The spiritual experiences of students of Iran University of Medical Sciences in 2020

Background: Psychologists consider the acceptance of spirituality as a cultural reality and by acknowledging the positive effects of spirituality on mental health, the World Health Organization also considers the spiritual dimension as the physical, social and emotional dimensions of human existence. Spirituality is a genuine and inner experience that It lies in the nature of every human being. The purpose of this study was to investigate the spiritual experiences of students of Iran University of Medical Sciences in 2020. Methods: The present study was descriptive-analytical. The sample size of 500 students of Iran University of Medical Sciences in 2020 was estimated. For sampling, a list of students was prepared from the faculty education and the sample was selected by regular random sampling method through random number generation software. The data collection tool was a questionnaire with demographic questions and spiritual experiences. The collected data were analyzed after completion with SPSS 20 software. A significance level of 0.05 was considered. Results: The mean score of the meaning-finding component in life was obtained at 57.98. There was a significant relationship between spiritual experiences and gender, age and educational level of students, while no significant relationship was found between spiritual experiences and marital status and residence. Conclusion: In order to ensure the spiritual health of students, it is necessary to plan properly to create a meaningful atmosphere in universities for different age and gender groups

Does prefrontal connectivity during task switching help or hinder children’s performance?

The ability to flexibly switch between tasks is key for goal-directed behavior and continues to improve across childhood. Children's task switching difficulties are thought to reflect less efficient engagement of sustained and transient control processes, resulting in lower performance on blocks that intermix tasks (sustained demand) and trials that require a task switch (transient demand). Sustained and transient control processes are associated with frontoparietal regions, which develop throughout childhood and may contribute to task switching development. We examined age differences in the modulation of frontoparietal regions by sustained and transient control demands in children (8-11 years) and adults. Children showed greater performance costs than adults, especially under sustained demand, along with less upregulation of sustained and transient control activation in frontoparietal regions. Compared to adults, children showed increased connectivity between the inferior frontal junction (IFJ) and lateral prefrontal cortex (lPFC) from single to mixed blocks. For children whose sustained activation was less adult-like, increased IFJ-lPFC connectivity was associated with better performance. Children with more adult-like sustained activation showed the inverse effect. These results suggest that individual differences in task switching in later childhood at least partly depend on the recruitment of frontoparietal regions in an adult-like manner

Individual Differences Fill the Uncharted Intersections Between Cognitive Structure, Flexibility, and Plasticity in Multitasking

Broeker L, Bruning J, Fandakova Y, et al. Individual Differences Fill the Uncharted Intersections Between Cognitive Structure, Flexibility, and Plasticity in Multitasking. Psychological Review. 2022.It has been recently suggested that research on human multitasking is best organized according to three research perspectives, which differ in their focus on cognitive structure, flexibility, and plasticity. Even though it is argued that the perspectives should be seen as complementary, there has not been a formal approach describing or explaining the intersections between the three perspectives. With this theoretical note, we would like to show that the explicit consideration of individual differences is one possible way to elaborate in more detail on how and why the perspectives complement each other. We will define structure, flexibility, and plasticity; describe what constitutes individual differences; will outline selected empirical examples; and raise possible future research questions helping to develop the research field