ABSTRACT
People cooperate every day in ways that range from largescale contributions that mitigate climate change to simple actions such as leaving another individual with choice - known as social mindfulness. It is not yet clear whether and how these complex and more simple forms of cooperation relate. Prior work has found that countries with individuals who made more socially mindful choices were linked to a higher country environmental performance - a proxy for complex cooperation. Here we replicated this initial finding in 41 samples around the world, demonstrating the robustness of the association between social mindfulness and environmental performance, and substantially built on it to show this relationship extended to a wide range of complex cooperative indices, tied closely to many current societal issues. We found that greater social mindfulness expressed by an individual was related to living in countries with more social capital, more community participation and reduced prejudice towards immigrants. Our findings speak to the symbiotic relationship between simple and more complex forms of cooperation in societies.
Subject(s)
Emigrants and Immigrants , Mindfulness , HumansABSTRACT
There is extensive literature linking motor activity to cognitive effects at various stages in life, promoting both development and the reduction of aging associated pathologies. It is unclear whether the benefits of this activity on the cognitive level are associated with brain functions that are necessary for their performance or recurrence of activity or type of activity itself. The aim of this study was to evaluate whether the type of motor activity (fine, gross, and motor imagery) in two modes (novel and routine) can affect cognitive functions such as attention, executive functions, and praxis in college students. A 2 × 3 factorial design with repeated measures was used without a control group and pre- and post-training evaluation. Fifty-three young people (14 men and 39 women) participated, with mean age of 18.94 years (SD = 1.61 years) and were divided into six groups. Each of the groups performed relevant training 20 minutes per day for five days depending on the group. Measures were taken pre and post-training for attention tests, attention span, working memory, visual constructive skills, procedural memory, and motor skills. The results show a "learning effect" from the exposure to the tests in measurements after training. It was also found that between groups, there is a difference in some of the variables of procedural memory (number of errors) and working memory. More extensive training could better reflect the effects of the training, and longitudinal evaluation could show the rate of change of functions. The main clinical implication could be the evaluation of training programs for recovery and motor training in cerebral plasticity having effect on the cognitive aspects.