Human Performance: Cognition, Stress and Individual Differences
... Aging is accompanied by perceptual, physiological, and cognitive changes [1,2] that ultimately lead to a loss of functional independence in some Older Adults (OAs), and thus to their institutionalization. Social isolation is a central issue in Nursing Homes (NHs). ...
... Digital literacy refers to the ability to use technological and digital devices and applications [17], this implies having the knowledge and skills required to use them. Aging is indeed accompanied by perceptual, physiological, and cognitive changes (e.g., decreased visual acuity, hearing loss, motor disorders, increased fatigability, slow behavioral responses, and reduced ability to process information [1,2]), which can negatively impact the use of technology [19]. As a result, the elderly population is more prone to encounter usability difficulties when using technological innovations than younger adults [20]. ...
... Verbatims were anonymized and are presented as follows. For residents: the "Res" prefix and participant number (1)(2)(3)(4)(5)(6)(7)(8)(9)(10)(11)(12)(13)(14)(15)(16)(17)(18); for professionals, the respondent title (deputy director, socio-cultural animator, technical manager), and participant number (1-6, if multiple participants with the same professional title were interviewed) e.g., a verbatim of the socio-cultural animator n°3 would be coded (Socio-cultural animator 3). ...
Increasingly, public health programs are recommending the use of information and communication technologies to address the psychosocial needs of Older Adults (OAs). Recently, several applications that allow access to communication and stimulation functionalities using digital interactive television (DiTV) have been developed. The use of the television interface to access digital services seems to help meet several accessibility and usability needs of OAs. However, its use entails other challenges related to different dimensions (organizational, technological, ethical, etc.). This study aims to identify the factors that enable or hinder the use of DiTV by OAs living in geriatric institutions. A qualitative interview case study was conducted in three French geriatric facilities. A total of 25 semi-structured interviews were carried out with residents and care professionals, between February and April 2022, to identify enablers and barriers to DiTV use. Data were processed using a thematic deductive analysis inspired by a multidimensional Health Technology Assessment model. The analysis showed that DiTV use may be limited by organizational (e.g., workload), technological (e.g., ergonomic issues), human (e.g., health issues), ethical (e.g., privacy), and safety factors (e.g., frustration due to technical problems). A summary of these factors and five recommendations for DiTV implementation in geriatric settings are presented in this paper.
... However, not all skills are as complex or take as long to acquire. For instance, even a cognitively undemanding task such as a simple reaction time task will display changes in performance with practice (Matthews, Davies, Westerman, & Stammers, 2000). ...
... Qualitative differences in skilled versus unskilled performance can be evidenced in the seemingly effortless way a skilled performer carries out a task. Conversely, the same task carried out by the unskilled performer looks clumsy and effortful by comparison as they struggle to deal with the overload of new information (Matthews, Davies, Westerman, & Stammers, 2000). An observation of skilled performance by Annett and Kay (1956) characterised the skilled performer as being able to take advantage of redundancy in task sequences along with making predictable and consistent responses. ...
... A prominent hypothesis concerning the effects of age and experience on cognitive function is that age-related declines in mental ability are limited to tasks that are unfamiliar or novel (Salthouse, 1990). In support of this assertion, references have been made towards the frequent exposure to novel tasks during school years and the decrease in willingness to participate in what might be perceived as pointless or meaningless tasks in older adulthood (Matthews, Davies, Westerman, & Stammers, 2000). Therefore, it may be predicted that age should yield smaller differences in familiar as opposed to unfamiliar tasks. ...
p>The purpose of this thesis was to gain a deeper understanding of the mechanisms underlying skilled performance and to explore the effects of skilled behaviour on age-cognition relations.
Examination of the literature in this area led to the construction of several hypotheses. The first was that Bingo players would exhibit superior performance to non-Bingo players on a domain-specific task of visual search. The second hypothesis was that older Bingo players would demonstrate comparable levels of performance to younger Bingo players on a test of the molar (overall) skill. The third hypothesis predicted that Bingo players would be able to positively transfer the cognitive skills used in Bingo to a new task comprising the same contextual information. A final hypothesis predicted that Bingo players would demonstrate superior performance to non-Bingo players on domain-general cognitive tasks comprising familiar stimuli (supporting the maintenance theory of cognitive ageing). Bingo players were found to be both more efficient and proficient at the domain-specific task of visual search. Further, older Bingo players performed as well as their younger counterparts on this task. Bingo players also positively transferred some of the skills underlying Bingo performance to a new task, although, the effect was not so great for older Bingo players. Bingo players also performed better than non-Bingo players on visual search tasks that did not follow the same rules as Bingo. However, the performance of older Bingo players was found to be negatively affected by age on many of the general cognitive ability measures.
In conclusion, the experiments presented in this thesis provided some support for the notion that certain cognitive abilities are maintained into older adulthood through continued practice. However, the tasks that produced comparable levels of skill for both younger and older Bingo players were specifically related to the molar skill. It is therefore suggested that the older Bingo players implemented a compensatory strategy in order to maintain performance. Further research will seek to determine the nature of this compensatory mechanism.</p
... As a consequence, rescuers may experience high levels of acute mental stress. There is good evidence demonstrating that stress potentially reduces attentional resources [1,2], increases distractibility [3][4][5] and thus may impair resuscitation performance [6][7][8]. At the same time, it is well known that in challenging situations and during demanding tasks people often have extraordinary capabilities to protect their primary activities from decrements due to stress [1,9]. ...
... Acute stress reactions are often associated with mechanisms that entail momentary performance risks, due to the limited mental resources in a highly demanding situation [1,2]. Table 2 shows possible general mechanisms between stress and performance in different performance domains which are all relevant for CPR performance. ...
... Due to the sparse research on this topic, more studies concerning stress-reducing interventions are needed, especially given the current knowledge of the negative effects of stress on performance in general [1,2] and during resuscitation [6][7][8]. By focusing on stress-reducing interventions in trainings for CPR, performance may be enhanced, especially for more inexperienced personnel. ...
Cardiopulmonary resuscitation represents a major physical and psychological challenge for all involved health care workers because survival of the patients is closely related to the timely and accurate actions of rescuers. Consequently, rescuers may experience high levels of acute mental stress. Stress, in turn, may influence attentional resources and distractibility, which may affect the quality of resuscitation. This narrative review summarizes the current state of research concerning the influence of stress on resuscitation performance. Peer-reviewed studies retrieved in scientific databases were eligible. We found that rescuers experience high levels of stressand some associations of higher levels of stress with lower resuscitation performance. Finally, few interventional
studies assessed whether interventions aiming at reducing levels of stress may have a beneficial effect on resuscitation performance, but results are variable. Although the mechanisms linking stress to performance of emergency teams are still not fully understood, factors such as individual experience and self-confidence of rescuers,
gender composition and hierarchy within resuscitation teams may play an important role. This review provides a targeted overview of how stress can be defined and measured, how it may influence emergency situations such as a cardiopulmonary resuscitation, and which interventions have the potential to reduce overwhelming stress.
... The STAI-Y is a self-administered instrument composed of two subscales that may be used independently evaluating state anxiety (STAI-Y1) and trait anxiety (STAI-Y2). Both subscales rely on 20 items, scored on a Likert scale from 1 to 4. The total score of the two subscales ranges from 20 to 80 and identifies three levels of anxiety severity: absent/low (20)(21)(22)(23)(24)(25)(26)(27)(28)(29)(30)(31)(32)(33)(34)(35)(36)(37)(38)(39), medium (40)(41)(42)(43)(44)(45)(46)(47)(48)(49)(50)(51)(52)(53)(54)(55)(56)(57)(58)(59), high (60-80) (Pedrabissi & Santinello, 1989;Spielberger et al., 1983Spielberger et al., , 1970). It has been reported a good internal consistency MJCP|11, 3,2023 Orrù et al. 6 for both the state and trait anxiety subscales of the STAI, with Cronbach's alpha coefficients ranging from 0.91-0.95 ...
... such as those represented by the Openness trait(Matthews et al., 2000).Cattell (1943) had already suggested that Gf is a precondition for knowledge acquisition and application. Another explanation could be sustained: in fact, fluid intelligence may influence the development of Openness over time(Moutafi et al., 2006), stating that individuals showing higher Gf have an innate ability to cope more efficiently with novel experiences, and to deal with stimulating tasks which would thus make it rewarding for them to perform such activities. ...
Background: Patients' adherence to medical prescription during pre-and post-liver transplant phases is crucial to prevent treatment inefficacy. Literature has highlighted the urge of performing a psychological characterization to prevent post-intervention relapses and to impede treatment non-adherence behavior. The aim of this study is to define an "adherence core" by investigating personality traits, cognitive functions, and affective symptoms of patients waiting for liver transplant to enhance treatment effectiveness. We hypothesize a negative correlation between depressive and anxious symptoms and cognitive abilities and a positive association between some personality traits (Open-mindedness, Conscientiousness and Extraversion) and cognitive functions. Materials and methods: Forty-six candidates (23 females, mean age: 56.02±7.81 years, range: 39-76) for liver transplantation were assessed utilizing the following psychometric tools: State-Trait Anxiety Inventory Form Y1 and Form Y2, Big Five Questionnaire and Beck Depression Inventory 2. Cognitive assessment included: Coloured Progressive Matrices, Rey's 15-word list, Semantic Incidental Memory Test for Adults, Attentional Matrices Test and Corsi Block-tapping Test. Results: The findings showed that education level negatively correlated with trait anxiety and positively correlated with Open-mindedness and Emotional Stability. Coloured Progressive Matrices negatively correlated with trait anxiety and depressive symptoms and positively correlated with Emotional Stability and Open-mindedness. Significant correlations were also shown between cognitive tests. Rey Immediate Recall scores showed positive correlation with: Rey Delayed Recall, Semantic Incidental Memory, and Attentional Matrices. Moreover, the findings demonstrated a positive correlation between trait anxiety and depressive symptoms, as well as a negative correlation between trait anxiety and Emotional Stability. Additionally, state anxiety was found to be positively correlated with depressive symptoms and negatively correlated with Energy and Open-mindedness. Discussion: Higher fluid abilities, with lower degree of depression state, less pronounced anxious trait, and more open-minded personality can potentially aid patients in managing the distress associated with pre-and post-transplantation, ultimately resulting in optimal adherence. Furthermore, the positive association observed between the attention and memory domains might suggest their significant involvement in predicting adherence trajectories. In line with literature highlighting the paramount role of psychological factors in recovering from organ transplant, this study paves the road for the potentiation of individual resources and weaknesses identification to reduce relapses and healthcare costs. However, small sample size and lack of causality direction of results prevent robust conclusions.
... (6, 7, 8 -10) Noise is a common characteristic of many safety-critical workplaces and although scientists emphasize the importance of nature of the task being performed, nonauditory effects of noise, in reality, might not be noise-specific since other stressors, such as illumination, may lead to similar health and performance deficits. Even though noise does not affect basic visual functions (11), there is some evidence that noise effects also depend on the salience of the stimuli (6), which is directly related to illumination and is important for many performance-critical operations. Both Jensen (12) and Green (13) emphasize the sensitivity of RT to visual-perceptual conditions, with better stimulus visibility leading to faster cognitive processing and shorter RTs. ...
... Also, the significant increase in RTmax shows that noise causes different emotional and functional disturbances that might be explained by noiseinduced involuntary interruptions in the data collection process, resulting in short periods of perceptual inefficiency and increasing the likelihood of errors and long RTs. (11) Momentary lapses of attention are more often measured by errors than RT changes and the lack of studies in which the worst RT was used as an indicator of functional or emotional disturbances calls for review of that research strategy. Namely, in most studies that included temporal indicators, the average ones were used, which may or may not reflect the occasional internal disturbances. ...
BACKGROUND: Inconsistent findings on coupled illumination, accumulated noise and task complexity effects on cognitive-motor performance asked for a more comprehensive analysis by focusing on performance dynamics. OBJECTIVE: The aim was to investigate the effects of illumination, accumulated noise, and task complexity on several average and non-average temporal indicators. METHODS: The research was designed as a mixed factorial quasi-experiment including 83 students of transport (n = 42) and psychology (n = 41) at the University of Zagreb. Participants were assigned to designated experimental conditions defined by illumination (40, 280, 3400 lx), and accumulated noise (0% and 50% of the daily exposure limit) levels and all performed 2- and 8-choice reaction time tests. RESULTS: The findings showed negative effects of accumulated noise and task complexity on all performance indicators, while the effect of illumination reached significance only for maximal speed. Significant Illumination x Task complexity and Illumination x Accumulated noise effects were obtained for average efficiency, while significant Accumulated noise x Task complexity effect was observed for average efficiency and maximal speed. CONCLUSIONS: Various indicators of performance dynamics were diversely affected by external factors, thereby suggesting the effects’ mechanisms, and accentuating different guidelines for design of workplaces that include these environmental stressors.
... Other researchers showed how the process of self-regulation can positively contribute to individual's level of anxiety (Wells 2002(Wells , 2005(Wells , 2010. Moreover, some studies have proposed that anxiety can affect both general metacognitive and self-regulatory processes (Bacow et al. 2010;Lysaker et al. 2011;Matthews et al. 2000;Normann et al. 2014;Veeraraghavan 2009). As such, we proposed the following: H 6 Reduced anxiety has a positive relationship with self-regulation. ...
... This includes making students feel better about their abilities to plan, monitor, and regulate their learning progress. Some studies have proposed that anxiety can affect both general metacognitive and self-regulatory processes (Bacow et al. 2010;Lysaker et al. 2011;Matthews et al. 2000;Normann et al. 2014;Veeraraghavan 2009). ...
Anxiety and self-regulation are the most common problems among the college student population. There are few attempts found in the literature to promote the development of students’ cognitive and metacognitive abilities in online learning environments. In addition, mechanisms for overcoming or reducing individuals’ anxiety in a computer-mediated environment is yet to be fully characterized. This study was conducted to investigate the potential of integrating the concept of flow into the design of a Metalearner (MTL) to help reduce anxiety and increase self-regulation among students. The design of MTL was based on the development of adaptive strategies to balance between the challenge of the task and user skills. A total of 260 participants were asked to use the system and respond to an online questionnaire that asked about flow antecedents, experience, and consequences. The structural model results showed that incorporating flow into the design of MTL can help reduce anxiety and improve self-regulation among students. Our findings can be used to enrich students’ online learning experience and inform designers and developers of learning systems about the importance of regulating task complexity according to the challenge/skills balance. This would help learners to process the presented information meaningfully and to make the inferences necessary for understanding the learning content.
... Proactively, deliberately and consciously managing attention requires discipline. In particular, it relies on the ability to foster selective attention [4]. In other words, focussing on one thing (such as the design), while ignoring others (such as emails). ...
... If someone was completely chilled all the time, not a lot would actually get done. The Yerkes-Dodson Law posits that optimal performance occurs when a person experiences an appropriate level of stimulation [4]. If under-stimulated, one is unlikely to be a very engaging presenter. ...
It is possible to take two individuals, each with the same level of education, formal qualifications, academic results, and intelligence, yet as they embark on their careers, one may be extraordinarily successful, leaping from strength to strength, while the other barely seems to scrape by, constantly overlooked for exciting new roles and feeling ever more frustrated and stuck in their career. Although external circumstances, even luck may play a role, the key point of divergence in these professional trajectories has much more to do with individual differences as they relate to a person’s personality, behavioural style, motivators, attitudes, beliefs, values, perspectives, emotional intelligence, and resilience. The ability to understand one’s own personal proclivities, strengths, and differences, to be aware of one’s blind spots and weaknesses, and to be able to effectively communicate one’s professional value, as well as to adapt to, and engage with others at work, are fundamental factors that drive professional performance. In this chapter, some critical considerations will be explored to help professionals more consciously, deliberately, and effectively manage themselves as they navigate projects, stakeholders, and their career in Construction 4.0.
... Sport performance is usually measured against a predetermined standard and often involves external evaluation (Aoyagi & Portenga, 2010;Aoyagi et al., 2018). Matthews et al. (2000) define the term performance from the perspective of cognitive science, which provides the main theoretical basis for the topic of real and artificial tasks. ...
... PERFORMANCE, ACHIEVEMENT, AND SUCCESS In sum, the above-mentioned objective indicators of cognitive performance constitute a unified pattern of how cognitive (task) performance was operationally defined. Moreover, the observed empirical approach is in an agreement with the suggested conceptual definition by Matthews et al. (2000) referring to performance as an expression of competence transformed into observable behaviour. Academic Performance. ...
The present study focused on the terms performance, achievement, and success that have often been used in an ambiguous manner in psychological research. The way in which the meaning of the domain-specific constructs referred to with the terms was established for measurement purposes was investigated on a sample of 262 articles that stemmed from 35 randomly selected journals covering the full range of psychological research. The operational definitions of the constructs referred to with the terms performance, achievement, and success were analysed and compared in both inter- and intra-domain fashion. Additionally, we assessed the match among the observed operational definitions and general conceptual definitions available in the extant literature. The results revealed terminology-related issues in educational and occupational research. Within these domains, lack of adherence to the multidimensionality of the constructs of academic performance, academic achievement, academic success, job performance, and career success was identified as a general issue. Further, the tendency to measure job performance via indicators based on self-rating was considered inadequate given the objective nature of the term performance. In educational research, the overlap of the academic performance, academic achievement, and academic success constructs was confirmed, resulting from the tendency to use GPA as a universal indicator of academic outcomes. Based on the present findings, we provided several recommendations in order to encourage future research towards a more transparent way of dealing with the particular constructs referred to with the terms performance, achievement, and success. We suppose the present study may help researchers in the full range of psychological disciplines to add clarity to their own research.
... Though boys and girls report no differences in perceived academic demands, girls report higher levels of school-pressure which appears to increase over time during secondary school (Giota and Gustafsson, 2017). Despite girls possessing higher grades than boys on average, girls likely perceive the likelihood of failure to live up to academic demands as more severe than boys, and such perceived failures may lead to loss of self-esteem generating stress (Giota and Gustafsson, 2017;Matthews et al., 2000). Therefore, in order to mitigate perceived failures to live up to academic demands, girls increase academic effort which causes achievement to be high, but simultaneously generates increased school-pressure and stress. ...
Increased levels of stress and other mental health problems have been reported amongst adolescents in high-income countries. In particular, rates of school-pressure have increased significantly. Despite such increases, little is known about the underlying determinants of increased adolescent stress, making this an emerging public health concern. The educational stressors hypothesis contends that increased rates of stress result from pronounced performance pressures placed on adolescents resulting from educational policy initiatives which emphasizes academic goal attainment. The present study tests this hypothesis using a synthetic control method and panel data techniques to analyse data from the Health Behavior in School-aged children (HBSC) survey, including more than 150,000 adolescents per survey wave in 25 European countries over 16 years, to assess if the Swedish Educational reforms implemented in the 2011–13 period were associated with increased self-reported school-pressure. These reforms implemented increased summative assessments, new grading systems and increased eligibility criteria in accessing further education. Results demonstrate that following the reforms, Swedish adolescents experienced greater levels of school-pressure and led to a greater gender difference in experienced school-pressure where girls were relatively more affected. We conclude that, consistent with the educational stressors hypothesis, the educational reforms have likely contributed to increasing levels of school-pressure for Swedish adolescents.
... The impact of stress on human performance has been extensively studied (Matthews et al., 2000). This literature review examines how induced stress affects human performance in various areas, including cognition, decisionmaking, memory, and motor skills. ...
Induced stress is a phenomenon commonly experienced across different fields such as emergency services, healthcare, air traffic control, sports, and business - which necessitates the development of effective coping strategies and resilience for individuals or teams performing under pressure. This study aims to examine the effects of automated agents on individual performance during high-stress conditions. The design of these agents ensures they carry out identical tasks as participants based on predetermined frameworks. Participants underwent an experimentally designed task that aimed at inducing stress while measuring their performance amidst time pressure and auditory distraction. Results indicate that working with automated agents causes individuals to alter their approach by focusing narrowly on immediate concerns - making it challenging for them to consider several options or see broader contexts accurately. Regardless of ability level participants' performances were influenced by these automated agents. Future research will explore how these findings interact with physiological signals. This study highlights the importance of developing effective coping strategies and the potential impact of social factors on individual performance under induced stress.
... Second, the challenge introduced by having to produce an unfamiliar speech action may have enhanced cognitive load, thereby diminishing available central processing resources (Lavie et al., 2004;Matthews, 2000;Plass et al., 2010), for example, inhibition to suppress the automatic imitative response tendency. RTs were greater when producing nonnative responses across the three experiments, reflecting that participants found these more difficult to produce than native sounds. ...
Simulation accounts of speech perception posit that speech is covertly imitated to support perception in a top-down manner. Behaviourally, covert imitation is measured through the stimulus-response compatibility (SRC) task. In each trial of a speech SRC task, participants produce a target speech sound whilst perceiving a speech distractor that either matches the target (compatible condition) or does not (incompatible condition). The degree to which the distractor is covertly imitated is captured by the automatic imitation effect, computed as the difference in response times (RTs) between compatible and incompatible trials. Simulation accounts disagree on whether covert imitation is enhanced when speech perception is challenging or instead when the speech signal is most familiar to the speaker. To test these accounts, we conducted three experiments in which participants completed SRC tasks with native and non-native sounds. Experiment 1 uncovered larger automatic imitation effects in an SRC task with non-native sounds than with native sounds. Experiment 2 replicated the finding online, demonstrating its robustness and the applicability of speech SRC tasks online. Experiment 3 intermixed native and non-native sounds within a single SRC task to disentangle effects of perceiving non-native sounds from confounding effects of producing non-native speech actions. This last experiment confirmed that automatic imitation is enhanced for non-native speech distractors, supporting a compensatory function of covert imitation in speech perception. The experiment also uncovered a separate effect of producing non-native speech actions on enhancing automatic imitation effects.
Supplementary Information
The online version contains supplementary material available at 10.3758/s13423-023-02394-z.
... Increasing the task workload (i.e., physical and mental workload) can increase the risk of errors [22]. Multi-tasking can reduce the energy needed for information processing, which can increase mental workload [23]. According to [24], the two variables of mental workload and error rate are positively correlated, meaning a high mental workload can increase the chance of human errors during the execution of tasks at construction sites. ...
Traditional methods of delivering construction information, relying on paper-based shop drawings, specifications , and verbal instructions, often lead to increased mental workload, error rates, and difficulties in accessing information. This raises the question of how the traditional approach to accessing design and construction information on construction sites can be improved to address these issues. This paper describes a hybrid approach known as AR-QR code, which aims to enhance the conventional paper-based method of accessing such information using the power of Augmented Reality (AR). The research methodology involved: process mapping, prototype development, and evaluation. The evaluation results revealed that professionals expressed confidence in the potential of the AR-QR code approach to alleviate the limitations associated with traditional methods at construction sites. The outcomes of this study provide valuable insights into the need for a hybrid approach that preserves the advantages of traditional methods while avoiding their drawbacks.
... When there are too many things to process or maintain, performance decreases, suggesting consumption of a limited 'resource' (Marois & Ivanoff, 2005;Norman & Bobrow, 1975) e.g., increasing the number of representations in WM above a certain point, decreases the fidelity of those representations (Ma et al., 2014). These limits are well known to constrain our capacity to process and maintain goal-directed operations and entities e.g., attention and WM items (Kahneman, 1973;Matthews, 2000;Wickens, 2008). ...
Why do we divide ('chunk') long tasks into a series of shorter subtasks? A popular view is that limits in working memory (WM) prevent us from simultaneously maintaining all task relevant information in mind. We therefore chunk the task into smaller units so that we only maintain information in WM that is relevant to the current unit. In contrast to this view, we show that long tasks that are not constrained by WM limits are nonetheless chunked into smaller units. Participants executed long sequences of standalone but demanding trials that were not linked to any WM representation and whose execution was not constrained by how much information could be simultaneously held in WM. Using signs well-known to reflect beginning of new task units, we show that such trial sequences were not executed as a single task unit but were spontaneously chunked and executed as series smaller units. We also found that sequences made of easier trials were executed as longer task units and vice-versa, further suggesting that the length of task executed as one unit may be constrained by cognitive limits other than WM. Cognitive limits are typically seen to constrain how many things can be done simultaneously e.g., how many events can be maintained in WM or attended at the same time. We show a new aspect of these limits that constrains the length of behaviour that can be executed sequentially as a single task-unit.
... Fortunately, the human brain is not defenseless against the deleterious effects of a mental workload and stress. The literature shows that it is possible to perform nominally to a complex task by mobilizing additional cognitive resources in the ECN (Ayaz et al., 2012;Mandrick et al., 2016;Matthews et al., 2000), or to modulate the stress response via working memory mechanisms (Schmeichel et al., 2008), the latter being also largely implemented in the ECN. ...
... For most tasks, there is an associated physical and a mental component of workload (Emery, 2012). Determining and measuring the development of a workload presents a challenge, because the scientific effort that is associated with the performance of tasks needs a physiological cost (Matthews et al., 2008). Another factor that impacts task performance is workload history, which means the activity that was completed by the individual immediately before the critical work period. ...
... With the respect of these figures, some other human factor and safety engineering researchers assert that human cognitive biases contribute most accidents in safety critical systems [2]. Developing an ergonomic system that reduces human errors in critical safety domains, is one of the most significant things that every system engineer/stakeholder seeks as the fundamental goal of considering human factor engineering is to minimize human errors and increase system efficacy during the operators interacting with safety systems [3]. Human errors typically play an essential role in the nature of accident occurrence in safety critical domains, such as nuclear power plants, chemical industries, rail-ways, and avionics systems [4]. ...
H-CoBIT is a technique initially developed with help of system analyst and designers in safety critical domains to anticipate human involvement failures that may be challenging once the system design becomes operational. This paper outlines and introduces a means of identifying cognitive biases using H-CoBIT method retrospectively (following an accident), where ‘human error’ is a convenient and all-encompassing explanation given in ninety per cent of cases. This we assert is because existing investigative approaches largely concentrate on observed actions rather than intrinsic thought processes. By teasing out the presence of cognitive bias as a causal factor for incorrect actions, safety recommendations can be made towards their mitigation. Analyzing a real-world case study by anticipating potential cognitive biases using H-CoBIT and comparing the results with the observed biases helped validate that this approach can also be used retrospectively.
... This might be rooted in human psychology. Logarithms and log-normal distributions occur in many phenomena involving human activity and perception (Goldstein, 2009;Mathews, 2000). The relationship between the time individuals take to choose an alternative and the number of choices available is logarithmic according to Hick's law (Welford, 1968). ...
Human beings are not only intelligent they comprise a social species capable of extensive cooperation. Moreover, they collaborate. Individual human efforts segregate into incongruous silos of multimodal distributions of expression and low performance. A social psychological, economic and mathematical review indicates that collaboration can integrate mental facilities into a congruent unimodal normal distribution of expression and high performance not otherwise possible. The ontology of symmetry is remarkable and compelling. The learning outcomes are natural for economic growth and human development.
... This relates to how students may have varying needs and different approaches to how they navigate through learning environments. These different pathways to learning may also be impacted by how learners respond to stimuli in the environment and stimuli's impact cognition, affect, and behaviour (Matthews et al., 2000). This can be demonstrated through how the Reticular Activating System (RAS) communicates with the frontal lobes in the brain to determine which stimuli we pay more attention to in an environment and what we are motivated by (Wittrock, 1992). ...
Young children have a natural and innate curiosity about the world in which they live, motivating them to actively engage in concepts of science, technology, engineering, and mathematics (STEM) to solve real-world problems. Balancing unstructured and structured play in outdoor environments promotes curiosity while at the same time provides a sense of purposeful learning as children take turns listening, sharing, exploring, and making decisions. Inquiry generates motivation in fun and practical ways and helps children of all ages to develop essential twenty-first century skills including critical thinking, creativity, collaboration, and communication through the development of foundational literacies. These assets prepare them to be informed global citizens in their future adult lives, contributing their thoughts, questions, ideas, and solutions to improve their world in a confident and informed manner. This chapter describes Argentina’s educational system, examines pre-primary and primary education practices to promote child-driven balanced play in support of STEM learning in outdoor environments, and describes a citizen science and early years collaboration involving preschool children (ages 4–5) as they engaged in STEM activities with their older siblings (ages 8–9) in two third-grade classrooms and their family members. The results of this citizen science application of the GLOBE Program are included.
... This relates to how students may have varying needs and different approaches to how they navigate through learning environments. These different pathways to learning may also be impacted by how learners respond to stimuli in the environment and stimuli's impact cognition, affect, and behaviour (Matthews et al., 2000). This can be demonstrated through how the Reticular Activating System (RAS) communicates with the frontal lobes in the brain to determine which stimuli we pay more attention to in an environment and what we are motivated by (Wittrock, 1992). ...
Early Childhood Education and Care (ECEC) policy and practice develops in the early years of life. This understanding will facilitate the implementation of inclusive and equitable quality educational programmes in ECEC. Educators play a primary role and require support and training to proactively plan and address variability in learning across learning environments. Universal Design for Learning (UDL) is a framework guided by the neuroscience and psychology of how learning occurs and guides educators to best support all learners. UDL establishes flexible learning environments that provide accessibility from the outset. By providing multiple means of engagement, recognition, action and expression, educators can promote expert learning to help each learner actualize their potential and understand what serves them best across contexts. When learning environments are established through intentional design predicated on how children learn, educators can better equip young learners with a robust platform for successful future learning impinging on their learning engagement and motivation. This chapter describes efforts in Malta that focus on national decision-making policies and strategies with a clear vision that early childhood years’ experiences impact society, the environment, and the economy. With a focus on UDL and highlighting how executive function can be explicitly scaffolded during STEM learning experiences, this chapter offers examples of initiatives being implemented in Malta.
... Human performance metrics have been derived from decades of observational research in the areas of personality (e.g. coping, efficacy), stress (as a stimulus and as a response), workload, neurophysiological, and psychophysiological measures (e.g. heart rate variability) (Matthews et. al., 2000). Personality traits are stable over time, while states are temporary. Traits can be used for personnel selection, while states might be used to determine if an intervention could relieve stress (Napier, 2021). States as well as psychophysiological measures have the potential to predict performance outcomes before they happen. For exampl ...
Simulations have been employed to train people and provide novel environments topractice and test new skills as well as experiment with new concepts and procedures.The US Department of Defense (DoD) spends millions of dollars each year to provideboth live and virtual training to military personnel. Realizing that simulations offer aplethora of opportunities, the DoD is now spending millions of dollars to design anddevelop what it believes will be the optimal versions of synthetic trainingenvironments to train its workforce. Each of the military services has a slightlydifferent view of how simulation will or should support them in the future. This paperaims to provide readers with insights about the needed human requirements and thepath that the services are on to achieve their future visions with respect to simulation.It will briefly discuss historical, functional, and future views of how simulations havebeen, are being, and are envisioned to support the optimizing of human performance.
... Similarly to fatigue, stress consists in an unpleasant bodily state, marked by the subjective feeling of strain and performance decrement (Matthews et al., 2000). Nevertheless, an important distinction lies in the fact that the conceptualization of stress has always emphasized reaction to stressors, that is, factors capable of threatening the organism's homeostasis (or perceived to be so) and changes in the endocrine system (Levine, 1985). ...
Demanding cognitive activity is aversive, requires effort, and, when prolonged, leads to mentalfatigue. However, the origin of the aversive aspect of cognition and the neural mechanisms that leadto fatigue still remain enigmas for neuroscience.The aim of this thesis was to test the hypothesis that fatigue originates from local alterations inneuronal activity caused by prolonged recruitment of brain networks. Moreover, this work sought toaddress a specific prediction derived from the functional view of mental fatigue: neuronalassemblies that are engaged in activity, even if passive, are bound to saturate and reach the point offailure.Drawing inspiration from converging yet separate lines of research, a novel experimental approachwas devised in order to test our hypothesis while controlling as much as possible for the confoundswhich are pervasive in the pertaining literature, namely, differences in motivation, level of skill inthe task and boredom. Across several experiments, specific behavioural performance deficits wereinduced in the participants, allowing us to confirm and characterize the posited passive fatigueeffect. Indeed, in the first experiment, we unveiled a surprising interaction between the degree ofspecific performance alteration induced by prolonged stimulation and arousal caused by crosssensorycognitive load. Additionally, we found a lack of support for sensory habituation beinginvolved in the described process, as the analysis of electrophysiological data from the participantsproved to be unfruitful.We then replicated the results on the decrement of performance in two successive studies,introducing additional psychophysiological manipulations to provide indirect, behavioural evidencefor its localisation in visual cortex. More so, several indicators of effort and arousal, such asquestionnaires and pupil size, were related to the behavioural changes we observed.In the final experiment, we confirmed once again the specific performance decrement caused bysaturation, attesting to its robustness. Furthermore, we used neuroimaging techniques to showdisruption of brain activity of the participants that paralleled the behavioral deterioration, thusproviding evidence for neural fatigue by passive induction.
... In educational settings, individuals may suffer from anxiety in different academic situations, such as taking a test, preparing for an exam, or attending a class. Proneness to anxiety in academic situations has been linked to the application of less efficient cognitive learning strategies and to a lower investment of individual resources such as attention, effort, or time (Hill and Wigfield, 1984;Pintrich and de Groot, 1990;Matthews et al., 2000;Cassady and Johnson, 2002). Proneness to anxiety is often accompanied by low expectations of success and assessments of low controllability of a learning situation (Lazarides and Raufelder, 2021). ...
The COVID-19 summer semester 2020 posed many challenges and uncertainties, quite unexpectedly and suddenly. In a sample of 314 psychology students, it was investigated how they experienced learning and preparing for an end-of-semester exam, which emotions and strain they experienced, how academic performance was affected, and how personal antecedents of learning as important facets of a learner’s identity could support or prevent overcoming adverse circumstances of learning. The participants of the study filled in a questionnaire about their achievement emotions and strain they experienced during learning and exam preparation as well as academic self-concept, motivation, gender, proneness to anxiety. Points achieved in the exam were also recorded. The interaction between the variables was investigated by a structural equation model. It showed that the investigated variables can be distinguished into two groups, variables that contribute mainly negatively to performance and variables with a positive contribution. Strain experienced during the COVID-19 pandemic and unpleasant emotions “belong together” in the sense that they inhibit academic performance directly or indirectly. Proneness to anxiety in academic situations was related with higher levels of mental, emotional, and physical disturbances due to the COVID-19 situation. In contrast, motivation and a high academic self-concept acted as support for learning and performance. Both contribute to pleasant achievement emotions in the learning situation; moreover, motivation had a direct relationship to academic performance. The results from the present study do not only provide insight into important students’ personal dispositions and their role for learning in adverse circumstances but also give advice how to strengthen students for successful learning.
... In fact, the resilience of whole systems, even physical systems, often depends upon the resilience of individuals within them. Individuals vary greatly in their capacity to cope with such uncertainties or threats and this has been linked variously to differences in personality (Mancini & Bonanno, 2009), cognitive abilities (Matthews, Davies, Stammers, & Westerman, 2000) and emotion regulation (Wang & Saudino, 2011). The literature on psychological resilience has been dominated by clinical and cognitive approaches that have largely ignored the political, historical and socio-economic contexts that shape individuals' decisions and actions (Schwarz, 2018). ...
This paper describes a model of identity resilience developed within social psychology and derived specifically from the basic tenets of Identity Process Theory (IPT). Identity resilience refers to the extent to which an individual possesses an identity structure that: facilitates adaptive coping in the face of threat or uncertainty, can absorb change while retaining its subjective meaning and value, and is perceived to be able to cope with threat or trauma without experiencing permanent undesired change. Identity resilience is defined as a relatively stable self-schema based on self-esteem, self-efficacy, positive distinctiveness and continuity. This paper describes how identity resilience can be measured. It presents findings from two empirical studies: one on gay men of recollecting negative coming out experiences; the other on COVID-19 fear and perceived personal risk. Both provide evidence that greater identity resilience is associated with more adaptive reactions, less undesired identity change, and less negative affect after thinking about aversive experiences.
... Mainly, due to the constraints of human operators, the quantities of information exchange should not be the same. The abilities of human operators in dealing with real-time information usually decline because of the environment, physical stat, emotion fluctuation [7] [8]. Furthermore, direct operation from limited human partners is nearly impossible when the UAV teammate number is considerable. ...
... Workload and attentional demand are useful constructs for understanding how behavior with automation may differ from that observed during manual control. Very low and high levels of demand are linked with poor performance relative to intermediate demand in a manner that loosely parallels the "inverted U" relationship between arousal and performance known as the Yerkes-Dodson law (Coughlin, Reimer, & Mehler, 2011;Matthews, Davies, Westerman, & Stammers, 2000). Differences in driver-related (e.g., experience, distraction, physiological state), vehicle-related (e.g., engine power, automation), and environmental (e.g., weather, lighting, road class and geometry, traffic density) variables have effects on attention and workload consistent with an inverted U-shape (Engström, Johansson, & Ö stlund, 2005;Matthews & Desmond, 2002;McCartt & Hu, 2017;Patten, Kircher, Ö stlund, Nilsson, & Svenson, 2006;Reimer, Mehler, Coughlin, Godfrey, & Tan, 2009;Teh, Jamson, Carsten, & Jamson, 2014;Thiffault & Bergeron, 2003). ...
Introduction
A small body of research on the real-world use of commercially available partial driving automation suggests that drivers may struggle with or otherwise lapse in adequately monitoring the system and highway environment, and little is known about key issues such as how behavior associated with system use changes over time. The current study assessed how driver disengagement, defined as visual-manual interaction with electronics or removal of hands from the wheel, differed as drivers became more accustomed to partial automation over a 4-week trial.
Methods
Ten volunteers drove a Volvo S90 with adaptive cruise control (ACC), which automates speed and headway, and Pilot Assist, which combines ACC and continuous lane centering. Instrumentation captured automation use, secondary task activity, hands-on-wheel status, vehicle speed, and GPS location during all trips.
Results
The longer drivers used the Pilot Assist partial automation system, the more likely they were to become disengaged, with a significant increase in the odds of observing participants with both hands off the steering wheel or manipulating a cell phone relative to manual control. Results associated with use of ACC found comparable or lower levels of disengagement compared to manual driving as the study progressed.
Discussion
This study highlights concerns about vehicle control and the degree to which drivers remain actively in the loop when using automation. Calls for implementing more robust driver monitoring with partial automation appear warranted—particularly those that track head or eye position.
... Z tohoto důvodu je důležité odlišovat mezi chováním ostatních zaměstnanců a chováním, které vykoná jeden určitý zaměstnanec v rozličných situacích, díky čemuž lze určit, jakou přidanou hodnotu bude toto chování pro danou organizaci mít (Motowidlo & Kell, 2013). Matthews et al. (2000) tvrdí, že pracovní výkonnost zaměstnance je úzce spojená s osobnostními vlastnostmi a dispozicemi, které determinují (ne)úspěchy zaměstnance při plnění zadaných úkolů. ...
The diploma thesis deals with contextual performance, emotional intelligence and the attachment of workers in the social services of retirement homes. To expand knowledge about job performance, its own method was created for the empirical part of the thesis, determining the job performance required directly by retirement homes. The theoretical part describes emotional intelligence, attachment and contextual performance in the form of interpersonal facilitation and job dedication. The empirical part of the thesis aims to explore the possibilities of predicting job performance based on knowledge of emotional intelligence and attachment of workers in social services. Four methods for social service workers (MSCEIT, EWR-I, LMX-7 and BFI-2) and four methods for department heads used to assess the employee job performance were used to diagnose the set variables (Job Facilitation Scale, Job Dedication Scale, LMX-7 and the SQSS questionnaire created by us). The research group consists of 141 workers in the social services. According to the results of the study, it is not possible to predict selected types of job performance based on the emotional intelligence of employees. We also failed to predict selected types of employee job performance through their attachment beyond the quality of the relationship between them and managers and beyond personality traits in terms of the Big Five. From the results we found, it is not possible to significantly predict reduced contextual performance and job performance in terms of SQSS according to the high tendency to attachment anxiety and attachment avoidance. Despite the impossibility of predicting job performance by attachment and emotional intelligence in the data obtained by us, we consider this study to be an important starting point for the implementation of other similar studies that would help clarify the importance of emotional intelligence and attachment in retirement home workers.
... According to Attentional Resource Theory (see Fisk & Scerbo, 1987;Fisk & Schneider, 1980;Kahneman, 1973;Wickens, 1984), overall performance reflects a combination of individual differences in executive working memory and the specific demands of the task (e.g., Matthews et al., 2000Matthews et al., , 2002Randall, Oswald, & Beier, 2013). This means that in the context of a driving task, individuals with lower OSPAN scores may not have sufficient cognitive resources to allocate to both driving and a secondary task, and consequently their driving performance may suffer more when dual-tasking than for other drivers-especially with demanding secondary tasks. ...
Driving while carrying out another (secondary) task interferes with performance, though the degree of interference may vary between tasks and individual drivers. In this study, we focused on two potentially interrelated individual difference variables that may play a role in determining dual-task interference: working memory capacity and the driver’s experience with the relevant secondary task. We used a driving simulator to measure interference, comparing single-task performance (driving alone) with driving performance during three secondary tasks: conversing on a handsfree cellphone, texting, and selecting a song on a touchscreen Mp3 player. Drivers also rated the difficulty of driving while carrying out each secondary task. For the individual difference variables, working memory was measured using the Operation Span test (OSPAN), and experience was assessed in terms of self-reported daily driving exposure and exposure to the relevant secondary tasks (frequency, duration). Overall, we found evidence of dual-task interference, though interference varied between tasks; the texting and Mp3 tasks produced significantly more interference than handsfree cellphone conversation. For the texting and Mp3 song selection tasks, interference was apparent in terms of increased steering variability, but for the Mp3 task there was also compensatory slowing, with drivers slowing down while carrying out the task. OSPAN performance and daily driving exposure were both covariates in predicting the amount of dual-task interference. However, our results suggest that in all but two cases, both involving the texting task, the effects of the OSPAN and the driving and secondary task exposure variables were independent rather than interrelated.
... It has been established that extraverts are easy-going, open to experience and readily respond to the educational roles offered to them by the educators. Extraverts tend to perform well to acquire L2 material, especially under conditions of high motivation, while introverts can impair the performance staged by the educator in L2 class (Matthews et al., 2000) as they adhere to the traditional process of L2 learning. To engage the introvert undergraduates in the L2 educational process, the educators can ask them to carry out peer assessment of L2 situational scenes or to invent some situations to foster L2 learning. ...
The child and adolescent psychopathology have been categorized into two broad classes, emotional (also called internalizing) and behavioral (externalizing) problems (disorders). In this paper, we describe the behavioral disorders in children. Behavioral problems are characterized by behaviors that are harmful and disruptive to others. Disruptive behavior disorders include attention deficit hyperactivity disorder (ADHD), conduct disorder and oppositional defiant disorder. These behavioral disorders, attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder and conduct disorder in childhood and adolescence period will be discussed in more detail.
... It has been established that extraverts are easy-going, open to experience and readily respond to the educational roles offered to them by the educators. Extraverts tend to perform well to acquire L2 material, especially under conditions of high motivation, while introverts can impair the performance staged by the educator in L2 class (Matthews et al., 2000) as they adhere to the traditional process of L2 learning. To engage the introvert undergraduates in the L2 educational process, the educators can ask them to carry out peer assessment of L2 situational scenes or to invent some situations to foster L2 learning. ...
Modern methods of L2 teaching aimed at improving its efficiency to overcome language barriers require the construction of the learning climate for undergraduates to develop professional skillsand competencies essential for their academic communication with ease and pleasure. The purpose of this article is to demonstrate one of the ways of achieving educational goals by creating positive emotions that PR undergraduates experience during L2 classwork through the introduction of the elements of theatrical techniques, which can help educators perform the tasks required to instill creativity. Effective L2 acquisition by PR undergraduates is allegedly best achieved through neutral emotions. Expressive and emotional actions in class create theatre-like atmosphere that disseminates positive emotions fostering education. The research has demonstrated the necessity to introduce theatre techniques elements into L2 teaching to PR undergraduates.
... These effects can be derived from dependent variables (e.g. response times, number of correct answers) that show to what extent cognitive information processing suffered from resource depletion or, put differently, to what extent the execution of cognitive tasks was disturbed by concurrent efforts to regulate emotions (see also Matthews et al., 2000). Additionally, these dependent variables reflect to what extent intra-personal cognitive functions (e.g. ...
In our increasingly service-based world, employees are now, more than ever before, required to manage the emotional demands inherent to client interactions. These emotional demands can be fuelled by emotional display rules that are part of an organisational policy. However, what differentiates client interactions from other circumstances is that not only emotional performance standards should be met but also concurrent cognitive performance standards. In some professions, lives may even depend on the interplay between both kinds of performance. This systematic review is the first to offer a systematic synthesis of the surprisingly limited number of studies on this emotion-cognition relationship (N = 18). This synthesis clearly demonstrates that cognitive performance reduces when individuals are instructed to also modify their emotional expressions (expression focused emotion regulation) concurrently. However, although combinations of emotional and cognitive requirements most likely occur during professional events, only two studies used service simulations and none used real client interactions. Other outcomes of the systematic synthesis make it even more astonishing that the cognitive-emotional performance relationship has escaped the notice of the professional field. The most striking outcome is that emotion regulation is not only getting in the way of parallel but also of subsequent cognitive tasks. ARTICLE HISTORY
The main goal of the doctoral dissertation is to answer the research question: Can employees’ characteristics explain differences in preferences for team leadership structure: SHARED vs. FOCUSED? This implied three research tasks: (1) identify strategies to conceptualize and operationalize shared leadership in teams; (2) identify employee characteristics that predict their preferences for team leadership structure; (3) conduct research to test the relationship between employees’ characteristics and their preferences for team leadership structure. Based on a review of the literature, it was expected that employees’ preferences regarding shared vs. focused leadership depend on their control orientations (hypothesis #1), social motives (hypothesis #3), and supervisor role (hypothesis #4). Furthermore, a main effect was expected (hypothesis #2), with shared leadership preferred on average more than focused leadership. Two main MTurk studies of 359 US-located employees applied standard measures of employee characteristics (Grzelak’s Inventory and SSA) and two new measures of preferences for shared vs. focused leadership: (1) rated using a 10-item scale and (2) based on evaluations of TARGET descriptions of the team leadership structure. TARGET descriptions of shared and focused team leadership structure were crafted and validated in several steps, including an experimental MTurk study of 51 US-located employees focused on the comparison of effectiveness between verbal vs. visual form. Congruent with hypothesis #1, the analysis of study #1 revealed that employees’ DOMINANCE orientation predicts stronger preferences for FOCUSED leadership. Employees’ COLLABORATION orientation predicts stronger preferences for SHARED leadership. Congruent with hypothesis #2, the analysis of study #2 revealed that SHARED leadership is preferred on average more than FOCUSED leadership –especially by employees with a low POWER motive, low ACHIEVEMENT motive, and being a NON-SUPERVISOR, which was predicted by hypotheses #3 and #4. The dissertation concludes with a discussion of the research findings, limitations, future directions, and implications for management practice.
Key words: shared leadership, individual differences, Grzelak’s control orientations, social motives, hierarchies, leadership preference
Prior studies have reported positive outcomes of technology-enhanced vocabulary learning and recommended self-regulated learning (SRL) as a design principle for the relevant technologies. However, there has not hitherto been any comprehensive study of the combined use of SRL and specific vocabulary-learning strategies in technology-enhanced learning environments. This study addresses this gap by conducting an experiment on the development of an educational website that promotes self-regulated vocabulary learning. Prior to undergoing a six-week training program, 120 participants were randomly assigned to one of three groups based on two vocabulary-learning strategies: (1) a lexical-inference group; (2) a dictionary-use group; or (3) a dictionary-use with lexical-inference group. Comparisons of the gain scores among the three groups revealed that the lexical-inference group demonstrated the best performance in terms of vocabulary retention, while the dictionary-use group excelled in vocabulary knowledge and reading comprehension. Additionally, simultaneous utilization of these strategies may lead to some adverse effects. These findings highlight the importance of vocabulary learners developing a clear understanding of when to employ a specific strategy, honing their ability to effectively transfer between strategies, and enhancing their proficiency in each strategy. By doing so, learners can potentially maximize the benefits derived from their vocabulary learning endeavors.
BACKGROUND
When older adults (OAs) can no longer remain at home, they have a choice between several types of geriatric institutions: residential facility (RF) or nursing home (NH). For several years now, thanks to the development of interactive televisions (iTVs), social link functions have been accessible directly on a TV screen, a tool already integrated into the residents’ room. Acceptance of technologies has been widely documented in the literature, specifically targeting older users, or iTVs by incorporating factors from the innovation resistance model.
OBJECTIVE
The main aim of this research was to enrich existing models of innovations acceptance by OAs living in different settings.
METHODS
User tests were carried out to identify the factors involved in the acceptance of an iTV by OAs living at home, in NH, and in RF. A total of 32 OAs were interviewed between November 2022 and June 2023. The acceptance model used for this study is an extended version of the Technology Acceptance Model (e-TAM) including the following factors: intention to use, perceived usefulness, perceived ease of use, user resistance, anxiety, facilitating conditions and user characteristics.
RESULTS
The deductive qualitative analysis based on this extended version of the TAM helped to identify 33 concepts categorized according to the factors of the e-TAM.
CONCLUSIONS
This study has contributed to the literature on the acceptance of iTVs by OAs living at home and in geriatric institutions, in particular by enriching existing models and proposing new avenues for reflection.
Human performance optimization (HPO) represents a paradigm shift in training and maintenance that emphasizes enhancing human physiological and cognitive performance while also transitioning medical care from reactive to preventative. Fundamentally, the HPO model domains are interlaced together. This means all domains are working together no matter the status of the human weapon system (HWS) within the Healthcare Continuum. However, the success of any HPO initiative heavily relies on the acceptance by the HWS community, known as the buy-in. This chapter contends that the interlaced, domain-based approach encourages synergy between various domains. Examples of such integrative HPO programs, like the Force and Family (POTFF) and True North, highlight the potential benefits of this reimagined approach. Crucially, the domain-based HPO framework aligns more with preventative medicine, emphasizing proactive interventions to avoid injuries and illnesses, as opposed to the traditional reactive medical models. The HPO aims to sustainably maximize human potential through this holistic, domain-focused approach, fostering an improved quality of life and a shift toward proactive healthcare.
This study aims to determine the effect of self-efficacy, job satisfaction, and perceptions of position on the performance of principals of public vocational high schools in DKI Jakarta Province. The research was conducted using a survey method. The data were analyzed using path analysis. The population of this study was 61 school principals in six cities/districts. This research questionnaire tested 21 school principals. Therefore, using proportional random sampling, the sample for this study was 40 school principals who were selected proportionally and randomly. The results of the study are as follows: (1) there is a positive direct effect of self-efficacy on the performance of school principals, (2) there is a positive direct effect of job satisfaction on the performance of school principals, (3) ) there is a positive direct effect of position perceptions on the performance of school principals, (4) there is a positive direct effect of self-efficacy on job satisfaction, and (5) there is a positive direct effect of self-efficacy on perception of position.
This doctoral study is about Mindful Design as an approach to promoting Mindfulness. The main focus of this study is to transfer the Mindful Design approach and tools for industrial design into a higher education context that can be understood and applied by design students. Mindful Design is a design approach based on the socio-cognitive theory of Mindfulness. The concept of Mindful Design was introduced by Niedderer (2004) to describe how design products can promote and enhance mindful attention by interrupting or enhancing the user’s interaction or increase his awareness during social activities. Niedderer (2004) notes that Mindful Design can be associated with behavioural change and extends the understanding of social cognitive Mindfulness by changing the expected functions of product use. The theoretical framework addresses the differences in Mindfulness streams, their benefits, and their applicability to design context, topics that provide an important foundation for the development of Mindful Design criteria and tools. Based on this research, design criteria were selected to increase user awareness when interacting with mindful products. Furthermore, learning and teaching theories in the context of design education were discussed to support the chosen teaching strategies for the transfer of knowledge of the Mindful Design approach to design students. These themes were crucial in determining the current research question of this doctoral study. The research methodology focused on testing the applicability of the design and teaching tools developed to determine how socio-cognitive Mindfulness theory can be effectively and understandably introduced into the design context for design students in higher education. In Investigation One, a collection of tools and strategies were developed to determine student understanding and demonstrate the importance of the Mindful Design approach. As a result of this research, the Mindful Design Evaluation was developed and evaluated based on the socio-cognitive dimension of Mindfulness. Investigation Two sought to measure what students learned from the Mindful Design approach and whether the design proposals developed by students in the intervention group achieved higher levels of socio-cognitive Mindfulness than the design proposals proposed by the control group. Finally, the results of Investigation Two supported the assumptions made on the basis of the findings of the theoretical framework. The tools and strategies used to teach and apply the Mindful Design approach to design students showed significant results when applied in a higher education context.
This White Paper aims to 'unpack' Human Performance in Air Traffic Management for Safety, and was a joint collaboration between EUROCONTROL, FAA, NASA and several other air traffic organisations under the auspices of a group known as EUROCONTROL/FAA Action Plan 15 (Safety). The White Paper explains human performance as the inter-relation between Human Factors, recruitment, training and competency management, and social factors and change management, as well as outlining how Human Factors and Safety fit together practically. It discusses why it is worth investing in human performance for both safety and business, as evidenced by several real case studies from the air traffic domain.
Dental core training is a highly desirable and competitive training pathway which can support the development of a wide variety of skills and lead to a vast range of career opportunities. With there being limited training posts available, applicants need to perform well in interviews to be successfully appointed to a post which they desire. As a result of the COVID-19 pandemic, the interview process has been moved to a virtual platform. However, it is important to consider whether this virtual format is appropriate and whether this should be continued going forward. This paper aims to highlight the key strengths and weaknesses of the virtual interview process from both the candidate's and interviewer's perspectives. The COVID-19 pandemic has had a considerable impact on the national recruitment process for dental core training.It is important to consider the benefits and limitations of virtual interviewing and whether this format can produce reliable and fair results.Applicants' experiences of the virtual interview process should be taken into account when considering its implementation in future recruitment rounds. The COVID-19 pandemic has had a considerable impact on the national recruitment process for dental core training. It is important to consider the benefits and limitations of virtual interviewing and whether this format can produce reliable and fair results. Applicants' experiences of the virtual interview process should be taken into account when considering its implementation in future recruitment rounds.
Vigilance is the ability to sustain attention for more than 5 to 10 minutes at a time. Maintaining vigilance over a prolonged duration is challenging, and the ability to do so generally declines over time, a phenomenon that is known as “vigilance decrement.” Vigilance decrement is often associated with physiological changes. Although previous studies have examined the relationship between physiological responses and vigilance decrement, the results are inconsistent and the trends are not sufficiently clear. Recognizing the need for a comprehensive overview of the existing results, in this paper, we review the most recent studies focusing on physiological changes as indicators of vigilance decrement. We consider electroencephalography (EEG), electrocardiography (ECG), eye movement, and electromyography (EMG). We present an overview of the overall correlations between these measures and vigilance levels; we also highlight the limitations and challenges of previous studies and provide some insight into future research directions in this field.
The current article provides a review and auto-ethnographic account of the application of Rational Emotive Behaviour Therapy (REBT) in a police setting. After reviewing literature that explores the application of both REBT in policing to date, the focus will then turn to a reflection of the personal experiences of applying the principles of REBT theory in the context of policing. This commentary will highlight the broad applicability of REBT across the many challenging facets of policing. From stress management and resilience enhancement to optimal performance and team cohesion, this article posits that REBT theory provides an accessible foundational framework on which individuals, teams, groups, and systems can perform effectively. The nuanced application of the approach in the face of exposure to traumatic events and cultural challenges within policing will also be discussed.
Irritable bowel syndrome (IBS) is a functional gastrointestinal disorder that affects a considerable percentage of the global population, mainly middle-aged women. IBS causes a constellation of symptoms with repercussions on patients' physical, psychological, and social well-being. Stress seems to play an important role in the pathogenesis of the disease as well as in its management. This study evaluated the effects of a novel non-pharmacological 8-week stress management intervention, the Pythagorean Self-Awareness Intervention (PSAI), in patients with IBS. In this non-randomized controlled trial, 60 IBS patients were assigned to an intervention and a control group. Self-reported questionnaires were used for the evaluation of IBS symptoms and a variety of biopsychological characteristics, pre- and post-intervention. All IBS-related symptoms were significantly reduced in the intervention group compared to the control group with 50% of the patients in the intervention group reporting less abdominal pain. The most potent effects of the intervention were observed in anger externalization, anger control, visuospatial memory, information processing speed, verbal memory, sense of coherence, stress, anxiety, and anger internalization. No side effects in the PSAI group were noted. In conclusion, PSAI was beneficial for patients suffering from IBS. Future research should expand and validate the results of this study.
The purpose of this study was to determine and study the teacher performance model of Madrasah Aliyah Negeri (MAN) which was built based on the associative causal relationship between exogenous variables and endogenous variables: (1) the effect of self-efficacy on teacher work ethics, (2) the influence of organizational culture on work ethics. , (3) the influence of self-efficacy on job satisfaction, (4) the influence of organizational culture on job satisfaction, (5) the effect of self-efficacy on teacher performance, (6) the influence of organizational culture on performance, (7) the effect of work ethic on performance, and (8) the effect of job satisfaction on teacher performance. The methods used to achieve the objectives of this study are survey, sampling and quantitative methods. The population of this research is MAN teachers in North Sumatra Province, amounting to 1177 teachers (sampling frame) and involving 298 respondents (proportional random sampling). This research is also classified as an explanatory study which explains that to determine the magnitude of the influence of a variable with other variables, both direct and indirect effects can be used path analysis. The results of this study are (1) self-efficacy has a positive direct effect on work ethic, (2) organizational culture has a positive direct effect on work ethic, (3) self-efficacy has a positive direct effect on job satisfaction, (4) organizational culture has a positive direct effect on satisfaction. work, (5) self-efficacy has a positive direct effect on teacher performance, (6) organizational culture has a positive direct effect on performance, (7) work ethic has a positive direct effect on performance, and (8) job satisfaction has a positive direct effect on the performance of MAN teachers in North Sumatra. Overall, the perfect fit model has been tested, a model of MAN teacher performance improvement which is proportionally influenced directly and indirectly by job satisfaction, work ethic, self-efficacy, and MAN organizational culture.
Haul dumptruck is a heavy-duty vehicles which is used to haul the overburden from loading point to disposal area. Haul dumptruck is driven by operators who have a high enough workload risk, especially on mental activity. The purpose of this study was to learn the correlation between mental workload with fatigue complaints of PT. MKP haul dumptruck operators at PKP2B PT. Mandiri Intiperkasa Site Krassi, Tarakan, Kalimantan Utara. This research was an analytic observational research with cross sectional design. The Sample of this research was 110 PT. MKP haul dumptruck operators at PKP2B PT. Mandiri Intiperkasa Site Krassi. The Variables of this research were individual factors (age, gender, and years of service), mental workload, and fatigue complaints. The data were analyzed by spearman correlation test to analyze the correlation between variables. The results showed 50% of haul dumptruck operators were 35-44 years old, 100% male, and 32.7% had 7-10 years of service. Most of haul dumptruck operators (58.2%) had very high mental workload levels and 68.2% was having low-grade fatigue complaints. The significant ρ value of the spearman test between mental workload and fatigue complaints was 0,400, while the correlation coefficient value was -0,081. The conclusion of this reasearch indicated that there was not a significant correlation between mental workload and fatigue complaints on haul dumptruck operators. Recommendation for the company are forming a labor unions, fixing cottage rest areas, giving co-worker when haul dumptruck operators complain of fatigue and mental workload on high level, and maintainin-developing a fatigue management as well as raising workers' awareness on its application.
Electroencephalogram (EEG) is widely used to predict performance degradation of human subjects due to mental or physical fatigue. Lack of sleep or insufficient quality or quantity of sleep is one of the major reasons of fatigue. Analysis of fatigue due to sleep deprivation using EEG synchronization is a promising field of research. The present chapter analyses advancing levels of fatigue in human drivers in a sleep-deprivation experiment by studying the synchronization between EEG data. A Visibility Graph Similarity-based method has been employed to quantify the synchronization, which has been formulated in terms of a complex network. The change in the parameters of the network has been analyzed to find the variation of connectivity between brain areas and hence to trace the increase in fatigue levels of the subjects. The parameters of the brain network have been compared with those of a complex network with a random degree of connectivity to establish the small-world nature of the brain network.
Managing information collaboratively in an open and unbounded environment without an information management application influenced and challenged the users actions and cognitive abilities, hence collaborative information management behaviour (CIMB). This issue motivated us to investigate distributed synchronous CIMB to deduce criteria for the design of an intelligent information management application that supports interconnectivity and human collaboration in such an environment. The authors developed a model to understand CIMB based on qualitative and quantitative findings, which emerged from four video recordings. These findings revealed that CIMB manifests itself in five behavioural stages: Initiation, Identification, Formulation, Structuring and Decision Making. Thus, an application for open information management should support human-to-computer and human-to-human interaction, should facilitate the behavioural stages users went during an information selection task and should sustain cognitive abilities. This chapter proposes the design for such an application, which supports user’s actions and cognitive abilities required to manage information collaboratively in an open and unbounded environment.
The present study investigates the interaction of the higher-order personality trait of Neuroticism and the lower-order personality trait of Emotional Intelligence (trait EI) in the context of foreign language acquisition (FLA). A mediation model was applied to explore the pathway from Neuroticism via trait EI to self-rated L2 skills. The reported results show that the trait EI is not only a significant predictor of the self-reported L2 speaking proficiency, but also a mediator in the relationship between Neuroticism and self-rated L2 speaking proficiency. Consequently, trait EI could be regarded as an important variable in the FLA context because its positive impact on self-perceived L2 speaking skills might diminish the negative influence of Neuroticism.
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