The effect of applying emotional intelligence components on coping strategies in adolescents with beta-thalassemia major: a randomized clinical trial.

BACKGROUND: Thalassemia is one of the most common genetic disorders. Patients with beta-thalassemia major confront serious clinical and psychosocial challenges in their all lives, which require coping strategies. It appears that psychological interventions are necessary to improve their coping skills. The aim of this study was to determine the effect of applying emotional intelligence components on coping strategies in adolescents with beta- thalassemia major. METHODS: This randomized clinical trial study involved 60 teenagers with beta- thalassemia major who were divided equally into intervention and control groups. The experimental group participated in 9 sessions of an emotional intelligence program consisting of 90 min, held both virtually and in person, two sessions per week. We investigated problem-focused and emotion-focused (including positive emotion-focused and negative emotion-focused) coping strategies of both groups of adolescents using the Billings and Moos questionnaire before the intervention, immediately after the intervention, and one month after the intervention. Data were analyzed using SPSS 21. Then, according to the research objectives, independent t-tests, Chi-square, Mann-Whitney, repeated measures Analysis of Variance (ANOVA) and Bonferroni test were used. RESULTS: In experimental group, the mean score of problem-focused (problem-solving, cognitive evaluation) and positive emotion-focused (social support) coping increased from (14.2 ± 2.6) and (5.0 ± 0.5) before the intervention to (29.6 ± 3.1) and (10.9 ± 1.3) one month after the intervention, respectively (P < 0.001). However, the mean score of emotional inhibition and somatic inhibition (negative emotion-focused) decreased from (13.8 ± 1.7) and (6.7 ± 1.5) before the intervention to (8.6 ± 2.0) and (3.8 ± 1.8) one month after the intervention, respectively (P < 0.001). While the mean score of problem-focused and emotion-focused coping strategies before and one month after the intervention remained stable in the control group. CONCLUSIONS: Adolescents with beta-thalassemia suffer from psychosocial disorders and they also cope maladaptive with their illness. Applying emotional intelligence has improved their coping strategies. Caregivers should be encouraged to assess coping skills in teenagers with beta-thalassemia major and use methods such as emotional intelligence to improve them. Therefore, it can help these adolescents to deal effectively with stress and complications of the disease. TRIAL REGISTRATION NUMBER: IRCT20210521051356N1 (17/06/2021).

Scaffolding learning: From specific to generic with large language models.

Large language models such as ChatGPT have been shown to excel in solving complex math problems. However, they cannot solve basic arithmetic problems such as 758*639 = 484,362. This makes us ponder if LLMs have been trained to solve math and science problems in the right way. When a student learns math at school, she or he starts with arithmetic, then moves to word problems, polynomials, and calculus. Each skill she or he acquires will be used in the next stage to solve more advanced problems. In this paper we propose Scaffolding Learning for LLMs, which imitates how a student learns a subject in a step-by-step manner. For example, we first train an LLM to perform highly specific operations such as multiplication and division, and then apply such "skills" in a more generic task such as solving word problems. This is related to Curriculum Training, which trains a model on tasks following a specific order, such as training on easy tasks first and then gradually increases the difficulty. Our proposed approach goes from specific tasks to generic ones, which can be considered as a special case of Curriculum Training. Our empirical studies show that when an LLM has "mastered" a specific skill, only a small amount of training is required to teach it to apply the skill to a more generic application.

Teaching troubleshooting skills to graduate students.

Troubleshooting is an important part of experimental research, but graduate students rarely receive formal training in this skill. In this article, we describe an initiative called Pipettes and Problem Solving that we developed to teach troubleshooting skills to graduate students at the University of Texas at Austin. An experienced researcher presents details of a hypothetical experiment that has produced unexpected results, and students have to propose new experiments that will help identify the source of the problem. We also provide slides and other resources that can be used to facilitate problem solving and teach troubleshooting skills at other institutions.

Children's limited tooling ability in a novel concurrent tool use task supports the innovation gap.

School-aged children have consistently shown a surprising developmental lag when attempting to innovate solutions to tool use tasks, despite being capable of learning to solve these problems from a demonstrator. We suggest that this "innovation gap" arises from tool tasks with more complex spatial relations. Following Fragaszy and Mangalam's new tooling theory, we predicted that innovating a new "sticker slide" task should be more challenging when two tools need to be used at the same time (concurrently) rather than one at a time (sequentially), despite the similarity of the other task elements. In line with previous work, both versions of the task were challenging for all ages of children (4-9 years) that we tested. However, the youngest group showed particularly extreme difficulties, which was marked by not a single child innovating the concurrent version. Although success significantly increased with age, even the oldest group failed to reach 50% success on the concurrent version of the task, whereas the majority of the two older groups could solve the sequential version. Thus, in this first study of concurrent tool use in children, we found support for the prediction that increasing the complexity of spatial relations in tooling exacerbates the innovation gap.

Cognitive correlates of math abilities in autism spectrum disorder.

The purpose of the current study was to investigate the contribution of different cognitive processes to specific math abilities in students with autism spectrum disorder (ASD) and typically developing (TD) students. The study involved a group of students with ASD without intellectual disabilities (n = 26) and a group with TD students (n = 52). The two groups aged from six to 20 years old and were matched for age, sex ratio and visuospatial reasoning. To assess math abilities, four math tasks were administered: arithmetic facts, mental calculation, mathematical inferences and math problem solving. Concerning cognitive processes, participants were tested on vocabulary, verbal working memory, visuospatial working memory, response inhibition and interference control. The group with ASD showed lower scores on all specific math measures than the TD group; cognitive processes differently contributed to diverse math abilities, and vocabulary and verbal working memory were stronger associated to specific math abilities in the group with ASD than in the TD group. The current results suggest that students with ASD had lower math abilities that are generalized to different math tasks. Implications for research and clinical assessment and intervention were discussed.

The effect of simulation-based training on problem-solving skills, critical thinking skills, and self-efficacy among nursing students in Vietnam: a before-and-after study.

PURPOSE: This study investigated the effect of simulation-based training on nursing students' problem-solving skills, critical thinking skills, and self-efficacy. METHODS: A single-group pretest and posttest study was conducted among 173 second-year nursing students at a public university in Vietnam from May 2021 to July 2022. Each student participated in the adult nursing preclinical practice course, which utilized a moderate-fidelity simulation teaching approach. Instruments including the Personal Problem-Solving Inventory Scale, Critical Thinking Skills Questionnaire, and General Self-Efficacy Questionnaire were employed to measure participants' problem-solving skills, critical thinking skills, and self-efficacy. Data were analyzed using descriptive statistics and the paired-sample t-test with the significance level set at P<0.05. RESULTS: The mean score of the Personal Problem-Solving Inventory posttest (127.24±12.11) was lower than the pretest score (131.42±16.95), suggesting an improvement in the problem-solving skills of the participants (t172=2.55, P=0.011). There was no statistically significant difference in critical thinking skills between the pretest and posttest (P=0.854). Self-efficacy among nursing students showed a substantial increase from the pretest (27.91±5.26) to the posttest (28.71±3.81), with t172=-2.26 and P=0.025. CONCLUSION: The results suggest that simulation-based training can improve problem-solving skills and increase self-efficacy among nursing students. Therefore, the integration of simulation-based training in nursing education is recommended.

Quo vadis, planning?

Deep meta-learning is the driving force behind advances in contemporary AI research, and a promising theory of flexible cognition in natural intelligence. We agree with Binz et al. that many supposedly "model-based" behaviours may be better explained by meta-learning than by classical models. We argue that this invites us to revisit our neural theories of problem solving and goal-directed planning.

Integrating vision and somatosensation does not improve the accuracy and response time when estimating area and perimeter of rectangles in primary school.

BACKGROUND: Problem-solving and learning in mathematics involves sensory perception and processing. Multisensory integration may contribute by enhancing sensory estimates. This study aims to assess if combining visual and somatosensory information improves elementary students' perimeter and area estimates. METHODS: 87 4th graders compared rectangles with respect to area or perimeter either solely using visual observation or additionally with somatosensory information. Three experiments targeted different task aspects. Statistical analyses tested success rates and response times. RESULTS: Contrary to expectations, adding somatosensory information did not boost success rates for area and perimeter comparison. Response time even increased with adding somatosensory information. Children's difficulty in accurately tracing figures negatively impacted the success rate of area comparisons. DISCUSSION: Results suggest visual observation alone suffices for accurately estimating and comparing area and perimeter of rectangles in 4th graders. IMPLICATIONS: Careful deliberation on the inclusion of somatosensory information in mathematical tasks concerning perimeter and area estimations of rectangles is recommended.

Adaptive cognitive control circuit changes associated with problem-solving ability and depression symptom outcomes over 24 months.

Mechanistically targeted behavioral interventions are a much-needed strategy for improving outcomes in depression, especially for vulnerable populations with comorbidities such as obesity. Such interventions may change behavior and outcome by changing underlying neural circuit function. However, it is unknown how these circuit-level modifications unfold over intervention and how individual differences in early circuit-level modifications may explain the heterogeneity of treatment effects. We addressed this need within a clinical trial of problem-solving therapy for participants with depression symptoms and comorbid obesity, focusing on the cognitive control circuit as a putative neural mechanism of action. Functional magnetic resonance imaging was applied to measure the cognitive control circuit activity at five time points over 24 months. Compared with participants who received usual care, those receiving problem-solving therapy showed that attenuations in cognitive control circuit activity were associated with enhanced problem-solving ability, which suggests that this circuit plays a key role in the mechanisms of problem-solving therapy. Attenuations in circuit activity were also associated with improved depression symptoms. Changes in cognitive control circuit activity at 2 months better predicted changes in problem-solving ability and depression symptoms at 6, 12, and 24 months, with predictive improvements ranging from 17.8 to 104.0%, exceeding baseline demographic and symptom characteristics. Our findings suggest that targeting the circuit mechanism of action could enhance the prediction of treatment outcomes, warranting future model refinement and improvement to pave the way for its clinical application.

Executive functioning profiles and mathematical and reading achievement in Grades 2, 6, and 10.

Using a person-centered approach, we aimed to identify different executive functioning profiles to assess heterogeneity across individuals within the same school grade through latent profile analysis. A sample of 150 Grade 2 (7-8 years old), 150 Grade 6 (11-12 years old), and 150 Grade 10 (15-16 years old) children and adolescents were assessed on 11 different executive tasks representative of the three main executive functioning subcomponents (i.e., inhibition, cognitive flexibility, and working memory), fluid intelligence, processing speed, problem-solving, and reading comprehension. Three different executive functioning profiles of different patterns of interactions based on inhibition, cognitive flexibility, and working memory within and between grades were identified. Moreover, these profiles were differentially related to reading comprehension and mathematical achievement. Second, as expected, we did not find these profiles to be associated with sociodemographic variables such as chronological age or sex. Still, fluid intelligence and processing speed were differentially related to the different profiles at each grade. We also found that the executive functioning profiles interacted with each cognitive skill (i.e., fluid intelligence and processing speed) in predicting reading comprehension and math achievement. These findings provide valuable insights for developing preventive and intervention strategies in education.

Short-term cognitive learning outcomes in team-based learning: is the permanent team important?

Assigning students to work in permanent teams is a design principle in Team-based learning (TBL). It has been assumed that a stable team composition supports the emergence of collaborative problem-solving and learning: when students became more familiar with each other, they shared more information and resolved discrepancies together, which in turn stimulated knowledge acquisition and comprehension. However, this assumption had not been probed by a randomized controlled trial with performance assessment as an outcome. In an online course for second term medical students, 50% of the students were reassigned to new teams for each of the 24 problems to be solved during four classes, thus precluding familiarity. The learning outcome was assessed shortly after the third of four classes by a domain knowledge test. Whether TBL teams were permanent or temporary did not affect the score of a domain knowledge test. As expected, participation in online TBL improved the domain knowledge test results. Overall, the permanent team seems to be less important for cognitive learning outcomes than previously assumed, but this may depend on the specific educational setting. However, team familiarity may still be important for team decision-making. As clinical reasoning in the medical workplace often involves collaborating in changing teams, future research on TBL should focus on how to utilize this format to prepare medical students for decision-making and optimal learning outcomes under these conditions.

Neuroelectrophysiological alteration associated with cognitive flexibility after 24 h sleep deprivation in adolescents.

The cognitive neural mechanisms by which sleep deprivation affects cognitive flexibility are poorly understood. Therefore, the study investigated the neuroelectrophysiological basis of the effect of 24 h sleep deprivation on cognitive flexibility in adolescents. 72 participants (36 females, mean age ± SD=20.46 ± 2.385 years old) participated in the study and were randomly assigned to the sleep deprivation group and control group. They were instructed to complete a task switch paradigm, during which participants' behavioral and electroencephalographic data were recorded. Behaviorally, there were significant between-group differences in accuracy. The results of event-related potential showed that the P2, N2 and P3 components had significant group effects or interaction effects. At the time-frequency level, there were statistically significant differences between the delta and theta bands. These results suggested that 24 h sleep deprivation affected problem-solving effectiveness rather than efficiency, mainly because it systematically impaired cognitive processing associated with cognitive flexibility.

Continuous and discrete proportion elicit different cognitive strategies.

Despite proportional information being ubiquitous, there is not a standard account of proportional reasoning. Part of the difficulty is that there are several apparent contradictions: in some contexts, proportion is easy and privileged, while in others it is difficult and ignored. One possibility is that although we see similarities across tasks requiring proportional reasoning, people approach them with different strategies. We test this hypothesis by implementing strategies computationally and quantitatively comparing them with Bayesian tools, using data from continuous (e.g., pie chart) and discrete (e.g., dots) stimuli and preschoolers, 2nd and 5th graders, and adults. Overall, people's comparisons of highly regular and continuous proportion are better fit by proportion strategy models, but comparisons of discrete proportion are better fit by a numerator comparison model. These systematic differences in strategies suggest that there is not a single, simple explanation for behavior in terms of success or failure, but rather a variety of possible strategies that may be chosen in different contexts.

The Use of Breast-specific Gamma Imaging as a Low-Cost Problem-Solving Strategy for Avoiding Biopsies in Patients With Inconclusive Imaging Findings on Mammography and Ultrasonography.

OBJECTIVE: To evaluate the clinical performance and financial costs of breast-specific gamma imaging (BSGI) as a biopsy-reducing problem-solving strategy in patients with inconclusive diagnostic imaging findings. METHODS: A retrospective analysis of all patients for whom BSGI was utilized for inconclusive imaging findings following complete diagnostic mammographic and sonographic evaluation between January 2013 and December 2018 was performed. Positive BSGI findings were correlated and biopsied with either US or stereotactic technique with confirmation by clip location and pathology. After a negative BSGI result, patients were followed for a minimum of 24 months or considered lost to follow-up and excluded (22 patients). Results of further imaging studies, biopsies, and pathology results were analyzed. Net savings of avoided biopsies were calculated based on average Medicare charges. RESULTS: Four hundred and forty female patients from 30 to 95 years (mean 55 years) of age were included in our study. BSGI demonstrated a negative predictive value (NPV) of 98.4% (314/319) and a positive predictive value for biopsy of 35.5% (43/121). The overall sensitivity was 89.6% (43/48), and the specificity was 80.1% (314/392). In total, 78 false positive but only 5 false negative BSGI findings were identified. Six hundred and twenty-one inconclusive imaging findings were analyzed with BSGI and a total of 309 biopsies were avoided. Estimated net financial savings from avoided biopsies were $646 897. CONCLUSION: In the management of patients with inconclusive imaging findings on mammography or ultrasonography, BSGI is a problem-solving imaging modality with high NPV that helps avoid costs of image-guided biopsies.

The role of action concepts in physical reasoning: insights from late childhood.

A fundamental component of human cognition is the ability to intuitively reason about behaviours of objects and systems in the physical world without resorting to explicit scientific knowledge. This skill was traditionally considered a symbolic process. However, in the last decades, there has been a shift towards ideas of embodiment, suggesting that accessing physical knowledge and predicting physical outcomes is grounded in bodily interactions with the environment. Infants and children, who learn mainly through their embodied experiences, serve as a model to probe the link between reasoning and physical concepts. Here, we tested school-aged children (5- to 15-year-olds) in online reasoning games that involve different physical action concepts such as supporting, launching and clearing. We assessed changes in children's performance and strategies over development and their relationships with the different action concepts. Children reasoned more accurately in problems that involved supporting actions compared to launching or clearing actions. Moreover, when children failed, they were more strategic in subsequent attempts when problems involved support rather than launching or clearing. Children improved with age, but improvements differed across action concepts. Our findings suggest that accessing physical knowledge and predicting physical events are affected by action concepts, and those effects change over development. This article is part of the theme issue 'Minds in movement: embodied cognition in the age of artificial intelligence'.

Language use in depressed and non-depressed mothers and their adolescent offspring.

BACKGROUND: Approximately 10% of mothers experience depression each year, which increases risk for depression in offspring. Currently no research has analysed the linguistic features of depressed mothers and their adolescent offspring during dyadic interactions. We examined the extent to which linguistic features of mothers' and adolescents' speech during dyadic interactional tasks could discriminate depressed from non-depressed mothers. METHODS: Computer-assisted linguistic analysis (Linguistic Inquiry and Word Count; LIWC) was applied to transcripts of low-income mother-adolescent dyads (N = 151) performing a lab-based problem-solving interaction task. One-way multivariate analyses were conducted to determine linguistic features hypothesized to be related to maternal depressive status that significantly differed in frequency between depressed and non-depressed mothers and higher and lower risk offspring. Logistic regression analyses were performed to classify between dyads belonging to the two groups. RESULTS: The results showed that linguistic features in mothers' and their adolescent offsprings' speech during problem-solving interactions discriminated between maternal depression status. Many, but not all effects, were consistent with those identified in previous research using primarily written text, highlighting the validity and reliability of language behaviour associated with depressive symptomatology across lab-based and natural environmental contexts. LIMITATIONS: Our analyses do not enable to ascertain how mothers' language behaviour may have influenced their offspring's communication patterns. We also cannot say how or whether these findings generalize to other contexts or populations. CONCLUSION: The findings extend the existing literature on linguistic features of depression by indicating that mothers' depression is associated with linguistic behaviour during mother-adolescent interaction.

Protocol of a Multisite Randomized Controlled Trial of Bright IDEAS-Young Adults: Problem-Solving Skills Training to Reduce Distress among Young Adults with Cancer.

BACKGROUND: Young adults with cancer diagnosed between the ages of 18 to 39 are recognized as a vulnerable group with unique emotional, social, and practical needs that put them at risk of poor psychosocial outcomes and impaired health-related quality of life (HRQOL). This study describes the protocol of a randomized controlled trial to evaluate the efficacy of Bright IDEAS-Young Adults (Bright IDEAS-YA), a problem-solving skills training intervention, on psychosocial outcomes of young adults newly diagnosed with cancer. METHODS: Bright IDEAS-YA is a two-arm, parallel, randomized controlled trial. Young adults are eligible if they are 18-39 years of age, within four months of a first cancer diagnosis, and receiving systemic therapy with life expectancy of at least six months. Participants are randomized 1:1 to Bright IDEAS-YA or enhanced usual care. Survey measures are completed at enrollment and 3, 6, 12, and 24 months. The primary endpoint will be the estimated change from baseline to 6 months in symptoms of depression, anxiety, and psychosocial HRQOL. The other time points are secondary endpoints. Mediators and moderators will be examined. CONCLUSIONS: This randomized trial will determine the efficacy of Bright IDEAS-YA on psychosocial outcomes for young adults newly diagnosed with cancer. Analyses will also examine mechanisms of action and potentially identify subgroups for whom the intervention is particularly useful. TRIAL REGISTRATION: clinicaltrials.gov #NCT04585269.

The multiple mediation impact of adolescents' physical fitness and cognitive perceptions on their objective measures - The Cogni-Action Project.

OBJECTIVE: To establish whether physical fitness and cognitive self-perceptions act as mediators in the link between global fitness and cognitive performance measured objectively in adolescents. We also compared differences across sex. METHODS: A total of 1296 adolescents (50 % girls) from grades 5 to 8 (ages 10-14) participated in this cross-sectional study. The ALPHA-fitness test battery assessed physical fitness, comprising cardiorespiratory, speed-agility, and muscular fitness components. We used the 1-5-point International Fitness Scale for physical fitness self-perception, and the 1-10 scale for cognitive performance self-perception. Objective cognitive performance was assessed using a neurocognitive battery consisting of eight tasks. Using principal component analysis, these tasks were grouped into three domains: attention, working memory, and problem solving. We examined three serial mediation models adjusted for sex, standardized body mass index, maturation, and school vulnerability index. RESULTS: Physical fitness and cognitive self-perceptions mediated the effects on attention (B = .0027, CI = .0011 to .0047), memory (B = .0025; CI = .0003 to .0055 and B = .0035; CI = .0009 to .0063), and problem-solving (B = -.0137; CI = -.0231 to -.0052 and B = .0072; CI = .0043 to .0106). By sex, boys showed mediation in all domains, while girls only showed mediation in problem-solving. CONCLUSIONS: Adolescents' perceptions play a crucial and positive mediating role in linking objective measures of physical fitness to cognitive performance outcomes, particularly when self-perceptions of physical fitness and cognition are considered together. Therefore, educating families and school/health environments about the importance of adolescent perceptions, while fostering self-awareness and reinforcing their capabilities, is essential.

[Research on Configuration Paths of Digital Literacy Empowering Medical Students' Innovative Behaviors: Based on Fuzzy-Set Qualitative Comparative Analysis]. / æ•°å­—ç´ å »èµ‹èƒ½åŒ»å­¦ç”Ÿåˆ›æ–°è¡Œä¸ºçš„ç»„æ€è·¯å¾„ç ”ç©¶ï¼šåŸºäºŽæ¨¡ç³Šé›†å®šæ€§æ¯”è¾ƒåˆ†æž.

Objective: To explore the causal complexity between individual digital literacy and innovative behaviors by focusing on medical students, and to provide scientific references for empowering their innovative behaviors. Methods: A questionnaire survey was conducted to collect relevant data from students currently enrolled in a medical school in Anhui Province. Fuzzy-set qualitative comparative analysis (fsQCA) was performed to examine the different combination paths for empowering innovative behaviors in medical students. Results: A total of 922 valid questionnaires were collected. Based on six conditional variables of digital literacy, namely information and data literacy, communication and collaboration literacy, digital content creation literacy, security literacy, problem solving literacy, and career-related literacy, there were five configurations for high-level innovation behaviors of medical students, with the overall consistency being 0.816 and the overall coverage being 0.664. On the other hand, there were three configurations for their low-level innovation behaviors, with the overall consistency being 0.901 and the total coverage being 0.585. Conclusion: There is a causal complexity between medical students' digital literacy and their innovative behaviors. Different dimensions of digital literacy act synergistically to produce multiple paths to empower medical students' innovative behaviors. Among them, a high level of competence in digital content creation is the core condition that empowers innovative behaviors in medical students, while a low level of problem-solving competence is the key barrier to their innovative behaviors.