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The investigation of so-called mind blanking has been recently established in the context of mind wandering research. Unfortunately, the description of the term 'mind blanking' and its experimental assessment are often ambiguous. More specifically, two distinct phenomena have been conceptually blended and both characterized using the term 'mind blanking' in experimental studies: the absence of task-focus and thought, versus complete lack of conscious experiences. At least in part, this confusion can be traced back to the writings of William James, who referred to 'thought' as a superordinate term to address different conscious experiences. Applying the technique of so-called experience sampling, experimental studies, up to now, probably assessed the absence of thought, but not a complete lack of conscious experiences. There is no clear evidence yet for instances of the latter phenomenon occurring during non-pathological waking state. Possibly, such evidence could be revealed in the future using a conceptually more refined experience sampling.

Critical thinking is essential to health promotion to overcome increasingly complex health issues. International students from Middle East and Asia are however disadvantaged when required to demonstrate critical thinking mainly because of their previous training in memorisation. This study addresses this need by evaluating the effect of case scenario-based teaching on transition from memorisation to critical thinking among international students in an Australia university.This was a pre and post intervention study and data were collected from a convenience sample of 79 international Master of Public Health students specialising in health promotion in 2019 at the University of Wollongong.Most of the participants were female (73.4%) and aged 25 years or older (64.6%), predominantly from India (40.5%), Nepal (31.6%) and Saudi Arabia (11.4%). A paired t-test analysis showed that the intervention - case scenario-based teaching - significantly improved the mean post-intervention critical thinking skills (P 0.001). Case studies improved critical thinking among international students, irrespective of demographic attributes. Multiple regression analyses indicated that critical thinking predicted 78.6 of the total marks, after controlling for demographic attributes. In terms of assessment marks, improved multiple solutions skills yielded better marks for tutorial participations; while improved problem identification skills improved marks for report assessments and exams. Improved communication skills led to better marks for essay assessments.Case studies improved critical thinking and was a reliable predictor of student performance among the participants. SO WHAT?: This study makes a strong case for case scenario-based teaching to improve critical thinking among international students. However, given the limitations of this study, including the small, non-representative sample, further testing is required.

Desire thinking is an emerging construct in the addictive behaviours literature. No research, to date, has investigated its contribution to problematic alcohol use and nicotine dependence in patient samples when accounting for established predictors of addictive behaviours. The present study sought to clarify, in patient samples, the relative contribution of desire thinking in the associations between negative affect, impulsivity and thought suppression on the one hand and craving, problematic alcohol use and nicotine dependence on the other. To achieve this goal, two groups of individuals with alcohol use disorder (AUD) (n = 370; age range = 15-67 years) and nicotine dependence (n = 365; age range = 17-75 years) were selected, and measures of negative affect, impulsivity, thought suppression, craving, desire thinking, problematic alcohol use and nicotine dependence were completed by both groups. Results showed that in both groups, negative affect and thought suppression indirectly affected alcohol and nicotine craving, problematic alcohol use and nicotine dependence through the mediating role of desire thinking. The present study shows the independent role of desire thinking in predicting problematic alcohol use and nicotine dependence in patient samples, indicating its potential relevance for treatment.

A genuinely rational agent willingly revises even their most deeply held beliefs when given stronger reasons supporting an alternative view. Such reason responsiveness represents a key critical thinking skill for individuals participating in and exchanging arguments in public discourse. Here we investigate how the tendency to adjust beliefs in light of explicitly communicated reasons develops in young children. Study 1 probed the extent to which 3-, 4- and 5-year-old children selectively respond to good versus bad reasons in the absence of a prior belief. Four- and 5-year-old, but not 3-year-old children formed the belief that was supported by strong reasons. Study 2 undertook a stronger test of rationality: how 4- and 5-year-old children respond to verbal reasons given by a social partner when they conflict with a previously held belief. Children showed a higher likelihood of revising their initial beliefs when they were based on a guess rather than strong evidence. In addition, children were more likely to update their beliefs when they were presented with good rather than bad reasons for the alternative view. Taken together, these findings indicate that at least by age 4, young children consider both the strength of the evidence in favor of their prior beliefs and the verbal reasons cited in support of the alternative in deciding whether or not to change their mind. We added one further study, for which the data is still being collected. In Study 3, we investigate,whether children tend to revise their beliefs if their initial reason for their belief is either disconfirmed or confirmed.

In recent years, the Choosing Wisely and Less is More campaigns have gained growing attention in the medical scientific community. Several projects have been launched to facilitate confrontation among patients and physicians, to achieve better and harmless patient-centered care. Such initiatives have paved the way to a new "way of thinking." Embracing such a philosophy goes through a cognitive process that takes into account several issues. Medicine is a highly inaccurate science and physicians should deal with uncertainty. Evidence from the literature should not be accepted as it is but rather be translated into practice by medical practitioners who select treatment options for specific cases based on the best research, patient preferences, and individual patient characteristics. A wise choice requires active effort into minimizing the chance that potential biases may affect our clinical decisions. Potential harms and all consequences (both direct and indirect) of prescribing tests, procedures, or medications should be carefully evaluated, as well as patients' needs and preferences. Through such a cognitive process, a patient management shift is needed, moving from being centered on establishing a diagnosis towards finding the best management strategy for the right patient at the right time. Finally, while "thinking wisely," physicians should also "act wisely," being among the leading actors in facing upcoming healthcare challenges related to environmental issues and social discrepancies.

We examined the effects of anticipatory emotions induced by episodic future thinking on the basic decision-process of delay discounting and preventive behaviors during the most stringent COVID-19 "lockdown" period in China. We define anticipatory emotions as any discrete emotions induced from anticipating decision outcomes and felt during decision-making. In an online study conducted with healthy volunteers, anticipatory emotions were induced and appraised by asking participants to rate various emotions they feel when thinking they may be infected by COVID-19 (N = 246). The participants in the control group reported their present emotions during the COVID-19 pandemic (N = 245). Compared with the control group, the participants in the anticipatory emotion group had a higher future-oriented preference for monetary rewards, with a significantly lower delay discounting rate. These participants also had a higher intention to engage in proactive, preventive behaviors. The likelihood estimate of being infected by COVID-19 mediated these effects. Moreover, anticipatory disgust increased the preference for larger-and-later rewards. Anticipatory emotions induced by future thinking guide fast and rational decision-making in a health crisis.

The aim of this study is to demonstrate the presence of a framing effect that influences residents' decision-making and to assess decontextualisation as an intervention strategy to reduce the influence of framing on their decision.This is a randomised controlled trial in which researchers sent an evaluation questionnaire to all residents of … University including clinical vignettes, with questions formulated in two different ways on the same subject and a decontextualisation test involving logical reasoning problems. The researchers then sent to all participants different clinical vignettes evaluating the same dimensions as those addressed in the previous part.The response rate was 86 (28.2%), of which they included 52 (60.4%) in the analysis. The framing effect was present in 37 (71.1%) of responses and then decreased to 35 (67.3%) after the decontextualisation test, especially at the level of the type of framing involving risky decision-making (p = 0.03).Decontextualisation is an effective strategy for reducing bias related to the framing effect among residents, particularly the type of framing involving risky decision-making. In medical teaching, decontextualisation exercises may help improve critical thinking and reduce the framing effect.

A reduced capacity to mentally simulate future scenarios could be of clinical importance in alcohol use disorder (AUD). However, little is known about the mechanisms underlying episodic future thinking (EFT) impairment in AUD.We tested patients with severe AUD using two measures of EFT: the individual's own subjective experience of their imaginings (phenomenology) and the objective number of details included in imagined events, as assessed by an independent observer (examination). The comparison between the two measures allowed us to investigate the extent to which the subjective and objective characteristics of EFT are calibrated in healthy and AUD participants matched for age, education, and gender. The possible impact of cognitive functioning and disturbed mood on EFT measures was also investigated.In terms of objective details of EFT, patients with AUD (n = 40) generated fewer episodic components and more non-episodic components than control participants (n = 40), even when controlling for cognitive functioning. However, self-ratings of phenomenological characteristics indicated that participants with AUD perceived imagined future events at a similar level of detail as control participants. Additionally, there was a significant correlation between objective and subjective measures in healthy individuals but not in the AUD group. A higher depression score in the AUD group was not associated with the EFT measures.These results suggest a distorted self-assessment of the richness of imagined future events in individuals with AUD. We discuss these apparent limitations in metacognitive abilities and verbal descriptions of imagined events among individuals with AUD and their clinical implications.

PURPOSE Self-assessment is increasingly implemented in medical professions' curricula. In this research, the authors measure the effects of self-assessment within a preclinical removable prosthodontics course among dental students in a private dental school according to the European qualifications framework descriptors. MATERIALS AND METHODS Thirty subjects, all fourth-year dental students, were included in this experiment. Fifteen subjects were included in each of the experimental and control groups during one semester. The experimental group subjects used the study roadmap tool in their preclinical tasks. The control group subjects executed the same preclinical tasks under instructor supervision only. All subjects were filmed, and an autonomy score was given to every subject per session. At the end of the semester, cognitive skills development was compared using the Kember et al. questionnaire while practical skills development was compared using a comparison of grades. Two focus groups were undertaken with experimental group subjects. Qualitative and quantitative data were collected and statistically analyzed (p

Many individuals spend a significant amount of their time “mind‐wandering”. Mind‐wandering often includes spontaneous, nonintentional thought, and a neural correlate of this kind of thought is the default mode network (DMN). Thoughts during mind‐wandering can have positive or negative valence, but only little is known about the neural correlates of positive or negative thoughts. We used resting‐state functional magnetic resonance imaging (fMRI) and music to evoke mind‐wandering in n = 33 participants, with positive‐sounding music eliciting thoughts with more positive valence and negative‐sounding music eliciting thoughts with more negative valence. Applying purely data‐driven analysis methods, we show that medial orbitofrontal cortex (mOFC, part of the ventromedial prefrontal cortex) and the posterior cingulate sulcus (likely area 23c of the posterior cingulate cortex), two sub‐regions of the DMN, modulate the valence of thought‐contents during mind‐wandering. In addition, across two independent experiments, we observed that the posterior cingulate sulcus, a region involved in pain, shows valence‐specific functional connectivity with core regions of the brain's putative pain network. Our results suggest that two DMN regions (mOFC and posterior cingulate sulcus) support the formation of negative spontaneous, nonintentional thoughts, and that the interplay between these structures with regions of the putative pain network forms a neural mechanism by which thoughts can become painful., We used resting‐state functional magnetic resonance imaging (fMRI) and music to evoke mind‐wandering, with positive‐sounding music eliciting thoughts with more positive valence and negative‐sounding music eliciting thoughts with more negative valence. We observed that medial orbitofrontal cortex (mOFC) and the posterior cingulate sulcus, two sub‐regions of the default mode network (DMN), modulate the valence of thought‐contents during mind‐wandering, and that the posterior cingulate sulcus, a region involved in pain, shows valence‐specific functional connectivity with core regions of the brain's putative pain network. Results indicate that mOFC and the posterior cingulate sulcus support the formation of negative mind‐wandering thoughts, and that the interplay between these structures with regions of the putative pain network forms a neural mechanism by which thoughts can become painful.

Active teaching methodologies have been placed as a hope for changing education at different levels, transiting from passive lecture-centered to student-centered learning. With the health measures of social distance, the COVID-19 pandemic forced a strong shift to remote education. With the challenge of delivering quality education through a computer screen, we validated and applied an online course model using active teaching tools for higher education. We incorporated published active-learning strategies into an online construct, with problem-based inquiry and design of inquiry research projects to serve as our core active-learning tool. The gains related to students’ science learning experiences and their attitudes towards science were assessed by applying questionnaires before, during and after the course. The course counted on the participation of 83 students, most of them (60,8%) from post-graduate students. Our results show that engagement provided by active learning methods can improve performance both in hard and soft skills. Students participation seems to be more relevant when activities require interaction of information, prediction and reasoning, such as open-ended questions and design of research projects. Therefore, our data shows that, in pandemic, active learning tools benefit students and improve their critical thinking and their motivation and positive positioning in science.

Aim We conducted a scoping review of nursing ethics education to examine educational formats that go beyond traditional lectures. Design This study was a scoping review. Methods We used seven databases and relevant search terms, including nursing ethics, morals, values, nursing students and nursing ethics education. Results Of 5,190 papers, 14 quasi-experimental studies met the inclusion criteria. All papers examined practices and self-study added to traditional lecture styles (i.e. the control group). Five practices emerged as follows: combined web (i.e. Internet) and lecture, web-based self-study, simulation, group learning and analysing ethical issues. The purpose, method and evaluation method differed based on the country in which the study was conducted. These educational interventions yielded significant differences in knowledge and in nursing students' critical thinking and ethical sensitivity postintervention. Multi-faceted ethics education will lay the foundation for effective practical training and practice.

Aims and objectives To evaluate the effects of a blended emergent research training programme for clinical nurses on research competence and critical thinking. Background With the development of the nursing discipline and evidence-based nursing practice, nursing research competence is increasingly important for clinical nurses. Current nursing research training programmes cannot meet the needs of clinical nurses. Design A quasi-experimental study. Methods A total of 104 clinical nurses from two tertiary hospitals participated in this study. The intervention group received a blended emergent research training programme for clinical nurses, and the control group received no intervention. Nursing research competence and critical thinking were measured at baseline, after the intervention and three months after the intervention. The satisfaction with the training of clinical nurses in the intervention group was also measured after the intervention. Generalised linear mixed models were used to evaluate the effects of the intervention on outcome variables. Qualitative data were analysed by two researchers using the content analysis method. Our reporting complies with the TREND checklist. Results The blended emergent research training programme for clinical nurses finally showed positive effects on nursing research competence and critical thinking. The effects lasted until three months after the training programme. 'Learner-centred Training', 'Skilled Trainers', 'Encouraging Training Environment' and 'Positive Outcomes' are the main categories generated from the qualitative data. Conclusion The blended emergent research training programme for clinical nurses could be used for clinical nurses' research education to improve their nursing research competence and critical thinking. Relevance to clinical practice The blended emergent teaching method could be considered as an effective method to provide an encouraging learning environment and promote learner-centred teaching for clinical nurses. The blended emergent research training programme could be used to improve nursing research competence and critical thinking of clinical nurses which are important for evidence-based nursing practice.

Background: Many instruments measure critical thinking ability in nursing education. The Nursing Critical Thinking in Clinical Practice Questionnaire (N-CT-4 Practice) is a new tool to measure the level of critical thinking ability of nurses in a clinical setting. However, no study has evaluated the psychometric properties of the N-CT-4 Practice in Vietnam. Therefore, this study translated and evaluated the validity and reliability of the Vietnamese version of the Nursing Critical Thinking in Clinical Practice Questionnaire (N-CT-4 Practice (V-v)).Results: The N-CT-4 Practice (V-v) questionnaire retained the meaning of the original English version and was clear, explicit and easy for nurses to understand. The item content validity index of the N-CT-4 Practice (V-v) was 1.0. The Cronbach’s alpha for the overall scales was .98. The intraclass correlation coefficient was .81. Confirmatory factor analysis indicated that this Vietnamese version fit the proposed model.Conclusions: The findings suggested that the N-CT-4 Practice (V-v) has acceptable reliability and validity for Vietnamese nurses in a clinical setting. Nurse managers and educators can use the N-CT-4 Practice (V-v) to measure the level of critical thinking ability of Vietnamese clinical nurses and make international comparisons possible.

Conceptual abstraction and analogy-making are key abilities underlying humans' abilities to learn, reason, and robustly adapt their knowledge to new domains. Despite of a long history of research on constructing AI systems with these abilities, no current AI system is anywhere close to a capability of forming humanlike abstractions or analogies. This paper reviews the advantages and limitations of several approaches toward this goal, including symbolic methods, deep learning, and probabilistic program induction. The paper concludes with several proposals for designing challenge tasks and evaluation measures in order to make quantifiable and generalizable progress in this area., Revised version. 30 pages, 9 figures. To appear in Annals of the New York Academy of Sciences

Although 3-year-old children sometimes simulate emotions to adapt to social norms, we do not know if even younger children can pretend emotions in playful contexts. The present study investigated (1) what emotions infants of 1-2 years old are capable of pretending and (2) the possible role of language and symbolic play in the ability to pretend emotions. The sample included 69 infants aged 18 to 31 months and their parents. Infants were administrated the Test of Pretend Play, and their parents responded to the MacArthur-Bates CDI-II inventory, part of the MacArthur-Bates CDI-I, and a questionnaire about the expression of pretend emotions. Results suggest that very young children simulate emotions. Furthermore, children's simulation of emotions was related to both symbolic play and language. Specifically, the ability to label emotions was linked to the ability to simulate them. The role of language and symbolic play in the development of the capacity to express and understand pretend emotions is discussed Spanish Ministerio de Economía y Competitividad; Fondo Europeo de Desarrollo Regional, Grant/Award Number: PSI2015-69419-R Open Access funding provided thanks to the CRUE-CSIC agreement with Wiley

This study engages with children sharing experiences of belonging at school, of receiving access and of exploring complex relationalities along shifting borders in educational spaces. Their understandings offer a magnifying glass on normativity, difference and social positions in school spaces. Through 'flattening and folding' with material and theoretical concepts, the authors map how qualitative data images made by children and theory constitute one another to make sense of complex relationalities discussed by children. The project desires to make sense of blurry borders that exclude children in educational contexts and to push borders in methods and ethics in research with children.

Deliberate clinical inertia is the art of doing nothing as a positive response. Individual clinicians can promote deliberate clinical inertia through teaching, re-framing the act of 'doing nothing' as 'doing something' and engaging in shared decision making. Behaviour change on a larger scale requires a systematic approach. Nudging is a subtle change to the decision-making context to prompt specific choices. A nudge unit is a team of relevant professionals who engage with various multidisciplinary teams within a health service who help test and implement nudge interventions in a clinical environment. A nudge unit could be used to design environments to prompt clinicians to re-think before ordering unnecessary tests or treatments. Nudge units could improve knowledge translation, support continuous quality improvement and help build a learning health system. They could also boost collaboration and empower staff to evaluate their workplace decision-making frameworks.

For many students biochemistry is a demanding course because they are expected to apply previously learned foundational concepts to new biological contexts. These foundational concepts serve as a scaffold onto which to build threshold concepts such as the physical basis of interactions. Unfortunately, many students possess misconceptions or gaps in knowledge of these foundational concepts which hinder their understanding of new information. This paper describes the implementation of an iterative process to improve student foundational concept learning in an introductory biochemistry course. The process includes pre-assessment of foundational concept knowledge, introduction of interventions targeting low performing concepts and re-assessment of student learning gains. Diverse active learning strategies such as problem-based worksheets, tactile learning activities, review activities and learning cycle activities were introduced to target concepts including hydrogen bonding, pH/pKa, bond energy and chemical equilibrium. While all active learning strategies resulted in improved posttest scores compared to pretest scores, no one strategy appears to be more beneficial than another. Survey results suggest students recognized the value of utilizing the various active learning strategies in the classroom to enhance critical thinking skills, engagement during class time, and collaboration skills. The process allows instructors the breadth and flexibility to introduce diverse active learning strategies tailored to their specific student needs in an effort to improve student foundational concept learning.

Four-, 5-, and 6-year olds (N = 102) observed agents perform a reasoning task that required gathering hidden evidence. An agent who made sound inferences was contrasted with an agent who made either unsound inferences (UI; failed to base conclusion on gathered evidence) or guesses (failed to gather evidence). Four-year olds attributed knowledge to all agents and endorsed their conclusions widely. However, 5- and 6-year olds' knowledge attributions were mitigated by UI, and 6-year olds neither attributed knowledge to a guesser nor endorsed his conclusions. Notably, parents' tendency to make evaluativist epistemological judgments-which place value in evidence as a basis for belief-predicted children's reluctance to learn from and credit knowledge to poor reasoners. Parents' evaluativist judgments also predicted children's selective learning about object functions.

Research into both receptivity to falling for bullshit and the propensity to produce it have recently emerged as active, independent areas of inquiry into the spread of misleading information. However, it remains unclear whether those who frequently produce bullshit are inoculated from its influence. For example, both bullshit receptivity and bullshitting frequency are negatively related to cognitive ability and aspects of analytic thinking style, suggesting that those who frequently engage in bullshitting may be more likely to fall for bullshit. However, separate research suggests that individuals who frequently engage in deception are better at detecting it, thus leading to the possibility that frequent bullshitters may be less likely to fall for bullshit. Here, we present three studies (N = 826) attempting to distinguish between these competing hypotheses, finding that frequency of persuasive bullshitting (i.e., bullshitting intended to impress or persuade others) positively predicts susceptibility to various types of misleading information and that this association is robust to individual differences in cognitive ability and analytic cognitive style.

A large body of literature has explored moral decision-making; however, fewer have examined the explicit role of criminal thinking (CT). This study sought to determine whether moral judgment is influenced by CT in the general population and if this relationship further depends on the type of scenario (i.e., immoral vs. illegal) and/or the actor orientation (i.e., self vs. other). Using a sample of 239 U.S. adults and hypothetical case vignettes, results showed that those who endorsed higher levels of CT rated socially deviant behaviors, regardless of the type of scenario, as significantly more morally acceptable than participants who endorsed lower levels of CT. However, this difference was more pronounced for the immoral dilemma compared to the illegal dilemma. Specifically, proactive CT processes led to higher justification for the immoral dilemma. Neither general nor reactive CT were significantly associated with moral reasoning for the illegal dilemma. Among a mostly non-offending sample, this finding makes sense as it appears participants' levels of criminal thinking may have been high enough to rationalize an immoral dilemma but not so high as to allow for rationalization of an illegal dilemma. No significant differences were found concerning actor orientation. This research not only has important implications for better understanding traits associated with moral decision-making in everyday choices, but it may also have practical application in legal contexts. However, further research is needed in these contexts. Findings were also limited by a lack of racial diversity among participants.

Often, the evidence we observe is consistent with more than one explanation. How do learners discriminate among candidate causes? The current studies examine whether counterfactuals help 5-year olds (N = 120) select between competing hypotheses and compares the effectiveness of these prompts to a related scaffold. In Experiment 1, counterfactuals support evidence evaluation, leading children to privilege and extend the cause that accounted for more data. In Experiment 2, the hypothesis that accounted for the most evidence was pitted against children's prior beliefs. Children who considered alternative outcomes privileged the hypothesis that accounted for more observations, whereas those who explained relied on prior beliefs. Findings demonstrate that counterfactuals recruit attention to disambiguating evidence and outperform explanation when data contrast with existing beliefs.

The imagination of young children has notable constraints. The outcomes and possibilities that they imagine rarely deviate from the everyday regularities they have observed and remembered. Their reality-based imagination is evident in a variety of contexts: early pretend play, envisioning the future, judgments about what is possible, the instructive role of thought experiments, tool making, and figurative drawing. Overall, the evidence shows that children's imagination helps them to anticipate reality and its close alternatives. This perspective invites future research on the scope of children's thinking about counterfactual possibilities, their ability to make discoveries about reality on the basis of thought experiments, and the ways in which cultural input can expand the scope of the possibilities that they entertain.

Objective We studied the point prevalence of suicidal and violent ideation, as well as their co-occurrence and associated characteristics in inpatients with mental health disorders. Methods Data on suicidal and violent ideation, and sociodemographic and clinical information, were gathered from 1,737 patients when admitted to the acute psychiatric ward. Results The point prevalence was 51.9% for suicidal ideation and 19.8% for violent ideation. The point prevalence of co-occurring suicidal and violent ideation was 12.3%, which was significantly greater than expected by chance. Logistic regression analyses indicated that both suicidal and violent ideation were associated with young age and the absence of diagnoses of psychotic disorders; in addition, suicidal ideation was associated with female gender, violent ideation, and diagnoses of mood- neurotic and personality disorders, whereas violent ideation was associated with male gender, suicidal ideation, and diagnoses of mood and neurotic disorders. Conclusions Overall, the findings highlight the need for further research on suicidal and violent ideation in people with mental health problems including, but not limited to, their association with adverse behavioral outcomes, as well as the need to routinely assess both suicidal and violent ideation in clinical practice.

Objectives The purpose of this study is to measure how the implementation of an online, preclinical hybrid curriculum impacts dental student clinic readiness, the outcomes of grades, critical thinking skills, and student and faculty perceptions respectively. Methods This longitudinal comparative and descriptive study used objective data and subjective (survey) data for 4 dental class cohorts. Groups A and B experienced a traditional lecture-based curriculum, while Groups C and D experienced a hybrid curriculum that was lecture-free and implemented active learning. The Health Sciences Reasoning Test (HSRT), an objective assessment, was used to measure students' critical thinking skills. Results Dental student outcomes have either remained steady or improved with the transition to a new hybrid curriculum. According to the student and faculty survey results, the hybrid curriculum promoted student learning, independence, critical thinking, initiative and self-motivation, and clinic practice readiness. Group C (N = 68) Total Online Platform mean scores demonstrated a significant and moderately strong correlation with the preclinical course mean grades (r = 0.68, P = 0.00). Group D HSRT (n = 63) for Attempt 1 (end of year 1) and Attempt 2 (end of Year 2) paired T test resulted in HSRT Overall (mean difference = -2.27, SD = 7.21, t = -2.5, P = 0.02) for the second preclinical year. Conclusion The hybrid curricular approach afforded many benefits. Faculty took an active role in imparting knowledge when compared to the lecture hall. Having students immersed in continual assessment through an online adaptive platform and active learning promoted self-motivation, deeper learning, applied knowledge, and discouraged superficial memorization.

The core concept of genetic information flow was identified in recent calls to improve undergraduate biology education. Previous work shows that students have difficulty differentiating between the three processes of the Central Dogma (CD; replication, transcription, and translation). We built upon this work by developing and applying an analytic coding rubric to 1050 student written responses to a three‐question item about the CD. Each response was previously coded only for correctness using a holistic rubric. Our rubric captures subtleties of student conceptual understanding of each process that previous work has not yet captured at a large scale. Regardless of holistic correctness scores, student responses included five or six distinct ideas. By analyzing common co‐occurring rubric categories in student responses, we found a common pair representing two normative ideas about the molecules produced by each CD process. By applying analytic coding to student responses preinstruction and postinstruction, we found student thinking about the processes involved was most prone to change. The combined strengths of analytic and holistic rubrics allow us to reveal mixed ideas about the CD processes and provide a detailed picture of which conceptual ideas students draw upon when explaining each CD process.

Objectives Women's greater prevalence of anxiety disorders compared to men is widely assumed to be partly due to gender differences in cognitive and behavioural factors that perpetuate anxiety, such as repetitive negative thinking (RNT) and avoidance. However, past studies assessing this assumption have not controlled for gender differences in baseline symptom severity, the type of stressful life experiences against which RNT and avoidance are measured, or emotional reactivity to these experiences. Design Using a two-group design, the present study controlled for these confounds by comparing avoidance and RNT in relation to a controlled symptom provocation task in spider phobic men and women with equivalent spider fear severity on the Fear of Spiders Questionnaire. Methods Participants engaged in a behavioural approach test (BAT) involving a live spider, during which they were assessed for avoidance (physical proximity to the spider) and subjective distress. Two weeks later, participants reported on their levels of negative affect and RNT experienced during the preceding weeks in relation to the BAT. Results Women exhibited greater avoidance and reported greater RNT than men, despite reporting comparable distress and negative affect. Gender remained a significant predictor of avoidance when accounting for distress and also remained a significant predictor of RNT when accounting for depressive symptoms and negative affect. Conclusions These results provide in vivo evidence that heightened avoidance and RNT may perpetuate anxiety symptoms in women independently of gender differences in symptom severity, daily experiences, or emotional reactivity. Practitioner points Following symptom provocation, men and women with spider phobia differ in cognitive and behavioural coping responses. Women exhibit greater avoidance and repetitive negative thinking than men, and these differences are not attributable to gender differences in symptom severity or emotional reactivity. These findings provide novel evidence for gender differences in maintaining factors that perpetuate anxiety disorders whilst accounting for confounding factors present in prior research.

AIM To monitor functional auditory and non-verbal cognitive skills in children with cochlear implants who had associated disabilities over a 24-month period and define how cochlear implantation may impact on non-verbal cognition by restoring functional auditory skills. METHOD Sixty-four children with cochlear implants (36 females, 28 males; mean age 4y 3mo, SD 3y 5mo, 9mo-14y 5mo) were recruited and divided into three groups: children with typical development group (TDG); children with associated disabilities not linked to non-verbal cognitive disorders group (ADG1); and children with associated disabilities linked to non-verbal cognitive disorders group (ADG2). Tests of functional auditory, communicative, and non-verbal cognitive skills were performed before cochlear implantation and at 12 and 24 months after cochlear implantation. RESULTS Functional auditory and communicative skills improved similarly in the three groups at 12 and 24 months after implantation. An increase in non-verbal cognitive scores was present in children in the ADG2 from baseline to 12 and 24 months (p

Permissive beliefs relate to the acceptability of engaging in alcohol use in spite of obvious potential negative consequences. They are considered the most proximal and precipitating cognitive factor in the decision to use alcohol and/or the activation of strategies to obtain it. Recent research suggested that 'desire thinking' may be involved in the escalation of craving and addictive behaviours, and can play a role in strengthening permissive beliefs. The current study tested whether the induction of desire thinking would have a stronger effect on rate of conviction in permissive beliefs compared to a control cognitive response in the form of neutral thinking; and whether this effect would be specific for patients with Alcohol Use Disorder (AUD). Thirty AUD patients and 30 social drinkers (SD) were randomly allocated to two thinking manipulation tasks (desire thinking and neutral thinking). Current permissive beliefs were measured before and after manipulation and after a resting phase. Findings showed that desire thinking increased the level of current permissive beliefs after manipulation relative to the neutral thinking condition for the AUD group but not for the SD group. This effect was not purely dependent on the concurrent level of perceived craving. This study supports a causal relationship between the induction of desire thinking and rate of conviction in permissive beliefs and highlight the relevance of targeting desire thinking in the treatment for AUD patients.

Introduction Being able to demonstrate reflection on clinical practice is a key competency required of undergraduate dental students and registrants alike. Academic reflective writing (ARW) is an increasingly widely used genre of writing which evidences reflective practice. ARW is complex, as students need to achieve balance from a challenging mix of personal, academic and evaluative writing. The aim of this study is to analyse four student ARW tasks from a UK Dental School in order to make recommendations regarding the systematic development of student ARW through the dental curriculum. Methods In this study, a detailed linguistic analysis of high-scoring examples of two first year and two fourth year ARW tasks was undertaken, complemented by comments from interviews with markers of the tasks. Results The linguistic analysis of high-scoring student ARW revealed five consistent reflective aspects common to all tasks, viz description, feelings, analysis, evaluation and conclusion and action planning. Entry-level and final-year ARW showed a different balance between reflective aspects. Markers' expectations in the lower years were found to equate to high-quality technical reflection, whereas markers in the higher years expected students to have shifted their perspectives to achieve critical reflection. Conclusion Whilst this study is limited in its generalisability due to its small-scale exploratory nature, it is hoped that the five reflective aspects, and the categories of reflection put forward here will be useful in stimulating discussion about how to scaffold the development of student ARW (and associated reflective thinking) longitudinally through the dental curriculum.

There are conflicting findings regarding brain regions and networks underpinning creativity, with divergent thinking tasks commonly used to study this. A handful of meta‐analyses have attempted to synthesise findings on neural mechanisms of divergent thinking. With the rapid proliferation of research and recent developments in fMRI meta‐analysis approaches, it is timely to reassess the regions activated during divergent thinking creativity tasks. Of particular interest is examining the evidence regarding large‐scale brain networks proposed to be key in divergent thinking and extending this work to consider the role of the semantic control network. Studies utilising fMRI with healthy participants completing divergent thinking tasks were systematically identified, with 20 studies meeting the criteria. Activation Likelihood Estimation was then used to integrate the neuroimaging results across studies. This revealed four clusters: the left inferior parietal lobe; the left inferior frontal and precentral gyrus; the superior and medial frontal gyrus and the right cerebellum. These regions are key in the semantic network, important for flexible retrieval of stored knowledge, highlighting the role of this network in divergent thinking., A meta‐analysis of fMRI studies into divergent thinking, with a comparison to default mode, multiple demand and semantic control networks. This found four clusters; the left inferior parietal lobe; the left inferior frontal and precentral gyrus; the superior and medial frontal gyrus and the right cerebellum. The largest overlap is with the semantic control network, highlighting the role of this network in divergent thinking.

Rationale: Experiences of the innovative method Reflective STRENGTH-Giving Dialogue (STRENGTH), which is grounded in a lifeworld perspective and developed to improve quality of care, is described in this study. Innovative thinking in developing health and social care, which may include digital solutions, is required to ensure a meaningful and dignified life in old age. Aim: The aim of this study was to describe experiences of the intervention Reflective STRENGTH-Giving Dialogue from the perspective of older persons living with long-term health problems. Method: Individual qualitative interviews were conducted with 27 older persons who participated in the intervention. The older persons wrote notes from each dialogue in booklets, and the booklets became part of the study data, analysed with a Reflective Lifeworld Research approach. Results: STRENGTH is experienced as an opportunity to reflect upon life and identify small and large life projects. Dialogues that lead to change in thoughts and actions influence the older persons' well-being, sense of balance, joy and meaning in life. There is an experience of STRENGTH as a starting point and a push to move forward in an effort to experience joy and meaning in life when living with long-term health problems. Conclusions: STRENGTH has the potential to contribute to quality improvement in person-centred care and enhance meaning in life for older persons living with long-term health problems. However, the use of a digital tool in this particular context poses challenges that must be considered. CC BY 4.0First published: 05 August 2020

With the present research, we aimed to extend prior knowledge on the associations between dispositional perfectionism, perfectionistic cognitions and indicators of distress by considering both the level of between-person differences and the level of within-person fluctuations. We conducted two studies in which we assessed dispositional perfectionism once, plus we assessed perfectionistic cognitions across a predefined period of time (Study 1) and on a daily level (Study 2) during a highly demanding period of time. We found evidence for differential bivariate and unique associations of perfectionistic strivings cognitions (PSC) and perfectionistic concerns cognitions (PCC) with dispositional perfectionistic strivings (DPS) and dispositional perfectionistic concerns (DPC), perfectionism-specific cues, and indicators of distress. Beyond this, PCC emerged as an important mediator of the effects of DPS and DPC on distress.

Competition and collaboration are strategies that can be used to optimize the outcomes of social interactions. Research into the neuronal substrates underlying these aspects of social behavior has been limited due to the difficulty in distinguishing complex activation via univariate analysis. Therefore, we employed multivoxel pattern analysis of functional magnetic resonance imaging to reveal the neuronal activations underlying competitive and collaborative processes when the collaborator/opponent used myopic/predictive reasoning. Twenty‐four healthy subjects participated in 2 × 2 matrix‐based sequential‐move games. Searchlight‐based multivoxel patterns were used as input for a support vector machine using nested cross‐validation to distinguish game conditions, and identified voxels were validated via the regression of the behavioral data with bootstrapping. The left anterior insula (accuracy = 78.5%) was associated with competition, and middle frontal gyrus (75.1%) was associated with predictive reasoning. The inferior/superior parietal lobules (84.8%) and middle frontal gyrus (84.7%) were associated with competition, particularly in trials with a predictive opponent. The visual/motor areas were related to response time as a proxy for visual attention and task difficulty. Our results suggest that multivoxel patterns better represent the neuronal substrates underlying the social cognition of collaboration and competition intermixed with myopic and predictive reasoning than do univariate features., We employed multivoxel pattern analysis of functional magnetic resonance imaging to reveal the neuronal activations underlying competitive and collaborative processes when the collaborator/opponent used myopic/predictive reasoning in 2 × 2 matrix‐based sequential‐move games. Searchlight‐based multivoxel patterns and support vector machine were used in a nested cross‐validation to distinguish game conditions, and identified voxels in the left anterior insula, middle frontal gyrus, and inferior/superior parietal lobules were validated via the regression of the behavioral data with bootstrapping by excluding potential visual attention component. Our results suggest that multivoxel patterns better represent the neuronal substrates underlying the social cognition of collaboration and competition intermixed with myopic and predictive reasoning than do univariate features.

This research uses experimental methods to gauge how different facets of essentialist thinking toward (1) types of offending and (2) biosocial risk factors for criminality predict lay punishment support. A randomized between-subjects experiment using contrastive vignettes was conducted with members of the general public (N = 897). Overall, as hypothesized, aspects of essentialist thinking, particularly informativeness, continuity, immutability, and discreteness, toward both biosocial risk factors and types of offending behavior generally predicted more severe punishments surrounding retribution, incapacitation, and deterrence. Yet, surprisingly, several of the same beliefs, specifically toward discreteness and informativeness, also predicted non-punitive sentiments toward restoration and decreased prison time in some contexts. This work demonstrates that essentialist thinking not only may affect how the public cognitively categorizes biosocial risk factors for criminality and types of offending, but also may have consequences for public support for the punishment of offenders with particular offense records or characteristics.

Averaging performance over a group of individuals implicitly assumes that there is only one set of methods for accomplishing the task and that all learners acquire those methods in the same sequence. We maintain that the average subject is a mythical beast and, rather than profiling a mythical beast, we ask "how do different people each learn the same complex task?" To answer our question, we use SpotLight-a tool for analyzing changes in individual performance as skill is acquired. Specifically, in this report, we use the SpotLight on 40 scores and measures of performance (some collected at millisecond level, others collected once per game), to investigate the skill acquisition of nine individuals each of whom devoted 31 h to becoming skilled players of the classic cognitive psychology game of Space Fortress (Mane & Donchin, 1989). Turning the SpotLight on our best and worst players reveals patterns of performance plateaus, dips, and leaps. Examining these patterns reveals differences as well as commonalities in the evolution of methods discovered and used by each individual across 31 hours of skill acquisition.

To reveal transition dynamics of global neuronal networks of math‐gifted adolescents in handling long‐chain reasoning, this study explores momentary phase‐synchronized patterns, that is, electroencephalogram (EEG) synchrostates, of intracerebral sources sustained in successive 50 ms time windows during a reasoning task and non‐task idle process. Through agglomerative hierarchical clustering for functional connectivity graphs and nested iterative cosine similarity tests, this study identifies seven general and one reasoning‐specific prototypical functional connectivity patterns from all synchrostates. Markov modeling is performed for the time‐sequential synchrostates of each trial to characterize the interstate transitions. The analysis reveals that default mode network, central executive network (CEN), dorsal attention network, cingulo‐opercular network, left/right ventral frontoparietal network, and ventral visual network aperiodically recur over non‐task or reasoning process, exhibiting high predictability in interactively reachable transitions. Compared to non‐gifted subjects, math‐gifted adolescents show higher fractional occupancy and mean duration in CEN and reasoning‐triggered transient right frontotemporal network (rFTN) in the time course of the reasoning process. Statistical modeling of Markov chains reveals that there are more self‐loops in CEN and rFTN of the math‐gifted brain, suggesting robust state durability in temporally maintaining the topological structures. Besides, math‐gifted subjects show higher probabilities in switching from the other types of synchrostates to CEN and rFTN, which represents more adaptive reconfiguration of connectivity pattern in the large‐scale cortical network for focused task‐related information processing, which underlies superior executive functions in controlling goal‐directed persistence and high predictability of implementing imagination and creative thinking during long‐chain reasoning., Transition dynamics was investigated in time‐sequential synchrostates through Markov modeling. Math‐gifted brain shows a higher occurrence of CEN and rFTN in the time course of reasoning. The math‐gifted group has more self‐loops of CEN and rFTN, as well as more frequent transitions from other synchrostates in the Markov process.

Aims and objectives To compare and contrast the competence in clinical performance between pregraduate nursing students and hospital nurses. The study also explored the most difficult technical skills for the participants to perform. Background Assessment, communication and critical thinking are competencies that help in providing safe and appropriate care for patients. Yet, self-perceived competence was mostly measured while performance competence that reflected nurses' performance in real cases has seldom been explored in literature. Design A cross-sectional design was applied. The study adhered to the STROBE guidelines to improve reporting quality. Method Fifty-two nurses and 50 nursing students completed the Computerized Model of Performance-Based Measurement system, which measures performance competence including the steps of critical thinking, conflict resolutions and common clinical technical problems. Six case scenarios containing 107 test questions were completed. Results Only 53.85% of nurses and 20.0% of students achieved a satisfactory level of performance competence. They showed low scores on the steps of critical thinking: "collecting data from on-site physical assessment," "processing information," "recognising/prioritising problems" and "arranging a course of action for patient care," as well as solving common technical problems and conflicts. The three most difficult skills to perform were CPR, reading EKGs and venipuncture/starting intravenous lines. Conclusions The study captured the participants' weaknesses in the critical thinking process and the nursing skills that were difficult to perform. These skills are imperative to nursing care and need to be strengthened in school and in-service education. The academic curriculum and course design for students as well as training programmes for nurses need to be reviewed to address the challenges to be faced in a clinical setting. Relevance to clinical practice Teaching-learning strategies that focus on enhancing critical thinking and performing difficult skills need to be designed and implemented both in practice and in school.

In the present research, we examined the links among relative financial scarcity, thinking style, fatalism, and well-being and their roles in predicting protective behaviors against COVID-19. Study 1 (N = 120) revealed that after an experimental manipulation to induce the perception of relative financial scarcity (versus financial abundance), people who perceived higher relative financial scarcity changed their thinking style to a more concrete mindset. In Study 2 (N = 873), the relative financial abundance–scarcity situation was measured, and the results showed that the greater the perceived relative financial scarcity was, the more concrete the mindset and the lower the sense of well-being. Importantly, we found that individuals who felt poorer but maintained an abstract thinking style reported higher well-being. Study 3 (N = 501) examined the influence of a concrete thinking style in people who perceived that their economic situation had worsened with the pandemic. The results showed that when this vulnerable population presented a more concrete mindset, they reported lower well-being, higher fatalism, and lower protective behavior against COVID-19. Thus, maintaining an abstract mindset promotes higher well-being, lower fatalism, and greater protective behaviors against COVID-19, even under economic difficulties. Because thinking style can be modified, our results encourage the development of new social intervention programs to promote an abstract mindset when people face important challenges, Ministerio de Ciencia e Innovación, Grant/Award Number: PGC2018-093821-B-I00, FEDER, MICINN