No abstract

What an instructor does on the first day of a course can impact students' motivation in the course. To build upon these prior research findings, we implemented a first-day intervention to influence students' motivation by increasing their perceptions of course interest, course usefulness, and instructor caring. The participants were undergraduate students (n ¼ 111) enrolled in either an introductory or an upper-level psychology class. The instructor implemented an experimental intervention to some sections but not to others. The intervention allowed students to discuss the usefulness of and their interest in the course with one another and to interact with a caring instructor. As hypothesized, students' perceptions of course interest and instructor caring increased significantly; although perceptions of course usefulness did not.

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Dynamic intra-individual variability (IIV) in cardiac vagal control across multiple situations is believed to contribute to adaptive cognition under stress; however, a dearth of research has empirically tested this notion. To this end, we examined 25 U.S. Army Soldiers (all male, mean age = 30.73, standard deviation (SD) = 7.71) whose high-frequency heart rate variability (HF-HRV) was measured during a resting baseline and during three conditions of a shooting task (training, low stress, high stress). Response inhibition was measured as the correct rejection (CR) of friendly targets during the low and high stress conditions. We tested the association between the SD of HF-HRV across all four task conditions (IIV in vagal control) and changes in response inhibition between low and high stress. Greater differences in vagal control between conditions (larger IIV) were associated with higher tonic vagal control during rest, and stronger stress-related decreases in response inhibition. These results suggest that flexibility in vagal control is supported by tonic vagal control, but this flexibility also uniquely relates to adaptive cognition under stress. Findings are consistent with neurobehavioral and dynamical systems theories of vagal function.

Asymmetry in central nervous system (CNS) control of autonomic nervous system (ANS) activity, a widely debated topic, was investigated via lateralized presentation of two ANS challenges: cold pressor, which elicits primarily sympathetic activation, and facial cooling, a predominantly vagal task. Seventy-three university students (37 female) engaged in these tasks while cardiovascular and electrodermal measures were acquired. Compared to right-side cold pressor, left cold pressor elicited generally larger cardiac, blood pressure, and skin conductance responses, but did not evoke asymmetric changes in heart rate variability. Facial cooling elicited significant increases in vagally mediated heart rate variability, but they were also not lateralized. These findings are consistent with reports of right hemisphere dominance in sympathetic regulation, but indicate that CNS vagal control is relatively symmetric. These results are framed in terms of polyvagal theory and neurovisceral integration two influential models of CNS-ANS integration in the service of adaptive environmental engagement.