On the conceptualization and measurement of flow

This chapter introduces in chronological order the three main measurement methods – the Flow Questionnaire, the Experience Sampling Method, and the standardized scales of the componential approach – that researchers developed and used in conducting research on the flow state. Each measurement method and underlying conceptualization is explained, and its strengths and limitations are then discussed in relation to the other measurement methods and associated conceptualizations. The analysis reveals that, although the concept of flow remained stable since its inception, the models of flow that researchers developed in conjunction with the measurement methods changed substantially over time. Moreover, the findings obtained by applying the various measurement methods led to corroborations and disconfirmations of the underlying models, and hence provided indications on how to interpret and possibly modify flow theory. The chapter then analyzes the emerging process approach, which conceptualizes and measures flow as a dynamic path rather than an object, and highlights its potential for integrating flow and creativity within the same conceptual framework. The final section outlines new directions for developing more valid and useful measurement methods that can help to advance the understanding of flow, its antecedents, and its consequences

Does working memory training have to be adaptive?

This study tested the common assumption that, to be most effective, working memory (WM) training should be adaptive (i.e., task difficulty is adjusted to individual performance). Indirect evidence for this assumption stems from studies comparing adaptive training to a condition in which tasks are practiced on the easiest level of difficulty only [cf. Klingberg (Trends Cogn Sci 14:317-324, 2010)], thereby, however, confounding adaptivity and exposure to varying task difficulty. For a more direct test of this hypothesis, we randomly assigned 130 young adults to one of the three WM training procedures (adaptive, randomized, or self-selected change in training task difficulty) or to an active control group. Despite large performance increases in the trained WM tasks, we observed neither transfer to untrained structurally dissimilar WM tasks nor far transfer to reasoning. Surprisingly, neither training nor transfer effects were modulated by training procedure, indicating that exposure to varying levels of task difficulty is sufficient for inducing training gains

Planning and problem-solving training for patients with schizophrenia: a randomized controlled trial

BACKGROUND: The purpose of this study was to assess whether planning and problem-solving training is more effective in improving functional capacity in patients with schizophrenia than a training program addressing basic cognitive functions. METHODS: Eighty-nine patients with schizophrenia were randomly assigned either to a computer assisted training of planning and problem-solving or a training of basic cognition. Outcome variables included planning and problem-solving ability as well as functional capacity, which represents a proxy measure for functional outcome. RESULTS: Planning and problem-solving training improved one measure of planning and problem-solving more strongly than basic cognition training, while two other measures of planning did not show a differential effect. Participants in both groups improved over time in functional capacity. There was no differential effect of the interventions on functional capacity. CONCLUSION: A differential effect of targeting specific cognitive functions on functional capacity could not be established. Small differences on cognitive outcome variables indicate a potential for differential effects. This will have to be addressed in further research including longer treatment programs and other settings

Die Veränderung subjektiver Theorien

Zur Analyse des Coachingprozesses verwenden wir einen klärungsorientierten Bewertungsrahmen. Dabei orientieren wir uns am Programm Subjektive Theorien und dem Erweiterten Kognitiven Motivationsmodell EKM von Heckhausen. Wir gehen davon aus, dass Lösungskonstruktionen von Menschen einer Logik von subjektiven Theorien im Sinn von‚Wenn-Dann-Konstruktionen‘ folgen, die mit typischen Erwartungen hinsichtlich der Realisierungschancen und den Anreizwerten einer Handlung verbunden sind. Zur Bewertung des Coachingerfolges stützen wir uns darum auf die mit dem EKM verbundenen Erwartungstypen der Situations-Ergebniserwartung, der Handlungs-Ergebniserwartung, der Ergebnis-Folgeerwartung und der Selbstwirksamkeitserwartung, sowie die Folgebezogenen Anreizwerte. Sind alle mit einer Handlung verbundenen Erwartungen und Anreize mit passenden Vorzeichen versehen, gehen wir davon aus, dass das Anliegen hinreichend geklärt ist und der Handlungsausführung nichts mehr im Weg steht. Der Coachee behält seine zu Beginn des Coachings formulierte subjektive Theorie zur Lösung seines Anliegens bei, modifiziert aber mit Hilfe des Coachs die für die Handlungssauführung behindernden Erwartungen. Zudem unternimmt der Coachee erste erfolgreiche Umsetzungsschritte