Multiple factors of cognitive failure and their relationships with stress vulnerability

Use of the Cognitive Failures Questionnaire (CFQ) in clinical research assumes that the questionnaire measures a single factor. A factor analysis of the CFQ was performed, on a sample of 475 students, using accurate procedures for determining the number of factors. These procedures gave mutually inconsistent results: at least two alternative factor structures can be extracted from the CFQ. An interpretable seven factor solution was found, but the CFQ probably has insufficient items to measure more than two strongly defined factors. The capacity of CFQ multiple factors to predict measures related to stress vulnerability was tested in a further study (N=57). Correlations between CFQ total score and neuroticism and use of coping strategies appeared to depend mainly on a single CFQ multiple factor, related to failures of concentration. Some of the other CFQ factors predicted other criteria. Further research on multiple factors of cognitive failure might improve the validity of the CFQ as a predictor of stress vulnerability and of cognitive performance.     

Embracing complexity in research on learning from examples and from problem solving

This contribution is a commentary to a special issue titled “Example-based learning: New theoretical perspectives and advances to a contemporary instructional approach” published in Applied Cognitive Psychology (2020). In the commentary, the presented research is discussed with respect to three extensions compared with previous research, namely, theoretical frameworks, learning scenarios and domains. It concludes with some suggestions for methodological advancements.     

The non-symbolic level of psychical reality

Freud introduced the concept of psychical reality as a consequence of abandoning the theory of seduction, and although this meant a turning point in his theoretical thinking he never defined the concept concisely and systematically. Thus it is possible to delineate at least two meanings of psychical reality that run through Freud´s writings as well as the writings of contemporary analysts. On the one hand psychical reality encompasses the whole field of subjective experiences. On the other, it is understood more narrowly as a transformation of experiences in the unconscious.

Substituting the idea of different meanings ascribed to Freud´s concept this article proposes to differentiate between levels in the psyche with the main focus on the unconscious level of the dream and of phantasy and the real unconscious. Starting from the most superficial level of subjective reality the text moves to that of fantasy formation illustrated by primarily Freud´s text on `A child is being beaten´. Adding Laplanche´s translational model the article ends up at the deepest level represented by the late Lacan and his concept of the real Unconscious.

The paper concludes that the term real points to something exceeding symbolization and the imaginary—thus escaping comprehension—and yet is absolutely indispensable to the organization of unconscious processes.     

Early Childhood Teachers' Perspectives on Social-Emotional Competence and Learning in Urban Classrooms

The promotion of social-emotional competence and implementation of social-emotional learning programs have increased substantially in schools; however, little is known about teachers' perceptions of such programs. This qualitative study explored early childhood (3 to 8 years old) teachers' perceptions of classroom-based social-emotional learning programs for young, urban-dwelling children. A focus of the study included learning what teachers believe were the critical components and challenges of such programs. Five themes emerged from the content analysis: responsibility, curricula/program design, contextual relevance, support, and barriers. The findings from this study are discussed with regard to educational policy implications about social-emotional learning curricula and programs, especially those implemented in urban schools.     

认知失败的研究综述：概念、测量及相关研究

自Broadbent等首次提出认知失败的概念以来,认知失败引起了研究者的广泛注意。认知失败是个体基于认知上的因素,使他们在完成那些平日中能够胜任的简单任务时出现错误。文章从认知失败的因素结构、认知失败与选择注意、持续注意等认知因素的关系,以及与人格特征等关系几个角度回顾了已有的研究,并提出未来的研究方向。     

Life history, sin, and disease.

On the basis of experiences in pastoral hospital care, the relationship between disease, sin, and guilt in the life of patients is explored. Against the disregard of this subject in medicine, and even in most of pastoral care, it is argued that patients' interest requires that their hidden or manifest questions be addressed, rather than their being exposed to efforts at "helping" through mere attempts at "debt clearance." Only by openly confronting sin and guilt can the patient be taken seriously in his role as subject of his disease. Theological and anthropological background considerations revealing the essence of sin as a disruption or even destruction of the Divine gift of life in its realization through a lived relationship to God and other humans are offered as evidence for this claim.