approach motivation, increased subjective anger reports, and induced changes in heart rate. In contrast, individuals scoring high on secondary psychopathy traits (Self-Centered Impulsivity group) displayed stronger physiological reactivity during a habituation phase of prolonged social exclusion than individuals scoring high on primary psychopathy traits (Fearless Dominance group), indexed by changes in skin conductance level. Moreover, a potential mismatch between self-reported and physiological arousal seemed to be only observable in individuals with high secondary psychopathy traits. Overall, the current results suggest diverging patterns of emotional processing and regulation in a social exclusion situation when comparing well-functioning individuals with varying psychopathy traits. It seemed as if individuals high on primary psychopathy traits were insensitive to contextual social cues, while individuals high on secondary psychopathy traits were more affected by the potentially threatening social situation. Cautiously transferring the current findings to forensic samples, they support the idea of moving from a behavioral understanding of the psychopathy construct to a more clinical picture with distinct cognitive and emotional processing patterns in individuals high on either primary or secondary psychopathy traits.

Contingent Negative Variation in the Evaluation of Neurocognitive Disorders Due to Possible Alzheimer's Disease.

The usefulness of Contingent Negative Variation (CNV) potential as a biomarker of neurocognitive disorders due to possible Alzheimer's disease, is based on its possible physiological correlates. However, its application in the diagnostic evaluation of these disorders is still incipient. The aim of this study is to characterize the patterns of cognitive processing of information in the domain of nonspecific global attention, by recording potential CNV in a group of patients with neurocognitive disorders due to possible Alzheimer's disease. An experimental study of cases and controls was carried out. The sample included 39 patients classified according to DSM-5 with a neurocognitive disorder subtype possibly due Alzheimer's disease, and a Control Group of 53 subjects with normal cognitive functions. CNV potential was registered using standard protocol. The analysis of variance obtained significant differences in mean values and confidence intervals of total CNV amplitude between the three study groups. The late CNV segment amplitudes makes it possible to discriminate between the level of mild and major dysfunction in the group of patients. The CNV total amplitudes of potential allows for effective discrimination between normal cognitive functioning and neurocognitive disorders due to possible Alzheimer's disease.

Exploring the Impact of Gamification on 21st-Century Skills: Insights from DOTA 2

This study explores how gamification in DOTA 2 cultivates 21st-century skills (problem-solving, teamwork, communication, and critical thinking). It supports DOTA 2 as an immersive platform for skill development. The study investigated various sources, including player surveys, meticulous gameplay analysis, academic research reviews, and expert opinions. By synthesizing this evidence, the study sheds light on DOTA 2’s potential to hone and refine abilities. Player surveys revealed individuals’ acquisition of adaptability in dynamic situations, cultivation of strategic thinking abilities, and enhancement of effective team collaboration skills. An in-depth examination of gameplay unveiled discernible patterns of collaborative effort and cognitive processes aimed at resolving challenges resembling real-world situations. Existing scholarly literature substantiates these findings and highlights gaming’s role in developing 21st-century competencies. The study emphasizes the potential implications of its results for stakeholders, such as educators, policymakers, and game developers, offering valuable opportunities for the practical application of gamification strategies. It sparks further investigation and exploration of unexplored research avenues. This study contributes to the growing body of literature recognizing gaming’s substantial advantages in fostering crucial 21st-century skills.

On Linguicism, Epistemic Injustice, and Research in Language‐in‐Education: A Commentary on “Midadolescents’ Language Learning at School: Toward More Just and Scientifically Rigorous Practices in Research and Education”

On Linguicism, Epistemic Injustice, and Research in Language‐in‐Education: A Commentary on “Midadolescents’ Language Learning at School: Toward More Just and Scientifically Rigorous Practices in Research and Education”

‘When you told us what had happened to you, I started to shiver’ – what children and teenagers immediately express and comprehend after listening to testimonies of Holocaust survivors

ABSTRACT We investigated how young people comprehend stories of trauma through their immediate expressions after listening to personal testimonies of Holocaust survivors. The material included 747 drawings and 182 texts by 10–16-year-old Swedish pupils from 14 schools. Qualitative analyses and cross-tabulations showed that the testimonies elicited complex patterns of emotions and cognitive processing. Personal testimonies can thus be a powerful way of teaching about historical trauma, although complex cognitive meaning making might often require additional time and adult-facilitated conversation. Also, as the testimonies aroused strong emotions, they should be used in a well-informed way.

An Attempt at Describing Learning Curves for a Complex Sub-Task in Reading Acquisition

Learning curves are a well-known phenomenon in learning and describe the oscillation between correct and incorrect performance that precedes mastery. It demonstrates that making mistakes is part of the learning process. It is equally clear that these learning curves are highly individual and therefore pose a challenge in their description and direct comparison. With the ability to collect large amounts of data through learning games with adaptively generated content, it is now possible to take a novel look at this process. Literacy games were deployed in a school setting for the iRead EU Horizon 2020 Project. The Navigo app delivered a complex task of practising to distinguish vowel length in bi-syllabic words in German to pupils in the disguise of a game. Pupils' engagement with the game resulted in the largest longitudinal corpus that has ever been collected for this sort of task from 251 pupils in German elementary schools. The resulting data exhibits learning curves as trajectories, depicting response time and correctness across several weeks for each pupil’s playing sessions. The work presented here attempts to (a) model and parameterise these curves, (b) automate their classification into common forms across a larger population, and (c) detect mastery. In doing so, we propose a method of learning curve representation and interpretation and apply it to the data. A describable pattern of cognitive processing seems to be observable and common to all curves that may allow a prediction of mastery and ability for skill transfer to other environments for a subset of the players. As a result, we were able to describe five general types of common progressions. These findings are in part supported by additional data from pre- and post-tests in the form of paper-and-pencil activities. The work presented here should serve to demonstrate the importance of using large scale input data for training literacy skills rather than a few examples as is the norm in static schoolbooks.

Extralinguistic Consultation in English-Chinese Translation: A Study Drawing on Eye-Tracking and Screen-Recording Data.

Both linguistic and extralinguistic consultations are essential in translation practice and have been commonly investigated as an integral topic in previous studies. However, since extralinguistic information is usually longer in extent and not specifically designed for a linguistic purpose, extralinguistic consultations involve different search strategies compared with linguistic consultations. Drawing on eye-tracking and screen-recording data, this study compares linguistic and extralinguistic consultations in terms of cognitive resources allocation and information processing patterns in English–Chinese translation. It also explores the differences among 17 language learners, 20 student translators, and 21 professional translators, and the effect of extralinguistic consultation on their translation quality. The findings are as follows: (1) all participants allocate more attention and lower cognitive load to extralinguistic consultations than to linguistic consultations; (2) participants’ translation experience levels and their attention allocated to extralinguistic consultation show an inverted U-shaped relationship; and (3) participants who consult extralinguistic information before drafting or devote more attention to extralinguistic consultation produce target texts with significantly higher scores.

Psychological trauma and emotional upheaval as revealed in academic writing: The case of COVID-19

ABSTRACT The current paper used a preregistered set of language dimensions to indicate how scientists psychologically managed the COVID-19 pandemic and its effects. Study 1 evaluated over 1.8 million preprints from arXiv.org and assessed how papers written during the COVID-19 pandemic reflected patterns of psychological trauma and emotional upheaval compared to those written before the pandemic. The data suggest papers written during the pandemic contained more affect and more cognitive processing terms to indicate writers working through a crisis than papers written before the pandemic. Study 2 (N = 74,744 published PLoS One papers) observed consistent emotion results, though cognitive processing patterns were inconsistent. Papers written specifically about COVID-19 contained more emotion than those not written about COVID-19. Finally, Study 3 (N = 361,189 published papers) replicated the Study 2 emotion results across more diverse journals and observed papers written during the pandemic contained a greater rate of cognitive processing terms, but a lower rate of analytic thinking, than papers written before the pandemic. These data suggest emotional upheavals are associated with psychological correlates reflected in the language of scientists at scale. Implications for psychology of language research and trauma are discussed.

A Cortical Surface-Based Meta-Analysis of Human Reasoning.

Recent advances in neuroimaging have augmented numerous findings in the human reasoning process but have yielded varying results. One possibility for this inconsistency is that reasoning is such an intricate cognitive process, involving attention, memory, executive functions, symbolic processing, and fluid intelligence, whereby various brain regions are inevitably implicated in orchestrating the process. Therefore, researchers have used meta-analyses for a better understanding of neural mechanisms of reasoning. However, previous meta-analysis techniques include weaknesses such as an inadequate representation of the cortical surface’s highly folded geometry. Accordingly, we developed a new meta-analysis method called Bayesian meta-analysis of the cortical surface (BMACS). BMACS offers a fast, accurate, and accessible inference of the spatial patterns of cognitive processes from peak brain activations across studies by applying spatial point processes to the cortical surface. Using BMACS, we found that the common pattern of activations from inductive and deductive reasoning was colocalized with the multiple-demand system, indicating that reasoning is a high-level convergence of complex cognitive processes. We hope surface-based meta-analysis will be facilitated by BMACS, bringing more profound knowledge of various cognitive processes.

Frustration in mathematical problem-solving: A systematic review of research

<p style='text-indent:20px;'>Emotions are an integral part of problem-solving, but must emotions traditionally conceptualised as "negative" have negative consequences in learning? Frustration is one of the most prominent emotions reported during mathematical problem-solving across all levels of learning. Despite research aiming to mitigate frustration, it can play a positive role during mathematical problem solving. A systematic review method was used to explore how frustration usually appears in students during mathematical problem-solving and the typical patterns of emotions, behaviours, and cognitive processes that are associated with its occurrence. The findings are mixed, which informs the need for further research in this area. Additionally, there are theories and qualitative findings about the potential positive role of frustration that have not been followed up with empirical investigations, which illuminate how our findings about negative emotions may be limited by the questions we ask as researchers. With the support of research, I consider how educators may directly or indirectly address rethinking the role and consequences of frustration during problem-solving with their students.</p>

Exploring the effects of gender grouping and the cognitive processing patterns of a Facebook-based online collaborative learning activity

ABSTRACT Efficient collaborative learning relies on productive interaction among learners. Previous studies have suggested that group gender composition might affect the group dynamics. While previous studies have generally focused on the learning performance of different gender groups, relatively little effort has been devoted to scrutinising the learning process. Therefore, this study seeks to further explore students’ cognitive processing patterns in the collaborative learning process among different gender groups, namely, five female-only groups (4 female students in each group), five male-only groups (4 male students in each group), and five balanced-gender groups (2 male and 2 female students in each group). This study employed quantitative content analysis and lag sequential analysis to explore students’ cognitive processing patterns in a Facebook-based online discussion learning activity. A total of 3230 messages in the online discussion were retrieved and analysed. The results indicate that the female-only groups were the most active groups in terms of the messages generated. By contrast, male-only groups were the least active but exhibited a more diverse discussion pattern. Meanwhile, the balanced-gender groups showed the most diverse cognitive transition patterns. Our findings could serve as a guideline for gender grouping and collaborative learning activity design.

The Mediating Role of Cognitive Processing in the Relationship Between Negative and Positive Effects of Trauma Among Female Victims of Domestic Violence.

Exposure to domestic violence may lead not only to negative but also positive consequences of trauma. Negative effects are indicated by posttraumatic stress symptoms (PTSSs), and positive effects by posttraumatic growth (PTG) changes. PTG has been conceptualized to follow experiences of PTSSs. Therefore, the positive and negative effects of trauma appear to be related to one another. The cognitive processing may play a special role in determining whether the positive and negative consequences of trauma exposure are experienced. The aim of the study was to establish the mediating role of multiple patterns of cognitive processing, reflected by the cognitive strategies used to cope with trauma, in the relationship between negative and positive posttraumatic changes in women following domestic violence. Data were obtained from 63 Polish women who had experienced domestic violence. The age of the respondents ranged from 19 to 71 years (M = 42.25, SD = 14.81). The Polish versions of the following standardized tools were used: the Posttraumatic Stress Disorder Checklist (PCL-5), the Posttraumatic Growth Inventory (PTGI), and the Cognitive Processing of Trauma Scale (CPOTS). PTSS severity appeared to be negatively related to that of PTG. Negative coping strategies were positively related to the PTSS severity but negatively to PTG, while positive strategies were negatively related to the PTSS severity but positively to PTG. Cognitive strategies for coping with trauma, such as resolution/acceptance, downward comparison, and regret, appeared to play a mediating role in the relationship between PTSS severity and PTG. Positive coping strategies strengthen the occurrence of positive posttraumatic changes while strategy of regret weakens the PTG changes occurrence. The process of adaptation and human development among people who have experienced traumatic events is favored by the use of more frequent positive and less frequent negative strategies of dealing with trauma.

Users’ Definition of Snapchat Usage. Implications for Marketing on Snapchat

ABSTRACTDespite its high popularity, Snapchat remains a mystery to many marketers. This study uses a mixed-methods approach to gain a thorough understanding of how users define Snapchat usage in terms of their cognitive processing and behavioral patterns. 14 core associations for Snapchat media usage were explored in focus groups, which were then converted into a consensus map using the concept map method (N = 96). Unlike previous studies, the findings suggest that Snapchat is not so much a medium for continuous communication with the consumer. Nevertheless, it can enrich relationships with them. Media usage is determined by hedonistic goals, while rational goals and normative constraints are in the background. Marketers should therefore focus their attention on aesthetic, affective and alternating stimuli.

L'immagine corporea in donne con tumore al seno. Una ricerca entro una prospettiva relazionale

The general purpose of this work is to explore how individual and relational variables can affect the well-being and the body perception of women with breast cancer, differentiating psychological patterns of cognitive, emotional and relational processes. This exploratory study investigates individual (body image, anxiety, depression, personality, coping, resilience) and relational (dyadic coping and emotional closeness to the partner) variables of 30 subjects (15 patients and 15 partners). The analysis show two different profiles: low levels of altered body perception correspond to a general overall well-being and a better couple behav-iour; otherwise anxiety, depression and worst dyadic relationship are associated with deteriorated body perception. The findings suggest the importance of rela-tional components on the overall well-being of women with Breast cancer and their partners and support the idea of a dyadically oriented perspective in study-ing breast cancer patients.

Visual Exploration of Dynamic Multichannel EEG Coherence Networks

AbstractElectroencephalography (EEG) coherence networks represent functional brain connectivity, and are constructed by calculating the coherence between pairs of electrode signals as a function of frequency. Visualization of such networks can provide insight into unexpected patterns of cognitive processing and help neuroscientists to understand brain mechanisms. However, visualizing dynamic EEG coherence networks is a challenge for the analysis of brain connectivity, especially when the spatial structure of the network needs to be taken into account. In this paper, we present a design and implementation of a visualization framework for such dynamic networks. First, requirements for supporting typical tasks in the context of dynamic functional connectivity network analysis were collected from neuroscience researchers. In our design, we consider groups of network nodes and their corresponding spatial location for visualizing the evolution of the dynamic coherence network. We introduce an augmented timeline‐based representation to provide an overview of the evolution of functional units (FUs) and their spatial location over time. This representation can help the viewer to identify relations between functional connectivity and brain regions, as well as to identify persistent or transient functional connectivity patterns across the whole time window. In addition, we introduce the time‐annotated FU map representation to facilitate comparison of the behaviour of nodes between consecutive FU maps. A colour coding is designed that helps to distinguish distinct dynamic FUs. Our implementation also supports interactive exploration. The usefulness of our visualization design was evaluated by an informal user study. The feedback we received shows that our design supports exploratory analysis tasks well. The method can serve as a first step before a complete analysis of dynamic EEG coherence networks.

I Feel Like Risking It All!Influence of Emotions on Managerial Risk-Taking

We propose that emotions play a mediating role in the relationship between risk perceptions and managerial risk-taking. Using appraisal theory and the evaluative space model, we describe how risk perceptions lead to the experience of emotions. Then, drawing on mood-as-information theory, we explain how discrete emotions influence different levels of managerial risk- taking. In doing so, we focus on anticipatory emotions, as these emotions are associated with future decisions and outcomes, which often form the basis for managerial risk-taking. We categorize anticipatory emotions into positive, negative, and ambivalent emotions and further propose that time delays reintroduce cognitive processing which interacts with these different categories of anticipatory emotions to impact managerial risk-taking. We develop a process model that outlines how anticipatory emotions bridge the link from risk perceptions to managerial risk-taking and how temporal aspects of the process introduce a secondary layer of cognition. We also decompose these ‘anticipatory emotions’ in our model and build a framework that helps elaborate the interactions among types of emotions and patterns of cognitive processing associated with time delay. Our model and corresponding framework have important implications for both management theory and practice.

Text On Screen: Can Emotionally Incongruent Combinations of Media Frames and Messages Elicit Coactivation in the Motivational Systems

ABSTRACTSocial media is becoming one of the most common deployment methods for antidrug and risk message campaigns. This is largely due to the low cost and high distribution that social media affords. This article argues that the social media approach to antidrug messaging also results in greater attention to the message over time. This article reports results from a study that examined how the combination of a short gain-or-loss framed text message interacts with a subsequent pleasant or unpleasant antidrug video message to influence motivational activation and information processing. Based on previous work investigating how different emotional trajectories in public service announcements (PSAs) elicit different patterns of motivational activation and cognitive processing, it was predicted, and found, that emotionally incongruent combinations of the text frame and video content resulted in the coactivation of the motivational systems. Placing a gain frame before a video message affects the overall processing of the subsequent message such that even an unpleasant message is rated more positively and results in a pattern of resource availability more like what we see for pleasant messages. Motivational activation and the subsequent effects on cognitive and emotional reactions are discussed within the context of multi-modal anti-drug campaigns.

Violence exposure and neural systems underlying working memory for emotional stimuli in youth.

Violence exposure during childhood is common and associated with poor cognitive and academic functioning. However, little is known about how violence exposure influences cognitive processes that might contribute to these disparities, such as working memory, or their neural underpinnings, particularly for cognitive processes that occur in emotionally salient contexts. We address this gap in a sample of 54 participants aged 8 to 19 years (50% female), half with exposure to interpersonal violence. Participants completed a delayed match to sample task for emotional faces while undergoing functional magnetic resonance imaging scanning. Violence-exposed youth performed worse than controls on happy and neutral, but not angry, trials. In whole-brain analysis, violence-exposed youth had reduced activation in the left middle frontal gyrus and right intraparietal sulcus during encoding and the left superior temporal sulcus and temporal-parietal junction during retrieval compared to control youth. Reduced activation in the left middle frontal gyrus during encoding and the left superior temporal sulcus during retrieval mediated the association between violence exposure and task performance. Violence exposure influences the frontoparietal network that supports working memory as well as regions involved in facial processing during working memory for emotional stimuli. Reduced neural recruitment in these regions may explain atypical patterns of cognitive processing seen among violence-exposed youth, particularly within emotional contexts.

Mind your anger habits: For teen (group CBT for teens with anger behavioral problems)

Problematic anger behaviors of children and adolescents represent a significant challenge to the clinical community. Although a number of direct and indirect factors are theorized to contribute to the etiology of aggressive behavioral problems, the cognitive-behavioral model focuses on the cognitive processes that play a significant role in the generation of anger and the aggressive responses to provocation. “Mind your anger habits: for teen” manual, is based on the cognitive-behavioral conceptualization of anger and anger management problems functions, it consists of 10 group sessions for teens and 8 group sessions for their parents.In the “Mind your anger habits: for teen”; anger is identified as a stress reaction with three response components: cognitive, physiological, and behavioral. The cognitive component is characterized by one's perception of social stimuli and provocation cues in the social context, by one's interpretation of these stimuli, by one's attributions concerning causality and/or responsibility, and by one's evaluation of oneself and the situation. This component represents a significant area for intervention with aggressive adolescents as their perceptions and attitudes serve to prompt most behavioral responses to provocation. Research on the social and cognitive processing in aggressive youth indicates that distorted interpretations, attributional biases, and deficiencies in problem solving can all influence the selection of aggressive behavior responses. Furthermore, cognitive processing patterns are likely to become more rigid over time, and as such the maladaptive aggressive behaviors prompted by dysfunctional cognitions will be maintained.Disclosure of interestThe author has not supplied his declaration of competing interest.

Analyzing the knowledge construction and cognitive patterns of blog-based instructional activities using four frequent interactive strategies (problem solving, peer assessment, role playing and peer tutoring): a preliminary study

Instructional strategies can be helpful in facilitating students’ knowledge construction and developing advanced cognitive skills. In the context of collaborative learning, instructional strategies as scripts can guide learners to engage in more meaningful interaction. Previous studies have been investigated the benefits of different instructional strategies; nonetheless, relatively little attention has been paid to illustrating the learners’ cognitive processing and behavioral patterns in the learning process. Nowadays, with the proliferation of information technology, behavior and interaction of learners can be conveniently documented and analyzed. The aim of this study is to propose a new approach examining the learning process. This study designed a four-week collaborative learning activity involving four widely used instructional strategies, i.e. problem solving, peer assessment, role playing and peer tutoring. Blogs were used to support students’ collaboration. A total of 9843 discussion messages were retrieved for data analysis. Quantitative content analysis and lag sequential analysis were employed to explore the content structure and behavioral patterns demonstrated in students’ online discussions. The results showed that students exhibited relatively more cognitive process of ‘understand’ under peer assessment and peer tutoring instructional strategies. Meanwhile, students showed relatively more cognitive process of ‘create’ under problem solving and role playing strategies. Implications of the findings and suggestions for subsequent work are discussed.