74,742 research outputs found
The Dynamic Effects of Subconscious Goal Pursuit on Resource Allocation, Task Performance, and Goal Abandonment
We test two potential boundary conditions for the effects of subconscious goals—the nature of the goal that is activated (achievement vs. underachievement) and conscious goal striving. Subconscious achievement goals increase the amount of time devoted to skill acquisition, and this increase in resource allocation leads to higher performance when conscious goals are neutral. However, specific conscious goals undermine the performance benefits of subconscious achievement goals. Subconscious underachievement goals cause individuals to abandon goal pursuit and this effect is mediated by task performance. Difficult conscious goals neutralize the detrimental effects of subconscious underachievement goals but only if implemented before performance is undermined. Overall, these results suggest that subconscious achievement goals facilitate task performance, subconscious underachievement goals trigger goal abandonment, and difficult conscious goals moderate these effects depending on the level of resource allocation and timing of goal implementation
Recommended from our members
Experimental Methods in IIR: The Tension between Rigour and Ethics in Studies Involving Users with Dyslexia
Designing user studies in the interactive information retrieval (IIR) paradigm on people with impairments may sometimes require different methodological considerations than for other users. Consequently, there may be a tension between what the community regards as being a rigorous methodology against what researchers can do ethically with their users. This paper discusses issues to consider when designing IIR studies involving people with dyslexia, such as sampling, informed consent and data collection. The conclusion is that conducting user studies on participants with dyslexia requires special considerations at all stages of the experimental design. The purpose of this paper is to raise awareness and understanding in the research community about experimental methods involving users with dyslexia, and addresses researchers, as well as editors and reviewers. Several of the issues raised do not only apply to people with dyslexia, but have implications when researching other groups, for instance elderly people and users with learning, cognitive, sensory or motor impairments
Professional wellbeing
The aim of this chapter is to review issues relating to wellbeing and stress that may affect psychologists. It will discuss the causes of stress and wellbeing and the outcomes for psychologists, then set out some realistic ways in which stress can be managed and wellbeing can be supported
Metacognition and Reflection by Interdisciplinary Experts: Insights from Cognitive Science and Philosophy
Interdisciplinary understanding requires integration of insights from
different perspectives, yet it appears questionable whether disciplinary experts
are well prepared for this. Indeed, psychological and cognitive scientific studies
suggest that expertise can be disadvantageous because experts are often more biased
than non-experts, for example, or fixed on certain approaches, and less flexible in
novel situations or situations outside their domain of expertise. An explanation is
that experts’ conscious and unconscious cognition and behavior depend upon their
learning and acquisition of a set of mental representations or knowledge structures.
Compared to beginners in a field, experts have assembled a much larger set of
representations that are also more complex, facilitating fast and adequate perception
in responding to relevant situations. This article argues how metacognition should be
employed in order to mitigate such disadvantages of expertise: By metacognitively
monitoring and regulating their own cognitive processes and representations,
experts can prepare themselves for interdisciplinary understanding. Interdisciplinary
collaboration is further facilitated by team metacognition about the team, tasks,
process, goals, and representations developed in the team. Drawing attention to
the need for metacognition, the article explains how philosophical reflection on the
assumptions involved in different disciplinary perspectives must also be considered
in a process complementary to metacognition and not completely overlapping with
it. (Disciplinary assumptions are here understood as determining and constraining
how the complex mental representations of experts are chunked and structured.) The
article concludes with a brief reflection on how the process of Reflective Equilibrium
should be added to the processes of metacognition and philosophical reflection in
order for experts involved in interdisciplinary collaboration to reach a justifiable
and coherent form of interdisciplinary integration. An Appendix of “Prompts or
Questions for Metacognition” that can elicit metacognitive knowledge, monitoring,
or regulation in individuals or teams is included at the end of the article
Outcome of rehabilitation for neurobehavioural disorders
<p>BACKGROUND: The evidence base on neurobehavioural disorders and their rehabilitation has been growing for four decades.
Over that time understanding of the need for effective interventions for a range of handicaps in personal, interpersonal and employment
spheres has developed. There is a continuing need to demonstrate whether interventions, are effective and cost-sensitive.
Moreover, in pursuing effectiveness, clinicians need to be able to predict which individuals are likely to benefit from a programme
and here, clinical experience needs to be informed by research evidence.</p>
<p>OBJECTIVE: To review the outcome of rehabilitation for neurobehavioural disorders.</p>
<p>METHODS: This review initially considers the background to neurobehavioural rehabilitation and discusses methodological
issues. It reviews the evidence for neurobehavioural interventions for severe head injury with emphasis on holistic models of care,
behavioural treatments, interventions in non-specialist settings and for emotion perception and self-awareness.</p>
<p>RESULTS: In general, there is a need for further high quality studies with longer follow-ups and evidence for generalisation in
the community. However, there is a growing consensus that intensive holistic rehabilitation programmes can improve community
reintegration and self-efficacy. For behaviour disturbance the evidence base largely comprises studies with weaker (single group or
single case) designs. Overall studies here provide limited evidence in support of behavioural approaches for externalised behaviour
such as aggression. Further RCT or group comparison studies are needed. In terms of negative behaviours such as apathy, there are
few studies on head injury and conclusions cannot be made with confidence. Self awareness is a key issue associated with good
outcome in general and research to date supports use of interventions that focus in on-task behaviour and education. The correct
perception of emotions in others is a precursor to successful social interaction, and here there is very little evidence although early
studies are encouraging.</p>
<p>CONCLUSION: There is mounting evidence to support the effectiveness of non-pharmacological interventions for neurobehavioural
disorders. Successful outcomes are often associated with intensive and prolonged interventions involving
multidisciplinary working.</p>
Identifying the educational and social needs of children with specific speech and language difficulties on entry to secondary school
Movement from KS2 to KS3 creates a number of challenges for pupils. For children with additional learning needs the change of academic pace, social contacts and, typically, school may pose additional problems. This change may be particularly problematic for children with specific speech and language difficulties (SSLD). This study examines the ways in which parents, pupils and teachers appraise this transition prior to secondary transfer (Year 6) and during the first year of secondary school (Yr7) for a cohort of children with a history of specific language impairment. The use of comparison groups provides the opportunity to discriminate between factors related to a) change of school b) special educational needs generally and c) language difficulties specifically. Children with SSLD were initially identified in Year 3 (N=69), with the majority of pupils in mainstream settings. In Year 6 (mean age 10; 3) children were assessed on a range of language literacy and cognitive measures and the views of their parents’ and teachers’ about needs, curriculum differentiation and support established. Teachers were also asked to consider the difficulties that the children might experience on entry to secondary school. During Year 7 data were collected from form tutors, SENCOs and secondary subject specialists. Perceptions of need are compared with level of need as evidenced by standardised assessments. A critical analysis of the ways in which these children’s needs are addressed in the secondary school system is provided and the paper outlines current strengths and gaps in provision
- …