Cognitive neuroscience, developmental psychology, and education: Interdisciplinary development of an intervention for low socioeconomic status kindergarten children

Hermida, María Julia; Segretin, María Soledad; Prats, Lucía María; Fracchia, Carolina Soledad; Colombo, Jorge A.; Lipina, Sebastián Javier

doi:10.1016/j.tine.2015.03.003

Cited by 51 publications

(34 citation statements)

References 85 publications

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“…Concerning cognition, experts point out that cognition processes are included in neuroscience studies where the brain has a role in learning, (see Hermida, et al, 2015;and Komer & Eliasmith, 2016) become central in the one's learning process. Cognition domain, according to them, has a huge impact on one's learning to gain knowledge and skills, increase attention, perception, consideration, the function of execution or decision making, and problem-solving (Tenison, Fincham, & Anderson, 2016;Yan, 2010;Posner & Rorhbart, 2014;Kotovsky & Simon, 1990;and Anderson & Fincham, 2014).…”

Section: Discussionmentioning

confidence: 99%

I Prefer My Own Ways to Acquire My English Speaking Skills: A Grounded Research

Arung

Rafli

Dewanti

2019

IJHE

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Formal educational practitioners tend to neglect the students’ sense of liking; we labled as Preferent learning, in order to acquire certain skill in the learning foreign language, especially speaking skills. In general, so far, issues of formal learning with the focus on bounded academic rules, cognition, and motivation have been used as the main basis for the learning foreign language and even learning in general. In fact, the individual learning, language community, social change, and sopihisticated technology need to be considered in how students acquire the skills they want based on their preferences. By investigating how the University students in Kolaka learned and improved their English speaking skills, we applied a Grounded study that involved 10 informants who were the students and alumni of the English Language Education Study Program of the University X in Kolaka, Southeast Sulawesi, Indonesia. All data were collected 12 times in 3 stages then were analyzed using three steps of Strauss and Corbin's analysis that applied theoretical sampling and constant comparison in generating the substantive theory. The findings revealed that the informants acquired the English speaking skills because of a sense of liking or preference toward any topic to learn. Further, they prefer to learn in an unpredictable ways without any rules and an informal self-evaluation were applied as a way in sustaining the skills.

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Section: Discussionmentioning

confidence: 99%

I Prefer My Own Ways to Acquire My English Speaking Skills: A Grounded Research

Arung

Rafli

Dewanti

2019

IJHE

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“…For example, according to [38], the design of a user interface can significantly impact human psychology and subsequently affect the trading of goods in a cyberstore. The application of motivational psychology can be found in public health [39], education system [40], human service [41], economics [42], medicine [43], engineering [44], and energy management [45].…”

Section: B Motivational Psychologymentioning

confidence: 99%

A motivational game-theoretic approach for peer-to-peer energy trading in the smart grid

et al. 2019

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Peer-to-peer trading in energy networks is expected to be exclusively conducted by the prosumers of the network with negligible influence from the grid. This raises the critical question: how can enough prosumers be encouraged to participate in peer-to-peer trading so as to make its operation sustainable and beneficial to the overall electricity network? To this end, this paper proposes how a motivational psychology framework can be used effectively to design peer-to-peer energy trading to increase user participation. To do so, first, the state-of-the-art of peer-to-peer energy trading literature is discussed by following a systematic classification, and gaps in existing studies are identified. Second, a motivation psychology framework is introduced, which consists of a number of motivational models that a prosumer needs to satisfy before being convinced to participate in energy trading. Third, a game-theoretic peer-to-peer energy trading scheme is developed, its relevant properties are studied, and it is shown that the coalition among different prosumers is a stable coalition. Fourth, through numerical case studies, it is shown that the proposed model can reduce carbon emissions by 18.38% and 9.82% in a single day in Summer and Winter respectively compared to a feed-in-tariff scheme. The proposed scheme is also shown to reduce the cost of energy up to 118 ¢ and 87 ¢ per day in Summer and Winter respectively. Finally, how the outcomes of the scheme satisfy all the motivational psychology models is discussed, which subsequently shows its potential to attract users to participate in energy trading.

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“…Over the last few decades, different types of interventions were shown to be effective in changing cognitive performance in tasks involving executive demands in preschoolers from poor homes. Some interventions were derived from multimodular intervention programs [22][23][24][25], and other experimental approaches evaluated the impact of cognitive training activities embedded into school curricula [26][27][28] and parenting interventions [29,30], with only a few involving individual manual or computerized activities in which inhibitory control and attentional processes were trained [31,32]. However, the evidence also showed that not all children included in the intervention groups increased their performance levels equally, possibly due to individual and contextual factor variability [32,33].…”

Section: Executive Functions and Cognitive Interventions In Povertymentioning

confidence: 99%

“…Running studies in the school context are recommended as good practice [54] and were proven to be feasible and reliable in the field [28,31,32,55].This type of approach allowed us to come and go between the mechanistic and efficacy study questions while testing the lab-based measures in the children's daily real-world contexts [50]. In addition, the friendly context allowed us to access a bigger sample and increase the amount of time spent assessing and training the participants.…”

Section: General Aspectsmentioning

confidence: 99%

Impact of an Individualized Cognitive Training Intervention in Preschoolers from Poor Homes

Giovannetti

Pietto

Segretin

et al. 2020

IJERPH

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Over the last few decades, different interventions were shown to be effective in changing cognitive performance in preschoolers from poor homes undertaking tasks with executive demands. However, this evidence also showed that not all children included in the intervention groups equally increased their performance levels, which could be related to individual and contextual variability. The present study aimed to explore the impact of a computerized cognitive training intervention with lab-based tasks in preschoolers from Unsatisfied Basic Needs (UBN) homes under the consideration of their baseline performance. In the context of a randomized controlled trial design, different interventions were administered to children according to their baseline performance in a variety of cognitive tasks (i.e., executive attention, inhibitory control, working memory, and planning demands). The results showed different patterns of impact on performance depending on the experimental group, supporting the importance of considering individual and contextual differences in the design of interventions aimed at optimizing executive functions in poverty-impacted sample populations in early stages of development.

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Cognitive neuroscience, developmental psychology, and education: Interdisciplinary development of an intervention for low socioeconomic status kindergarten children

Cited by 51 publications

References 85 publications

I Prefer My Own Ways to Acquire My English Speaking Skills: A Grounded Research

I Prefer My Own Ways to Acquire My English Speaking Skills: A Grounded Research

A motivational game-theoretic approach for peer-to-peer energy trading in the smart grid

Impact of an Individualized Cognitive Training Intervention in Preschoolers from Poor Homes

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