Translating the ICAP Theory of Cognitive Engagement Into Practice

ICAP is a theory of active learning that differentiates students’ engagement based on their behaviors. ICAP postulates that I nteractive engagement, demonstrated by co‐generative collaborative behaviors, is superior for learning to C onstructive engagement, indicated by generative behaviors. Both kinds of engagement exceed the benefits of A ctive or P assive engagement, marked by manipulative and attentive behaviors, respectively. This paper discusses a 5‐year project that attempted to translate ICAP into a theory of instruction using five successive measures: (a) teachers’ understanding of ICAP after completing an online module, (b) their success at designing lesson plans using different ICAP modes, (c) fidelity of teachers’ classroom implementation, (d) modes of students’ enacted behaviors, and (e) students’ learning outcomes. Although teachers had minimal success in designing Constructive and Interactive activities, students nevertheless learned significantly more in the context of Constructive than Active activities. We discuss reasons for teachers’ overall difficulty in designing and eliciting Interactive engagement.     

Substance use and partner violence among urban women seeking emergency care

Growing evidence suggests intimate partner violence (IPV) and substance misuse are co-occurring problems that disproportionately affect low income urban women seeking care in emergency departments (EDs) and represent leading causes of injuries that result in ED visits. This paper examines temporal bidirectional associations between different types of drug and alcohol use and different types of IPV in a longitudinal study of a representative sample of 241 low-income urban women receiving emergency care from an ED in the Bronx, New York. After adjusting and matching for sociodemographics and potentially confounding multilevel risk and protective covariates, women who reported using heroin in the prior 6 months at Wave 1 were twice as likely as nonheroin-using women to indicate any physical, injurious, or sexual IPV at subsequent waves and were 2.7 times more likely to indicate experiencing an injury from IPV at subsequent waves. Crack or cocaine use in the past 6 months at Wave 1 was associated with an increased likelihood of injurious IPV and severe verbal abuse at subsequent waves. Findings also suggested that sexual IPV was significantly associated with subsequent use of crack or cocaine. The multiple bidirectional associations found linking these problems underscore the need for conducting routine screening for IPV and substance misuse among women in low-income urban EDs, and for improving linkages to services that will ultimately reduce the risk of morbidity, disability, and mortality related to these co-occurring problems.     

What people desire, feel conflicted about, and try to resist in everyday life

In the present study, we used experience sampling to measure desires and desire regulation in everyday life. Our analysis included data from 205 adults, who furnished a total of 7,827 reports of their desires over the course of a week. Across various desire domains, results revealed substantial differences in desire frequency and strength, the degree of conflict between desires and other goals, and the likelihood of resisting desire and the success of this resistance. Desires for sleep and sex were experienced most intensively, whereas desires for tobacco and alcohol had the lowest average strength, despite the fact that these substances are thought of as addictive. Desires for leisure and sleep conflicted the most with other goals, and desires for media use and work brought about the most self-control failure. In addition, we observed support for a limited-resource model of self-control employing a novel operationalization of cumulative resource depletion: The frequency and recency of engaging in prior self-control negatively predicted people's success at resisting subsequent desires on the same day.     

The Slip Induction Task: Creating a window into cognitive control failures

Regardless of age, education, or social status, we all experience moments where we ask ourselves, "what was I thinking?!?" Typically, we experience errors of this sort, or slips of action, during routine tasks that require a whole sequence of movements. However, most action slip research has focused on creating response conflict within single movements. The Slip Induction Task (SIT) is a step toward creating response conflict within truer to life action routines. As such, the SIT attempts to induce action slips in a well-learned movement routine through the occasional presentation of unexpected cues. We find that the SIT is able to reliably induce action slips, especially when the unexpected cue necessitates a movement to an unexpected target location. Furthermore, when participants are able to avoid an action slip, these changes in movement routine are accompanied by a cost in speed.     

Goal Orientation and Feedback Congruence: Effects on Discretionary Effort and Achievement

This study examines the differential effects of outcome feedback for achievement goal orientations' relationship with effort and achievement. In support of our predictions, learning goal orientation had a positive relationship with task achievement in the absence of outcome feedback and a negative relationship in its presence, while performance goal orientation maintained a positive relationship with achievement regardless of whether outcome feedback was provided. We attribute this to a decrease in task interest when initial task purpose, as determined by personal goal orientation, is incongruent with the subsequent task cues provided by outcome feedback. Predictions regarding task effort and combined goal orientation effects were not supported. Implications for theory and practice are discussed.     

The Unity of Self at the Interface of the Animal Body and the Cultural System

The self is defined by unity, which must be constructed from multiple inner processes and representations. The unity is more a requirement of social life than of brain activities. The self exists at the interface between the physical body and the social system, which for humans includes culture. The three main aspects of the self are a network of information (sometimes called the self-concept), an interpersonal being (e.g., member of a group or relationship), and executive function (e.g., making decisions). For each of these, multiple inner processes and representations must be integrated to produce the unity of self. Conscious processing plays a key role in this integrative process, because it is a vital means by which different areas of brain and mind exchange information.     

Linking self and ingroup: Self‐anchoring as distinctive cognitive route to social identification

The present paper investigates how cognitive projection processes instigate social identification. We complement the classical self‐stereotyping approach (i.e., conforming to prototypical group norms) by investigating self‐anchoring (i.e., projection from self to group) as a distinct cognitive route to social identification. Self‐anchoring has mainly been investigated as predictor of intergroup differentiation. Surprisingly, no reliable link has been provided yet between self‐anchoring and social identification. In Study 1, we provide first evidence for this positive link. In Study 2, we add self‐stereotyping to our model and show that self‐anchoring is still positively related to social identification when controlling for self‐stereotyping. Additionally, we show that self‐anchoring is positively related to affective components of identification, while self‐stereotyping is positively related to cognitive components. Moreover, we examined the impact of self‐concept stability on self‐anchoring. Self‐concept stability was positively related to self‐anchoring, and hence to social identification (Study 1), independently from self‐stereotyping (Study 2). In the discussion, we argue that disentangling self‐anchoring from self‐stereotyping is important as it increases our insight in how people identify, and how this may vary depending on self‐concept and group context. Copyright © 2011 John Wiley & Sons, Ltd.