The relationship between anxiety‐stability, working memory and cognitive style

Grimley, Michael; Dahraei, Hassan; Riding, Richard

doi:10.1080/03055690701811339

Cited by 11 publications

(5 citation statements)

References 32 publications

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“…Individuals with high neuroticism often have the least benefi t from trainings. The unsubstantiated explanation off ered by studies investigating the relation of neuroticism and training outcomes is in line with the attentional control theory which postulates that anxiety (e.g., worry) exerts additional cognitive load and leaves insuffi cient resources for further general processing (Eysenck et al, 2007;Grimley et al, 2008). Furthermore, a comparison of after-training performance between high and low demanding training conditions (single vs. dual n-back) shows lower gains for participants with higher neuroticism in more complex dual n-back condition (e.g.…”

Section: Individual Predictors Of Training Benefi Tsmentioning

confidence: 71%

Predictors of training efficacy during n-back training

Vranić¹,

Martinčević²,

Prpic³

2021

Psihološka obzorja / Horizons of Psychology

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Numerous studies have investigated the efficacy of various cognitive trainings, with working memory being the most often trained cognitive aspect. In this regard, executive aspects of working memory have received the most attention, with updating training being vastly explored. In this study, we aimed to examine the differential contribution of some individual characteristics to the efficacy of updating training using a well-established n-back training paradigm. More specifically, we examined the contribution of fluid reasoning (gf), and personality (neuroticism, conscientiousness) to training efficacy. Participants (N = 47) took part in a 15-session, dual n-back training, spread over 4 weeks. They were pretested for fluid reasoning (CFT-3), personality (IPIP-100), and performed the initial testing on the OSPAN task. OSPAN was measured in three additional measurement points (after 5th, 10th, 15th session). The data was analyzed within the multilevel modeling approach. Initial hypotheses were partly confirmed, in that: 1) training was efficient in terms of OSPAN score, which grew linearly over time and the trajectory was similar between participants, 2) although the growth was similar for all participants, differences were found in intercepts, and 3) these differences could be partly explained by differences in fluid reasoning, but not with personality traits of conscientiousness and neuroticism.

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Section: Individual Predictors Of Training Benefi Tsmentioning

confidence: 71%

Predictors of training efficacy during n-back training

Vranić¹,

Martinčević²,

Prpic³

2021

Psihološka obzorja / Horizons of Psychology

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“…Talking about the benefits of OBEs as a tool for evaluating students, the literature suggests that OBEs can reduce the students’ fear, anxiety, and stress levels (Dale et al, 2009; Michael et al, 2019; Tussing, 1951). It is to be noted that anxiety and emotional block can negatively influence the student's test performance by diminishing working memory resource availability (Grimley et al, 2008) and leading students to use inappropriate cognitive strategies (Diseth et al, 2008). OBE encourages learning and prepares students for real-world decision making (Green et al, 2016).…”

Section: Swoc Analysis Of Online Obe At the University Of Delhimentioning

confidence: 99%

Open Book Examination and Higher Education During COVID-19: Case of University of Delhi

Ashri

Sahoo

2021

Journal of Educational Technology Systems

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Coronavirus disease 19 (COVID-19) pandemic has shaken the higher education sector. Indian academic institutes are well acquainted with the traditional closed book examination; however, the pandemic has forced the institutes to resort to new methods to evaluate the students. Many academic units in India did not take the examination in the light of public health, but in the case of the University of Delhi, it decided to conduct an online open book examination (OBE). Therefore, in the present paper, we aim to evaluate the strength, weaknesses, opportunities, and challenges of conducting online OBE by referring to the vast literature available. We further extended our study by assessing the students’ performance in an OBE and closed book examination. The results unveiled that students tend to score higher marks in the case of an OBE set up compared to closed book examination.

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“…Put simply, an individual will prefer to think visually or verbally or tend to mix the two while processing information in terms of the whole picture or analytically in successive chunks. Furthermore, individuals may prefer to work 'wholistically' when learning and thinking, with a tendency to use a total and/or global approach to organize information, or to process analytically through the adoption of a more focused approach to detail or to adopt an intermediate mode of working alternately between the former principal modes of processing and so regularly switch between each typical form of functioning (see Grimley, Dahraei, and Riding 2008;Rayner 2001;Riding and Rayner 1998;Sadler-Smith and Riding 1999).…”

Section: Introductionmentioning

confidence: 98%

Human resource development of non-commissioned officers in the army; a cognitive style perspective?

Morgan

Rayner

2011

Human Resource Development International

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This article considers the assessed performances of non-commissioned officers in a programme perceived as an important career enhancing activity for British military personnel. We introduce the idea of cognitive style as an important individual difference affecting performance on programmes of training and development and the implications for career progression. The research methodology adopted involved mixed methods as an alternative way of 'seeing', 'researching' and 'theorising' human resources development in this context. The research drew upon a mix of data from course participants and organizers, and it comprised cognitive style testing, within course assessment data and notes recorded during field observation. The results revealed relationships between the factors associated with 'styles', 'assessed learning performance' and 'course experience'. Key perspectives on the experiences of training in terms of success and strategic direction were also identified. The study provides a deeper understanding of career-development processes in the military organization, considers the implications in which knowledge of an individual's style may have for the individual and course organizers and imports new theoretical frameworks into the study of human resource development. IntroductionThe purpose of this article is to report on research related to the training and development of non-commissioned officers (NCOs) in the British Infantry. The intention of this article is to apply 'cognitive style' to the study of Human resource development (HRD) following requests from a number of authors (e.g. Sambrook 2004; Woodall 2006) to bring a new theory to the field. The implications of cognitive style for training in this research stem from the recognition of its impact on a range of individual approaches to learning and development and, by extension, to individuals' career-oriented behaviour (Struefert and Nogami 1989). sense of information, thereby affecting successful task execution. It is also arguably a factor to consider in the design and management of systems, which subsequently operate in groups or team activity and which, in itself, is closely associated with military service.Utilizing cognitive style as an individual difference variable has been suggested as an important consideration for HRD managers and for personnel within an organization (Sadler-Smith 1998). Style is identified as a focal point in extending understanding of how thinking around decision-making, learning and personal performance, the knowledge of which may enhance the investment made in training and development by individuals and their employing organization. The issue of person-environment fit is also considered in respect to how style might help further enhance personal performance in the workplace setting (Armstrong and Cools 2009; Cools, Armstrong and Sadler-Smith 2010). The potential for the 'style' construct in an HRD context therefore arises from recognition that individual differences in cognition may have considerable impact on the motivatio...

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The relationship between anxiety‐stability, working memory and cognitive style

Cited by 11 publications

References 32 publications

Predictors of training efficacy during n-back training

Predictors of training efficacy during n-back training

Open Book Examination and Higher Education During COVID-19: Case of University of Delhi

Human resource development of non-commissioned officers in the army; a cognitive style perspective?

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