Mapping differential responses to cognitive training using machine learning

We used two simple unsupervised machine learning techniques to identify differential trajectories of change in children who undergo intensive working memory (WM) training. We used self‐organizing maps (SOMs)—a type of simple artificial neural network—to represent multivariate cognitive training data, and then tested whether the way tasks are represented changed as a result of training. The patterns of change we observed in the SOM weight matrices implied that the processes drawn upon to perform WM tasks changed following training. This was then combined with K‐means clustering to identify distinct groups of children who respond to the training in different ways. Firstly, the K‐means clustering was applied to an independent large sample (N = 616, M_age = 9.16 years, range = 5.16–17.91 years) to identify subgroups. We then allocated children who had been through cognitive training (N = 179, M_age = 9.00 years, range = 7.08–11.50 years) to these same four subgroups, both before and after their training. In doing so, we were able to map their improvement trajectories. Scores on a separate measure of fluid intelligence were predictive of a child's improvement trajectory. This paper provides an alternative approach to analysing cognitive training data that go beyond considering changes in individual tasks. This proof‐of‐principle demonstrates a potentially powerful way of distinguishing task‐specific from domain‐general changes following training and of establishing different profiles of response to training.     

Irrelevant‐action imitation is short‐term and contextual: Evidence from two under‐studied populations

Across the lifespan and across populations, humans ‘overimitate’ causally unnecessary behaviors. Such irrelevant‐action imitation facilitates faithful cultural transmission, but its immediate benefits to the imitator are controversial. Over short time scales, irrelevant‐action imitation may bootstrap artifact exploration or interpersonal affiliation, and over longer time scales it may facilitate acquisition of either causal models or social conventions. To investigate these putative functions, we recruited community samples from two under‐studied populations: Yasawa, Fiji, and Huatasani, Peru. We use a two‐action puzzle box: first after a video demonstration, and again one month later. Treating age as a continuous variable, we reveal divergent developmental trajectories across sites. Yasawans (44 adults, M = 39.9 years, 23 women; 42 children, M = 9.8 years, 26 girls) resemble documented patterns, with irrelevant‐action imitation increasing across childhood and plateauing in adulthood. In contrast, Huatasaneños (48 adults, M = 37.6 years, 33 women; 47 children, M = 9.3 years, 13 girls) evince a parabolic trajectory: adults at the site show the lowest irrelevant‐action imitation of any demographic set in our sample. In addition, all age sets in both populations reduce their irrelevant actions at Time 2, but do not reduce their relevant‐action imitation or goal attainment. Taken together, and considering the local cultural contexts, our results suggest that irrelevant‐action imitation serves a short‐term function and is sensitive to the social context of the demonstration.     

Statistical learning of multiple speech streams: A challenge for monolingual infants

Language acquisition depends on the ability to detect and track the distributional properties of speech. Successful acquisition also necessitates detecting changes in those properties, which can occur when the learner encounters different speakers, topics, dialects, or languages. When encountering multiple speech streams with different underlying statistics but overlapping features, how do infants keep track of the properties of each speech stream separately? In four experiments, we tested whether 8‐month‐old monolingual infants (N = 144) can track the underlying statistics of two artificial speech streams that share a portion of their syllables. We first presented each stream individually. We then presented the two speech streams in sequence, without contextual cues signaling the different speech streams, and subsequently added pitch and accent cues to help learners track each stream separately. The results reveal that monolingual infants experience difficulty tracking the statistical regularities in two speech streams presented sequentially, even when provided with contextual cues intended to facilitate separation of the speech streams. We discuss the implications of our findings for understanding how infants learn and separate the input when confronted with multiple statistical structures.     

Complementary teaching practices: Ignatian pedagogy and Buddhist‐inspired compassion meditation

While scholarly discussions on Jesuit education are plentiful, inquiries related to Ignatian pedagogy are rare. This article examines the applications of Ignatian pedagogy by juxtaposing it with the analysis of a Buddhist‐inspired and interdisciplinary contemplation program, Cognitively‐Based Compassion Training® (CBCT®). Drawing from the author's experience in teaching CBCT® at a Jesuit University, this article explores how CBCT® aligns with the Ignatian Pedagogical Paradigm's five elements: context, experience, reflection, action, and evaluation. This study uses psychometrical measurements, such as the Compassionate Love for Humanity Scale, to document how my interdisciplinary approach may enhance participants' emotional well‐being and widen their ethical concerns. As these outcomes are inherently cross‐disciplinary and include intellectual and affective dimensions, they cannot be achieved through a single field. Building a bridge between the Ignatian Pedagogical Paradigm and CBCT® provides a successful strategy for the educational objectives of developing the whole person and forming a compassionate character.     

A citation network analysis of career mentoring across disciplines: A roadmap for mentoring research in sport

ObjectiveGiven our limited understanding of mentoring in sport, reviewing research from other disciplines has the potential to advance knowledge in this context. Therefore, the purpose of this study was to synthesize and evaluate the mentoring literature across disciplines in order to bridge existing knowledge and to situate the mentoring in sport literature.DesignA citation network analysis.MethodA comprehensive literature search was conducted to locate influential career mentoring articles, books, and book chapters across all disciplines. Subsequently, this body of literature was evaluated using citation network to (a) identify the major career mentoring disciplines, (b) locate the most influential career mentoring texts, (c) evaluate the transfer of knowledge across disciplines, and (d) situate and evaluate the mentoring in sport literature.ResultsThe literature search resulted in a mentoring network of 1,819 texts and 10,951 citation links. Five major mentoring disciplines emerged: academic medicine, industrial and organizational psychology, education, nursing, and psychology. The industrial and organizational psychology and academic medicine disciplines were the most substantial mentoring disciplines. Further, the findings suggest the literature is relatively disconnected within and across disciplines. In regard to sport, the mentoring research represented 1.47% of the full-network (29 texts and 50 citation relations) and is interwoven into the industrial and organizational psychology literature.ConclusionGiven the limited sport texts uncovered in the citation network analysis, sport scholars can stand to benefit from the wealth of existing career mentoring literature in other disciplines. Accordingly, the identification of seminal career mentoring disciplines and texts serves to provide sport mentoring scholars with a roadmap to further promote the advancement and dissemination of mentoring knowledge and research.     

Life skills development in physical education: A self-determination theory-based investigation across the school term

ObjectivesGrounded in self-determination theory (SDT), the main aim of this study was to examine the longitudinal associations between teacher autonomy support, students’ basic psychological need satisfaction and life skills development in physical education (PE).DesignThis study employed a two-wave longitudinal research design.MethodStudents (N = 266, Mage = 12.94 years, SD = 0.70) completed measures assessing perceived autonomy-supportive teaching, need satisfaction (autonomy, competence, and relatedness), and life skills development in PE (teamwork, goal setting, social skills, problem solving and decision making, emotional skills, leadership, time management, and interpersonal communication). Data collections took place during week 6 (timepoint 1; T1) and week 15 (timepoint 2; T2) of the autumn school term.ResultsCross-lagged panel analyses showed that T1 teacher autonomy support did not significantly predict students’ three basic psychological needs, total need satisfaction or life skills development at T2. Students’ T1 total need satisfaction positively predicted their development of all eight life skills at T2. Additionally, students’ T1 autonomy satisfaction positively predicted their teamwork, social skills, emotional skills, leadership, and interpersonal communication skills at T2, T1 competence satisfaction positively predicted students’ teamwork skills at T2, and students’ T1 relatedness satisfaction positively predicted their social skills at T2.ConclusionsProviding partial support for SDT, the findings highlighted that satisfaction of students’ three basic psychological needs had some positive effects on students’ life skills development in PE. As such, a climate that satisfies students’ basic psychological needs should help to develop their life skills in PE.     

隔代教育对孙辈和祖辈的影响：双刃剑效应

隔代教育是指祖辈对孙辈的抚养和教育, 随着经济社会的发展, “隔代教育”已成为“亲代教育”的一种重要补充形式。隔代教育对祖孙两辈人的身心健康均存在“双刃剑”效应。生物进化论、社会交换理论和家庭系统理论为理解隔代教育对孙辈的影响提供了理论支持, 角色紧张和角色强化理论可以加深隔代教育对祖辈影响的认识。未来研究应明确隔代教育的定义和类型, 控制边界因素进行更为深入的综合性研究, 并进一步推进隔代教育的本土化研究。     

社会性发展迟滞大学生对社交信息的内隐态度

本研究目的在于探索社会性发展迟滞大学生对社交信息的内隐认知特点,三个实验分别通过GNAT、IRAP、IAT范式探讨社会性发展迟滞大学生对社交活动、社交关系的内隐态度和内隐社交自我评价的内隐加工特点。结果发现:①社会性发展迟滞组对群体活动的反应时更短;②社会性发展迟滞组对师生关系持消极的内隐态度,对同学关系持积极的内隐态度;③社会性发展迟滞组存在社交自我评价积极偏向,但对积极评价他人/消极评价自我的反应时更短,对评价的整体反应时更短。结论:迟滞个体对社交活动较敏感,对师生关系持消极态度和对同学关系持积极态度,对社交自我评价存在积极偏向。