Cognition and Perception Commons^™

Assessment Of Deficits In Specific Cognitive Domains In Older Adults Living With Hiv., Andrea Reyes-Vega, Harideep Samanapally, Rishikesh Rijal, Stephen P. Furmanek, Christopher B. Shields, Brandon C. Dennis, Smita Ghare, Shirish Barve

Faculty Scholarship

A significant proportion of people living with HIV (PLWH) have cognitive impairment. Moreover, approximately 70% of PLWH in the United States will be ≥50 years old by 2030, raising concerns of a higher incidence of dementia as they age. Accordingly, there is a clinical need to monitor their cognitive status. The aim of this study was to delineate specific cognition areas impacted in OALWH with a clinical diagnosis of neurocognitive impairment. We used a comprehensive set of tests (paper and NIH Toolbox Cognition Battery), to assess different cognitive domains in a total of 25 OALWH ≥ 50 years. 64% were …

Words Have A Weight: Language As A Source Of Inner Grounding And Flexibility In Abstract Concepts, Guy Dove, Laura Barca, Luca Tummolini, Anna M. Borghi

Faculty Scholarship

The role played by language in our cognitive lives is a topic at the centre of contemporary debates in cognitive (neuro)science. In this paper we illustrate and compare two theories that offer embodied explanations of this role: the WAT (Words As social Tools) and the LENS (Language is an Embodied Neuroenhancement and Scaffold) theories. WAT and LENS differ from other current proposals because they connect the impact of the neurologically realized language system on our cognition to the ways in which language shapes our interaction with the physical and social environment. Examining these theories together, their tenets and supporting evidence, …

How To Go Beyond The Body: An Introduction, Guy Dove

Faculty Scholarship

Embodied cognition represents one of most important theoretical developments in contemporary cognitive science. Many cognitive processes appear to be influenced by body morphology, emotions, and sensorimotor systems. This perspective is supported by an ever increasing collection of empirical studies that fall into two broad classes: one consisting of experiments that implicate action, emotion, and perception systems in seemingly abstract cognitive tasks and the other consisting of experiments that demonstrate the contribution of bodily interaction with the external environment to the performance of such tasks.

Now that embodied cognition is fairly well established, the time seems right for assessing its further …

Engaging Youth In Bullying Prevention Through Community-Based Participatory Research, Jen Gibson, Paul D. Flaspohler, Vanessa Watts

Faculty Scholarship

Few studies that engage youth in community-based participatory research (CBPR) focus on issues of safety/violence, include elementary school-aged youth, or quantitatively assess outcomes of the CBPR process. This article expands understanding of CBPR with youth by describing and evaluating the outcomes of a project that engaged fifth-grade students at 3 schools in bullying-focused CBPR. Results suggest that the project was associated with decreases in fear of bullying and increases in peer and teacher intervention to stop bullying. We conclude with implications for the engagement of elementary school-aged youth in CBPR to address bullying and other youth issues.

School Mental Health Early Interventions And Academic Outcomes For At-Risk High School Students: A Review Of The Research, Aidyn L. Iachini, Elizabeth Levine Brown, Annahita Ball, Jen Gibson, Steven E. Lize

Faculty Scholarship

The current educational policy context in the United States necessitates that school-based programs prioritize students’ academic outcomes. This review examined the quantitative research on school mental health (SMH) early interventions and academic outcomes for at risk high school students. Seven articles met the inclusion criteria for this review. All articles were examined according to study design and demographics, early intervention characteristics, and outcomes. Of the studies included, most were conducted in urban settings, involved the implementation of group-based early intervention strategies, and monitored GPA as a distal academic outcome. Counselors were frequent implementers of these early interventions. A meta-analysis found …

Evaluating An Abbreviated Version Of The Paths Curriculum Implemented By School Mental Health Clinicians, Jen Gibson, Shelby Werner, Andrew Sweeny

Faculty Scholarship

When evidence-based prevention programs are implemented in schools, adaptations are common. It is important to understand which adaptations can be made while maintaining positive outcomes for students. This preliminary study evaluated an abbreviated version of the Promoting Alternative Thinking Strategies (PATHS) Curriculum implemented by school-based mental health clinicians in preschool/kindergarten classrooms. Results suggest that students (N = 80) demonstrated increases in emotional understanding and prosocial behavior. Children with low initial levels of problem behavior demonstrated large and continual increases in prosocial behavior over the entire course of the intervention, whereas children with high initial levels of problem behavior only demonstrated …

Are Individuals Fickle-Minded?, Mathew D. Mccubbins, Mark Turner

Faculty Scholarship

Game theory has been used to model large-scale social events — such as constitutional law, democratic stability, standard setting, gender roles, social movements, communication, markets, the selection of officials by means of elections, coalition formation, resource allocation, distribution of goods, and war — as the aggregate result of individual choices in interdependent decision-making. Game theory in this way assumes methodological individualism. The widespread observation that game theory predictions do not in general match observation has led to many attempts to repair game theory by creating behavioral game theory, which adds corrective terms to the game theoretic predictions in the hope …

Brief Of Public Law Scholars As Amici Curiae In Support Of Petitioner, Ernest A. Young

Faculty Scholarship

No abstract provided.

Concepts Of Law, Mathew D. Mccubbins, Mark Turner

Faculty Scholarship

No abstract provided.

Short Communication: Powerless And Jobless? Comparing The Effects Of Powerless Speech And Speech Disorders On An Applicant’S Employability, Christian M. End, Katherine Saunders

Faculty Scholarship

The present study examines the impact of a speech disorder (a lateral lisp) and powerless speech on an applicant’s hireability. College students (N = 113) reviewed an applicant’s resume, as well as a description of two occupations/job openings that varied in regard to necessitating speech. Participants listened to one of three interviews (speech disorder vs. powerless speech vs. control), indicated their willingness to hire the applicant, and then completed hire-ability and employability scales for both positions, as well as an impressions ratings form. Contrary to the hypotheses, few differences between the “employers” responses to the control and speech disorder applicants …

On The Need For Embodied And Dis-Embodied Cognition, Guy Dove

Faculty Scholarship

This essay proposes and defends a pluralistic theory of conceptual embodiment. Our concepts are represented in at least two ways: (i) through sensorimotor simulations of our interactions with objects and events and (ii) through sensorimotor simulations of natural language processing. Linguistic representations are “dis-embodied” in the sense that they are dynamic and multimodal but, in contrast to other forms of embodied cognition, do not inherit semantic content from this embodiment. The capacity to store information in the associations and inferential relationships among linguistic representations extends our cognitive reach and provides an explanation of our ability to abstract and generalize. This …

Validating Kreiner And Ashforth’S Organizational Identification Measure In An Engineering Context, Morrie Mullins, Christian M. End, L. Carlin

Faculty Scholarship

No abstract provided.

The Co-Mentoring Project: Overview And Outcomes, Renee A. Zucchero

Faculty Scholarship

The Co-mentoring Project matched developmental psychology students with older adult volunteers for an intergenerational learning experience. Students conducted a biopsychosocial life review to increase understanding of older adult development and the continuity in lifespan development. Each student developed a summary paper containing the older adult's life history, a developmental analysis, and personal reflection. A project description, including the scholarship of teaching and learning, and an overview of its outcomes are presented. The project goal was accomplished; students positively evaluated learning outcomes and displayed a significant increase in knowledge about older adults and aging. Implications for college instructors are discussed. (Contains …