Exploring the physiological, neurophysiological and cognitive performance effects of elevated carbon dioxide concentrations indoors

Rationale: An accumulation of CO2 in occupied indoor spaces is correlated to negative impacts on concentration, sleepiness and aspects of cognitive performance. However factors such as: (a) the relative effect of CO2 itself compared to other pollutants; (b) the minimum necessary exposure time for cognitive performance to be affected; and (c) the physiological drivers of cognitive performance reductions due to increased indoor CO2 concentrations are not yet clear. Method: A within-subjects counterbalanced study design was used to test cognitive performance, subjective and physiological parameters of 31 volunteers during short (< 40 minutes) exposures to normal CO2 (830 ppm) and high CO2 (2,700 ppm, raised by introducing pure CO2 alongside the occupant generated CO2). The study was conducted in a small naturally ventilated office and EEG was used as an objective indicator of sleepiness. Results: The addition of pure CO2 to the room resulted in the absence of an expected learning effect in two cognitive performance test battery components without measurably affecting any of the physiological, psychological, or reported comfort, sick building syndrome and health variables measured. However participants who had slept less the previous night appeared more susceptible to becoming sleepier as a result of the increased CO2. Contributions: The results suggest (1) the addition of pure CO2 may influence aspects of cognitive performance after only short exposures (2) these changes occur in the absence of clear physiological drivers, (3) lack of sleep may mediate people’s response to higher CO2 concentration

A Historiometric Examination of Machiavellianism and a New Taxonomy of Leadership

Although researchers have extensively examined the relationship between charismatic leadership and Machiavellianism (Deluga, 2001; Gardner & Avolio, 1995; House & Howell, 1992), there has been a lack of investigation of Machiavellianism in relation to alternative forms of outstanding leadership. Thus, the purpose of this investigation was to examine the relationship between Machiavellianism and a new taxonomy of outstanding leadership comprised of charismatic, ideological, and pragmatic leaders. Using an historiometric approach, raters assessed Machiavellianism via the communications of 120 outstanding leaders in organizations across the domains of business, political, military, and religious institutions. Academic biographies were used to assess twelve general performance measures as well as twelve general controls and five communication specific controls. The results indicated that differing levels of Machiavellianism is evidenced across the differing leader types as well as differing leader orientation. Additionally, Machiavellianism appears negatively related to performance, though less so when type and orientation are taken into account.Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline

Reading, metacognition, and motivation: A follow-up study of German students in Grades 7 and 8

This follow-up study to van Kraayenoord and Schneider (1999) examined the performance in reading, metacognition and motivation related to reading of students in Grades 7 and 8. Results showed significant correlations between all of the variables. A multivariate analysis of variance showed that good and poor readers differed in reading self-concept and metacognitive measures related to reading and memory. A stepwise regression analysis suggested that the metacognitive variables were the best predictors of reading. Furthermore, a comparison of the results of the previous study with those of the current investigation revealed that the findings were stable over time. Since the period between the two studies is the time during which students make important decisions related to enrolment in one of three distinct school-types in Germany, we examined the results of various groups of students: those in Gymnasium (high educational track), Realschule (middle educational track), and Hauptschule (low educational track). Students in the Gymnasium scored significantly better than students in the other two groups on almost all variables related to reading. A re-analysis of the data from our first investigation found that the results of the Gymnasium students in the second study could be predicted from their results obtained during elementary school