Multiple factors of cognitive failure and their relationships with stress vulnerability

Matthews, Gerald; Coyle, Kieran; Craig, Angus

doi:10.1007/bf00960453

Cited by 93 publications

(68 citation statements)

References 23 publications

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“…In the present study, the mean OCF score was 28.9 and was similar to Allahyari, Saraji, Adl, et al's findings, which showed that the mean score of the CFQ was 27.9 [14]. The mean OCF score in the present study is lower than the mean cognitive failure reported by Wallace and Vodanovich [12], who measured the cognitive failure in relation to driving accidents (the mean score was 43.4) and Matthews, Coyle and Craig [25], who measured the cognitive error in relation to stress (the mean score was 45.0), but greater than the mean cognitive failure score reported by Larson, Alderton, Neideffer, et al [9].…”

Section: Discussionsupporting

confidence: 87%

Occupational Cognitive Failure and Its Relationship With Unsafe Behaviors and Accidents

Hassanzadeh‐Rangi

Farshad

Khosravi

et al. 2014

International Journal of Occupational Safety and Ergonomics

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Section: Discussionsupporting

confidence: 87%

Occupational Cognitive Failure and Its Relationship With Unsafe Behaviors and Accidents

Hassanzadeh‐Rangi

Farshad

Khosravi

et al. 2014

International Journal of Occupational Safety and Ergonomics

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“…The literature is replete with inconclusive findings regarding the factor structure of the CFQ (Matthews, Coyle, & Craig, 1990; Pollina, Greene, Tunick, & Puckett, 1992; Wallace, 2004) although the CFQ had been thought to assess a single construct. The developers indicated that the CFQ assesses a single, stable trait-like construct with adequate psychometrics (Broadbent et al, 1982).…”

Section: Introductionmentioning

confidence: 99%

Assessing Preservice Teachers’ Mathematics Cognitive Failures as Related to Mathematics Anxiety and Performance in Undergraduate Calculus

Awofala¹,

Odogwu²

2017

ADN

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Abstract:The study investigated mathematics cognitive failures as related to mathematics anxiety, gender and performance in calculus among 450 preservice teachers from four public universities in the South West geopolitical zone of Nigeria using the quantitative research method within the blueprint of the descriptive survey design. Data collected were analyzed using the descriptive statistics of percentages, mean, and standard deviation and inferential statistics of factor analysis, independent samples t-test, and multiple regression analysis. Findings revealed that mathematics cognitive failure assessed by the mathematics cognitive failures questionnaire was a multi-dimensional construct (lack of concentration, motor function, memory, and distractibility). Mathematics anxiety level differences in cognitive failures in mathematics and performance in calculus among preservice teachers were significant. Cognitive dimension of mathematics anxiety, gender, affective dimension of mathematics anxiety, lack of concentration and motor function dimensions of mathematics cognitive failures made statistically significant contributions to the variance in preservice teachers' performance in calculus. Based on this baseline study, it was thus, recommended that future studies in Nigeria and elsewhere should investigate whether mathematics cognitive failures could be responsible for students' errors committed when solving problems in mathematics.

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“…For instance, Pollina, Greene, Tunick, and Puckett (1992) suggest that the CFQ consists of five underlying factors, which they describe as distractibility, misdirected actions, spatial/kinaesthetic memory, interpersonal intelligence, and memory for names. Seven and nine-factor solutions have been reported by Matthews, Coyle, and Craig (1990) and a two-factor solution has been reported by Larson et al (1997). The meaning of this bewildering assortment of factors is quite unclear, except that the CFQ would seem to assess a good deal more than attention-related cognitive failures.…”

Section: Introductionmentioning

confidence: 99%

Absent-mindedness: Lapses of conscious awareness and everyday cognitive failures

Cheyne

Carriere

Smilek

2006

Consciousness and Cognition

372

303

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A brief self-report scale was developed to assess everyday performance failures arising directly or primarily from brief failures of sustained attention (attention-related cognitive errors-ARCES). The ARCES was found to be associated with a more direct measure of propensity to attention lapses (Mindful Attention Awareness Scale-MAAS) and to errors on an existing behavioral measure of sustained attention (Sustained Attention to Response Task-SART). Although the ARCES and MAAS were highly correlated, structural modelling revealed the ARCES was more directly related to SART errors and the MAAS to SART RTs, which have been hypothesized to directly reflect the lapses of attention that lead to SART errors. Thus, the MAAS and SART RTs appear to directly reflect attention lapses, whereas the ARCES and SART errors reflect the mistakes these lapses are thought to cause. Boredom proneness was also assessed by the BPS, as a separate consequence of a propensity to attention lapses. Although the ARCES was significantly associated with the BPS, this association was entirely accounted for by the MAAS, suggesting that performance errors and boredom are separate consequences of lapses in attention. A tendency to even extraordinarily brief attention lapses on the order of milliseconds may have far-reaching consequences not only for safe and efficient task performance but also for sustaining the motivation to persist in and enjoy these tasks.

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Multiple factors of cognitive failure and their relationships with stress vulnerability

Cited by 93 publications

References 23 publications

Occupational Cognitive Failure and Its Relationship With Unsafe Behaviors and Accidents

Occupational Cognitive Failure and Its Relationship With Unsafe Behaviors and Accidents

Assessing Preservice Teachers’ Mathematics Cognitive Failures as Related to Mathematics Anxiety and Performance in Undergraduate Calculus

Absent-mindedness: Lapses of conscious awareness and everyday cognitive failures

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