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Medication adherence can be vital for one’s health, especially in older adults. However, previous research has demonstrated that medication adherence is negatively affected by age-related cognitive decline. In the current study we investigated whether older adults are able to compensate for this decline by relying more on the formation of efficient, automatized routines. To this end, we directly compared daily (placebo) medication adherence in a healthy sample of 68 younger (18–29 years) and 63 older adults (65–86 years) over a period of 4 weeks. We show that despite an age-related decline in cognitive functions (i.e., poorer working memory, prospective memory, task switching, and goal-directed control), older adults adhered better to a daily pill intake routine than younger adults did and, in line with our hypothesis about increased routine formation, reported higher subjective automaticity of pill intake. Across age groups, automatization of pill intake was related to intake regularity and conscientiousness, but not to individual differences in habit tendency as measured in the lab nor to explicit strategic planning. Crucially, the age-related increase in pill intake adherence was mediated by experienced automatization as well as motivation. These findings demonstrate that intact habitual processes and high motivation aid older adults in successfully forming daily routines.

Motor-cognitive dual tasks have been intensely studied and it has been demonstrated that even well practiced movements like walking show signs of interference when performed concurrently with a challenging cognitive task. Typically walking speed is reduced, at least in elderly persons. In contrast to these findings, some authors report an increased movement frequency under dual-task conditions, which they call hastening. A tentative explanation has been proposed, assuming that the respective movements are governed by an automatic control regime. Though, under single-task conditions, these automatic processes are supervised by “higher-order” cognitive control processes. However, when a concurrent cognitive task binds all cognitive resources, the automatic process is freed from the detrimental effect of cognitive surveillance, allowing higher movement frequencies. Fast rhythmic movements (>1 Hz) should more likely be governed by such an automatic process than low frequency discrete repetitive movements. Fifteen subjects performed two repetitive movements under single and dual-task condition, that is, in combination with a mental calculation task. According to the expectations derived from the explanatory concept, we found an increased movement frequency under dual-task conditions only for the fast rhythmic movement (paddleball task) but not for the slower discrete repetitive task (pegboard task). fNIRS measurements of prefrontal cortical load confirmed the idea of an automatic processing in the paddleball task, whereas the pegboard task seems to be more controlled by processes interfering with the calculation related processing.

Reaction time data have long been collected in order to gain insight into the underlying mechanisms involved in language processing. Means analyses often attempt to break down what factors relate to what portion of the total reaction time. From a dynamic systems theory perspective or an interaction dominant view of language processing, it is impossible to isolate discrete factors contributing to language processing, since these continually and interactively play a role. Non-linear analyses offer the tools to investigate the underlying process of language use in time, without having to isolate discrete factors. Patterns of variability in reaction time data may disclose the relative contribution of automatic (grapheme-to-phoneme conversion) processing and attention-demanding (semantic) processing. The presence of a fractal structure in the variability of a reaction time series indicates automaticity in the mental structures contributing to a task. A decorrelated pattern of variability will indicate a higher degree of attention-demanding processing. A focus on variability patterns allows us to examine the relative contribution of automatic and attention-demanding processing when a speaker is using the mother tongue (L1) or a second language (L2). A word naming task conducted in the L1 (Dutch) and L2 (English) shows L1 word processing to rely more on automatic spelling-to-sound conversion than L2 word processing. A word naming task with a semantic categorization subtask showed more reliance on attention-demanding semantic processing when using the L2. A comparison to L1 English data shows this was not only due to the amount of language use or language dominance, but also to the difference in orthographic depth between Dutch and English. An important implication of this finding is that when the same task is used to test and compare different languages, one cannot straightforwardly assume the same cognitive sub processes are involved to an equal degree using the same task in different languages.

In this article, we investigate the role of self-efficacy (SE) in intentional habit building. We analyzed event sampling data from a habit building app we created that helps define and track habit data. We used hierarchical growth curve modeling and multilevel mediation to test our hypotheses. In a first study, N = 91 university students built new study habits over a period of 6 weeks in a controlled study. We found that the trait-like (Level 2) general self-efficacy predicted automaticity (i.e., habit strength) but not the experience of motivational interference (MI). In a second study with real user data, N = 265 idiographic habits have been analyzed. The specific SE associated with these habits – habit-specific self-efficacy (Level 1, HSE) – was measured during habit formation. We found that lagged HSE predicted automaticity and that lagged automaticity predicted HSE, indicating a positive feedback mechanism in habit building. Furthermore, we found that lagged HSE predicted less MI during habit performance. A multilevel mediation analysis showed significant effects of lagged HSE (Level 1) and aggregated HSE (Level 2) on MI, which were both partially mediated by automaticity. These results show the importance of defining the specificity of SE beliefs and how they interact with automaticity in the habit building process.

Much of our everyday, embodied action comes in the form of smooth coping. Smooth coping is skillful action that has become habituated and ingrained, generally placing less stress on cognitive load than considered and deliberative thought and action. When performed with skill and expertise, walking, driving, skiing, musical performances, and short-order cooking are all examples of the phenomenon. Smooth coping is characterized by its rapidity and relative lack of reflection, both being hallmarks of automatization. Deliberative and reflective actions provide the contrast case. In Dreyfus’ classic view, smooth coping is “mindless” absorption into action, being in the flow, and any reflective thought will only interrupt this flow. Building on the pragmatist account of Dewey, others, such as Sutton, Montero, and Gallagher, insist on the intelligent flexibility built into smooth coping, suggesting that it is not equivalent to automatization. We seek to answer two complementary challenges in this article. First, how might we model smooth coping in autonomous agents (natural or artificial) at fine granularity? Second, we use this model of smooth coping to show how we might implement smooth coping in artificial intelligent agents. We develop a conceptual model of smooth coping in LIDA (Learning Intelligent Decision Agent). LIDA is an embodied cognitive architecture implementing the global workspace theory of consciousness, among other psychological theories. LIDA’s implementation of consciousness enables us to account for the phenomenology of smooth coping, something that few cognitive architectures would be able to do. Through the fine granular analysis of LIDA, we argue that smooth coping is a sequence of automatized actions intermittently interspersed with consciously mediated action selection, supplemented by dorsal stream processes. In other words, non-conscious, automatized actions (whether learned or innate) often require occasional bursts of conscious cognition to achieve the skillful and flexible adjustments of smooth coping. In addition, never-conscious dorsal stream information and associated sensorimotor processes provide further online adjustments during smooth coping. To achieve smooth coping in LIDA we introduce a new module to the LIDA cognitive architecture the Automatized Action Selection sub-module. Our complex model of smooth coping borrows notions of “embodied intelligence” from enactivism and augments these by allowing representations and more detailed mechanisms of conscious control. We explore several extended examples of smooth coping, starting from basic activities like walking and scaling up to more complex tasks like driving and short-order cooking.

Learning skills (as well as disorders) tend to be associated; however, cognitive models typically focus either on reading, spelling or maths providing no clear basis for interpreting this phenomenon. A recent new model of learning cognitive skills proposes that the association among learning skills (and potentially the comorbidity of learning disorders) depends in part from the individual ability to consolidate instances (taken as a measure of rate of learning). We examined the performance of typically developing fifth graders over the acquisition of a novel paper-and-pencil task that could be solved based on an algorithm or, with practice, with reference to specific instances. Our aim was to establish a measure of individual rate of learning using parameters envisaged by the instance theory of automatization by Logan and correlate it to tasks requiring knowledge of individual items (e.g., spelling words with an ambiguous transcription) or tasks requiring the application of a rule or an algorithm (e.g., spelling non-words). The paper-and-pencil procedure yielded acquisition curves consistent with the predictions of the instance theory of automatization (i.e., they followed a power function fit) both at a group and an individual level. Performance in tasks requiring knowledge of individual items (such as doing tables or the retrieval of lexical representations) but not in tasks requiring the application of rules or algorithms (such as judging numerosity or spelling through sublexical mapping) was significantly predicted by the learning parameters of the individual power fits. The results support the hypothesis that an individual dimension of “ability to consolidate instances” contributes to learning skills such as reading, spelling, and maths, providing an interesting heuristic for understanding the comorbidity across learning disorders.

Knowledge-how is the kind of knowledge implicated in skill employment and acquisition. Intellectualists claim that knowledge-how is a special type of propositional knowledge. Anti-intellectualists claim that knowledge-how is not propositional. We argue that both views face two open challenges. The first challenge pertains to the relationship between informational states and motor variability. The second pertains to the epistemic function of practice that leads to skill (and knowledge-how). The aim of this paper is to suggest a general conceptual framework based on functional information with both intellectualist and anti-intellectualist features. Our proposal, we argue, avoids the above challenges, and can further the debate on knowledge-how and skill.

Given the significant changes that are expected in the nature of work as a consequence of rapid technological advances, it is crucial that society finds ways to maximize benefits while recognizing and mitigating related challenges. This article is intended to fill a current research gap in this context by examining how aware and prepared affected workers are for the challenges predicted by research. This information is crucial since expectation and preparation of the workforce will significantly influence society’s adaptability to the future. As a result of the article various significant relationships among workers’ characteristics and their attitude towards automation could be identified. The interviewed workers’ level of fear appears to have very little influence on preparation for automation-driven changes in the future while perceived opportunity significantly impacts this degree of preparation. Characteristics that additionally most influence the degree of preparatory steps taken by respondents are their level of education as well as work complexity and position. These findings should be used to identify potential ways for relevant stakeholders to adequately prepare for and meet the challenges of the impending increase of automation in the workplace.

Automatization and autonomous vehicles can drastically improve elderly drivers' safety and mobility, with lower costs to the driver and the environment. While autonomous vehicle technology is developing rapidly, much less attention and resources have been devoted to understanding the acceptance, attitudes, and preferences of vehicle automatization among driver groups, such as the elderly. In this study, 236 elderly drivers (≥65 years) evaluated four vehicles representing SAE levels 2–5 in terms of safety, trustworthiness, enjoyment, reliability, comfort, ease of use, and attractiveness, as well as reporting preferences for vehicles employing each of the four levels of automation. The results of a repeated-measures ANOVA showed that the elderly drivers rated the SAE level 2 vehicle highest and the fully automated vehicle (SAE 5) lowest across all attributes. The preference for the vehicle declined as a function of increasing automatization. The seven attributes formed an internally coherent "attitude to automatization" scale, a strong correlate of vehicle preference. Age or annual mileage were not related to attitudes or preferences for automated vehicles. The current study shows that elderly drivers' attitudes toward automatization should be studied further, and these results should be taken into account when developing automated vehicles. The full potential of automatization may not be realized if elderly drivers are ignored. [ABSTRACT FROM AUTHOR]

Much of our everyday, embodied action comes in the form of smooth coping. Smooth coping is skillful action that has become habituated and ingrained, generally placing less stress on cognitive load than considered and deliberative thought and action. When performed with skill and expertise, walking, driving, skiing, musical performances, and short-order cooking are all examples of the phenomenon. Smooth coping is characterized by its rapidity and relative lack of reflection, both being hallmarks of automatization. Deliberative and reflective actions provide the contrast case. In Dreyfus' classic view, smooth coping is "mindless" absorption into action, being in the flow, and any reflective thought will only interrupt this flow. Building on the pragmatist account of Dewey, others, such as Sutton, Montero, and Gallagher, insist on the intelligent flexibility built into smooth coping, suggesting that it is not equivalent to automatization. We seek to answer two complementary challenges in this article. First, how might we model smooth coping in autonomous agents (natural or artificial) at fine granularity? Second, we use this model of smooth coping to show how we might implement smooth coping in artificial intelligent agents. We develop a conceptual model of smooth coping in LIDA (Learning Intelligent Decision Agent). LIDA is an embodied cognitive architecture implementing the global workspace theory of consciousness, among other psychological theories. LIDA's implementation of consciousness enables us to account for the phenomenology of smooth coping, something that few cognitive architectures would be able to do. Through the fine granular analysis of LIDA, we argue that smooth coping is a sequence of automatized actions intermittently interspersed with consciously mediated action selection, supplemented by dorsal stream processes. In other words, non-conscious, automatized actions (whether learned or innate) often require occasional bursts of conscious cognition to achieve the skillful and flexible adjustments of smooth coping. In addition, never-conscious dorsal stream information and associated sensorimotor processes provide further online adjustments during smooth coping. To achieve smooth coping in LIDA we introduce a new module to the LIDA cognitive architecture the Automatized Action Selection sub-module. Our complex model of smooth coping borrows notions of "embodied intelligence" from enactivism and augments these by allowing representations and more detailed mechanisms of conscious control. We explore several extended examples of smooth coping, starting from basic activities like walking and scaling up to more complex tasks like driving and short-order cooking. [ABSTRACT FROM AUTHOR]

Learning skills (as well as disorders) tend to be associated; however, cognitive models typically focus either on reading, spelling or maths providing no clear basis for interpreting this phenomenon. A recent new model of learning cognitive skills proposes that the association among learning skills (and potentially the comorbidity of learning disorders) depends in part from the individual ability to consolidate instances (taken as a measure of rate of learning). We examined the performance of typically developing fifth graders over the acquisition of a novel paper-and-pencil task that could be solved based on an algorithm or, with practice, with reference to specific instances. Our aim was to establish a measure of individual rate of learning using parameters envisaged by the instance theory of automatization by Logan and correlate it to tasks requiring knowledge of individual items (e.g., spelling words with an ambiguous transcription) or tasks requiring the application of a rule or an algorithm (e.g., spelling non-words). The paper-and-pencil procedure yielded acquisition curves consistent with the predictions of the instance theory of automatization (i.e., they followed a power function fit) both at a group and an individual level. Performance in tasks requiring knowledge of individual items (such as doing tables or the retrieval of lexical representations) but not in tasks requiring the application of rules or algorithms (such as judging numerosity or spelling through sublexical mapping) was significantly predicted by the learning parameters of the individual power fits. The results support the hypothesis that an individual dimension of "ability to consolidate instances" contributes to learning skills such as reading, spelling, and maths, providing an interesting heuristic for understanding the comorbidity across learning disorders. [ABSTRACT FROM AUTHOR]

Initially, dual-process theories suggested that the existence of two different cognitive systems explained whymany participants do not find the correct answer in many reasoning tasks. The Cognitive Reflection Test (CRT) is one such task. It contains three questions with incorrect answers (typically associated with intuition and thus system 1 which processes information automatically) and correct answers (typically associated with deliberate thinking and thus system 2 which involves the conscious processing of information). More recent theories suggest system 1 is responsible for both incorrect and correct responses, with system 2 being used to resolve the conflict between these different intuitions. Since mindfulness training improves self-regulation and cognitive flexibility, we believe it could improve CRT scores by reducing the relative weight of initial intuitions by strengthening alternative intuitions, thus increasing the probability of triggering deliberate reasoning. To test this hypothesis, we recruited 36 participants, all registered in the same Mindfulness-Based Stress Reduction (MBSR) training. Of those 36 participants, 18 answered the CRT before the training and 18 answered it after 8 weeks of training. Results show that participants who followed MBSR training had better CRT scores than those without training. This is coherent with our hypothesis that mindfulness training could reduce the relative weight of initial intuitions and facilitate deliberate thinking. [ABSTRACT FROM AUTHOR]

Objective: The Trail Making Test (TMT) is commonly used worldwide to evaluate cognitive decline and car driving ability. However, it has received critique for its dependence on the Latin alphabet and thus, the risk of misclassifying some participants. Alphabet support potentially increases test validity by avoiding misclassification of executive dysfunction in participants with dyslexia and those with insufficient automatization of the Latin alphabet. However, Alphabet support might render the test less sensitive to set-shifting, thus compromising the validity of the test. This study compares two versions of the TMT: with and without alphabet support. Methods: We compared the TMT-A, TMT-B, and TMT-B:A ratios in two independent normative samples with (n = 220) and without (n = 64) alphabet support using multiple regression analysis adjusted for age and education. The sample comprised Scandinavians aged 70-84 years. Alphabet support was included by adding the Latin alphabet A-L on top of the page on the TMT-B. We hypothesized that alphabet support would not change the TMT-B:A ratio. Results: After adjusting for age and years of education, there were no significant differences between the two samples in the TMT-A, TMT-B, or the ratio score (TMT-B:A). Conclusion: Our results suggest that the inclusion of alphabet support does not alter TMT's ability to measure set-shifting in a sample of older Scandinavian adults. [ABSTRACT FROM AUTHOR]

Introduction: Recent findings showed that adaptive cognitive control (CC) can be instantiated by bottom-up mechanisms, including statistical contingency of event occurrence. However, the developmental evidence in this domain remains limited. Methods: To address this gap, our study delves into the exploration of different mechanisms underlying adaptive CC in a substantial cohort of young children (211 participants aged between 4 and 7 years). We utilized the Dynamic Temporal Prediction (DTP) task and a modified version of the Flanker task to assess the effect of context predictability on motor preparation/inhibition and interference control, respectively. Furthermore, as part of an exploratory study designed to evaluate the feasibility of a school-based program in Italy, all children underwent a re-testing session after an 8-week intervention involving yoga-mindfulness. Results: Results suggested that young children can exploit global probabilistic changes to optimize motor preparation/ inhibition while counterbalancing fatigue effects. Moreover, they successfully modulate interference control as a function of environmental contingencies, displaying more optimal conflict resolution when proactive control is engaged. Finally, we observed a post-intervention increase of the capability to implicitly adapt motor preparation/inhibition and a boosting effect on the interference control functions. Discussion: Overall, these findings confirmed that adaptive CC is already present in preschool-aged children, extending these results to include 4-years-olds. Additionally, school-based yoga-mindfulness programs are feasible and might improve children's capability to flexibly and proactively adapt to environmental requests promoting cognitive proficiency. [ABSTRACT FROM AUTHOR]

Existing research has primarily focused on the influence of the native language on second language (L2) acquisition and processing, with less attention given to whether L2 acquisition affects native language processing. This study examines Chinese learners of Japanese, focusing on the orthographic and phonological similarities between two-character words in Chinese and Japanese. It investigates how these similarities affect native Chinese lexical processing at intermediate and advanced stages of Japanese learning and explores the predictive effect of L2 lexical processing efficiency on native language lexical processing efficiency at different stages of L2 learning. Through a comparison with native Chinese speakers who have not learned Japanese, the results indicate that L2 Japanese acquisition significantly impacts native Chinese lexical processing for Chinese learners of Japanese. Additionally, although there are some indications of the effects of orthographic and phonological similarities between Chinese and Japanese on native Chinese processing, the overall impact appears to be relatively weak. Moreover, the impact of L2 proficiency on lexical processing is influenced by L2 lexical processing efficiency, with both factors being closely related and jointly affecting lexical processing. Based on these results, this study proposes a potential pathway for native Chinese lexical processing among Chinese learners of Japanese. [ABSTRACT FROM AUTHOR]

Introduction: Increasing evidence has shown that media violence exposure can influence individual aggression. However, the question of whether there is a causal relationship between media violence exposure and aggression remains complex and contentious. This study aims to examine the dynamic reciprocal relations between media violence exposure and aggression among junior high school students in China. Methods: Using the Exposure to Violent Media Questionnaire (ETVMQ) and the Buss-Warren Aggression questionnaire (BWAQ), 259 junior high school students were tracked three times over a period of 1 year. A cross-lagged panel model was constructed to analyze the reciprocal relationship between media violence exposure and aggression over time. Results: (1) Media violence exposure and aggression were significantly and positively correlated in all three assessments. (2) Cross-lagged analysis revealed that media violence exposure at Time 1(T1) significantly positively predicted aggression at Time 2(T2), and subsequently significantly positively predicted media violence exposure at Time 3(T3). Additionally, media violence exposure at T2 significantly positively predicted aggression at T3. (3) Multi-group analysis revealed that gender, family economic status, and family location had no significant moderating effects on the cross-lagged effects between media violence exposure and aggression. The cross-lagged effects did not differ by gender, family economic status, or family location. Conclusion: There is a positive reciprocal relationship between media violence exposure and aggression among Chinese junior high school students, and this reciprocal relationship demonstrates stability across gender and family environments. Media violence exposure is not only a risk factor for increasing aggression among Chinese junior high school students but also a negative outcome of high aggression. [ABSTRACT FROM AUTHOR]

Introduction: This investigation aimed to explore interhemispheric interactions in visual word processing with a focus on proficiency development. Given the asymmetrical specialization in visual word processing across hemispheres, the study hypothesized that the primary hemisphere predominantly regulates interhemispheric interactions. The familiarity effect, serving as a measure of visual word processing proficiency, was examined to determine how proficiency influences these interactions. Methods: A primed-lateralized lexical decision task with a stimulus onset asynchrony (SOA) of 100 ms was employed. The task involved presenting primes and targets in parafoveal visual fields (left visual field/right visual field) to assess behavioral responses. By manipulating prime and target visual field locations, the study aimed to evaluate both inter- and intrahemispheric interactions during visual word processing. Results: The findings revealed a significant interhemispheric familiarity effect in response times when the left visual field (LVF)/right hemisphere (RH) served as the prime and the right visual field (RVF)/left hemisphere (LH) as the target. Additionally, a significant intrahemispheric familiarity effect was observed within the LVF/RH condition, suggesting a prominent role of the RH in visual-perceptual processing during the development of visual word recognition proficiency. Discussion: These results provide compelling evidence for asymmetric specialization between the hemispheres in visual word processing. The significant inter- and intrahemispheric familiarity effects underscore the importance of RH visual-perceptual processing in proficiency development. These insights enhance our understanding of interhemispheric dynamics in the evolution of visual word recognition proficiency, highlighting the complex coordination between hemispheres in facilitating fluent visual word processing. [ABSTRACT FROM AUTHOR]

Introduction: Previous neuroimaging studies on bilingualism revealed that individuals tend to apply their native-language (L1) neural strategies to second language (L2) learning and processing. Nevertheless, it is still unclear how the utilization of the L1 neural strategies affects visual word learning in a new language. Methods: To address this question, the present study scanned native Chinese speakers while performing implicit reading tasks before 9-day form-meaning learning in Experiment 1 and before 12-day comprehensive word learning in Experiment 2. To quantify the application of the L1 neural strategies in novel word learning, representational similarity analysis (RSA) was used to compute the neural pattern similarity (PS) between the L1 and artificial language (i.e., cross-language PS) before training. Results: Univariate analysis revealed that reading both Chinese words (CWs) and artificial language words (ALWs) elicited activations in a typical reading network. More importantly, RSA revealed that greater pre-training cross-language PS in the left fusiform gyrus was associated with higher learning rate. Discussion: These findings directly reveal the facilitating role of the L1 neural strategies in novel word learning and further extend the assimilation hypothesis from the utilization of the L1 neural network in L2 learning to its learning outcomes. [ABSTRACT FROM AUTHOR]

Introduction: The literature on dual-task training suggests reductions in task-coordination costs with extensive practice, yet such regimens are resource-intensive. This study investigates the feasibility of online assessments for cognitive training studies by comparing training and transfer effects on task- order coordination (TOC) skills in laboratory versus online settings. Methods: We conducted a 5-day training regimen including pre-and post-test. Sixty-two participants completed training either in our laboratory or online via Pavlovia. They were assigned to one of two training order conditions, either practicing two visual-manual tasks in a dual-task situation with fixed task order or with random task order. Performance metrics included reaction time (RT) and error rates for trained and untrained tasks to assess TOC costs before and after the training. Data from both setting conditions (laboratory vs. online) were compared. Results: Firstly, data of both settings revealed training-order specific training and transfer effects for TOC costs on RT level. Random task order training improved TOC for trained and untrained tasks, whereas fixed order training did not. Secondly, cross-setting analyses, both frequentists and Bayesian, confirmed these effects and revealed no reliable impact of setting on outcomes. Discussion: This research carries two significant implications. Our findings demonstrate the acquisition of task- order coordination skills, extending prior research on improving task-coordination in dual-task situations. Additionally, the robust effects for such improvements were independent of specific tasks and setting (whether investigated online or in the laboratory), supporting the use of online testing in cognitive training regimens for resource savings without compromising quality. [ABSTRACT FROM AUTHOR]

The increasing cognitive load on infantry squad leaders is a common challenge in modern military operations. As this can increase health and safety risks, there is a need to study the factors responsible for the increase in cognitive load. Ecological situations inherently lack strong experimental controls; therefore, microworlds that simulate real tasks are the usual alternative to field studies. However, to the best of our knowledge, there are currently no microworlds that reproduce the main tasks of the squad leader during operations. This article adresses this gap by describing the design and validation of a new microworld: the Simulated Multitasking Environment for the Squad leader (SMES). Qualitative research was firstly conducted to highlight several squad leader's generic tasks (i.e., common to many situations in the field) that guided the design of the SMES. Psychometric validation of the SMES was then based on two experiments: (i) the first evaluated the microworld's psychometric qualities when tasks were performed individually; and (ii) the second explored concurrent tasks, reflecting real-world complexity. The results showed that the parameters manipulated for each task were relevant for inducing cognitive load, measured using a secondary detection response task and the NASA-TLX questionnaire. The SMES demonstrated satisfactory convergent and content validity in multitasking but not in single-task conditions. Performance in multitasking situations therefore does not seem to depend on task-specific skills, suggesting the existence of an independent factor-multitasking ability. Theoretical and practical implications of the SMES validation are discussed. [ABSTRACT FROM AUTHOR]

Knowledge-how is the kind of knowledge implicated in skill employment and acquisition. Intellectualists claim that knowledge-how is a special type of propositional knowledge. Anti-intellectualists claim that knowledge-how is not propositional. We argue that both views face two open challenges. The first challenge pertains to the relationship between informational states and motor variability. The second pertains to the epistemic function of practice that leads to skill (and knowledge-how). The aim of this paper is to suggest a general conceptual framework based on functional information with both intellectualist and anti-intellectualist features. Our proposal, we argue, avoids the above challenges, and can further the debate on knowledge-how and skill. [ABSTRACT FROM AUTHOR]

The relationship between a performer's conscious involvement or investment in movement control and monitoring and the ability to inhibit the movement is still unclear. We conducted three experiments to investigate whether a higher inclination for conscious movement investment benefits the inhibition of a simple keypress response. In all experiments, the inclination for conscious movement investment was measured with the Movement-Specific Reinvestment Scale. In Experiment 1, participants performed the go/no-go task and conscious investment was manipulated by directing conscious attention either to the finger movement (i.e., internal focus) or to the resulting motion of the key (i.e., external focus). The results showed that neither the participants' inclination for conscious movement investment, nor the direction of conscious attention affected inhibition performance. In Experiment 2, participants performed the stop-signal task, which is more attention demanding than the go/no-go task. The results showed that participants with a high or low inclination for conscious movement investment did not differ in inhibition performance. In Experiment 3 an ego-depletion procedure was included that limits resources for conscious movement investment. Before and after this ego-depletion procedure, participants performed the stop-signal task. The results showed that participants with a high inclination for conscious movement investment slowed down inhibition when they felt mentally depleted, while no slowing down of inhibition was found among participants who felt less depleted and/or had a low inclination for conscious movement investment. Together, the study provides evidence that increased conscious movement investment is beneficial for movement inhibition. Yet, these effects only emerge against the dynamic background of interacting individual (e.g., inclination for conscious movement investment, available attentional resources) and task constraints (e.g., task difficulty). [ABSTRACT FROM AUTHOR]

Introduction: Enhancing reading efficiency is of paramount importance in various academic, professional and clinical domains. Previous research, mostly from a single laboratory, has shown that externally imposed time constraints by means of text fading can enhance reading fluency in children and adults with varying reading abilities and in different languages. Methods: In the present study, we aimed at replicating and extending previous results in Italian readers. Three experiments (N = 90) were conducted: (i) to investigate the effects of continuous fading compared to character-wise fading, (ii) to investigate the influence of enlarged inter-letter spacing on reading acceleration outcomes, and (iii) to probe whether reading gains can be reliably observed off-line (after the acceleration) by comparing accelerated reading with an analog non-accelerated procedure. Results: Overall, results corroborate previous findings revealing that participants read 40% faster during the reading acceleration procedure, while maintaining the same accuracy levels. Continuous fading proved to be more effective than character-wise fading in enhancing reading speed, while larger inter-letter spacing did not significantly affect the reading speed gain. Albeit the nonclinical nature of our sample and its numerosity circumscribe the potential generalization, taking into account individual differences in the initial reading time, data suggests that reading acceleration leads to larger off-line speed increments with respect to non-accelerated reading. Discussion: Taken together, these findings offer valuable insights for the future application of reading acceleration procedures as part of multisession training programs for improving reading proficiency in a diverse range of clinical and non-clinical populations. [ABSTRACT FROM AUTHOR]

Introduction: Despite numerous papers focusing on mindfulness at work, our knowledge about how flow experience and stress as indicators of optimal functioning and wellbeing at work evolve over time during the common mindfulness-based stress reduction (MBSR) program remains limited. Drawing from the transactional model of flow and stress, we argue that a build-up of mindfulness over the training duration not only leads to a decrease in stress but also an increase in flow experience. Thereby, we examine the moderating role of emotional exhaustion amplifying the beneficial effects of mindfulness. Methods: In a quasi-experimental study, 91 participants completed weekly questionnaires over the course of 8 weeks. Forty six participants in the experimental group took part in the MBSR program, while 45 participants were part of an inactive control group. Results: Mindfulness and flow showed a significant linear increase over time, whereas stress exhibited a linear decrease. Those who participated in the MBSR training reported an increase in mindfulness that positively and negatively predicted the trajectories of flow and stress, respectively. Emotional exhaustion amplified the effects of the trajectory of mindfulness on the trajectories of flow and stress. Discussion: These findings suggest that mindfulness can not only reduce stress but can also foster the autotelic experience of flow, especially for chronically depleted individuals. However, more research is necessary to replicate these results and address the limitations of the current study, including the quasiexperimental design, the use of self-report measures, as well as the dropout during the study period. [ABSTRACT FROM AUTHOR]

Introduction: Ice hockey is a high pace sports game that requires players to integrate multiple skills. Players face perceptive, cognitive, and motor tasks concurrently; hence, players are regularly exposed to dual- or multi-task demands. Dual-tasking has been shown to lead to decreased performance in one or both performed tasks. The degree of performance reductions might be modulated by the exhaustion of cognitive resources. Literature on dual-task paradigms that combine sport-relevant elements is scarce. Therefore, a novel paradigm combining cyclical speed of the lower extremities and concurrent visuo-verbal speed reading was tested and validated. Additionally, to understand the nature of dual-task costs, the relationship between these costs and cognitive performance was assessed. We hypothesized occurrence of dual-task costs in all athletes without relationship to single task performance. Differences in dualtask cost were expected between open-skill and closed-skill sports, as well as differing expertise levels. Level of cognitive function was expected to explain some variance in dual-task cost. Methods: A total of 322 elite athletes (120 ice hockey, 165 other team sports, 37 closed-skill sports) participated in this study. Each athlete performed a tapping task, a visuo-verbal speed-reading task, and both tasks simultaneously. All ice hockey athletes performed additional cognitive tests assessing processing speed, spatial working memory, sustained attention, two choice reaction time, and motor inhibition. Results: The results of paired-sample t-tests confirmed significant dual-task costs for all sport groups (p < 0.001). Single-task performance and dual-task costs correlated weakly in a positive direction. A one-way ANOVA revealed significantly greater costs in closed-skill sports athletes than in ice hockey and other sports athletes. No significant differences in dual-task costs were found between teams of differing expertise levels. Lastly, no significant regression model was found to predict dual-task costs from cognitive test performance. Discussion: Our study suggests that this novel dual-task paradigm was successful in inducing dual-task costs for all elite athletes. Since it distinguishes between closed-skill and open-skill sports athletes, it might be a valuable diagnostic tool for performance and for talent development of open-skill athletes. Dual-task costs could not be relevantly predicted via cognitive performance measures, questioning cognitive resource theories as an explanation for dual-task costs. [ABSTRACT FROM AUTHOR]

Introduction: The acquisition of reading skills is a crucial milestone in early education, with formal instruction and practice playing pivotal roles. The outbreak of COVID-19 led to widespread school closures and a shift to remote learning. Methods: This study aimed to investigate the effects of school closures on reading acquisition and fluency among a large sample of second-grade children, considering socioeconomic status (SES) and gender differences. In 2019, a cohort of 2228 second-grade students from 34 schools was assessed for word reading fluency and comprehension. In 2020, during the pandemic, 765 students from a subsample of 20 original schools were re-evaluated using the same measures. The study also collected school-related data. Results: The findings from the entire sample indicated no significant differences in fluency and comprehension scores between children in the second grade in 2019 and 2020. However, a significant interaction emerged when analyzing low SES versus high SES children. Children from low SES backgrounds exhibited notably lower reading scores after a year of remote learning due to the COVID-19 outbreak. Moreover, the disparity in reading scores between low SES and high SES children nearly doubled in 2020. Gender differences were also detected. Discussion: These results underscore the impact of remote learning during the COVID-19 crisis on exacerbating gaps in reading fluency and comprehension between children from high and low SES backgrounds. The implications of these findings highlight the critical role of in-person schooling and targeted support for disadvantaged students, especially during pivotal stages of reading development. [ABSTRACT FROM AUTHOR]

Generation Z is expected to officially surpass the Baby Boomers in the labor market by 2024 and to represent 30% of the global workforce by 2030. In the work environment, they are referred to oxymoronically as competitively ambivalent. Therefore, it is necessary to investigate the reasons for this behavior and to identify initiatives that would facilitate understanding between Generation Z and other generations. The aim of the present study was to find out whether Generation Z in the Czech Republic and Slovakia, which lives in conditions of deepening polarization of society and differentiated opportunities (e.g., in access to education, consumption of goods and services, work and entertainment), exhibits compatible value orientation or whether significant antagonisms exist in the value system. The study utilized the referential Schwartz's theory of values, which handles universal values dynamically. This theoretical framework was extended to include the dimension of instrumental values that were contextualized in the labor market environment. The results show that the representatives of Generation Z in the Czech Republic and Slovakia prefer collective values (Benevolence and Universalism) in the first two places. However, they subsequently lean toward two individual values (Hedonism and Self-Direction). The comparison of the results in the European context showed the same values being shared by the representatives of Generation Z with preference nuances. The comparison of Generation Z representatives with members of other generations in the European context showed consistency of sharing collective values (Benevolence and Universalism). Discussion: Intergenerational value congruence, as well as knowledge of the difference in preferred values across generations (the collectivism value of Tradition shared by Baby Boomers and Generation X, and Hedonism as an individualism value shared by Generation Y and Generation Z) can help the successful integration of Generation Z representatives in the labor market. A way toward intergenerational synergy can be the recommended strategies for managing Generation Z in the context of career paths: Flexibility of development; Gamification; Mentoring. [ABSTRACT FROM AUTHOR]

Predictive processing, a crucial aspect of human cognition, is also relevant for language comprehension. In everyday situations, we exploit various sources of information to anticipate and therefore facilitate processing of upcoming linguistic input. In the literature, there are a variety of models that aim at accounting for such ability. One group of models propose a strict relationship between prediction and language production mechanisms. In this review, we first introduce very briefly the concept of predictive processing during language comprehension. Secondly, we focus on models that attribute a prominent role to language production and sensorimotor processing in language prediction ("prediction-by-production" models). Contextually, we provide a summary of studies that investigated the role of speech production and auditory perception on language comprehension/prediction tasks in healthy, typical participants. Then, we provide an overview of the limited existing literature on specific atypical/clinical populations that may represent suitable testing ground for such models-i.e., populations with impaired speech production and auditory perception mechanisms. Ultimately, we suggest a more widely and in-depth testing of prediction-by-production accounts, and the involvement of atypical populations both for model testing and as targets for possible novel speech/language treatment approaches. [ABSTRACT FROM AUTHOR]

Automatization and autonomous vehicles can drastically improve elderly drivers' safety and mobility, with lower costs to the driver and the environment. While autonomous vehicle technology is developing rapidly, much less attention and resources have been devoted to understanding the acceptance, attitudes, and preferences of vehicle automatization among driver groups, such as the elderly. In this study, 236 elderly drivers (≥65 years) evaluated four vehicles representing SAE levels 2–5 in terms of safety, trustworthiness, enjoyment, reliability, comfort, ease of use, and attractiveness, as well as reporting preferences for vehicles employing each of the four levels of automation. The results of a repeated-measures ANOVA showed that the elderly drivers rated the SAE level 2 vehicle highest and the fully automated vehicle (SAE 5) lowest across all attributes. The preference for the vehicle declined as a function of increasing automatization. The seven attributes formed an internally coherent “attitude to automatization” scale, a strong correlate of vehicle preference. Age or annual mileage were not related to attitudes or preferences for automated vehicles. The current study shows that elderly drivers' attitudes toward automatization should be studied further, and these results should be taken into account when developing automated vehicles. The full potential of automatization may not be realized if elderly drivers are ignored.

Introduction: Self-efficacy (SE), defined as an individual's belief in their ability to complete a task, is linked to top-down attentional control, influencing motor performance in sports. Although the behavioral effects of SE are well-documented, there is a lack of research on the mechanisms through which SE affects sports performance. Our research aims to elucidate the neurophysiological mechanisms that underlie the impact of self-efficacy on sports performance. Specifically, we intend to explore the effects of low and high SE on frontal midline theta (Fm") activity, associated with sustained top-down attention, and on motor performance. Methods: We recruited thirty-four professional golfers to perform 60 putts, during which their electroencephalographic activity was monitored. SE levels were assessed using a visual analog scale from 0 to 10 before each putt, with scores categorized into higher or lower SE based on each golfer's individual average score. Results: Paired t-tests indicated that trials with higher SE scores had a higher putting success rate than those with lower SE scores (53.3% vs. 46.7%). Furthermore, trials associated with higher SE scores exhibited lower Fm" activity compared to those with lower SE scores (4.49 vs. 5.18). Discussion: Our results suggest that higher SE is associated with reduced top-down attentional control, leading to improved putting performance. These findings support Bandura's theory of SE, which suggests that the effects of efficacy beliefs aremediated by cognitive,motivational, emotional, and decision-making processes. This study sheds light on the intermediate processes of SE by examining its impact on the anticipation of outcomes, sports performance, and attentional control prior to putting. [ABSTRACT FROM AUTHOR]

Introduction: Children with Developmental Coordination Disorder (DCD) demonstrate deficits in predictive motor control and aspects of cognitive control compared with their typically developing (TD) peers. Adjustment to dynamic environments depends on both aspects of control and the deficits for children with DCD may constrain their ability to perform daily actions that involve dualtasking. Under the assumption that motor-cognitive integration is compromised in children with DCD, we examined proportional dual-task costs using a novel locomotor-cognitive dual-task paradigm that enlisted augmented reality. We expect proportional dual-task performance costs to be greater for children with DCD compared to their TD peers. Methods: Participants were 34 children aged 6-12 years (16 TD, 18 DCD) who walked along a straight 12 m path under single- and dual-task conditions, the cognitive task being visual discrimination under simple or complex stimulus conditions presented via augmented reality. Dual-task performance was measured in two ways: first, proportional dual-task costs (pDTC) were computed for cognitive and gait outcomes and, second, within-trial costs (p- WTC) were measured as the difference on gait outcomes between pre- and post-stimulus presentation. Results: On measures of pDTC, TD children increased their double-limb support time when walking in response to a dual-task, while the children with DCD increased their locomotor velocity. On p-WTC, both groups increased their gait variability (step length and step width) when walking in response to a dual-task, of which the TD group had a larger proportional change than the DCD group. Greater pDTCs on motor rather than cognitive outcomes were consistent across groups and method of dual-task performance measurement. Discussion: Contrary to predictions, our results failed to support dramatic differences in locomotor-cognitive dual-task performance between children with DCD and TD, with both groups tending to priorities the cognitive over the motor task. Inclusion of a within-trial calculation of dual-task interference revealed an expectancy effect for both groups in relation to an impending visual stimulus. It is recommended that dual-task paradigms in the future continue to use augmented reality to present the cognitive task and consider motor tasks of sufficient complexity to probe the limits of performance in children with DCD. [ABSTRACT FROM AUTHOR]

Introduction: Increasing overweight and obesity rates represent one of the global public health challenges. COM-B is a theoretical model used to identify areas to target to achieve behavior change. It identifies three factors that are needed for any behavior to occur: capability, opportunity, and motivation. We aimed to assess the potential facilitators and barriers to behavior change in weight management using the COM-B. Methods: The study included 139 people with overweight and obesity (mean age 48.81 ± 14.49 years; 64.5% female; body mass index 32.64 ± 6.51 kg/m2; waist-to-height ratio 0.62 ± 0.10) from primary care settings. All participants completed the Brief Measure of Behavior Change (COM-B), the General Self-Efficacy Scale (GSE), the Rosenberg Self-esteem Scale (RSE), and the Overall Evaluation of Health (OEH). Multiple linear regression was performed to analyse the data. Results: The associations between sociodemographic and clinical variables and COM-B domains attenuated or were no longer significant when psychological resources were added to the regression models. Self-efficacy was identified as a stronger facilitator of health behavior change (p < 0.001) when compared to self-esteem (p < 0.05). No associations between automatic motivation and psychological resources were identified, however. Automatic motivation was found to be associated with higher age, being in a relationship, and better health. Discussion: Behavioral interventions for weightmanagement should specifically target different components of COM-B. Self-efficacy and self-esteemmay play a significant role in individual capabilities, opportunities, and reflective motivation and should be included in tailored public health interventions. Health programs targeting younger and single people, and people with chronic conditions may help to promote sustainable behavior change. [ABSTRACT FROM AUTHOR]

To what extent does playing a musical instrument contribute to an individual’s construction of knowledge? This paper aims to address this question by examining music performance from an embodied perspective and offering a narrative-style review of the main literature on the topic. Drawing from both older theoretical frameworks on motor learning and more recent theories on sensorimotor coupling and integration, this paper seeks to challenge and juxtapose established ideas with contemporary views inspired by recent work on embodied cognitive science. By doing so we advocate a centripetal approach to music performance, contrasting the prevalent centrifugal perspective: the sounds produced during performance not only originate from bodily action (centrifugal), but also cyclically return to it (centripetal). This perspective suggests that playing music involves a dynamic integration of both external and internal factors, transcending mere output-oriented actions and revealing music performance as a form of knowledge acquisition based on real-time sensorimotor experience. [ABSTRACT FROM AUTHOR]

The primary determinant of the self (S) is the conscious experience (CE) we have of it. Therefore, it does not come as a surprise that empirical research on S mainly resorts to the CE (or lack of CE) that subjects have of their S. What comes as a surprise is that empirical research on S does not tackle the problem of how CE contributes to building S. Empirical research investigates how S either biases the cognitive processing of stimuli or is altered through a wide range of means (meditation, hypnosis, etc.). In either case, even for different reasons, considerations of how CE contributes to building S are left unspecified in empirical research. This article analyzes these reasons and proposes a theoretical model of how CE contributes to building S. According to the proposed model, the phenomenal aspect of consciousness is produced by the modulation--engendered by attentional activity--of the energy level of the neural substrate (that is, the organ of attention) that underpins attentional activity. The phenomenal aspect of consciousness supplies the agent with a sense of S and informs the agent on how its S is affected by the agent's own operations. The phenomenal aspect of consciousness performs its functions through its five main dimensions: qualitative, quantitative, hedonic, temporal, and spatial. Each dimension of the phenomenal aspect of consciousness can be explained by a specific aspect of the modulation of the energy level of the organ of attention. Among other advantages, the model explains the various forms of S as outcomes resulting from the operations of a single mechanism and provides a unifying framework for empirical research on the neural underpinnings of S. [ABSTRACT FROM AUTHOR]

Introduction: Hypnotic trance can be defined as a non-ordinary state of consciousness that is accompanied by a number of neurophysiological changes, including brain electrophysiology. In addition to subjective measures, corresponding objective parameters are needed in experimental and clinical hypnosis research but are complex, impractical, or unspecific. A similar challenge exists for the measurement and monitoring of drug-induced hypnosis, namely general anesthesia. The observation of changes in EEG induced by narcotics has led to the development of monitors for the depth of anesthesia based on EEG parameters. We investigated whether two such monitors react to the induction and maintenance of hypnosis during a highly standardized procedure. Methods: A total of 56 volunteers were monitored for the bispectral index (BIS) and cerebral state index (CSI) (range 0-100, >95 considered "awake") during the Harvard Group Scale of Hypnotic Susceptibility test. For this test, trance is induced by a taped text and followed by 12 tasks performed under hypnosis. In contrast to random forms of hypnosis, this represents a standardized, worldwide-established condition. According to the resulting score, participants were classified into suggestibility groups in order to evaluate whether the electrophysiological measurements of BIS and CIS indices differ between high and low suggestible persons. Furthermore, participants were asked to rate their hypnotic depth (HD, 1-10) at every task of the test. Results: Scores dropped significantly fromamean of 97.7 to 86.4 for BIS and from 94.6 to 77.7 for CSI with the induction of hypnosis to stay throughout hypnosis at levels of approximately 88.6 or 82.9, respectively. Results did not differ between high- and low-suggestible participants. The means of the subjective score of hypnotic depth and of the electrophysiological measurements showed a similar course. However, no correlation was found between BIS or CSI values and scores of hypnotic depths. Conclusion: Monitors for depth of anesthesia respond to changes in consciousness, including trance states of hypnosis. However, specificity is unclear. Practically, in hypnosis research with the exclusion of drug effects or sleep, these monitors might be helpful to test and compare the efficacy of induction texts and to detect disturbances of trance state. [ABSTRACT FROM AUTHOR]

In cognitive-motor dual-task situations, the extent of performance decrements is influenced by the attentional requirements of each task. Well-learned motor skills should be automatized, leading to less interference. This study presents two studies combining an episodic memory encoding task with well-practiced motor tasks in athletes. Study 1 asked 40 rowers (early teenagers to middle adulthood) to row on ergometers at slow or fast speeds. In study 2, Taekwondo athletes (n = 37) of different skill levels performed a well-practiced sequence of martial arts movements. Performing the motor task during encoding led to pronounced performance reductions in memory in both studies, with costs of up to 80%. Cognitive costs were even larger when rowing with the fast compared to the slow speed in study 1. Both studies also revealed decrements in motor performances under dual-task conditions: Rowing became slower and more irregular (study 1), and the quality of the Taekwondo performance was reduced. Although higher-level athletes outperformed others in motor skills under single-task conditions, proportional dual-task costs were similar across skill levels for most domains. This indicates that even well-practiced motor tasks require cognitive resources. [ABSTRACT FROM AUTHOR]

Motor learning is central to sports, medicine, and other health professions as it entails learning through practice. To achieve proficiency in a complex motor task, many hours of practice are required. Therefore, finding ways to speed up the learning process is important. This study examines the impact of different training approaches on learning three-ball cascade juggling. Participants were assigned to one of two groups: practicing by gradually increasing difficulty and elements of the juggling movement ("learning in parts") or training on the complete skill from the start ("all-at-once"). Results revealed that although the all-at-once group in the early stages of learning showed greater improvement in performance, the "learning in parts" group managed to catch up, even over a relatively short period of time. The lack of difference in performance between the groups at the end of the training session suggests that the choice of training regime (between allat-once and learning in parts), at least in the short term, can be selected based on other factors such as the learner's preference, practical considerations, and cognitive style. [ABSTRACT FROM AUTHOR]

Research into metacognitive listening instruction under the Metacognitive Pedagogical Cycle (MPC) has been growing in recent decades, but its effects on L2 listening comprehension, metacognitive awareness, and self-efficacy remain inconclusive. In this mixed-method study, we developed a self-directed online listening practice based on the MPC and investigated its effects on 89 Chinese intermediate EFL learners over 14 weeks. Learners were assigned to either an experimental group, which used the online metacognitive listening practice, or a control group, which used the traditional listening practice without stressing metacognitive awareness. Multiple data sources (listening tests, questionnaires, reflective notes, and interviews) were used to assess learners' listening comprehension, metacognitive awareness, and listening self-efficacy. Results showed that online metacognitive listening practice significantly improved the learners' listening comprehension, but there was little evidence that it increased metacognitive awareness or listening self-efficacy. This study suggests that deploying online listening practice under MPC is a more effective way to improve L2 learners' listening comprehension than traditional listening practice. However, the task-setting of MPC and the task-dependence of self-efficacy may constrain the development of some factors of metacognitive awareness and self-efficacy. [ABSTRACT FROM AUTHOR]

This study explored the use of phraseological frames (p-frames), a type of lexical bundle, by simultaneous interpreters as a strategy for managing cognitive loads. Specifically, using a comparable corpus of United Nations Security Council conferences, the study employed kfNgram to automatically identify the p-frames, and investigated their variations, regarding frequency, fixedness, structures, and functions among L1, L1-L2, and L2-L1 texts, which differ in cognitive loads due to task complexity and directionality of interpreting. The findings indicated that interpreters used more p-frames as cognitive loads increased; No significant difference was identified in fixedness as all texts tended to employ heavily formulaic and relatively fixed p-frames. Directionality correlated with grammatical preferences, with retour interpreting relying more on content-word-based p-frames. Additionally, task complexity correlated with functional preferences, with self-expression characterized by more stance expressions in the simple task. This study innovatively addressed the interaction of two factors that generate cognitive loads in interpreting and filled a research gap by providing empirical evidence on how directionality affects the use of formulaic language. [ABSTRACT FROM AUTHOR]

The article commences with a fundamental objective: to comprehend movement skills in sports in a manner that can bridge the dualist gap between experiential qualities observed in practice and theoretical and mechanistic explanations. Drawing inspiration from Kuhn's concept of scientific paradigms, practical examples from skiing research, and innovative insights into the integration of phenomenology and mechanistic explanation in cognitive science, we have outlined a three-step integrative approach. The first step entails the development of phenomenological descriptions of the primary experiential qualities inherent in the execution of the skills being investigated. In the second step, phenomenological descriptions play a pivotal role by setting constraints and delineating a space for the elaboration of multilevel mechanistic analyses. These analyses draw upon insights from various fields, encompassing biomechanics, motor control approaches, expertise studies, and cognitive science. The third step involves the systematization of findings and the formulation of sport-specific movement skills theories. We contend that such theories hold substantial significance as they serve as valuable supplements to skill studies conducted within rigid, nomological frameworks. Sport-specific theories include descriptions of first-person experiential qualities and can contribute to bridging the theory-practice gap effectively. [ABSTRACT FROM AUTHOR]

Introduction: The triple task (TT) is a method for assessing the dynamics of writing processes. It involves three tasks in one: writing a text, responding to a sound, and reporting the process. Previous research has mostly shown that the TT does not affect the writing process or the product. However, individuals with dyslexia often show difficulties in tasks that require organization, automation, integration of multiple processes, inhibition, and shifting/cognitive flexibility. The aim of this study was therefore to investigate whether TT affects the writing process and written product differently in adults with dyslexia compared to a control group of adults with typical reading skills. Methods: Two groups of adult native Croatian speakers were included in this study: 20 adults with developmental dyslexia and 20 adults with typical reading skills; evenly distributed by: age (18-38 years), gender (13 males, 7 females per group), educational level, and nonverbal cognitive abilities. All participants wrote one text with a TT and another without. The writing of the text was tracked with a keystroke logging program - Inputlog. The two texts were compared at process and product level. Results and discussion: The results showed that measures of writing processes and text quality in the groups of adults with dyslexia and adults with typical reading skills were unlikely to be differentially affected by TT. However, in the condition without TT, the total number of characters per minute was higher, more keys were typed per minute and more words were deleted. As expected, adults with dyslexia produced shorter texts of lower quality and with more errors; they also produced fewer characters per minute, used fewer keystrokes and typed fewer. Conclusion: The study suggests that TT is unlikely to have a different impact on the writing process or written product in adults with dyslexia compared to adults with typical reading skills. [ABSTRACT FROM AUTHOR]

Purpose: Reading fluency has been considered an essential component of reading comprehension, but it is yet to be examined in a reading model in a non-alphabetic writing system. This study investigated whether reading fluency could be identified as a separate construct from decoding and examined the unique role of reading fluency in the Simple View of Reading (SVR). Method: A total of 342 Cantonese-speaking Chinese children in grades 3-5 were recruited to participate in the study. They were assessed on word reading accuracy and fluency, morphological awareness, vocabulary knowledge, and reading comprehension. Results: The confirmatory factor analysis results confirmed that reading fluency is a separate factor from decoding, linguistic comprehension, and reading comprehension. Furthermore, the structural equation modeling results revealed that reading fluency is a significant predictor of reading comprehension and a mediator between decoding and reading comprehension in the extended SVR model. Conclusion: The findings extended previous research in alphabetic languages and supported reading fluency as the bridge between decoding and reading comprehension. The present study highlighted the importance of reading fluency in Chinese reading acquisition in a theoretical framework. [ABSTRACT FROM AUTHOR]

Introduction: Previous studies have highlighted the challenges faced by Chinese Japanese-as-a-foreign-language (JFL) learners (whose L2 is English) in acquiring L3 Japanese loanwords. These challenges arise from the linguistic characteristics of loanwords and the limited emphasis on teaching and learning them. However, there is a lack of research on the specific factors that influence the processing of Japanese loanwords among Chinese JFL learners. Significant motivation exists, therefore, to investigate these influencing factors as they provide valuable insight into the integration of phonographic and ideographic language systems, ultimately facilitating future lexical acquisition. Methods: In this study, an experiment was conducted on 31 Chinese JFL learners to investigate the effects of loanword familiarity, English vocabulary proficiency, English-Japanese phonological similarity, and context on the processing of Japanese loanwords. Results: Data analysis, using a (generalized) linear mixed-effect model, provided the following insights: (1) the processing of Japanese loanwords is influenced by English-Japanese phonological similarity, loanword familiarity, context, and learner English proficiency. Among these four factors, familiarity has the most significant impact on Japanese loanword processing; (2) the effects of context and phonological similarity on the processing of Japanese loanwords are not consistently positive. As learners improve their proficiency in L3 Japanese, they tend to decrease their reliance on English knowledge and instead access loanword representations directly to conceptual representations. Discussion: Based on the findings of this study, a processing model for Japanese loanwords among advanced Chinese JFL learners is proposed. The model emphasizes the critical importance of the characteristics of loanwords, including phonological similarity and familiarity. It is necessary to determine the specific circumstances in which context considerably enhances learner processing ability. [ABSTRACT FROM AUTHOR]