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Dual-process models of cognition distinguish relatively automatic from relatively controlled processes in terms of their interactive impact on perception, judgment, and behavior. Such models have advanced explanation and prediction in a variety of domains across psychology but have yet to be comprehensively applied to the pressing societal and public health problem of suicide. We propose a model of suicide that integrates dual-process models of social cognition with ideation-to-action conceptualizations of suicide. The model specifies: (a) suicide-relevant automatic associations involving the self, others, the future, death, and bodily harm, (b) suicide-relevant motives involving the self, interpersonal relations, the future, and the desire to die, and (c) hypotheses regarding the conditions under which automatic associations and motives individually and interactively impact suicidal ideation and lethal action at various stages of an ideation-to-action framework. The model recasts a number of suicide-relevant variables in terms of the opportunity factor of dual-process theories of attitudes, which encompasses capacity-relevant variables (e.g., time, cognitive resources) that determine whether suicide-relevant judgments and behavior are the result of relatively automatic associations or more controlled, deliberative cognition. Accordingly, the model articulates a number of novel predictions regarding the sources of suicide-relevant automatic associations, motives, and opportunity factors, as well as their interactive influences on suicidal ideation and action. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Research in Organic Chemistry education has revealed students’ challenges in mechanistic reasoning. When solving mechanistic tasks, students tend to focus on explicit surface features, apply fragmented conceptual knowledge, rely on rote-memorization and, hence, often struggle to build well-grounded causal explanations. When taking a resource perspective as a lens, students’ difficulties may arise from either an unproductive or a missing activation of cognitive resources. Instructors’ explanations and their guidance in teaching situations could serve as a lynchpin to activate these resources. Compared to students’ challenges in building mechanistic explanations in Organic Chemistry, little is known about instructors’ explanations when solving mechanistic tasks and how they shape their targeted explanations for students in terms of the construction and embedding of cause–effect rationales. This qualitative study aims to contribute to the growing research on mechanistic reasoning by exploring instructors’ explanatory approaches. Therefore, we made use of the framing construct, intended to trigger certain frames with explicit instruction. Ten Organic Chemistry instructors (university professors and lecturers) were asked to solve case comparison tasks while being prompted in two scenarios: an expert frame and a teaching frame. Our analysis shows that there is a shift from instructors’ mechanistic explanations in the expert frame towards more elaborated explanations in the teaching frame. In the teaching frame, contrary to what might be expected, complete cause–effect relationships were not always established and instructors differed in how they shaped their explanations. Additional explanatory elements were identified in both frames and their shift in use is discussed. Comparing approaches between frames sheds light on how instructors communicate mechanistic explanations and allows us to derive implications for teaching Organic Chemistry.

International audience; The inattentional blindness phenomenon refers to situations where a visible but unexpected stimulus remains consciously unnoticed by observers. This phenomenon is classically explained as the consequence of insufficient attention, because attentional resources are already engaged elsewhere or vary between individuals. However, this attentional-resources view is broad and often imprecise regarding the variety of attentional models, the different pools of resources that can be involved in attentional tasks and the heterogeneity of the experimental paradigms. Our aim was to investigate whether a classic theoretical model of attention, namely the Load Theory, could account for a large range of empirical findings in this field by distinguishing the role of perceptual and cognitive resources in attentional selection and attentional capture by irrelevant stimuli. Since this model has been mostly built on implicit measures of distractor interference, it is unclear whether its predictions also hold when explicit and subjective awareness of an unexpected stimulus is concerned. Therefore, we conducted a systematic review and meta-analyses of inattentional blindness studies investigating the role of perceptual and/or cognitive resources. The results reveal that, in line with the perceptual account of the Load Theory, inattentional blindness significantly increases with the perceptual load of the task. However, the cognitive account of this theory is not clearly supported by the empirical findings analyzed here. Furthermore, the interaction between perceptual and cognitive load on inattentional blindness remains understudied. Theoretical implications for the Load Theory are discussed, notably regarding the difference between attentional capture and subjective awareness paradigms, and further research directions are provided.

PurposeThe ubiquity of smartphones has changed how people communicate, work and entertain. In view of conservation of resources theory and the positive spillover effect, this study explores the effect of non-work-related instant messaging (IM) in the workplace on daily task performance.Design/methodology/approachThe authors use the experience sampling method to collect day-level data from 75 employees over a period of 10 workdays. Multilevel path analysis is used to test the hypotheses.FindingsNon-work-related IM exerts a significant negative indirect effect on daily task performance through diminished cognitive engagement. This negative indirect effect disappears when social support is high, thereby showing the function of social support as a neutralizer of the detriment of non-work-related IM on daily task performance.Practical implicationsThe findings suggest that organizations can neutralize the harm of non-work-related IM in the workplace by promoting social support perceived by employees.Originality/valueThis study advances the technology and management literature by developing and testing a balanced perspective on the ambivalent effect of workplace smartphone use that considers social and cognitive resource implications.

The mapping between speech acoustics and phonemic representations is highly variable across talkers, and listeners are slower to recognize words when listening to multiple talkers compared with a single talker. Listeners' speech processing efficiency in mixed-talker settings improves when given time to reorient their attention to each new talker. However, it remains unknown how much time is needed to fully reorient attention to a new talker in mixed-talker settings so that speech processing becomes as efficient as when listening to a single talker. In this study, we examined how speech processing efficiency improves in mixed-talker settings as a function of the duration of continuous speech from a talker. In single-talker and mixed-talker conditions, listeners identified target words either in isolation or preceded by a carrier vowel of parametrically varying durations from 300 to 1,500 ms. Listeners' word identification was significantly slower in every mixed-talker condition compared with the corresponding single-talker condition. The costs associated with processing mixed-talker speech declined significantly as the duration of the speech carrier increased from 0 to 600 ms. However, increasing the carrier duration beyond 600 ms did not achieve further reduction in talker variability-related processing costs. These results suggest that two parallel mechanisms support processing talker variability: A stimulus-driven mechanism that operates on short timescales to reorient attention to new auditory sources, and a top-down mechanism that operates over longer timescales to allocate the cognitive resources needed to accommodate uncertainty in acoustic-phonemic correspondences during contexts where speech may come from multiple talkers.

This study evaluated the power and sensitivity of several core driver workload measures in order to better understand their use as a component of future driver distraction potential evaluation procedures of the in-vehicle human machine interface (HMI). Driving is a task that requires visual, manual and cognitive resources to perform. Secondary tasks, such as mobile phone use and interaction with in-built navigation, which load onto any of these three processing resources increase driver workload and can lead to impaired driving. Because workload and distraction potential are interrelated, a comprehensive method to assess driver workload that produces valid and predictive results is needed to advance the science of distraction potential evaluation. It is also needed to incorporate into New Car Assessment Program (NCAP) testing regimes. Workload measures of cognitive (DRT [Detection Response Task] Reaction Time), visual (DRT Miss Rate), subjective (NASA-TLX [driver workload questionnaire]), and temporal demand (Task Interaction Time) were collected as participants drove one of 40 vehicles while completing a variety of secondary tasks with varying interaction requirements. Of the evaluated measures, variance and power analyses demonstrated that Task Interaction Time is the most sensitive in detecting differences in driver workload between different in-vehicle HMIs, followed by DRT Miss Rate, NASA-TLX and finally DRT Reaction Time. There were relatively weak correlations between each of the four measures. These results suggest that Task Interaction Time, coupled with a reliable visual demand metric such as DRT Miss Rate, eye glance coding, or visual occlusion, more efficiently detect differences in driver workload between different HMIs compared to DRT Reaction Time and the NASA-TLX questionnaire. These results can be used to improve the understanding of the utility of each of these core driver workload measures in assessing driver distraction potential.

Currently, there is an obvious shortage of Russian studies of perceptual processes in the gifted. The study is focused on theoretical and organizational issues of research in the cognitive sphere of giftedness, in particular, perception, which is relevant not only in its fundamental but also applied aspects, - this explains the high research activity of foreign psychologists in this area nowadays. The empirical data presented in the literature on the importance of perceptual processes in the formation of the phenomenon of giftedness are considered from the methodological positions of the perceptual psychology, which allows to identify new approaches in the study of giftedness. The array of empirical evidence that is emerging today is systematized according to the main tasks to be solved in the research: (1) to identify (to measure) the cognitive characteristics of the gifted and to establish connections between them; (2) to determine the parameters of cognitive processes specific to giftedness; (3) to establish the connections between the phenomenon of giftedness and specific cognitive resources. The typical organizational features of modern cognitive psychology of giftedness are highlighted: the use of psychometric tools and comparative research methods, the predominance of child and adolescent samples, the preoccupation with the phenomenon of mathematical giftedness and the involvement of neuroscientific research resources; their capabilities and limitations are shown. Using the neurocognitive studies of mathematical giftedness as an example, the theoretical and organizational threats to the validity of the conclusions drawn in them are discussed, as well as the ways to increase the argumentativeness of the research in the cognitive sphere of giftedness, i.e., to ensure its ecological validity, integrity, ontologicality, particularly by covering a larger number of studied variables on significant groups of participants. The empirical evidence of the key role of visual-spatial processing (spatial thinking) in the cognitive structure of giftedness is systematized. Based on the thesis about the special functional significance of the direct sensory perception, the task of determining the functional characteristics of perceptual processes under the conditions of giftedness is set. The integration of knowledge from different subject areas of psychology for studying the problems of unique cognitive and social functioning, the personality organization of a gifted person is also provided.

Background The suitability of driving simulators for the prediction of driving behaviour in road traffic has been able to be confirmed in respect of individual assessment parameters. However, there is a need for overarching approaches that take into account the interaction between various influencing factors in order to establish proof of validity. The aim of this study was to explore the validity of our driving simulator in respect of its ability to predict driving behaviour based on participants‘ observed driving errors and driver’s individual characteristics. Method 41 healthy participants were assessed both in a Smart-Realo-Simulator and on the road. By means of linear modelling, the correlation between observed driving errors was investigated. In addition, the influence of self-reported and externally assessed driving behaviour as well as individual parameters (education and training; driving history) were analysed. Results By including these factors, 58% of the variance could be explained. For observed driving errors, a relative validity was established. For self-reported and externally assessed driving behaviour, an absolute to relative validity emerged. The amount of time spent in education and training proved to have a significant influence on driving performance in the simulator, but not on the road. Discussion In general, our results confirmed the validity of our driving simulator with regard to observed and self-reported driving behaviour. It emerged that education and training as potential indicators of cognitive resources played a differential role regarding the study conditions. Since real road driving is considerably automated in experienced drivers, this result suggests that simulation-related behavioural regulation is challenged by additional cognitive demands as opposed to behavioural regulation extending to real road driving. However, the source of these additional cognitive demands remains currently elusive and may form the subject of future research.

Across many domains of decision making, people seem both rational and irrational. We review recent work that aims to reconcile these apparently contradictory views by modeling human decisions as optimal under a set of cognitive resource constraints. This ‘resource-rational’ analysis connects psychology and neuroscience to ideas from engineering, economics, and machine learning. Here, we focus on an information-theoretic formalization of cognitive resources, highlighting its implications for understanding three important and widespread phenomena: reference dependence, stochastic choice, and perseveration. While these phenomena have traditionally been viewed as irrational biases or errors, we suggest that they may arise from a rational solution to the problem of resource-limited decision making.

This study examined the effect of continuous thought suppression on the subsequent automatic retrieval of memory. In four experiments, participants processed a target phrase and their subsequent me...

Background Effective screening can prevent cervical cancer, but many women choose not to attend their screening tests. Objective This study aimed to investigate behavioural influences on cervical screening participation using the Theoretical Domains Framework (TDF) and COM‐B models of behaviour change. Design A qualitative study and semistructured phone interviews were conducted with women invited for routine screening tests within the national cervical screening programme in Ireland. Setting and Participants Forty‐eight women aged 25–65 years were recruited from the national screening register. Results Seven core themes were identified that mapped to three COM‐B components and 11 TDF domains: (1) knowledge of cervical cancer and screening, (2) coping with smear tests, (3) competing motivational processes—automatic and reflective, (4) cognitive resources, (5) role of social support, (6) environmental influences and (7) perceputal and practical influences. A range of knowledge about screening, perceived risk of cervical cancer and human papillomavirus infection was evident. Factors that influenced screening behaviours may be hierarchical—some were assigned greater importance than others. Positive screening behaviours were linked to autonomous motivation. Deficits in physical and psychological capability (inadequate coping skills) were barriers to screening, while physical and social opportunity (e.g. healthcare professional ‘champions’) could facilitate participation. Older women raised age‐related issues (e.g. screening no longer necessary) and had more negative attitudes to screening, while younger women identified practical barriers. Conclusions This study provides insight into screening participation and will aid development of theoretically informed interventions to increase uptake. Patient or Public Contribution Women invited for screening tests through the national screening programme were interviewed. A Public & Patient Involvement (PPI) Panel, established to provide input into all CERVIVA research projects, advised the research team on recruitment materials and were given the opportunity to review and comment on the interview topic guide. This panel is made up of six women with various cervical screening histories and experiences.

The bidirectional relationship between pain and working memory (WM) deficits is well-documented but poorly understood. Pain catastrophizing—exaggerated, negative cognitive and emotional responses toward pain—may contribute to WM deficits by occupying finite, shared cognitive resources. The present study assessed the role of pain catastrophizing as both a state-level process and trait-level disposition in the link between acute pain and WM. Healthy, young adults were randomized to an experimentally-induced ischemic pain or control task, during which they completed verbal and non-verbal WM tests. Participants also completed measures of state- and trait-level pain catastrophizing. Simple mediation analyses indicated that participants in the pain group (vs. control) engaged in more state-level catastrophizing about pain, which led to worse verbal and non-verbal WM. Moderated mediation analyses indicated that the indirect (mediation) effect of state-level pain catastrophizing was moderated by trait-level pain catastrophizing for both verbal and non-verbal WM. Participants in the pain group who reported a greater trait-level tendency to catastrophize about pain experienced greater state-level catastrophizing about pain during the ischemic task, which led to worse verbal and non-verbal WM performance. These results provide evidence for pain catastrophizing as an important mechanism and moderating factor of WM deficits in acute pain. Future research should replicate these results in chronic pain samples, investigate other potential mechanisms (e.g., sleep disturbances), and determine if interventions that target pain catastrophizing directly can ameliorate cognitive deficits in people with pain. Perspective This article presents a laboratory study examining the relationships among pain, pain catastrophizing, and working memory in healthy participants. The results shed new light on these relationships and raise the possibility that interventions that reduce catastrophizing may lead to improved cognitive function among people with pain.

This article presents a cognitive model of distraction and mind-wandering that combines and formalizes several existing theories. It assumes that task-related goals and opportunities for distraction are continuously in competition for mental resources. If the task-related goal does not need a particular resource at a particular moment, the likelihood that it is captured by a distraction is high. We applied this model to explain the results of three distraction experiments that differ from each other in a number of ways. The first experiment is a slow-paced mind-wandering study; the main result is that less mind-wandering occurs if subjects have to maintain an item in working memory. The second experiment is a working memory task in which mind-wandering is triggered by the presence of self-referential words in a secondary task; these words increase mental elaboration and reduce memory performance. The third experiment is a mental arithmetic/ memory/visual attention task, in which subjects became more distracted by a flanking (irrelevant) video as the task increased in complexity: as subjects need more time to think, they leave the visual resource vulnerable to distraction. Although these phenomena have been treated separately in the literature, we show that these phenomena can be explained by a single comprehensive model that is based on the assumption that distractions target unused cognitive resources.

Purpose: Cognitive load theory (CLT) is receiving increased recognition in medical education and it was cited as an important theoretical framework for simulation-based medical education. Simulated learning environments can place a high demand on the cognitive resources of the learners, hence, we aimed to design an instructional framework to optimise the total cognitive load imposed on the medical students during their clinical skills training in the clinical skills laboratory. Method: This study is a quasi-experimental post-test design. The sampling technique was purposive sampling, which included year 2 students at the Faculty of Medicine-Suez Canal University population. The study was conducted in the clinical skills and simulation laboratory. The intervention group received a developed instructional design framework based on CLT. The control group learned with the ordinary teaching method without any intervention. The cognitive load was measured using the Cognitive Load Inventory (CLI) immediately after the training session for both groups. Furthermore, students’ achievement in the clinical skill laboratory was compared in both groups. Findings: The total cognitive load is lower in the group that received the developed instructional design than that of the control group, and this result was statistically significant. Also, the performance of the intervention group is higher than in the control group. Implications for research and practice: The developed instructional design framework is a potentially useful guide for managing students' cognitive load in the clinical skills training session.

Hazard recognition is mainly a visual search and cognitive process. Mental representations of hazards may impact mental states of hazard recognition. We assessed the effects of critical indicators of mental presentations of construction hazards on prefrontal cortex activation, a proxy for the mental states of hazard recognition. Students participated in a hazard inspection experiment, with near-infrared spectroscopy (NIRS) used to record prefrontal cortex activation. The effects of critical indicators of the hazards' mental representations on prefrontal activation were analyzed. Results demonstrated that site familiarity, risk tolerance and safety knowledge have significant effects on medial prefrontal activation for hazards at a low visual clutter level. High levels of site familiarity and risk tolerance reduced medial prefrontal activation and saved cognitive resources. Theoretically, the findings supplement the knowledge of safety hazards' mental representations; and practically, the findings guide provision of individual-specific guidance for improving workers' hazard inspection performance.

Objective: the aim of the study was to examine the mediating role of stress in associations between online risky behavior and three factors, namely, real-life risky behaviors and information security awareness as risk factors, and life satisfaction as a protective factor. Method: participants were university students (N=883, 40.5% male, and 59.5% female) with an average age of M=21.93 years (SD=4.29). They filled out the Users’ Information Security Awareness Questionnaire, Youth self-reported delinquency and risk behaviors questionnaire, Life satisfaction scale and Perceived Stress Scale. Result: Mediational analysis revealed a mediating role of stress: stress had a partially mediating role in the association between real-life risky behaviors and online risky behavior, making the association stronger. However, stress had a fully mediating role in the association between life satisfaction and online risky behavior, that is, the association was non-significant in the presence of stress. Conclusions: Overall results indicate that stress experienced in real-life situations can be a trigger for online risky behavior in adolescents. Under stressed conditions, adolescents choose to focus on negative outcomes more frequently because they refocus their cognitive resources on emotion regulation and leave inhibitory processes necessary to prevent risky behaviors uncontrolled.

The Journal of educational psychology 113 (2021) 5, S. 861-878, Efficiency in reading component skills is crucial for reading comprehension, as efficient subprocesses do not extensively consume limited cognitive resources, making them available for comprehension processes. Cognitive efficiency is typically measured with speeded tests of relatively easy items. Observed responses and response times indicate the latent variables of ability and speed. Interpreting only ability or speed as efficiency may be misleading because there is a within-person dependency between both variables (speed-ability tradeoff [SAT]). Therefore, the present study measures efficiency as ability conditional on speed by controlling speed experimentally with item-level time limits. The proposed timed ability measures of reading component skills are expected to have a clearer interpretation in terms of efficiency and to be better predictors for reading comprehension. To support this claim, this study investigates two component skills, visual word recognition and sentence-level semantic integration (sentence reading), to understand how differences in ability in a timed condition are related to differences in ability and speed in a traditional untimed condition. Moreover, untimed and timed reading component skill measures were used to explain reading comprehension. A German subsample from Programme for International Student Assessment (PISA) 2012 completed the reading component skills tasks with and without item-level time limits and PISA reading tasks. The results showed that timed ability is only moderately related to untimed ability. Furthermore, timed ability measures proved to be stronger predictors of sentence-level and text-level reading comprehension than the corresponding untimed ability and speed measures, although using untimed ability and speed jointly as predictors increased the amount of explained variance. (DIPF/Orig.)

Cognitive load theory has been a major influence for the field of educational psychology. One of the main guidelines of the theory is that extraneous cognitive load should be reduced to leave sufficient cognitive resources for the actual learning to take place. In recent years, research regarding various design factors, in particular from the field of digital and online learning, have challenged this assumption. Interactive learning media, immersion, disfluency, realism, and redundant elements constitute five major challenges, since these design factors have been shown to induce task-irrelevant cognitive load, i.e., extraneous load, while still promoting motivation and learning. However, currently there is no unified approach to integrate such effects into cognitive load theory. By including aspects of constructive alignment, an approach aimed at fostering deep forms of learning in order to achieve specific learning outcomes, we devise a strategy to balance cognitive load in digital learning. Most importantly, we suggest considering both the positive and negative effects on cognitive load that certain design factors of digital learning can cause. In addition, a number of research results highlight that some types of positive effects of digital learning can only be detected using a suitable assessment method. This strategy of aligning cognitive load with desired learning outcomes will be useful for formulating theory-guided and empirically testable hypotheses, but can be particularly helpful for practitioners to embrace emerging technologies while minimizing potential extraneous drawbacks.

Although extant literature has studied consumers at the bottom of the pyramid (BoP) extensively, there seem to be some lacunae in terms of a deeper understanding of the cognitive peculiarities of l...

Students consistently report multitasking (e.g., checking social media, texting, watching Netflix) when studying on their own (e.g., Junco & Cotton, Computers & Education, 59[2], 505–514, 2012). Multitasking impairs explicit learning (e.g., Carrier, Rosen, Cheever, & Lim, Developmental Review, 35, 64–78, 2015), but the impact of multitasking on metacognitive monitoring and control is less clear. Metacognition may compete with ongoing cognitive processing for mental resources (e.g., Nelson & Narens, The Psychology of Learning and Motivation, 26, 125–141, 1990) and would be impaired by dividing attention; alternatively, metacognition may require little attention (e.g., Boekaerts & Niemivirta, Handbook of Self-Regulation [pp. 417–450], 2000) and would not be impacted by dividing attention. Across three experiments, we assessed the influence of divided attention on metacognition. Participants made item-by-item judgements of learning (JOLs) after studying word pairs under full or divided attention (Experiment 1) and made restudy choices (Experiments 2 & 3). Dividing attention had little impact on the resolution of learners’ metacognitive monitoring, but significantly impaired calibration of monitoring, the relationship between monitoring and control, and the efficacy of metacognitive control. The data suggest that monitoring may require few cognitive resources, but controlling one’s learning (e.g., planning what to restudy and implementing a plan) may demand significant mental resources. Supplementary Information The online version contains supplementary material available at 10.3758/s13423-021-01950-9.

Previous studies have found that self-awareness can help people to recruit more cognitive resources, while people with more cognitive resources can better buffer the detrimental effects of negative events. However, it is not clear whether self-awareness can directly buffer the consequences of negative feedback (i.e., reducing neural sensitivity to negative feedback). To explore this issue, we used a scrambled sentence task (SST) to manipulate participants' self-awareness (self vs. other) and investigated whether outcome evaluations in a gambling task are modulated by the self-awareness priming. Event-related brain potentials (ERPs) were recorded while 27 normal adults performed a gambling task. The ERP analysis focused on the feedback-related negativity (FRN), reward positivity (RewP) and P300 component. We found that the self-awareness priming resulted in a smaller FRN response to the losses compared with the other-awareness priming. There was no significant difference in the RewP response to wins between the self-awareness condition and the other-awareness condition. We also found that the self-awareness condition evoked larger P300 amplitude than the other-awareness condition. The present findings suggest that self-awareness can help people to cope with negative feedback in the early semiautomatic outcome evaluation stage (i.e., reducing neural sensitivity to negative feedback) and enhance top-down evaluation to both positive and negative feedback in the late and deliberate stage, providing direct evidence of the adaptive function of self-awareness on outcome experience.

The nature of working memory resources—in particular, their quantization (discrete vs. continuous)—has been studied extensively in the visual domain, with evidence supporting models with flexibly and continuously divisible resources. It remains unclear, however, whether similar mechanisms mediate the division of resources in phonological working memory. In three experiments, we show that, despite representational differences between visual and auditory domains, the principles of resource division are indeed similar in these domains. Exp. 1 tests slot vs. resource models, Exp. 2 gauges the effect of attention on resource division, and Exp. 3 investigates the influence of attention on different stages of working memory. Collectively, the results provide support for a resource model of phonological working memory and, more generally, point to similar computational principles governing the allocation of working memory resources.

Comparing one hyper-growth venture with one moderate growth venture, we show that growth paths critically depend on the founders’ capability to leverage BAs’ and VCs’ financial and cognitive resources in an ongoing process of interaction. Dynamically matching specific entrepreneurs’ and investors’ decision-making styles is critical for shaping heterogeneous growth paths, as investors and entrepreneurs interact. Specifically, sharing a predictive decision-making style among VCs, BAs and entrepreneurs facilitate mutual communication and shared understanding in the joint pursuit of ambitious growth targets. To the contrary, matching non-predictive and purely control-oriented entrepreneurs with BAs featuring an identical decision-making style locks the venture into a moderate growth trajectory. This has practical implications for entrepreneurs searching for the adequate funding strategy, and for equity investors in their assessment of entrepreneurs’ cognitive profiles. Decision-making style in entrepreneurial finance and growth: how matching predictive entrepreneurs with predictive VCs and business angels boosts venture growth. Predictive decision-making boosts strong venture growth when shared by entrepreneurs, business angels (BAs), and venture capitalists (VCs) alike. Purely control-oriented entrepreneurs get locked into moderate growth when teaming up with control-oriented BAs, unless they dynamically adapt their decision-making style as a result of their interaction. Matching of decision-making styles appears hence to be crucial to sustain growth. Decision-making styles are not necessarily static, and the various actors may adapt their approach to changed circumstances. Certain BAs may play a prominent role in the process of change. Dynamic matching is a relevant avenue for future research. Our findings have also practical implications for the various actors in the field of entrepreneurial finance. Investors targeting especially strong growth should team up with highly predictive entrepreneurs only.

Salient cues can improve prospective memory performance. This effect is usually explained through the multiprocess framework, which suggests that salient cues recruit more automatic processes and require fewer cognitive resources than nonsalient cues. However, this explanation lacks direct empirical support, as the accuracy and response time data obtained in behavioral experiments are inadequate for providing an index to indicate the extent to which cognitive resources are recruited. To overcome this difficulty, the present study aimed to use the event-related potentials (ERP) technique to investigate the neurocognitive differences between the processing of salient and nonsalient prospective memory cues and verify whether salient cues facilitate automatic processes. Two experimental conditions were designed to manipulate the salience of prospective memory cues. During an ongoing task, participants were required to detect the word 'apple' (nonsalient prospective memory cue condition) or the red words (salient prospective memory cue condition). The results showed that the nonsalient prospective memory trials elicited sustained larger amplitudes than ongoing trials, whereas the salient prospective memory trials elicited sustained smaller amplitudes than ongoing trials, suggesting that the processing of salient prospective memory cues requires fewer cognitive resources compared to the nonsalient prospective memory cues. Moreover, resource-demanding ERP components were elicited in the processing of nonsalient prospective memory cues, but salient prospective memory cues were not. These results demonstrate that salient cues may facilitate automatic processes in prospective memory.

In the current study, we evaluated behavioral and electrophysiological evidence to determine whether bilinguals differ from monolinguals in the efficiency of response inhibition. Bilinguals and matched monolingual controls performed the flanker task while behavioral and electrophysiological measures were collected. Participants were slower and less accurate in responding to incongruent trials, but the magnitude of the behavioral effect of congruence was not modulated by participant group. The electrophysiological data revealed a biphasic N200/P300 signature. Incongruent trials elicited a larger N200 response, followed by a larger P300 response than congruent trials. The mean amplitude of the N200 component, a marker of conflict detection, was not modulated by group, suggesting that monolinguals and bilinguals did not differ on the ability to detect conflict. However, the mean amplitude of the P300 component, an index of response inhibition, was smaller in bilinguals than monolinguals. This indicates that bilinguals may be more efficient in resolving response conflict relative to monolinguals. Even though the two groups do not differ in behavioral task performance, the event-related potential (ERP) data suggest that monolinguals may be working harder to reach similar patterns of performance as bilinguals. The P300 magnitude correlated positively with picture naming latencies and negatively with Operation Span scores, suggesting that the ERP response to nonlinguistic conflict resolution may capture individual differences in language proficiency and cognitive resources.

Attention and visual working memory (VWM) are among the most theoretically detailed and empirically tested constructs in human cognition. Nevertheless, the nature of the interrelation between selective attention and VWM still presents a fundamental controversy: Do they rely on the same cognitive resources or not? The present study aims at disentangling this issue by capitalizing on recent evidence showing that attention is a rhythmic phenomenon, oscillating over short time windows. Using a dual-task approach, we combined a classic VWM task with a visual detection task in which we densely sampled detection performance during the time between the memory and the test array. Our results show that an increment in VWM load was related to reduced detection of near-threshold visual stimuli. Importantly, we observed an oscillatory pattern in detection at ~7.5Hz in the low VWM load conditions, which decreased towards ~5Hz in the high VWM load condition. These findings suggest that the frequency of this sampling rhythm changes according to the allocation of attentional resources to either the VWM or the detection task. This pattern of results is consistent with a central sampling attentional rhythm which allocates shared attentional resources both to the flow of external visual stimulation and to the internal maintenance of visual information.

Cheating and immorality are highly researched phenomena, likely due to their great impact. However, little research has examined the real-time cognitive mechanisms that are involved in cheating and conflict management. Much of the cheating research to date concentrates on binary cheating; however, in more prevalent real-world scenarios, people often engage in more ambiguous self-serving mistakes. To execute such self-serving decisions, one may make use of conflict-management strategies to help balance an internal struggle between gain and self-concept. We propose that to enact such strategies one must employ sufficient cognitive resources. To test this, we employed a simple effortful control task that allows for comparisons of gain and no-gain errors, isolating self-serving mistakes while recording gaze and response-time measures. Findings revealed that individuals can make use of conflict management strategies that mimicked errors made inadvertently. Two strategies included gaze avert and quick response times during gain blocks, whereby participants simulated out-of-control-like behaviors while engaging in self-serving mistakes, plausibly as a method of self-justification. Strategy use was dependent upon individuals' cognitive abilities. Participants reporting high inhibitory control abilities were able to use gaze aversion to engage in self-serving mistakes, while those reporting high attention resources were able to employ faster response times when making more profitable errors. Taken together, this paper contributes to (1) the debate on whether honesty/dishonesty is the dominant response, (2) the debate on self-control and inhibition on cheating, and (3) the understudied area of cognitive justifications to maintain a positive self-concept.

BACKGROUND Distraction tasks that place continuous, high demand on executive resources have been shown to reduce pain intensity and pain unpleasantness ratings in some healthy adult samples. We examined the effects of a high-demand 'working memory' 1-back task compared to a low-demand 'motor control' task on pain intensity and unpleasantness ratings in healthy children. Additionally, dispositional mindfulness was examined to explore the mechanisms of distraction on the affective processing of pain. METHODS Fifty-seven children (9-13 years old) experienced three randomly presented heat levels (not painful, slightly painful, moderately painful) during two distraction conditions involving different levels of cognitive load (a high load 'working memory' task and a low load 'motor' control task) in counter-balanced order. Children completed measures of dispositional mindfulness, and attentional control and emotional control. RESULTS As predicted, children's pain intensity and pain unpleasantness ratings were lower in the high load condition compared to the low load condition. These differences were amplified in the moderately painful heat trials. In contrast with predictions, dispositional mindfulness did not significantly predict the effectiveness of distraction. Dispositional mindfulness was significantly related to measures of children's attentional and emotional control abilities; however, an exploratory serial mediation model did not produce significant indirect or overall effects to suggest a strong influence of mindfulness on the effectiveness of distraction. CONCLUSIONS Results demonstrate that distraction that places higher demand on executive resources is more effective for acute pain management for children. Further research is needed to explore cognitive and affective moderators of the effectiveness of distraction for children. SIGNIFICANCE This study is one of the first to demonstrate that working-memory engagement can attenuate pain intensity and pain unpleasantness in children aged 9-13. The findings suggest that distraction tasks used in clinical settings for moderately painful medical procedures may benefit more children if they are adequately demanding of cognitive resources.

Meta-analyses demonstrate that the negative effects of subtle forms of discrimination on a range of work-related outcomes can be worse than those of overt discrimination (Dhanani et al. Personnel Psychology, 71(2), 147–179, 2018; Jones et al. Journal of Management, 42(6), 1588–1613, 2016). Yet, these syntheses and the primary studies on which they are based offer little insight into how or why these effects emerge. In the current study, we examine consequences of both of these types of discrimination on task performance and citizenship intentions via cognitive resource depletion. A total of 131 women experienced (a) overt discrimination, (b) subtle discrimination, (c) overt and subtle discrimination, or (d) no discrimination and were then asked to conduct a series of in-basket performance tasks. Results revealed that subtle (but not overt) discrimination significantly impaired measures of task performance and that cognitive resource depletion mediated these relationships. By pinpointing cognitive resource depletion as the mechanism that transmits the negative consequences of subtle discrimination, this work sheds new light onto this detrimental psychological experience and further opens up new opportunities for its remediation.

Recent studies have demonstrated that lying can affect memory and that such memory effects are based on the cognitive load required in performing the lie. The present study aimed to verify whether the impact of two deceptive strategies (i.e., false denials and fabrication) depends on individuals’ cognitive resources in terms of Executive Functions (i.e., EF: Shifting, Inhibition, and Updating). A sample of 147 participants watched a video of a robbery and then were instructed to either fabricate (i.e., fabrication condition), deny (i.e. false denial condition), or tell the truth (i.e., truth-telling condition) to some questions about the crime. Two days later, all participants had to provide an honest account on a final memory test where they indicated their memory for having discussed details (i.e., fabricated, denied, or told the truth) and their memory for the video. Finally, their EF resources were also assessed. Our findings demonstrated that individual differences in EFs played a role in how the event was recalled and on the effects of lying on memory. That is, memory for the event after having lied depended especially on individuals’ Shifting resources. We also found that the two deceptive strategies differentially affected individuals’ memory for the interview and for the event: Denying affected memory for the interview while fabricating affected memory for the event. Our findings can inform legal professionals on the possibility to assess individuals’ EF as an indicator of witnesses’ credibility. ispartof: Acta Psychologica vol:215 pages:1-11 ispartof: location:Netherlands status: published

The ability to selectively focus on and remember important information, referred to as value-directed remembering, may be crucial for effective memory functioning. In the present study, we investigated the relationships between metacognitive monitoring and control accuracy, selectivity for valuable information, and fluid intelligence. Mediation analyses demonstrated that participants’ monitoring assessments and later recall were influenced by the value of the to-be-learned words and the accuracy of participants’ judgments was moderated by fluid intelligence. Moreover, recall, selectivity, metacognitive awareness of selectivity, and metacognitive accuracy all generally increased with task experience, demonstrating participants’ ability to improve their memory by utilizing cognitive resources more effectively. Together the results suggest that people may be aware of the need to be selective, and engaging in value-directed remembering may be related to higher-level cognitive skills associated with problem-solving and reasoning. Specifically, the strategic use of memory may be involved in focusing on important information, and the metacognitive processes that allow for this prioritization of memory may be related to more general problem-solving abilities that involve identifying important features of information to guide cognition in a broader context.

A growing body of research has reported associations between weaker Executive Functions (EF), the set capacities that are needed to manage and allocate one's cognitive resources during cognitively challenging activities and various neurodevelopmental conditions, including stuttering. The majority of this research has been based on variable-centered approaches, which have the potential to obscure within-population heterogeneity. Person-centered analyses are essential to understanding multifactorial disorders where relationships between indicators have been elusive, such as stuttering. The current study addressed gaps in the literature by using latent class analysis (LCA), a person-centered approach, to identify homogenous subgroups within the National Health Interview Survey (2004-2018) publicly available data set. Using this exploratory approach, we examined the hypothesis that there exist distinct classes (or subgroups) of children based on parent reports of EF, Socioemotional (SE) traits, developmental atypicality, and stuttering. Our analyses revealed distinct subgroups with substantially different likelihoods of parent-reported stuttering behaviors and developmental atypicality. For children with both EF and SE difficulties, the likelihood of parental report of stuttering and atypical development was even higher, in fact this likelihood (of stuttering and not-typically developing) was highest among all subgroups. In contrast, children without difficulties were the least likely to be reported with stuttering or not-typically developing. Our findings are consistent with theoretical frameworks for stuttering, which cite EF as a crucial component in the disorder. Additionally, our findings suggest within-population heterogeneity among children with EF difficulties and, specifically, EF and SE heterogeneity among children who stutter.

Although previous researchers have shown that attention is preferentially allocated during situations involving both threat and selfrelevant information, it is unclear which information type requires more cognitive resources. We compared the automatic processing of threat and self-relevant stimuli using the no-report oddball paradigm. Participants looked at images on a computer screen that displayed fighting with opponents or interacting with friends or customers. The body action of the person depicted was performed either toward the viewing participant or toward other people. Participants watched without making an explicit response, and event-related potentials were measured with electroencephalography. We found that threat (vs. selfrelevant) information elicited a larger P300 amplitude, and for nonthreatening events the P300 amplitude was larger for self-relevant than other-relevant stimuli. These results indicate that threat (vs. selfrelevant) information demands more cognitive resources, possibly because people prioritize survival.

Cognitive Reserve (CR) refers to cognitive resources acquired through experiences along the lifespan that allow for flexibility in coping with neurocognitive changes. Investigating the role of CR measures across well-established psycholinguistic features can provide new insight into how CR interplays with cognition. Sixty-five Italian older adults performed a Lexical Decision, a Semantic Matching and a Sentence Reading task. We observed the effects of CR on reaction times and accuracy while varying lexical frequency (high vs low) and lexical semantics (concrete vs abstract) and on reading times of sentences with either syntactic or semantic violations. In the Lexical Decision and Semantic Matching tasks, CR played a role in processing low frequency and abstract words. In the Sentence Reading Task, CR influenced reading times, particularly in the presence of syntactic violations. CR predicts cognitive performance in tasks that require language demands at different levels.

Memory & cognition 49(5), 984-997 (2021). doi:10.3758/s13421-021-01141-w, Published by Springer, Heidelberg [u.a.]

Global experience shows that society has to be focused on the model of new economy and recommendations of cognitology to improve the reliability of the functioning and development of society. Although many publications partially suggest options for solving this problem, complex analysis of the resources for the development of Ukrainian society still lacks methodological and practical substantiation. Thus, this article is aimed at summarizing the prerequisites for the development of theoretical and practical support for the formation of a social pattern within the new economy alongside with the development and utilization of cognitive resources. The article presents analysis of a) the trend to change social patterns, and b) factors that ensure the switch to using new knowledge that can provide designing and implementing successful reforms of society, as a whole and its economic system, in particular. The article proposes a variant of a collective survey hypothesis: “In a steady growth of the role and value of the latest knowledge in the innovative development of the economy, the cognitive capital of the firm, that is, knowledge of how to produce the latest corporate knowledge becomes a critical factor in providing large-scale and continuous innovations and progressive social and economic development of a country, in general.” Almost all scientists performing research of resources for the development of new economy have determined that it updates knowledge development. Combining provisions of philosophy, psychology and management presented in various research works, we have formed the theoretical basis for studying the cognitive potential of an employee. The necessity of gradual introduction of a research component into the academic activity of higher school is substantiated. The characteristic of each stage is presented as for the following: the purpose of the educational process, the criteria for assessing its results, the peculiarities of student's academic counselling

Currently almost all non-english speaking countries are opt for learning and teaching the English language not solely primary schools but also higher education in order to keep in harmony with the outside world as this language has been dominant in virtually the whole globe for many years. Therefore, teaching English in Uzbekistan has been experiencing various changes in the last few decades. That’s why most educational institutions need certain approaches and methods to teach English normally throughout the world. Having said that, it is not a secret that some kind of these institutions have been coming across some difficulties in either choosing the correct approaches or how to implement them during the lessons. This article will cover why these challenges may occur while teaching in EFL classes. To gather enough data, multi-methodological approach of quantitative survey and qualitative interview are used and some challenges are revealed that rural EFL teachers have encountered when implementing CLT in their classrooms. These include students’ lack of cognitive resources, the rural setting because of geographical and socio-economic constraints and lack of skilled teachers.

Recent evidence suggests increased activity of the pre-frontal cortex (PFC) is associated with sensorimotor disturbances of standing balance. Here we manipulate sensorimotor inputs and concurrently load cognitive resources in order to investigate the functional role of PFC activity during standing balance, and how this changes with healthy ageing. Healthy younger (n = 24; mean age = 20.8 years) and older (n = 25; mean age = 70.6 years) adults maintained balance while sensorimotor inputs were manipulated by removing vision, reducing the base of support, and reducing proprioceptive feedback. To load cognitive resources, each balance condition was undertaken alone or simultaneously with a cognitive task (dual-task). Functional near infrared spectroscopy (fNIRS) measured PFC activity and a force-plate measured postural sway. When comparing dual-tasks relative to single balance tasks (dual-task effect), at lower levels of balance task demand, the older adults exhibited increased PFC activity and similar levels of postural sway. However, at higher levels of balance task demand, a limit to PFC activity was observed and postural sway became more unstable in older adults. In contrast, for younger adults at higher levels of balance task demand, the dual-task effect resulted in an increase in PFC activity and postural sway was not unduly affected. These results suggest that PFC activity is compensating for sensorimotor deficits to maintain stability, and that a cognitive resource limit is reached for easier balance tasks in older people compared to younger people. These results suggest that increasing cortical capacity in older people may improve their balance.

The capacity of visual working memory (VWM) depends on the complexity of the stimuli being processed. Emotional characteristics increase stimulus complexity and can interfere with the competition for cognitive resources. Studies involving emotional information processing are scarce and still produce contradicting results. In the present study, we investigated the capacity of VWM for faces with positive, negative, and neutral expressions. A modified change-detection task was used in two experiments, in which the number of faces and the emotional valence were manipulated. The results showed that VWM has a storage capacity of approximately two faces, which is fewer than the storage capacity identified for simpler stimuli. Our results reinforce the evidence that working memory can dynamically distribute its storage resources depending on both the amount and the emotional nature of the stimuli.

Introdução: A pesquisa teve como objetivo propor e avaliar um programa cognitivo-comportamental de educação nutricional para mulheres com excesso de peso e identificar fatores que interferem na adesão. Métodos: estudo qualiquantitativo, quase experimental, com mulheres com excesso de peso, alocadas em dois grupos: um que participou de um programa em grupo baseado no modelo cognitivo-comportamental e outro que recebeu acompanhamento individual. Foram comparados dados antropométricos e bioquímicos, além de fatores relacionados à adesão. Resultados: Os dados antropométricos e bioquímicos não diferiram significativamente entre os grupos. A análise qualitativa evidenciou mudanças relevantes em relação à qualidade e quantidade da alimentação ingerida. Discussão: As estratégias utilizadas permitiram a elaboração de recursos cognitivos relevantes para perda de peso. Conclusões: O programa auxiliou em mudanças nos hábitos alimentares, o que pode repercutir em alterações antropométricas e bioquímicas relevantes no médio prazo.

Purpose This paper aims to propose some suggestions for libraries and other digital reading service institutions to improve the utilization rate of e-books, based on the theoretical and empirical analysis of the perception behaviour characteristics of e-book selection under the allocation of limited cognitive resources. Design/methodology/approach From the perspective of key perception points, this paper studies the key perception points of selecting e-books through the experimental method and explores the influence of subject factors (users’ characteristics, users’ needs) on users’ e-book perception behaviour. Findings College students have selective attention in the process of selecting e-books. They will choose some important contents of e-books, such as title, book introduction, author, catalogue, reader comments, others’ recommendations, read leaderboard, to perceive and there is an obvious difference in perception intensity. Different personal traits and reading needs have a great influence on users’ perception points. Libraries and other digital reading service institutions should provide promotion information based on key perception points of e-books, develop personalized e-book service and promotion and optimize the expression of key perception points of e-books. Originality/value This paper presents a valuable study attempting to introduce cognitive resource theory into the field of digital reading service, which proves that users also have limited cognitive resource allocation in the process of selecting digital books.

The present study explored the intrinsic event-related potential (ERP) features of the effects of acute psychological stress on the processing of motion-in-depth perception using a dual-task paradigm. After a mental arithmetic task was used to induce acute psychological stress, a collision task was used to evaluate motion-in-depth perception. The error value and average amplitude of late slow waves (SW) were significantly larger for the earlier colliding spheres' than for the later colliding spheres. The P1 peak latency in the left occipital region was significantly shorter than that of the right occipital region in the motion-in-depth perception task. Compared to the control condition, the estimated value of residual time-to-collision and error value were significantly reduced, and the N1 peak amplitude and the SW averaged amplitude were significantly increased in the stress condition. Longer motion-in-depth time improved discrimination accuracy and decreased the investment of cognitive resources. Acute psychological stress increased behavioral performance and enhanced attention resources on the motion-in-depth perception task together with greater investment of cognitive resources.

Older adults experience deficits in associative memory. However, age-related differences are reduced when information is consistent with prior knowledge (i.e., schematic support), suggesting that episodic and semantic memory are interrelated. It is unclear what role metacognitive processes play in schematic support. Prior knowledge may reduce encoding demands, but older adults may allocate cognitive resources to schema-consistent information because it is more meaningful. We examined metacognitive awareness of and control over associative information that was consistent or inconsistent with prior knowledge. In Experiment 1, participants self-paced their study of grocery items paired with either market prices or unusually high prices and were tested on the exact price of each item over four study-test lists with new items on each list. In Experiment 2, participants studied items for a fixed time but made judgments of learning (JOLs) at encoding. Older adults better remembered the prices of market-value items than overpriced items. In Experiment 1, younger and older adults studied overpriced items longer than market-priced items, consistent with a discrepancy reduction model of self-regulated learning, but study time did not relate to later recall accuracy, suggesting a labor-in-vain effect. In Experiment 2, participants gave higher JOLs to market-priced items than overpriced items and were generally metacognitively aware of the benefits of schematic support. Together, these results suggest that the benefits of schematic support may not be dependent on or influenced by metacognitive control processes, supporting the hypothesis that episodic memory may be less distinct from semantic memory in younger and older adults.