A Scale-Free Gradient of Cognitive Resource Disruptions in Childhood Psychopathology

The Hurst exponent (H) isolated in fractal analyses of neuroimaging time-series is implicated broadly in cognition. The connection between H and the mathematics of criticality makes it a candidate measure of individual differences in cognitive resource allocation. Relationships between H and multiple mental disorders have been detected, suggesting that H is transdiagnostically associated with psychopathology. Here, we demonstrate a gradient of decreased H with increased general psychopathology and attention-deficit/hyperactivity extracted factor scores during a working memory task which predicts concurrent and future working memory performance in 1,839 children. This gradient defines psychological and functional axes which indicate that psychopathology is associated with an imbalance in resource allocation between fronto-parietal and sensory-motor regions, driven by reduced resource allocation to fonto-parietal regions. This suggests the hypothesis that impaired cognitive function associated with psychopathology follows from a reduced cognitive resource pool and a reduction in resources allocated to the task at hand.

Cognitive foundations of residents' burnout syndrome in postgraduate education

Postgraduate education of the resident is the basis of its professional activity, which involves the presence of emotional saturation and a large number of factors that cause stress. Emotional burnout syndrome (CMEA), being the body's reaction to prolonged stressors, is a consequence of psychological overwork. The aim of the study was to study the cognitive resource capabilities of the individual and determine ways to prevent the development of CMEA in 100 residents of surgical and therapeutic specialties using CMEA analysis techniques, assessing conflict and communicative competencies, as well as creativity and creative characteristics of the individual. The comparison group was 30 general practitioners. Evidence has been obtained for hypotheses that CMEA in residents is less pronounced and distributed than in general practitioners; differences in the choice of conflict resolution strategy contribute to the development of CMEA symptoms. The reasons for psychological discomfort of students under residency programmes were revealed. A comparative analysis of conflict competency and symptoms of CMEA, has been carried out. It has been established that conflict competency is manifested as cognitive resource opportunities, the deliberate development of which can serve as a means of preventing CMEA in residents.

Stimulus–response complexity influences task-set inhibition in task switching

Previous studies have found that inhibiting a task set plays an important role in task switching. However, the impact of stimulus–response (S–R) complexity on this inhibition processing has not been explored. In this study, we applied the backward inhibition paradigm (switching between tasks A, B, and C, presented in sets of three) in order to investigate inhibition performance under different S–R complexities caused by corresponding S–R mappings. The results showed that the difficult condition resulted in a greater switch cost than the moderate and easy conditions. Furthermore, we found a significant n−2 repetition cost under the easy S–R complexity that was reversed under the difficult S–R complexity. To verify stability of the reversed n−2 repetition cost in the difficult condition, we recruited another independent sample to conduct an additional experiment with the difficult condition. These results replicated the reversed n−2 repetition cost. These findings suggest that S–R complexity affects task-set inhibition in task switching because the effect of the task-set inhibition was insignificant when the S–R complexity increased; it was only significant under the easy condition. This result was caused by the different cognitive resource assignments.

Cognitive-resource components of eventfulness in the context of the subject's professionalisation

The article discusses the cognitive-resource components of the subject's professionalisation necessary for the implementation of professional activities. The sample was made up of employees of the Federal service of execution of punishments. There are 3 groups of subjects – junior, middle and senior commanding staff. There are 20 people in each group. To study professionalisation, it was necessary to select groups in the sample that reflected different stages of professionalisation. As a criterion for this division, the rank and position of employees were used. In an empirical study, data were collected using a non-standardised method of causometric survey (Rashad Akhmerov, Aleksandr Kronik), the 8-colour test of Max Lüscher, the test of Thomas Cottle, and the method "Evaluation of five-year intervals". It is established that as subject become a professional, it perceives and evaluates the events of its life as a resource that affects the success of the activity. Understanding and including events in the structure of its experience allows the subject to show internality and take responsibility for its actions. Such a high degree of inclusion of events in the experience ensures a person's resource stability when facing difficulties, and on the other hand, it is a source of resources for development. It is proved how the motivating force of events serves as an indicator that reflects the degree of professional development. It is shown that the frequency and strength of emotionally colored events is not related to professional experience, but depends on certain cognitive characteristics of the subject.

Research on the key perception points in the process of e-book selection

Purpose This paper aims to propose some suggestions for libraries and other digital reading service institutions to improve the utilization rate of e-books, based on the theoretical and empirical analysis of the perception behaviour characteristics of e-book selection under the allocation of limited cognitive resources. Design/methodology/approach From the perspective of key perception points, this paper studies the key perception points of selecting e-books through the experimental method and explores the influence of subject factors (users’ characteristics, users’ needs) on users’ e-book perception behaviour. Findings College students have selective attention in the process of selecting e-books. They will choose some important contents of e-books, such as title, book introduction, author, catalogue, reader comments, others’ recommendations, read leaderboard, to perceive and there is an obvious difference in perception intensity. Different personal traits and reading needs have a great influence on users’ perception points. Libraries and other digital reading service institutions should provide promotion information based on key perception points of e-books, develop personalized e-book service and promotion and optimize the expression of key perception points of e-books. Originality/value This paper presents a valuable study attempting to introduce cognitive resource theory into the field of digital reading service, which proves that users also have limited cognitive resource allocation in the process of selecting digital books.