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Supporting students in becoming effective problem solvers is a critical component of K-12 mathematics instruction. Unfortunately, little is known about the factors that are related to problem solving proficiency in middle school students. We report the results of a study that employed a hierarchical linear regression analysis to examine the factors that influenced the problem-solving scores in a sample of 213 sixth and seventh grade students. Results support theoretical predictions that metacognition, executive function, student beliefs, and content knowledge all relate to problem solving proficiency. [For the complete proceedings, see ED658295.]

These proceedings contain the papers of the 18th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2021), held virtually, due to an exceptional situation caused by the COVID-19 pandemic, from October 13-15, 2021, and organized by the International Association for Development of the Information Society (IADIS). The CELDA conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. The CELDA 2021 Conference received 68 submissions from more than 21 countries. Out of the papers submitted, 34 were accepted as full papers for an acceptance rate of 50%; 16 were accepted as short papers, and 2 were accepted as reflection papers. In addition to the presentation of full, short and reflection papers, the conference also includes one keynote presentation from an internationally distinguished researcher: Dr. David Scaradozzi, Department of Information Engineering, Università Politecnica delle Marche, Italy. [Individual papers are indexed in ERIC.]

We are delighted to welcome you to the International Psychological Applications Conference and Trends (InPACT) 2016, taking place in Lisbon, Portugal, from 30 of April to 2 of May, 2016. Psychology, nowadays, offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, is aimed ultimately to benefit society. This International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. The conference is a forum that connects and brings together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. There is an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2016 received 332 submissions, from 37 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. It was accepted for presentation in the conference 96 submissions (29% acceptance rate). The conference also includes: (1) A keynote presentation from Prof. Dr. Richard Bentall (Institute of Psychology, Health & Society of the University of Liverpool, United Kingdom); (2) Three Special Talks, one from Emeritus Professor Carlos Amaral Dias (University of Coimbra, Director of Instituto Superior Miguel Torga, Vice-President of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Private practitioner of psychiatry and psychoanalysis, Portugal) and Prof. Clara Pracana (Full and Training member of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Portugal), another from Emeritus Professor Michael Wang (University of Leicester, United Kingdom), and a third one from Dr. Conceição Almeida (Founder of the Portuguese Association of Psychoanalysis and Psychoanalytical Psychotherapy, and Vice-President of the Board. Member of the Teaching Committee, Portugal); (3) An Invited Talk from Dr. Ana Vasconcelos (SAMS--Serviços de Assistência Médico-Social do Sindicato dos Bancários de Sul e Ilhas, founding member of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, and member of NPA-Neuropshycanalysis Association, Portugal). Thus, we would like to express our gratitude to all our invitees. This volume is composed by the abstracts of the International Psychological Applications Conference and Trends (InPACT 2016), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). This conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. To develop the conference program six main broad-ranging categories had been chosen, which also cover different interest areas: (1) In CLINICAL PSYCHOLOGY: Emotions and related psychological processes; Assessment; Psychotherapy and counseling; Addictive behaviors; Eating disorders; Personality disorders; Quality of life and mental health; Communication within relationships; Services of mental health; and Psychopathology. (2) In EDUCATIONAL PSYCHOLOGY: Language and cognitive processes; School environment and childhood disorders; Parenting and parenting related processes; Learning and technology; Psychology in schools; Intelligence and creativity; Motivation in classroom; Perspectives on teaching; Assessment and evaluation; and Individual differences in learning. (3) In SOCIAL PSYCHOLOGY: Cross-cultural dimensions of mental disorders; Employment issues and training; Organizational psychology; Psychology in politics and international issues; Social factors in adolescence and its development; Social anxiety and self-esteem; Immigration and social policy; Self-efficacy and identity development; Parenting and social support; and Addiction and stigmatization. (4) In LEGAL PSYCHOLOGY: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; Working with crime perpetrators; Forensic psychology; Violent risk assessment; and Law enforcement and stress. (5) In COGNITIVE AND EXPERIMENTAL PSYCHOLOGY: Perception, memory and attention; Decision making and problem-solving; Concept formation, reasoning and judgment; Language processing; Learning skills and education; Cognitive Neuroscience; Computer analogies and information processing (Artificial Intelligence and computer simulations); Social and cultural factors in the cognitive approach; Experimental methods, research and statistics; and Biopsychology. (6) In PSYCHOANALYSIS AND PSYCHOANALYTICAL PSYCHOTHERAPY: Psychoanalysis and psychology; The unconscious; The Oedipus complex; Psychoanalysis of children; Pathological mourning; Addictive personalities; Borderline organizations; Narcissistic personalities; Anxiety and phobias; Psychosis; Neuropsychoanalysis. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to Psychology and its applications. It includes an extensive variety of contributors and presenters by sharing their different personal, academic and cultural experiences. Authors will be invited to publish extended contributions for a book to be published by inScience Press. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, partners and, of course, to the organizing and administration team for making and putting this conference together. (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]

This paper presents four studies which illustrate the variety of deficits in executive function displayed by individuals with autism. The concept of executive function is used to encompass all the mental operations which are involved in self-reflective and goal-directed behavior. Four forms of executive control are addressed: mental disengagement, coordination of two separate acts into a goal-directed temporal sequence, cognitive flexibility, and planning. The results of the first two studies indicate that subjects with autism are impaired in the processes required for learning behavioral strategies which involve a counter-intuitive or arbitrary association between response and target. The dysfunction may result from "stuck in set" perseveration, recurrent perseveration, or failure to sustain a plan of action in the absence of environmental cues. Results from the third study indicated a deficit in the processes required to shift attention from a salient dimension or category and engage attention upon a previously irrelevant stimulus. Results of the fourth study showed that subjects with autism are unable to find efficient solutions to planning problems which require a depth-first search to anticipate obstacles and the cognitive flexibility to change plans so as to avoid these obstacles. (Contains 21 references.) (JDD)

These proceedings present 5 keynote addresses and 28 session papers focusing on creation of environments for stimulating entrepreneurial activities. The keynote addresses are "Entrepreneurial Leadership--A Performing Art" (Gordon L. Lippitt); "Innovation & Entrepreneurship at Work in a Large Company" (George F. Troy); "Thoughts Regarding Entrepreneurship Education" (Arthur Lipper, III); "Self Employment: Who Are the Entrepreneurs and How Does Government Create a Climate for These People?" (Frank S. Swain); and "Innovation: Where Is the Relish?" (Frederick Herzberg). Session papers include "Entrepreneurship and Economic Growth: Toward a New Conceptual Framework" (Carl Crego); "Small Business Dynamics, Effective Resource Utilization, and Innovation" (Thomas A. Gray); "Complexity and Disequilibrium: How Creativity, Entrepreneurship, and the Economy Come Together" (Benny Gilad); "Stimulating High Technology Innovations" (J. Davidson Frame); "An Examination of Export Attitudes and Behaviors of High Technology Manufacturers" (K. Mark Weaver); "The Technology Center Concept: Helping Businesses Start and Grow" (Loren Schultz); "Small Business Incubators: A Creative Tool for Local Development" (Jim Van Dyke); "Motivating (Guiding) Entrepreneurial (Intrapreneurial) Behavior" (Erik K. Winslow); "The Eleven Commandments: 4+3+2+1=11" (Reid J. Daitzman); "Entrepreneurial Employees--The Keys to Business Success in the Information Age" (Michael D. London); "A Longitudinal Study of the Dynamics of Small Business Growth and Development" (William C. Dunkelberg, et al.);"Characteristics of Entrepreneurs and Small Business Owner-Managers: A Review of the Literature" (George T. Solomon); "Value Profiles of Entrepreneurs" (Lloyd W. Fernald, Jr.); "Values, Organizational Size, and the Rational Model According to Peters and Waterman" (James E. Martin, et al.); "Entrepreneurship Education: Path to Creativity" (M. Catherine Ashmore); "Public Policy Affecting Entrepreneurship, Venture Capital, and Technology" (Gerald F. Feigen); "School/Small Business Partnerships: Their Development and Their Need" (Leslie P. Hitch); "Roots of Entrepreneurship--From Small Beginnings to Major Corporations" (Gordon W. Engdahl); "Warning Signals" (Brian R. Ford); "Innovation through Investment in People: The Consideration of Creative Styles" (Robert Rosenfeld); "Public and Private Creativity" (Teresa M. Amabile, Susan J. Sensabaugh); "Innovative Problem Solving and Military Leadership" (Dennis E. Coates); "Creativity Enters the Curriculum at National Defense University" (Daniel B. Chapla); "Accountable Think Time: An Executive Function" (Harold R. Mc Alindon); "New Product Screening as an Analytical Hierarchy Process" (Robert F. Dyer); "The Small Business Innovation Research Program: A New Resource for Product Development" (George I. Morning); "Venture Capital's Role in Financing Innovation for Economic Growth" (Jeffry A. Timmons); and "Strategic Planning and Entrepreneurship: What Are the Current Connections?" (Steven C. Stryker). (YLB)

Supporting students in becoming effective problem solvers is a critical component of K-12 mathematics instruction. Unfortunately, little is known about the factors that are related to problem solving proficiency in middle school students. We report the results of a study that employed a hierarchical linear regression analysis to examine the factors that influenced the problem-solving scores in a sample of 213 sixth and seventh grade students. Results support theoretical predictions that metacognition, executive function, student beliefs, and content knowledge all relate to problem solving proficiency. [ABSTRACT FROM AUTHOR]

When the child has entered school age, working memory components can help children keep information or instructions in mind during classroom activities and then use them to solve problems. Therefore, stimulation of working memory development is something that needs to be given to children to be able to support the improvement of academic abilities at school more smoothly. This study aims to determine the effectiveness of using smart memory cards to improve working memory abilities in children aged 5-12 years. This research uses pre-experimental designs. The results showed that there was an increase in the score obtained by the subject after being given treatment using SMC media, and that the average posttest score for both visual spatial WM and verbal WM was higher than the average pretest score. [ABSTRACT FROM AUTHOR]

This study aims to describe the ability of mathematical literacy in solving HOTS problems in terms of students' cognitive styles. This research is a type of descriptive research with a qualitative approach. The subjects of this study consisted of 4 students of class XI MIPA 4 SMA Batik 1 Surakarta. The research instruments used test and interviews to students. The test consists of two types, namely the Group Embedded Figure Test (GEFT) test to determine the type of cognitive style of students and the mathematical literacy ability test adapted from HOTS questions consisting of 2 questions using types C4 and C5. The results showed that the ability of mathematical literacy in solving HOTS problems in terms of the cognitive style of the independent field reach the indicators of mathematical literacy, namely: indicators of formulating, applying, evaluating and interpreting, this can be classified as mathematical literacy in the subject of S1. The ability of mathematical literacy in solving HOTS type problems in field dependent subjects can reach the formulate indicators, but is less able to apply indicators and indicators of evaluating and interpreting, it can be classified as mathematical literacy in S3 subjects. [ABSTRACT FROM AUTHOR]

This paper reports on a case study of abstract reasoning in a real collaborative modeling setting. The study was conducted according to the behavioral observation principles of human ethology. Our findings indicate a relation between an individual's executive functioning and his ability to do abstract reasoning. Furthermore, we find individual differences in these abilities, and our results suggest that lack of certain skills pushes a session back to its initial phase until a shared conception of what is being modeled is achieved. These findings further our understanding of the process of collaborative modeling, how the qualities and behaviors of an individual modeler influence the interactive modeling process and its final outcomes. [ABSTRACT FROM PUBLISHER]