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Descriptors:
Learner Engagement; Educational Games; Computer Simulation; Children; Adolescents; Attention; Memory; Psychomotor Skills; Persistence; Affective Behavior; Social Cognition; Social Development

Abstract:
Children's and adolescents' cognitive, affective, and behavioral states of engagement enhance or impede enjoyment of, and performance with, educational games. We propose a comprehensive model of engagement states and apply it to research on educational game development and research on the role of various aspects of engagement on game play and learning. Emphasis is placed on individual differences in attention, memory, motor speed and control, persistence, and positive and negative affect (approach/avoidance), and how these pertain to social cognitions regarding mathematics achievement. Our challenge is to develop educational games that are effective for a wide variety of student engagement states. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Adolescents; High School Students; Sleep; Cognitive Science; Attention; Behavior; Executive Function; Psychological Patterns; Puberty; Biological Influences; Intervention; School Schedules

Abstract:
Cognitive science is an interdisciplinary field of researchers from psychology, neuroscience, linguistics, philosophy, computer science, and anthropology who seek to understand the mind. This paper considers findings from this field that are strong and clear enough to merit classroom application. Although many teachers and parents worry that high school students don't sleep enough, research shows that the impact of sleep deprivation on learning is not as dramatic as typically thought. Even so, research does show that teenagers can learn to get more shuteye, and that doing so can improve their mood and behavior. (Contains 51 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Cognitive Processes; Attention; Neonates; Numbers; Visual Discrimination; Role; Visual Stimuli

Abstract:
This study investigated processing of number and extent in newborns. Using visual preference, we showed that newborns discriminated between small sets of dot collections relying solely on implicit numerical information when non-numerical continuous variables were strictly controlled (Experiment 1), and solely on continuous information when numerical variables were controlled (Experiment 2). When number and extent were pitted against each other (Experiment 3), newborns showed no visual preference, suggesting that the two variables play comparable roles in attracting newborns' visual attention. In contrast to reports of dominance of continuous variables, these findings suggest that multiple dimensions attract newborns' attention and guide their visual exploration. (Contains 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Performance Factors; Cognitive Processes; Attention; Cognitive Psychology

Abstract:
Losses were found to improve cognitive performance, and this has been commonly explained by increased weighting of losses compared to gains (i.e., loss aversion). We examine whether effects of losses on performance could be modulated by two alternative processes: an attentional effect leading to increased sensitivity to task incentives; and a contrast-related effect. Empirical data from five studies show that losses improve performance even when the enhanced performance runs counter to the predictions of loss aversion. In Study 1-3 we show that in various settings, when an advantageous option produces large gains and small losses, participants select this alternative at a higher rate than when it does not produce losses. Consistent with the joint influence of attention and contrast-related processes, this effect is smaller when a disadvantageous alternative produces the losses. In Studies 4 and 5 we find a positive effect on performance even with no contrast effects (when a similar loss is added to all alternatives). These findings indicate that both attention and contrast-based processes are implicated in the effect of losses on performance, and that a positive effect of losses on performance is not tantamount to loss aversion. (Contains 3 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Memory; Attention; Transfer of Training; Learning Strategies; Task Analysis; Recall (Psychology); Role; Cues; Young Children; Fatigue (Biology); Metacognition

Abstract:
Three studies examined whether strategy utilization deficiencies emerge during transfer to two tasks that differ superficially from the main task but have the same underlying structural logic. In Experiment 1, children aged 4, 4 1/2, and 5 spontaneously produced selective attention strategies (or were prompted to do so) on a selective memory task. Although children of all ages transferred this strategy, recall declined on the transfer tasks, a pattern indicating a "transfer utilization deficiency." This pattern appeared whether children were initially strategic or became strategic after prompts. Individual and trial-by-trial analyses showed asynchronies between changes in strategic behavior and recall (e.g., increased strategy production but decreased recall), which indicate a utilization deficiency. Experiment 2 demonstrated this pattern in spontaneously strategic 4-year-olds, and, by systematically varying task order, eliminated the possibility that transfer tasks were simply more difficult. Experiment 3 eliminated the role of boredom or fatigue for spontaneously strategic 4- and 5-year-olds. Transfer tasks may generate uncertainty about whether and how to apply a strategy, leading to resource-demanding self-monitoring and thus utilization deficiencies. (Contains 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Neurological Impairments; Head Injuries; Chronic Illness; Brain; Males; Athletes; Veterans; Self Destructive Behavior; Symptoms (Individual Disorders); Comorbidity; Alzheimers Disease; Dementia; Depression (Psychology); Attention; Executive Function; Short Term Memory; Language Impairments; Aggression

Abstract:
Chronic traumatic encephalopathy is a progressive tauopathy that occurs as a consequence of repetitive mild traumatic brain injury. We analysed post-mortem brains obtained from a cohort of 85 subjects with histories of repetitive mild traumatic brain injury and found evidence of chronic traumatic encephalopathy in 68 subjects: all males, ranging in age from 17 to 98 years (mean 59.5 years), including 64 athletes, 21 military veterans (86% of whom were also athletes) and one individual who engaged in self-injurious head banging behaviour. Eighteen age- and gender-matched individuals without a history of repetitive mild traumatic brain injury served as control subjects. In chronic traumatic encephalopathy, the spectrum of hyperphosphorylated tau pathology ranged in severity from focal perivascular epicentres of neurofibrillary tangles in the frontal neocortex to severe tauopathy affecting widespread brain regions, including the medial temporal lobe, thereby allowing a progressive staging of pathology from stages I-IV. Multifocal axonal varicosities and axonal loss were found in deep cortex and subcortical white matter at all stages of chronic traumatic encephalopathy. TAR DNA-binding protein 43 immunoreactive inclusions and neurites were also found in 85% of cases, ranging from focal pathology in stages I-III to widespread inclusions and neurites in stage IV. Symptoms in stage I chronic traumatic encephalopathy included headache and loss of attention and concentration. Additional symptoms in stage II included depression, explosivity and short-term memory loss. In stage III, executive dysfunction and cognitive impairment were found, and in stage IV, dementia, word-finding difficulty and aggression were characteristic. Data on athletic exposure were available for 34 American football players; the stage of chronic traumatic encephalopathy correlated with increased duration of football play, survival after football and age at death. Chronic traumatic encephalopathy was the sole diagnosis in 43 cases (63%); eight were also diagnosed with motor neuron disease (12%), seven with Alzheimer's disease (11%), 11 with Lewy body disease (16%) and four with frontotemporal lobar degeneration (6%). There is an ordered and predictable progression of hyperphosphorylated tau abnormalities through the nervous system in chronic traumatic encephalopathy that occurs in conjunction with widespread axonal disruption and loss. The frequent association of chronic traumatic encephalopathy with other neurodegenerative disorders suggests that repetitive brain trauma and hyperphosphorylated tau protein deposition promote the accumulation of other abnormally aggregated proteins including TAR DNA-binding protein 43, amyloid beta protein and alpha-synuclein. (Contains 4 tables and 6 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Syntax; Sentences; Short Term Memory; German; Language Processing; Acoustics; Cognitive Processes; Attention; Intonation; Suprasegmentals

Abstract:
This paper discusses the influence of stationary (non-fluctuating) noise on processing and understanding of sentences, which vary in their syntactic complexity (with the factors canonicity, embedding, ambiguity). It presents data from two RT-studies with 44 participants testing processing of German sentences in silence and in noise. Results show a stronger impact of noise on the processing of structurally difficult than on syntactically simpler parts of the sentence. This may be explained by a combination of decreased acoustical information and an increased strain on cognitive resources, such as working memory or attention, which is caused by noise. The noise effect for embedded sentences is less than for non-embedded sentences, which may be explained by a benefit from prosodic information. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Handheld Devices; Computer Games; Educational Games; Perception Tests; Computer Uses in Education; Attention; Perceptual Development; Perceptual Motor Coordination; Spatial Ability; Preschool Children

Abstract:
Visual tracking of multiple objects in a complex scene is a critical survival skill. When we attempt to safely cross a busy street, follow a ball's position during a sporting event, or monitor children in a busy playground, we rely on our brain's capacity to selectively attend to and track the position of specific objects in a dynamic scene. This ability to visually track simultaneously moving objects in a continuously changing and multisensory environment is a critical component of nearly all forms of visual-motor coordination. While methods for assessing Multiple Object Tracking (MOT) in adults are well established, due to challenges associated with designing a MOT task suitable for young children, we have little understanding of MOT abilities under the age of 5-years. To better understand how and when young children learn to track multiple objects, we designed, implemented and evaluated "TrackFX," the first game-based MOT task running on a touch tablet designed for children as young as 30 months old. We present findings from an empirical study of 31 children between the age of 30 and 58 months and implications for game-based learning. (Contains 7 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Justice; Attention; Persistence; Knowledge Level; Whites; Reflection; Participation; Racial Discrimination; Teaching Methods; Self Concept; Perspective Taking; Power Structure; Criticism

Abstract:
Calls for vigilance have been a recurrent theme in social justice education. Scholars making this call note that vigilance involves a continuous attentiveness, that it presumes some type of criticality, and that it is transformative. In this essay Barbara Applebaum expands upon some of these attributes and calls attention to three particular features of vigilance that, while they may be alluded to in the aforementioned discussions, are rarely made explicit. These three features are critique, staying in the anxiety of critique, and vulnerability. Using the lens of Judith Butler's recent work and the discussions that her work has provoked, Applebaum examines these three features of vigilance and demonstrates how they are crucial for white people interrogating their complicity in systemic racism. Finally, she discusses how the expanded three features of vigilance can offer guidance to one of the enormously thorny questions that arises in the social justice classroom. (Contains 58 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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First Generation College Students; Attention; Family Attitudes; Family Environment; Family Influence; Anxiety; Social Mobility; Socioeconomic Status; Quality of Life; Well Being; Student Adjustment; Success; School Counselors; Higher Education; Counselor Role; Social Capital; Values Clarification; Student Empowerment

Abstract:
First-generation college students face a variety of academic and personal challenges, including survivor guilt (Piorkowski, 1983). Survivor guilt for these students involves negative emotions related to leaving family and friends "behind" in difficult contexts and lived experiences. This article provides (a) an overview of first-generation college students' participation in higher education, (b) a review of survivor guilt as experienced by these students, (c) a description of how logotherapy (Frankl, 2006) can be implemented by college counselors, and (d) the implications of this approach for college counselors. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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