Cognitive Processing最新文献

Neuroscience research to decode cognitive and emotional processes has been widely embraced in education. The development of methodologies, case studies, and new technologies have advanced our understanding of students' complex thinking. Despite these advancements, long-term analysis at the convergence of neurosciences, education, and complex thinking remains limited. To address this gap, we conducted a bibliometric review using the prism method, spanning from 1960 to 2023 to map research trends, thematic evolutions, and future challenges. Our analysis of 3792 Scopus-indexed studies using advanced data visualization techniques yielded the following findings: (1) a predominant focus on critical thinking, with creativity driving innovative approaches that enhance problem-solving; (2) growing integration of neurotechnologies-such as EEG and neuroimaging-to assess and optimize cognitive engagement in educational settings; (3) an increasing emphasis on metacognition, highlighting its role as a reflective thinking strategy that fosters cogntive control and higher-order thinking; and (4) emerging research on executive functions, particularly their role in fostering decision-making and cognitive flexibility in learning environments. These findings contribute to the understanding of cognitive processes and inform practical applications in education, including the design of personalized learning strategies, real-time cognitive assessment tools, and neurotechnology-supported pedagogical models. The study advocates an interdisciplinary approach, integrating neuroscientific insights into complex thinking to enhance cognitive processing within STEAM education.

Political leaders are often regarded as the most qualified individuals to address modern societal challenges, owing to the knowledge they acquire through their experience in dealing with complex issues, governance and management, and working towards making impactful decisions. To understand the influence of prior knowledge on decision-making, we conducted a comparative analysis of complex decision-making performance in a politically themed computer-simulated microworld involving incumbent elected officials and a general population sample, each contrasted with a random-response baseline produced with randomly generated decisions. Participants were tasked to govern a country for re-election while maintaining financial stability. The pattern of results suggests that decision-making faces a 'wall of complexity' whether one is an elected official or a citizen. Although elected officials generally reported having greater political knowledge, their performance was still relatively poor. The elected officials and general population subgroups performed at the same level and only slightly better than chance. Addressing the societal challenges of our time requires elected officials to possess more than domain-specific prior knowledge.

Flexibly using memories to guide planning behavior is critical for typical functioning, yet little is known of how this ability emerges and the mechanisms supporting performance. The current study examined children's ability to generalize during memory-guided planning in a sample of 76 preschoolers (24 2-year-olds, M = 32.21 months, SD = 2.21, 12 girls; 27 3-year-olds, M = 41.37 months, SD = 3.50, 17 girls; and 25 4-year-olds, M = 54.64 months, SD = 3.29, 6 girls). Results suggested that 3 and 4-year-olds can flexibly apply a memory from one context to another, while 2-year-olds struggle to generalize. Further, individual differences in inhibitory control predicted performance during memory-guided planning, providing a potential mechanism supporting its early development.

This research aimed to translate and assess the psychometric characteristics of the abbreviated Self-Reported Olfactory Functioning and Olfaction-Related Quality of Life (ASOF) among Iranian Farsi-speaking individuals. This tool development study, initiated after receiving authorization from the original questionnaire's corresponding author, involved the translation of the ASOF questionnaire using the forward-backward method, in line with the World Health Organization's standards. The research was conducted quantitatively, incorporating minor modifications in the Farsi version of the questionnaire items to ensure cultural relevance. The validity of the questionnaire, including face, content, and structural aspects, was evaluated. The internal consistency was measured using Cronbach's alpha. Acceptable levels were observed in the item impact score, content validity index, and content validity ratio across all questionnaire items based on data from 30 healthy participants. The Cronbach's alpha coefficients for self-reported olfactory function and olfactory quality of life assessment were 0.906 and 0.943, respectively, falling within a permissible range. Confirmatory factor analysis supported the three-factor structure of the ASOF questionnaire, as evidenced by standard factor loadings and goodness of fit indices, using a sample of 120 patients. The study concludes that the Farsi version of the ASOF questionnaire is a reliable and valid tool. It can effectively be used to assess a broad spectrum of olfactory disorders and olfaction-related quality of life in Farsi-speaking populations.

Thought-related features are prevalent within psychopathologies, with around 50% of psychiatric disorders including aspects of thought in their diagnostic criteria. Even among higher levels of transdiagnostic work and a stronger focus on thought-related phenomenon, a gap remains between cognitive and clinical fields. Here, we aimed to bridge the gap between these two fields by providing a high-level organization of the most prevalently studied mental health-related aspects of thought. In this review, we surveyed the thought literature with a focus on clinical disorders with thought-related phenomena in their diagnostic criteria. From our review we identified three high level dimensions of thoughts: the content of thought, the dynamics of thought, and the relationship to thought. Within each of these levels, we then expanded on the specific aspects of thought highlighted in the cognitive and clinical literature. Identification of these categorical themes will help to isolate the specific aspects of thought driving the persistence of mental health disorders. Knowledge of the underlying cognitive mechanisms that drive disorder-related impairment can then be used to create more effective and targeted interventions.

Linguistics needs to embrace all the way down a key feature of language: its diversity. In this paper, we build on recent experimental findings and theoretical discussions about the neuroscience and the cognitive science of linguistic variation, but also on proposals by theoretical biology, to advance some future directions for a more solid neurocognitive approach to language diversity. We argue that the cognitive foundations and the neuroscience of human language will be better understood if we pursue a unitary explanation of four key dimensions of linguistic variation: the different functions performed by language, the diversity of sociolinguistic phenomena, the typological differences between human languages, and the diverse developmental paths to language. Succeeding in the cognitive and neurobiological examination and explanation of these four dimensions will not only result in a more comprehensive understanding of how our brain processes language, but also of how language evolved and the core properties of human language(s).

Humans demonstrate spontaneous sensitivity to other people's perspectives on object identities in online tasks. Evidence shows that this not only involves representing the mere discrepancy between perspectives, but the content of such perspectives as well (level-2 perspective taking/L2PT). However, this evidence comes from studies using culturally grounded symbols which leaves open the possibility that having extensive, easily accessible background knowledge about an object is necessary for the L2PT effect. Experiment 1 tested this by comparing L2PT across two groups: one performing a verification task on Arabic numbers, and one on newly learnt symbol-label pairs. In both groups, half of the visual stimuli was symmetrical, while half was asymmetrical. In both cases, there was a joint condition: participants performed the task in parallel with a partner, observing stimuli from opposite angles, thus having conflicting interpretations for asymmetric characters. Furthermore, they also performed the verification task individually, while their partner had no visual access to the stimuli. We found an interference effect in both groups. However, while the effect was stable in the number group, it diminished over time in the symbol group. Experiments 2a and 2b demonstrated that the complexity of the recently learnt symbols has an influence on spontaneous L2PT: the same procedure with more complex symbols did not elicit any interference effect. Our results show that online L2PT is not limited to objects that participants have proficiency in identifying. Nevertheless, the L2PT effect seems to diminish when participants have to process increasingly complex novel symbols.

Many individuals encounter situations that may elicit body-related concerns and impact how they think and feel about their weight, daily habits, and physical attractiveness. Research shows body image threats can predict poor health behaviors, but approaching those difficult moments with self-compassion-being kind, forgiving, and nonjudgmental-may reduce the impact of that threat and promote engagement in positive health behaviors. However, trait rumination, or tending to perseverate on negative events, may both dampen the benefits of a self-compassionate state and predict poor health behaviors. The present study examined whether a brief self-compassion writing exercise, after recalling a negative body-related event, predicted intent to perform health-promoting behaviors, and whether trait rumination attenuated this relationship. Participants (N = 217) completed a measure of trait rumination, underwent a body image threat, and were randomly assigned to cope with self-compassion or a distraction. Subsequently, participants completed a measure of health behavioral intentions. Analyses revealed participants in the self-compassion condition reported greater health-promoting behavioral intentions compared to control, with no significant main effect of trait rumination. However, a condition-by-rumination interaction emerged, suggesting the self-compassion condition was associated with higher health behavioral intentions, but only for participants with low trait rumination levels. These effects washed out when controlling for participants' self-rated health. The findings suggest that a self-compassion practice can help mitigate the adverse effects of a body image threat and facilitate health-promoting behavioral intentions, although its efficacy may depend on individual levels of trait rumination and perceived health.

Attention-deficit/hyperactivity disorder (ADHD) is a common neurodevelopmental disorder in children. Previous studies have shown that children with ADHD have impaired processing of emotional stimuli, but it is unclear whether their ability to integrate multimodal emotional stimuli is impaired and at which processing pathway this impairment exists. The present study investigated the ability of children with ADHD to integrate emotional audiovisual stimuli under different emotional conditions, and the effect of audiovisual integration on IOR to reveal the impaired processing pathway of their emotional audiovisual integration. Fifty-eight school-age children (29 with ADHD and 29 matched typically developing (TD) children) performed an emotional valence discrimination task with a cue-target paradigm. The results showed that children with ADHD did not exhibit audiovisual integration of emotional stimuli in all experimental conditions. In addition, the IOR effect was significantly smaller for audiovisual targets than for visual targets under the negative but not the neutral emotion condition in children with ADHD, whereas this effect was present in all emotion conditions in TD children. These results indicate that the ability to integrate emotional audiovisual information is impaired in children with ADHD and this impairment exists in both bottom-up and top-down pathways. Additionally, although presenting emotional auditory stimuli at the same time as emotional faces reduced IOR both in children with ADHD and TD, the manner of reduction differed. These findings provide new evidence of emotional processing deficits and multimodal integration deficits in children with ADHD, and help provide support for children in educational settings.

Developmental dyscalculia (DD) is a specific mathematics learning disorder, characterized by the atypical development of number sense, arithmetic calculation, and atypical development of brain structures and brain activations in core brain regions for number processing. The current study examined the intervention effect of a 2-month abacus training on DD students. Results showed that compared with the non-trained control group, the DD students with abacus training showed higher scores in number sense, calculation, and sustained attention abilities. Additionally, a larger percentage of students in the abacus group showed improvements in the DD screening tasks compared to the control group. The current finding indicated that abacus training or abacus courses can be used as a tool for further DD intervention.