scholarly journals Implicit signals in small group settings and their impact on the expression of cognitive capacity and associated brain responses

2012 ◽  
Vol 367 (1589) ◽  
pp. 704-716 ◽  
Author(s):  
Kenneth T. Kishida ◽  
Dongni Yang ◽  
Karen Hunter Quartz ◽  
Steven R. Quartz ◽  
P. Read Montague
Keyword(s):  
Social Status ◽  
Small Group ◽  
Cognitive Capacity ◽  
Cultural Norms ◽  
Prediction Errors ◽  
Group Setting ◽  
Group Settings ◽  
Brain Responses ◽  
Dorsolateral Prefrontal ◽  
The Impact

Measures of intelligence, when broadcast, serve as salient signals of social status, which may be used to unjustly reinforce low-status stereotypes about out-groups' cultural norms. Herein, we investigate neurobehavioural signals manifest in small ( n = 5) groups using functional magnetic resonance imaging and a ‘ranked group IQ task’ where implicit signals of social status are broadcast and differentiate individuals based on their expression of cognitive capacity. We report an initial overall decrease in the expression of cognitive capacity in the small group setting. However, the environment of the ‘ranked group IQ task’ eventually stratifies the population into two groups (‘high performers’, HP and ‘low performers’, LP) identifiable based on changes in estimated intelligence quotient and brain responses in the amygdala and dorsolateral prefrontal cortex. In addition, we demonstrate signals in the nucleus accumbens consistent with prediction errors in expected changes in status regardless of group membership. Our results suggest that individuals express diminished cognitive capacity in small groups, an effect that is exacerbated by perceived lower status within the group and correlated with specific neurobehavioural responses. The impact these reactions have on intergroup divisions and conflict resolution requires further investigation, but suggests that low-status groups may develop diminished capacity to mitigate conflict using non-violent means.

scholarly journals Adapting a Small Group Communication Quality Assessment to New Contexts

2018 ◽  
Vol 3 (2) ◽  
pp. 61 ◽  
Author(s):  
Lauren Jodi Van Scoy ◽  
Whittney Darnell ◽  
Tara Watterson ◽  
Vernon M Chinchilli ◽  
Emily J Wasserman ◽  
...  
Keyword(s):  
Medical Education ◽  
Small Group ◽  
Quality Analysis ◽  
Communication Quality ◽  
Small Group Communication ◽  
Group Settings ◽  
Communication Assessment ◽  
Communication Goals ◽  
The Individual ◽  
The Impact

Objectives: Small group learning is a well-established medical education strategy for cultivating essential communication skills. Yet, how best to measure communication quality in these groups remains understudied. This study aimed to adapt a communication assessment to medical education small group settings. Methods: This was an observational study of Preclinical Medical Humanities group discussions. Audio-recordings of 12 sessions (3 groups; n=22 students and 3 facilitators) were analyzed using Communication Quality Analysis. Three coders assessed communication quality by assigning numeric scores based on how well participants accomplished communication goals within five domains: content, engagement, relationship, emotion and identity. Coder reliability was assessed using intra-class correlations. Variance components were assessed using a generalized linear model.Results: High inter-rater reliability was established for each of five communication quality domains (ICC range 0.875 to 0.98). Variability in content, emotion, and engagement domains was primarily driven by the individual subjects (nested within the three communication groups)–accounting for 49%, 57% and 78% of the variability respectively; relational and identity domain score variability was accounted for by duration of class (accounting for 66% and 47% of the variability, respectively). Considerable variability was observed between participants, suggesting that the assessment is sensitive enough to detect nuanced differences between participants.Conclusions: Our study shows that CQA is reliable when adapted to medical education small groups.With further refinement, CQA provides an important measure that could be used in medical education to evaluate the impact of novel curricular activities or varied facilitation techniques on communication quality and other educational outcomes.

Playgroup Therapy with Deprived Children: Community-Based Early Secondary Prevention

1989 ◽  
Vol 52 (12) ◽  
pp. 458-462 ◽  
Author(s):  
Veronica Bell ◽  
Sarah Lyne ◽  
Israel Kolvin
Keyword(s):  
Secondary Prevention ◽  
Inner City ◽  
Small Group ◽  
Therapeutic Relationship ◽  
Play Therapy ◽  
Group Setting ◽  
Short Term ◽  
Community Based ◽  
The Impact ◽  
Therapeutic Model

This article describes research into a method of intervention in and prevention of the effects of multiple deprivation on inner-city infant schoolchildren and discusses some short-term effects. It covers the research background preceding the project and its aims to evaluate the impact of playgroup therapy on this section of the population. The methodology of setting up and assessing the study is explained, including the monitoring of play used during therapy. The therapeutic model — Developmental Play Therapy — is described, with attention given to the therapeutic relationship, the non-directive play setting and the use of various developmental frameworks. The article also describes how this technique can be used in a small group setting. A profile of the children included in the study is given and some short-term outcomes as seen through changes in play.

scholarly journals Intraparietal sulcus activity during explicit self-referential social status judgments about others

2013 ◽  
Vol 6 ◽  
pp. 68-79 ◽  
Author(s):  
Jasmin Cloutier ◽  
Ivo Gyurovski
Keyword(s):  
Social Status ◽  
Social Distance ◽  
Moral Status ◽  
Person Perception ◽  
Region Of Interest ◽  
Neural Substrates ◽  
Current Understanding ◽  
Intraparietal Sulcus ◽  
Brain Responses ◽  
The Impact

Previous research has suggested that the intraparietal sulcus (IPS) supports judgments of social distance, with greater activity observed in response to targets judged to be closer to each other (Yamakawa, Kanai, Matsumura, & Naito, 2009). Amongst other stimuli, activity in the IPS appears to be responsive to targets varying in social status (Chiao et al., 2009; Cloutier, Ambady, Meagher, & Gabrieli, 2012). The current project examined brain responses during explicit self-referential social status judgments of targets varying in either financial or moral status. Using an event-related fMRI design, participants viewed photographs of male faces paired with distinct levels of financial or moral status. During the task, participants were asked to explicitly identify each target’s status in relation to their own. Focusing on IPS activity, results from whole-brain and region of interest analyses revealed an interaction between social status types and levels. The implications of these results are discussed with respect to our current understanding of the impact of social status on the neural substrates of person perception.

scholarly journals The Impact of Small Group Instruction on Preschool Literacy Skills

2017 ◽  
Vol 11 (4) ◽  
pp. 794
Author(s):  
Majedah Abu Al Rub
Keyword(s):  
Small Group ◽  
Literacy Skills ◽  
Skill Level ◽  
Literacy Skill ◽  
Group Instruction ◽  
Group Setting ◽  
Skill Levels ◽  
Preschool Students ◽  
School Year ◽  
The Impact

This study focused on 17 preschool students in a northern Jordan city. Preschoolerswere taught specific literacy skills in a small group instructional setting. The students’ skill level was assessed at the beginning and middle of the school year. The researcher’s goal was to determine if teaching literacy skills in a small group setting would improve the skill level of the preschool students. Results showed that using small groups was an effective way to increase preschool students’ literacy skill levels.

scholarly journals Exploring the impact of a community participatory intervention on women's capability: a qualitative study in Gulu Northern Uganda

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Loubna Belaid ◽  
Emmanuel Ochola ◽  
Pontius Bayo ◽  
George William Alii ◽  
Martin Ogwang ◽  
...  
Keyword(s):  
Qualitative Study ◽  
Social Status ◽  
Northern Uganda ◽  
Gender Inequalities ◽  
Women Of Childbearing Age ◽  
Childbearing Age ◽  
Healthy Behaviors ◽  
Individual Interviews ◽  
Self Confidence ◽  
The Impact

Abstract Background Community participatory interventions mobilizing women of childbearing age are an effective strategy to promote maternal and child health. In 2017, we implemented this strategy in Gulu Northern Uganda. This study explored the perceived impact of this approach on women's capability. Methods We conducted a qualitative study based on three data collection methods: 14 in-depth individual interviews with participating women of childbearing age, five focus group discussions with female facilitators, and document analysis. We used the Sen capability approach as a conceptual framework and undertook a thematic analysis. Results Women adopted safe and healthy behaviors for themselves and their children. They were also able to respond to some of their family's financial needs. They reported a reduction in domestic violence and in mistreatment towards their children. The facilitators perceived improved communication skills, networking, self-confidence, and an increase in their social status. Nevertheless, the women still faced unfreedoms that deprived them of living the life they wanted to lead. These unfreedoms are related to their lack of access to economic opportunities and socio-cultural norms underlying gender inequalities. Conclusion To expand women's freedoms, we need more collective political actions to tackle gender inequalities and need to question the values underlying women's social status.

scholarly journals Conservation and natural resource management: where are all the women?

Oryx ◽  
2021 ◽  
pp. 1-8
Author(s):  
Robyn James ◽  
Bridget Gibbs ◽  
Laura Whitford ◽  
Craig Leisher ◽  
Ruth Konia ◽  
...  
Keyword(s):  
Resource Management ◽  
Literature Review ◽  
Natural Resource Management ◽  
Natural Resource ◽  
Positive Relationship ◽  
Cultural Norms ◽  
Conservation Actions ◽  
Race Ethnicity ◽  
Management Institutions ◽  
The Impact

Abstract There is evidence from the development and humanitarian sectors that purposeful engagement of women can increase the impact of development. We conducted a literature review to examine whether this is also evident in conservation and natural resource management. The following themes emerged from our review: existing societal and cultural norms affect and generally limit how women can engage in conservation and natural resource management; women interact differently with the environment than men, so if they are excluded, their knowledge and perspectives on particular resources may not be considered in conservation actions; and there is often a lack of resources or dedicated effort by conservation or natural resource management programmes to understand and address the barriers that prevent women's engagement. Although there was evidence of a positive relationship between the engagement of women and environmental outcomes, some studies showed that positive conservation outcomes do not necessarily benefit women, and when women are not considered, conservation activities can perpetuate existing inequities. We conclude that although the importance of integrating gender into conservation is acknowledged in the literature, there is a need to examine how women can be meaningfully engaged in conservation. This must go beyond treating women as a homogenous group, to consider intersectionality including race, ethnicity, age, religion, poverty and disability. In addition, conservation and natural resource management institutions need to address the inclusion of women in their own staff and programmes.

Acute diet soda consumption alters brain responses to food cues in humans: A randomized, controlled, cross-over pilot study

2021 ◽  
pp. 026010602199375
Author(s):  
Olivia M. Farr
Keyword(s):  
Pilot Study ◽  
Epidemiological Studies ◽  
Potential Mechanism ◽  
Food Cues ◽  
Diet Soda ◽  
Brain Responses ◽  
Dorsolateral Prefrontal ◽  
Carbonated Water ◽  
Soda Consumption ◽  
Visual Food Cues

Background: Diet soda consumption has frequently been linked to obesity and its comorbidities in epidemiological studies. Whether this link is causal and a potential mechanism remains to be determined. Aim/Methods: This randomized, cross-over, controlled pilot study sought to determine whether there may be changes in reward-related brain activations to visual food cues after acute consumption of diet soda versus regular soda or carbonated water using functional magnetic resonance imaging. Results: Diet soda as compared to carbonated water consumption increased activation of reward-related caudate to highly versus less desirable food cues. Diet soda as compared to regular soda increased reward-related insula and decreased activation of cognitive control-related dorsolateral prefrontal cortex to food cues versus non-food cues. No changes in ratings of hunger an hour after beverage consumption were observed. Conclusions: These results may suggest a potential mechanism for diet soda to increase food palatability through activation of the reward system and suppression of inhibitory control that remains to be confirmed by future studies.

scholarly journals Concurrent neuroimaging and neurostimulation reveals a causal role for dlPFC in coding of task-relevant information

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Jade B. Jackson ◽  
Eva Feredoes ◽  
Anina N. Rich ◽  
Michael Lindner ◽  
Alexandra Woolgar
Keyword(s):  
Magnetic Stimulation ◽  
Dorsolateral Prefrontal Cortex ◽  
Relevant Information ◽  
Irrelevant Information ◽  
Visual Object ◽  
Information Coding ◽  
Frontoparietal Cortex ◽  
Dorsolateral Prefrontal ◽  
The Impact

AbstractDorsolateral prefrontal cortex (dlPFC) is proposed to drive brain-wide focus by biasing processing in favour of task-relevant information. A longstanding debate concerns whether this is achieved through enhancing processing of relevant information and/or by inhibiting irrelevant information. To address this, we applied transcranial magnetic stimulation (TMS) during fMRI, and tested for causal changes in information coding. Participants attended to one feature, whilst ignoring another feature, of a visual object. If dlPFC is necessary for facilitation, disruptive TMS should decrease coding of attended features. Conversely, if dlPFC is crucial for inhibition, TMS should increase coding of ignored features. Here, we show that TMS decreases coding of relevant information across frontoparietal cortex, and the impact is significantly stronger than any effect on irrelevant information, which is not statistically detectable. This provides causal evidence for a specific role of dlPFC in enhancing task-relevant representations and demonstrates the cognitive-neural insights possible with concurrent TMS-fMRI-MVPA.

scholarly journals “You would expect the successful person to be the man”

2015 ◽  
Vol 7 (3) ◽  
pp. 303-320 ◽  
Author(s):  
Sally Jones
Keyword(s):  
Teaching And Learning ◽  
Entrepreneurship Education ◽  
Education Institution ◽  
Symbolic Violence ◽  
Cultural Norms ◽  
Content Type ◽  
Study Approach ◽  
Multiple Method ◽  
The Impact

Purpose – This paper aims to to explore power and legitimacy in the entrepreneurship education classroom by using Pierre Bourdieu’s sociological and educational theories. It highlights the pedagogic authority invested in educators and how this may be influenced by their assumptions about the nature of entrepreneurship. It questions the role of educators as disinterested experts, exploring how power and gendered legitimacy “play out” in staff–student relationships and female students’ responses to this. Design/methodology/approach – A multiple-method, qualitative case study approach is taken, concentrating on a depth of focus in one UK’s higher education institution (HEI) and on the experiences, attitudes and classroom practices of staff and students in that institution. The interviews, with an educator and two students, represent a self-contained story within the more complex story of the case study. Findings – The interviewees’ conceptualization of entrepreneurship is underpinned by acceptance of gendered norms, and both students and staff misrecognize the masculinization of entrepreneurship discourses that they encounter as natural and unquestionable. This increases our understanding of symbolic violence as a theoretical construct that can have real-world consequences. Originality/value – The paper makes a number of theoretical and empirical contributions. It addresses an important gap in the literature, as educators and the impact of their attitudes and perceptions on teaching and learning are rarely subjects of inquiry. It also addresses gaps and silences in understandings of the gendered implications of HE entrepreneurship education more generally and how students respond to the institutional arbitration of wider cultural norms surrounding entrepreneurship. In doing so, it challenges assertions that Bourdieu’s theories are too abstract to have any empirical value, by bridging the gap between symbolic violence as a theory and its manifestation in teaching and learning practices.

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