No abstract

Exposure to extreme environments is both mentally and physically taxing, leading to suboptimal performance and even life-threatening emergencies. Physiological and cognitive monitoring could provide the earliest indicator of performance decline and inform appropriate therapeutic intervention, yet little research has explored the relationship between these markers in strenuous settings. The Rim-to-Rim Wearables at the Canyon for Health (R2R WATCH) study is a research project at Sandia National Laboratories funded by the Defense Threat Reduction Agency to identify which physiological and cognitive phenomena collected by non-invasive wearable devices are the most related to performance in extreme environments. In a pilot study, data were collected from civilians and military warfighters hiking the Rim-to-Rim trail at the Grand Canyon. Each participant wore a set of devices collecting physiological, cognitive, and environmental data such as heart rate, memory, ambient temperature, etc. Promising preliminary results found correlates between physiological markers recorded by the wearable devices and decline in cognitive abilities, although further work is required to refine those measurements. Planned follow-up studies will validate these findings and further explore outstanding questions.

No abstract

In the clinical, therapy context, it has consistently been found that while therapists' value systems are stable, clients' values are less stable and become congruent with their therapists' values over the course of psychotherapy (e.g., Schwehn & Schau, 1999). This phenomenon is termed the Value Assimilation Effect (VAE). This study examined if the VAE occurs in the university context between professors and students, that is if students' values assimilate to their professors. The current study tested three main hypotheses: 1) students demonstrate value change over time while professors' values remain relatively stable over time; 2) students' attributes influence value change; and 3) students assimilate to their professor's values. In a sample of 20 classrooms, 14 professors, and 414 students, it was found that students' values did change over time, both for values-bases classes and for non-values based classes. Students' attributes, specifically their initial commitment to values and religious commitment, were predictive of value change with those more committed to values reporting less value change over the semester. Students were found to assimilate their values to their professor's values. This was influenced by class type (values versus non-values based) and students' belief in their professor's ability to teach. Unexpectedly, professors' impact on students' religiosity was the most consistent and robust finding in this study. The magnitude and direction of change in students' values were influenced by their professor's level of religiosity. The benefits and concerns of value assimilation are also discussed.