Exploring the impact of safety behaviour use on cognitive, psychophysiological, emotional and behavioural responses during a speech task

2020 ◽  
Vol 48 (5) ◽  
pp. 557-571
Author(s):  
Jessica S. Tutino ◽  
Allison J. Ouimet ◽  
Ryan J. Ferguson
Keyword(s):  
Working Memory ◽  
Undergraduate Students ◽  
Cognitive Mechanisms ◽  
Female Undergraduate ◽  
Speech Task ◽  
Speech Performance ◽  
Specific Safety ◽  
Psychophysiological Arousal ◽  
The Impact ◽  
Safety Behaviour

AbstractBackground:There is a debate among researchers and clinicians regarding whether the judicious use of safety behaviours (SBs) during exposure therapy is helpful or detrimental. Central to this debate is the premise that SBs may interfere with one’s ability to gather disconfirmatory evidence.Aims:No study to date has assessed how SB use may impact cognitive mechanisms implicated during an exposure-like task. We investigated multiple cognitive, emotional, psychophysiological and behavioural underpinnings of exposure with and without SBs.Method:Speech anxious participants (n = 111) were randomly assigned to deliver an evaluated speech with or without SBs. Self-reported anxiety ratings and psychophysiological arousal measures were recorded at baseline, in anticipation of the speech, and following the speech. Measures of working memory, ability to gather disconfirmatory evidence, speech duration, objective and subjective speech performance, and speech task acceptability were administered.Results:There were no differences between conditions on working memory, self-reported anxiety, psychophysiological arousal, ability to gather disconfirmatory evidence, speech duration, or objective and subjective speech performance. All participants were able to gather disconfirmatory evidence. However, condition did influence willingness to deliver future speeches. Our sample was largely female undergraduate students, and we offered only a small number of specific safety behaviours.Conclusions:Judicious SB use may not necessarily be detrimental, but clients may believe them to be more helpful than they actually are.

scholarly journals The impact of working memory and the “process of process modelling” on model quality: Investigating experienced versus inexperienced modellers

2016 ◽  
Vol 6 (1) ◽  
Author(s):  
Markus Martini ◽  
Jakob Pinggera ◽  
Manuel Neurauter ◽  
Pierre Sachse ◽  
Marco R. Furtner ◽  
...  
Keyword(s):  
Working Memory ◽  
Process Model ◽  
Process Modelling ◽  
Cognitive Mechanisms ◽  
Model Quality ◽  
Relational Integration ◽  
The Impact ◽  
Practical Implications ◽  
Relevant Factors

Abstract A process model (PM) represents the graphical depiction of a business process, for instance, the entire process from online ordering a book until the parcel is delivered to the customer. Knowledge about relevant factors for creating PMs of high quality is lacking. The present study investigated the role of cognitive processes as well as modelling processes in creating a PM in experienced and inexperienced modellers. Specifically, two working memory (WM) functions (holding and processing of information and relational integration) and three process of process modelling phases (comprehension, modelling, and reconciliation) were related to PM quality. Our results show that the WM function of relational integration was positively related to PM quality in both modelling groups. The ratio of comprehension phases was negatively related to PM quality in inexperienced modellers and the ratio of reconciliation phases was positively related to PM quality in experienced modellers. Our research reveals central cognitive mechanisms in process modelling and has potential practical implications for the development of modelling software and teaching the craft of process modelling.

Mental health assessment in undergraduate students using DASS21 and Visual Working Memory Task

2021 ◽  
Author(s):  
Gautam Kumar Baboo ◽  
Veeky Baths
Keyword(s):  
Working Memory ◽  
Reaction Time ◽  
Undergraduate Students ◽  
Reading Ability ◽  
Time Window ◽  
Memory Task ◽  
Reaction Times ◽  
Emotional States ◽  
Post Intervention ◽  
The Impact

Substantial adolescence is spent in an academic environment where the student can experience varying intensities of depression, stress, and anxiety, which can be fatal. To address this concern, we utilized the Depression Anxiety and Stress Survey (DASS) 21 and Modified Sternberg working memory, thereby assessing the emotional states and assessing the impact on the cognitive ability of students (n=37, F=7) in terms of working memory. An intervention was provided (Art of Living YES+ program) for ten days. The assessment is carried out in the time window of two months before and after the intervention. F-test and T-test(p≤0.05) on the scores and reaction time are performed for hypothesis testing. This statistical analysis reveals that both the depression category and stress category reject the null hypothesis. Among the thirty-seven, only five students took part in the post-intervention assessment, the scores in 28% of the questions had lower scores, and 19 % did not have any change; however, there was an increase in the scores in 42% of the questions. No significant changes are observed in the working memory ability of the students. Based on reaction time analysis: 11.62%, 16.27%, and 25.58% are outliers for each type of question, respectively. Two participants showed significantly lower reaction times, indicating a faster reading ability than the rest. This study shows that the intervention can positively impact emotional states-depression, stress, and affect working memory abilities.

scholarly journals Implicit Theories, Working Memory, and Cognitive Load: Impacts on Creative Thinking

SAGE Open ◽  
2019 ◽  
Vol 9 (1) ◽  
pp. 215824401983591 ◽  
Author(s):  
Jenni L. Redifer ◽  
Christine L. Bae ◽  
Morgan DeBusk-Lane
Keyword(s):  
Working Memory ◽  
Cognitive Load ◽  
Creative Thinking ◽  
Implicit Theories ◽  
Cognitive Mechanisms ◽  
Complex Tasks ◽  
Academic Tasks ◽  
Theories Of Intelligence ◽  
The Impact ◽  
The Relationship

Creative thinking shares many characteristics with traditional complex tasks. We investigated whether implicit theories of creativity would affect creative thinking in a way similar to the impact of implicit theories of intelligence on academic tasks. We altered participants’ theories of creativity to be either more incremental or more entity-like. We also examined the impact of working memory (WM) and cognitive load on creative thinking. Cognitive load fully mediated the relationship between implicit theories and creative thinking, with more incremental beliefs linked to lower cognitive load. In addition, cognitive load partially mediated the relationship between WM and creative thinking. Our results support prior research showing that creative thinking draws on cognitive mechanisms similar to those utilized by other complex tasks, but the impact of implicit theories on creative thinking differs from their effect on traditional academic tasks.

scholarly journals Participant Responses to Retrospective Surveys of Child Maltreatment: Does Mode of Assessment Matter?

2006 ◽  
Vol 21 (4) ◽  
pp. 410-424 ◽  
Author(s):  
David DiLillo ◽  
Sarah DeGue ◽  
Amanda Kras ◽  
Andrea R. Di Loreto-Colgan ◽  
Cindy Nash
Keyword(s):  
Psychological Distress ◽  
Child Maltreatment ◽  
Undergraduate Students ◽  
Female Undergraduate ◽  
Mood Change ◽  
Face To Face ◽  
Adult Participants ◽  
History Of ◽  
Assessment Format ◽  
The Impact

This study examines the impact that different methods of assessing child maltreatment history may have on adult participants. A total of 334 female undergraduate students were randomly assigned to complete a retrospective measure of child sexual and physical abuse in one of three conditions: paper-and-pencil questionnaire, face-to-face interview, or computer-administered survey. Disclosure rates of abuse, psychological distress and mood change, preferences for assessment format, and perceptions of confidentiality were examined across the three assessment formats. Although disclosure did not vary by condition, participants with a history of abuse reported more distress and mood change than did nonvictims, particularly in the computer condition. Nevertheless, the computer condition was rated as the most preferred format and was viewed by participants as the most confidential means of assessing maltreatment history. Participants reporting abuse through interviews were more likely than those in other conditions to state a preference for another type of assessment format. The implications of these findings for abuse history research are discussed.

scholarly journals The Impact of Covid-19 on Saudi Arabian Female Students: An Application of the CES-D Depression Scale

2021 ◽  
Vol 11 (1) ◽  
pp. 23
Author(s):  
Siddiqua Aamir ◽  
Carmen Winkel
Keyword(s):  
Saudi Arabia ◽  
Undergraduate Students ◽  
Online Survey ◽  
Psychological Impact ◽  
Depression Scale ◽  
Private University ◽  
Epidemiologic Studies ◽  
Female Undergraduate ◽  
The Government ◽  
The Impact

SARS-CoV-2 (Severe acute respiratory syndrome coronavirus type 2) is a new beta coronavirus that was identified as the trigger of COVID-19 disease in early 2020. Our study designed to survey the female undergraduate students at a private university in Saudi Arabia to assess the degree of psychological impact during the initial stages of the lockdown. During the first weeks of the outbreak in Saudi Arabia and the government-initiated lockdown, we conducted an online survey with 400 female undergraduate students in Saudi Arabia. The psychological impact was assessed by using the Center for Epidemiologic Studies Depression Scale (CES-D). Our study shows that over the four weeks students showed clearly a change in the overall mental health and mood of our students.   Received: 24 September 2020 / Accepted: 23 December 2020 / Published: 17 January 2021

The bottleneck may be the solution, not the problem

2016 ◽  
Vol 39 ◽  
Author(s):  
Arnon Lotem ◽  
Oren Kolodny ◽  
Joseph Y. Halpern ◽  
Luca Onnis ◽  
Shimon Edelman
Keyword(s):  
Working Memory ◽  
Language Acquisition ◽  
Recent Theory ◽  
Cognitive Mechanisms ◽  
Selection Pressures ◽  
Biological Trait ◽  
Memory Bottleneck

AbstractAs a highly consequential biological trait, a memory “bottleneck” cannot escape selection pressures. It must therefore co-evolve with other cognitive mechanisms rather than act as an independent constraint. Recent theory and an implemented model of language acquisition suggest that a limit on working memory may evolve to help learning. Furthermore, it need not hamper the use of language for communication.

Do Children With Developmental Language Disorder (DLD) Have Difficulties With Interference Control, Visuospatial Working Memory, and Selective Attention? Developmental Patterns and the Role of Severity and Persistence of DLD

2020 ◽  
Vol 63 (9) ◽  
pp. 3036-3050
Author(s):  
Elma Blom ◽  
Tessel Boerma
Keyword(s):  
Working Memory ◽  
Selective Attention ◽  
Language Disorder ◽  
Typically Developing ◽  
Developmental Language Disorder ◽  
Visuospatial Working Memory ◽  
Interference Control ◽  
Developmental Patterns ◽  
Search Tasks ◽  
The Impact

Purpose Many children with developmental language disorder (DLD) have weaknesses in executive functioning (EF), specifically in tasks testing interference control and working memory. It is unknown how EF develops in children with DLD, if EF abilities are related to DLD severity and persistence, and if EF weaknesses expand to selective attention. This study aimed to address these gaps. Method Data from 78 children with DLD and 39 typically developing (TD) children were collected at three times with 1-year intervals. At Time 1, the children were 5 or 6 years old. Flanker, Dot Matrix, and Sky Search tasks tested interference control, visuospatial working memory, and selective attention, respectively. DLD severity was based on children's language ability. DLD persistence was based on stability of the DLD diagnosis. Results Performance on all tasks improved in both groups. TD children outperformed children with DLD on interference control. No differences were found for visuospatial working memory and selective attention. An interference control gap between the DLD and TD groups emerged between Time 1 and Time 2. Severity and persistence of DLD were related to interference control and working memory; the impact on working memory was stronger. Selective attention was unrelated to DLD severity and persistence. Conclusions Age and DLD severity and persistence determine whether or not children with DLD show EF weaknesses. Interference control is most clearly impaired in children with DLD who are 6 years and older. Visuospatial working memory is impaired in children with severe and persistent DLD. Selective attention is spared.

The Impact of TimeSlips on Undergraduate Students in Service Learning With Older Adults

2020 ◽  
pp. 1-8
Author(s):  
Sabine Heuer
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Undergraduate Students ◽  
Attitude Scale ◽  
Evidence Based ◽  
Attitudes Toward Older Adults ◽  
Students Attitudes ◽  
Attitude Shift ◽  
The Impact ◽  
Journal Entries

Purpose Future speech-language pathologists are often unprepared in their academic training to serve the communicative and cognitive needs of older adults with dementia. While negative attitudes toward older adults are prevalent among undergraduate students, service learning has been shown to positively affect students' attitudes toward older adults. TimeSlips is an evidence-based approach that has been shown to improve health care students' attitudes toward older adults. The purpose of this study is to explore the change in attitudes in speech-language pathology students toward older adults using TimeSlips in service learning. Method Fifty-one students participated in TimeSlips service learning with older adults and completed the Dementia Attitude Scale (DAS) before and after service learning. In addition, students completed a reflection journal. The DAS data were analyzed using nonparametric statistics, and journal entries were analyzed using a qualitative analysis approach. Results The service learners exhibited a significant increase in positive attitude as indexed on the DAS. The reflective journal entries supported the positive change in attitudes. Conclusions A noticeable attitude shift was indexed in reflective journals and on the DAS. TimeSlips is an evidence-based, patient-centered approach well suited to address challenges in the preparation of Communication Sciences and Disorders students to work with the growing population of older adults.

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