A review of heterogeneous interpretations of emotional reactivity

‘Emotional reactivity’ (ER) is an important construct in the analysis of individual temperamental differences, and has accounted for significant variance in studies with respect to its definition. Between 1920 and 2015, the meaning of ER has varied from physiology of emotional reactions, to stress, depression, and as a subtype of empathy. This paper highlights the confusion in the literature about the meaning of ER and raises questions about the current use of the term ER as a valid construct. It clarifies heterogeneity within ER through the creation of a framework to explain different subtypes of ER and suggests new labels designed to help researchers specify the constructs underpinning the term ER.peer-reviewe

Declarative Learning: Cognition without Primitives

Declarative learning by experience is a foundation cognitive c^ability, and w e argue that, over and above the normal processes of declarative learning, the ability for truly novel learning is the critical capability which bootstraps human cognition. Next w e assert that none of the established models of machine learning and no established architecture for cognition have adequate declarative learning capabilities, in that all depend for their success on some pre-characterisation of the learning domain in terms of state space or pre-existing primitives geared to the domain. Finally we describe briefly the Contextual Memory System, which was designed explicitly to sup{>ort all five declarative learning capabilities. The C M S underlies the Maths Understander machine learning system which 'reads' mathematics texts from scratch, assimilating mathematics concepts, and using them not only to check proofs but also to solve problems

Attention deficits in dyslexia:Evidence for an automatisation deficit?

Both attentional difficulties and rapid processing deficits have recently been linked with dyslexia. We report two studies comparing the performance of dyslexic and control teenagers on attentional tasks. The two studies were based on two different conceptions of attention. Study 1 employed a design that allowed three key components of attention - focusing, switching, and sustaining - to be investigated separately. One hypothesis under investigation was that rapid processing problems - in particular impaired ability to switch attention rapidly - might be associated with dyslexia. However, although dyslexic participants were significantly less accurate than their controls in a condition where they had to switch attention between two target types, the nature of the deficit suggested that the problem was not in switching attention per se. Thus, in Study 2, we explored an alternative interpretation of the Study 1 results in terms of the classic capacity-limited models of "central" attention. We contrasted two hypotheses: (1) that dyslexic teenagers have reduced cognitive resources versus (2) that they suffer from a general impairment in the ability to automatise basic skills. To investigate the automaticity of the shape recognition component of the task a similar attention paradigm to that used in Study 1 was employed, but using degraded, as well as intact, stimuli. It was found that stimulus degradation led to relatively less impairment for dyslexic than for matched control groups. The results support the hypothesis that dyslexic people suffer from a general impairment in the ability to automatise skills - in this case the skill of automatic shape recognition

Gender-based personality traits in physically aggressive and non-aggressive antisocial behaviours

Background:The current study aimed to understand the role of callousness, affective dissonance, and two subtypes of sensation seeking personality traits – 1) disinhibition and 2) thrill and adventure seeking – in physically aggressive and non-aggressive antisocial behaviours (ASB) among educated youth and to explore the gender differences in them.Participants and procedure:An online survey was sent to a large sample of students at a UK university. Initially, a sample of N = 539 participants was collected but after screening out the data, N = 429 participants were included for analyses based on the sam-pling criteria.Results:Callousness, disinhibition, and affective dissonance significantly predicted both antisocial behaviour subtypes. We found multidimensional nature of callousness in predicting antisocial behaviours, and an intriguing relationship be-tween thrill and adventure seeking and affective dissonance. Interesting gender differences emerged.Conclusions:This study has implications for the understanding of the competitive roles of gender-based psychopathological per-sonality traits in terms of callousness and affective dissonance and sensation seeking tendencies in physically ag-gressive and non-aggressive antisocial behaviours.Background:The current study aimed to understand the role of callousness, affective dissonance, and two subtypes of sensation seeking personality traits – 1) disinhibition and 2) thrill and adventure seeking – in physically aggressive and non-aggressive antisocial behaviours (ASB) among educated youth and to explore the gender differences in them. Participants and procedure:An online survey was sent to a large sample of students at a UK university. Initially, a sample of N = 539 participants was collected but after screening out the data, N = 429 participants were included for analyses based on the sam-pling criteria. Results:Callousness, disinhibition, and affective dissonance significantly predicted both antisocial behaviour subtypes. We found multidimensional nature of callousness in predicting antisocial behaviours, and an intriguing relationship be-tween thrill and adventure seeking and affective dissonance. Interesting gender differences emerged. Conclusions:This study has implications for the understanding of the competitive roles of gender-based psychopathological per-sonality traits in terms of callousness and affective dissonance and sensation seeking tendencies in physically ag-gressive and non-aggressive antisocial behaviours

"Cerebellar Challenge" for Older Adults: Evaluation of a Home-Based Internet Intervention

There is converging evidence that maintenance of function in the multiple connectivity networks involving the cerebellum is a key requirement for healthy aging. The present study evaluated the effectiveness of a home-based, internet-administered “cerebellar challenge” intervention designed to create progressive challenges to vestibular function, multi-tasking, and dynamic coordination. Participants (n = 98, mean age 68.2, SD 6.6) were randomly allocated to either intervention (the cerebellar challenge training for 10 weeks) or no intervention. All participants undertook an initial series of pre-tests, and then an identical set of post-tests following the intervention period. The test battery comprised five suites of tests designed to evaluate cognitive-sensori-motor-affective functions, including Physical Coordination, Memory, Language Dexterity, Fluid Thinking and Affect. The intervention group showed significant pre- to post improvements in 9 of the 18 tests, whereas the controls improved significantly on one only. Furthermore, the intervention group showed significantly greater improvement than the controls on the “Physical Coordination” suite of tests, with evidence also of differential improvement on the Delayed Picture Recall test. Frequency of intervention use correlated significantly with the improvement in balance and in peg-moving speed. It is concluded that an internet-based cerebellar challenge programme for older adults can lead to benefits in balance, coordination and declarative memory. Limitations and directions for further research are outlined

Learning critical thinking skills with online bite-sized videos: a qualitative account of students’ perceptions

Learning to think critically is a key educational goal for higher education that presents a significant challenge for many students. Surprisingly, few studies have reported students’ views and perceptions towards instructional methods in critical thinking. The current study explored university students’ experiences and perceptions towards an online intervention designed to improve critical thinking skills. The intervention employed video-based learning to introduce four common informal logical fallacies to students across two micro-learning episodes administered online. We conducted semi-structured interviews with 30 university students to gain insight into four key areas: i) the perceived usefulness of the intervention for critical thinking development, ii) the presentation of learning materials, iii) the factors impacting their engagement, iv) and the potential of this approach to support mainstream provisions. We identified four main themes using thematic analysis: 1) building understanding and awareness of critical thinking, 2) effective video design and presentation, 3) valuing technology-enhanced learning approach, and 4) divergent experiences derived from the practice phase. These themes encapsulate students’ experiences of learning critical thinking as a highly sophisticated skill within an online learning environment and their preferences towards an effective video design. We discuss the implications of these findings for future pedagogical research and training of critical thinking in higher education

Exploring the impact of group identity at university on psychological and behavioural outcomes

With respect to supporting student well-being and success, the current research developed a peer support scheme, built on the principles of Social Identity Theory (SIT). This was targeted towards first year undergraduate psychology students, in which measures of collective identity, sense of belonging, group efficacy, happiness and resilience were obtained, along with attendance and academic attainment. Following one academic year of being part of our peer support scheme, participants (N= 90) completed a questionnaire and consented to their attendance and attainment data to be used. It was found that students’ collective identity was positively related to their sense of belonging, group efficacy beliefs and happiness. Further, the sense of belonging was a reliable predictor of happiness, but not attendance or academic attainment. Therefore, there is some evidence to suggest that a SIT-driven peer support scheme can support students’ psychosocial well-being, although more is needed to ascertain whether this could be developed further to observe any course-related outcomes. Theoretical contributions to SIT are therefore presented, in which the insights can be applied to Higher Education beyond the UK

The Genomic and Evolutionary Landscapes of Anaplastic Thyroid Carcinoma

Anaplastic thyroid carcinoma is arguably the most lethal human malignancy. It often co-occurs with differentiated thyroid cancers, yet the molecular origins of its aggressivity are unknown. We sequenced tumor DNA from 329 regions of thyroid cancer, including 213 from patients with primary anaplastic thyroid carcinomas. We also whole genome sequenced 9 patients using multi-region sequencing of both differentiated and anaplastic thyroid cancer components. Using these data, we demonstrate thatanaplastic thyroid carcinomas have a higher burden of mutations than other thyroid cancers, with distinct mutational signatures and molecular subtypes. Further, different cancer driver genes are mutated in anaplastic and differentiated thyroid carcinomas, even those arising in a single patient. Finally, we unambiguously demonstrate that anaplastic thyroid carcinomas share a genomic origin with co-occurring differentiated carcinomas and emerge from a common malignant field through acquisition of characteristic clonal driver mutations

Shades of all‐or‐none learning:A stimulus sampling model

A model of paired‐associate learning is produced, based on stimulus sampling theory. The model provides an excellent fit for data from both a two‐alternative and a three‐alternative experiment, and resolves several problems that beset Markov models of the process. 1982 The British Psychological Society</p