An account of cognitive flexibility and inflexibility for a complex dynamic task

Problem solving involves adapting known problem solving methods and strategies to the task at hand (Schunn & Reder, 2001) and cognitive flexibility is considered to be “the human ability to adapt the cognitive processing strategies to face new and unexpected conditions of the environment” (Cañas et al., 2005, p. 95). This work presents an ACT-R 6.0 model of complex problem solving behavior for the dynamic microworld game FireChief (Omodei & Wearing, 1995) that models the performance of participants predisposed to behave either more or less flexibly based on the nature of previous training on the task (Cañas et al., 2005). The model exhibits a greater or lesser degree of cognitive inflexibility in problem solving strategy choice reflecting variations in task training. The model provides an explanation of dynamic task performance compatible with the Competing Strategies paradigm (Taatgen et al., 2006) by creating a second layer of strategy competition that renders it more flexible with respect to strategy learning, and provides an explanation of cognitive inflexibility based on reward mechanism

The Alchemy of Slavery: Human Bondage and Emancipation in the Illinois Country, 1730-1865

Review of: The Alchemy of Slavery: Human Bondage and Emancipation in the Illinois Country, 1730–1865, by M. Scott Heerman

Sex in the Heartland

Review of: Sex in the Heartland. Bailey, Beth

Sex in the Heartland

Review of: Sex in the Heartland. Bailey, Beth

The Alchemy of Slavery: Human Bondage and Emancipation in the Illinois Country, 1730-1865

Review of: The Alchemy of Slavery: Human Bondage and Emancipation in the Illinois Country, 1730–1865, by M. Scott Heerman

TALES: an e-learning application to teach programming concepts to the early years foundation stage

As a pupil concludes Key Stage 11 they will have been taught to understand basic algorithms, typically in a recipe style, create and debug simple programs and understand why their programs behave the way they do, in addition gaining knowledge of common technologies. Introducing these concepts to children in their pre-school education will prepare them for the new changes to the curriculum. This study describes the development of an educational system called TALES which is designed to teach programming concepts through a series of mini games. It is aimed at children at the Early Years Foundation Stage (EYFS), specifically children with a cognitive ability between three and six years of age, and therefore does not assume the user to be a fluent reader or writer. The application is evaluated through a small user evaluation study. Early results indicate that learners engage enthusiastically with the games, taking more time to follow instructions and greater care as they become increasingly motivated to succeed in advancing through progressively more challenging levels of the game

Using normalisation process theory to understand barriers and facilitators to implementing mindfulness-based stress reduction for people with multiple sclerosis

Objectives: To study barriers and facilitators to implementation of mindfulness-based stress reduction for people with multiple sclerosis. Methods: Qualitative interviews were used to explore barriers and facilitators to implementation of mindfulness-based stress reduction, including 33 people with multiple sclerosis, 6 multiple sclerosis clinicians and 2 course instructors. Normalisation process theory provided the underpinning conceptual framework. Data were analysed deductively using normalisation process theory constructs (coherence, cognitive participation, collective action and reflexive monitoring). Results: Key barriers included mismatched stakeholder expectations, lack of knowledge about mindfulness-based stress reduction, high levels of comorbidity and disability and skepticism about embedding mindfulness-based stress reduction in routine multiple sclerosis care. Facilitators to implementation included introducing a pre-course orientation session; adaptations to mindfulness-based stress reduction to accommodate comorbidity and disability and participants suggested smaller, shorter classes, shortened practices, exclusion of mindful-walking and more time with peers. Post-mindfulness-based stress reduction booster sessions may be required, and objective and subjective reports of benefit would increase clinician confidence in mindfulness-based stress reduction. Discussion: Multiple sclerosis patients and clinicians know little about mindfulness-based stress reduction. Mismatched expectations are a barrier to participation, as is rigid application of mindfulness-based stress reduction in the context of disability. Course adaptations in response to patient needs would facilitate uptake and utilisation. Rendering access to mindfulness-based stress reduction rapid and flexible could facilitate implementation. Embedded outcome assessment is desirable