Response Behavior in Work Stress Surveys: A Qualitative Study on Motivational and Cognitive Processes in Self- and Other-Reports

2020 ◽  
pp. 1-18
Author(s):  
Berit Greulich ◽  
Maike E. Debus ◽  
Martin Kleinmann ◽  
Cornelius J. König
Keyword(s):  
Qualitative Study ◽  
Work Stress ◽  
Cognitive Processes ◽  
Response Behavior ◽  
Self And Other

A Visual Arts Education pedagogical approach for enhancing quality of life for persons with dementia (innovative practice)

Dementia ◽  
2017 ◽  
Vol 19 (4) ◽  
pp. 1244-1251
Author(s):  
Ann C Tietyen ◽  
Allan G Richards
Keyword(s):  
Quality Of Life ◽  
Qualitative Study ◽  
Visual Arts ◽  
Cognitive Processes ◽  
Arts Education ◽  
Pedagogical Approach ◽  
Visual Arts Education ◽  
Moderate Dementia ◽  
Hands On

A new and innovative pedagogical approach that administers hands-on visual arts activities to persons with dementia based on the field of Visual Arts Education is reported in this paper. The aims of this approach are to enhance cognition and improve quality of life. These aims were explored in a small qualitative study with eight individuals with moderate dementia, and the results are published as a thesis. In this paper, we summarize and report the results of this small qualitative study and expand upon the rationale for the Visual Arts Education pedagogical approach that has shown promise for enhancing cognitive processes and improving quality of life for persons with dementia.

scholarly journals Using a retrospective pretest instead of a conventional pretest is replacing biases: a qualitative study of cognitive processes underlying responses to thentest items

2015 ◽  
Vol 25 (6) ◽  
pp. 1327-1337 ◽  
Author(s):  
Elsbeth F. Taminiau-Bloem ◽  
Carolyn E. Schwartz ◽  
Florence J. van Zuuren ◽  
Margot A. Koeneman ◽  
Mechteld R. M. Visser ◽  
...  
Keyword(s):  
Qualitative Study ◽  
Cognitive Processes ◽  
Retrospective Pretest

scholarly journals Pre-Clerkship Medical Students’ Experiences and Perspectives of System 1 and System 2 Thinking: A Qualitative Study

2021 ◽  
Vol 11 (2) ◽  
pp. 34
Author(s):  
William Sanders ◽  
Douglas McHugh
Keyword(s):  
Medical Students ◽  
Qualitative Study ◽  
Cognitive Processes ◽  
Clinical Information ◽  
Dual Process ◽  
Structured Interviews ◽  
Process Theories ◽  
System 2 ◽  
Dual Process Theories ◽  
System 1

Dual-process theories may be invoked to explain how physicians interact with, interpret, and draw inferences from clinical information. Stanovich and West’s model articulates two kinds of thinking—intuitive-based System 1 and analytical-based System 2—which have been under-investigated with physicians in training. This qualitative study explored pre-clerkship medical students’ retrospective perspectives and experiences of System 1 and System 2 thinking via 12 semi-structured interviews and abductive, progressive focusing. Participants identified patient interactions, clinical note writing, knowledge synthesis, problem list and differential diagnosis generation, evaluating evidence, and critical appraisal of literature as pre-clerkship opportunities to engage in System 1 or System 2 thinking. Six major themes emerged from analysis of participants’ interview transcripts: cognitive processes, deliberate practice, learning environment: being alone or being together, stickiness factor, biases and heuristics, and prior experience of attaining competence. Participants valued the anticipated role that System 1 and System 2 thinking will play in their future practice, and experienced nascent, self-regulated development of these cognitive processes during the pre-clerkship phase of their education without formal feedback or coaching from clinician preceptors. Pre-clerkship curricula should further embrace low-stakes, incremental teaching on metacognition and continuous monitoring of knowledge processing as a key competency for physician learners.

scholarly journals Rhythm in joint action: psychological and neurophysiological mechanisms for real-time interpersonal coordination

2014 ◽  
Vol 369 (1658) ◽  
pp. 20130394 ◽  
Author(s):  
Peter E. Keller ◽  
Giacomo Novembre ◽  
Michael J. Hove
Keyword(s):  
Real Time ◽  
Cognitive Processes ◽  
Joint Action ◽  
Social Cognitive ◽  
Human Interaction ◽  
Interpersonal Coordination ◽  
Social Psychological ◽  
Self And Other ◽  
Ensemble Performance ◽  
Neurophysiological Mechanisms

Human interaction often requires simultaneous precision and flexibility in the coordination of rhythmic behaviour between individuals engaged in joint activity, for example, playing a musical duet or dancing with a partner. This review article addresses the psychological processes and brain mechanisms that enable such rhythmic interpersonal coordination. First, an overview is given of research on the cognitive-motor processes that enable individuals to represent joint action goals and to anticipate, attend and adapt to other's actions in real time. Second, the neurophysiological mechanisms that underpin rhythmic interpersonal coordination are sought in studies of sensorimotor and cognitive processes that play a role in the representation and integration of self- and other-related actions within and between individuals' brains. Finally, relationships between social–psychological factors and rhythmic interpersonal coordination are considered from two perspectives, one concerning how social-cognitive tendencies (e.g. empathy) affect coordination, and the other concerning how coordination affects interpersonal affiliation, trust and prosocial behaviour. Our review highlights musical ensemble performance as an ecologically valid yet readily controlled domain for investigating rhythm in joint action.

scholarly journals Nurses’ experience of work stress related to COVID‐19 regular prevention and control in China: a qualitative study

2021 ◽  
Author(s):  
Zhaobin Jiang ◽  
Shengnan Wang ◽  
Zhengfu Shen ◽  
Xiaoyan Zhao ◽  
Fuzhi Wang ◽  
...  
Keyword(s):  
Qualitative Study ◽  
Work Stress ◽  
Prevention And Control ◽  
And Control

A Qualitative Analysis of Sources of Teacher Stress: Consequences for Performance

1986 ◽  
Vol 23 (1) ◽  
pp. 13-40 ◽  
Author(s):  
Joseph J. Blase
Keyword(s):  
Qualitative Research ◽  
Qualitative Study ◽  
Qualitative Analysis ◽  
Work Stress ◽  
Teacher Stress ◽  
Teacher Performance ◽  
Study Data ◽  
Meaning Of Work ◽  
Teachers Perceptions ◽  
Performance Adaptation

The amount of qualitative research in which teachers subjectively describe the meaning of work stress is limited. This article presents data drawn from a qualitative study of teachers’ perceptions of work stress. Linkages between teacher stress and teacher performance are firmly established. The study data are discussed in terms of the Performance Adaptation Syndrome (PAS), a term developed from the data to describe the deleterious effects of prolonged work stress on the instructional ability of teachers.

Noting and evaluating contact between Japanese and Australian academic cultures

2012 ◽  
Vol 22 (2) ◽  
pp. 249-270 ◽  
Author(s):  
Hiroyuki Nemoto
Keyword(s):  
Cognitive Processes ◽  
Legitimate Peripheral Participation ◽  
Exchange Students ◽  
Language Management ◽  
Community Members ◽  
Self And Other ◽  
Academic Cultures ◽  
Management Processes ◽  
Insight Into

This paper reports on a case study of Japanese exchange students that investigated the ways such students note and evaluate various types of contact between native and host academic cultures while participating in new communities of practice at an Australian university. In this study, language management theory (Jernudd & Neustupný, 1987; Neustupný, 1985, 1994, 2004) was employed in conjunction with Lave and Wenger’s (1991) concept of legitimate peripheral participation in order to investigate the sociocultural influence on cognitive processes of language management. The findings illustrate that not only norm deviations but also the phenomena relating to norm universality and compatibility generated processes of noting and evaluation. This study also provides an insight into mechanisms of self- and other-noting, as well as negative evaluations of norm deviations, and sheds light on positive evaluations of common disciplinary knowledge and cross-cultural situational similarities. Based on the findings, this paper indicates that noting and evaluation in language management processes should be considered in relation to students’ social positionings, their power relations with other community members, their perceptions of self, and the context where the management occurs.

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