The resource-based model of self-regulation provides a pessimistic view of self-regulation that people are destined to lose their self-control after having engaged in any act of self-regulation because these acts deplete the limited resource that people need for successful self-regulation. The cognitive control theory, however, offers an alternative explanation and suggests that the depletion effect reflects switch costs between different cognitive control processes recruited to deal with demanding tasks. This account implies that the depletion effect will not occur once people (...) have had the opportunity to adapt to the self-regulatory task initially engaged in. Consistent with this idea, the present study showed that engaging in a demanding task led to performance deficits on a subsequent self-regulatory task only when the initial demanding task was relatively short but not when it was long enough for participants to adapt. Our results were unrelated to self-efficacy, mood, and motivation. (shrink)

In response to the COVID-19 pandemic, millions of students in China followed an emergency policy called “Suspending Classes without Stopping Learning” to continue their study online as schools across the country were closed. The present study examines how students adapted to learning online in these unprecedented circumstances. We aimed to explore the relationship between adaptability, academic emotion, and student engagement during COVID-19. 1,119 university students from 20 provinces participated in this longitudinal study (2 time points with a 2-week interval). The (...) results showed that adaptability (the ability to respond to changes) and student engagement are significantly positively correlated with positive academic emotion and negatively correlated with negative academic emotion. Furthermore, adaptability not only directly predicts student engagement, but also affects student engagement through the chain mediation of positive academic emotion and negative academic emotion. The results contribute to the gap in knowledge regarding changes in students’ learning in response to the outbreak. This study further explains the internal mechanisms mediating the relationship between adaptability and student engagement. It may provide references for educational researchers and universities in dampening the negative effects of COVID-19 on students’ learning by improving their adaptability and developing positive academic emotions. (shrink)

This research investigates the development of transferable - "adaptive" expertise. The study contrasts problem-solving performance of two kinds of experts (business consultants and restaurant managers) on novel problems at the intersection of their two domains, as well as a group of novices (non-business undergraduates). Despite a lack of restaurant experience, consultants performed better than restaurant managers and undergraduates, even though the problems concerned a restaurant. Process measures suggest this was due to the use of more theoretical reasoning. Analyses show this (...) resulted from differences in work experience and not other factors (e.g., education). We discuss aspects of experience that might be responsible for development of theoretical understanding and, thus, expertise that transfers to novel problems. One possible explanation, consistent with existing research from multiple approaches, is that to transfer to novel problems, experience must include substantive variability. The social context of learning may also play a role. (shrink)

Systems Science Ph.D. Program, Portland State University, Portland, Oregon 97207-0751, [email protected] Department of Philosophy, Reed College, 3203 SE Woodstock Boulevard, Portland, Oregon 97202, [email protected] Systems Science Ph.D. Program, Portland State University, Portland, Oregon 97207-0751, [email protected]..

ObjectiveTo examine the effect of family and perceived organizational support on the relationship between nurse adaptability and their experience with COVID-related PTSD (post-traumatic stress disorder) symptoms in frontline nurses working on COVID-19 units.BackgroundProximity to and survival of life-threatening events contribute to a diagnosis of PTSD, which is characterized by avoidance of reminders of trauma, intrusive thoughts, flashbacks of events, sleep disturbances, and hypervigilance. Using the job-demands and resource model, we examined the effect of adaptability, family support, and perceived organizational support (...) on PTSD symptoms for nurses during the COVID-19 pandemic. Specifically, we tested whether perceptions of environmental supports—i.e., family and organizational support—moderated the relationship between nurse adaptability and COVID-related PTSD symptoms.MethodsA sample of frontline nurses working on COVID-19 units during the COVID-19 pandemic in Texas (N= 277) participated in this cross-sectional, observational study. Frontline Nurses reported demographic information and completed surveys designed to measure adaptability, perceived organizational support, family support, and COVID-related PTSD symptoms.ResultsAdaptability was significantly positively correlated (medium effects) to perceived organizational and family support (r= 0.51 and 0.56, respectively,p< 0.01). Adaptability and perceived organizational support were also negatively correlated with COVID-related PTSD symptoms (medium effects). Adaptability was negatively correlated with COVID-related PTSD symptoms, supporting Hypothesis 1 (r= −0.43,p< 0.01). Perceived organizational support was also significantly negatively correlated with COVID-19-related PTSD symptoms (r= −0.30,p< 0.01). Family support was not significantly correlated with COVID-related PTSD but was positively related to experiencing COVID-related PTSD after other variables were accounted for.ConclusionFindings suggest that individual adaptability and organizational support may reduce PTSD severity in frontline nurses working during a crisis; however, family support may increase PTSD symptoms. We provide suggestions for strengthening individual adaptability and healthcare leadership including remaining highly engaged to show support by providing rapid communication, remaining calm during difficult circumstances, and maintaining a consistent, physical presence during difficult times. Moreover, our results suggest additional support for nurses with families to adapt to crisis. (shrink)

It is suggested that the control-system theory of Domjan et al. restates in engineering vocabulary the primary thesis of law-of-effect theories: namely, that classical-conditioning arrangements may involve CR-contingent reinforcement. The research cited by Domjan et al. is relevant to the idea that classical conditioning is an adaptive process, but is irrelevant to their control-system theory.

This paper investigates how environmental structure, given the innate properties of a population, affects the degree to which this population can adapt to the environment. The model we explore involves simple agents in a 2-d world which can sense a local food distribution and, as specified by their genomes, move to a new location and ingest the food there. Adaptation in this model consists of improving the genomic sensorimotor mapping so as to maximally exploit the environmental resources. We vary (...) environmental structure to see its specific effect on adaptive success. In our investigation, two properties of environmental structure, conditioned by the sensorimotor capacities of the agents, have emerged as significant factors in determining adaptive success: (1) the information content of the environment which quantifies the diversity of conditions sensed, and (2) the expected utility for optimal action. These correspond to the syntactic and pragmatic aspects of environmental information, respectively. We find that the ratio of expected utility to information content predicts adaptive success measured by population gain and information content alone predicts the fraction of ideal utility achieved. These quantitative methods and specific conclusions should aid in understanding the effects of environmental structure on evolutionary adaptation in a wide range of evolving systems, both artificial and natural. (shrink)

Prism adaptation is a form of visuomotor training that produces both sensorimotor and cognitive aftereffects depending on the direction of the visual displacement. Recently, a neural framework explaining both types of PA-induced aftereffects has been proposed, but direct evidence for it is lacking. We employed Structural Equation Modeling, a form of effective connectivity analysis, to establish directionality among connected nodes of the brain network thought to subserve PA. The findings reveal two distinct network branches: a loop involving connections from (...) the parietal cortices to the right parahippocampal gyrus, and a branch linking the lateral premotor cortex to the parahippocampal gyrus via the cerebellum. Like the sensorimotor aftereffects, the first branch exhibited qualitatively different modulations for left versus right PA, and critically, changes in these connections were correlated with the magnitude of the sensorimotor aftereffects. Like the cognitive aftereffects, changes in the second branch were qualitatively similar for left and right PA, with greater change for left PA and a trend correlation with cognitive aftereffects. These results provide direct evidence that PA is supported by two functionally distinct subnetworks, a parietal–temporal network responsible for sensorimotor aftereffects and a fronto-cerebellar network responsible for cognitive aftereffects. (shrink)

There are hardly any instruments to measure teamwork behaviors from an individual approach. This applies both in interprofessional teams or not, and in teams involved in health, social care, and other areas. The Individual Behavior Analysis scale measures efficacious behavior in work teams. It is one of the few instruments proposed in the literature to measure personal skills necessary for teamwork. Only a previous exploratory analysis of the scale was informed in another study. This article analyzes its internal structure using (...) different confirmatory factor analyses and its internal consistency, with a sample of 815 employees working for Spanish social organizations in the geriatric field, both private and public. The results of the definitive version adapted to Spanish, referred to as Individual Behavior Analysis −25, indicate a good fit of the model to the data and good reliability. Factor analysis confirmed the existence of two factors: Communication skills and Acceptance, with good internal consistency coefficients. This scale is a useful instrument for assessing, based on the reviewed literature, two of the most important individual skills an efficacious team should have. (shrink)

Humans preferentially remember information processed for their survival relevance, a memorial benefit known as the survival processing effect. Memory is also biased towards information associated with the prospect of reward. Given the adaptiveness of these effects, they may depend on similar mechanisms. We tested whether motivation drives both effects, with reward incentives that are known to boost extrinsic motivation and survival processing perhaps stimulating intrinsic motivation. Accordingly, we manipulated survival processing and reward incentive independently during an incidental-encoding task (...) in which participants chose between pairs of words concerning their relevance for a scenario, and examined the effects on encoding event-related potentials activity and later performance on a surprise recall test. We hypothesized that if survival processing fosters intrinsic motivation, it should reduce the beneficial effects of extrinsic motivation. In contrast to this prediction, we found that reward incentive and survival processing independently improved memory and that the P300, a measure of lower-level cognitive resource allocation, was increased by reward incentive independent of survival processing. Further, survival processing and reward incentive independently increased the frontal slow wave, a measure of higher-level elaboration. These findings suggest that while survival processing and reward incentive may both increase encoding elaboration, the memory-enhancing effect of survival processing does not depend on increased intrinsic motivation. Additionally, we replicated a recent finding whereby the survival processing effect generalizes to a choice-based encoding task and further showed that the beneficial effect of choice on memory likely does not interact with either survival processing or reward. (shrink)

The aim of this study was to examine the effect of cognitive information processing and social cognitive career theory group counseling on high school students’ career adaptability. The study involved 81 students from grade 10 and grade 11 in a Chinese public high school. Among the 81 participants, 27 were in the CIP group, 28 were in the SCCT group, while the rest were in the control group. All participants completed a pre-test, post-test, and tracking-test assessment of their career adaptability. (...) Results indicated that the interventions were effective for the students with low career adaptability, the CIP group counseling improved the career concern after the intervention, whereas the SCCT group revealed a more robust effect on career adaptability after 3 months of the intervention. The practical implications of the study for career interventions are also discussed. (shrink)

ObjectiveFew research efforts have substantially introduced relevant studies on Chinese students’ adaptability in relation to the ineffectiveness of blended learning mode in College English. This study is guided by social cognitive theory, and related literature has been reviewed concerning adaptability. In this study, we aim to examine the involved relationships among contextual factors, self-efficacy, motivation, and adaptability to blended learning mode among non-English majored Chinese learners in the College English course.MethodsThe quantitative research method was employed in this study, and 595 (...) respondents were eventually collected to enable the data analysis. The structural equation modeling approach was used to analyze the data.Results The non-English majored learners’ adaptability to blended learning mode in College English was at a low level with a mean value of 2.26, indicating that students still suffer difficulties from class conducted in blended learning; the fit indices were at the level of good fit, and it suggested the structural model had an overall good fit to the data as shown: x2/df = 2.496, RMESA = 0.050, GFI = 0.956, AGFI = 0.936, NFI = 0.968, RFI = 0.959, IFI = 0.980, TLI = 0.975, CFI = 0.980; adaptability was positively related to contextual factors, self-efficacy, and motivation ; contextual factors exerted an indirect effect on the adaptability not only through the separate mediating role of self-efficacy and motivation, but through the chain mediating role of self-efficacy and motivation.ImplicationsThis study theoretically extends previous studies on adaptability by investigating the affecting factors in the framework of social cognitive theory. More practically important is that this study sheds light on the impact mechanism of positive and enjoyable environment, self-efficacy and motivation on non-English majored learners’ adaptability to blended learning mode in English course, which would provide a vital insight for administrators and College English instructors to reconsider the role of learners’ responses in the mixed mode to improve their English achievement more effectively, as well as to enhance and promote their user experience of the offered blended learning service. (shrink)

McKay & Dennett (M&D) look for adaptive misbeliefs that result from the normal, though fallible, functioning of human cognition. Their account can be substantially improved by the addition of two elements: (1) significance of a belief's testability for its functionality, and (2) an account of reason appropriate to understanding systemic misbelief. Together, these points show why religion probably is an adaptive misbelief.