Osmanbird8562

The professional practice of classical music performers has been better understood and enhanced across the last two decades through research aimed at tailoring rehearsing strategies that support the development of a sense of self as an agentic and proactive learner. One approach focuses on helping students make use of various tools that can enhance their learning, particularly in terms of what they do, feel and think when practicing and performing music. This study expands literature on expertise development by embracing the idea that this line of research would benefit from additional studies where the researcher forms part of the research process as an active participant who generates data, especially when these researchers are "members" of the social world they study, and therefore have insider knowledge. Thus, this case study is focused on the first author, a professional cellist who is also a researcher in the educational psychology of music, as the only participant. It extends current research by providious self-regulatory processes she drew upon impacted (both positively and negatively) on her ongoing actions, thoughts and feelings. Implications of the study are relevant for all forms of expertise development research, and especially for understandings about the nature of skill development in the context of learning to perform demanding literature in music. Copyright © 2020 López-Íñiguez and McPherson.With the increasing demanding for precision of test feedback, cognitive diagnosis models have attracted more and more attention to fine classify students whether has mastered some skills. The purpose of this paper is to propose a highly effective Pólya-Gamma Gibbs sampling algorithm (Polson et al., 2013) based on auxiliary variables to estimate the deterministic inputs, noisy "and" gate model (DINA) model that have been widely used in cognitive diagnosis study. The new algorithm avoids the Metropolis-Hastings algorithm boring adjustment the turning parameters to achieve an appropriate acceptance probability. Four simulation studies are conducted and a detailed analysis of fraction subtraction data is carried out to further illustrate the proposed methodology. Copyright © 2020 Zhang, Zhang, Lu and Tao.Executive functions (EFs)' development is critically affected by childhood adversity exposure. BTK inhibitor Although recent studies underlined the deleterious effects of early life stresses on working memory (WM) and inhibitory control, they were scarcely investigated in war context especially in relation with learning abilities. In order to fill this gap, we designed a research with the aim to evaluate EFs together with early math skills. In particular, we conducted a study involving 150 children divided into three groups 48 Yazidis (M age = 71 months, SD = 6.59), 47 Syrian refugees (M age = 68.77 months, SD = 7, age), and 55 Italians (M age = 68.65 months, SD = 2.88) attending the third year of kindergarten in Italy or inserted in Psyco-Social-Support activities in Iraq. The children were evaluated with a variety of tasks assessing WM, inhibitory control, counting, digit-quantity mapping, and digit naming skills. The results indicated substantial differences both in EFs and early numerical abilities between the deprived groups and the Italian children. Data are discussed in terms of implications for children both exposed to mainstream school environments and living in socio-economically disadvantaged and deprived contexts. Copyright © 2020 Pellizzoni, Apuzzo, De Vita, Agostini, Ambrosini and Passolunghi.We address the distinction between habitual/automatic vs. goal-directed/controlled behavior, from the perspective of a computational model of the frontostriatal loops. The model exhibits a continuum of behavior between these poles, as a function of the interactive dynamics among different functionally-specialized brain areas, operating iteratively over multiple sequential steps, and having multiple nested loops of similar decision making circuits. This framework blurs the lines between these traditional distinctions in many ways. For example, although habitual actions have traditionally been considered purely automatic, the outer loop must first decide to allow such habitual actions to proceed. Furthermore, because the part of the brain that generates proposed action plans is common across habitual and controlled/goal-directed behavior, the key differences are instead in how many iterations of sequential decision-making are taken, and to what extent various forms of predictive (model-based) processes are engaged. At the core of every iterative step in our model, the basal ganglia provides a "model-free" dopamine-trained Go/NoGo evaluation of the entire distributed plan/goal/evaluation/prediction state. This evaluation serves as the fulcrum of serializing otherwise parallel neural processing. Goal-based inputs to the nominally model-free basal ganglia system are among several ways in which the popular model-based vs. model-free framework may not capture the most behaviorally and neurally relevant distinctions in this area. Copyright © 2020 O’Reilly, Nair, Russin and Herd.Psychologists often assume that social and cognitive processes operate independently, an assumption that prompts research into how social context influences cognitive processes. We propose that social and cognitive processes are not necessarily separate, and that social context is innate to resource dependent cognitive processes. We review the research supporting social baseline theory, which argues that our default state in physiological, cognitive, and neural processing is to incorporate the relative costs and benefits of acting in our social environment. The review extends social baseline theory by applying social baseline theory to basic cognitive processes such as vision, memory, and attention, incorporating individual differences into the theory, reviewing environmental influences on social baselines, and exploring the dynamic effects of social interactions. The theoretical and methodological implications of social baseline theory are discussed, and future research endeavors into social cognition should consider that cognitive processes are situated within our social environments. Copyright © 2020 Gross and Medina-DeVilliers.The purpose of this laboratory study involving repeated measures of emotion as 214 undergraduates (58.4% male) learned a complex video game was to address the need for empirical research on dynamic personality constructs by examining how two aspects of affect variability-spin and pulse-explain variance in skill acquisition and adaptive performance. Spin refers to within-person fluctuations in affect pleasantness and activation potential. Pulse refers to within-person fluctuations in affect intensity. Despite research showing high affect variability reflects a personality profile of heighted reactivity to emotionally charged events and poor adjustment, little empirical research has examined their relationships with behavioral outcomes, much less aspects of skilled performance. Compared to traditional measures of personality, which yield weak effects for predicting acquisition and adaptive performance, measures of affect variability hold considerable promise because they, like performance, reflect dynamic withitionship such that effort was only beneficial during adaptation for those lower in spin. In light of these results, one might question the common advice "keep calm and carry on," which may not be viable for persons high in affect variability. Accordingly, results are discussed in terms of the need to better understand the specific mediating processes by which high affect variability undermines success across a variety of learning and performance contexts. Copyright © 2020 Richels, Day, Jorgensen and Huck.At classical music concerts, a program note is the usual medium for communicating information about the music to be heard and performed. Although there may be crossover of information, the program note is distinct from the CD cover note, from notes contained within a musical score note, and from a composer's directions for performers. With a focus on contemporary classical works in the Australian context, the researchers' aim in this study was to develop and test an analytical frame of informational categories with which to examine program note content. Three extant studies - one scientific, one phenomenological and one semiotic - informed the development of an initial theoretical framework for program note analysis. This was tested through the analysis of program notes (n = 30) from each of three writer cohorts composers, professional writers, and higher education students. The analytical frame revealed different emphases of information categories among the three program note writer groups, with a more sophisticated combination of categories used by the professional writers and composers. This has implications for the teaching of program note writing in tertiary performance institutions, encouraging diversity of student content without extinguishing personal insights. Copyright © 2020 Blom, Bennett and Stevenson.This study emphasizes the importance of analyzing factors that contribute to student well-being, as a result of the multiplicity of factors that can affect their quality of life (QoL). The literature indicates that, among these factors, emotional intelligence and self-regulation play a central role in influencing adolescents' psychological and scholastic well-being. Technology is a fundamental aspect of adolescent life but addiction to the use of smartphones is increasing, which can affect both emotional intelligence and self-regulation, and in turn individual well-being and QoL. Therefore, this study explores the role of smartphone use with respect to these aspects. Participants were 215 Italian students attending middle school. By applying partial least squares structural equation modeling (PLS-SEM), the results confirm that self-regulation affects the QoL of students, but its role varies according to the degree of smartphone addiction. In conclusion, we confirm the relevance of the relationship between self-regulation and smartphone addiction in teaching students to be aware of their time spent using smartphones. Emotional intelligence and, in general, self-regulation should be encouraged to support the well-being and QoL of students in their adolescence at school. Copyright © 2020Mascia, Agus and Penna.Little research has examined victimization among school-aged children raised in lesbian/gay (LG) parent households and almost no work has attended to the school and community contexts that may impact their victimization risk. This study examined predictors of parent-reported child victimization and child adjustment, and parent responses to victimization, in 43 two-mother, 37 two-father, and 56 mother-father families, with adopted children (median age = 8.6 years). Predictors included parent (sexual orientation), school (climate, public versus private) and community (urbanicity, percentage voted Democrat) factors, with parent and child demographics included as controls. A total of 47% of parents reported one or more child victimization experiences in the past year; there were no differences by family type. An exploratory interaction between family type and urbanicity indicated that in large urban areas, children with LG parents were predicted to experience less victimization than children with heterosexual parents; in more rural regions, children with LG parents were predicted to experience more victimization than children with heterosexual parents.