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Psychological research has shown that intentions to dope are one of the strongest predictors of doping behaviour, and attitudes are a strong predictor of intentions. One of the most relevant pending questions is when attitudes better predict intentions. The present study analysed the moderating role of meta-cognitive certainty on the relationship between attitudes and behavioural intentions related to doping. One hundred and sixty-six athletes (87.9% males, and 12.1% females) from different sports participated in a cross-sectional online study. They reported their attitudes and behavioural intentions regarding doping itself, as well as attitudes and behavioural intentions regarding a legalisation proposal. As expected, attitudes predicted intentions in both cases. Most importantly, we hypothesised and found an interaction between attitudes and attitude certainty on intentions regarding the legalisation proposal. That is, attitudes towards the legalisation predicted intentions to support that proposal and to engage in the banned behaviours if legalised to a greater extent for participants with higher (vs. lower) certainty in those attitudes. However, results regarding attitudes towards doping and intentions to dope were not conclusive and further research is necessary. These findings provide a new contribution to the study of meta-cognition in psychological research on doping, but future studies should examine and replicate our results in other samples (e.g., doping users). In conclusion, we suggest that future research and interventions related to doping could benefit from the use of attitude certainty measures as a moderator of the relationship between attitudes and behavioural intentions related to doping. [ABSTRACT FROM AUTHOR]

Abstract Crowdsourcing deals with solving problems by assigning them to a large number of non-experts called crowd using their spare time. In these systems, the final answer to the question is determined by summing up the votes obtained from the community. The popularity of these systems has increased by facilitating access for community members through mobile phones and the Internet. One of the issues raised in crowdsourcing is how to choose people and how to collect answers. Usually, users are separated based on their performance in a pre-test. Designing the pre-test for performance calculation is challenging; The pre-test questions should be selected to assess characteristics in individuals that are relevant to the main questions. One of the ways to increase the accuracy of crowdsourcing systems is by considering individuals’ cognitive characteristics and decision-making models to form a crowd and improve the estimation of their answer accuracy to questions. People can estimate the correctness of their responses while making a decision. The accuracy of this estimate is determined by a quantity called metacognition ability. Metacoginition is referred to the case where the confidence level is considered along with the answer to increase the accuracy of the solution. In this paper, by both mathematical and experimental analysis, we would answer the following question: Is it possible to improve the performance of a crowdsourcing system by understanding individuals’ metacognition and recording and utilizing users’ confidence in their answers?

Crowdsourcing deals with solving problems by assigning them to a large number of non-experts called crowd using their spare time. In these systems, the final answer to the question is determined by summing up the votes obtained from the community. The popularity of these systems has increased by facilitating access for community members through mobile phones and the Internet. One of the issues raised in crowdsourcing is how to choose people and how to collect answers. Usually, users are separated based on their performance in a pre-test. Designing the pre-test for performance calculation is challenging; The pre-test questions should be selected to assess characteristics in individuals that are relevant to the main questions. One of the ways to increase the accuracy of crowdsourcing systems is by considering individuals’ cognitive characteristics and decision-making models to form a crowd and improve the estimation of their answer accuracy to questions. People can estimate the correctness of their responses while making a decision. The accuracy of this estimate is determined by a quantity called metacognition ability. Metacoginition is referred to the case where the confidence level is considered along with the answer to increase the accuracy of the solution. In this paper, by both mathematical and experimental analysis, we would answer the following question: Is it possible to improve the performance of a crowdsourcing system by understanding individuals’ metacognition and recording and utilizing users’ confidence in their answers? [ABSTRACT FROM AUTHOR]

Objective: Our study aims to find the predictors of anxiety and depression in a community sample. Methods: Beck depression inventory (BDI), Beck anxiety inventory (BAI), Intolerance of Uncertainty Scale (IUS), and Metacognition Questionnaire-30 (MCQ-30) were rated by 172 individuals who were without ongoing psychiatric disorders and treatment. Results: There were significant relationships between BAI and cognitive confidence and the total score of MCQ (r=0.175 and r=0.157, respectively; p<0.05). BDI had significant relationships with all subscales and total scores of MCQ-30 and IUS (r=0.234-0.520, p<0.05). There was a significant relationship between the total score of MCQ-30 and IUS (r=0.707, p<0.05). MCQ-30 and IUS did not predict anxiety symptoms. However, "need to control thoughts" (β=0.49, p<0.05) and "cognitive self-consciousness" (β=-0.27, p<0.05) predicted levels of depression and explained 34% of the variance in depression. Conclusion: In conclusion, our study showed depression had a more close relationship with metacognitions than anxiety did. Despite the limitations, our findings highlight the possible relationship between two important cognitive models and anxiety and depression. [ABSTRACT FROM AUTHOR]

Objective: The present study attempted to explore the psychological experiences of experiential avoidance, thought suppression, meta‐cognition, self‐compassion and body‐checking during two stages of maternity (pregnancy and postpartum) among women embracing maternity for the first time. Methods: The study used a cross sectional correlational design and enrolled 306 women participants who were in their third trimester of pregnancy or of postpartum (pregnant = 154 [50.3%]; postpartum = 152 [49.7%]) with ages ranging between 20 and 35 years (M = 26.62; SD = 2.19). The data was collected using the Brief Experiential Avoidance Questionnaire (BEAQ); Thought Control Questionnaire (TCQ); Metacognitions Questionnaire (MCQ); Self‐Compassion Scale (SCS), and Body‐checking Questionnaire (BCQ). Data was subjected to statistical analysis using SPSS version 21. Results: A significant positive association was observed between experiential avoidance, thought suppression, meta‐cognition, and body‐checking while self‐compassion showed reverse association with these variables. The body‐checking outcome was significantly negatively predicted by self‐compassionate attitude and positively by thought suppression in both groups (i.e., pregnant and postpartum). The experiential avoidance positively predicted body‐checking among women in post‐partum group only. Moreover, a mediating association of experiential avoidance and a moderating effect of self‐compassion (self‐kindness and common humanity) and meta‐cognition (positive beliefs about worry and need to control thought) were also observed to moderate between thought suppression and body‐checking outcomes. Conclusion: The study concluded that experiential avoidance and thought suppression contribute in developing body‐checking behaviors among women who are pregnant or at postpartum stage of maternity. In addition, self‐compassion and meta‐cognition moderate this association with self‐compassion playing potential buffer. Synopsis: Psychological disturbance such as experiential avoidance and thought suppression lead to body‐checking among pregnant and postpartum women while self‐compassion and meta‐cognitions protect against mental outcomes. [ABSTRACT FROM AUTHOR]

Conflicting findings have emerged from research on the relationship between thinking styles and supernatural beliefs. In two studies, we examined this relationship through meta‐cognitive trust and developed a new: (1) experimental manipulation, a short scientific article describing the benefits of thinking styles: (2) trust in thinking styles measure, the Ambiguous Decisions task; and (3) supernatural belief measure, the Belief in Psychic Ability scale. In Study 1 (N = 415) we found differences in metacognitive trust in thinking styles between the analytical and intuitive condition, and overall greater trust in analytical thinking. We also found stronger correlations between thinking style measures (in particular intuitive thinking) and psychic ability and paranormal beliefs than with religious beliefs, but a mixed‐effect linear regression showed little to no variation in how measures of thinking style related to types of supernatural beliefs. In Study 2, we replicated Study 1 with participants from the United States, Canada, and Brazil (N = 802), and found similar results, with the Brazilian participants showing a reduced emphasis on analytical thinking. We conclude that our new design, task, and scale may be particularly useful for dual‐processing research on supernatural belief. [ABSTRACT FROM AUTHOR]

In the present research, we introduce and develop the concept of meta‐identification – perceptions of others' identification with a group – and examine its capacity to shape group life. Across two cross‐sectional studies and three experiments (Ntotal = 3992), we investigate the relationship between participants' meta‐identification in an intragroup context and their group meaningfulness, collective self‐efficacy, organisational citizenship behaviour and (perceived and behavioural) performance. Results indicate that perceiving other group members to be highly identified with a group promotes perceptions of group meaningfulness and collective self‐efficacy, promotes organisational citizenship behaviour and enhances perceived, and in some contexts actual, group performance. Furthermore, results show that individuals' meta‐identification makes a unique contribution to outcomes above and beyond their social identification. We discuss implications for social identity theorising and the role of meta‐identification in supporting meaningful and functional group life. [ABSTRACT FROM AUTHOR]

The development of appropriate and valid multicultural and multilingual instruments research is necessary due to a growing multicultural and multilingual society in the 21st century. We explored the use of a cognitive scale related to subjective complaints, focusing on the first step: a cross-cultural and semantic validation. This study presents the translation and cross-validation process of the “Subjective Scale to Investigate Cognition in Schizophrenia” (SSTICS) for the United Arab Emirates (UAE) region via different languages used in Dubaï/Abu Dhabi. This scale measures cognitive complaints and has been validated with psychosis and used in 20 clinical trials worldwide. It evaluates areas of the illness related to self-awareness focusing on memory dysfunction and deficits of attention, language, and praxis. We described the method of cross-cultural validation, with back-translation, semantic steps, and societal contexts. The use of the Subjective Scale to Investigate Cognition in Emirates (SSTIC-E) was explored with different samples of UAE Arabic-speaking subjects. First, a pilot sample mean SSTICS total score was 16.5 (SD:16.9); (p

The study is devoted to psycholinguistics as one of the angles of the study of consciousness. The relevance of the study is due to the fact that psycholinguistics has not yet succeeded in constructing a valid ontological picture defining the specific “reality” of a given science, and finding a place for it in the scientific picture of the world. If we take into account the spatial structure of the sign, then we can assume the presence of at least three points of view on semiotics as a subject of study of the sign organization of consciousness. These are linguistic semiotics, philosophical semiotics and psychological-hermeneutical semiotics. The novelty of the study lies in the introduction of psycholinguistics into the intersubject communicative space of disciplines that study consciousness in order to highlight its subject-methodological features. The symbolic nature of consciousness makes it possible to consider semiotics not only as a scientific subject of study, but also as a method of organizing and transferring experience. As a result of the analysis of the problem, the statement can be proposed that psycholinguistics methodically explores understanding as an accompanying function of text creation. In culture, relations between people are reified, and this reification is semiotic. In the psyche, these relationships are psycholinguistic. The socio-cultural encounter of these relationships occurs at the metacognition level.

This preliminary study aimed to examine improvement in eye contact among children with autism spectrum disorder (ASD) following an innovative technological intervention integrated with meta-cognitive guidance. Eighteen ASD participants, ages 5–9 years, were divided into two equal intervention groups—one received metacognitive guidance, and one did not. An eye-contact assessment was conducted pre-intervention and post-intervention by tracing the children's head and eye movements using a built-in laptop camera. The intervention included six 30-min sessions in which the participants played a computer game (C-Me) that required them to make eye contact with cartoon characters who needed assistance in solving a problem or completing a task. The results indicate that the technological intervention effectively promoted eye contact among all participants, especially those in the metacognitive intervention group. [ABSTRACT FROM AUTHOR]

Prior research has examined the relationships between morality, attitudes, and intentions related to doping predominantly via correlational studies based on the theoretical frameworks provided by extensions to the theory of planned behaviour, and the social cognitive theory of moral thought and action. In contrast, the present study experimentally analysed a psychological process (i.e., self-validation) through which thought morality can influence attitudes and intentions. Two hundred and forty-two participants (122 males and 120 females) were randomly assigned to read a message either against or in favour of legalising several doping behaviours in sports, then listed their thoughts regarding that proposal. Next, they were randomly assigned to perceive their thoughts as either moral or immoral, then indicated the extent to which they considered their thoughts as valid. Finally, participants reported their attitudes and intentions regarding the legalisation proposal. As hypothesised, the anti-legalisation (vs. pro-legalisation) message produced more unfavourable thoughts and attitudes, as well as lower intentions to support the legalisation proposal and engage in banned behaviours if legalised in sport. Most importantly, the effects of message direction on attitudes and intentions were greater for participants in the moral (vs. immoral) thought condition. Furthermore, changes in attitudes were consistent with a self-validation process. [ABSTRACT FROM AUTHOR]

Taro Shimizu Department of Diagnostic and Generalist Medicine, Dokkyo Medical University Hospital, Mibu, Tochigi, JapanCorrespondence: Taro Shimizu, Department of Diagnostic and Generalist Medicine, Dokkyo Medical University Hospital, Dokkyo Medical University, Graduate School of Medicine, Kitakobayashi 880, Mibu, Tochigi, 321-0293, Japan, Email shimizutaro7@gmail.comAbstract: Diagnostic excellence is an important goal in medicine. The enhancement of clinical reasoning skills of physicians, which is at the core of this concept, is a significant challenge. To achieve this improvement, it is necessary to enhance the ability to collect patient history information and to integrate the information. Additionally, the complexity of diagnosis is confounded by biases, noise, uncertainty, and contextual factors, and the impact of these factors is particularly prominent in complex cases. In such cases, the dual process theory, which is a classical reasoning measure, alone is insufficient to cope with these challenges, and a multifaceted and comprehensive approach is required to supplement its limitations. Therefore, the author presents six concrete steps, represented by the acronym DECLARE (Decomposition, Extraction, Causation Link, Assessing Accountability, Recomposition, Explanation and Exploration), that implement the concept of cognitive forcing strategy that has been shown to be effective in bias control, and include reflection, meta-cognition, and the recently popularized decision hygiene procedure. DECLARE is a strategy that should be deployed when faced with more complex diagnostic scenarios. By examining each of the six steps that comprise DECLARE individually, cognitive load can be reduced. Furthermore, by verifying causation and accountability when constructing diagnostic hypotheses, biases can be mitigated, which can also help to address noise and uncertainty, leading to an improvement in the quality of diagnosis and effectiveness in medical education.Keywords: diagnostic excellence, diagnostic strategy, meta-cognition, reflection, causal inference, decision hygiene

For consciousness to exist, an entity must have prerequisite characteristics and attributes to give rise to it. We explore these "building blocks" of consciousness in detail in this paper, which range from perceptive to computational to meta-representational characteristics of an entity's cognitive architecture. We show how each cognitive attribute is strictly necessary for the emergence of consciousness, and how the building blocks may be used for any entity to be classified as being conscious. The list of building blocks is not limited to human or organic consciousness and may be used to classify artificial and organisational conscious entities. We further explore a list of attributes that seem intuitively necessary for consciousness, but on further investigation, are neither required nor sufficient. The building blocks do not represent a theory of consciousness but rather a meta-theory on the emergence and classification of consciousness. [ABSTRACT FROM AUTHOR]

Engagement in interactive game-playing and passive TV watching has become an integral part of young children's routines. While there is a consensus regarding the harmful effect of long passive TV viewing on child development, the influence of interactive game playing is much less clear. This study seeks to specifically explore the association between passive TV watching and interactive-game playing, to executive functions (EF) in typically developing children in their natural environment. A convenience sample of 194 Israeli children (aged 5–7 years) was recruited for our cross-sectional study. Parents provided information on the average daily time their children spent watching TV and playing interactive games. In addition, parents fulfilled the Behavior Rating Inventory of Executive Function (BRIEF) to assess everyday executive skills in natural settings. Our findings revealed significant correlations between TV viewing and poor EF in five out of eight subscales of BRIEF, in addition to the indexes and the global executive composite (p < 0.05). However, the time spent on playing interactive games was not correlated with any of the BRIEF's subscales except one. Moreover, longer time spent watching TV was found to be a significant predictor of low EF among children (F(1,189) = 8.37; p =.004, R2 = 3.7%). The current study results show that passive viewing led to worse EF performance than active digital gaming. As a consequence, our study supports previous professional recommendations to limit passive TV viewing. [ABSTRACT FROM AUTHOR]

This paper describes the benefits of student-run publications from the perspective of two undergraduate students. Based on their experiences, the commentary elaborates how reviewing for a student journal has contributed to their growth as writers and developed a sense of community. [ABSTRACT FROM AUTHOR]

The study aims to identify the role of self-confidence, meta-cognition, personality traits, and motivation (predictive variables) as factors of success in second language (L2) learning. It is assumed that there is a high correlation between the observed variables in the meta-cognitive process, which distinguishes academically gifted students from regular students, and that self-confidence is an autonomous factor of success and has a significant role in the self-regulated motivation of gifted students. The results on the Language Proficiency Test are a criterion variable, while gender, residence in the country of the native speaker, duration of L2 learning, and average grade in studies are moderator variables. The sample is convenient, and consists of 460 students from the University of Novi Sad and the University of Belgrade. The research was carried out using a quantitative approach and a method of systematic non-experimental observation. The following instruments are used: the Big Five Personality Traits Questionnaire, the Meta-cognitive Awareness Inventory, the Memory and Reasoning Competence Inventory, the English Language Motivation Questionnaire, the Rosenberg Self-esteem Scale, and the L2 Proficiency Test. The main findings confirmed the hypothesis of a high correlation between the observed variables in the meta-cognitive process that distinguishes academically gifted students from regular students, as well as that self-confidence is an autonomous factor of success and plays an important role in the self-regulated motivation of the gifted. This confirms the significance of self-confidence in self-regulation and provides an indirect role in L2 learning achievements. Students should be aware of meta-cognitive processes and try to self-regulate their knowledge and learning strategies. [ABSTRACT FROM AUTHOR]

This paper describes the benefits of student-run publications from the perspective of two undergraduate students. Based on their experiences, the commentary elaborates how reviewing for a student journal has contributed to their growth as writers and developed a sense of community.

Older adults (OAs) typically experience memory failures as they age. However, with some exceptions, studies of OAs ability to assess their own memory functions-Metamemory (MM) - find little evidence that this function is susceptible to age-related decline. Our study examines OAs and young adults (YAs) MM performance and strategy use. Groups of YAs (N = 138) and OAs (N = 79) performed a MM task that required participants to place bets on how likely they were to remember words in a list. Our analytical approach includes hierarchical clustering, and we introduce a new measure of MM-the modified Brier-in order to adjust for differences in scale usage between participants. Our data indicate that OAs and YAs differ in the strategies they use to assess their memory and in how well their MM matches with memory performance. However, there was no evidence that the chosen strategies were associated with differences in MM match, indicating that there are multiple strategies that might be effective (i.e. lead to similar match) in this MM task.

The study aims to identify the role of self-confidence, meta-cognition, personality traits, and motivation (predictive variables) as factors of success in second language (L2) learning. It is assumed that there is a high correlation between the observed variables in the meta-cognitive process, which distinguishes academically gifted students from regular students, and that self-confidence is an autonomous factor of success and has a significant role in the self-regulated motivation of gifted students. The results on the Language Proficiency Test are a criterion variable, while gender, residence in the country of the native speaker, duration of L2 learning, and average grade in studies are moderator variables. The sample is convenient, and consists of 460 students from the University of Novi Sad and the University of Belgrade. The research was carried out using a quantitative approach and a method of systematic non-experimental observation. The following instruments are used: the Big Five Personality Traits Questionnaire, the Meta-cognitive Awareness Inventory, the Memory and Reasoning Competence Inventory, the English Language Motivation Questionnaire, the Rosenberg Self-esteem Scale, and the L2 Proficiency Test. The main findings confirmed the hypothesis of a high correlation between the observed variables in the meta-cognitive process that distinguishes academically gifted students from regular students, as well as that self-confidence is an autonomous factor of success and plays an important role in the self-regulated motivation of the gifted. This confirms the significance of self-confidence in self-regulation and provides an indirect role in L2 learning achievements. Students should be aware of meta-cognitive processes and try to self-regulate their knowledge and learning strategies.

Re-exposure to the context that information was learned in facilitates its memory retrieval. However, the influence of context changes on the ability to learn new information is less well understood, which the present work investigated in two experiments with healthy participants (n = 40 per experiment; 20 female). In experiment 1, participants learned a list of word-pairs (A-B) in the morning, after which their memory for the word-pairs was immediately tested. In the evening, they learned and were tested on a second non-overlapping list (C-D), either in the same context or in a different context than the first list (between-subjects). We found that new learning is enhanced in the same context, and that new learning in the other context was decreased compared to baseline. In experiment 2, participants were exposed to both contexts in the morning, but only learned word-pairs in one of them. In the second learning session in the evening, this familiarization with the other context abolished differences between the same and other context group. These data point to context novelty interfering with new learning rather than context familiarity enhancing it. Importantly, the reduction of new learning in the other context in the first experiment, where the context was unfamiliar in both learning sessions, suggests mechanisms beyond attention processes that are bound by the novelty of the other context. Rather, the old context impairs the processing of the new context, possibly by biasing pattern completion and pattern separation trade-offs within the hippocampus. [ABSTRACT FROM AUTHOR]

Business ethics education aims to enable students to become conscious of their own values and develop the capacity to voice such values and make value-consistent decisions. However, a student’s personal values and the capacity to act on them tend to change after graduation. In this study, we discuss how moral learning is different in real work life compared to a business school setting, and we explain why graduates may downplay or abandon their values after graduation. We launch the concept of dynamic moral capacity (DMC), defined as the metacognitive routines for processing moral decision outcomes, motivated by humility goals. We suggest that future courses in business ethics develop DMC to avoid value drift and negative moral learning over time after graduation. Finally, we discuss how DMC can be included in the instructional framework of giving voice to values and thus increase its impact on moral learning after graduation. [ABSTRACT FROM AUTHOR]

In the previous study, we developed a risk assessment test using a touch panel display, and attempted to measure self-monitoring ability based on the relationship between actual performance and its self-estimation. In this paper, in addition to this, we examined the relationship between the intention to compensate by velocity selection and the actual driving behavior on the road. In this study we increased the number of participants. In addition to this, a certified driving instructor rode along with the participants to evaluate their driving. Actual performance on the risk assessment test was uncorrelated with self-estimation of the test result. The self-estimation of the test result and the velocity considered appropriate for driving the same road again on the test were also uncorrelated. On the other hand, there was a significant correlation between the appropriate velocity selected on the test and the number of times the instructor rated the velocity as inappropriate. An analysis of variance of the two factors, with the adequacy of the self-assessment and the duration of the TMT-B time required as factors, revealed a significant interaction, with the group whose TMT-B time required exceeded 33.4 seconds (Median) and whose self-estimation deviated from the actual performance by more than 10% having significantly lower instructor driving score than the other groups. [ABSTRACT FROM AUTHOR]

Small-group learning activities (SGLAs) offer varied active learning opportunities and student benefits, but higher education instructors do not universally adopt SGLAs, in part owing to management burdens. We designed and deployed the SmartGroup system, a tool-based approach to minimize instructor burdens while facilitating SGLAs and associated benefits by managing peer group formation and peer group work assessment. SmartGroup was deployed in one course over 10 weeks; iterations of SmartGroup were provided continuously to meet the instructor's needs. After deployment, the instructor and teaching assistant were interviewed, and 20 anonymous post-study survey responses were collected. The system exposed students to new perspectives, fostered meta-cognitive opportunities, and improved weaker students' performances while being predominantly well-received in terms of usability and satisfaction. Our work contributes to the literature an exploration of tool-assisted peer group work assessment in higher education and how to promote wider SGLA adoption. [ABSTRACT FROM AUTHOR]

Abstract We examined how prior experience encountering targets affected attention allocation and event-based prospective memory. Participants performed four color match task blocks with a difficult, but specified prospective memory task (Experiment 1) or an easier, but unspecified prospective memory task (Experiment 2). Participants were instructed to search for targets on each block. Participants in the prior experience condition saw targets on each block, participants in the no prior experience condition only saw targets on the fourth block, and, in Experiment 2, participants in the mixed prior experience condition encountered some of the targets on the first three blocks, and saw all the targets on the fourth block. In Experiment 1, participants in the no prior experience condition were less accurate at recognizing targets and quicker to respond on ongoing task trials than participants in the prior experience condition. In Experiment 2, we replicated the effect of prior experience on target accuracy, but there was no effect on ongoing trial response time. The mixed experience condition did not vary from the other conditions on either dependent variable, but their target accuracy varied in accordance with their experience. These findings demonstrate that prospective memory performance is influenced by experience with related tasks, thus extending our understanding of the dynamic nature of search efforts across related prospective memory tasks. This research has implications for understanding prospective memory in applied settings where targets do not reliably occur such as baggage screenings and missing person searches.

Health anxiety is a continuous spectrum of symptoms from mild to severe. Persistent health anxiety can increase an individual's risk of developing depressive disorders, which can have serious physical and mental effects. This paper reviews the concept of health anxiety, main assessment tools, influencing factors and psychological intervention, and provides reference for further scientific development of nursing intervention measures of health anxiety and improvement of patients' quality of life. (健康焦虑是一种由轻到重的连续性的症状谱。持续存在的健康焦虑可能增加个体罹患抑郁障碍的风险, 对患者的身心造成严重的影响。本文从健康焦虑的概念、主要评估工具、影响因素及心理干预进行综述, 以期为今后进一步科学制定健康焦虑的护理干预措施以及提高患者的生活质量提供借鉴。)

Major depressive disorder (MDD) is associated with reduced specificity in autobiographical memory. It has been argued that this tendency occurs through a failure of effortful generative retrieval, regardless of valence of cue word. However, we propose that in MDD general memories are likely to be recalled via direct retrieval, and direct retrieval is more likely for negatively valenced cues. To provide a preliminary test of this, a large sample with MDD (N = 298; M age = 47.2) completed the autobiographical memory test and indicated whether retrievals were generative or direct. Categoric and extended memories for negatively valenced cues were more often directly retrieved than generatively retrieved, and more often than direct retrieval for positively valenced cues. In contrast, categoric and extended memories for positively valenced cues were more often generatively retrieved relative to generative retrieval for negatively valenced cues. Relative to non‐clinical samples, direct retrieval for negatively valenced cues was high. Retrieval method and valence may be moderating processes in the type of memories recalled. This preliminary work presents the possibility of an extension of theory on retrieval tendencies in MDD. [ABSTRACT FROM AUTHOR]

The goal of the present study was to examine the effectiveness of a source‐monitoring procedure in reducing halo error and negativity bias in a performance appraisal setting. Participants watched videotaped performance segments of an instructor presumably taking place over a school year (N = 126). Then, participants in the source‐monitoring training condition received instructions teaching them how to differentiate memories that evoke detailed representations (remember judgments) from memories that evoke mere feelings of familiarity (know judgments). With this distinction in mind, participants in the training condition made significantly more accurate judgments than participants in the control condition. The training was successful in increasing the accuracy of performance ratings and reducing halo error and the negativity bias. Recognition memory measures showed that improvements were due to increased reliance on specific memory traces in the training condition. There was evidence of heuristic reliance on general impressions in the control condition. [ABSTRACT FROM AUTHOR]

This article aims to propose a digital version of Darwazeh's learning taxonomy. The DLT consists of 10 cognitive processes sequenced hierarchical from simple to complex either vertically from one mental process to another, or horizontally in each mental process. These cognitive processes are facts' remembrance, generalities' remembrance, comprehension, analysis, organizing, syntheses, application, evaluation, creation, and meta-cognition. The digital version merges specific pedagogical technology tools and applications with each process and presents implementing guidance in a pedagogical perspective. The digital learning taxonomy will inform instructions and directions on how to use digital tools to facilitate students e-learning experiments and outcome. In addition, the main objective of this article is to integrate and implement technology as an essential part of e-learning especially in this age of information and technology. [ABSTRACT FROM AUTHOR]

Introduction: This study aims to investigate the validity and reliability of the Meta-Worry Questionnaire in the Turkish version as a contribution to clinical practice. Method: The research sample consisted of two groups. Cases were people who have General Anxiety Disorder (n=165) and controls were age and sex-matched healthy volunteers (n=158). To evaluate the psychometric properties of the scale, Meta-Worry Questionnaire, Metacognition Questionnaire-30, Beck Depression Inventory, Beck Anxiety Inventory, Penn State Worry Questionnaire and Generalized Anxiety Disorder-7 Questionnaire were used. Results: In this study, Cronbach's alpha coefficient values of frequency and belief components were found 0.92 and 0.94, respectively. At the same time, excluding each item, Cronbach's alpha coefficient values of these two components also remained above 0.90, regardless of which item was chosen. While the frequency component accounted for 69.07% of the total variance, the belief component accounted for 72.95%. The area under the ROC curve is 0.948 for the frequency component and 0.944 for the belief component. The construct validity of the scale was tested with Exploratory and Confirmatory Factor Analysis and the one-dimensional structure of the scale was shown. To evaluate the psychometric properties of the scale, other scales which are related to metacognition were used. Conclusion: All items in the tool displayed a high correlation with the overall questionnaire. High total variance of the scale indicates its high validity. These results suggest high reliability of the tool as well as consistency of every item it includes. [ABSTRACT FROM AUTHOR]

For consciousness to exist, an entity must have prerequisite characteristics and attributes to give rise to it. We explore these “building blocks” of consciousness in detail in this paper, which range from perceptive to computational to meta-representational characteristics of an entity’s cognitive architecture. We show how each cognitive attribute is strictly necessary for the emergence of consciousness, and how the building blocks may be used for any entity to be classified as being conscious. The list of building blocks is not limited to human or organic consciousness and may be used to classify artificial and organisational conscious entities. We further explore a list of attributes that seem intuitively necessary for consciousness, but on further investigation, are neither required nor sufficient. The building blocks do not represent a theory of consciousness but rather a meta-theory on the emergence and classification of consciousness.

Purpose: This study aimed to identify the predictors of nursing competency of nurses in long-term care hospitals. Methods: The subjects of this study were 119 nurses working at long-term care hospitals in Gyeongsangnam-do and Gyeongsangbuk-do. Data were collected from September to December 2021 and analyzed using descriptive statistics, t-test, one-way analysis of variance, Pearson's correlation, and hierarchical regression by SPSS/WIN 21.0. Results: The most potent predictors of nursing competency of nurses in long-term care hospitals were meta-cognition (β=.34, p=.002), clinical experience (β=-.32, p=.001), and emotional intelligence (β=.24, p=.025), which explained 40.0% of the variance. Conclusion: The results suggest that strategies for improving nursing competency of nurses in long-term care hospitals should focus on meta-cognition and emotional intelligence improvement, and a differentiated education program according to clinical experience is needed. [ABSTRACT FROM AUTHOR]

The phenomenon of having a word on the tip-of-the-tongue (TOT) is an inherent psychological experience that emerges from an unsuccessful cognitive effort aimed at finding the right word to express a specific thought. From a Vygotskian perspective, this can be understood as a dynamic relationship between psychological processes that evolves over time, especially between thought and language, with these functions at times intersecting and later bifurcating — even aligning in parallel — during microgenetic human development. Following Vygotsky's postulates, in this article we explore the TOT experience as an episodic gap between thought and language during daily psychological activity. Then, the notion of metacognition in psychology is adjunctly revisited and reviewed. Based on theoretical developments on the notion of feeling-of-knowing, the TOT experience and metacognition are reframed as affective phenomena and the accuracy of the traditional interpretation of metacognition as a cognitive-intellectual monitoring system is put into question. Finally, the article discusses possible contributions the TOT phenomenon and the feeling-of-knowing might offer to educational practices and processes. [ABSTRACT FROM AUTHOR]

Using self-assessment as part of reading courses is key to improving reading comprehension skills. This study aims at exploring how self-assessment develops EFL students’ reading comprehension skills. It was conducted with a sample of 40 students enrolled in the English Department, University of Algiers 2 during the first semester of the academic year 2020/2021. To collect data, an embedded mixed-methods research paradigm was used which involved collecting both quantitative and qualitative data. The quantitative data were test scores collected as part of a pre-experiment. The pre-experiment involved administering a pre and post reading test and implementing a treatment. The treatment implemented was a self-assessment of reading strategies checklist. The qualitative data were obtained by means of an open-ended interview on participants’ reading strategies. Quantitative data were analysed by calculating the mean score and the t-test, while qualitative data were analysed using content analysis. The findings indicated that self-assessment helped the students to increase test scores and to develop their reading strategies. It enabled them to plan, monitor, and evaluate their reading process by implementing different strategies and techniques. Drawing on these findings, it is suggested that English teachers use self-assessment of reading strategies as part of reading courses, since it can improve students’ reading comprehension skills and strategy use.

The paper re-evaluates, in the light of the socio-economic, cultural, political and health transformations of recent months, the importance of an education that teaches how to deal with change, through the adoption of new paradigms of thought capable of reading and understanding complexity. This is an essential challenge that can only be met by restoring centrality to education. It is necessary to start again from the idea of a new project of man and citizen that is able to open up to the future and unexpected, therefore to relate to what he does not know, starting from the questioning of himself. Irony in this sense represents an important pedagogical and formative category to inhabit postmodernism, which requires the subject to have a global and complex vision of the problems in order to reach new horizons of awareness.

In the treatment of obsessive-compulsive disorder, the effectiveness of two main treatment approaches, pharmacotherapy and cognitive behavioral therapy (CBT), has been proven. However, the high rates of drop out from treatment and the presence of residual symptoms after CBT direct researchers to look for different treatment approaches. Therefore, emerging developments show that Third Wave Therapies are promising. In this review; it is aimed to summarize the theoretical background of Third Wave Therapies used in the treatment of obsessive-compulsive disorder and to review the effectiveness of these approaches and examine these studies in terms of methodological perspective and therapy content. In accordance with this purpose, studies which examine the effectiveness of Acceptance and Commitment Therapy, Mindfullness-Based Therapy, Metacognitive Therapy, Schema Therapy and Dialectical Behavior Therapy which are published in English/Turkish between 2004-2020 years and accessed from 5 databases: Ebscohost, Ulakbim, Google Scholar, Science Direct and Web of Science are included. As a result of this review, it has been determined that Third Wave Therapies generally reduce obsessive-compulsive symptoms and result in both reductions on depression, anxiety and stress symptoms and improvements on skills such as self-compassion and mindfulness. Based on these results, it was concluded that the first evidences about the effectiveness of Third Wave Therapies in the adult population in the treatment of obsessive-compulsive disorder begin to accumulate, but there is a need for randomize clinical controlled trials which is performed with larger samples and compared with cognitive behavioral therapy, exposure and response prevention or pharmacotherapy.

Abstract Background Neurocognitive deficits (NCDs) and associated meta-cognition difficulties associated with chronic substance use often delay the learning and change process necessary for addiction recovery and relapse prevention. However, very few cognitive remediation programs have been developed to target NCDs and meta-cognition for substance users. The study described herein aims to investigate the efficacy of a multi-component neurocognitive rehabilitation and awareness program termed “Neurocognitive Empowerment for Addiction Treatment” (NEAT). NEAT is a fully manualized, cartoon-based intervention involving psychoeducation, cognitive practice, and compensatory strategies relevant across 10 major cognitive domains, including aspects of attention, memory, executive functions, and decision-making. Method/design In a single-blind randomized controlled trial (RCT), 80 female opioid and/or methamphetamine users will be recruited from an addiction recovery program providing an alternative to incarceration for women with substance use-related offenses. Eight groups of 9–12 participants will be randomized into NEAT or treatment-as-usual (TAU). NEAT involves 14 90-min sessions, delivered twice weekly. The primary outcome is change in self-reported drug craving from before to after intervention using Obsessive Compulsive Drug Use Scale. Secondary and exploratory outcomes include additional psychological, neurocognitive, and structural and functional neuroimaging measures. Clinical measures will be performed at five time points (pre- and post-intervention, 3-, 6-, and 12-month follow-up); neuroimaging measures will be completed at pre- and post-intervention. Discussion The present RCT is the first study to examine the efficacy of an adjunctive neurocognitive rehabilitation and awareness program for addiction. Results from this study will provide initial information concerning potential clinical efficacy of the treatment, as well as delineate neural mechanisms potentially targeted by this novel intervention. Trial registration ClinicalTrials.gov NCT03922646 . Registered on 22 April 2019

This study is the first attempt to use a combination of regression analysis and random forest algorithm to predict the risk factors for high-level fear of cancer recurrence and develop a predictive nomogram to guide clinicians and nurses in identifying high-risk populations for high-level fear of cancer recurrence. After receiving various recruitment strategies, a total of 781 survivors who had undergone breast cancer resection within 5 years in four Grade-A hospitals in China were included. Besides demographic and clinical characteristics, variables were also selected from the perspectives of somatic, cognitive, psychological, social and economic factors, all of which were measured using a scale with high reliability and validity. This study established univariate regression analysis and random forest model to screen for risk factors for high-level fear of cancer recurrence. Based on the results of the multi-variable regression model, a nomogram was constructed to visualize risk prediction. Fatigue, social constraints, maladaptive cognitive emotion regulation strategies, meta-cognition and age were identified as risk factors. Based on the predictive model, a nomogram was constructed, and the area under the curve was 0.949, indicating strong discrimination and calibration. The integration of two models enhances the credibility of the prediction outcomes. The nomogram effectively transformed intricate regression equations into a visual representation, enhancing the readability and accessibility of the prediction model's results. It aids clinicians and nurses in swiftly and precisely identifying high-risk individuals for high-level fear of cancer recurrence, enabling the development of timely, predictable, and personalized intervention programs for high-risk patients. • Exploring modifiable risk factors will provide great opportunities for the prevention and intervention of FCR. • Random forest can provide a simple visual method to accurately rank the importance of related factors. • Nomogram accurately converted complex regression equations into visual graphics, making the prediction model more readable. [ABSTRACT FROM AUTHOR]

We examined how prior experience encountering targets affected attention allocation and event-based prospective memory. Participants performed four color match task blocks with a difficult, but specified prospective memory task (Experiment 1) or an easier, but unspecified prospective memory task (Experiment 2). Participants were instructed to search for targets on each block. Participants in the prior experience condition saw targets on each block, participants in the no prior experience condition only saw targets on the fourth block, and, in Experiment 2, participants in the mixed prior experience condition encountered some of the targets on the first three blocks, and saw all the targets on the fourth block. In Experiment 1, participants in the no prior experience condition were less accurate at recognizing targets and quicker to respond on ongoing task trials than participants in the prior experience condition. In Experiment 2, we replicated the effect of prior experience on target accuracy, but there was no effect on ongoing trial response time. The mixed experience condition did not vary from the other conditions on either dependent variable, but their target accuracy varied in accordance with their experience. These findings demonstrate that prospective memory performance is influenced by experience with related tasks, thus extending our understanding of the dynamic nature of search efforts across related prospective memory tasks. This research has implications for understanding prospective memory in applied settings where targets do not reliably occur such as baggage screenings and missing person searches. [ABSTRACT FROM AUTHOR]

Social cognition concerns the various psychological processes that enable individuals to take advantage of being part of a social group. Of major importance to social cognition are the various social signals that enable us to learn about the world. Such signals include facial expressions, such as fear and disgust, which warn us of danger, and eye gaze direction, which indicate where interesting things can be found. Such signals are particularly important in infant development. Social referencing, for example, refers to the phenomenon in which infants refer to their mothers’ facial expressions to determine whether or not to approach a novel object. We can learn a great deal simply by observing others. Much of this signalling seems to happen automatically and unconsciously on the part of both the sender and the receiver. We can learn to fear a stimulus by observing the response of another, in the absence of awareness of that stimulus. By contrast, learning by instruction, rather than observation, does seem to depend upon awareness of the stimulus, since such learning does not generalize to situations where the stimulus is presented subliminally. Learning by instruction depends upon a meta-cognitive process through which both the sender and the receiver recognize that signals are intended to be signals. An example would be the ‘ostensive’ signals that indicate that what follows are intentional communications. Infants learn more from signals that they recognize to be instructive. I speculate that it is this ability to recognize and learn from instructions rather than mere observation which permitted that advanced ability to benefit from cultural learning that seems to be unique to the human race. [ABSTRACT FROM AUTHOR]

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The aim of the present study was to investigate roles of differential memory profiles, memory confidence and metacognitive judgments in patients with obsessive compulsive disorder. Thirty-three individuals participated in the study: 11 patients with obsessive compulsive disorder, 11 individuals with subclinical obsessive compulsive symptoms and 11 healthy controls. Participants’ three different memory performances namely episodic memory, visuo-spatial memory, and working memory and the memory confidence and feeling-of-knowing judgments under episodic memory task were measured. Patients with obsessive compulsive disorder showed lower performance and slower reaction times in all memory tasks than both subclinical and healthy controls. Also compared to other groups, patients with obsessive compulsive disorder had less confidence on their own memory, less confidence on their future memory performance, and low feeling-of-knowing judgments. These results indicated that reaction time, memory confidence, and metacognitive judgments provide better information about the memory impairments in obsessive compulsive disorder rather than general memory performance.

Studies have shown that during social interaction a shared system underlies inferring one's own mental state, and the mental states of others – processes often referred to as mentalization. However, no validated assessment has been developed to measure second order mentalization (one's beliefs about how transparent one's thoughts are to others), or whether this capacity plays a significant role in social interaction. The current work presents a interactive mentalization theory, which divides these directional and second order aspects of mentalization, and investigates whether these constructs are measurable, stable, and meaningful in social interactions. We developed a 20-item, self-report interactive mentalization questionnaire (IMQ) in order to assess the different sub-components of mentalization: self–self, self–other, and other–self mentalization (Study 1). We then tested this scale on a large, online sample, and report convergent and discriminant validity in the form of correlations with other measures (Study 2), as well as correlations with social deception behaviors in real online interaction with Mturk studies (Study 3 and Study 4). These results validate the IMQ, and support the idea that these three factors can predict mentalization in social interaction. [ABSTRACT FROM AUTHOR]

This paper takes the position that our current treatments that involve infilling with a neutral rather than matched colour are deceptive to the viewer and that such deliberate mediation through the act of conservation can deny the viewer an authentic understanding of the heritage object. Governing guidelines and documents describe authenticity as the alignment of the object and its story but for some practitioners, the concept remains tied to originality. Authenticity could be considered a fluid concept as it is built via the individual relationship between object and viewer. Many of the default approaches to conservation fail to address the fluidity embodied in the object and its representation of the passage of time. A lack of examination into the inherent biases of our work defends the status quo within our museums under a cloak of neutrality. Disruptive conservation is proposed as a challenge, exemplified by a jarring visible mend. It is an approach designed to disturb complacency. It calls upon analysis of our biases and challenges the consequences of freezing the meanings of our conserved objects. Placing the process of disruptive conservation into treatment dialogues enables conservators to account for the object's journey in how their intervention is portrayed. It stops the object from existing simply as a representation of the past and allows it to continue its evolution. The question 'Why don't I make this fill in hot pink?' is offered as a catalyst for an appraisal of an object's place and context without assuming or imposing a fake neutrality. [ABSTRACT FROM AUTHOR]