Definition of Intercultural Competence (IC) in Undergraduate Students at a Private University in the USA: A Mixed-Methods Study.

Introduction Intercultural competence (IC) is an important skill to be gained from higher education. However, it remains unclear what IC means to students and what factors might influence their definitions of IC. The aim of the current study was to qualitatively assess how students at one higher education institution in the USA define IC and to quantitatively test for relationships among IC components and various demographic characteristics, including intercultural experience and study context. A further aim was to descriptively compare the IC definitions from the US sample with the definitions obtained from another sample of university students in Germany. Materials and methods A purposive sample of n = 93 undergraduate, second semester students at Dickinson College, USA, participated in the study by completing an online questionnaire. The qualitative data were content-analyzed to define the dimensions of IC. The quantitative data were cluster-analyzed to assess the multivariate relationships among the IC components and the demographic characteristics of the sample. Results The most important dimensions of IC were Knowledge, External Outcomes (interaction, communication), and Attitudes (respect, tolerance) according to the US sample. The most frequently chosen dimensions of IC differed between both samples: Knowledge was chosen by the sample in the USA while External Outcomes was chosen by the sample in Germany. Relative to the US sample, significantly more students chose Attitudes, External Outcomes, and Intrapersonal Skills in the sample in Germany. The relationships among IC components and demographic characteristics were only weak in the US sample. A person with IC was rated as Open-minded and Respectful by students who lived predominantly in the USA or Tolerant and Curious by those who lived outside the USA for at least six months. Discussion The current results suggest that students residing in two countries (USA or Germany) define IC using similar dimensions. However, IC definitions may depend on the intercultural experience and the current global discourse. Longitudinal studies with representative samples are required to assess how IC definitions change over time

Integrating International Students into Tertiary Education Using Intercultural Peer-to-peer Training at Jacobs University Bremen, Germany

Increasing internationalization of higher education raises the question of how well institutions prepare their students to integrate into and benefit from cultural diversity on any university campus. The aim of this study was to assess an intercultural peer-to-peer training at Jacobs University Bremen, Germany, that aims to facilitate the integration of incoming students into the multicultural environment of this international university. The individual experience of eight undergraduate students was explored using qualitative in-depth interviews. The results suggest that motivation to participate and satisfaction with the training were highest among students with some intercultural experience compared to students with extensive or little intercultural experience. All students supported the overall training format and the peer-trainer scheme. It seems that the training has adequately addressed the issues related to the general social life on the multicultural campus. However, it should focus more specifically on the learning model used and learning-related expectations at Jacobs University Bremen. In conclusion, the current study provides the first qualitative evaluation of an intercultural peer-to-peer training that could be utilized at other educational institutions in Germany and beyond as a method of linking culture-related issues to academic and social life of new students

Practice effects on the modified Concept Shifting Task (mCST): A convenient assessment for treatment effects on prefrontal cognitive function

<p>Abstract</p> <p>Background</p> <p>Trail-making tests, such as the Concept Shifting Task (CST), can be used to test the effects of treatment on cognitive performance over time in various neuropsychological disorders. However, cognitive performance in such experimental designs might improve as a result of the practice obtained during repeated testing rather than the treatment itself. The current study investigated if practice affects the accuracy and duration of performance on the repeatedly administered Concept Shifting Task modified to make it resistant to practice (mCST). The mCST was administered to 54 healthy participants twice a day, before and after a short break, for eight days. Results. The ANOVA and meta-analysis showed that there was no improvement in the mCST accuracy on the last vs. the first trial (Hedges' <it>g </it>= .14, <it>p </it>= .221) or within the session (after vs. before the break on all days; <it>g </it>= .01, <it>p </it>= .922). However, the participants performed the task faster on the last vs. the first trial (<it>g </it>= -.75, <it>p </it>< .001) and after vs. before the break on all days (<it>g </it>= -.12, <it>p </it>= .002). Conclusions. Repeated administration of the mCST does not affect the accuracy of performance on the test. However, practice might contribute to faster performance on the mCST over time and within each session.</p

Habituation of the startle reflex depends on attention in cannabis users

Abstract Background Cannabis use is associated with an attention-dependent deficit in prepulse inhibition of the startle reflex (PPI). The aim of the current study was to investigate startle habituation in cannabis users and healthy controls during two attentional tasks. Methods Auditory startle reflex was recorded from orbicularis oculi muscle while participants (12 controls and 16 regular cannabis users) were either attending to or ignoring 100 dB startling pulses. Startle habituation was measured as the absolute reduction in startle magnitude on block 2 (last nine trials) vs. block 1 (first nine trials). Results Startle habituation with moderate effect sizes was observed in controls and cannabis users only while they were ignoring the startling pulses but not while they were attending to them. Similar results were also observed in controls (lifetime non-users of cannabis) and cannabis users with lifetime cannabis use disorders (CUD). Conclusion Startle habituation appears to depend on selective attention but not on cannabis use. Startle habituation was present when attention was directed away from auditory startling pulses in healthy controls and cannabis users. Such a similar pattern of results in both groups suggests that at least a trend exists towards presence of startle habituation regardless of cannabis use or CUD in otherwise healthy members of the general population

Event-related potentials during auditory oddball, and combined auditory oddball-visual paradigms.

İstanbul Bilim Üniversitesi, Tıp Fakültesi.The purpose of the current study was to investigate the properties of a new modification of the classical auditory oddball paradigm (auditory oddballparadigm combined with passive visual stimulation, AERPs + VEPs) and compare the scalp topography obtained with the new paradigm and the classical auditory oddball paradigm (AERPs) in healthy humans. The responses to bimodal stimulation, and to the classical oddball paradigm were similar to those reported in other studies in terms of location, amplitudes, and latencies of P1, N1, P2, N2, and P300. The new modification of theoddball paradigm produced P300 at fronto-central locations in contrast to centro-parietal locations during the classical oddball paradigm. The amplitudes and latencies of P300 were also significantly larger during the new than the classical paradigm. Furthermore, the amplitudes of N1 and P2, but not N2 were significantly higher and differed in location during the new paradigm in response to both target and standard stimuli. The latencies of all three waves were significantly longer and the latency of P2 differed in location between the new and the classical paradigms in response to only the standard stimuli. The results of this study suggest that the new modification of the classical oddball paradigm produces different neural responses to the classical oddball paradigm. Therefore, this modification can be used to investigate dysfunctions in sensory and cognitive processing in clinical samples

Does Gender Matter? Female Representation on Corporate Boards and Firm Financial Performance-A Meta-Analysis

In recent years, there has been an ongoing, worldwide debate about the representation of females in companies. Our study aimed to meta-analytically investigate the controversial relationship between female representation on corporate boards and firm financial performance. Following a systematic literature search, data from 20 studies on 3097 companies published in peer-reviewed academic journals were included in the meta-analysis. On average, the boards consisted of eight members and female participation was low (mean 14%) in all studies. Half of the 20 studies were based on data from developing countries and 62% from higher income countries. According to the random-effects model, the overall mean weighted correlation between percentage of females on corporate boards and firm performance was small and non-significant (r = .01, 95% confidence interval: -.04, .07). Similar small effect sizes were observed when comparing studies based on developing vs. developed countries and higher vs. lower income countries. The mean board size was not related to the effect sizes in studies. These results indicate that the mere representation of females on corporate boards is not related to firm financial performance if other factors are not considered. We conclude our study with a discussion of its implications and limitations

Can deep transcranial magnetic stimulation (DTMS) be used to treat substance use disorders (SUD)? a systematic review

Background: Deep transcranial magnetic stimulation (DTMS) is a non-invasive method of stimulating widespread cortical areas and, presumably, deeper neural networks. The current study assessed the effects of DTMS in the treatment of substance use disorders (SUD) using a systematic review. Methods: Electronic literature search (PsycInfo, Medline until April 2017) identified k = 9 studies (k = 4 randomizedcontrolled trials, RCTs, with inactive sham and k = 5 open-label studies). DTMS was most commonly applied using high frequency/intensity (10–20 Hz/100–120% of the resting motor threshold, MT) protocols for 10–20 daily sessions in cases with alcohol, nicotine or cocaine use disorders. The outcome measures were craving and dependence (according to standardized scales) or consumption (frequency, abstinence or results of biological assays) at the end of the daily treatment phases and at the last follow-up. Results: Acute and longer-term (6–12 months) reductions in alcohol craving were observed after 20 sessions (20 Hz, 120% MT) relative to baseline in k = 4 open-label studies with comorbid SUD and major depressive disorder (MDD). In k = 2 RCTs without MDD, alcohol consumption acutely decreased after 10–12 sessions (10–20 Hz, 100– 120% MT) relative to baseline or to sham. Alcohol craving was reduced only after higher frequency/intensity DTMS (20 Hz, 120% MT) relative to sham in k = 1 RCT. Nicotine consumption was reduced and abstinence was increased after 13 sessions (10 Hz, 120% MT) and at the 6-month follow-up relative to sham in k = 1 RCT. Cocaine craving was reduced after 12 sessions (15 Hz, 100% MT) and at the 2-month follow-up relative to baseline in k = 1 open-label study while consumption was reduced after 12 sessions (10 Hz, 100% MT) relative to baseline but not to sham in k = 1 RCT. Conclusions: High-frequency DTMS may be effective at treating some SUD both acutely and in the longer-term. Large RCTs with inactive sham are required to determine the efficacy and the optimal stimulation parameters of DTMS for the treatment of SUD

Student Definitions of Intercultural Competence (IC)- Are They Context-Specific?

Higher education institutions increasingly seek to promote students&rsquo; intercultural competence (IC), yet its conceptualization remains a challenge. The first aim of this study was to explore how a purposive sample of n=77 domestic, undergraduate students at a public university in Germany define IC. The second aim was to assess to what extent such definitions are context-dependent by comparing IC definitions provided by domestic students (with predominantly German nationality and little international experience/exposure) with those provided by n=130 international, undergraduate students at a private university in Germany (with predominantly non-German nationality and more extensive international experience/exposure). A qualitative content analysis showed that domestic students defined IC mostly in terms of attitudes followed by external outcomes while the opposite was true for the international students. Differences in IC definitions between the two samples are discussed with regard to various contextual factors. Our results suggest that such contextual factors should be considered when designing measures to promote IC development in university students