scholarly journals Reactivity to Stress and the Cognitive Components of Math Disability in Grade 1 Children

2012 ◽  
Vol 47 (4) ◽  
pp. 349-365 ◽  
Author(s):  
Maureen A. MacKinnon McQuarrie ◽  
Linda S. Siegel ◽  
Nancy E. Perry ◽  
Joanne Weinberg
Keyword(s):  
Cognitive Components ◽  
Math Disability

Sensory and Cognitive Components of Auditory Processing in Individuals With Tinnitus

2019 ◽  
Vol 28 (4) ◽  
pp. 834-842
Author(s):  
Harini Vasudevan ◽  
Hari Prakash Palaniswamy ◽  
Ramaswamy Balakrishnan
Keyword(s):  
Selective Attention ◽  
Auditory Processing ◽  
Function Analysis ◽  
Event Related Potential ◽  
Oscillatory Activity ◽  
Default Mode ◽  
Auditory Selective Attention ◽  
Cognitive Components ◽  
Mode Function ◽  
Related Potentials

Purpose The main purpose of the study is to explore the auditory selective attention abilities (using event-related potentials) and the neuronal oscillatory activity in the default mode network sites (using electroencephalogram [EEG]) in individuals with tinnitus. Method Auditory selective attention was measured using P300, and the resting state EEG was assessed using the default mode function analysis. Ten individuals with continuous and bothersome tinnitus along with 10 age- and gender-matched control participants underwent event-related potential testing and 5 min of EEG recording (at wakeful rest). Results Individuals with tinnitus were observed to have larger N1 and P3 amplitudes along with prolonged P3 latency. The default mode function analysis revealed no significant oscillatory differences between the groups. Conclusion The current study shows changes in both the early sensory and late cognitive components of auditory processing. The change in the P3 component is suggestive of selective auditory attention deficit, and the sensory component (N1) suggests an altered bottom-up processing in individuals with tinnitus.

School-Based Speech-Language Pathologists' Perceived Self-Efficacy in Conducting Multidimensional Treatment With Children Who Stutter

2020 ◽  
Vol 51 (4) ◽  
pp. 1172-1186
Author(s):  
Carolina Beita-Ell ◽  
Michael P. Boyle
Keyword(s):  
Self Efficacy ◽  
Clinical Training ◽  
Online Survey ◽  
The United States ◽  
Comfort Level ◽  
Social Emotional ◽  
Speech Language Pathologists ◽  
Fluency Disorders ◽  
Cognitive Components ◽  
School Based

Purpose The purposes of this study were to examine the self-efficacy of school-based speech-language pathologists (SLPs) in conducting multidimensional treatment with children who stutter (CWS) and to identify correlates of self-efficacy in treating speech-related, social, emotional, and cognitive domains of stuttering. Method Three hundred twenty randomly selected school-based SLPs across the United States responded to an online survey that contained self-efficacy scales related to speech, social, emotional, and cognitive components of stuttering. These ratings were analyzed in relation to participants' beliefs about stuttering treatment and their comfort level in treating CWS, perceived success in therapy, and empathy levels, in addition to their academic and clinical training in fluency disorders as well as demographic information. Results Overall, SLPs reported moderate levels of self-efficacy on each self-efficacy scale and on a measure of total self-efficacy. Significant positive associations were observed between SLPs' self-efficacy perceptions and their comfort level in treating CWS, self-reported success in treatment, beliefs about the importance of multidimensional treatment, and self-reported empathy. There were some discrepancies between what SLPs believed was important to address in stuttering therapy and how they measured success in therapy. Conclusions Among school-based SLPs, self-efficacy for treating school-age CWS with a multidimensional approach appears stronger than previously reported; however, more progress in training and experience is needed for SLPs to feel highly self-efficacious in these areas. Continuing to improve clinician self-efficacy for stuttering treatment through improved academic training and increased clinical experiences should remain a high priority in order to enhance outcomes for CWS. Supplemental Material https://doi.org/10.23641/asha.12978194

Cognitive Components of Ingroup Projection

2014 ◽  
Vol 45 (1) ◽  
pp. 15-30 ◽  
Author(s):  
Maya Machunsky ◽  
Thorsten Meiser
Keyword(s):  
Mental Representation ◽  
Cognitive Representation ◽  
Social Categories ◽  
Projection Model ◽  
Minimal Group ◽  
Model Experiments ◽  
Superordinate Category ◽  
Cognitive Components ◽  
Per Se

This research investigated whether relative ingroup prototypicality (i.e., the tendency to perceive one’s own ingroup as more prototypical of a superordinate category than the outgroup) can result from a prototype-based versus exemplar-based mental representation of social categories, rather than from ingroup membership per se as previously suggested by the ingroup projection model. Experiments 1 and 2 showed that a prototype-based group was perceived as more prototypical of a superordinate category than an exemplar-based group supporting the hypothesis that an intergroup context is not necessary for biased prototypicality judgments. Experiment 3 introduced an intergroup context in a minimal-group-like paradigm. The findings demonstrated that both the kind of cognitive representation and motivational processes contribute to biased prototypicality judgments in intergroup settings.

Debiasing the Outcome Effect: The Role of Instructions in an Audit Litigation Setting

2002 ◽  
Vol 21 (2) ◽  
pp. 7-20 ◽  
Author(s):  
Peter M. Clarkson ◽  
Craig Emby ◽  
Vanessa W.-S. Watt
Keyword(s):  
Theoretical Perspective ◽  
Cognitive Components ◽  
Audit Judgment ◽  
Outcome Information ◽  
Audit Litigation ◽  
Outcome Bias ◽  
Biasing Effects ◽  
Judgment Setting

The outcome effect occurs where an evaluator, who has knowledge of the outcome of a judge's decision, assesses the quality of the judgment of that decision maker. If the evaluator has knowledge of a negative outcome, then that knowledge negatively influences his or her assessment of the ex ante judgment. For instance, jurors in a lawsuit brought against an auditor for alleged negligence are informed of an undetected fraud, even though an unqualified opinion was issued. This paper reports the results of an experiment in an applied audit judgment setting that examined methods of mitigating the outcome effect by means of instructions. The results showed that simply instructing or warning the evaluator about the potential biasing effects of outcome information was only weakly effective. However, instructions that stressed either (1) the cognitive nonnormativeness of the outcome effect or (2) the seriousness and gravity of the evaluation ameliorated the effect significantly. From a theoretical perspective, the results suggest that there may both motivational and cognitive components to the outcome effect. In all, the findings suggest awareness of the outcome effect and use of relatively nonintrusive instructions to evaluators may effectively counteract the potential for the outcome bias.

scholarly journals Affective and cognitive components of students’ attitudes towards communication learning - validation of the Communication Skills Attitude Scale in a cohort of polish medical students

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Piotr Przymuszała ◽  
Magdalena Cerbin-Koczorowska ◽  
Patrycja Marciniak-Stępak ◽  
Łucja Zielińska-Tomczak ◽  
Martyna Piszczek ◽  
...  
Keyword(s):  
Medical Students ◽  
Communication Skills ◽  
Behavioral Control ◽  
Attitude Scale ◽  
Future Research ◽  
Perceived Behavioral Control ◽  
Negative Attitudes ◽  
Retest Reliability ◽  
Cognitive Components ◽  
Test Retest Reliability

Abstract Background The Communication Skills Attitude Scale (CSAS) is a recognized tool for assessment of attitudes towards communication learning. In the original version, it consists of 26 items divided on theoretical assumptions into two subscales: Positive and Negative Attitudes Scales. However, the evidence for its structure seems unsatisfactory, and a simple division into positive and negative attitudes may be insufficient to describe attitudes of medical students towards communication learning. Moreover, the existing evidence of the test-retest reliability of the CSAS seems limited. Consequently, this study aimed to provide more evidence on its psychometric properties while validating the CSAS questionnaire in a cohort of Polish medical students. Methods The CSAS was translated, adapted into Polish, and validated in a cohort of 389 Polish medical students. Statistical analysis involved, among others, parallel analysis to determine the number of factors, confirmatory factor analysis to compare the proposed model with theory-based ones, and test-retest reliability analysis. Results Conducted analysis revealed that in the examined population, the CSAS should rather consist of four than two subscales. Proposed four subscales addressed perceived outcomes of communication learning, positive and negative attitudes towards it (affective components), and factors motivating students to learn communication (a cognitive component of attitudes). Results of test-retest reliability were satisfactory for individual items and subscales. Conclusions This study presented a valid and reliable version of the Communication Skills Attitude Scale for Polish medical students and confirmed previous assumptions that CSAS may also be appropriate for assessment of affective and cognitive components of attitudes. Future research should, based on Ajzen’s Theory of Planned Behavior, make attempts to develop a tool assessing not only attitudes but also subjective norms and perceived behavioral control.

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