2nd International Conference on Behavioral Addictions
Abstracts of the 2nd International Conference on Behavioral Addictions. March 16–18, 2015; Budapest, Hungary
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Abstracts of the 2nd International Conference on Behavioral Addictions. March 16–18, 2015; Budapest, Hungary
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The aim of this study is to examine the effects of theory of mind and self-regulation skills on children’s helping behavior. Total of 104 children aging between 36-59 months, participated in the study. Helping behavior was measured with an instrumental helping task. Scaling of Theory-of-Mind tasks were used in measuring theory of mind. As for measuring self-regulation, peg tapping task were used. In order to control receptive language abilities of children, Turkish Expressive and Receptive Language Test (TIFALDI) was applied. Results of the analyses indicated that there were significant relations between theory of mind and self-regulation skills and helping behavior, however, multiple regression analyses showed that the main predictor of helping behavior was theory of mind, but not self-regulation skills after controlling for age and receptive language. Results were discussed with respect to the literature, in relation to the role of theory of mind and self-regulation skills in explaining helping behavior.
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In this study, 435 Turkish 8th grade High School Entrance Examination (LGS), Level Determination Examination (SBS), Middle Schools Selection and Placement Examination (OKS), and Transition From Elementary to Middle School (TEOG) mathematics examination questions of the years 1998-2015 are classified and compared in terms of TIMSS-2015 cognitive domains. Document analysis is used in order to collect and evaluate the data. Findings reveal that, of the items between years 1998-2015, 29% are in knowing, 58% in applying and 13% in reasoning cognitive domain. The results are discussed in the light of Turkey’s performances in the past years’ TIMSS technical reports. Due to the dramatic changes in cognitive domains of the questions year by year, it is concluded that there was no framework that is followed by the high stakes test developers concerning 8th graders in Turkey, but there must be.
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The aim of the study was to determine the metaphorical perceptions of secondary school students in the 8th grade and high school 12th grade. According to the research findings, students produced 27 metaphors to express the concept of teacher. The students compared the concept of teacher to the metaphors of books, trees, parents, sun, light, water and stars. It is seen that metaphors formed by students are collected in 7 conceptual categories. The metaphors created by the students are gathered under the categories of “Illuminating Teacher”, “Informative Teacher”, “Formative Teacher”, “Counselor Love Expression Teacher”, “Element of Compassion Teacher”, “Inconsistent Teacher”. As a result; 8th and 12th grade students have a positive outlook in general to the teacher. However, Grade 12 students perceived their teachers with more negative characteristics than the 8th grade students
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This study aimed to examine a) L2 readers’ perceptions of reading, metacognition, and motives for practicing metacognition in a foreign language learning context and b) the effects of a metacognition training program on these variables. For this purpose, a quasi-experimental case study was designed, and written questionnaires were developed. Findings confirmed that metacognitive individuals pertain reading to comprehension or goal attainment and they know physiological, cognitive, and affective factors might impact their performances. Some L2 readers might hold an understanding of meta-reading; skills and dynamics that facilitate and interfere with performance might transfer across languages. Following the training, participants’ self-awareness increased and their strategic L2 reading changed. Their motivation and interest to read in a foreign language was also impacted, positively. Lastly, although metacognitive readers were aware of that strategic reading may be cognitively demanding; such readers would still continue practicing metacognition for efficiency with time, effectiveness with comprehension and EFL learning, and pleasure of awareness and self-confidence.
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The paper tests the correlation between sensorial marketing and consumer behavior. Most of our buying decisions, in practice, are based on emotions, rather than rationality. Using an experimental design, we have tested the influence of human senses, under various stimuli, on purchasing behavior of selected customers. We have also tested the features of chocolate related to the idea of tenderness, in the consumers’ minds. The findings revealed that customers are less influenced by visual stimuli, reacting more to texture and packaging.
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This paper discusses the results of a comparative research related to cultural intelligence (CQ) carried out for a sample of Romanian students of the same university from various fields of study. Cultural intelligence (CQ) is defined as the as individuals’ ability to act efficiently in different cultural contexts. Due to a significant growth of Internet-based communication, enabling virtual work teams, geographically and culturally dispersed (Stanko & Gibson , 2009), and to increased globalization over the past 20 years, the number of people who currently get in touch with other cultures has grown significantly (Eisenberg et al., 2013). In this context, it could be consider that developing cross - cultural competencies is useful, even necessary, for professionals in all fields, not only for current or future managers. Consequently, in order to better understanding students' CQ, we classified them into two distinct groups, management and non-management students, using Earley & Ang’s (2003) multidimensional concept as an analysis framework. Because CQ is a multidimensional concept, this paper will discuss the answers for each of the four CQ dimensions, in order to identify which of the four capabilities is more or less developed among students and which are the significant similarities and differences between the two groups of students. Taking into account that literature highlights the influence of crosscultural management academic courses on CQ (Eisenberg et al. 2013, Putranto et al., 2015; Ramsey & Lorentz, 2016), our main purpose is to understand differences/similarities between the two groups and consequently, adapting the university curricula to students' real needs related to developing their CQ.
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The present study tested whether the associations among motivational, cognitive, and personality correlates of problem gambling severity differed across university student gamblers (n = 123) and gamblers in the general adult community (n = 113). Methods: The participants completed a survey that included standardized measures of gambling motivation, gambling related cognitions, and impulsivity. The survey also asked participants to report the forms of gambling in which they engaged to test whether gambling involvement (number of different forms of gambling) was related to problem gambling severity. After completing the survey, participants played roulette online to examine whether betting patterns adhered to the gambler’s fallacy. Results: Gambling involvement was significantly related to problem gambling severity for the community sample but not for the student sample. A logistic regression analysis that tested the involvement, motivation, impulsivity and cognitive correlates showed that money motivation and gambling related cognitions were the only significant independent predictors of gambling severity. Adherence to the gambler’s fallacy was stronger for students than for the community sample, and was associated with gambling related cognitions. Discussion: The motivational, impulsivity and cognitive, and correlates of problem gambling function similarly in university student gamblers and in gamblers from the general adult community. Interventions for both groups should focus on the financial and cognitive supports of problem gambling.
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By the Chinese room thought experiment, John Searle (1980) advocates the thesis that it is impossible for computers to think in the same way that human beings do. This article intends firstly to show that the Chinese room does not justify or even test this thesis and secondly to describe exactly how the person in the Chinese room can learn Chinese. Regarding this learning process, Searle ignores the relevance of an individual’s pattern recognition capacity for understanding. To counter Searle’s claim, this paper, via examining a series of thought experiments inspired by the Chinese room, aims to underline the importance of pattern recognition for understanding to emerge.
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This paper discusses an experiment in cognitive psychology called the Linda problem. Firstly, some natural conditions for the correctness of the interpretation of psychological experiments (such as the Linda problem) are formulated. The article is essentially a critique of the interpretation of the results of the Linda problem experiment provided by Kahneman and Tversky as well as – indirectly – their concept of heuristics. It is shown that the interpretation provided by Kahneman and Tversky does not meet the aforementioned conditions for correctness. The main argument is justified utilizing such rules of rationality as conditional probability and Grice’s conversational maxims. It is also pointed out that this argument can be reformulated in terms of the intuitive system of reasoning.
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The problem of relevance, at individual agent scale – or how we decide what is adequate for our interpretation of the signs we encounter in the world – is a question that keeps reappearing in semiotics and other disciplines concerned with meaning. In this article I propose an approximation on relevance that conceives meaning as a trajectory across a cognitive landscape. Unlike conventional accounts on relevance, which presuppose mental processes built on feature-based representations, my proposal suggests conceiving cognition as a fluid and emergent field of attractors basins that become specified and modified when experiences appear, and conceiving meaning as a trajectory across the cognitive field. Consequently, I suggest that when cognitive landscapes better fit world experience, agents’ categorizations will be more relevant. My proposal is mainly supported by two approaches: the enactivist notion of structural coupling and the theories of dynamic neural populations of Walter Freeman III.
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The article analyses the psychological well-being and basic beliefs of students from the point of view of various variables, but the particular attention is payed to cognitive style, which is studied as the way of information assessment, determining person’s intellectual activity as well as own life activity in general. Theoretical and multivariate regression (stepwise method) analyses allowed us to define the models of psychological well-being and basic beliefs predictors at the significance levels from p≤0.000 to p≤0.043. The number of the students’ basic beliefs and psychological well-being style models is 17 of hypothetical 18 models; this result reflects a high (94.4 percent) study subject matter coverage. The following groups of the models were pointed out in a process of categorization: “harmonic” (these cognitive styles are highly efficient and prove that the style criteria correlate with the basic beliefs and psychological well-being ones); “tending to harmonize” (characterized by the cognitive styles inclusiveness dominating, leading to activity efficiency, but including individual style pole-correctors); “ambivalent” (cognitive style poles inclusiveness dominates, while other poles domination decreases). The following conclusions are made on the basis of statistically significant results: the level and peculiarities of the style poles and students’ psychological well-being and basic beliefs regression equations correlation is the determinant, defining the success of these poles and beliefs directly or indirectly. The results of the research enlarge scientific facts about cognitive styles being predictors of students’ psychological well-being and basic beliefs and make their metacognitive regulation and evaluation possible.
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Although hoarding has been considered as a type of obsessive-compulsive disorder before, some differences that were found lead to reclassify hoarding as a separate disorder under obsessive-compulsive disorder and related disorders in DSM-5. Patients with hoarding disorder have negative feelings like strong fear when considering getting rid of items and exaggerate the importance of possessions. Different cognitive behavioral therapy protocols including individual, group and self-help treatments are used for treating hoarding disorder. The aim of this study is to review empirical studies that were carried out to evaluate the effectiveness of cognitive behavioral therapy for the treatment of hoarding disorder. The 12 studies fitting the search criteria were included in this review and were summarized in terms of their methods used and their therapy characteristic. The studies included in this review suggested that cognitive behavioral therapy for hoarding disorder is effective in decreasing the symptoms of the disorder and/or the accompanying problems like depression and anxiety.
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A new cognitive approach is proposed for understanding the texts of planimetric tasks and for visualizing the task conditions to complement the syntactic-semantical sentence parsing. Two main difficulties in understanding texts of plane geometry tasks are observed: the ellipticity and vagueness of texts. To overcome the difficulties in understanding the task conditions it is proposed constructing cognitive models of objects and relations between them. The proposed cognitive approach is incorporated in an integrated system for automatic solving planimetric tasks with the natural language interface. The interactive visualization has been developed in the system. It depicts the syntactic and semantic structures as a result of natural language text analysis and searching for task solution. This visualization allows the users to obtain explanations associated with any elements of the images and to correct the tasks’ texts in dialog with the system. The destiny of the system is to serve for training schoolchildren in the domain of Euclidean geometry. The cognitive approach proposed can be a first step to automated analyzing plane geometry texts, in perspective, as a cognitively controlled parsing.
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The development of language: cognitive processes involved, assessment and educative interventions. This studyis an interdisciplinary approach for development of language and learning strategies, based on theconstructivist theory, linguistic theory and differential pedagogy. For language development is necessary: a) agood assessment of language with psychological procedures, methods and instruments; b) early stimulationsof the linguistic abilities (phonological and phonemic awareness, phonological segmentation, verbal memory)and of oral, reading and writing communication with speech-therapy methods and educative personalizedprograms
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In this study, the effect of an experimental intervention about non-routine problem solving on ninth grade students’ strategy use and success in solving these kinds of problems were examined. One group pretestposttest experimental design was used in the study. Pretest and posttest consisted of eight open-ended non-routine problems. Students solved 60 non-routine problems during the intervention that lasted 12 class periods. Problems requiring to use of guess and check, make a systematic list, work backward, look for a pattern, simplify the problem, logical reasoning, write an equation, and make a drawing strategies were used in the study. For the analysis of data, descriptive statistics, normality tests, and paired sample t-test were used. Findings highlight two important points: i) Ninth graders were quite successful in solving non-routine problems without any intervention, ii) given intervention increased students’ success in this respect.
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Smoking has become one of the most prevalent problems worldwide that causes significant illnesses even deaths. To specify, it has been found that people suffer from cancers, heart diseases and strokes due to the use of tobacco. As soon as the investigations about this field progressed, researchers discovered the physiological and psychological dependence behind smoking. By the reason of its hazardous consequences, a variety of treatment options are now available. Cognitive Behavioral Therapy (CBT) is accepted as an effective method in treatment of smoking cessation. In this article, it is aimed to review the studies which investigate the effect of CBT on smoking cessation. For this purpose, MEDLINE, PsychINFO and PsychARTICLE databases has been searched and studies that include CBT intervention are selected based on defined inclusion and exclusion criteria. Specifically, the studies in which the participants are not diagnosed with any psychological or physiological disorder, older than 18 years, and does not use any kind of medication were included to the review. 20 studies fitting the including criteria are assessed in detail. As a result, CBT-based treatments can be accepted as a successful method for smoking cessation, especially when combined with medication and NRT.
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The problem of this research involves the emotional competence of teachers, and the aim of the research is to examine the importance and magnitude of the influence of gender, type of teaching, age and length of teachers' work experience on the level of their emotional competence. The research was conducted by the UEK-45 Questionnaire on a sample of 225 primary and secondary school teachers from the Una-Sana Canton, and according to the draft it is a comparative research of a retrospective and prospective type. The results of the research showed that there are differences in arithmetic means of the total score and results on the subscales of the UEK-45 Questionnaire with respect to the criteria variables of gender, types of teaching, age and length of service of teachers, and by testing the significance of these differences by t-test and Analysis of variance (ANOVA ) the significance of the differences was confirmed: with regard to the type of teaching on the Emotion Observation and Understanding (EEU) subscale, with respect to age on the Regulation and Management of Emotions (ERO) subscale among subjects aged 25-34 and those with 45 and years, and on the Emotions and Naming Emotions (IIE) subscale, considering the difference in age and length of service between teachers with this difference in the 25-34 age range and those with this difference of 45 years or more.
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In this paper, we analyze the conception, objectives and methodology of the „Philosophy for Children”, a programme aimed at fostering critical thinking in children aged five to eighteen. The analysis is based on the key concepts and principles of Vygotsky’s developmental theory. We believe that discussing the manner in which these concepts and principles are embodied in one successful and influential thinking skills programme could enhance the concept of the zone of proximal development, as well as our understanding of the processes through which cognitive competencies are co-constructed. The practical relevance of the analysis refers to a controversial issue of whether higher-order cognitive skills can be fostered at a young age. The analysis reveals that Lipman has creatively applied Vygotsky’s idea of the formative role of spontaneous and scientific concepts interaction, thus focusing on the metacognitive development. Consequently, the methodological procedures are language-based, using the narrative, dialogical and rational forms of discourse as mediation tools for developing the skills of logical reasoning and critical thinking. Philosophical novels, as an innovative educational genre, exemplify Lipman’s contribution to enriching the concept of direct cultural interaction, which has generally been less studied within the socio-cultural approach. The analysis of gradual transformation of group discussion, from monological and mostly anegdotical, through genuine dialogical exchanges, to mastering the procedures and skills of critical dialogue, is one of the most plausible accounts ofVygotsky’s genetic law. The specific role of the teacher, who indirectly guides the discussion through the use of Socratic questioning, expands the concept of finely tuned support and the strategies for creating the zone of proximal development in educational context.
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