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The didactic class is a pedagogical tool meant to increase classroom interactivity by encouraging student discussion of real-life cases in connection with theory. This paper evaluates the pedagogical impact of using a one-off didactic class where an external expert is brought in to discuss how to relate a cognitive psychology course's content to real-life problems. Using a mixed-methods approach, we measure the undergraduate students' sense of conceptual understanding, their perspective on applying cognitive sciences, their sense of belonging to the department, and their motivation to work. Students' sense of understanding and their perspective in applying cognitive sciences to real-world problems significantly increased after this class. However, we found no significant differences in their sense of belonging to the department or their motivation to study. This suggests didactic classes may further course-specific content but do not change broader aspects of motivation or belonging. The qualitative interviews support the quantitative results. Students reported that the didactic class made them think laterally about content from other modules and how they could apply theoretical insights to real-world problems, which boosted confidence. Students reported great satisfaction with the didactic class. Of course, the speaker must be relevant to the course content, and students should feel empowered and able to speak in class. However, these are practical concerns that should not discourage lecturers from exploring didactic classes as a fun and instructive tool that has significant pedagogical benefits.

Introduction: Cognitive psychology courses are rich in content that can be useful to broad audiences. Much of the foundational research presented in course texts is conducted in highly constrained laboratory settings, making the concepts difficult to apply or use in the real world. Statement of the Problem: Students in cognitive psychology classes may not readily notice practical applications for the content. Standard assessments (e.g. written research papers) fail to capture the real-world applications of cognitive phenomena. Literature Review: Using an applied framework can motivate engagement in cognition. The use of an Unessay project in undergraduate cognitive psychology courses requires students to present a key construct in any format except an essay. Unessay projects originated in the humanities, and are an excellent fit for psychology. Teaching Implications: The Unessay is a useful vehicle for identifying and presenting the application of a cognitive construct in the real world. Students are required to convey that information in a creative, non-essay format. Instructions, a rubric and examples are provided. Conclusion: The Unessay is a novel approach to a course project in cognitive psychology that can motivate student interest while aligning with several APA outcomes for psychology majors.

Narrative recall and comprehension are important lifelong skills. While gesturing may improve recall by alleviating cognitive load, it may be differentially beneficial, depending on task and individual characteristics. While research on gesture's effects on a variety of task modalities is burgeoning, effects on recall of narratives read aloud are under-examined. Further, emotional valence and individual differences in verbal memory may affect recall, through effects on task difficulty. If gesturing lightens cognitive load, it may be more beneficial for harder tasks, namely for narratives lacking emotional content and for individuals with poorer verbal memory. Across two studies, impacts of gesture production, emotional valence, and individual differences on narrative recall were evaluated. In Study 1, participants (N = 100) read aloud three emotive narratives (positive, negative, neutral) while either instructed to gesture or receiving no gesture instructions. Gesture production hindered recall, particularly for those with higher verbal memory. Emotion benefited recall, with enhanced recall of the negative narrative and impaired recall for the neutral narrative. In Study 2, following a measure of individual propensity to gesture, participants (N = 98) similarly read aloud three emotive narratives. Instructions to gesture hindered recall for participants with a lower propensity to gesture, and emotional narratives again saw enhanced recall relative to the neutral narrative. Propensity to gesture and verbal memory were positively associated with narrative comprehension. Results suggest instructions to produce gestures may for some individuals hinder recall for self-guided learners when studying written texts, while emotional content benefits recall.

This review aims to systematically summarize existing evidence to determine the effectiveness of cognitive-based interventions (CBIs) on psychological health and well-being among parents of children with developmental disabilities (DD). Six databases were searched to identify eligible randomized controlled trials (RCTs) from their inception to April 2023. The revised Cochrane Risk of Bias tool for RCTs was applied to assess the risk of bias and the certainty of evidence was evaluated using the Grading of Recommendation, Assessment, Development and Evaluation. Meta-analyses were conducted using a random-effects model. Twenty-five RCTs involving 1915 participants were identified. The results indicated that CBIs reduced parental stress levels (Hedges' g = - 0.69), depressive symptoms (g = - 0.95), anxiety levels (g = - 0.78), and parental distress (g = - 0.29), and improved parental well-being (g = 0.62) and parent-child relationships (g = 0.43) postintervention compared with the active/inactive control groups. Subgroup analysis of the effectiveness of interventions using mindfulness-based interventions and cognitive behavioural therapy showed positive effects. The favourable intervention duration and participant targets were also identified in this review. Furthermore, the effects of CBIs were impacted by the different types of DD among the children. This review highlighted the positive effects of CBIs on parental stress levels, depressive symptoms, anxiety levels, parental distress levels, parental well-being levels, and parent-child relationships. Future well-designed RCTs are needed to further investigate the effects of MBIs and CBT interventions on children with DD and their parents, as well as the factors and mechanisms of action affecting the efficacy of these interventions.

Our mental representation of the infinite has received little research attention in cognitive psychology. In countably infinite sets, the infinity symbol (8) is presumed to be perceived as larger than any finite natural number. The present study sought to explore if the infinity symbol is processed as "larger than" natural numbers, and, if so, whether it is associated with the special status of "the largest." In a series of four experiments (N = 40, 20, 20, and 40, respectively), participants performed numerical and physical comparisons of the infinity symbol against single- and multidigit numbers. Overall, numerical comparisons yielded slower responses for comparisons between infinity and a number than for comparisons between two numbers. Furthermore, distance-like effects were obtained for comparisons to infinity, suggesting the infinity symbol was treated as larger than all numbers presented. Importantly, however, physical comparisons revealed a normal size congruity effect for comparisons of infinity and single digits, but a reversed effect for comparisons of infinity and multidigit numbers, suggesting that the infinity symbol was automatically processed as smaller than multidigit numbers. These novel findings reveal limitations in abstracting the meanings of infinity from its symbol, indicating that the infinity symbol is not perceived as "the largest" and can be misconceived as a "number" mapped onto the numerical magnitude system. More generally, the results seem to reflect a crude, automatic evaluation of numerical magnitude based on the physical magnitude of the stimuli, namely, their overall length and the number of symbols of which they are comprised.

Background: Cognitive psychology is challenging for both teachers and learners due to the abstract and complex nature of mental processes and variation in student motivation. Objective: To test the effectiveness of an approach that seeks to motivate students to engage and successfully complete a cognitive psychology course by highlighting transferrable skills. Method: A cognitive psychology course was redesigned to emphasize the transferability of skills. It involved providing students with scaffolded assessments, just-in-time learning, and drawing explicit connections between knowledge, skill development, and real-world applications. Results: Comparison of student performance before and after course modifications showed a significant increase in learning outcomes, especially for students at the lower end of the performance spectrum. Conclusion: A program of scaffolded assessment with just-in-time skills reinforcement and explicit discussion of the broader application of those skills is an effective approach to teaching cognitive psychology. Teaching implications: This program produced a reliable improvement in learning outcomes in a course with a high level of theoretical and abstract content. The improvement was most noticeable in lower achieving students; however, all students benefit from a better developed transferable skill base and an awareness that can be used to articulate skills to potential employers.

Accurate measurement of wisdom is the cornerstone of wisdom research. To provide a representative reference for the reliability level and moderating factors of various wisdom self-rating scales, we carried out a reliability generalization meta-analysis of Chinese and English references retrieved from 2004 to 2023. A total of 149 articles were included, as well as seven wisdom self-rating scales. The results showed that all seven wisdom self-rating scales had good internal consistency reliability. The reliability of the original scale was higher than that of the simplified version, and the reliability of the total of the original scale was higher than those of each dimension. Future research should avoid "reliability introduction," and rather focus on cross-cultural translation of the wisdom scale, selecting the most appropriate measurement tool for the particular field of wisdom, and strengthen theoretical interpretations by connotation and structure of wisdom itself.

Undergraduate positive psychology courses are typically semester-long educational courses or units of study dedicated to providing students with an understanding of the science of wellbeing and the factors contributing to optimal human functioning. A number of universities around the world offer positive psychology courses, yet little is known about students' perspectives of these courses. Evaluating students' perspectives may enable educators to modify courses to better address students' needs, which in turn, may increase engagement with, and learning in these courses. This study provides an in-depth account of students' perspectives on a positive psychology course offered at an Australian university. After completing the course, nine students participated in focus groups to discuss their experiences. Using Interpretative Phenomenological Analysis, three superordinate categories (and 14 subcategories) were identified, namely, interest in wellbeing, beneficial to wellbeing, and balancing competing needs. Participants expressed interest in learning about wellbeing, experienced the course as beneficial for wellbeing, and recognised several challenges in delivering course content. The richness of these results supports the utility of assessing and evaluating students' perspectives using a qualitative approach, and the emerging themes provide insights into the aspects of positive psychology courses more broadly that may enhance students' learning and wellbeing.

Chance favors the prepared mind, said Louis Pasteur. Sometimes, significant breakthroughs occur when we creatively integrate new information, leading to a creative insight or an Aha! moment, while at other times when we fail to use a clue, we remain stuck in our habitual thinking patterns. In this study, we hypothesized that the brain's transient oscillatory states would characterize its receptivity or preparedness for such insights. We conducted a real-time brain-state-dependent cognitive stimulation experiment during insightful problem-solving. We showed that participants were more successful in utilizing clues and experienced more Aha responses when these clues were presented at the spontaneously up-regulated state of right temporal alpha oscillation, as opposed to the down-regulated state. Furthermore, we observed an inverse correlation between the coupling of alpha oscillation phase and gamma oscillation power and the frequency of insight. These results shed light on the neural mechanism underpinning the brain's receptivity to integrate upcoming semantic information, emphasizing the pivotal role of dynamical brain oscillations in the Aha! experience.

To explain successful subject matter learning with digital tools, the specification of mediating cognitive processes is crucial for any empirical investigation. We introduce a cognitive process framework for the mechanisms of learning with digital tools (CoDiL) that combines core ideas from the psychology of instruction (utilization-of-learning-opportunity framework), cognitive psychology (knowledge-learning-instruction framework), and domain-specific research on learning and instruction. This synthesizing framework can be used to theoretically ground, firstly, the design of digital tools for learning, and secondly, the empirical analysis of students' learning activities in digitally enriched educational settings via the analysis of specific student-tool interactions.

There is a vast literature on "executive functioning," or the control of one's thoughts and actions in pursuit of a goal. This broad construct is conceptualized as comprising multiple executive functions (EFs) that support academic achievement and other important life outcomes. However, there is a lack of consensus regarding what, exactly, these core EFs are. This commentary briefly reviews a few dominant models of EFs in developmental and cognitive psychology and outlines issues to be addressed; it then illustrates how insights from neuroscience could help us eliminate redundant terminology and identify EFs that have been largely overlooked. Reaching a consensus regarding the core set of EFs will inform efforts to scaffold EF development and improve educational outcomes.

In service of the goal of examining how cognitive science can facilitate human-computer interactions in complex systems, we explore how cognitive psychology research might help educators better utilize artificial intelligence and AI supported tools as facilitatory to learning, rather than see these emerging technologies as a threat. We also aim to provide historical perspective, both on how automation and technology has generated unnecessary apprehension over time, and how generative AI technologies such as ChatGPT are a product of the discipline of cognitive science. We introduce a model for how higher education instruction can adapt to the age of AI by fully capitalizing on the role that metacognition knowledge and skills play in determining learning effectiveness. Finally, we urge educators to consider how AI can be seen as a critical collaborator to be utilized in our efforts to educate around the critical workforce skills of effective communication and collaboration.

Unlike traditional methods, the communicative approaches draw on implicit and incidental ways of learning and contextualised exercises of grammar which improve language performance in terms of fluency and communicative competence. However, the discursive plan implies the use of high-level units of knowledge and the automatization of low-level knowledge is not ensured. Although learners' production achieves success in terms of communicative skills, their competence in terms of accuracy is usually unsatisfactory. The benefits of explicit grammar teaching are another issue that concerns teachers and that needs more evidence. Therefore, a need exists to study which approach supports the automatization of low-level information, in a short class time (30-40 min). The first purpose of this study is to better understand the cognitive processes that lead to the automatization of forms, the second purpose is to know whether explicit grammar teaching promotes the automatization of forms. When first reviewing the literature on cognitive psychology and automatization, the focus was limited to how automaticity is brought about. Next, the main assumptions of Adaptative Control of Though (ACT*) and Instance Theories are presented. The reviewed research results confirmed the effectiveness of the explicit teaching of rules and the importance of practice and attention in the language learning process. In the conclusion, there are some recommendations that may be useful for language teachers.

In the present study, we examined how the relevance of potentially distracting information modulates the interplay of target and distractor processing in conflict tasks. Specifically, we manipulated the degree to which distracting information is relevant for performing the overall task by varying the proportion of trials in which a response to the distractor(s) (Experiments 1a and 1b: location in a Simon task; Experiment 2: flankers in an Eriksen flanker task) instead of to the target was required. Across all experiments, the congruency effect on mean RT was larger with the increasing relevance of the distractor(s). Critically, the slopes of the delta plot were more strongly increasing when the distractors were potentially relevant (as opposed to completely irrelevant), suggesting that cognitive control affects the timing of suppressing distractor-based activation. In addition, delta plot and diffusion model analyses revealed that the strength of suppressing distractor processing and the efficiency of target processing were enhanced when the distractors were less relevant. Overall, the present study dissociated multiple and time-dependent adjustments of control processes (i.e., target processing enhancement plus timing and strength of distractor suppression) in environments that encourage either a more stable or more flexible processing mode.

This article focuses on an approach to the concept of historical time in early childhood education through the lens of cognitive psychology. It consists of three parts: (1) theoretical approaches, inspired by three broad scientific fields -- cognitive psychology, pedagogy and history; (2) the presentation of educational examples, formed by empirical data and case studies; and (3) conclusions. Its main purpose is to combine theoretical approaches and findings from contemporary scientific research with empirical data from the educational process, so as to argue that kindergarten children can represent and be taught the concept of historical time and, with its help, can be introduced to history education.

The objectives of this research on Cognitive Technology for Academic Counselling in the New Normal were (1) to design an architecture of cognitive technology for academic counselling in the new normal, (2) to develop a system of cognitive technology for academic counselling in the new normal, (3) to assess the academic performance of students using cognitive technology for academic counselling in the new normal, and (4) to assess the satisfaction of students using cognitive technology for academic counselling in the new normal. The sample group in this study were 30 students at a secondary school level 1 from Ongkharak Demonstration School, Srinakharinwirot University, in the 2021 academic year. The students were enrolled on a course in Design and Technology and selected by multistage randomization, i.e. 1) group randomization and, 2) simple random sampling. The research tools were, (1) a system of cognitive technology for academic counselling in the new normal, (2) a performance assessment form, (3) a test and worksheets on design and technology, and (4) a satisfaction assessment form. The research results found: (1) learning outcomes after using the system were significantly better than before at the .01 level, and (2) the overall satisfaction of students using cognitive technology for academic counselling in the new normal was at the highest level (Mean = 4.50, S.D. = 0.64).

Since the 1920s, colleges have offered how-to-study courses orientating students to the rituals of academic study. We present an historical overview of these courses by highlighting major developments including the emergence of courses that evolved from skill-based curriculum underpinned by behaviorism to strategy-based curriculum underpinned by cognitive psychology and self-regulation theories. We also focus on two unique common iterations of course categories offered today: first-year seminars, which were re-envisioned by the University of South Carolina in the 1970s, and theory-based learning strategy courses, often referred to as learning frameworks courses, which emerged in the 1970s at two Texas universities.

Contribution: This article presents evidence that electrical engineering, computer science, and data science students, participating in introduction to machine learning (ML) courses, fail to interpret the performance of ML algorithms correctly, since they fail to consider the application domain. This phenomenon is referred to as the domain neglect bias and is discussed in this article from the cognitive psychology perspective. Background: ML algorithms are common components in electrical engineering, computer science, and data science curricula. Learning ML is challenging not only due to its complex mathematical and algorithmic aspects, but also due to: (1) the complexity of using these algorithms in the context of real-life situations correctly and (2) the comprehension of related social and ethical issues. Research Question: To what extent do students fail to correctly interpret the performance of ML algorithms due to the domain neglect bias and how can this bias be explained? Methodology: A questionnaire containing two questions was designed, in which the participants were asked to compare the performance of ML algorithms in the contexts of different application domains. The questions were designed to trigger the domain neglect bias which in turn, allowed quantification of its prevalence. Findings: One third of the students failed to recognize the outperforming ML algorithm due to the domain neglect bias. Educators should note this bias and develop new pedagogical methods for teaching ML performance in order to mitigate the bias.

In the standard Proportion-Congruent (PC) paradigm, performance is compared between a list containing mostly congruent (MC) stimuli (e.g., the word RED in the color red in the Stroop task; Stroop, 1935) and a list containing mostly incongruent (MI) stimuli (e.g., the word BLUE in red). The PC effect, the finding that the congruency effect (i.e., the latency difference between incongruent and congruent stimuli) is typically larger in an MC list, has been interpreted by the popular conflict-monitoring account (Botvinick et al., 2001) as reflecting a proactive process whereby attention to task-relevant information is adapted based on how frequently conflict from task-irrelevant information arises. Recently, however, alternative accounts of the PC effect have emerged that assume either that the PC effect reflects processes other than proactive conflict adaptation (e.g., stimulus-response contingency learning) or that proactive conflict adaptation is only engaged as a last resort (e.g., when contingency learning cannot be used to minimize interference). We examined these ideas in three experiments in which proactive conflict adaptation could be evaluated independently from processes that are normally confounded with it in the PC paradigm, while still allowing those processes, particularly contingency learning, to be used to minimize interference. Consistent with the conflict-monitoring account of the PC effect, but inconsistent with all the alternative accounts of the PC effect, evidence for proactive conflict adaptation emerged in all experiments. Although multiple processes may be engaged in the PC paradigm, this paradigm remains a valid tool for examining proactive conflict adaptation, its typical use.

Background/Context: Historical studies of this volatile period in educational history (1960-2003 tend to focus on educational policy and/or curriculum, but rarely address changes in learning theory. Numerous historical studies have traced how psychologists, psychometricians, policymakers, and social scientists have dismissed the intellectual potential of Black students over the course of the 20th century, but these studies have completely overlooked the controversial Black learning style idea and how the idea interacted with the educational and racial discourses of the period. Purpose: This intellectual history traces the rise and fall of the controversial idea that there was a Black learning style. Research Design: Hollinger (1985) defines intellectual history succinctly as the "discourse of intellectuals" (p. 131). Often described as "thinking" rather than "thought," an intellectual history focuses on contingencies, contradictions, and inconsistencies in a discourse; contextualizes the discourse in evolving historical, political, and social contexts; and explores how these changing contexts affect the development of the ideas. Conclusions: The Black learning style and cultural mismatch theories both emerged from the research of psychologist Herman Witkin in the 1950s. The idea was further developed by Rosalie Cohen, Asa Hilliard III, and Janice Hale in the 1970s and 1980s. By the late 1990s, many scholars considered the Black learning style idea to be dangerous and stopped directly referencing it. Despite its eventual rejection, the Black learning style idea inspired many lines of inquiry about the ways that race, culture, and ethnicity impact learning that are still being pursued today. This intellectual history traces the origins, emergence, and fall of the idea that Black students had a different learning and/or cognitive style that clashed with that of White teachers, standardized testing, and American schools.

The increasing number of adult learners in higher education is a trend that has been observed in recent years. An impetus for this trend is the need for upskilling and re-skilling in order to stay relevant and employable in today's world of globalised knowledge. However, finding uninterrupted blocks of time to study in adult learners' busy schedules may be challenging because of their many other commitments and responsibilities. Bite-sized learning, through the utilisation of micro-learning activities that learners can access anytime and anywhere on their mobile devices, is one method of helping adult learners better manage their studies and learn more effectively. Before adult educators put in the resources to develop bite-sized learning activities, it is nonetheless important to ascertain that adult learners would indeed utilise such provisions. This article discusses the results of a study conducted to investigate the utilisation of bite-sized learning by adult learners enrolled in a part-time undergraduate degree programme. Specifically, the study examined whether adult learners utilised bite-sized learning activities during pockets of "down time" in their busy schedules, especially during the daytime, since adult learners tend to study at night after work or over the weekends. The results showed that adult learners were keen to learn from bite-sized learning activities during these pockets of down time. Implications of the results and directions for future investigation, including the aptness of bite-sized learning in today's COVID-19 situation, are also discussed.

The current study describes the process of a participatory consultation framework, the Participatory Culture Specific Intervention Model (PCSIM), to plan and implement a data-based decision-making framework. The framework integrates proactive and systematic identification of emotional and behavioral needs as well as cognitive psychology techniques to promote more deliberate teacher decision making around student behavior. Using a participatory consultation framework is one way to build deeper school buy-in for implementing new initiatives by addressing immediate needs, taking into consideration school context and culture, and explicitly involving important stakeholders in all aspects of the planning and implementation process. We will describe the PCSIM consultation process for developing and piloting a decision-making framework around student behavior that emphasizes prevention and attempts to negate the role of implicit racial bias on decision making in order to reduce disproportionality in behavioral referrals. The current study describes phases 1-9 out of 11 of the PCSIM processes.

Background and Context: Since the surge of grounded cognition (GC) theories in cognitive psychology, many studies have focused on demonstrating the importance of embodiment and sensorimotor activities on students' conceptual development. In computing education, however, there is not yet a conceptual framework for developing age-appropriate. Objective: This paper brings these sets of work together, showing how the wider grounded cognition literature can be of value to computing education. The main objective of the paper is to suggest and set the theoretical foundations of a model for conceptual development in the early years of computing education. Method: The paper is a conceptual paper and thus, it is based on an extensive account of relevant cognitive psychology and education literature. Findings: The paper presents a model for conceptual development (EIFFEL -Enacted Instrumented Formal Framework for Early Learning in Computing). The general premise underlying the model is that programming concepts are first realised as actions performed on objects; as such, it aims to describe children's conceptual development in computing from their first actions on concrete objects to entirely abstract forms of action representation epitomised by a program. Implications: The model constitutes the first attempt to theorise conceptual development in the early years of computing education; as such it is expected to be used for the design of learning trajectories that progressively advance children's conceptualisations from concrete, situated and multi-modal to formal and more abstract representations.

Scholars have extensively investigated the effectiveness of high variability phonetic training (HVPT), that is, identification and discrimination of second language speech sounds produced by multiple speakers followed by trial-by-trial feedback. Building on the notion of incidental and multimodal learning in cognitive psychology (e.g., Lim & Holt, 2011), we developed a new, HVPT-based videogame paradigm in which participants aimed to shoot clay targets as fast as possible while being guided to learn sound cues as a by-product of planned learning. Focusing on the speech acquisition of 58 Japanese English-as-a-foreign-language learners, the current study set out to test the pedagogical potential and limits of the incidental HVPT approach. According to the results of statistical analyses, the effectiveness of incidental HVPT can be more clearly observed if it focuses on more learnable targets (e.g., acquisition of English [ae]-[open-mid back unrounded vowel] rather than [r]-[l] contrasts) with gains being more generalizable from trained to new speakers' voices and from perception to production dimensions.

The 1980s and 1990s saw a robust connection between computer science education and cognitive psychology as researchers worked to understand how students learn to program. More recently, academic disciplines such as science and engineering have begun drawing on cognitive psychology research and theories of learning to create instructional materials and teacher professional development materials based on theories of learning, to some success. In this paper, we follow a similar approach by highlighting common areas of interest between computer science education and cognitive psychology--specifically theories of analogical transfer--and discuss how cross-pollination of theoretical constructs between disciplines can support research on the teaching and learning of multiple programming languages. We will also discuss areas where computing education research can adapt the existing theories from cognitive psychology to develop domain-specific theories of knowledge transfer in computing and feed back into cognitive psychology research to inform larger debates about the nature of cognition and learning.

A classic issue in the cognitive psychology of human category learning has involved the contrast between exemplar and prototype models. However, experimental tests to distinguish the models have relied almost solely on use of artificially-constructed categories composed of simplified stimuli. Here we contrast the predictions from the models in a real-world natural-science category domain--geologic rock types. Previous work in this domain used a set of complementary methods, including multidimensional scaling and direct dimension ratings, to derive a high-dimensional feature space in which the rock stimuli are embedded. The present work compares the category-learning predictions of exemplar and prototype models that make reference to this derived feature space. The experiments include conditions that should be favorable to prototype abstraction, including use of multiple large-size categories, delayed transfer testing, and real-world category structures. Nevertheless, the results of the qualitative and quantitative model comparisons point toward the exemplar model as providing a far better account of the observed results. Evidence is also provided that participants do not rely on all-or-none rote memories for the stored exemplars but rather use remembered exemplars as a basis for generalizing to novel transfer items from the learned categories. Limitations and directions of future work are discussed.

Previous studies have found that students' concept-building approaches, identified a priori with a cognitive psychology laboratory task, are associated with student exam performances in chemistry classes. Abstraction learners (those who extract the principles underlying related examples) performed better than exemplar learners (those who focus on memorizing the training exemplars and responses) on transfer exam questions but not retention questions, after accounting for general ability. We extended these findings to introductory biology courses in which active-learning techniques were used to try to foster deep conceptual learning. Exams were constructed to contain both transfer and retention questions. Abstraction learners demonstrated better performance than exemplar learners on the transfer questions but not on the retention questions. These results were not moderated by indices of crystallized or fluid intelligence. Our central interpretation is that students identified as abstraction learners appear to construct a deep understanding of the concepts (presumably based on abstract underpinnings), thereby enabling them to apply and generalize the concepts to scenarios and instantiations not seen during instruction (transfer questions). By contrast, other students appear to base their representations on memorized instructed examples, leading to good performance on retention questions but not transfer questions.

Long-term semantic memory (LTM) is known for affecting recall during working memory (WM) tasks. However, the way LTM intervenes in WM remains unknown. Moreover, the available findings are incongruent concerning how attention modulates the impact of LTM on WM. To examine this issue, the involvement of LTM representations in a complex span task was manipulated through variations of the associative relatedness of memory items, while the attentional demand of the concurrent task was varied. Children and young adults were also compared, because children are less efficient in using refreshing for maintenance than adults. Despite the impact of the three main factors on recall performance, which was better for related than unrelated words, with the low rather than the high demanding concurrent task and for adults than children, there was no interaction between associative relatedness and attentional demand, neither in children nor in adults. We replicated these results in a second experiment with a more attention-demanding concurrent task. Moreover, analyses of recall latency showed that adults were faster than children at recalling words and both age groups were faster for related (vs. unrelated) words, but there was no effect of the concurrent attentional demand on recall latency and no interaction. Finally, errors were mostly omissions and transpositions, both more prevalent under high concurrent attentional demand. The present findings suggest that the availability of attention does not modulate the effect of LTM on WM. We discuss how WM models can account for this finding and how LTM can act on WM functioning.

Personal values influence goals and motivate actions. The case study reported in this paper explored whether an understanding of values would provide a useful framework to guide the co-creation of the undergraduate cognitive psychology curriculum at a UK University. A design team composed of staff and students ran two co-creation workshops to explore underlying values. These values were translated into curriculum ideas which were then shared via an online survey to students and staff for feedback. The activities revealed a set of values that were salient when imagining future curriculum designs: feeling stimulated, choice and autonomy, developing competence, feeling safe and secure, community and fairness. In addition, a deeper value layer was visible which reflected participants' orientations to learning and education. We describe our process for eliciting values and the intertwined and iterative relationship between value elicitation and a co-created curriculum. We also reflect on the position of co-creation within the value landscape of higher education and the social dynamics of staff-student partnerships. We argue that whilst using values to frame co-creation allows for deeper insight into how to embed curriculum re-innovation, it is important to attend to the value system of co-creation and those who do not participate.

The present study investigated whether student engagement with different online blended learning activities predicts academic performance as measured via a multiple-choice online exam for an undergraduate cognitive psychology course. Higher completion rates of weekly online quizzes predicted final exam performance. Findings are discussed in relation to using online learning resources to enhance student engagement and performance and learning analytics to identify students in need of further support. Since findings only revealed one significant predictor, more research is required to identify additional factors influencing academic achievement in an online blended learning approach.

Initial teacher education (ITE) needs to respond to the huge increase in research in neuroscience that informs our understanding of learning. Educational applications of cognitive psychology, in particular from the field of memory, are strongly evident in government policy documents in England, but as yet the wider contribution of educational neuroscience is not explicit. ITE needs to open trainee teachers' thinking to these perspectives and what can be learned from them, but also needs to examine them critically and in relation to other forms of educational knowledge and aims. This article explains how one university is taking an interdisciplinary approach to this challenge to develop their ITE curriculum.

Working memory (WM) has a limited capacity; however, this limitation can be mitigated by selecting individual items from the set currently held in WM for prioritization. The selection mechanism underlying this prioritization ability is referred to as the focus of attention (FOA) in WM. Although impressive progress has been achieved in recent years, a fundamental question remains unclear: Do perception and WM share one FOA? In the current study, we investigated the hypothesis that only a perceptual task tapping object-based attention can divert the FOA in WM. We adopted a retro-cue WM paradigm and inserted a perceptual task after the offset of the cue. Critically, we manipulated the type of attention (object-based attention in Experiments 1-3, feature-based attention in Experiment 4, and spatial attention in Experiment 5) consumed by the perceptual task. We found that participants were able to prioritize a retro-cued representation in WM, and the retro-cue benefit on memory accuracy was intact regardless of the perceptual task. Critically, the retro-cue benefit on the response time of WM task was significantly reduced only after an object-based attention perceptual task (Experiments 1, 2, 3a, and 3b), while remaining constant after a feature-based attention (Experiment 4) or spatial attention (Experiment 5) perceptual task. These results suggest that WM and perception share an object-based FOA, and an object-based attention perceptual task can divert the FOA in WM. Meanwhile, the current study further confirms that sustained attention is not necessary for selective maintenance in WM.

Purpose: Learning how to identify and avoid inaccurate information, especially disinformation, is essential for any informational consumer. Many information literacy tools specify criteria that can help users evaluate information more efficiently and effectively. However, the authors of these tools do not always agree on which criteria should be emphasized, what they mean or why they should be included in the tool. This study aims to clarify two such criteria (source credibility and soundness of content), which evolutionary cognitive psychology research emphasize. This paper uses them as a basis for building a question-based evaluation tool and draws implications for information literacy programs. Design/methodology/approach: This paper draws on cross-disciplinary scholarship (in library and information science, evolutionary cognitive psychology and rhetoric studies) to explore 15 approaches to information evaluation which conceptualizes source credibility and content soundness, two markers of information accuracy. This paper clarifies these two concepts, builds two sets of questions meant to elicit empirical indicators of information accuracy and deploys them against a recent piece of journalism which embeds a conspiracy theory about the origins of the COVID-19 pandemic. This paper shows how the two standards can help us determine that the article is misleading. This paper draws implications for information literacy programs. Findings: The meanings of and relationships between source credibility and content soundness often diverge across the 15 approaches to information evaluation this paper analyzed. Conceptual analysis allowed the authors to articulate source credibility in terms of authority and trustworthiness, and content soundness in terms of plausibility and evidential support. These conceptualizations allow the authors to formulate two respective sets of appropriate questions, the answers to which are meant to function as empirical indicators for the two standards. Deploying this instrument provides us with the opportunity to understand why a certain article discussing COVID-19 is misleading. Originality/value: By articulating source credibility and content soundness as the two key criteria for evaluating information, together with guiding questions meant to elicit empirical indicators for them, this paper streamlines the process through which information users can judge the likelihood that a piece of information they encounter is accurate.

One of the challenges that students face is how to remember and preserve information from their teachers accurately over an extended period. Shedding a light on memory retention--both accuracy and longevity--is the Old Testament, which emphasizes the effectiveness of repetition as a learning process. This approach to learning by repetition involves both teachers and parents working together (who), both at home and in public (where) with spaced repetition (when), and the use of mnemonic devices (how). The purpose of this research is to describe the usefulness of the educational principles in the Old Testament to the field of Christian education, with support by cognitive psychology to validate this effectiveness of this learning process.

The construct of metacognition appears in an ever increasing number and range of contexts in educational, developmental, and cognitive psychology. Can it retain its status as a useful construct in the face of such diverse application? Or is it merely an umbrella term for diverse mental phenomena that are loosely if at all connected? Here I argue for metacognition playing many diverse roles yet having key features that connect these in a shared framework. Proposed as central to this framework is the exercise of inhibitory cognitive control as a necessary condition for metacognitive competence. Also argued for is greater recognition of metacognition as a disposition, not just competence. As a disposition its foundations are epistemological, and its value and importance lie in supporting individuals' effective management of their own minds. This disposition puts them in maximum control of what they think and know and the processes they engage in to revise their beliefs, individually and in interaction with others.

This article is a narrative account of my search for knowledge about the nature of consciousness, and the implications of my findings for research and education. For over three decades, I accepted the dominant script presented to me through my education, both formal and informal, which assumes that the brain creates consciousness. Further, when the brain dies, consciousness dies with it. However, the unexpected death of my partner pushed me to investigate these assumptions. Through reading consciousness studies research, I learned of considerable empirical evidence that challenges the materialist paradigm taken for granted in the educational and social cultures in which I was raised. An analysis of the literature, combined with the learning gained from my own experiences, transformed my understanding of reality. This led me to radically question the ontological and epistemological assumptions of mainstream educational and social research. I end with a call for the development of an integral framework for consciousness education that would liberate researchers and educators from the materialist paradigm that is so deeply embedded in Western culture and contribute to an emerging postmaterialist worldview.

Data science is a new field of research that has attracted growing interest in recent years as it focuses on turning raw data into understanding, insight, knowledge, and value. New data science education programs, which are being launched at an increasing rate, are designed for multiple education levels and populations. Machine learning (ML) is an essential element of data science that requires an extensive background in mathematics. Whereas it is possible to teach the principles of ML only as a black box, novice learners might find it difficult to improve an algorithm's performance without a white box understanding of the underlying ML algorithms. In this paper, we suggest a pedagogical method, based on hands-on pen-and-paper tasks, to support white box understanding of ML algorithms for learners who lack the level of mathematics knowledge required for this purpose. Data were collected using a comprehension questionnaire and analyzed according to the process-object theory borrowed from mathematics education research. We present evidence of the effectiveness of this method based on data collected in an introduction-level data science course for graduate psychology students. This population had extensive psychology domain knowledge, as well as an established background in statistics, but had gaps in mathematical and computer science knowledge compared with data science majors. The research contribution is both practical and theoretical. Practically, we present a learning module that supports non-major data science students' white box understanding of ML. Theoretically, we propose a data analysis method to evaluate students' conceptions of ML algorithms.

Translation ethics today is an area of growing concern, so is its education. In the new millennium, ethics has become an explicit and integrative component of translator education. Meanwhile, the objective of translation ethics education has shifted from preaching abstract, universalistic translator codes of ethics to training translation students' ethical sensitivity and reflexive moral judgement (i.e., ethical decision-making). This study advances translation ethics education pivoted around students' translational ethical decision-making competence (TEDC) by first providing a definition and a competence framework for TEDC and then sketching a competence-based education programme targeting translation students' TEDC. In completing the tasks, this article draws theories and practices from cognitive psychology, where ethical decision-making has been studied extensively. On the one hand, it borrows the Neurocognitive Model of Ethical Decision-making to theorise the dual components of TEDC, i.e., competences of intuitive and rational ethical decision-making. On the other hand, it synthesises the relevant literature on intuition education and rationalist moral education to design a tentative TEDC-targeted translation ethics education programme. It argues that the proposed programme could be put to test in practice, and ethical decision-making holds the potential to become a productive entry point into translator ethics education.

Recent evidence suggests that cardiovascular fitness and gross motor skill performance are related to neurocognitive functioning by influencing brain structure and functioning. This study investigates the role of resting-state networks (RSNs) in the relation of cardiovascular fitness and gross motor skills with neurocognitive functioning in healthy 8- to 11-year-old children (n = 90, 45 girls, 10% migration background). Cardiovascular fitness and gross motor skills were related to brain activity in RSNs. Furthermore, brain activity in RSNs mediated the relation of both cardiovascular fitness (Frontoparietal network and Somatomotor network) and gross motor skills (Somatomotor network) with neurocognitive functioning. The results indicate that brain functioning may contribute to the relation between both cardiovascular fitness and gross motor skills with neurocognitive functioning.

Purpose: The application of leadership theory to training and development in international leadership contexts is burdened by the idealistic, western-centric, prescriptive nature of many leadership theories. Consequently, theories are needed that are culturally neutral, descriptive and practically applicable to the culturally diverse contexts in which leadership interaction takes place. To this end, the cognitive process model of (Denis "et al.," 2012) leadership was developed to facilitate leadership development study in a variety of cultural contexts. The model is based on how the human brain functions at its most basic level in leadership situations across cultures and outlines basic principles of leadership associated with these functions. These principles include awareness, decision-making, attention, relationship building, communication and action. This study aims to discuss this model and how it can be used as a framework for doing leadership training and development study in international settings. Design/methodology/approach: This paper is conceptual in nature and uses psychological studies on brain function as a foundation for developing a process model of leadership. Findings: In contrast the cognitive process model of leadership provides a foundation for understanding what is truly universal when it comes to leadership activities by examining what happens in the brain in any given leadership moment. It then provides a framework for promoting the development of leadership competencies that are essential to practicing the principles and competencies and applying them as one takes action in specific leadership moments at the self, interpersonal, group and team, organizational and social and political community levels. Research limitations/implications: The paper has implications for the content, structure and process of leadership development study in relation to training and coaching. Practical implications: This model makes it possible to identify how to provide training and education in relation to leadership competencies by identifying which aspects of the competencies are universal and which are situational or culture dependent. Originality/value: This study is an original paper exploring the application of this model in the context of global leadership training and development.

Inconsistency in real-world judgments can cause random unfairness, injustice and misallocation of resources. In their recent monograph Kahneman, Sibony, and Sunstein (2021) analyse judgment inconsistency or "Noise," examine its sources and propose remedies. In this commentary on Kahneman et al., we reflect on the major concepts (such as "judgment," "noise," "error," and "bias") used in analysing inconsistency. We place this work in the broader context of applied cognitive psychology, relating it to error typologies and to dual-systems views of thinking. We also compare Kahneman et al.'s heuristics based approach to the linear combination of attributes based approach of Social Judgment Theory (SJT), with particular reference to judgment noise. We conclude that the main contributions of Kahneman et al.'s book are: (1) to raise awareness of the pervasiveness of judgment noise across a range of important real-world areas; (2) to provide a taxonomy of types of noise in terms of system noise versus occasion noise, and level noise versus pattern noise; and (3) to outline useful ways of reducing noise, and thus overall levels of error.