scholarly journals Anauralia: The Silent Mind and Its Association With Aphantasia

2021 ◽  
Vol 12 ◽  
Author(s):  
Rish P. Hinwar ◽  
Anthony J. Lambert
Keyword(s):  
Working Memory ◽  
Problem Solving ◽  
Visual Imagery ◽  
Self Regulation ◽  
English Word ◽  
Auditory Imagery ◽  
Planning Problem ◽  
Wide Range ◽  
Self Reports

Auditory and visual imagery were studied in a sample of 128 participants, including 34 self-reported aphantasics. Auditory imagery (Bucknell Auditory Imagery Scale-Vividness, BAIS-V) and visual imagery (Vividness of Visual Imagery Questionnaire-Modified, VVIQ-M) were strongly associated, Spearman's rho = 0.83: Most self-reported aphantasics also reported weak or entirely absent auditory imagery; and participants lacking auditory imagery tended to be aphantasic. Similarly, vivid visual imagery tended to co-occur with vivid auditory imagery. Nevertheless, the aphantasic group included one individual with typical auditory imagery; and the group lacking auditory imagery (N = 29) included one individual with typical visual imagery. Hence, weak visual and auditory imagery can dissociate, albeit with low apparent incidence. Auditory representations and auditory imagery are thought to play a key role in a wide range of psychological domains, including working memory and memory rehearsal, prospective cognition, thinking, reading, planning, problem-solving, self-regulation, and music. Therefore, self-reports describing an absence of auditory imagery raise a host of important questions concerning the role of phenomenal auditory imagery in these domains. Because there is currently no English word denoting an absence of auditory imagery, we propose a new term, anauralia, for referring to this, and offer suggestions for further research.

scholarly journals The Role of Mental Effort in Fostering Self-Regulated Learning with Problem-Solving Tasks

2020 ◽  
Vol 32 (4) ◽  
pp. 1055-1072 ◽  
Author(s):  
Tamara van Gog ◽  
Vincent Hoogerheide ◽  
Milou van Harsel
Keyword(s):  
Problem Solving ◽  
Self Regulation ◽  
Mental Effort ◽  
Future Research ◽  
Task Sequence ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
And Mathematics

Abstract Problem-solving tasks form the backbone of STEM (science, technology, engineering, and mathematics) curricula. Yet, how to improve self-monitoring and self-regulation when learning to solve problems has received relatively little attention in the self-regulated learning literature (as compared with, for instance, learning lists of items or learning from expository texts). Here, we review research on fostering self-regulated learning of problem-solving tasks, in which mental effort plays an important role. First, we review research showing that having students engage in effortful, generative learning activities while learning to solve problems can provide them with cues that help them improve self-monitoring and self-regulation at an item level (i.e., determining whether or not a certain type of problem needs further study/practice). Second, we turn to self-monitoring and self-regulation at the task sequence level (i.e., determining what an appropriate next problem-solving task would be given the current level of understanding/performance). We review research showing that teaching students to regulate their learning process by taking into account not only their performance but also their invested mental effort on a prior task when selecting a new task improves self-regulated learning outcomes (i.e., performance on a knowledge test in the domain of the study). Important directions for future research on the role of mental effort in (improving) self-monitoring and self-regulation at the item and task selection levels are discussed after the respective sections.

When Capacity Matters: The Role of Working Memory in Problem Solving

2017 ◽  
pp. 49-76 ◽  
Author(s):  
Jodi Price ◽  
Richard Catrambone ◽  
Randall W. Engle
Keyword(s):  
Working Memory ◽  
Problem Solving

Work in progress — The role of working memory and epistemic beliefs on open-ended problem solving

2011 ◽  
Author(s):  
Elliot P. Douglas ◽  
Mirka Koro-Ljungberg ◽  
David J. Therriault ◽  
Christine Lee ◽  
Zaria Malcolm ◽  
...  
Keyword(s):  
Working Memory ◽  
Problem Solving ◽  
Epistemic Beliefs ◽  
Work In Progress

Reflections on the Role of Control in Meditation

2020 ◽  
Author(s):  
Deane H. Shapiro
Keyword(s):  
Belief Systems ◽  
Self Regulation ◽  
Well Being ◽  
Negative Consequences ◽  
Western Psychology ◽  
Wide Range ◽  
Being There ◽  
And Behavior ◽  
Instrumental Control

Spiritual, religious, and secular traditions emphasize the importance of control over one’s thoughts, feelings and behavior, and the relevance of meditation in achieving this control. Meditation practices, in particular, can be understood as one strategy amongst others for achieving self-regulation. While the main focus in Western psychology has been on active instrumental control, other traditions have emphasized the importance of a more accepting/yielding mode of control. This chapter distinguishes between different forms of control and how some of these may be enhanced by meditation practices. While over-control and passive resignation can have negative consequences for a person’s well-being, there is evidence for the beneficial role of the active/assertive and positive accepting/yielding modes of control. Selecting the most appropriate meditation strategy for a particular person is dependent upon a wide range of factors, including the person’s control profile, their sensory orientation, and their belief systems. The chapter concludes with the description of the author’s personal journey in exploring meditation and theories and practices of control—and a note of gratitude.

scholarly journals An Interactive Layers Model of Self-Regulated Learning and Cognitive Load

2020 ◽  
Vol 32 (4) ◽  
pp. 1127-1149
Author(s):  
Joachim Wirth ◽  
Ferdinand Stebner ◽  
Melanie Trypke ◽  
Corinna Schuster ◽  
Detlev Leutner
Keyword(s):  
Working Memory ◽  
Cognitive Load ◽  
Self Regulation ◽  
Sensory Memory ◽  
Long Term Memory ◽  
Term Memory ◽  
Self Regulated Learning ◽  
Regulated Learning

Abstract Models of self-regulated learning emphasize the active and intentional role of learners and, thereby, focus mainly on conscious processes in working memory and long-term memory. Cognitive load theory supports this view on learning. As a result, both fields of research ignore the potential role of unconscious processes for learning. In this review paper, we propose an interactive layers model on self-regulated learning and cognitive load that considers sensory memory, working memory, and long-term memory. The model distinguishes between (a) unconscious self-regulated learning initiated by so-called resonant states in sensory memory and (b) conscious self-regulated learning of scheme construction in working memory. In contrast with conscious self-regulation, unconscious self-regulation induces no cognitive load. The model describes conscious and unconscious self-regulation in three different layers: a content layer, a learning strategy layer, and a metacognitive layer. Interactions of the three layers reflect processes of monitoring and control. We first substantiate the model based on a narrative review. Afterwards, we illustrate how the model contributes to re-interpretation of inconsistent empirical findings reported in the existing literature.

scholarly journals Relating the Learning Styles, Dependency, and Working Memory Capacity to Performance Effectiveness in Collaborative Problem Solving

2019 ◽  
Author(s):  
kaveh sheikhrezaei ◽  
Craig M Harvey
Keyword(s):  
Working Memory ◽  
Problem Solving ◽  
Group Performance ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Collaborative Problem Solving ◽  
Single Individual ◽  
Performance Effectiveness ◽  
Collaborative Problem ◽  
Wide Range

Although much research has concentrated on the forecast of efficient team performance and the variables that might detract or promote team efficiency, little research reviewed has assessed the multitude of individual characteristics their impact on collaborative problem solving (CPS). Much of the research investigates only a single individual characteristic and its effect on group performance. This research proposes to explore three individual attributes (interpersonal dependency, individual working memory capacity, and preferred learning style) on performance effectiveness in CPS. A wide range of fields including healthcare and the military has explored CPS; however, the bulk of teamwork research to date has dealt with behavioral coordination on a single feature. This study will explore the association between team-member attributes and CPS skills. Noteworthy interactions might be observed to demonstrate that there are mixtures of traits more (or less) productive than anticipated, indicating further evidence of how group composition influences group performance.

scholarly journals The pivotal role of monitoring for collaborative problem solving seen in interaction, performance, and interpersonal physiology

2021 ◽  
Author(s):  
Eetu Haataja ◽  
Jonna Malmberg ◽  
Muhterem Dindar ◽  
Sanna Järvelä
Keyword(s):  
Problem Solving ◽  
Electrodermal Activity ◽  
Self Regulation ◽  
Collaborative Problem Solving ◽  
Pivotal Role ◽  
Collaborative Group ◽  
Collaborative Task ◽  
Collaborative Problem ◽  
Group Members

AbstractBeing aware of the progress towards one’s goals is considered one of the main characteristics of the self-regulation process. This is also the case for collaborative problem solving, which invites group members to metacognitively monitor the progress with their goals and externalize it in social interactions while solving a problem. Monitoring challenges can activate group members to control the situation together, which can be seen as adjustments on different systemic levels (physiological, psychological, and interpersonal) of a collaborative group. This study examines how the pivotal role of monitoring for collaborative problem solving is reflected in interactions, performance, and interpersonal physiology. The study has foci in two central characteristics of monitoring interactions that facilitate groups’ regulation in reaching their goals. First is valence of monitoring, indicating whether the group members think they are progressing towards their goal or not. Second is equality of participation in monitoring interactions between group members. Participants of the study were volunteering higher education students (N = 57), randomly assigned to groups of three members whose collaborative task was to learn to run a business simulation. The collaborative task was video recorded, and the physiological arousal of each participant was recorded from their electrodermal activity. The results of the study suggest that both the valence and equality of participation are identifiable in monitoring interactions and they both positively predict groups’ performance in the task. Equality of participation to monitoring was not related to the interpersonal physiology. However, valence of monitoring was related to interpersonal physiology in terms of physiological synchrony and arousal. The findings support the view that characteristics of monitoring interactions make a difference to task performance in collaborative problem solving and that interpersonal physiology relates to these characteristics.

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