From “Oh, OK” to “Ah, yes” to “Aha!”: Hyper-systemizing and the rewards of insight\ud

Hyper-systemizers are individuals displaying an unusually strong bias toward systemizing, i.e. toward explaining events and solving problems by appeal to mechanisms that do not involve intentions or agency. Hyper-systemizing in combination with deficit mentalizing ability typically presents clinically as an autistic spectrum disorder; however, the development of hyper-systemizing in combination with normal-range mentalizing ability is not well characterized. Based on a review and synthesis of clinical, observational, experimental, and neurofunctional studies, it is hypothesized that repeated episodes of insightful problem solving by systemizing result in attentional and motivational sensitization toward further systemizing via progressive and chronic deactivation of the default network. This hypothesis is distinguished from alternatives, and its correlational and causal implications are discussed. Predictions of the default-deactivation model accessible to survey-based instruments, standard cognitive measures and neurofunctional methods are outlined, and evidence pertaining to them considered

Toward a Theory of Learner-Centered Training Design: An Integrative Framework of Active Learning

[Excerpt] The goal of this chapter, therefore, is to develop an integrative conceptual framework of active learning, and we do this by focusing on three primary issues. First, we define the active learning approach and contrast it to more traditional, passive instructional approaches. We argue that the active learning approach can be distinguished from not only more passive approaches to instruction but also other forms of experiential learning based on its use of formal training components to systematically influence trainees\u27 cognitive, motivational, and emotion self-regulatory processes. Second, we examine how specific training components can be used to influence each of these process domains. Through a review of prior research, we extract core training components that cut across different active learning interventions, map these components onto specific process domains, and consider the role of individual differences in shaping the effects of these components (aptitude-treatment interactions [ATIs]). A final issue examined in this chapter concerns the outcomes associated with the active learning approach. Despite its considerable versatility, the active learning approach is not the most efficient or effective means of responding to all training needs. Thus, we discuss the impact of the active learning approach on different types of learning outcomes in order to identify the situations under which it is likely to demonstrate the greatest utility. We conclude the chapter by highlighting research and practical implications of our integrated framework, and we outline an agenda for future research on active learning

Hierarchical control over effortful behavior by rodent medial frontal cortex : a computational model

The anterior cingulate cortex (ACC) has been the focus of intense research interest in recent years. Although separate theories relate ACC function variously to conflict monitoring, reward processing, action selection, decision making, and more, damage to the ACC mostly spares performance on tasks that exercise these functions, indicating that they are not in fact unique to the ACC. Further, most theories do not address the most salient consequence of ACC damage: impoverished action generation in the presence of normal motor ability. In this study we develop a computational model of the rodent medial prefrontal cortex that accounts for the behavioral sequelae of ACC damage, unifies many of the cognitive functions attributed to it, and provides a solution to an outstanding question in cognitive control research-how the control system determines and motivates what tasks to perform. The theory derives from recent developments in the formal study of hierarchical control and learning that highlight computational efficiencies afforded when collections of actions are represented based on their conjoint goals. According to this position, the ACC utilizes reward information to select tasks that are then accomplished through top-down control over action selection by the striatum. Computational simulations capture animal lesion data that implicate the medial prefrontal cortex in regulating physical and cognitive effort. Overall, this theory provides a unifying theoretical framework for understanding the ACC in terms of the pivotal role it plays in the hierarchical organization of effortful behavior

Promoting Metacognition and Motivation of Exceptional Children

Metacognition fosters independent learning by providing personal insight into one's own thinking. Such awareness can lead to flexible and confident problem solving as well as feelings of self-efficacy and pride. This is especially important for students who encounter difficulty in school because they do not understand how to appraise and manage their own resources for learning. Too often, students develop debilitating expectations and behavior that undermine learning in school and inhibit transfer of effective learning strategies. We describe four general kinds of instruction that help students learn to think: metacognitive explanation, scaffolded instruction, cognitive coaching, and cooperative learning. Teachers can adapt and combine these methods to teach students how to think as they read, write, and compute in classrooms.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/69089/2/10.1177_074193259001100604.pd

Measuring preschool learning engagement in the laboratory

Learning engagement is a critical factor for academic achievement and successful school transitioning. However, current methods of assessing learning engagement in young children are limited to teacher report or classroom observation, which may limit the types of research questions one could assess about this construct. The current study investigated the validity of a novel assessment designed to measure behavioral learning engagement among young children in a standardized laboratory setting and examined how learning engagement in the laboratory relates to future classroom adjustment. Preschool-aged children (N?=?278) participated in a learning-based Tangrams task and Story sequencing task and were observed based on seven behavioral indicators of engagement. Confirmatory factor analysis supported the construct validity for a behavioral engagement factor composed of six of the original behavioral indicators: attention to instructions, on-task behavior, enthusiasm/energy, persistence, monitoring progress/strategy use, and negative affect. Concurrent validity for this behavioral engagement factor was established through its associations with parent-reported mastery motivation and pre-academic skills in math and literacy measured in the laboratory, and predictive validity was demonstrated through its associations with teacher-reported classroom learning behaviors and performance in math and reading in kindergarten. These associations were found when behavioral engagement was observed during both the nonverbal task and the verbal story sequencing tasks and persisted even after controlling for child minority status, gender, and maternal education. Learning engagement in preschool appears to be successfully measurable in a laboratory setting. This finding has implications for future research on the mechanisms that support successful academic development

The Enhanced Effectiveness of Parent Education with an Emotion Socialization Component

Parent education programs were introduced nearly 30 years ago with a primary focus on teaching parents strategies to identify and reduce incidences of noncompliance in their children, and have been the single most successful treatment approach for reducing problem behavior. However, few parent education programs address emotion regulation and its role in children\u27s development despite the fact that research has consistently demonstrated that children who are unable to successfully regulate emotions are more likely to develop behavioral problems. Specifically, most programs fail to address the concepts of effortful control and negative affectivity, two important components of child temperament, and their effects on children\u27s behavior. Research has suggested that children who are emotionally regulated develop greater social competence, resulting in better, more positive, relationships. Thus, parents who teach their children to express and regulate their emotions in socially appropriate ways promote the development of prosocial behaviors in their children. In response, the goal of this study was to examine whether adding an emotion component aimed at teaching parents successful strategies for socializing children\u27s emotions would affect overall parenting and children\u27s emotion regulation above and beyond a traditional behavioral model. Twenty-five parents participated in a three-week parent education program. Parents learned strategies for managing their children\u27s misbehavior. Moreover, parents learned about temperament, how these dispositional traits affect children\u27s behavior, and successful strategies for aiding children in emotion management. At each session, parents completed measures designed to assess their children\u27s temperament and behavior. Additionally, parents completed measures regarding their parenting practices and styles as well as feelings of parental efficacy. Repeated measures ANOVAs were run to determine whether changes in children\u27s temperament or parenting emerged over time. Hierarchical multiple regressions were also computed to determine the effects of parents\u27 practices, styles and efficacy on change in children\u27s levels of effortful control and negative affectivity. Results suggest that parents\u27 choice of disciplinary strategies affects children\u27s ability to regulate their emotions, and that participation in the emotion module positively affected overall parenting and children\u27s emotion regulation

An Opportunity Cost Model of Subjective Effort and Task Performance

Why does performing certain tasks cause the aversive experience of mental effort and concomitant deterioration in task performance? One explanation posits a physical resource that is depleted over time. We propose an alternative explanation that centers on mental representations of the costs and benefits associated with task performance. Specifically, certain computational mechanisms, especially those associated with executive function, can be deployed for only a limited number of simultaneous tasks at any given moment. Consequently, the deployment of these computational mechanisms carries an opportunity cost – that is, the next-best use to which these systems might be put. We argue that the phenomenology of effort can be understood as the felt output of these cost/benefit computations. In turn, the subjective experience of effort motivates reduced deployment of these computational mechanisms in the service of the present task. These opportunity cost representations, then, together with other cost/benefit calculations, determine effort expended and, everything else equal, result in performance reductions. In making our case for this position, we review alternative explanations for both the phenomenology of effort associated with these tasks and for performance reductions over time. Likewise, we review the broad range of relevant empirical results from across sub-disciplines, especially psychology and neuroscience. We hope that our proposal will help to build links among the diverse fields that have been addressing similar questions from different perspectives, and we emphasize ways in which alternative models might be empirically distinguished