ePsychology: Designing Theory-Based Health Promotion Interventions

Persuasive technologies pervade much of our everyday lives today in areas from marketing to public health. In the latter case, persuasive technology represents a promising area of application. However, we know much too little about how to design effective interventions to support sustained behaviour change and improved well-being. The purpose of the present paper was to contribute in two ways. First, we want to contribute to current practice in designing such interventions. Second, we try to identify key research questions that could be a point of departure for a more detailed and comprehensive future research program. We do this by means of expressing 28 propositions. In sum, the propositions reflect that the construction of digital interventions should be seen as an iterative process which should take into account both content and design factors. However, we argue that intervention research and practical design experience is not just something that follows basic research at a polite distance, but rather is its inherent complement

Systemic insight : the interplay between interactivity, incubation and transfer in insight problem solving

Classical perspectives on problem solving are embedded in computational models of insight problem solving, such as the information-processing model (e.g., Newell & Simon, 1972). Problem-solving activity is viewed as a product of information-processing in which people see or hear problem information, think about the solution, then produce the solution: see or hear, think, then act. More recently, Ohlsson (2011) suggested people solve problems by mentally restructuring the problem information. Hence, insight comes about as a consequence of restructuring (Weisberg, 2014). As such, the origin of insight is commonly understood as a mental experience. However, the traditional frameworks explaining the insight experience commonly overlook the influence of reasoners’ immediate environment. Systemic cognition frameworks such as the Extended Mind Thesis (Clark & Chalmers, 1998), Distributed Cognition (Hollan, Hutchins, & Kirsh, 2000) and the Systemic Thinking Model (Vallée-Tourangeau, Abadie, & Vallée-Tourangeau, 2015; Vallée-Tourangeau & Vallée-Tourangeau, 2017) assume information-processing is augmented when spread across mental and physical resources. When presented with a physical representation of a task, making changes to that physical representation, even arbitrary ones, may offer cues to new strategies, enabling better planning and efficiency in progressing towards a goal. Accordingly, the opportunity to interact and coordinate with the immediate environment enhances insight performance. This thesis sought to explore insight performance from a systemic cognition perspective. The research program investigated how the level of interactivity influenced solution rate in the Cheap Necklace Problem (de Bono, 1967; Silveira, 1971). Across four experiments, participants attempted to solve the problem either in a low interactivity condition, using only pen-and-paper and relying heavily on mental restructuring, or in a high interactivity condition, with a physical model of the problem with constituent elements they could manipulate while attempting to find a solution. The results across the experiments confirmed that increasing the level of interactivity resulted in enhanced insight performance. Incubation and transfer are often upheld as key determinants for insight performance. Thus, in addition to exploring the impact of interactivity, the experiments investigated how interactivity may interact with incubation and transfer to promote insight. To measure incubation effects, participants in the first two experiments reattempted the same problem after a two-week break. There was evidence of an incubation effect as performance substantially improved on the subsequent attempt. To explore transfer, a new Cheap Necklace Problem variant was introduced, which participants in the final two experiments attempted following the original version of the problem. Transfer was evident as participants were able to successfully transfer their solution to solve the new variant. Moreover, overall performance improved on the subsequent problem. Across the four experiments, the level of interactivity offered on the second problem attempt was important: When the problem presentation changed (low interactivity to high interactivity or high interactivity to low interactivity) performance only improved when working in a highly interactive task environment second. Thus, insight through interactivity fosters stronger performance on both the initial and subsequent task. This thesis further explored how interactivity prompts insight in a dynamic agent-environment by recording and analysing participants’ actions. One important finding from these behavioural analyses was the fact that those who spent the largest proportion of their time reconfiguring the task environment, thus making the most of the malleability of the artefacts available, were also most likely to reach insight

From ‘motivational climate’ to ‘motivational atmosphere’: a review of research examining the social and environmental influences on athlete motivation in sport

This chapter is intended to provide a comprehensive review of the various theories of social and environmental factors that influence athletes’ motivation in sport. In order to achieve this, a short historical review is conducted of the various ways in which motivation has been studied over the past 100 years, culminating in the ‘social-cognitive’ approach that undergirds several of the current theories of motivation in sport. As an outcome of this brief review, the conceptualisation and measurement of motivation are discussed, with a focus on the manner in which motivation may be influenced by key social agents in sport, such as coaches, parents and peers. This discussion leads to a review of Deci & Ryan’s (2000) self-determination theory (SDT), which specifies that environments and contexts which support basic psychological needs (competence, relatedness and autonomy) will produce higher quality motivation than environments which frustrate of exacerbate these needs. The research establishing the ways in which key social agents can support these basic needs is then reviewed, and the review depicts a situation wherein SDT has precipitated a way of studying the socio-environmental influences on motivation that has become quite piecemeal and fragmented. Following this, the motivational climate approach (Ames, 1992) specified in achievement-goals theory (AGT – Nicholls, 1989) is also reviewed. This section reveals a body of research which is highly consistent in its methodology and findings. The following two sections reflect recent debates regarding the nature of achievement goals and the way they are conceptualised (e.g., approach-avoidance goals and social goals), and the implications of this for motivational climate research are discussed. This leads to a section reviewing the current issues and concerns in the study of social and environmental influences on athlete motivation. Finally, future research directions and ideas are proposed to facilitate, precipitate and guide further research into the social and environmental influences on athlete motivation in sport. Recent studies that have attempted to address these issues are reviewed and their contribution is assessed

Towards an evidence-informed differentiated learning consolidation process to support classroom instruction

Despite many years of teaching experience, the differentiation and consolidation of classroom learning presented challenges for the researcher. In response, a Differentiated Learning Consolidation Process (DLCP) was developed through informal classroom-based action research over several years. Using low cost and accessible resources, it developed into a manageable supplementary intervention to support individual student needs and the retention of classroom instruction. Increasing interest from colleagues led the researcher to provide professional development on the instructional design and implementation of the DLCP. Through this experience, it became apparent that the DLCP theoretical assumptions were largely unknown. The current study was pursued to identify the theoretical components of the DLCP and determine if and how they could be aligned with evidence informed research. A simplified realist review was employed as it provided the opportunity to triangulate theory, the researcher’s contextual experience, and the investigation of the DLCP instructional design. The study determined that the DLCP was situated within the field of cognitive psychology, aligning with cognitive load theory and the new theory of disuse. Within the context of the DLCP, spaced practice, retrieval practice, interleaved practice and strategies associated with metacognitive development were investigated to identify maintenance or modification of the instructional design. The findings of this analysis may support teachers to differentiate and consolidate classroom instruction. Additionally, the DLCP may hold potential as an instrument for classroom-based research on variables related to its theoretical constructs

Greater cognitive effort for better learning : tailoring an instructional design for learners with different levels of knowledge and motivation

The capacity limitation of working memory is a widely recognised determinant of human learning. A cognitive load exceeding the capacity hampers learning. Cognitive load can be controlled by tailoring an instructional design to levels of learner prior knowledge. However, such as design does not necessarily motivate to use the available capacity for better learning. The present review examines literatures on the effects of instructional design, motivation, emotional state, and expertise level on cognitive load and cognitive effort, which ultimately affect working memory performance and learning. This examination suggests further studies on the effects of motivation and negative emotional states on the use of working memory. Prospective findings would help better explain and predict individual differences in the use of working memory for cognitive learning and task performance

On the trail of a thought : a kinenoetic analysis of problem-solving

The research in this thesis describes a microgenetic investigation of thought as it occurs in and through objects and informed by work in distributed cognition and interactivity. The thesis opens with a detailed survey of the arguments in cognitive philosophy around the ontological locus of cognition. I advance the conclusion that many of the open questions will not be solved by empirical methods and suggest a pragmatist approach. Four empirical studies are reported: Three laboratory-based studies which feature traditional problem-solving tasks found often in cognitive psychology and one which examines an artist solving problems which arise over the course of the artistic process. Each of the studies combines quantitative analysis with qualitative analysis of video recorded material to describe thinking in an open cognitive ecosystem. The first study reports performance on a word production task and finds that engagement with external representations is crucial to scaffold performance. The second study uses anagrams to assess the nature of that engagement and concludes a non-agentic model of mere luck is not sufficient. Study three examines performance on an insight problem and suggests that when the problem is not one which is easily scaffolded by material objects, systems form around other types of external scaffold. The final study tracks thought as it unfolds through making of a flower in an artist’s atelier. The findings of all the studies support the notion that cognition emerges in the form of material traces and actions on the world. The thesis introduces and develops two concepts—microserendipity and exaptative action—that offer a new perspective on the nature of problem solving and creativity. These concepts bring in sharp relief environmental chance in creativity when it is enacted; the methodology employed in the empirical work reported here also permits the identification of events when environmental chance is unnoticed. These phenomena operate outside the conscious observation of the problem solver so they cannot be tracked through traditional methods. The work reported here introduces kinenoetic analysis that trace in micro detail the dynamic transactional coupling between thought and objects that chart the origin of new ideas. The knowledge that the participant generates through the movement of objects mirrors the knowledge gained by the experimenter by these movements. The last chapter introduces kinemorphism as part of a qualitative description of the creative trajectory of an artist working with clay: form is unstable and arises out of action. Such a perspective suggests that what is produced cannot be explained by a reductive process that focuses on only one or the other, but rather must take into account the relationship which arises through action. Creativity from this perspective is transactional and relational. In terms of theoretical contributions, I cast doubt on an agent centric view of interactivity which posits an uncomplicated augmentative relationship between things beyond and within the brain and suggests instead a transactional approach to knowledge acquisition. These lead to novel observations on the role of the experiment in research in situated cognition. Reflections on the pluralistic method of kinenoetic analysis are offered and directions for future research are outlined

John Dewey and an ecological philosophy of religion

This dissertation carries out a systematic study of the religious thought of the 20th century American philosopher John Dewey. Its motivation is that Dewey’s religious views have been seriously misunderstood and under appreciated by philosophers and Dewey scholars to date. Breaking with the standard interpretation of Dewey as a thoroughly scientific and secular thinker, the dissertation shows that Dewey’s writings reveal a robust and highly original religious naturalism. It further demonstrates that Dewey’s novel understanding of the religious dimensions of nature and the experiencing self can capably meet the challenges posed to philosophy of religion by the ecological turn presently transforming the philosophical landscape. The driving insight of the ecological turn in contemporary philosophy is the need to reconstruct our basic philosophical concepts and principles in light of the results of the ecological sciences, many of which challenge core tenets of modern Western thought. To make the case for Dewey as a serious religious thinker, the dissertation places him into critical-constructive dialogue with other theorists representing a wide range of philosophical and scientific perspectives, including those of pragmatism, naturalism, ecological and Gestalt psychology, deep ecology, and recent cognitive science. Dewey’s religious views are also analyzed in relation to the self-cultivation doctrines of Daoism and Zen Buddhism, highlighting rich connections between Dewey and Eastern thought; all of these thinkers and schools of thought share Dewey’s overriding concern to restore continuity between facts and values, between knowledge and action, between nature and the full range of human experience. The dissertation shows that by recovering Dewey’s religious naturalism, full of ecological insight and relevance, a new paradigm for philosophy of religion can be discerned, one that promises to bring philosophy of religion’s core problems and methods in line with the most up-to-date scientific developments

The Lived Jiu-Jitsu Training Experiences of Law Enforcement Officers in Rural Central Texas: A Transcendental Phenomenological Study

The purpose of this transcendental phenomenological study is to describe the Jiu-Jitsu training experiences of law enforcement officers in rural central Texas. Grappling and ground fighting martial arts are generally known as, and synonymous with, Jiu-Jitsu. This dissertation employs Brizin and Kernspecht’s general theory of combat, which is principally concerned with utilizing various means to direct ends. Brizin and Kernspecht used Carl von Clausewitz’s combat logic theory as their foundation. A qualitative approach was appropriate for this study and included collecting data from qualitative questionnaires, semi-structured interviews, and naturalistic observations. The qualitative questionnaires, semi-structured interviews, and naturalistic observations indicated that research participants found utility in Jiu-Jitsu training. The scenario-based exercises, peer and instructor discussions and feedback, and reflection opportunities enriched participants’ learning experience and transferability to their day-to-day work. The data also supported the theoretical framework used in this study, which should give administrators confidence that officers should be allowed to learn principles and concepts, understand attacks and defense, develop skills and abilities, apply sequential techniques, and know which techniques to use. The participants attested to Jiu-Jitsu’s value in promoting self-development and improving safety for officers and the community. Having the space to learn, making personal investments, demonstrating learned concepts, and giving feedback were all consistent data points when answering the central and sub-research questions and describing the lived experiences of the officers who participated in this study. Applying the general theory of combat may help enhance force options and arrest and control tactics training, which might improve police-community relations through the safety of officers and the communities they serve

Development of sustainability within a university curriculum

There are currently many complex issues facing human society. There are a range of well-documented environmental problems that stem from past and current methods of human development. Declining ecosystems and species extinctions aside, many humans suffer and struggle within this mounting tide of environmental hardships as well as continuing struggles with access to education and equality within society. A large portion of these struggles arise from the disparity in wealth and the seemingly oppressive nature of economic systems for the 'have-nots' of the world. This quick overview of environmental, social, and economic conditions shows the interdependencies of the three aspects of sustainability or sustainable development. As there are calls to action from the scientific community, government, and society to address these issues of sustainable development, there are a number of voices calling for general changes within the various levels of the education system and more specifically with connecting students to the subject of sustainability. This thesis makes the argument that the most effective step in addressing both these issues is an introductory course on sustainability. Although the issues of sustainability and education are framed under different context, they both can be reduced to the concept of more holistic thinkers in society and in the classroom. A review of more discipline-specific courses incorporating sustainability, faculty surveys, and alternative learning and teaching methods strengthened the course design process. The end result is an upper level undergraduate course that uses the topics of food, water, and energy to bring a new level of understanding to the student on sustainability and holistic thinking.M.S.Committee Chair: Meyer, Michael; Committee Member: Amekudzi, Adjo; Committee Member: Bergin, Michae