Sternberg's (1985) In this study, we sought to examine the triarchic theory of intelligence (Sternberg, 1985(Sternberg, , 1996(Sternberg, , 1997 in the context of a computer-based inquiry learning environment. Sternberg's theory describes three types of intellectual abilities: analytic, creative, and practical. According to Sternberg, these abilities are interdependent constructs, and every student demonstrates a distinct blend of strengths in one, two, or all three triarchic ability categories.Analytic abilities are those needed to analyze, evaluate, explain, and compare or contrast. The stereotype for students high in analytic abilities is that of the "good student"-that is, such students have been found to excel at the kinds of tasks fostered and reinforced within the United States school system (Sternberg, 1997(Sternberg, , 1998a. Creative abilities are those involved in creating, designing, discovering, or inventing. Creative thinking entails applying problem-solving processes to relatively novel and unfamiliar problems. Students with dominant creative abilities are valued for being able to generate new ideas. Practical abilities are those needed to utilize, implement, and apply problem-solving processes to concrete and relatively familiar everyday problems. Practical students are motivated by, and appreciative of knowledge they can take with them when they leave the classroom. Students with strong practical abilities are considered "street smart"-able to quickly adapt to and shape their environment to achieve a concrete goal.The research of Sternberg and colleagues has focused on testing new models of instruction ETR&D, Vol. 49, No. 4, 2001, pp. 49-69 ISSN 1042-1629 49 that integrate and utilize triarchic theory. A review of this research revealed that four types of instructional models have been examined: (a) traditional instruction, (b) traditional instruction with training in adaptive learning strategies, (c) matched instruction, and (d) triarchic instruction. Each of these instructional models is described below.Traditional instruction. Sternberg asserts that students with strong analytic abilities excel in traditional settings because they are primarily held accountable for declarative-type knowledge and memorization (Sternberg, 1997(Sternberg, , 1998a. The converse is also maintained. Students' creative or practical abilities are not reinforced or even regarded as useful in traditional instruction (Gardner, Krechevsky, Sternberg, & Okagaki, 1994;Sternberg, 1997Sternberg, , 1998aSternberg & Spear-Swerling, 1996;Sternberg, Wagner, Williams, & Horvath, 1995;Sternberg & Williams, 1997). In the research of Sternberg and colleagues, traditional instruction is often used as the comparison or control for testing new instructional models (e.g., Sternberg, 1997Sternberg, , 1998aSternberg & Clinkenbeard, 1995;Sternberg, Ferrari, Clinkenbeard, & Grigorenko, 1996).Traditional instruction with training in adaptive learning strategies. Research has shown generally positive results regarding training in adaptive lea...
Multiplexed profiling of the expression of neurochemical biomarkers of stress, for periodic assessment to enable augmentation of human performance, requires wash-free detection platforms that exhibit reproducible signals from samples in biological matrices. However, alterations in aptamer conformation after binding to targets, such as cortisol, are minimal based on NMR spectra, and the methylene blue signaling is blocked by serum proteins. Hence, in this study, we explore aptamer derivatization with magnetic nanoparticles that are conjugated with multiple methylene blue moieties, to amplify signals and alter the net charge configuration for repulsing serum proteins, so that the aptamer conformation upon target recognition can lead to a signal ON assay in serum media. Based on this, a microchip platform with addressable electrodes that are immobilized with selective aptamer receptors is developed for multiplexed detection of cortisol (1–700 ng/mL) and neuropeptide Y (5–1000 pg/mL) in patient-derived serum samples, which is validated by immunoassays. We envision the application of this sensor for profiling a wider array of human performance biomarkers under stress-related events to develop stress augmentation methodologies.
Recent evidence suggests that increased dehydroepiandrosterone sulfate (DHEAS), in combination with decreased cortisol levels have been correlated with enhanced performance outcomes in stressful military environments. This study was implemented to replicate these findings in a group of active duty Air Force members to provide information on the usefulness of these biomarkers indices in the training and operational environment. Seventeen active duty males participated in the 4 sessions of this study. Sessions 1 and 2 were training days for the cognitive testing. Session 3 was a baseline measure of physical fitness, utilizing the VO2 Maximal Treadmill test. Session 4 was centered around a modified-Astrand treadmill protocol designed to induce physical exhaustion. Blood draws for biomarker analysis, cognitive testing (NovaScan), psychomotor vigilance, and physiological measures were collected before, during, and following the treadmill protocol. Results showed that prolonged increases in cortisol negatively correlate with working memory performance. DHEAS release from baseline to poststress was negatively related to the changes in cortisol for 20 minutes following stress. These results indicate that the ratio of DHEAS to cortisol buffers, the effect of cortisol increases that are related to poor working memory performance because of physical exhaustion.
Introduction The purpose of this pilot study was to assess for biomarkers indicative of passing intense physical training and establishing normative values within the tactical athlete population. Unfortunately, none of the biomarkers assessed were indicative of passing training, however, glucose, blood urea nitrogen, and creatine kinase (CK) levels stood out as abnormal. CK levels are commonly used in conjunction with muscle pain and/or myoglobinurea to diagnose exertional rhabdomyolysis (ER) in athletes and the military population. However, research shows that high CK levels may not correlate with acute kidney failure in ER. Materials and Methods After IRB approval and informed consent, blood samples were obtained from 21 volunteers during two phases of the combat control training pipeline: the first phase (12 participants) was 2 hours of daily physical training followed by 8 hours of academics, and the second phase (nine volunteers) a grueling, 72 hour, intense training cycle (stress inoculation training, SIT) with a historic pass rate of only 50%. Biomarkers were also tracked 48 hours after cessation of SIT. Results None of the biomarkers assessed showed a correlation with passing SIT, but high CK levels were well above the diagnostic threshold for ER—as high as 28,000 u/L. At a single point in time, a significant correlation did not exist between CK and others markers associated with rhabdomyolysis. Across time, partial correlations controlling for subject did exist between CK and other markers. Conclusions In our low-powered case control study (pilot study), a nonpathologic elevation of CK is prevalent in high-intensity military training, but not shown to correlate with values associated with acute kidney injury. We assume that real-time collection of these markers could be used once sensors are capable of real-time collection and have the potential for diagnostic affordance. When measured in a between subjects design, our study showed a lack of significance when correlating markers of acute renal injury and elevation of CK. However, when utilized for tracking purposes (within subjects design), the results do show a positive correlation between CK and renal failure biomarkers—specifically only at high physiological stress points.
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