L’entraînement cognitivo-perceptif basé sur la vidéo et ses modes d’instructions

This literature review examines both the effectiveness of simulation training video to improve decision-making of athletes and secondly, the benefits of explicit, implicit and guided instructions used during video-based perceptual training. Thus, it is shown that video-based perceptual training improves cognitive and perceptual skills resulting in decrease in decision time and increase in decision's accuracy in simulations and field. Furthermore, the benefits of explicit approaches in early stage of learning to promote rapid acquisition of knowledge is highlighted. On the other hand, it is suggested that implicit approaches will be more conducive to the experts to ensure that they “reinvest” their knowledge in stressful situations. Finally, it is envisaged that guided approaches are relevant alternatives to explicit and implicit approaches.     

Investigating Links from Teacher Knowledge,to Classroom Practice,to Student Learning in the Instructional System of the Middle-School Mathematics Classroom

Using data collected in 125 seventh-grade and 56 eighth-grade Texas classrooms in the context of the “Scaling Up SimCalc” research project in 2005–07, we examined relationships between teachers’ mathematics knowledge, teachers’ classroom decision making, and student achievement outcomes on topics of rate, proportionality, and linear function—three important and cognitively demanding prealgebra topics. We found that teachers’ mathematical knowledge was correlated with student achievement in only one study out of three. We also found a lack of correlations between teachers’ mathematical knowledge and critical aspects of instructional decision making. Curriculum and other learning resources (e.g., technology, student–student interactions) are clearly important factors for student learning in addition to, and in interaction with, teachers’ mathematical knowledge. Our results suggest that mathematics knowledge for teaching may have a nonlinear relationship with student learning, that those effects may be heavily mediated by other instructional factors, and that short-term content knowledge gains in teacher workshops may not persist in classroom instruction. We discuss a need in the field for richer models of how “mathematical knowledge for teaching” works in the context of complete instructional systems.     

Changes in frontal and posterior cortical activity underlie the early emergence of executive function

Executive function (EF) is a key cognitive process that emerges in early childhood and facilitates children's ability to control their own behavior. Individual differences in EF skills early in life are predictive of quality‐of‐life outcomes 30 years later (Moffitt et al., 2011). What changes in the brain give rise to this critical cognitive ability? Traditionally, frontal cortex growth is thought to underlie changes in cognitive control (Bunge & Zelazo, 2006; Moriguchi & Hiraki, 2009). However, more recent data highlight the importance of long‐range cortical interactions between frontal and posterior brain regions. Here, we test the hypothesis that developmental changes in EF skills reflect changes in how posterior and frontal brain regions work together. Results show that children who fail a “hard” version of an EF task and who are thought to have an immature frontal cortex, show robust frontal activity in an “easy” version of the task. We show how this effect can arise via posterior brain regions that provide on‐the‐job training for the frontal cortex, effectively teaching the frontal cortex adaptive patterns of brain activity on “easy” EF tasks. In this case, frontal cortex activation can be seen as both the cause and the consequence of rule switching. Results also show that older children have differential posterior cortical activation on “easy” and “hard” tasks that reflects continued refinement of brain networks even in skilled children. These data set the stage for new training programs to foster the development of EF skills in at‐risk children.     

Physiological and behavioral signatures of reflective exploratory choice

Physiological arousal, a marker of emotional response, has been demonstrated to accompany human decision making under uncertainty. Anticipatory emotions have been portrayed as basic and rapid evaluations of chosen actions. Instead, could these arousal signals stem from a “cognitive” assessment of value that utilizes the full environment structure, as opposed to merely signaling a coarse, reflexive assessment of the possible consequences of choices? Combining an exploration–exploitation task, computational modeling, and skin conductance measurements, we find that physiological arousal manifests a reflective assessment of the benefit of the chosen action, mirroring observed behavior. Consistent with the level of computational sophistication evident in these signals, a follow-up experiment demonstrates that anticipatory arousal is modulated by current environment volatility, in accordance with the predictions of our computational account. Finally, we examine the cognitive costs of the exploratory choice behavior these arousal signals accompany by manipulating concurrent cognitive demand. Taken together, these results demonstrate that the arousal that accompanies choice under uncertainty arises from a more reflective and “cognitive” assessment of the chosen action’s consequences than has been revealed previously.     

The Effects of Cognitive Restructuring and Decision-Making Training on Career Indecision

The authors designed a cognitive restructuring intervention for individuals having difficulty with career decision making and compared the intervention to a decision skills intervention and a no-treatment control. The cognitive restructuring intervention was more effective than were both decision-making training and the control condition in reducing anxiety about career decision making and in encouraging vocational exploratory behavior. Cognitive restructuring clients also reported more use of the skills they had learned, were more satisfied with the decisions they made, and found the treatment program more useful in making career decisions than did clients in the other two groups.     

Evaluating behavioral skills training to teach safe tackling skills to youth football players

With concussion rates on the rise for football players, there is a need for further research to increase skills and decrease injuries. Behavioral skills training is effective in teaching a wide variety of skills but has yet to be studied in the sports setting. We evaluated behavioral skills training to teach safer tackling techniques to six participants from a Pop Warner football team. Safer tackling techniques increased during practice and generalized to games for the two participants who had opportunities to tackle in games.     

Members Matter in Team Training: Multilevel and Longitudinal Relationships Between Goal Orientation,Self‐Regulation,and Team Outcomes

Longitudinal data from 338 individuals across 64 teams in a simulation‐based team‐training context were used to examine the effects of dispositional goal orientation on self‐regulated learning (self‐efficacy and metacognition). Team goal orientation compositions, as reflected by average goal orientations of team members, were examined for moderating effects on these individual‐level relationships. Finally, individual‐level self‐regulation was investigated for its influence on multiple team‐level outcomes across time. Results showed generally positive effects of learning goal orientation and negative effects of avoid performance and prove performance goal orientations on rates of self‐regulation during team training. However, several of these individual‐level relationships were moderated by team goal orientation composition. The importance of self‐regulation in teams was displayed by results showing the average level of self‐regulation among a team's members over time was positively associated with team efficacy, team cooperation quality, and team decision making.     

Development of Teaching Skills and Relations to Theory of Mind in Preschoolers

The aims of this research were to examine the development of teaching skills in preschool children and to explore the relation between teaching and theory of mind (ToM). After learning a new board game, 3.5-, 4.5-, and 5.5-year-old children (N = 46) were asked to teach a confederate who “doesn't know how to play the game.” They also received two ToM tasks. Children's teaching skills increased significantly with age: older children taught longer, explained more rules, used more strategies when teaching, and were more likely to recognize and attempt to correct “errors” committed by the confederate. After being controlled for age, individual differences in ToM were significantly correlated with the number of strategies used when teaching. This research suggests that a dynamic teaching task is sensitive to developmental changes and that aspects of children's teaching may serve as a window into their developing understanding of mental states.     

Decision Workshops for the Improvement of Decision-Making Skills and Confidence

This article describes the development and evaluation of a workshop program to help people become more confident and effective as decision makers. The workshops, based on conflict theory, consisted of five 2-hour sessions, in which participants learned about the major decisional coping patterns and the critical steps of decision making. Participants also practiced decision-making skills and learned how to use decisional balance sheets, future diaries, and other aids to vigilant decision making. The 76 participants were classified as “problem clients” (N = 44, “learners” (N = 30), and “others” (N = 2). A follow-up questionnaire administered 3 months after the final session revealed that the workshops had promoted increased confidence in decision making and less reported use of maladaptive patterns of decision making.     

Caregivers can implement play-based instruction without disrupting child preference

Young children diagnosed with autism spectrum disorder often require systematic teaching to learn new skills, and caregivers can teach their children by embedding learning opportunities in a play-based context. However, researchers have not evaluated procedures to train caregivers how to implement a combination of strategies designed to establish rapport and early language skills while maintaining play as a preferred context. Caregiver–child dyads composed of 2 mothers and their sons were recruited to participate. A multiple-probe design across strategies was used to demonstrate the efficacy of behavioral skills training on the mothers' integration of parallel play, child-directed interaction, teaching requests (mands), and teaching labels (tacts). Both children acquired the target requests and labels as a function of their mothers' teaching. By assessing the children's preferences, we confirmed the teaching strategies did not decrease toy engagement or the value of playing with their mother. We obtained stimulus generalization of the mothers' implementation of the strategies from a clinic to their home and maintenance of mother and child performance across a month.     

Instance‐based learning in dynamic decision making

This paper presents a learning theory pertinent to dynamic decision making (DDM) called instancebased learning theory (IBLT). IBLT proposes five learning mechanisms in the context of a decision‐making process: instance‐based knowledge, recognition‐based retrieval, adaptive strategies, necessity‐based choice, and feedback updates. IBLT suggests in DDM people learn with the accumulation and refinement of instances, containing the decision‐making situation, action, and utility of decisions. As decision makers interact with a dynamic task, they recognize a situation according to its similarity to past instances, adapt their judgment strategies from heuristic‐based to instance‐based, and refine the accumulated knowledge according to feedback on the result of their actions. The IBLT's learning mechanisms have been implemented in an ACT‐R cognitive model. Through a series of experiments, this paper shows how the IBLT's learning mechanisms closely approximate the relative trend magnitude and performance of human data. Although the cognitive model is bounded within the context of a dynamic task, the IBLT is a general theory of decision making applicable to other dynamic environments.     

决策者的认知特征对决策过程及企业战略选择的影响

在不确定环境下,企业的最高决策者的个人特性和行为对于企业的战略决策起着关键的作用。本研究探讨决策者的认知特征对于战略决策的过程以及最终形成的战略决策的影响。研究采用情境实验法,根据某企业的实际情形编写了一个商业案例,案例提供了决策者所需要的信息,并制造出高不确定的情境。148名来自大学管理学院的学生被要求对于该案例进行分析并填写有关量表。对数据进行结构方程模型的分析后得到如下结果：决策者的认知复杂性和认知需要与他们对企业内外环境的周密分析具有显著的正向关系,而且通过后者影响到对于环境中蕴含的机会的判断,并最终影响是否进入某项业务的决策。     

How High Schools Become Empowering Communities: A Mixed‐Method Explanatory Inquiry into Youth‐Adult Partnership and School Engagement

Educational reform efforts emphasize empowerment and engagement, but these concepts are rarely translated into policy or classroom practice. This inquiry explores how schools can become places where students take ownership over their own learning. Phase 1 of this inquiry, a survey of students from diverse high schools, examines pathways to school engagement. Results indicated that youth voice in decision‐making, particularly when the experience is situated within supportive adult relationships and a sense of safety, significantly predicts emotional and cognitive engagement. Phase 2, a case study of an exemplary high school, sought to explain these pathways. Grounded in the theoretical perspectives of “empowered community settings” and “youth‐adult partnership,” analyses highlighted the importance of a shared belief system and core instructional activities that were student‐centered, affirmative, and strength‐based. Within this context, the opportunity role structure allowed students to exercise voice in creating their own educational program. The relational environment offered partnership and safety for academic risk‐taking. Teachers broke down traditional roles and power hierarchies in ways that helped students discover their own sources of engagement. The article identifies ways that community psychologists, as policy framers and as researchers, can help schools become places of empowerment and engagement.     

Some Personal Notes on Role Plays as an Excellent Teaching Tool

Role plays are extremely valuable tools to address different aspects of teaching social responsibility, because they allow students to “live through” complex ethical decision making dilemmas. While role plays are getting high marks from students because their entertainment value is high, their educational value depends on their closeness to students’ work experience and the skills of the teacher in helping students comprehend the lessons they are meant to convey.     

When family considerations influence work decisions: Decision-making processes

The work–family literature has provided an abundance of evidence that various family factors are linked to various work decisions, suggesting that the “family-relatedness” of work decisions is a prevalent phenomenon (Greenhaus & Powell, 2012). However, the cognitive processes by which such linkages occur have received little attention. We offer a framework by which to examine individuals' decision-making processes when they take family considerations into account in their work decisions. The framework suggests stages through which individuals proceed when making a work decision that takes family considerations into account and cognitive processes that influence how they proceed through each stage.     

决策过程中参照点效应研究述评

Kahneman和Tversky提出的“参照点效应”概念,对决策者的认知编码和信息整合方式做出了合理的解释,并对传统的理性决策理论提出了挑战。近年来,关于参照点效应的研究也一直受到众多学者的重视。文章系统阐述了参照点效应的相关概念和最新研究进展,并提出了参照点效应未来研究的4个趋势：日益重视多重参照点效应的研究、开始关注动态决策中的参照点变化机制、重视群体决策过程中的参照点效应研究、注重在现实决策任务中验证和发展参照点效应的相关理论     

“The Notion of Neutrality in Clinical Ethics Consultation”

Clinical ethics consultation (CEC), as an activity that may be provided by clinical ethics committees and consultants, is nowadays a well-established practice in North America. Although it has been increasingly implemented in Europe and elsewhere, no agreement can be found among scholars and practitioners on the appropriate role or approach the consultant should play when ethically problematic cases involving conflicts and uncertainties come up. In particular, there is no consensus on the acceptability of consultants making recommendations, offering moral advice upon request, and expressing personal opinions. We translate these issues into the question of whether the consultant should be neutral when performing an ethics consultation. We argue that the notion of neutrality 1) functions as a hermeneutical key to review the history of CEC as a whole; 2) may be enlightened by a precise assessment of the nature and goals of CEC; 3) refers to the normative dimension of CEC. Here, we distinguish four different meanings of neutrality: a neutral stance toward the parties involved in clinical decision making, toward the arguments offered to frame the discussion, toward the values and norms involved in the case, and toward the outcome of decision making, that is to say the final decision and action that will be implemented. Lastly, we suggest a non-authoritarian way to intend the term “recommendation” in the context of clinical ethics consultation.     

Mentoring for Responsible Research: The Creation of a Curriculum for Faculty to Teach RCR in the Research Environment

Despite more than 25 years of a requirement for training in the responsible conduct of research (RCR), there is still little consensus about what such training should include, how it should be delivered, nor what constitutes “effectiveness” of such training. This lack of consensus on content, approaches and outcomes is evident in recent data showing high variability in the development and implementation of RCR instruction across universities and programs. If we accept that one of the primary aims of instruction in RCR/research ethics is “to foster a community of social responsibility” (Antes et al. 2009: 398), then it makes sense to consider the research environment itself—where learning one’s science happens where one also engages in social interaction around that science. In order to take the best advantage of that already existing/naturally occurring research environment, the authors, through a deliberative, collaborative, and integrative process, crafted a workshop curriculum meant to arm research faculty with concrete and specific tools to effectively introduce research ethics in the context of the research environment.     

Sequential sampling models of human text classification

Text classification involves deciding whether or not a document is about a given topic. It is an important problem in machine learning, because automated text classifiers have enormous potential for application in information retrieval systems. It is also an interesting problem for cognitive science, because it involves real world human decision making with complicated stimuli. This paper develops two models of human text document classification based on random walk and accumulator sequential sampling processes. The models are evaluated using data from an experiment where participants classify text documents presented one word at a time under task instructions that emphasize either speed or accuracy, and rate their confidence in their decisions. Fitting the random walk and accumulator models to these data shows that the accumulator provides a better account of the decisions made, and a “balance of evidence” measure provides the best account of confidence. Both models are also evaluated in the applied information retrieval context, by comparing their performance to established machine learning techniques on the standard Reuters‐21578 corpus. It is found that they are almost as accurate as the benchmarks, and make decisions much more quickly because they only need to examine a small proportion of the words in the document. In addition, the ability of the accumulator model to produce useful confidence measures is shown to have application in prioritizing the results of classification decisions.     

How Do Students Learn Theology?

This paper explores the way students learn theology through a small qualitative research project. It is undertaken in conversation with current higher education learning theory. This learning theory suggests that it is important to discover how a student conceptualizes learning and how they perceive the teaching environment. Students interviewed increasingly spoke of the value of this academic or more cognitive side of learning as they learned “deep approaches.” Important in this movement to deep, transformational learning was the presence of a relational teaching environment in which peers and teachers played a crucial role. This present study offers support to the view that the tradition of the learning community remains important for deploying deep approaches to the learning of theology in higher education. The paper argues that these relational principals of teaching and learning remain important in the face of the increased use of technology‐based tools and other pedagogical challenges to theological education today.