Individual Task Performance Research Articles

Microstructural and functional plasticity following repeated brain stimulation during cognitive training in older adults

The combination of repeated behavioral training with transcranial direct current stimulation (tDCS) holds promise to exert beneficial effects on brain function beyond the trained task. However, little is known about the underlying mechanisms. We performed a monocenter, single-blind randomized, placebo-controlled trial comparing cognitive training to concurrent anodal tDCS (target intervention) with cognitive training to concurrent sham tDCS (control intervention), registered at ClinicalTrial.gov (Identifier NCT03838211). The primary outcome (performance in trained task) and secondary behavioral outcomes (performance on transfer tasks) were reported elsewhere. Here, underlying mechanisms were addressed by pre-specified analyses of multimodal magnetic resonance imaging before and after a three-week executive function training with prefrontal anodal tDCS in 48 older adults. Results demonstrate that training combined with active tDCS modulated prefrontal white matter microstructure which predicted individual transfer task performance gain. Training-plus-tDCS also resulted in microstructural grey matter alterations at the stimulation site, and increased prefrontal functional connectivity. We provide insight into the mechanisms underlying neuromodulatory interventions, suggesting tDCS-induced changes in fiber organization and myelin formation, glia-related and synaptic processes in the target region, and synchronization within targeted functional networks. These findings advance the mechanistic understanding of neural tDCS effects, thereby contributing to more targeted neural network modulation in future experimental and translation tDCS applications.

Applied behavioral analysis for the skill performance of children with autism spectrum disorder.

Autism spectrum disorder (ASD) has characteristics that have been observed to develop over time, such as the difficulty of affective, sensory, and emotional processing, which trigger some problems during childhood, limiting children's development. Applied behavior analysis (ABA) is among the therapeutic approaches for ASD, in which treatment can be tailored according to the patient's objectives. Based on ABA, we aimed to analyze the therapeutic strategy for independence in different skill performance tasks of patients diagnosed with ASD. This is a retrospective observational case series study including 16 children diagnosed with ASD who received ABA-based treatment at a therapeutic clinic in Santo Andre city, São Paulo State, Brazil. Individual task performance of different skill domains was registered in the ABA+ affective intelligence® software throughout the 12 months (from January 2021 to January 2022) of routine treatment. The evolution of skills was observed between the T0 and T1 intervals, with improved skills over the observed period. The strategy based on the ABA methodology improved children's skill performance over the observed period.

Perceived difference in expertize and individual performance in cross‐functional teams

AbstractPrevious studies examining diverse team knowledge resources and individual members' performance largely follow the information perspective and propose that team informational diversity may help individuals perform better. Unlike previous authors, we integrate arguments from subgroup theory and the social categorization perspective to argue that when a person works in a cross‐functional team, perceiving differences in expertize with other teammates may decrease the person's social exchange relationship with colleagues, that is, team‐member exchange/TMX. Thus, perceived differences in expertize with other teammates may reduce TMX and, in turn, weaken individual task performance. Moreover, team members' social exchange relationship with the leader/LMX may offset the individual's deficiency in TMX to complement the person's task performance. We examine dyadic data collected from Taiwanese worker‐supervisor pairs and find support for our hypotheses.

Mapping and decoding cortical engagement during motor imagery, mental arithmetic, and silent word generation using MEG

Accurate quantification of cortical engagement during mental imagery tasks remains a challenging brain-imaging problem with immediate relevance to developing brain-computer interfaces. We analyzed magnetoencephalography (MEG) data from 18 individuals completing cued motor imagery, mental arithmetic, and silent word generation tasks. Participants imagined movements of both hands (HANDS) and both feet (FEET), subtracted two numbers (SUB), and silently generated words (WORD). The task-related cortical engagement was inferred from beta band (17-25 Hz) power decrements estimated using a frequency-resolved beamforming method. In the hands and feet motor imagery tasks, beta power consistently decreased in premotor and motor areas. In the word and subtraction tasks, beta-power decrements showed engagements in language and arithmetic processing within the temporal, parietal, and inferior frontal regions. A support vector machine classification of beta power decrements yielded high accuracy rates of 74 and 68% for classifying motor-imagery (HANDS vs. FEET) and cognitive (WORD vs. SUB) tasks, respectively. From the motor-versus-nonmotor contrasts, excellent accuracy rates of 85 and 80% were observed for hands-versus-word and hands-versus-sub, respectively. A multivariate Gaussian-process classifier provided an accuracy rate of 60% for the four-way (HANDS-FEET-WORD-SUB) classification problem. Individual task performance was revealed by within-subject correlations of beta-decrements. Beta-power decrements are helpful metrics for mapping and decoding cortical engagement during mental processes in the absence of sensory stimuli or overt behavioral outputs. Markers derived based on beta decrements may be suitable for rehabilitation purposes, to characterize motor or cognitive impairments, or to treat patients recovering from a cerebral stroke.

Electrophysiological correlates of dispositional mindfulness: A quantitative and complexity EEG study.

While growing evidence supports that dispositional mindfulness relates to psychological health and cognitive enhancement, to date there have been only a few attempts to characterize its neural underpinnings. In the present study, we aimed at exploring the electrophysiological (EEG) signature of dispositional mindfulness using quantitative and complexity measures of EEG during resting state and while performing a learning task. Hundred twenty participants were assessed with the Five Facet Mindfulness Questionnaire and underwent 5min eyes-closed resting state and 5min at task EEG recording. We hypothesized that high mindfulness individuals would show patterns of brain activity related to (a) lower involvement of the default mode network (DMN) at rest (reduced frontal gamma power) and (b) a state of 'task readiness' reflected in a more similar pattern from rest to task (reduced overall q-EEG power at rest but not at task), as compared to their low mindfulness counterparts. Dispositional mindfulness was significantly linked to reduced frontal gamma power at rest and lower overall power during rest but not at task. In addition, we found a trend towards higher entropy during task performance in mindful individuals, which has recently been reported during mindfulness meditation. Altogether, our results add to those from expert meditators to show that high (dispositional) mindfulness seems to have a specific electrophysiological pattern characteristic of less involvement of the DMN and mind-wandering processes.

Neural Correlates of Impaired Cognitive Control in Individuals with Methamphetamine Dependence: An fMRI Study

Impaired cognitive and behavioral control has often been observed in people who use methamphetamine (MA). However, a comprehensive understanding of the neural substrates underlying these impairments is still lacking. The goal of the present study was to study the neural correlates of impaired cognitive control in individuals with MA dependence according to DSM-IV criteria. Eighteen individuals with MA dependence and 21 healthy controls were investigated using Stroop task, fMRI, and an impulsivity questionnaire. Overall, patients were found to have significantly poorer accuracy on the Stroop task and higher self-rated impulsivity. Comparing brain activations during the task, decreased activation in the dorsolateral prefrontal cortex (DLPFC), anterior midcingulate cortex (aMCC), and dorsal striatum was observed in individuals with MA dependence, compared to healthy controls. Altered fMRI signal in DLPFC and aMCC significantly correlated with impaired behavioral task performance in individuals with MA dependence. Furthermore, significantly lower and pronounced brain activations in the MA group were additionally detected in several sensory cortical regions, i.e., in the visual, auditory, and somatosensory cortices. The results of the current study provide evidence for the negative impact of chronic crystal meth consumption on the proper functioning of the fronto-cingulate and striatal brain regions, presumably underlying the often-observed deficits in executive functions in individuals with MA use disorder. As a new finding, we also revealed abnormal activation in several sensory brain regions, suggesting the negative effect of MA use on the proper neural activity of these regions. This blunted activation could be the cause of the observed deficits in executive functions and the associated altered brain activation in higher-level brain networks.

Piloting a Novel Daily Living Skills Assessment in Autistic Adolescents and Young Adults.

There are a few ecologically valid measurements of Daily Living Skills (DLS)-a critical component of adaptive functioning (AF)-for autistic adolescents and young adults. This is particularly important given that DLS predict outcomes as autistic adolescents transition to adulthood. We pilot-tested the assessment section of two modules of the Computerized Functional Skills Assessment and Training program (CFSAT) in 25 autistic (n = 4 female) and 25 non-autistic (n = 6 female) adolescents and young adults to evaluate preliminary feasibility in an autistic sample. Tasks involved using an ATM and ticket-buying machine. We also assessed AF and DLS with a well-validated self-report questionnaire. We examined group differences in performance and relationships between performance on CFSAT and an existing measure of AF and DLS. We also conducted regression analyses to investigate the associations between age, IQ, executive functioning (EF), and CFSAT task performance. All but one autistic participant were able to complete the CFSAT tasks. Autistic participants made more errors, but did not take longer to complete the task, than non-autistic participants. Performance correlated strongly with self-reported AF generally and DLS specifically. The regression analyses revealed that task performance was associated with EF in the autistic group, but not the non-autistic group. These results provide preliminary support for the use of a new performance-based ecologically valid assessment of DLS in an autistic population. Two CFSAT modules were well-tolerated and detected differences in DLS ability. Strong correlations with an existing measure of AF suggest evidence of construct validity. The EF was associated with CFSAT task performance in autistic individuals. Such a tool could help identify individuals who would benefit from a DLS intervention.

USE OF INNOVATIVE LEARNING TECHNOLOGIES IN HIGHER EDUCATIONAL IN THE CONDITIONS OF MIXED EDUCATION

The article is devoted to one of the urgent pedagogical problems of domestic science, which reveals the importance of introducing innovative technologies into the higher educational process in conditions of mixed learning. The article clarified difference between the concepts of “pedagogical technology”, “innovative technology”, “innovative teaching method”, “mixed, synchronous and asynchronous learning”, “contact and non-contact hours”. The publication presents the features of the use innovative technologies in the educational process as: information and communication technologies (video conferences in Zoom, Google Meet, Webex Meet; chats, forums, websites, multimedia, “Kahoot!”), cloud technologies (Skydrive, Sway, Prezi, Google services, Moodle), Mind Maps, Scribe and interactive technologies (Case studies, business and role-playing games). The article analyzes different approaches of scientists to the classification of innovative learning technologies. Attention is focused on the recommendations of the Ministry of Education and Science of Ukraine regarding the introduction of a mixed form of education organization into the educational process of a higher school in accordance with today’s requirements. The role of digitization of higher education and its impact on various forms of knowledge acquisition and formation of students’ abilities and skills, conducting scientific research and creative activities, forms of control, in particular the performance of individual tasks, control and independent works of students, testing, defense of qualification and course projects are described. The use of innovative learning technologies contributes to the formation of search, research, communicative, analytical abilities and skills in students of higher education, the realization of their abilities by each participant in the educational process, an individual approach to learning, the development of cognitive interests, the activation of students’ creative abilities, a successful combination of classroom and remote tasks work.

Late-life Onset Psychosis-like Symptoms Assessed in the Mild Behavioral Impairment Framework are Associated Impaired Performance on the Stroop Task

Late-life onset psychosis and milder delusion-like ideation are known risk factors for cognitive decline and dementia. The Mild Behavioural Impairment (MBI) framework was developed to capture specific psychotic-like symptoms relevant to dementia prognosis in older adults. This study aims to investigate the cognitive deficits associated with MBI-psychosis and their implications for understanding the underlying mechanisms and potential treatment targets. The study recruited participants between November 2021 and July 2022 from the PROTECT study registry. Participants completed the Cambridge Gambling Task, Stroop, Trail Making, Paired Associates Learning, Verbal Reasoning, Digit Span and Self-Ordered Search. Psychotic symptom status was assessed using the Mild Behavioural Impairment Checklist (MBI-C), with participants categorized as MBI-psychosis if they or their study partner reported any psychotic symptoms. Out of 2,111 eligible participants invited, 417 consented to participate. There were no significant differences in age, sex, education level, or mental health history between the MBI-psychosis and No Psychosis groups. Participants with MBI-psychosis exhibited significantly worse performance on the Stroop task (p=0.0002, Cohen’s d=0.37) compared to those without psychosis. There was also some evidence of impairment in verbal reasoning, though it did not reach significance after Bonferroni correction. No significant differences were found on other cognitive measures. This cross-sectional study provides insight into the cognitive deficits associated with MBI-psychosis. The finding of impaired Stroop task performance in individuals with MBI-psychosis is noteworthy, as this deficit is commonly observed in earlier-life major psychotic disorders. Further research is needed to explore the neural underpinnings of these deficits and to determine whether they represent early markers of neurodegenerative disease or other factors.

THE IMPACT OF COMPETITIVE CONDITIONS ON AMPLITUDES OF EVENT-RELATED POTENTIALS DURING VERBAL CREATIVE AND NON-CREATIVE TASK PERFORMANCE

Brain activity changes significantly under various social interaction conditions. However, the impact of the context of social interactions on neurophysiological correlates of cognitive and creative activity per se has not been sufficiently addressed. Two polar types of interactions can be distinguished when solving tasks, cooperation or competition. This study was aimed to assess the impact of competitive conditions on amplitudes of event-related potentials (ERPs) when solving creative and non-creative tasks. The subjects (26 male, 18 female) performed two types of tasks as individuals and dyads (male–male, female–female): a creative task to think up an unusual use of an ordinary item and a non-creative task to enumerate items from the proposed categories. In each of the tasks, ERPs were compared during its competitive and individual performance. Competitive conditions led to a decrease in amplitudes of the components P1 and P2, as well as N400 and P600, during both creative and non-creative activity, suggesting the difficulty of finding an answer. The percentage of answers found was also significantly lower under conditions of competitive versus individual task performance. Apparently, a significant portion of resources when performing a task under social interaction conditions is directed toward the assessment of partner’s responses and answers, as manifested in a decrease in the amplitude both of the earlier attention-related ERP components (P1, P2) and the later components related to semantic stimulus processing (N400, P600).

Effects of emotional contexts on respiratory attention task performance

Negative emotions have been found associated with high prevalence of respiratory disease and increased subjective feelings of dyspnea, while positive emotional stimulus has been suggested to alleviate dyspneic feelings. However, the extent to which different emotional contexts affect individuals’ respiratory interoceptive attention was not clear. Therefore, the purpose of this study was to investigate the influences of emotional contexts on respiratory interoceptive accuracy, and the relationships between respiratory interoceptive accuracy and negative emotions as well as respiratory symptoms. Fifty-six healthy participants completed the self-reported questionnaires of depression, anxiety, and respiratory symptoms. During the experiment, the participants were instructed to watch one neutral and one positive affective picture series and mentally count the number of perceived occlusions (reported at the end of the trials). The Wilcoxon Signed-Rank test and Spearman’s correlations were used to examine the effect of the emotional pictures and to explore the relationships between the level of emotional status or respiratory symptoms and respiratory interoceptive task performance. The significance level was set at p < 0.05. Our results did not show a significant difference in participants’ occlusion counting task performance between the neutral and positive emotional context. However, Spearman’s Rho correlation analysis revealed that depression level was negatively correlated with accuracy of the task performance in the neutral emotional context, and this relationship diminished in the positive emotional context. In summary, our study demonstrated that negative emotional status, especially depression, may lead to decreased respiratory interoceptive accuracy. Future studies are recommended to test the effect of positive emotional context on respiratory interoceptive task performance in individuals with clinical depression and anxiety.

Prediction of drug–target interactions through multi-task learning

Identifying the binding between the target proteins and molecules is essential in drug discovery. The multi-task learning method has been introduced to facilitate knowledge sharing among tasks when the amount of information for each task is small. However, multi-task learning sometimes worsens the overall performance or generates a trade-off between individual task’s performance. In this study, we propose a general multi-task learning scheme that not only increases the average performance but also minimizes individual performance degradation, through group selection and knowledge distillation. The groups are selected on the basis of chemical similarity between ligand sets of targets, and the similar targets in the same groups are trained together. During training, we apply knowledge distillation with teacher annealing. The multi-task learning models are guided by the predictions of the single-task learning models. This method results in higher average performance than that from single-task learning and classic multi-task learning. Further analysis reveals that multi-task learning is particularly effective for low performance tasks, and knowledge distillation helps the model avoid the degradation in individual task performance in multi-task learning.

The Agency to Implement Voice: How Target Hierarchical Position and Competence Changes the Relationship Between Voice and Individual Performance

Although voice is communication that is intended to benefit the performance of collectives, little is known about the benefits or costs to individual task performance and what mechanisms drive these effects. Our research offers new theory to articulate and illustrate the conditions under which voice has positive versus negative effects on individual task performance by directly acknowledging that employees have many options for where to direct their ideas. We introduce an agency perspective on voice by theorizing that one fundamental reason why employees speak up is to generate the implementation of corrective action for issues affecting themselves and to the extent targets of voice have agency to facilitate action through implementation of voice, voicing employees should be more likely to realize performance benefits from speaking up. In a first field study, we present evidence that two characteristics—the hierarchical position of the voice target (boss versus peer) and the competence of the voice target—alter the relationship between voice and the voicing employee’s task performance. In a second field study, using an event-contingent design, we provide evidence of the unique mechanisms underlying how competent managers (via their resources) and competent peers (via their efficacy to act) affect how upward and sideways voices lead to idea implementation. We discuss the theoretical implications of these ideas and findings by highlighting how voice target characteristics influence not just the incidence of voice but also, its outcomes. Funding: This research benefited from financial support through the McCombs Research Excellence Grant.

The (in)congruence effect of leaders' narcissism identity and reputation on performance: A socioanalytic multistakeholder perspective.

Judgments about others' personal characteristics intertwine with social interactions in the workplace. The personality and social psychology literatures show forming impressions of what others are like is vitally important, in part, because it facilitates the forecasting and acceptance of others' behavior. Interestingly, very few studies consider others' (i.e., subordinates) judgments about their leaders' personality and whether correspondence between leaders' self-perceptions and these others' judgments is capable of providing meaningful and unique information. Using a socioanalytic perspective that considers multiple stakeholders, this study explores the (in)congruence effects between leaders' self-perception of narcissism (i.e., identity) and subordinates' perceptions of their leaders' narcissism (i.e., reputation) on two types of performance outcomes. Polynomial regression and response surface analysis indicate that congruence between leaders' narcissism identity and subordinates' aggregated ratings of leaders' narcissistic reputation related to group task and contextual performance via shared justice perceptions and collective effort in Study 1. Results of Study 2, which focused on leader-subordinate dyads, found leaders' narcissism identity-reputation congruence effects were related to individual subordinates' task and contextual performance via the subordinate's individual justice perceptions, but not by way of individual effort. These findings have important implications for leaders and organizations and suggest that to fully understand the implications of leaders' narcissism, one should consider the perspectives of interacting parties and how they converge or diverge when investigating relationships with aspects of performance. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Mediating Agent Reliability with Human Trust, Situation Awareness, and Performance in Autonomously-Collaborative Human-Agent Teams

When teaming with humans, the reliability of intelligent agents may sporadically change due to failure or environmental constraints. Alternatively, an agent may be more reliable than a human because their performance is less likely to degrade (e.g., due to fatigue). Research often investigates human-agent interactions under little to no time constraints, such as discrete decision-making tasks where the automation is relegated to the role of an assistant. This paper conducts a quantitative investigation towards varying reliability in human-agent teams in a time-pressured continuous pursuit task, and it interconnects individual differences, perceptual factors, and task performance through structural equation modeling. Results indicate that reducing reliability may generate a more effective agent imperceptibly different from a fully reliable agent, while contributing to overall team performance. The mediation analysis shows replication of factors studied in the trust and situation awareness literature while providing new insights: agents with an active stake in the task (i.e., success is dependent on team performance) offset loss of situation awareness, differing from the usual notion of overtrust. We conclude with generalizing implications from an abstract pursuit task, and we highlight challenges when conducting research in time-pressured continuous domains.

Cognitive Task Performance and Subjective Cognitive Symptoms in Individuals With Chronic Fatigue Syndrome or Fibromyalgia: A Cross-Sectional Analysis of the Lifelines Cohort Study.

This study examined cognitive task performance and self-reported cognitive functioning in individuals with chronic fatigue syndrome (CFS) and fibromyalgia (FM) in a population-based sample and investigated the role of mood and anxiety disorders as well as severity of the physical symptoms. This study was performed in 79,966 participants (mean [standard deviation] age = 52.9 [12.6] years, 59.2% women) from the Lifelines general population. Symptoms consistent with the diagnostic criteria for CFS and FM were assessed using questionnaires. Two comparison groups were used: participants with self-reported medical disorders with well-defined pathophysiology (i.e., multiple sclerosis and rheumatic arthritis) and controls without these diseases. Objective task performance was based on the computerized CogState cognitive battery and subjective cognitive symptoms using the concentration subscale of the Checklist Individual Strength. Cognitive task performance was poorer in individuals with CFS versus controls without disease and controls with a medical disorder, although the severity of cognitive dysfunction was mild. Participants meeting the criteria for CFS ( n = 2461) or FM ( n = 4295) reported more subjective cognitive symptoms compared with controls without a medical disorder ( d = 1.53, 95% confidence interval [CI] = 1.49-1.57 for CFS; d = 1.25, 95% CI = 1.22-1.29 for FM) and participants with a medical disease ( d = 0.62, 95% CI = 0.46-0.79 for CFS; d = 0.75, 95% CI = 0.70-0.80 for FM). These differences remained essentially the same when excluding participants with comorbid mood or anxiety disorders or adjusting for physical symptom severity. Subjective cognitive symptoms and, to a lesser extent, suboptimal cognitive task performance are more prevalent in individuals with CFS or FM compared with controls without these conditions.

Neuroticism as a covariate of cognitive task performance in individuals with tinnitus.

Previous studies have shown cognitive task performance to be affected by tinnitus severity, but also that the literature is conflicted. This study sought to identify neuroticism as a possible confound, since severe tinnitus distress is associated with higher levels of neuroticism. A total of 78 participants (39 with and 39 without tinnitus) undertook two cognitive tasks. It was found that when undertaking a Stroop paradigm, controlling for neuroticism rendered previously significant results not significant. It was also found that neuroticism was not a significant covariate for a change blindness task. Gender, age, anxiety, and depression were all controlled for, and future implications for the literature discussed.

Is Intra-Team Political Behavior a Good Thing? It May Depend on Team Learning

Political behavior has been discussed for nearly a hundred years. Although political behavior has been explored in-depth in previous research, sufficient attention has not been paid to team-level politics. Moreover, whether political behavior is beneficial in a team context remains an unanswered question. This paper examines the influence of intra-team political behavior on individual task performance and voice. Based on transactive memory theory, this study explores the potential boundary role of team learning in the above relationship. Furthermore, the authors propose that intra-team competitive climate and leader-member exchange mediate the moderating effect of team learning. A multi-source field study was conducted to examine the hypotheses. Results showed that team learning moderated the relationship between intra-team political behavior and individual task performance, voice, and leader-member exchange. Furthermore, the interactive effect between team learning and intra-team political behavior on task performance was mediated by intra-team competitive climate. Finally, the results of this study provide a basis for critical thinking for organizations and managers seeking to develop their understanding of organizational politics.

The Role of Perceived Organizational Support, Organizational Culture, and Servant Leadership in The Contextual Performance of The Startup Employees

A functional performance assessment is crucial for planning an employee's career development working in the company. Nevertheless, related to the performance, so far, conceptually, it is divided into two, e.g., task and contextual performance. Subsequently, directly or indirectly, contextual performance influences individual task performance. Therefore, the study related to particular contextual performance becomes an essential matter to discuss. This study related to contextual performance is relatively scarce; moreover, it does not even find primarily in startup companies. The research objective is to observe the role of perceived organizational support, organizational culture, and servant leadership on contextual performance. The method in this study is quantitative correlation research. The participants in this research are startup employees who are actively working. The instrument for collecting data is a psychological scale consisting of a contextual performance scale, perceived organizational support scale, organizational culture scale, and servant leadership scale. The data analysis technique employs multiple regression analysis. The research result indicates that the coefficient values are R=0.589, F=4.615, and p=0.01 (p&lt;0,05). Based on the data analysis result, simultaneously, perceived organizational support, organizational culture, and servant leadership is indeed contributed to contextual performance. Keywords: Organizational culture, Contextual performance, Perceived organizational support, servant leadership, Startup

Improving team dynamics for project based learning in pharmacy: A multimodal approach

Background and purposeStudents taking a research elective with project-based course components have shown aversion to group activities. We aimed to minimize group participation hesitancy and give students autonomy in choice of team formation approach in order to examine the effects of team formation approaches on successful team dynamics. Educational activity and settingLearners chose either a student self-selected (SS) or an instructor randomized (IR) team formation approach for two activities (a brief intervention role-play and a review of reviews research symposia presentation). Group development for the different team approaches was studied using the Tuckman model. Using this model, team dynamics was evaluated over five stages of group development: forming, norming, storming, performing, and adjourning. Student reports for each of the phases were evaluated using a project evaluation rubric. For the adjourning phase we used an open-ended survey embedded in the course learning management system. Free text answers from open-ended questions were analyzed for themes related to team dynamics concepts. FindingsStudents rated their satisfaction with team performance higher for SS than for IR teams. In terms of individual learning and satisfaction with individual's roles and tasks, they indicated greater satisfaction with the IR approach. SummaryTeam formation methods impacted group dynamics and individual attitudes with favorable team dynamics leading to better individual task and overall team performance. Higher team performance corresponds to higher grades for group projects and for courses with group projects, favorable team dynamics could impact students' evaluation of the course.