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Sample records for goal directed thinking

  1. Thinking as the control of imagination: a conceptual framework for goal-directed systems.

    PubMed

    Pezzulo, Giovanni; Castelfranchi, Cristiano

    2009-07-01

    This paper offers a conceptual framework which (re)integrates goal-directed control, motivational processes, and executive functions, and suggests a developmental pathway from situated action to higher level cognition. We first illustrate a basic computational (control-theoretic) model of goal-directed action that makes use of internal modeling. We then show that by adding the problem of selection among multiple action alternatives motivation enters the scene, and that the basic mechanisms of executive functions such as inhibition, the monitoring of progresses, and working memory, are required for this system to work. Further, we elaborate on the idea that the off-line re-enactment of anticipatory mechanisms used for action control gives rise to (embodied) mental simulations, and propose that thinking consists essentially in controlling mental simulations rather than directly controlling behavior and perceptions. We conclude by sketching an evolutionary perspective of this process, proposing that anticipation leveraged cognition, and by highlighting specific predictions of our model.

  2. Using brain-computer interfaces to overcome the extinction of goal-directed thinking in minimally conscious state patients.

    PubMed

    Liberati, Giulia; Birbaumer, Niels

    2012-08-01

    Minimally conscious state (MCS) is a condition of severely altered consciousness, in which patients appear to be wakeful and exhibit fluctuating but reproducible signs of awareness. MCS patients do not respond and are therefore dependent on others. In agreement with the embodied cognition assumption that motor actions influence our cognition, the absence of movement and the decrease in consequences for any type of covert or overt response may cause an extinction of goal-directed thinking. Brain-computer interfaces, which allow a direct output without muscular involvement, may be used to promote goal-directed thinking by allowing the performance of spatial and motor imagery tasks and could facilitate the interaction of MCS patients with their environment, possibly regaining some degree of communication and autonomy.

  3. Goal directed behavior and dyslexia.

    PubMed

    Chiarenza, Giuseppe Augusto

    2016-01-01

    Goal directed behavior is explained by two approaches: the first, which can be named as cybertetic (behavior is wieved as homeostatic and reflexive), and second, as cognitive approach, a learned response, (skills developed by whaching the behavior of another individual). The aim of the paper is to present a noninvasive method described as an interaction of human beings with environment, recording the electrical activity of the brain from the human scalp. Obtained results are in agreement of psychological theories that place at determined levels of age the acquisition of the capacities of abstract thinking and with the functional neuroanatomic studies according to which biological maturation is necessary for learning processes to develop. An acquired level of learning is in close relationship with the maturation level of the cerebral structures. PMID:27442417

  4. Advance care planning: thinking ahead to achieve our patients' goals.

    PubMed

    Cairns, Rosemary

    2011-09-01

    The End of Life Care Strategy for England describes advance care planning (ACP) as a 'voluntary process of discussion about future care...concerns and wishes...values or personal goals for care, their understanding of their illness and prognosis...wishes for types of care or treatment and the availability of these' (Department of Health (DH), 2008). In Scotland, Living and Dying Well: Building on Progress (Scottish Government (SG), 2011) referred to adopting a 'thinking ahead' philosophy.

  5. Goal-Directed Action Representation in Autism

    ERIC Educational Resources Information Center

    Zalla, Tiziana; Labruyere, Nelly; Georgieff, Nicolas

    2006-01-01

    The aim of the present study was to investigate the ability of individuals with autism to represent goal-directed behavioural actions. We compared the performance of subjects with autism (n=16), mentally retarded subjects (n=14) and normal healthy subjects (n=15) in a sequencing task consisted in arranging pictures of single events in their…

  6. [Fluid management: goal-directed therapy].

    PubMed

    Grünewald, Matthias; Broch, Ole; Bein, Berthold

    2012-07-01

    Goal-directed fluid therapy (GDT) is one important step in perioperative therapy as it improves complication rate and mortality by optimisation of oxygen delivery. There is a convincing evidence for GDT when used early, before organ failure occurs, and in high-risk patients. Moderne algorithms use goals derived from advanced haemodynamic monitoring and are based on the concept of fluid responsiveness and optimisation of global perfusion. Future investigations will have to prove the advantage of using the new less or non-invasive haemodynamic monitoring devices or automatic closed-loop fluid administration systems for GDT.

  7. The Impact of Directed Viewing-Thinking Activity on Students' Critical Thinking: Part II

    ERIC Educational Resources Information Center

    Ee, Neo Chin; Sum, Cheung Wing

    2005-01-01

    Background: Critical thinking disposition is an area that has been overlooked in various academic fields until recent years. Critical thinking occurs only when individuals possess thinking dispositions. This study explores the possibility of using directed viewing-thinking activity (DVTA) to cultivate the critical thinking dispositions of…

  8. Force-Field Analysis: Incorporating Critical Thinking in Goal Setting.

    ERIC Educational Resources Information Center

    Hustedde, Ron; Score, Michael

    1995-01-01

    Force field analysis encourages members to examine the probability of reaching agreed-upon goals. It can help groups avoid working toward goals that are unlikely to be reached. In every situation are three forces: forces that encourage maintenance of the status quo or change; driving or helping forces that push toward change; and restraining…

  9. The Direct Teaching of Thinking as a Skill.

    ERIC Educational Resources Information Center

    De Bono, Edward

    1983-01-01

    This study emphasizes the relationship of perception to thinking and explains direct teaching of thinking. Without clarity of seeing and creativity, perception is shown to become narrow patterning. The Cognitive Research Trust program is recommended for teaching thinking skills using transferable thinking "tools." Self-images of students are…

  10. A History of Critical Thinking as an Educational Goal in Graduate Theological Schools

    ERIC Educational Resources Information Center

    Florence, D. Christopher

    2014-01-01

    The development of critical thinking skills among learners is a common educational goal across graduate theological schools. The purpose of this article is to provide a survey of some of the primary historical influences of the critical thinking movement in higher education in the United States and the movement's impact on graduate…

  11. Integrating Direct and Inquiry-Based Instruction in the Teaching of Critical Thinking: An Intervention Study

    ERIC Educational Resources Information Center

    Ku, Kelly Y. L.; Ho, Irene T.; Hau, Kit-Tai; Lai, Eva C. M.

    2014-01-01

    Critical thinking is a unifying goal of modern education. While past research has mostly examined the efficacy of a single instructional approach to teaching critical thinking, recent literature has begun discussing mixed teaching approaches. The present study examines three modes of instruction, featuring the direct instruction approach and the…

  12. Planetary Geology: Goals, Future Directions, and Recommendations

    NASA Technical Reports Server (NTRS)

    1988-01-01

    Planetary exploration has provided a torrent of discoveries and a recognition that planets are not inert objects. This expanded view has led to the notion of comparative planetology, in which the differences and similarities among planetary objects are assessed. Solar system exploration is undergoing a change from an era of reconnaissance to one of intensive exploration and focused study. Analyses of planetary surfaces are playing a key role in this transition, especially as attention is focused on such exploration goals as returned samples from Mars. To assess how the science of planetary geology can best contribute to the goals of solar system exploration, a workshop was held at Arizona State University in January 1987. The participants discussed previous accomplishments of the planetary geology program, assessed the current studies in planetary geology, and considered the requirements to meet near-term and long-term exploration goals.

  13. Health behavior as goal-directed action.

    PubMed

    Eiser, J R; Gentle, P

    1988-12-01

    The perceived relationship of different health-related activities to a number of goals, including that of staying healthy, was examined by means of a postal questionnaire completed by 403 members of the general public. Other questions concerned subjects' own health behavior, intentions for behavior change, and vulnerability to specific conditions. The results showed that the extent to which subjects would value and engage in different behaviors (smoking, drinking, exercising, eating, and relaxing) was related to how far such behaviors were seen to facilitate the attainment of different goals. However, the value subjects placed on "staying healthy" was at best a partial predictor of their health habits and intentions.

  14. Goal Statements and Goal-Directed Behavior: A Relational Frame Account of Goal Setting in Organizations

    ERIC Educational Resources Information Center

    O'Hora, Denis; Maglieri, Kristen A.

    2006-01-01

    Goal setting has consistently been shown to increase performance under specific conditions. These goal setting effects have previously been explored from both a cognitive perspective and in terms of traditional behavioral concepts. We highlight limitations of these approaches and propose a novel account based on Relational Frame Theory. This…

  15. The development of future thinking: young children's ability to construct event sequences to achieve future goals.

    PubMed

    Prabhakar, Janani; Hudson, Judith A

    2014-11-01

    Previous studies suggest that the ability to think about and act on the future emerges between 3 and 5 years of age. However, it is unclear what underlying processes change during the development of early future-oriented behavior. We report three experiments that tested the emergence of future thinking ability through children's ability to explicitly maintain future goals and construct future scenarios. Our main objectives were to examine the effects of goal structure and the effects of working memory demands on children's ability to construct future scenarios and make choices to satisfy future goals. The results indicate that 4-year-olds were able to successfully accomplish two temporally ordered goals even with high working memory demands and a complex goal structure, whereas 3-year-olds were able to accomplish two goals only when the working memory demands were low and the goal structure did not involve additional demands from inferential reasoning and contingencies between the temporally ordered goals. Results are discussed in terms of the development of future thinking in conjunction with working memory, inferential reasoning ability, and goal maintenance abilities.

  16. The development of future thinking: young children's ability to construct event sequences to achieve future goals.

    PubMed

    Prabhakar, Janani; Hudson, Judith A

    2014-11-01

    Previous studies suggest that the ability to think about and act on the future emerges between 3 and 5 years of age. However, it is unclear what underlying processes change during the development of early future-oriented behavior. We report three experiments that tested the emergence of future thinking ability through children's ability to explicitly maintain future goals and construct future scenarios. Our main objectives were to examine the effects of goal structure and the effects of working memory demands on children's ability to construct future scenarios and make choices to satisfy future goals. The results indicate that 4-year-olds were able to successfully accomplish two temporally ordered goals even with high working memory demands and a complex goal structure, whereas 3-year-olds were able to accomplish two goals only when the working memory demands were low and the goal structure did not involve additional demands from inferential reasoning and contingencies between the temporally ordered goals. Results are discussed in terms of the development of future thinking in conjunction with working memory, inferential reasoning ability, and goal maintenance abilities. PMID:24786765

  17. Goal-Directed Planning for Sensor Webs

    NASA Astrophysics Data System (ADS)

    Morris, R.; Dungan, J. L.; Khatib, L.; Votava, P.

    2007-12-01

    An Earth-observing sensor web is an organization of space, airborne, or in situ sensing devices for collecting measurements of the Earth's processes. Sensor web coordination involves formulating Earth science goals and transforming them into sensor web workflows, i.e., sequences of data acquisition and processing tasks that satisfy the specified goals. Automating parts of this process using recent advances in intelligent control software technology will offer improved sensor web effectiveness. Our approach to the coordination problem applies architectural concepts of workflow management systems by identifying two phases in workflow generation. In the first phase, users formulate high-level campaign goals that are automatically transformed into abstract workflow plans. An abstract workflow plan represents the organization of data acquisition and processing actions that fulfills the goals specified by the user, but leaves out details such as how requests for access to a data resource are formatted. Abstracting away these details improves the usability of sensor web resources by scientists. To implement the first phase, we utilize the Labeled Transition System Analyzer (LTSA), a model-checking software tool. LTSA contains a concise process-based language, FSP (Finite State Processes) for designing and modeling software programs. We will use LTSA and FSP to automate the process of building executable plans for accessing resources on a sensor web. FSP has the constructs for representing conditional dependencies, iterations, and parallel actions, all of which are common features in Earth science campaigns. The second phase of the process consists of the automatic transformation of an abstract plan into a concrete plan, i.e., a sequence of actions that can be autonomously executed on a sensor web. The transformation in phase two might require further decomposition of actions in the abstract plan into a sequence of lower-level data acquisition requests. It may also involve

  18. Goal-Directed and Goal-Less Imitation in Autism Spectrum Disorder

    ERIC Educational Resources Information Center

    Wild, Kelly S.; Poliakoff, Ellen; Jerrison, Andrew; Gowen, Emma

    2012-01-01

    To investigate how people with Autism are affected by the presence of goals during imitation, we conducted a study to measure movement kinematics and eye movements during the imitation of goal-directed and goal-less hand movements. Our results showed that a control group imitated changes in movement kinematics and increased the level that they…

  19. Neural correlates of personal goal processing during episodic future thinking and mind-wandering: An ALE meta-analysis.

    PubMed

    Stawarczyk, David; D'Argembeau, Arnaud

    2015-08-01

    The ability to imagine the future is a complex mental faculty that depends on an ensemble of cognitive processes supported by an extended set of brain regions. Our aim here was to shed light on one key component of future thinking--personal goal processing--and to determine its neural correlates during both directed and spontaneous forms of thoughts. To address this question, we performed separate ALE meta-analyses of neuroimaging studies of episodic future thinking (EFT), mind-wandering, and personal goal processing, and then investigated the commonalities and differences in brain activity between these three domains. The results showed that the three domains activated a common set of brain regions within the default network and, most notably, the medial prefrontal cortex. This finding suggests that the medial prefrontal cortex mediates the processing of personal goals during both EFT and mind-wandering. Differences in activation were also observed, and notably regions supporting cognitive control processes (the dorsolateral prefrontal cortex) were recruited to a lesser extent during mind-wandering than experimentally directed future thinking, suggesting that different kinds of self-generated thoughts may recruit varying levels of attentional control abilities.

  20. Goals, Guidance, Grades, and Gift-Giving: Improving Thinking and Writing in a Sophomore Literature Course.

    ERIC Educational Resources Information Center

    Carey, Anna Kirwan

    1995-01-01

    Describes how one English teacher revised course goals and journal writing assignments to promote better thinking and writing in a college literature course. Concentrates on the way "Beowulf" was taught and the kinds of writing about it that were produced by students as a result. (HB)

  1. Exploring Students' Reflective Thinking Practice, Deep Processing Strategies, Effort, and Achievement Goal Orientations

    ERIC Educational Resources Information Center

    Phan, Huy Phuong

    2009-01-01

    Recent research indicates that study processing strategies, effort, reflective thinking practice, and achievement goals are important factors contributing to the prediction of students' academic success. Very few studies have combined these theoretical orientations within one conceptual model. This study tested a conceptual model that included, in…

  2. Relations between Goals, Self-Efficacy, Critical Thinking and Deep Processing Strategies: A Path Analysis

    ERIC Educational Resources Information Center

    Phan, Huy Phuong

    2009-01-01

    Research exploring students' academic learning has recently amalgamated different motivational theories within one conceptual framework. The inclusion of achievement goals, self-efficacy, deep processing and critical thinking has been cited in a number of studies. This article discusses two empirical studies that examined these four theoretical…

  3. A model of goal directed vegetable parenting practices

    Technology Transfer Automated Retrieval System (TEKTRAN)

    The aim of this study was to explore factors underlying parents' motivations to use vegetable parenting practices (VPP) using the Model of Goal Directed Vegetable Parenting Practices (MGDVPP) (an adaptation of the Model of Goal Directed Behavior) as the theoretical basis for qualitative interviews. ...

  4. Improving Student Critical Thinking and Perceptions of Critical Thinking through Direct Instruction in Rhetorical Analysis

    ERIC Educational Resources Information Center

    McGuire, Lauren A.

    2010-01-01

    This study investigated the effect of direct instruction in rhetorical analysis on students' critical thinking abilities, including knowledge, skills, and dispositions. The researcher investigated student perceptions of the effectiveness of argument mapping; Thinker's Guides, based on Paul's model of critical thinking; and Socratic questioning.…

  5. Thinking of You: Nonconscious Pursuit of Interpersonal Goals Associated With Relationship Partners

    PubMed Central

    Fitzsimons, Gráinne M.; Bargh, John A.

    2010-01-01

    The mere psychological presence of relationship partners was hypothesized to trigger interpersonal goals that are then pursued nonconsciously. Qualitative data suggested that people tend to pursue different interpersonal goals within different types of relationships (e.g., mother, best friend, coworker). In several studies, priming participants’ relationship representations produced goal-directed behavior (achievement, helping, understanding) in line with the previously assessed goal content of those representations. These findings support the hypothesis that interpersonal goals are component features of relationship representations and that mere activation of those representations, even in the partner’s physical absence, causes the goals to become active and to guide behavior nonconsciously within the current situation. PMID:12518976

  6. Goal-Directed Movement Enhances Body Representation Updating.

    PubMed

    Wen, Wen; Muramatsu, Katsutoshi; Hamasaki, Shunsuke; An, Qi; Yamakawa, Hiroshi; Tamura, Yusuke; Yamashita, Atsushi; Asama, Hajime

    2016-01-01

    Body representation refers to perception, memory, and cognition related to the body and is updated continuously by sensory input. The present study examined the influence of goals on body representation updating with two experiments of the rubber hand paradigm. In the experiments, participants moved their hidden left hands forward and backward either in response to instruction to touch a virtual object or without any specific goal, while a virtual left hand was presented 250 mm above the real hand and moved in synchrony with the real hand. Participants then provided information concerning the perceived heights of their real left hands and rated their sense of agency and ownership of the virtual hand. Results of Experiment 1 showed that when participants moved their hands with the goal of touching a virtual object and received feedback indicating goal attainment, the perceived positions of their real hands shifted more toward that of the virtual hand relative to that in the condition without a goal, indicating that their body representations underwent greater modification. Furthermore, results of Experiment 2 showed that the effect of goal-directed movement occurred in the active condition, in which participants moved their own hands, but did not occur in the passive condition, in which participants' hands were moved by the experimenter. Therefore, we concluded that the sense of agency probably contributed to the updating of body representation involving goal-directed movement. PMID:27445766

  7. Goal-Directed Movement Enhances Body Representation Updating

    PubMed Central

    Wen, Wen; Muramatsu, Katsutoshi; Hamasaki, Shunsuke; An, Qi; Yamakawa, Hiroshi; Tamura, Yusuke; Yamashita, Atsushi; Asama, Hajime

    2016-01-01

    Body representation refers to perception, memory, and cognition related to the body and is updated continuously by sensory input. The present study examined the influence of goals on body representation updating with two experiments of the rubber hand paradigm. In the experiments, participants moved their hidden left hands forward and backward either in response to instruction to touch a virtual object or without any specific goal, while a virtual left hand was presented 250 mm above the real hand and moved in synchrony with the real hand. Participants then provided information concerning the perceived heights of their real left hands and rated their sense of agency and ownership of the virtual hand. Results of Experiment 1 showed that when participants moved their hands with the goal of touching a virtual object and received feedback indicating goal attainment, the perceived positions of their real hands shifted more toward that of the virtual hand relative to that in the condition without a goal, indicating that their body representations underwent greater modification. Furthermore, results of Experiment 2 showed that the effect of goal-directed movement occurred in the active condition, in which participants moved their own hands, but did not occur in the passive condition, in which participants’ hands were moved by the experimenter. Therefore, we concluded that the sense of agency probably contributed to the updating of body representation involving goal-directed movement. PMID:27445766

  8. Direct teaching of thinking skills using clinical simulation.

    PubMed

    Su, Whei Ming; Juestel, Marne J

    2010-01-01

    Because of the nursing faculty shortage, many academic leaders hire clinicians who are not formally prepared for an academic role. Novice faculty face an immediate need to develop teaching skills. One of the most crucial areas is the ability to help students develop critical thinking. To address this need, the authors describe how they used clinical simulation to incorporate direct teaching of thinking skills into course content and how this resulted in a faculty mentoring experience.

  9. Teaching Higher Order Thinking in the Introductory MIS Course: A Model-Directed Approach

    ERIC Educational Resources Information Center

    Wang, Shouhong; Wang, Hai

    2011-01-01

    One vision of education evolution is to change the modes of thinking of students. Critical thinking, design thinking, and system thinking are higher order thinking paradigms that are specifically pertinent to business education. A model-directed approach to teaching and learning higher order thinking is proposed. An example of application of the…

  10. A Pavlovian Analysis of Goal-Directed Behavior.

    ERIC Educational Resources Information Center

    Rescorla, Robert A.

    1987-01-01

    Analyzes associative structures underlying goal-directed behavior using well-developed techniques for studying Pavlovian conditioning. Identifies the roles of the stimulus, response, and reinforcer in instrumental learning. A response and its reinforcer must be associated for acquisition and maintenance of instrumental behavior. (Author/LHW)

  11. Goal-Directed Aiming: Two Components but Multiple Processes

    ERIC Educational Resources Information Center

    Elliott, Digby; Hansen, Steve; Grierson, Lawrence E. M.; Lyons, James; Bennett, Simon J.; Hayes, Spencer J.

    2010-01-01

    This article reviews the behavioral literature on the control of goal-directed aiming and presents a multiple-process model of limb control. The model builds on recent variants of Woodworth's (1899) two-component model of speed-accuracy relations in voluntary movement and incorporates ideas about dynamic online limb control based on prior…

  12. Goal Direction and Effectiveness, Emotional Maturity, and Nuclear Family Functioning

    ERIC Educational Resources Information Center

    Klever, Phillip

    2009-01-01

    Differentiation of self, a cornerstone concept in Bowen theory, has a profound influence over time on the functioning of the individual and his or her family unit. This 5-year longitudinal study tested this hypothesis with 50 developing nuclear families. The dimensions of differentiation of self that were examined were goal direction and…

  13. Premotor cortex is critical for goal-directed actions

    PubMed Central

    Gremel, Christina M.; Costa, Rui M.

    2013-01-01

    Shifting between motor plans is often necessary for adaptive behavior. When faced with changing consequences of one’s actions, it is often imperative to switch from automatic actions to deliberative and controlled actions. The pre-supplementary motor area (pre-SMA) in primates, akin to the premotor cortex (M2) in mice, has been implicated in motor learning and planning, and action switching. We hypothesized that M2 would be differentially involved in goal-directed actions, which are controlled by their consequences vs. habits, which are more dependent on their past reinforcement history and less on their consequences. To investigate this, we performed M2 lesions in mice and then concurrently trained them to press the same lever for the same food reward using two different schedules of reinforcement that differentially bias towards the use of goal-directed versus habitual action strategies. We then probed whether actions were dependent on their expected consequence through outcome revaluation testing. We uncovered that M2 lesions did not affect the acquisition of lever-pressing. However, in mice with M2 lesions, lever-pressing was insensitive to changes in expected outcome value following goal-directed training. However, habitual actions were intact. We confirmed a role for M2 in goal-directed but not habitual actions in separate groups of mice trained on the individual schedules biasing towards goal-directed versus habitual actions. These data indicate that M2 is critical for actions to be updated based on their consequences, and suggest that habitual action strategies may not require processing by M2 and the updating of motor plans. PMID:23964233

  14. Goal-Directed Decision Making with Spiking Neurons

    PubMed Central

    Lengyel, Máté

    2016-01-01

    Behavioral and neuroscientific data on reward-based decision making point to a fundamental distinction between habitual and goal-directed action selection. The formation of habits, which requires simple updating of cached values, has been studied in great detail, and the reward prediction error theory of dopamine function has enjoyed prominent success in accounting for its neural bases. In contrast, the neural circuit mechanisms of goal-directed decision making, requiring extended iterative computations to estimate values online, are still unknown. Here we present a spiking neural network that provably solves the difficult online value estimation problem underlying goal-directed decision making in a near-optimal way and reproduces behavioral as well as neurophysiological experimental data on tasks ranging from simple binary choice to sequential decision making. Our model uses local plasticity rules to learn the synaptic weights of a simple neural network to achieve optimal performance and solves one-step decision-making tasks, commonly considered in neuroeconomics, as well as more challenging sequential decision-making tasks within 1 s. These decision times, and their parametric dependence on task parameters, as well as the final choice probabilities match behavioral data, whereas the evolution of neural activities in the network closely mimics neural responses recorded in frontal cortices during the execution of such tasks. Our theory provides a principled framework to understand the neural underpinning of goal-directed decision making and makes novel predictions for sequential decision-making tasks with multiple rewards. SIGNIFICANCE STATEMENT Goal-directed actions requiring prospective planning pervade decision making, but their circuit-level mechanisms remain elusive. We show how a model circuit of biologically realistic spiking neurons can solve this computationally challenging problem in a novel way. The synaptic weights of our network can be learned using

  15. A biologically inspired hierarchical goal directed navigation model.

    PubMed

    Erdem, Uğur M; Hasselmo, Michael E

    2014-02-01

    We propose an extended version of our previous goal directed navigation model based on forward planning of trajectories in a network of head direction cells, persistent spiking cells, grid cells, and place cells. In our original work the animat incrementally creates a place cell map by random exploration of a novel environment. After the exploration phase, the animat decides on its next movement direction towards a goal by probing linear look-ahead trajectories in several candidate directions while stationary and picking the one activating place cells representing the goal location. In this work we present several improvements over our previous model. We improve the range of linear look-ahead probes significantly by imposing a hierarchical structure on the place cell map consistent with the experimental findings of differences in the firing field size and spacing of grid cells recorded at different positions along the dorsal to ventral axis of entorhinal cortex. The new model represents the environment at different scales by populations of simulated hippocampal place cells with different firing field sizes. Among other advantages this model allows simultaneous constant duration linear look-ahead probes at different scales while significantly extending each probe range. The extension of the linear look-ahead probe range while keeping its duration constant also limits the degrading effects of noise accumulation in the network. We show the extended model's performance using an animat in a large open field environment.

  16. A Biologically Inspired Hierarchical Goal Directed Navigation Model

    PubMed Central

    Erdem, Uğur M.; Hasselmo, Michael E.

    2014-01-01

    We propose an extended version of our previous goal directed navigation model based on forward planning of trajectories in a network of head direction cells, persistent spiking cells, grid cells, and place cells. In our original work the animat incrementally creates a place cell map by random exploration of a novel environment. After the exploration phase, the animat decides on its next movement direction towards a goal by probing linear look-ahead trajectories in several candidate directions while stationary and picking the one activating place cells representing the goal location. In this work we present several improvements over our previous model. We improve the range of linear look-ahead probes significantly by imposing a hierarchical structure on the place cell map consistent with the experimental findings of differences in the firing field size and spacing of grid cells recorded at different positions along the dorsal to ventral axis of entorhinal cortex. The new model represents the environment at different scales by populations of simulated hippocampal place cells with changing firing field sizes. Among other advantages this model allows simultaneous constant duration linear look-ahead probes at different scales while significantly extending each probe range. The extension of the linear look-ahead probe range while keeping its duration constant also limits the degrading effects of noise accumulation in the network. We show the extended model’s performance using an animat in a large open field environment. PMID:23891644

  17. Goal-directed learning and obsessive–compulsive disorder

    PubMed Central

    Gillan, Claire M.; Robbins, Trevor W.

    2014-01-01

    Obsessive–compulsive disorder (OCD) has become a paradigmatic case of goal-directed dysfunction in psychiatry. In this article, we review the neurobiological evidence, historical and recent, that originally led to this supposition and continues to support a habit hypothesis of OCD. We will then discuss a number of recent studies that have directly tested this hypothesis, using behavioural experiments in patient populations. Based on this research evidence, which suggests that rather than goal-directed avoidance behaviours, compulsions in OCD may derive from manifestations of excessive habit formation, we present the details of a novel account of the functional relationship between these habits and the full symptom profile of the disorder. Borrowing from a cognitive dissonance framework, we propose that the irrational threat beliefs (obsessions) characteristic of OCD may be a consequence, rather than an instigator, of compulsive behaviour in these patients. This lays the foundation for a potential shift in both clinical and neuropsychological conceptualization of OCD and related disorders. This model may also prove relevant to other putative disorders of compulsivity, such as substance dependence, where the experience of ‘wanting’ drugs may be better understood as post hoc rationalizations of otherwise goal-insensitive, stimulus-driven behaviour. PMID:25267818

  18. Goal Directed Model Inversion: A Study of Dynamic Behavior

    NASA Technical Reports Server (NTRS)

    Colombano, Silvano P.; Compton, Michael; Raghavan, Bharathi; Lum, Henry, Jr. (Technical Monitor)

    1994-01-01

    Goal Directed Model Inversion (GDMI) is an algorithm designed to generalize supervised learning to the case where target outputs are not available to the learning system. The output of the learning system becomes the input to some external device or transformation, and only the output of this device or transformation can be compared to a desired target. The fundamental driving mechanism of GDMI is to learn from success. Given that a wrong outcome is achieved, one notes that the action that produced that outcome 0 "would have been right if the outcome had been the desired one." The algorithm then proceeds as follows: (1) store the action that produced the wrong outcome as a "target" (2) redefine the wrong outcome as a desired goal (3) submit the new desired goal to the system (4) compare the new action with the target action and modify the system by using a suitable algorithm for credit assignment (Back propagation in our example) (5) resubmit the original goal. Prior publications by our group in this area focused on demonstrating empirical results based on the inverse kinematic problem for a simulated robotic arm. In this paper we apply the inversion process to much simpler analytic functions in order to elucidate the dynamic behavior of the system and to determine the sensitivity of the learning process to various parameters. This understanding will be necessary for the acceptance of GDMI as a practical tool.

  19. The nature of goal-directed action representations in infancy.

    PubMed

    Sommerville, Jessica A; Upshaw, Michaela B; Loucks, Jeff

    2012-01-01

    A critical question for developmental psychologists concerns how representations in infancy are best characterized. Past and current research provides paradoxical evidence regarding the nature of early representations: in some ways, infants appear to build concrete and specific representations that guide their online perception and understanding of different events; in other ways, infants appear to possess abstract representations that support inferences regarding unseen event outcomes. Characterizing the nature of early representations across domains is a central charge for developmentalists because this task can provide important information regarding the underlying learning process or processes that drive development. Yet, little existing work has attempted to resolve this paradox by characterizing the ways in which infants' representations may have both abstract and concrete elements. The goal of this chapter is to take a close look at infants' early representations of goal-directed action in order to describe the nature of these representations. We first discuss the nature of representations of action that infants build through acting on the world and argue that these representations possess both concrete and abstract elements. On the one hand, infants appear to build representations of action that stress goal-relevant features of actions in an action- or event-specific fashion, suggesting specificity or concreteness. On the other hand, these representations are sufficiently abstract to not only drive action but also support infants' perception of others actions and to support inferences regarding unseen action outcomes. We next discuss evidence to suggest that by the end of the first year of life, infants possess increasingly abstract representations of the actions of others and use contextual cues, including linguistic statements accompanying action, to flexibly specify the level of representational specificity. We further consider the possibility that

  20. The nature of goal-directed action representations in infancy.

    PubMed

    Sommerville, Jessica A; Upshaw, Michaela B; Loucks, Jeff

    2012-01-01

    A critical question for developmental psychologists concerns how representations in infancy are best characterized. Past and current research provides paradoxical evidence regarding the nature of early representations: in some ways, infants appear to build concrete and specific representations that guide their online perception and understanding of different events; in other ways, infants appear to possess abstract representations that support inferences regarding unseen event outcomes. Characterizing the nature of early representations across domains is a central charge for developmentalists because this task can provide important information regarding the underlying learning process or processes that drive development. Yet, little existing work has attempted to resolve this paradox by characterizing the ways in which infants' representations may have both abstract and concrete elements. The goal of this chapter is to take a close look at infants' early representations of goal-directed action in order to describe the nature of these representations. We first discuss the nature of representations of action that infants build through acting on the world and argue that these representations possess both concrete and abstract elements. On the one hand, infants appear to build representations of action that stress goal-relevant features of actions in an action- or event-specific fashion, suggesting specificity or concreteness. On the other hand, these representations are sufficiently abstract to not only drive action but also support infants' perception of others actions and to support inferences regarding unseen action outcomes. We next discuss evidence to suggest that by the end of the first year of life, infants possess increasingly abstract representations of the actions of others and use contextual cues, including linguistic statements accompanying action, to flexibly specify the level of representational specificity. We further consider the possibility that

  1. Goals.

    ERIC Educational Resources Information Center

    Phillips, David A.; Phillips, Prudence

    1985-01-01

    Presents two discussions which focus on the rationale for and goals of teaching electrochemistry at high school and college levels. The first is "Electrochemistry" by Ronald Perkins and the second is "Goals in Teaching Electrochemistry" by J. T. Maloy. (JN)

  2. The role of kinaesthetic feedback in goal-directed movements.

    PubMed

    Angyán, L; Téczely, T; Pálfai, A; Gyurkó, Z; Karsai, I

    2003-01-01

    The purpose of this study was to investigate the role of kinaesthetic feedback in the control of goal-directed movements. The subjects were qualified basketball and handball players compared to weightlifters as controls. The body measures and the general motor tests verified fit physical condition of the subjects, and detected no sign that would disturb the execution of special motor tests. The special motor tests were free-throw shootings with basketball to the basket, free shootings with handball to a rectangular frame, zigzag dribbling with basketball to 14 m among traffic cones 2 m apart, and stopping at a mark after running to 10 m. These tests were performed both with open eyes and closed eyes. The results of all special motor tests decreased significantly in the lack of visual information. Furthermore, in contrast to the significantly different results obtained from the three different groups with open eyes, these groups produced equally minor results with closed eyes. It is concluded that the practice of goal-directed movement, learned under visual guidance, does not make the kinaesthetic feedback able to compensate the lack of visual input.

  3. Color constancy in a naturalistic, goal-directed task.

    PubMed

    Radonjic, Ana; Cottaris, Nicolas P; Brainard, David H

    2015-01-01

    In daily life, we use color information to select objects that will best serve a particular goal (e.g., pick the best-tasting fruit or avoid spoiled food). This is challenging when judgments must be made across changes in illumination as the spectrum reflected from an object to the eye varies with the illumination. Color constancy mechanisms serve to partially stabilize object color appearance across illumination changes, but whether and to what degree constancy supports accurate cross-illumination object selection is not well understood. To get closer to understanding how constancy operates in real-life tasks, we developed a paradigm in which subjects engage in a goal-directed task for which color is instrumental. Specifically, in each trial, subjects re-created an arrangement of colored blocks (the model) across a change in illumination. By analyzing the re-creations, we were able to infer and quantify the degree of color constancy that mediated subjects' performance. In Experiments 1 and 2, we used our paradigm to characterize constancy for two different sets of block reflectances, two different illuminant changes, and two different groups of subjects. On average, constancy was good in our naturalistic task, but it varied considerably across subjects. In Experiment 3, we tested whether varying scene complexity and the validity of local contrast as a cue to the illumination change modulated constancy. Increasing complexity did not lead to improved constancy; silencing local contrast significantly reduced constancy. Our results establish a novel goal-directed task that enables us to approach color constancy as it emerges in real life. PMID:26381834

  4. Color constancy in a naturalistic, goal-directed task

    PubMed Central

    Radonjić, Ana; Cottaris, Nicolas P.; Brainard, David H.

    2015-01-01

    In daily life, we use color information to select objects that will best serve a particular goal (e.g., pick the best-tasting fruit or avoid spoiled food). This is challenging when judgments must be made across changes in illumination as the spectrum reflected from an object to the eye varies with the illumination. Color constancy mechanisms serve to partially stabilize object color appearance across illumination changes, but whether and to what degree constancy supports accurate cross-illumination object selection is not well understood. To get closer to understanding how constancy operates in real-life tasks, we developed a paradigm in which subjects engage in a goal-directed task for which color is instrumental. Specifically, in each trial, subjects re-created an arrangement of colored blocks (the model) across a change in illumination. By analyzing the re-creations, we were able to infer and quantify the degree of color constancy that mediated subjects' performance. In Experiments 1 and 2, we used our paradigm to characterize constancy for two different sets of block reflectances, two different illuminant changes, and two different groups of subjects. On average, constancy was good in our naturalistic task, but it varied considerably across subjects. In Experiment 3, we tested whether varying scene complexity and the validity of local contrast as a cue to the illumination change modulated constancy. Increasing complexity did not lead to improved constancy; silencing local contrast significantly reduced constancy. Our results establish a novel goal-directed task that enables us to approach color constancy as it emerges in real life. PMID:26381834

  5. Color constancy in a naturalistic, goal-directed task.

    PubMed

    Radonjic, Ana; Cottaris, Nicolas P; Brainard, David H

    2015-01-01

    In daily life, we use color information to select objects that will best serve a particular goal (e.g., pick the best-tasting fruit or avoid spoiled food). This is challenging when judgments must be made across changes in illumination as the spectrum reflected from an object to the eye varies with the illumination. Color constancy mechanisms serve to partially stabilize object color appearance across illumination changes, but whether and to what degree constancy supports accurate cross-illumination object selection is not well understood. To get closer to understanding how constancy operates in real-life tasks, we developed a paradigm in which subjects engage in a goal-directed task for which color is instrumental. Specifically, in each trial, subjects re-created an arrangement of colored blocks (the model) across a change in illumination. By analyzing the re-creations, we were able to infer and quantify the degree of color constancy that mediated subjects' performance. In Experiments 1 and 2, we used our paradigm to characterize constancy for two different sets of block reflectances, two different illuminant changes, and two different groups of subjects. On average, constancy was good in our naturalistic task, but it varied considerably across subjects. In Experiment 3, we tested whether varying scene complexity and the validity of local contrast as a cue to the illumination change modulated constancy. Increasing complexity did not lead to improved constancy; silencing local contrast significantly reduced constancy. Our results establish a novel goal-directed task that enables us to approach color constancy as it emerges in real life.

  6. Goal Directed Model Inversion: Learning Within Domain Constraints

    NASA Technical Reports Server (NTRS)

    Colombano, Silvano P.; Compton, Michael; Raghavan, Bharathi; Friedland, Peter (Technical Monitor)

    1994-01-01

    Goal Directed Model Inversion (GDMI) is an algorithm designed to generalize supervised learning to the case where target outputs are not available to the learning system. The output of the learning system becomes the input to some external device or transformation, and only the output of this device or transformation can be compared to a desired target. The fundamental driving mechanism of GDMI is to learn from success. Given that a wrong outcome is achieved, one notes that the action that produced that outcome "would have been right if the outcome had been the desired one." The algorithm makes use of these intermediate "successes" to achieve the final goal. A unique and potentially very important feature of this algorithm is the ability to modify the output of the learning module to force upon it a desired syntactic structure. This differs from ordinary supervised learning in the following way: in supervised learning the exact desired output pattern must be provided. In GDMI instead, it is possible to require simply that the output obey certain rules, i.e., that it "make sense" in some way determined by the knowledge domain. The exact pattern that will achieve the desired outcome is then found by the system. The ability to impose rules while allowing the system to search for its own answers in the context of neural networks is potentially a major breakthrough in two ways: (1) it may allow the construction of networks that can incorporate immediately some important knowledge, i.e., would not need to learn everything from scratch as normally required at present; and (2) learning and searching would be limited to the areas where it is necessary, thus facilitating and speeding up the process. These points are illustrated with examples from robotic path planning and parametric design.

  7. Goal Directed Model Inversion: Learning Within Domain Constraints

    NASA Technical Reports Server (NTRS)

    Colombano, Silvano P.; Compton, Michael; Raghavan, Bharathi; Lum, Henry, Jr. (Technical Monitor)

    1994-01-01

    Goal Directed Model Inversion (GDMI) is an algorithm designed to generalize supervised learning to the case where target outputs are not available to the learning system. The output of the learning system becomes the input to some external device or transformation, and only the output of this device or transformation can be compared to a desired target. The fundamental driving mechanism of GDMI is to learn from success. Given that a wrong outcome is achieved, one notes that the action that produced that outcome "would have been right if the outcome had been the desired one." The algorithm makes use of these intermediate "successes" to achieve the final goal. A unique and potentially very important feature of this algorithm is the ability to modify the output of the learning module to force upon it a desired syntactic structure. This differs from ordinary supervised learning in the following way: in supervised learning the exact desired output pattern must be provided. In GDMI instead, it is possible to require simply that the output obey certain rules, i.e., that it "make sense" in some way determined by the knowledge domain. The exact pattern that will achieve the desired outcome is then found by the system. The ability to impose rules while allowing the system to search for its own answers in the context of neural networks is potentially a major breakthrough in two ways: 1) it may allow the construction of networks that can incorporate immediately some important knowledge, i.e. would not need to learn everything from scratch as normally required at present, and 2) learning and searching would be limited to the areas where it is necessary, thus facilitating and speeding up the process. These points are illustrated with examples from robotic path planning and parametric design.

  8. Achieving Our Environmental Sustainability Goals: The Opportunities and Pitfalls of Applying Life Cycle Thinking

    EPA Science Inventory

    An increasing number of people around the world are beginning to realize that a systems approach, such as life cycle thinking, is necessary to truly achieve environmental sustainability. Without the holistic perspective that life cycle thinking provides, our actions risk leading ...

  9. Goal-directed, habitual and Pavlovian prosocial behavior

    PubMed Central

    Gęsiarz, Filip; Crockett, Molly J.

    2015-01-01

    Although prosocial behaviors have been widely studied across disciplines, the mechanisms underlying them are not fully understood. Evidence from psychology, biology and economics suggests that prosocial behaviors can be driven by a variety of seemingly opposing factors: altruism or egoism, intuition or deliberation, inborn instincts or learned dispositions, and utility derived from actions or their outcomes. Here we propose a framework inspired by research on reinforcement learning and decision making that links these processes and explains characteristics of prosocial behaviors in different contexts. More specifically, we suggest that prosocial behaviors inherit features of up to three decision-making systems employed to choose between self- and other- regarding acts: a goal-directed system that selects actions based on their predicted consequences, a habitual system that selects actions based on their reinforcement history, and a Pavlovian system that emits reflexive responses based on evolutionarily prescribed priors. This framework, initially described in the field of cognitive neuroscience and machine learning, provides insight into the potential neural circuits and computations shaping prosocial behaviors. Furthermore, it identifies specific conditions in which each of these three systems should dominate and promote other- or self- regarding behavior. PMID:26074797

  10. Early goal-directed therapy: what do we do now?

    PubMed

    Levy, Mitchell M

    2014-12-29

    The meta-analysis of early goal-directed therapy (EGDT) by Gu and colleagues in the previous issue of Critical Care adds to the ongoing controversy about the value of EGDT for resuscitating patients with severe sepsis and septic shock. The results of the ProCESS (protocolized care for early septic shock) and ARISE (Australasian resuscitation in sepsis evaluation) trials failed to demonstrate any benefit of EGDT or protocolized resuscitation when compared with 'usual care'. The questions are the following: What is 'usual' care? What is 'real world' care? Do the results of a robust and well-conducted randomized controlled trial--in which many patients may be excluded for a variety of reasons--reflect the care given to patients on a daily basis in our emergency departments and intensive care units? Of course, there are no obvious answers to these questions, and many clinicians look forward to managing these patients without protocols. For now, the data do seem to support the management of patients with septic shock without mandated central lines or protocols. Does this mean we should go back to the era of 'do whatever you want'? No consensus exists among clinicians regarding optimal hemodynamic monitoring, and to date no method has been proven to be superior. Given the amount of fluids given prior to randomization in the ProCESS and ARISE trials, 'usual care' appears to now include aggressive, early fluid resuscitation with at least 20 mL/kg of crystalloid and rapid administration of appropriate antibiotics. Certainly, this reflects the impact of the original trial by Rivers and colleagues and the broad-based implementation of the Surviving Sepsis Campaign Guidelines and bundles. If this continues to define 'usual care', then perhaps it is no longer necessary to mandate specific protocols for resuscitation, as it appears that standard sepsis management has evolved to be consistent with published protocols.

  11. Is automatic imitation based on goal coding or movement coding? A comparison of goal-directed and goal-less actions.

    PubMed

    Chiavarino, Claudia; Bugiani, Stefano; Grandi, Elisa; Colle, Livia

    2013-01-01

    A key issue for research on automatic imitation is whether it occurs primarily at the level of movements, that is, by automatically activating a representation of the movement/effector involved in the execution of the observed action, or at the level of goals, that is, by triggering a representation of the action goal, irrespective of how the motor act is physically instantiated. The present study presents two experiments aimed at investigating the contribution of movement coding and goal coding to automatic imitation, by assessing participants' performance in a spatial compatibility task where the observed stimuli were goal-directed and goal-less actions, which have been demonstrated to elicit, respectively, goal and movement coding. We found a significant automatic imitation effect both when the stimuli were goal-less actions and when they were actions directed toward a goal. However, the effect was stronger for the goal-less actions, even after controlling for saliency effects. These results suggest that goal coding contributes to automatic imitation, but to a lesser degree compared to movement coding. The implications of these results for theory and research on automatic imitation are discussed. PMID:23422654

  12. Is automatic imitation based on goal coding or movement coding? A comparison of goal-directed and goal-less actions.

    PubMed

    Chiavarino, Claudia; Bugiani, Stefano; Grandi, Elisa; Colle, Livia

    2013-01-01

    A key issue for research on automatic imitation is whether it occurs primarily at the level of movements, that is, by automatically activating a representation of the movement/effector involved in the execution of the observed action, or at the level of goals, that is, by triggering a representation of the action goal, irrespective of how the motor act is physically instantiated. The present study presents two experiments aimed at investigating the contribution of movement coding and goal coding to automatic imitation, by assessing participants' performance in a spatial compatibility task where the observed stimuli were goal-directed and goal-less actions, which have been demonstrated to elicit, respectively, goal and movement coding. We found a significant automatic imitation effect both when the stimuli were goal-less actions and when they were actions directed toward a goal. However, the effect was stronger for the goal-less actions, even after controlling for saliency effects. These results suggest that goal coding contributes to automatic imitation, but to a lesser degree compared to movement coding. The implications of these results for theory and research on automatic imitation are discussed.

  13. Directing Teaching Skills in Speech Communication toward Critical Thinking Outcomes.

    ERIC Educational Resources Information Center

    Fritz, Paul A.

    When critical thinking skills are set adrift from course content, teachers soon fall prey to using critical thinking skills as techniques for getting students to succeed in class rather than surviving outside the classroom. However, the majority of writers in critical thinking skills agree that the skills are not subject-specific, are teachable,…

  14. The role of perfectionism, dichotomous thinking, shape and weight overvaluation, and conditional goal setting in eating disorders.

    PubMed

    Lethbridge, Jessica; Watson, Hunna J; Egan, Sarah J; Street, Helen; Nathan, Paula R

    2011-08-01

    This study examined the role of perfectionism (self-oriented and socially prescribed), shape and weight overvaluation, dichotomous thinking, and conditional goal setting in eating disorder psychopathology. Perfectionism and shape and weight overvaluation have had longstanding implication in the development and maintenance of eating disorders. A leading evidence-based theory of eating disorders (Fairburn, Cooper & Shafran, 2003) outlines perfectionism as a maintaining mechanism of eating disorder psychopathology and as a proximal risk factor for the development of shape and weight overvaluation. These constructs have been linked to other cognitive processes relevant to eating disorders, specifically, dichotomous thinking and conditional goal setting. Women with DSM-IV eating disorders (N=238) were compared to women in the general community (N=248) and, as hypothesised, scores on measures of these constructs were pronounced in the clinical sample. Hierarchical regression analyses predicting eating disorder psychopathology showed that for both groups, dichotomous thinking and conditional goal setting significantly improved model fit beyond perfectionism and shape and weight overvaluation alone. Self-oriented perfectionism, but not socially prescribed perfectionism, was relevant to eating disorder psychopathology. We discuss the implications for current treatment protocols and early intervention.

  15. Goal Directed Locomotion and Balance Control in Autistic Children

    ERIC Educational Resources Information Center

    Vernazza-Martin, S.; Martin, N.; Vernazza, A.; Lepellec-Muller, A.; Rufo, M.; Massion, J.; Assaiante, C.

    2005-01-01

    This article focuses on postural anticipation and multi-joint coordination during locomotion in healthy and autistic children. Three questions were addressed: (1) Are gait parameters modified in autistic children? (2) Is equilibrium control affected in autistic children? (3) Is locomotion adjusted to the experimenter-imposed goal? Six healthy…

  16. Action Type and Goal Type Modulate Goal-Directed Gaze Shifts in 14-Month-Old Infants

    ERIC Educational Resources Information Center

    Gredeback, Gustaf; Stasiewicz, Dorota; Falck-Ytter, Terje; von Hofsten, Claes; Rosander, Kerstin

    2009-01-01

    Ten- and 14-month-old infants' gaze was recorded as the infants observed videos of different hand actions directed toward multiple goals. Infants observed an actor who (a) reached for objects and displaced them, (b) reached for objects and placed them inside containers, or (c) moved his fisted hand. Fourteen-month-olds, but not 10-month-olds,…

  17. A Goal Direction Signal in the Human Entorhinal/Subicular Region

    PubMed Central

    Chadwick, Martin J.; Jolly, Amy E.J.; Amos, Doran P.; Hassabis, Demis; Spiers, Hugo J.

    2015-01-01

    Summary Navigating to a safe place, such as a home or nest, is a fundamental behavior for all complex animals. Determining the direction to such goals is a crucial first step in navigation. Surprisingly, little is known about how or where in the brain this “goal direction signal” is represented. In mammals, “head-direction cells” are thought to support this process, but despite 30 years of research, no evidence for a goal direction representation has been reported [1, 2]. Here, we used fMRI to record neural activity while participants made goal direction judgments based on a previously learned virtual environment. We applied multivoxel pattern analysis [3–5] to these data and found that the human entorhinal/subicular region contains a neural representation of intended goal direction. Furthermore, the neural pattern expressed for a given goal direction matched the pattern expressed when simply facing that same direction. This suggests the existence of a shared neural representation of both goal and facing direction. We argue that this reflects a mechanism based on head-direction populations that simulate future goal directions during route planning [6]. Our data further revealed that the strength of direction information predicts performance. Finally, we found a dissociation between this geocentric information in the entorhinal/subicular region and egocentric direction information in the precuneus. PMID:25532898

  18. Rewards and punishments, goal-directed behavior and consciousness.

    PubMed

    Ressler, Newton

    2004-03-01

    A parsimonious account of consciousness is given in which it emerges as a direct consequence of basic neural processes without the necessity of any higher order system. In this model, pleasant or unpleasant conscious feelings of various stimuli in the environment stem from their higher order associations to innate rewards or punishments. When a conditioned stimulus (CS) is associated with a reward, it acquires pleasant feelings due to the temporal correlation of the activations representing its sensory features with those representing innate visceral reward acquisition processes. When the CS is associated with the punishment, it acquires unpleasant feelings due to the correlation of its sensory features with the innate visceral inhibition of punishment acquisition processes. The correlations involve coherent activity between the sensory cortex, the limbic system, the orbital and medial prefrontal cortex, and more lateral prefrontal areas where stimuli can be incorporated into working memory. A conscious act involves responses (or attempts to improve the environment) made on the basis of the feelings of such stimuli. Covert memory scans, in which comparisons are made of the reward and punishment associations of the outcomes of previous responses, are related to the motivations and attention behind the conscious selection of a current response. This model appears to fit together various empirical observations. Its relations to some higher or more abstract mental processes, and some evolutionary implications are discussed. PMID:15036931

  19. Restructuring, Reform, and the National Goals: What Do Principals Think? A "Bulletin" Special.

    ERIC Educational Resources Information Center

    NASSP Bulletin, 1991

    1991-01-01

    Several principals recognized in the Burger King "In Honor of Excellence" program were asked to share their thoughts concerning educational restructuring, the six national education goals, and school improvement. Most agreed that restructuring involved inverting the pyramid to put students first, involve the entire community, and reemphasize the…

  20. "The Goal" Project: A Group Assignment to Encourage Creative Thinking, Leadership Abilities and Communication Skills

    ERIC Educational Resources Information Center

    Huff, Patricia Lee

    2014-01-01

    The classroom assignment described in this paper, "The Goal" Project, gives students an opportunity to develop four of the skills and abilities required to be a successful accountant. In 1990, the Accounting Education Change Commission issued Position Statement Number One, Objectives of Education for Accountants. Appendix B of that…

  1. A Further Investigation of Goal-Directed Intention Understanding in Young Children with Autism Spectrum Disorders

    ERIC Educational Resources Information Center

    Berger, Natalie I.; Ingersoll, Brooke

    2014-01-01

    Findings from research investigating goal-directed intention understanding in children with autism spectrum disorders (ASD) have been equivocal, in part because of the varying methodologies used across studies. This study compares both object-oriented and social-communicatively cued goal-directed intention understanding in children with ASD and…

  2. Emotion, Intent and Voluntary Movement in Children with Autism. an Example: The Goal Directed Locomotion

    ERIC Educational Resources Information Center

    Longuet, Sophie; Ferrel-Chapus, Carole; Oreve, Marie-Joelle; Chamot, Jean-Marc; Vernazza-Martin, Sylvie

    2012-01-01

    This article focuses on the impact of intentionality on goal directed locomotion in healthy and autistic children. Closely linked with emotions and motivation, it is directly connected with movement planning. Is planning only preserved when the goal of the action appears motivating for healthy and autistic children? Is movement programming similar…

  3. What Children Think about Human-Animal Relationships: Incorporating Humane Education Goals in Science and Technology Curriculum and Instruction.

    ERIC Educational Resources Information Center

    Yoon, Susan

    2002-01-01

    Proposes a shift in the direction of biocentrism that advocates the incorporation of humane education goals. Investigates preconceptions of human-animal relationships among a group of grade 5 students with a view to understanding their readiness to embrace a biocentric perspective. Includes recommendations for science and technology curricula and…

  4. Is Agency Skin Deep? Surface Attributes Influence Infants' Sensitivity to Goal-Directed Action

    ERIC Educational Resources Information Center

    Guajardo, Jose J.; Woodward, Amanda L.

    2004-01-01

    Three studies investigated the role of surface attributes in infants' identification of agents, using a habituation paradigm designed to tap infants' interpretation of grasping as goal directed (Woodward, 1998). When they viewed a bare human hand grasping objects, 7- and 12-month-old infants focused on the relation between the hand and its goal.…

  5. Early Childhood Inclusion in the United States: Goals, Current Status, and Future Directions

    ERIC Educational Resources Information Center

    Guralnick, Michael J.; Bruder, Mary Beth

    2016-01-01

    The current status and future directions of early childhood inclusion in the United States are discussed from the perspective of 4 key goals: access, accommodations and feasibility, developmental progress, and social integration. Recommendations are put forward to promote inclusion goals emphasizing administrative structures, personnel…

  6. Target- and effect-directed actions towards temporal goals: similar mechanisms?

    PubMed

    Walter, Andrea M; Rieger, Martina

    2012-08-01

    The goal of an action can consist of generating a change in the environment (to produce an effect) or changing one's own situation in the environment (to move to a physical target). To investigate whether the mechanisms of effect-directed and target-directed action control are similar, participants performed continuous reversal movements. They either synchronized movement reversals with regularly presented tones (temporal targets) or produced tones at reversals isochronously (temporal effects). In both goal conditions an irrelevant goal characteristic was integrated into the goal representation (loudness, Experiment 1). When targets and effects were presented within the same reversal movement, similarities were enhanced (Experiment 2). When the task posed spatial demands in addition to temporal demands, target- and effect-directed movement kinematics changed equally with tempo (Experiment 3). Correlations between target-directed and effect-directed movements in temporal variability indicated similar timing mechanisms (Experiments 1 and 2). Only gradual differences between target- and effect-directed movements were observed. We conclude that the same mechanisms of action control, including the anticipation of upcoming events, underlie effect-directed and target-directed movements. Ideomotor theories of action control should incorporate action targets as goals similar to action effects. PMID:22686693

  7. How We Think: A Theory of Goal-Oriented Decision Making and Its Educational Applications. Studies in Mathematical Thinking and Learning Series

    ERIC Educational Resources Information Center

    Schoenfeld, Alan H.

    2010-01-01

    Teachers try to help their students learn. But why do they make the particular teaching choices they do? What resources do they draw upon? What accounts for the success or failure of their efforts? In "How We Think", esteemed scholar and mathematician, Alan H. Schoenfeld, proposes a groundbreaking theory and model for how we think and act in the…

  8. Target- and Effect-Directed Actions towards Temporal Goals: Similar Mechanisms?

    ERIC Educational Resources Information Center

    Walter, Andrea M.; Rieger, Martina

    2012-01-01

    The goal of an action can consist of generating a change in the environment (to produce an effect) or changing one's own situation in the environment (to move to a physical target). To investigate whether the mechanisms of effect-directed and target-directed action control are similar, participants performed continuous reversal movements. They…

  9. Principles of goal-directed spatial robot navigation in biomimetic models.

    PubMed

    Milford, Michael; Schulz, Ruth

    2014-11-01

    Mobile robots and animals alike must effectively navigate their environments in order to achieve their goals. For animals goal-directed navigation facilitates finding food, seeking shelter or migration; similarly robots perform goal-directed navigation to find a charging station, get out of the rain or guide a person to a destination. This similarity in tasks extends to the environment as well; increasingly, mobile robots are operating in the same underwater, ground and aerial environments that animals do. Yet despite these similarities, goal-directed navigation research in robotics and biology has proceeded largely in parallel, linked only by a small amount of interdisciplinary research spanning both areas. Most state-of-the-art robotic navigation systems employ a range of sensors, world representations and navigation algorithms that seem far removed from what we know of how animals navigate; their navigation systems are shaped by key principles of navigation in 'real-world' environments including dealing with uncertainty in sensing, landmark observation and world modelling. By contrast, biomimetic animal navigation models produce plausible animal navigation behaviour in a range of laboratory experimental navigation paradigms, typically without addressing many of these robotic navigation principles. In this paper, we attempt to link robotics and biology by reviewing the current state of the art in conventional and biomimetic goal-directed navigation models, focusing on the key principles of goal-oriented robotic navigation and the extent to which these principles have been adapted by biomimetic navigation models and why. PMID:25267826

  10. Principles of goal-directed spatial robot navigation in biomimetic models

    PubMed Central

    Milford, Michael; Schulz, Ruth

    2014-01-01

    Mobile robots and animals alike must effectively navigate their environments in order to achieve their goals. For animals goal-directed navigation facilitates finding food, seeking shelter or migration; similarly robots perform goal-directed navigation to find a charging station, get out of the rain or guide a person to a destination. This similarity in tasks extends to the environment as well; increasingly, mobile robots are operating in the same underwater, ground and aerial environments that animals do. Yet despite these similarities, goal-directed navigation research in robotics and biology has proceeded largely in parallel, linked only by a small amount of interdisciplinary research spanning both areas. Most state-of-the-art robotic navigation systems employ a range of sensors, world representations and navigation algorithms that seem far removed from what we know of how animals navigate; their navigation systems are shaped by key principles of navigation in ‘real-world’ environments including dealing with uncertainty in sensing, landmark observation and world modelling. By contrast, biomimetic animal navigation models produce plausible animal navigation behaviour in a range of laboratory experimental navigation paradigms, typically without addressing many of these robotic navigation principles. In this paper, we attempt to link robotics and biology by reviewing the current state of the art in conventional and biomimetic goal-directed navigation models, focusing on the key principles of goal-oriented robotic navigation and the extent to which these principles have been adapted by biomimetic navigation models and why. PMID:25267826

  11. Dissociable effects of salience on attention and goal-directed action.

    PubMed

    Moher, Jeff; Anderson, Brian A; Song, Joo-Hyun

    2015-08-01

    Everyday behavior frequently involves encounters with multiple objects that compete for selection. For example, driving a car requires constant shifts of attention between oncoming traffic, rearview mirrors, and traffic signs and signals, among other objects. Behavioral goals often drive this selection process [1, 2]; however, they are not the sole determinant of selection. Physically salient objects, such as flashing, brightly colored hazard signs, or objects that are salient by virtue of learned associations with reward, such as pictures of food on a billboard, often capture attention regardless of the individual's goals [3-6]. It is typically thought that strongly salient distractor objects capture more attention and are more disruptive than weakly salient distractors [7, 8]. Counterintuitively, though, we found that this is true for perception, but not for goal-directed action. In a visually guided reaching task [9-11], we required participants to reach to a shape-defined target while trying to ignore salient distractors. We observed that strongly salient distractors produced less disruption in goal-directed action than weakly salient distractors. Thus, a strongly salient distractor triggers suppression during goal-directed action, resulting in enhanced efficiency and accuracy of target selection relative to when weakly salient distractors are present. In contrast, in a task requiring no goal-directed action, we found greater attentional interference from strongly salient distractors. Thus, while highly salient stimuli interfere strongly with perceptual processing, increased physical salience or associated value attenuates action-related interference.

  12. Principles of goal-directed spatial robot navigation in biomimetic models.

    PubMed

    Milford, Michael; Schulz, Ruth

    2014-11-01

    Mobile robots and animals alike must effectively navigate their environments in order to achieve their goals. For animals goal-directed navigation facilitates finding food, seeking shelter or migration; similarly robots perform goal-directed navigation to find a charging station, get out of the rain or guide a person to a destination. This similarity in tasks extends to the environment as well; increasingly, mobile robots are operating in the same underwater, ground and aerial environments that animals do. Yet despite these similarities, goal-directed navigation research in robotics and biology has proceeded largely in parallel, linked only by a small amount of interdisciplinary research spanning both areas. Most state-of-the-art robotic navigation systems employ a range of sensors, world representations and navigation algorithms that seem far removed from what we know of how animals navigate; their navigation systems are shaped by key principles of navigation in 'real-world' environments including dealing with uncertainty in sensing, landmark observation and world modelling. By contrast, biomimetic animal navigation models produce plausible animal navigation behaviour in a range of laboratory experimental navigation paradigms, typically without addressing many of these robotic navigation principles. In this paper, we attempt to link robotics and biology by reviewing the current state of the art in conventional and biomimetic goal-directed navigation models, focusing on the key principles of goal-oriented robotic navigation and the extent to which these principles have been adapted by biomimetic navigation models and why.

  13. Transient role of the rat prelimbic cortex in goal-directed behaviour.

    PubMed

    Tran-Tu-Yen, Delphine A S; Marchand, Alain R; Pape, Jean-Rémi; Di Scala, Georges; Coutureau, Etienne

    2009-08-01

    Lesion studies show that goal-directed actions mediated by action-outcome (A-O) associations and habits mediated by stimulus-response (S-R) associations can be dissociated during instrumental training, with the prelimbic region of the medial prefrontal cortex being involved in the former and the infralimbic region in the latter. The present work further investigates the role of the prelimbic region in acquisition vs. expression of goal-directed instrumental behaviour, using reversible neuronal inactivation and outcome devaluation procedures. In a first experiment, inactivating the prelimbic cortex at the time of testing did not alter the sensitivity to devaluation, indicating that this region was not essential for the expression of A-O associations. In a second experiment, the prelimbic cortex was inactivated throughout the training phase. At the time of testing the performance was insensitive to devaluation, indicating that the acquired response was not goal-directed but mediated by an S-R association. These data challenge the view that the habit system replaces the goal-directed system as training progresses. They show that the prelimbic cortex plays a transient but crucial role in the acquisition of goal-directed responding and that the A-O and S-R systems can operate in a competitive fashion early in training.

  14. Electromyographic analysis of goal-directed grasping behavior in the American lobster.

    PubMed

    Tomina, Yusuke; Takahata, Masakazu

    2014-10-15

    Animals spontaneously initiate goal-directed behavior including foraging action based on their appetitive motivation. The American lobster Homarus americanus exhibits grasping behavior with its crusher claw as feeding behavior that can be initiated after appropriate operant conditioning. In order to quantitatively characterize the goal-directed grasping behavior with a time resolution fine enough for neurophysiological analysis of its initiation and control mechanisms, we made simultaneous electromyographic (EMG) recording from grasping- and reaching-related muscles of the crusher claw while animals initiated grasping behavior. We developed an in vivo extracellular recording chamber that allowed the animal under a semi-restrained condition to perform operant reward learning of claw grasping. Three muscles in the crusher claw (propodite-dactyl closer/opener and coxal protractor) were found to be closely associated with spontaneous grasping behavior. In spontaneous grasping, the activation of those muscles consistently preceded the grasping onset time and exhibited different activity patterns from the grasp induced by a mechanical stimulus. Furthermore, we found that the timing of coxal protractor activation was closer to the grasp onset and its activity was briefer for goal-directed grasping behavior in trained and hungry animals than for non-goal-directed spontaneous grasping behavior in naive or satiated animals. It is suggested that the goal-directed grasping behavior of lobster is characterized, at least partly, by experience-dependent briefer activity of specific muscles involved in reaching action.

  15. Electromyographic analysis of goal-directed grasping behavior in the American lobster.

    PubMed

    Tomina, Yusuke; Takahata, Masakazu

    2014-10-15

    Animals spontaneously initiate goal-directed behavior including foraging action based on their appetitive motivation. The American lobster Homarus americanus exhibits grasping behavior with its crusher claw as feeding behavior that can be initiated after appropriate operant conditioning. In order to quantitatively characterize the goal-directed grasping behavior with a time resolution fine enough for neurophysiological analysis of its initiation and control mechanisms, we made simultaneous electromyographic (EMG) recording from grasping- and reaching-related muscles of the crusher claw while animals initiated grasping behavior. We developed an in vivo extracellular recording chamber that allowed the animal under a semi-restrained condition to perform operant reward learning of claw grasping. Three muscles in the crusher claw (propodite-dactyl closer/opener and coxal protractor) were found to be closely associated with spontaneous grasping behavior. In spontaneous grasping, the activation of those muscles consistently preceded the grasping onset time and exhibited different activity patterns from the grasp induced by a mechanical stimulus. Furthermore, we found that the timing of coxal protractor activation was closer to the grasp onset and its activity was briefer for goal-directed grasping behavior in trained and hungry animals than for non-goal-directed spontaneous grasping behavior in naive or satiated animals. It is suggested that the goal-directed grasping behavior of lobster is characterized, at least partly, by experience-dependent briefer activity of specific muscles involved in reaching action. PMID:25147241

  16. How to Build an Intentional Android: Infants' Imitation of a Robot's Goal-Directed Actions

    ERIC Educational Resources Information Center

    Itakura, Shoji; Ishida, Hiraku; Kanda, Takayuki; Shimada, Yohko; Ishiguro, Hiroshi; Lee, Kang

    2008-01-01

    This study examined whether young children are able to imitate a robot's goal-directed actions. Children (24-35 months old) viewed videos showing a robot attempting to manipulate an object (e.g., putting beads inside a cup) but failing to achieve its goal (e.g., beads fell outside the cup). In 1 video, the robot made eye contact with a human…

  17. Pedagogic Transformation, Student-Directed Design and Computational Thinking

    ERIC Educational Resources Information Center

    Vallance, Michael; Towndrow, Phillip A.

    2016-01-01

    In a world where technology has become pervasive in our lives, the notion of IT integration in education practice is losing its significance. It is now more appropriate to discuss transforming pedagogy where technology is not considered a tool anymore but part of what we are. To advance this hypothesis, an enterprising, student-directed approach…

  18. Cell-Type-Specific Sensorimotor Processing in Striatal Projection Neurons during Goal-Directed Behavior.

    PubMed

    Sippy, Tanya; Lapray, Damien; Crochet, Sylvain; Petersen, Carl C H

    2015-10-21

    Goal-directed sensorimotor transformation drives important aspects of mammalian behavior. The striatum is thought to play a key role in reward-based learning and action selection, receiving glutamatergic sensorimotor signals and dopaminergic reward signals. Here, we obtain whole-cell membrane potential recordings from the dorsolateral striatum of mice trained to lick a reward spout after a whisker deflection. Striatal projection neurons showed strong task-related modulation, with more depolarization and action potential firing on hit trials compared to misses. Direct pathway striatonigral neurons, but not indirect pathway striatopallidal neurons, exhibited a prominent early sensory response. Optogenetic stimulation of direct pathway striatonigral neurons, but not indirect pathway striatopallidal neurons, readily substituted for whisker stimulation evoking a licking response. Our data are consistent with direct pathway striatonigral neurons contributing a "go" signal for goal-directed sensorimotor transformation leading to action initiation. VIDEO ABSTRACT.

  19. Cell-Type-Specific Sensorimotor Processing in Striatal Projection Neurons during Goal-Directed Behavior

    PubMed Central

    Sippy, Tanya; Lapray, Damien; Crochet, Sylvain; Petersen, Carl C.H.

    2015-01-01

    Summary Goal-directed sensorimotor transformation drives important aspects of mammalian behavior. The striatum is thought to play a key role in reward-based learning and action selection, receiving glutamatergic sensorimotor signals and dopaminergic reward signals. Here, we obtain whole-cell membrane potential recordings from the dorsolateral striatum of mice trained to lick a reward spout after a whisker deflection. Striatal projection neurons showed strong task-related modulation, with more depolarization and action potential firing on hit trials compared to misses. Direct pathway striatonigral neurons, but not indirect pathway striatopallidal neurons, exhibited a prominent early sensory response. Optogenetic stimulation of direct pathway striatonigral neurons, but not indirect pathway striatopallidal neurons, readily substituted for whisker stimulation evoking a licking response. Our data are consistent with direct pathway striatonigral neurons contributing a “go” signal for goal-directed sensorimotor transformation leading to action initiation. Video Abstract PMID:26439527

  20. Shift from goal-directed to habitual cocaine seeking after prolonged experience in rats.

    PubMed

    Zapata, Agustin; Minney, Vicki L; Shippenberg, Toni S

    2010-11-17

    The development of drug-seeking habits is implicated in the transition from recreational drug use to addiction. Using a drug seeking/taking chained schedule of intravenous cocaine self-administration and reward devaluation methods in rats, the present studies examined whether drug seeking that is initially goal-directed becomes habitual after prolonged drug seeking and taking. Devaluation of the outcome of the drug seeking link (i.e., the drug taking link of the chained schedule) by extinction significantly decreased drug seeking indicating that behavior is goal-directed rather than habitual. With, however, more prolonged drug experience, animals transitioned to habitual cocaine seeking. Thus, in these animals, cocaine seeking was insensitive to outcome devaluation. Moreover, when the dorsolateral striatum, an area implicated in habit learning, was transiently inactivated, outcome devaluation was effective in decreasing drug seeking indicating that responding was no longer habitual but had reverted to control by the goal-directed system. These studies provide direct evidence that cocaine seeking becomes habitual with prolonged drug experience and describe a rodent model with which to study the neural mechanisms underlying the transition from goal-directed to habitual drug seeking.

  1. Trait inferences in goal-directed behavior: ERP timing and localization under spontaneous and intentional processing

    PubMed Central

    Van den Eede, Sofie; Baetens, Kris; Vandekerckhove, Marie

    2009-01-01

    This study measured event-related potentials (ERPs) during multiple goal and trait inferences, under spontaneous or intentional instructions. Participants read sentences describing several goal-implying behaviors of a target person from which also a strong trait could be inferred or not. The last word of each sentence determined the consistency with the inference induced during preceding sentences. In comparison with behaviors that implied only a goal, stronger waveforms beginning at ∼150 ms were obtained when the behaviors additionally implied a trait. These ERPs showed considerable parallels between spontaneous and intentional inferences. This suggests that traits embedded in a stream of goal-directed behaviors were detected more rapidly and automatically than mere goals, irrespective of the participants’ spontaneous or intentional instructions. In line with this, source localization (LORETA) of the ERPs show predominantly activation in the temporo-parietal junction (TPJ) during 150–200 ms, suggesting that goals were detected at that time interval. During 200–300 ms, activation was stronger at the medial prefrontal cortex (mPFC) for multiple goals and traits as opposed to goals only, suggesting that traits were inferred during this time window. A cued recall measure taken after the presentation of the stimulus material support the occurrence of goal and trait inferences and shows significant correlations with the neural components, indicating that these components are valid neural indices of spontaneous and intentional social inferences. The early detection of multiple goal and trait inferences is explained in terms of their greater social relevance, leading to privileged attention allocation and processing in the brain. PMID:19270041

  2. Thinking Critically about Critical Thinking

    ERIC Educational Resources Information Center

    Mulnix, Jennifer Wilson

    2012-01-01

    As a philosophy professor, one of my central goals is to teach students to think critically. However, one difficulty with determining whether critical thinking can be taught, or even measured, is that there is widespread disagreement over what critical thinking actually is. Here, I reflect on several conceptions of critical thinking, subjecting…

  3. Goals of telephone nursing work - the managers’ perspectives: a qualitative study on Swedish healthcare direct

    PubMed Central

    2014-01-01

    Background Swedish Healthcare Direct (SHD) receives 6 million calls yearly and aims at increased public sense of security and healthcare efficiency. Little is known about what SHD managers perceive as the primary goals of telephone nursing (TN) work and how the organisation matches goals of health promotion and equitable healthcare, so important in Swedish healthcare legislation. The aim of the study was to explore and describe what the SHD managers perceive as the goals of TN work and how the managers view health promotion and implementation of equitable healthcare with gender as example at SHD. Methods The study was qualitative using an exploratory and descriptive design. All 23 managers employed at SHD were interviewed and data analysis used deductive directed content analysis. Results The findings reveal four themes describing the goals of TN work as recommended by the SHD managers. These are: ‘create feelings of trust’, ‘achieve patient safety’, ‘assess, refer and give advice’, and ‘teach the caller’. Most of the managers stated that health promotion should not be included in the goals, whereas equitable healthcare was viewed as an important issue. Varying suggestions for implementing equitable healthcare were given. Conclusions The interviewed managers mainly echoed the organisational goals of TN work. The managers’ expressed goal of teaching lacked the caller learning components highlighted by telenurses in previous research. The fact that health promotion was not seen as important indicates a need for SHD to clarify its goals as the organisation is part of the Swedish healthcare system, where health promotion should always permeate work. Time used for health promotion and dialogues in a gender equitable manner at SHD is well invested as it will save time elsewhere in the health care system, thereby facing one of the challenges of European health systems. PMID:24762193

  4. Psychometric assessment of scales for a Model of Goal Directed Vegetable Parenting Practices (MGDVPP)

    Technology Transfer Automated Retrieval System (TEKTRAN)

    Vegetable intake has been related to lower risk of chronic illnesses in the adult years. The habit of vegetable intake should be established early in life, but many parents of preschoolers report not being able to get their child to eat vegetables. The Model of Goal Directed Behavior (MGDB) has been...

  5. Goal-directed decision making as probabilistic inference: a computational framework and potential neural correlates.

    PubMed

    Solway, Alec; Botvinick, Matthew M

    2012-01-01

    Recent work has given rise to the view that reward-based decision making is governed by two key controllers: a habit system, which stores stimulus-response associations shaped by past reward, and a goal-oriented system that selects actions based on their anticipated outcomes. The current literature provides a rich body of computational theory addressing habit formation, centering on temporal-difference learning mechanisms. Less progress has been made toward formalizing the processes involved in goal-directed decision making. We draw on recent work in cognitive neuroscience, animal conditioning, cognitive and developmental psychology, and machine learning to outline a new theory of goal-directed decision making. Our basic proposal is that the brain, within an identifiable network of cortical and subcortical structures, implements a probabilistic generative model of reward, and that goal-directed decision making is effected through Bayesian inversion of this model. We present a set of simulations implementing the account, which address benchmark behavioral and neuroscientific findings, and give rise to a set of testable predictions. We also discuss the relationship between the proposed framework and other models of decision making, including recent models of perceptual choice, to which our theory bears a direct connection.

  6. Music and Video Gaming during Breaks: Influence on Habitual versus Goal-Directed Decision Making.

    PubMed

    Liu, Shuyan; Schad, Daniel J; Kuschpel, Maxim S; Rapp, Michael A; Heinz, Andreas

    2016-01-01

    Different systems for habitual versus goal-directed control are thought to underlie human decision-making. Working memory is known to shape these decision-making systems and their interplay, and is known to support goal-directed decision making even under stress. Here, we investigated if and how decision systems are differentially influenced by breaks filled with diverse everyday life activities known to modulate working memory performance. We used a within-subject design where young adults listened to music and played a video game during breaks interleaved with trials of a sequential two-step Markov decision task, designed to assess habitual as well as goal-directed decision making. Based on a neurocomputational model of task performance, we observed that for individuals with a rather limited working memory capacity video gaming as compared to music reduced reliance on the goal-directed decision-making system, while a rather large working memory capacity prevented such a decline. Our findings suggest differential effects of everyday activities on key decision-making processes. PMID:26982326

  7. Predicting use of effective vegetable parenting practices with the Model of Goal Directed Behavior

    Technology Transfer Automated Retrieval System (TEKTRAN)

    Our objective was to model effective vegetable parenting practices using the Model of Goal Directed Vegetable Parenting Practices construct scales. An internet survey was conducted with 307 parents (mostly mothers) of preschoolers in Houston, Texas to assess their agreement with effective vegetable ...

  8. A model of prefrontal cortical mechanisms for goal-directed behavior.

    PubMed

    Hasselmo, Michael E

    2005-07-01

    Many behavioral tasks require goal-directed actions to obtain delayed reward. The prefrontal cortex appears to mediate many aspects of goal-directed decision making. This article presents a model of prefrontal cortex function emphasizing the influence of goal-related activity on the choice of the next motor output. The model can be interpreted in terms of key elements of Reinforcement Learning Theory. Different neocortical minicolumns represent distinct sensory input states and distinct motor output actions. The dynamics of each minicolumn include separate phases of encoding and retrieval. During encoding, strengthening of excitatory connections forms forward and reverse associations between each state, the following action, and a subsequent state, which may include reward. During retrieval, activity spreads from reward states throughout the network. The interaction of this spreading activity with a specific input state directs selection of the next appropriate action. Simulations demonstrate how these mechanisms can guide performance in a range of goal-directed tasks, and provide a functional framework for some of the neuronal responses previously observed in the medial prefrontal cortex during performance of spatial memory tasks in rats.

  9. Translational studies of goal-directed action as a framework for classifying deficits across psychiatric disorders

    PubMed Central

    Griffiths, Kristi R.; Morris, Richard W.; Balleine, Bernard W.

    2014-01-01

    The ability to learn contingencies between actions and outcomes in a dynamic environment is critical for flexible, adaptive behavior. Goal-directed actions adapt to changes in action-outcome contingencies as well as to changes in the reward-value of the outcome. When networks involved in reward processing and contingency learning are maladaptive, this fundamental ability can be lost, with detrimental consequences for decision-making. Impaired decision-making is a core feature in a number of psychiatric disorders, ranging from depression to schizophrenia. The argument can be developed, therefore, that seemingly disparate symptoms across psychiatric disorders can be explained by dysfunction within common decision-making circuitry. From this perspective, gaining a better understanding of the neural processes involved in goal-directed action, will allow a comparison of deficits observed across traditional diagnostic boundaries within a unified theoretical framework. This review describes the key processes and neural circuits involved in goal-directed decision-making using evidence from animal studies and human neuroimaging. Select studies are discussed to outline what we currently know about causal judgments regarding actions and their consequences, action-related reward evaluation, and, most importantly, how these processes are integrated in goal-directed learning and performance. Finally, we look at how adaptive decision-making is impaired across a range of psychiatric disorders and how deepening our understanding of this circuitry may offer insights into phenotypes and more targeted interventions. PMID:24904322

  10. The Presence or Absence of Older Siblings and Variation in Infant Goal-Directed Motor Development

    ERIC Educational Resources Information Center

    Reid, Vincent; Stahl, Daniel; Striano, Tricia

    2010-01-01

    This study investigates the relationship between having an older sibling and early goal-directed motor development. In a longitudinal study, infants were filmed playing with their mother and were observed at 5 and 12 months of age. After each observation, they were assessed with the Mental Bayley Scale. From the mother-child interaction, playing…

  11. Goal-directed decision making as probabilistic inference: A computational framework and potential neural correlates

    PubMed Central

    Solway, A.; Botvinick, M.

    2013-01-01

    Recent work has given rise to the view that reward-based decision making is governed by two key controllers: a habit system, which stores stimulus-response associations shaped by past reward, and a goal-oriented system that selects actions based on their anticipated outcomes. The current literature provides a rich body of computational theory addressing habit formation, centering on temporal-difference learning mechanisms. Less progress has been made toward formalizing the processes involved in goal-directed decision making. We draw on recent work in cognitive neuroscience, animal conditioning, cognitive and developmental psychology and machine learning, to outline a new theory of goal-directed decision making. Our basic proposal is that the brain, within an identifiable network of cortical and subcortical structures, implements a probabilistic generative model of reward, and that goal-directed decision making is effected through Bayesian inversion of this model. We present a set of simulations implementing the account, which address benchmark behavioral and neuroscientific findings, and which give rise to a set of testable predictions. We also discuss the relationship between the proposed framework and other models of decision making, including recent models of perceptual choice, to which our theory bears a direct connection. PMID:22229491

  12. Goal-directed decision making as probabilistic inference: a computational framework and potential neural correlates.

    PubMed

    Solway, Alec; Botvinick, Matthew M

    2012-01-01

    Recent work has given rise to the view that reward-based decision making is governed by two key controllers: a habit system, which stores stimulus-response associations shaped by past reward, and a goal-oriented system that selects actions based on their anticipated outcomes. The current literature provides a rich body of computational theory addressing habit formation, centering on temporal-difference learning mechanisms. Less progress has been made toward formalizing the processes involved in goal-directed decision making. We draw on recent work in cognitive neuroscience, animal conditioning, cognitive and developmental psychology, and machine learning to outline a new theory of goal-directed decision making. Our basic proposal is that the brain, within an identifiable network of cortical and subcortical structures, implements a probabilistic generative model of reward, and that goal-directed decision making is effected through Bayesian inversion of this model. We present a set of simulations implementing the account, which address benchmark behavioral and neuroscientific findings, and give rise to a set of testable predictions. We also discuss the relationship between the proposed framework and other models of decision making, including recent models of perceptual choice, to which our theory bears a direct connection. PMID:22229491

  13. Music and Video Gaming during Breaks: Influence on Habitual versus Goal-Directed Decision Making

    PubMed Central

    Kuschpel, Maxim S.; Rapp, Michael A.; Heinz, Andreas

    2016-01-01

    Different systems for habitual versus goal-directed control are thought to underlie human decision-making. Working memory is known to shape these decision-making systems and their interplay, and is known to support goal-directed decision making even under stress. Here, we investigated if and how decision systems are differentially influenced by breaks filled with diverse everyday life activities known to modulate working memory performance. We used a within-subject design where young adults listened to music and played a video game during breaks interleaved with trials of a sequential two-step Markov decision task, designed to assess habitual as well as goal-directed decision making. Based on a neurocomputational model of task performance, we observed that for individuals with a rather limited working memory capacity video gaming as compared to music reduced reliance on the goal-directed decision-making system, while a rather large working memory capacity prevented such a decline. Our findings suggest differential effects of everyday activities on key decision-making processes. PMID:26982326

  14. Characterizing a psychiatric symptom dimension related to deficits in goal-directed control

    PubMed Central

    Gillan, Claire M; Kosinski, Michal; Whelan, Robert; Phelps, Elizabeth A; Daw, Nathaniel D

    2016-01-01

    Prominent theories suggest that compulsive behaviors, characteristic of obsessive-compulsive disorder and addiction, are driven by shared deficits in goal-directed control, which confers vulnerability for developing rigid habits. However, recent studies have shown that deficient goal-directed control accompanies several disorders, including those without an obvious compulsive element. Reasoning that this lack of clinical specificity might reflect broader issues with psychiatric diagnostic categories, we investigated whether a dimensional approach would better delineate the clinical manifestations of goal-directed deficits. Using large-scale online assessment of psychiatric symptoms and neurocognitive performance in two independent general-population samples, we found that deficits in goal-directed control were most strongly associated with a symptom dimension comprising compulsive behavior and intrusive thought. This association was highly specific when compared to other non-compulsive aspects of psychopathology. These data showcase a powerful new methodology and highlight the potential of a dimensional, biologically-grounded approach to psychiatry research. DOI: http://dx.doi.org/10.7554/eLife.11305.001 PMID:26928075

  15. Music and Video Gaming during Breaks: Influence on Habitual versus Goal-Directed Decision Making.

    PubMed

    Liu, Shuyan; Schad, Daniel J; Kuschpel, Maxim S; Rapp, Michael A; Heinz, Andreas

    2016-01-01

    Different systems for habitual versus goal-directed control are thought to underlie human decision-making. Working memory is known to shape these decision-making systems and their interplay, and is known to support goal-directed decision making even under stress. Here, we investigated if and how decision systems are differentially influenced by breaks filled with diverse everyday life activities known to modulate working memory performance. We used a within-subject design where young adults listened to music and played a video game during breaks interleaved with trials of a sequential two-step Markov decision task, designed to assess habitual as well as goal-directed decision making. Based on a neurocomputational model of task performance, we observed that for individuals with a rather limited working memory capacity video gaming as compared to music reduced reliance on the goal-directed decision-making system, while a rather large working memory capacity prevented such a decline. Our findings suggest differential effects of everyday activities on key decision-making processes.

  16. Predicting use of ineffective vegetable parenting practices with the Model of Goal Directed Behavior

    Technology Transfer Automated Retrieval System (TEKTRAN)

    Increasing a parent's ability to influence a child's vegetable intake may require reducing the parent's use of ineffective vegetable parenting practices (IVPP). To understand the influences on IVPP, this study modeled use of IVPP using validated scales from a Model of Goal Directed Vegetable Parenti...

  17. The Effects of the Directed Reading-Thinking Activity on EFL Students' Referential and Inferential Comprehension

    ERIC Educational Resources Information Center

    El-Koumy, Abdel Salam Abdel Khalek

    2006-01-01

    A study investigated the effects of the Directed Reading Thinking Activity on Egyptian first-year secondary stage EFL students' referential and inferential reading comprehension. The study utilized a pretest-posttest control group experimental design. The subjects consisted of 72 first-year secondary students in Menouf Secondary School for Boys at…

  18. Default network activity, coupled with the frontoparietal control network, supports goal-directed cognition.

    PubMed

    Spreng, R Nathan; Stevens, W Dale; Chamberlain, Jon P; Gilmore, Adrian W; Schacter, Daniel L

    2010-10-15

    Tasks that demand externalized attention reliably suppress default network activity while activating the dorsal attention network. These networks have an intrinsic competitive relationship; activation of one suppresses activity of the other. Consequently, many assume that default network activity is suppressed during goal-directed cognition. We challenge this assumption in an fMRI study of planning. Recent studies link default network activity with internally focused cognition, such as imagining personal future events, suggesting a role in autobiographical planning. However, it is unclear how goal-directed cognition with an internal focus is mediated by these opposing networks. A third anatomically interposed 'frontoparietal control network' might mediate planning across domains, flexibly coupling with either the default or dorsal attention network in support of internally versus externally focused goal-directed cognition, respectively. We tested this hypothesis by analyzing brain activity during autobiographical versus visuospatial planning. Autobiographical planning engaged the default network, whereas visuospatial planning engaged the dorsal attention network, consistent with the anti-correlated domains of internalized and externalized cognition. Critically, both planning tasks engaged the frontoparietal control network. Task-related activation of these three networks was anatomically consistent with independently defined resting-state functional connectivity MRI maps. Task-related functional connectivity analyses demonstrate that the default network can be involved in goal-directed cognition when its activity is coupled with the frontoparietal control network. Additionally, the frontoparietal control network may flexibly couple with the default and dorsal attention networks according to task domain, serving as a cortical mediator linking the two networks in support of goal-directed cognitive processes.

  19. Devaluation and sequential decisions: linking goal-directed and model-based behavior.

    PubMed

    Friedel, Eva; Koch, Stefan P; Wendt, Jean; Heinz, Andreas; Deserno, Lorenz; Schlagenhauf, Florian

    2014-01-01

    In experimental psychology different experiments have been developed to assess goal-directed as compared to habitual control over instrumental decisions. Similar to animal studies selective devaluation procedures have been used. More recently sequential decision-making tasks have been designed to assess the degree of goal-directed vs. habitual choice behavior in terms of an influential computational theory of model-based compared to model-free behavioral control. As recently suggested, different measurements are thought to reflect the same construct. Yet, there has been no attempt to directly assess the construct validity of these different measurements. In the present study, we used a devaluation paradigm and a sequential decision-making task to address this question of construct validity in a sample of 18 healthy male human participants. Correlational analysis revealed a positive association between model-based choices during sequential decisions and goal-directed behavior after devaluation suggesting a single framework underlying both operationalizations and speaking in favor of construct validity of both measurement approaches. Up to now, this has been merely assumed but never been directly tested in humans.

  20. Devaluation and sequential decisions: linking goal-directed and model-based behavior.

    PubMed

    Friedel, Eva; Koch, Stefan P; Wendt, Jean; Heinz, Andreas; Deserno, Lorenz; Schlagenhauf, Florian

    2014-01-01

    In experimental psychology different experiments have been developed to assess goal-directed as compared to habitual control over instrumental decisions. Similar to animal studies selective devaluation procedures have been used. More recently sequential decision-making tasks have been designed to assess the degree of goal-directed vs. habitual choice behavior in terms of an influential computational theory of model-based compared to model-free behavioral control. As recently suggested, different measurements are thought to reflect the same construct. Yet, there has been no attempt to directly assess the construct validity of these different measurements. In the present study, we used a devaluation paradigm and a sequential decision-making task to address this question of construct validity in a sample of 18 healthy male human participants. Correlational analysis revealed a positive association between model-based choices during sequential decisions and goal-directed behavior after devaluation suggesting a single framework underlying both operationalizations and speaking in favor of construct validity of both measurement approaches. Up to now, this has been merely assumed but never been directly tested in humans. PMID:25136310

  1. Executive control of stimulus-driven and goal-directed attention in visual working memory.

    PubMed

    Hu, Yanmei; Allen, Richard J; Baddeley, Alan D; Hitch, Graham J

    2016-10-01

    We examined the role of executive control in stimulus-driven and goal-directed attention in visual working memory using probed recall of a series of objects, a task that allows study of the dynamics of storage through analysis of serial position data. Experiment 1 examined whether executive control underlies goal-directed prioritization of certain items within the sequence. Instructing participants to prioritize either the first or final item resulted in improved recall for these items, and an increase in concurrent task difficulty reduced or abolished these gains, consistent with their dependence on executive control. Experiment 2 examined whether executive control is also involved in the disruption caused by a post-series visual distractor (suffix). A demanding concurrent task disrupted memory for all items except the most recent, whereas a suffix disrupted only the most recent items. There was no interaction when concurrent load and suffix were combined, suggesting that deploying selective attention to ignore the distractor did not draw upon executive resources. A final experiment replicated the independent interfering effects of suffix and concurrent load while ruling out possible artifacts. We discuss the results in terms of a domain-general episodic buffer in which information is retained in a transient, limited capacity privileged state, influenced by both stimulus-driven and goal-directed processes. The privileged state contains the most recent environmental input together with goal-relevant representations being actively maintained using executive resources. PMID:27142524

  2. Functional connections between optic flow areas and navigationally responsive brain regions during goal-directed navigation.

    PubMed

    Sherrill, Katherine R; Chrastil, Elizabeth R; Ross, Robert S; Erdem, Uğur M; Hasselmo, Michael E; Stern, Chantal E

    2015-09-01

    Recent computational models suggest that visual input from optic flow provides information about egocentric (navigator-centered) motion and influences firing patterns in spatially tuned cells during navigation. Computationally, self-motion cues can be extracted from optic flow during navigation. Despite the importance of optic flow to navigation, a functional link between brain regions sensitive to optic flow and brain regions important for navigation has not been established in either humans or animals. Here, we used a beta-series correlation methodology coupled with two fMRI tasks to establish this functional link during goal-directed navigation in humans. Functionally defined optic flow sensitive cortical areas V3A, V6, and hMT+ were used as seed regions. fMRI data was collected during a navigation task in which participants updated position and orientation based on self-motion cues to successfully navigate to an encoded goal location. The results demonstrate that goal-directed navigation requiring updating of position and orientation in the first person perspective involves a cooperative interaction between optic flow sensitive regions V3A, V6, and hMT+ and the hippocampus, retrosplenial cortex, posterior parietal cortex, and medial prefrontal cortex. These functional connections suggest a dynamic interaction between these systems to support goal-directed navigation.

  3. Goal-Directed Reading of Complex, Embedded Hypertexts: Effects of Goal and Interest on Search Strategies and Selective Attention.

    ERIC Educational Resources Information Center

    Gillingham, Mark G.

    A study examined what happened when a group of adult students read a hypertext for the goal of answering specific questions. Subjects, 30 students enrolled in an upper-division psychology course at a state university in the northwestern United States, read a binary tree-structured hypertext to answer three two-part questions on the topic of…

  4. Reductions in Goal-Directed Cognition as a Consequence of Being the Target of Empathy.

    PubMed

    Vorauer, Jacquie D; Quesnel, Matthew; St Germain, Sara L

    2016-01-01

    Although empathy is widely promoted as a beneficial practice across both intergroup and interpersonal contexts, the implications of being the target of empathy for the target's own psychological state are unclear. Three experiments examined how being the target of empathy affects goal-directed cognition outcomes related to a psychological sense of power, namely, the ability to maintain goal focus and readiness to ask for more in negotiations. We reasoned that because individuals typically empathize with others they perceive as disadvantaged and needing support, trying to empathize would raise individuals up in terms of such outcomes at the same time as it pushed the targets of their empathy down in a complementary fashion. Results were consistent with these predictions across intergroup and intragroup interaction. The findings thus suggest that individuals' efforts to empathize can undermine the targets of their empathy in a subtle manner by hindering their ability to pursue their goals.

  5. Visual Online Control of Goal-Directed Aiming Movements in Children

    PubMed Central

    Mackrous, Isabelle; Proteau, Luc

    2016-01-01

    The present study investigated whether the initial impulse of goal-directed movements was visually monitored by 5- to 12-years-old children (n = 36) in a manner similar to adults (n = 12). The participants moved a cursor toward a fixed target. In some trials, the cursor was unpredictably translated by 20 mm following movement initiation. The results showed that even the youngest children visually monitor the initial impulse of goal-directed movements. This monitoring and the error correction process that it triggers seem automatic because it occurs even when the cursor jump is not consciously detected. Finally, it appears that this process does not fully mature before late childhood, which suggests that a putative dedicated channel for processing visual hand information develops during childhood. PMID:27458399

  6. Target-specific membrane potential dynamics of neocortical projection neurons during goal-directed behavior

    PubMed Central

    Yamashita, Takayuki; Petersen, Carl CH

    2016-01-01

    Goal-directed behavior involves distributed neuronal circuits in the mammalian brain, including diverse regions of neocortex. However, the cellular basis of long-range cortico-cortical signaling during goal-directed behavior is poorly understood. Here, we recorded membrane potential of excitatory layer 2/3 pyramidal neurons in primary somatosensory barrel cortex (S1) projecting to either primary motor cortex (M1) or secondary somatosensory cortex (S2) during a whisker detection task, in which thirsty mice learn to lick for water reward in response to a whisker deflection. Whisker stimulation in ‘Good performer’ mice, but not ‘Naive’ mice, evoked long-lasting biphasic depolarization correlated with task performance in S2-projecting (S2-p) neurons, but not M1-projecting (M1-p) neurons. Furthermore, S2-p neurons, but not M1-p neurons, became excited during spontaneous unrewarded licking in ‘Good performer’ mice, but not in ‘Naive’ mice. Thus, a learning-induced, projection-specific signal from S1 to S2 may contribute to goal-directed sensorimotor transformation of whisker sensation into licking motor output. DOI: http://dx.doi.org/10.7554/eLife.15798.001 PMID:27328320

  7. Latent Toxoplasma gondii infection leads to deficits in goal-directed behavior in healthy elderly.

    PubMed

    Beste, Christian; Getzmann, Stephan; Gajewski, Patrick D; Golka, Klaus; Falkenstein, Michael

    2014-05-01

    Goal-directed behavior is well-known to show declines in elderly individuals, possibly because of alterations in dopaminergic neural transmission. The dopaminergic system is modulated by a number of other different factors. One of these factors, which has attracted a considerable amount of interest in neurobiology, but has only rarely been examined with respect to its possible modulatory role for cognitive functions in elderly individuals, is latent Toxoplasma gondii (T. gondii) infection. Latent T. gondii infection may be of relevance to goal-directed behavior as it alters dopaminergic neural transmission. We examine goal-directed behavior in T. gondii IgG positive and negative elderly subjects in auditory distraction paradigm. We apply event-related potentials to examine which cognitive subprocesses are affected by latent T. gondii infection on a neurophysiological level. We show that latent T. gondii infection compromises the management of auditory distraction in elderly by specifically delaying processes of attentional allocation and disengagement. The results show that latent T. gondii infection is neglected but an important neurobiological modulator of cognitive functions in elderly individuals.

  8. Striatopallidal Neuron NMDA Receptors Control Synaptic Connectivity, Locomotor, and Goal-Directed Behaviors

    PubMed Central

    Lambot, Laurie; Chaves Rodriguez, Elena; Houtteman, Delphine; Li, Yuquing; Schiffmann, Serge N.; Gall, David

    2016-01-01

    The basal ganglia (BG) control action selection, motor programs, habits, and goal-directed learning. The striatum, the principal input structure of BG, is predominantly composed of medium-sized spiny neurons (MSNs). Arising from these spatially intermixed MSNs, two inhibitory outputs form two main efferent pathways, the direct and indirect pathways. Striatonigral MSNs give rise to the activating, direct pathway MSNs and striatopallidal MSNs to the inhibitory, indirect pathway (iMSNs). BG output nuclei integrate information from both pathways to fine-tune motor procedures and to acquire complex habits and skills. Therefore, balanced activity between both pathways is crucial for harmonious functions of the BG. Despite the increase in knowledge concerning the role of glutamate NMDA receptors (NMDA-Rs) in the striatum, understanding of the specific functions of NMDA-R iMSNs is still lacking. For this purpose, we generated a conditional knock-out mouse to address the functions of the NMDA-R in the indirect pathway. At the cellular level, deletion of GluN1 in iMSNs leads to a reduction in the number and strength of the excitatory corticostriatopallidal synapses. The subsequent scaling down in input integration leads to dysfunctional changes in BG output, which is seen as reduced habituation, delay in goal-directed learning, lack of associative behavior, and impairment in action selection or skill learning. The NMDA-R deletion in iMSNs causes a decrease in the synaptic strength of striatopallidal neurons, which in turn might lead to a imbalanced integration between direct and indirect MSN pathways, making mice less sensitive to environmental change. Therefore, their ability to learn and adapt to the environment-based experience was significantly affected. SIGNIFICANCE STATEMENT The striatum controls habits, locomotion, and goal-directed behaviors by coordinated activation of two antagonistic pathways. Insofar as NMDA receptors (NMDA-Rs) play a key role in synaptic

  9. The Neural Representation of Goal-Directed Actions and Outcomes in the Ventral Striatum's Olfactory Tubercle

    PubMed Central

    Gadziola, Marie A.

    2016-01-01

    The ventral striatum is critical for evaluating reward information and the initiation of goal-directed behaviors. The many cellular, afferent, and efferent similarities between the ventral striatum's nucleus accumbens and olfactory tubercle (OT) suggests the distributed involvement of neurons within the ventral striatopallidal complex in motivated behaviors. Although the nucleus accumbens has an established role in representing goal-directed actions and their outcomes, it is not known whether this function is localized within the nucleus accumbens or distributed also within the OT. Answering such a fundamental question will expand our understanding of the neural mechanisms underlying motivated behaviors. Here we address whether the OT encodes natural reinforcers and serves as a substrate for motivational information processing. In recordings from mice engaged in a novel water-motivated instrumental task, we report that OT neurons modulate their firing rate during initiation and progression of the instrumental licking behavior, with some activity being internally generated and preceding the first lick. We further found that as motivational drive decreases throughout a session, the activity of OT neurons is enhanced earlier relative to the behavioral action. Additionally, OT neurons discriminate the types and magnitudes of fluid reinforcers. Together, these data suggest that the processing of reward information and the orchestration of goal-directed behaviors is a global principle of the ventral striatum and have important implications for understanding the neural systems subserving addiction and mood disorders. SIGNIFICANCE STATEMENT Goal-directed behaviors are widespread among animals and underlie complex behaviors ranging from food intake, social behavior, and even pathological conditions, such as gambling and drug addiction. The ventral striatum is a neural system critical for evaluating reward information and the initiation of goal-directed behaviors. Here we

  10. The why, what, where, when and how of goal-directed choice: neuronal and computational principles.

    PubMed

    Verschure, Paul F M J; Pennartz, Cyriel M A; Pezzulo, Giovanni

    2014-11-01

    The central problems that goal-directed animals must solve are: 'What do I need and Why, Where and When can this be obtained, and How do I get it?' or the H4W problem. Here, we elucidate the principles underlying the neuronal solutions to H4W using a combination of neurobiological and neurorobotic approaches. First, we analyse H4W from a system-level perspective by mapping its objectives onto the Distributed Adaptive Control embodied cognitive architecture which sees the generation of adaptive action in the real world as the primary task of the brain rather than optimally solving abstract problems. We next map this functional decomposition to the architecture of the rodent brain to test its consistency. Following this approach, we propose that the mammalian brain solves the H4W problem on the basis of multiple kinds of outcome predictions, integrating central representations of needs and drives (e.g. hypothalamus), valence (e.g. amygdala), world, self and task state spaces (e.g. neocortex, hippocampus and prefrontal cortex, respectively) combined with multi-modal selection (e.g. basal ganglia). In our analysis, goal-directed behaviour results from a well-structured architecture in which goals are bootstrapped on the basis of predefined needs, valence and multiple learning, memory and planning mechanisms rather than being generated by a singular computation.

  11. The why, what, where, when and how of goal-directed choice: neuronal and computational principles

    PubMed Central

    Verschure, Paul F. M. J.; Pennartz, Cyriel M. A.; Pezzulo, Giovanni

    2014-01-01

    The central problems that goal-directed animals must solve are: ‘What do I need and Why, Where and When can this be obtained, and How do I get it?' or the H4W problem. Here, we elucidate the principles underlying the neuronal solutions to H4W using a combination of neurobiological and neurorobotic approaches. First, we analyse H4W from a system-level perspective by mapping its objectives onto the Distributed Adaptive Control embodied cognitive architecture which sees the generation of adaptive action in the real world as the primary task of the brain rather than optimally solving abstract problems. We next map this functional decomposition to the architecture of the rodent brain to test its consistency. Following this approach, we propose that the mammalian brain solves the H4W problem on the basis of multiple kinds of outcome predictions, integrating central representations of needs and drives (e.g. hypothalamus), valence (e.g. amygdala), world, self and task state spaces (e.g. neocortex, hippocampus and prefrontal cortex, respectively) combined with multi-modal selection (e.g. basal ganglia). In our analysis, goal-directed behaviour results from a well-structured architecture in which goals are bootstrapped on the basis of predefined needs, valence and multiple learning, memory and planning mechanisms rather than being generated by a singular computation. PMID:25267825

  12. Should I stay or should I go? Conceptual underpinnings of goal-directed actions

    PubMed Central

    Mirabella, Giovanni

    2014-01-01

    All actions, even the simplest like moving an arm to grasp a pen, are associated with energy costs. Thus all mobile organisms possess the ability to evaluate resources and select those behaviors that are most likely to lead to the greatest accrual of valuable items (reward) in the near or, especially in the case of humans, distant future. The evaluation process is performed at all possible stages of the series of decisions that lead to the building of a goal-directed action or to its suppression. This is because all animals have a limited amount of energy and resources; to survive and be able to reproduce they have to minimize the costs and maximize the outcomes of their actions. These computations are at the root of behavioral flexibility. Two executive functions play a major role in generating flexible behaviors: (i) the ability to predict future outcomes of goal-directed actions; and (ii) the ability to cancel them when they are unlikely to accomplish valuable results. These two processes operate continuously during the entire course of a movement: during its genesis, its planning and even its execution, so that the motor output can be modulated or suppressed at any time before its execution. In this review, functional interactions of the extended neural network subserving generation and inhibition of goal-directed movements will be outlined, leading to the intriguing hypothesis that the performance of actions and their suppression are not specified by independent sets of brain regions. Rather, it will be proposed that acting and stopping are functions emerging from specific interactions between largely overlapping brain regions, whose activity is intimately linked (directly or indirectly) to the evaluations of pros and cons of an action. Such mechanism would allow the brain to perform as a highly efficient and flexible system, as different functions could be computed exploiting the same components operating in different configurations. PMID:25404898

  13. Speed/accuracy trade-off between the habitual and the goal-directed processes.

    PubMed

    Keramati, Mehdi; Dezfouli, Amir; Piray, Payam

    2011-05-01

    Instrumental responses are hypothesized to be of two kinds: habitual and goal-directed, mediated by the sensorimotor and the associative cortico-basal ganglia circuits, respectively. The existence of the two heterogeneous associative learning mechanisms can be hypothesized to arise from the comparative advantages that they have at different stages of learning. In this paper, we assume that the goal-directed system is behaviourally flexible, but slow in choice selection. The habitual system, in contrast, is fast in responding, but inflexible in adapting its behavioural strategy to new conditions. Based on these assumptions and using the computational theory of reinforcement learning, we propose a normative model for arbitration between the two processes that makes an approximately optimal balance between search-time and accuracy in decision making. Behaviourally, the model can explain experimental evidence on behavioural sensitivity to outcome at the early stages of learning, but insensitivity at the later stages. It also explains that when two choices with equal incentive values are available concurrently, the behaviour remains outcome-sensitive, even after extensive training. Moreover, the model can explain choice reaction time variations during the course of learning, as well as the experimental observation that as the number of choices increases, the reaction time also increases. Neurobiologically, by assuming that phasic and tonic activities of midbrain dopamine neurons carry the reward prediction error and the average reward signals used by the model, respectively, the model predicts that whereas phasic dopamine indirectly affects behaviour through reinforcing stimulus-response associations, tonic dopamine can directly affect behaviour through manipulating the competition between the habitual and the goal-directed systems and thus, affect reaction time.

  14. The nucleus accumbens as a nexus between values and goals in goal-directed behavior: a review and a new hypothesis

    PubMed Central

    Mannella, Francesco; Gurney, Kevin; Baldassarre, Gianluca

    2013-01-01

    Goal-directed behavior is a fundamental means by which animals can flexibly solve the challenges posed by variable external and internal conditions. Recently, the processes and brain mechanisms underlying such behavior have been extensively studied from behavioral, neuroscientific and computational perspectives. This research has highlighted the processes underlying goal-directed behavior and associated brain systems including prefrontal cortex, basal ganglia and, in particular therein, the nucleus accumbens (NAcc). This paper focusses on one particular process at the core of goal-directed behavior: how motivational value is assigned to goals on the basis of internal states and environmental stimuli, and how this supports goal selection processes. Various biological and computational accounts have been given of this problem and of related multiple neural and behavior phenomena, but we still lack an integrated hypothesis on the generation and use of value for goal selection. This paper proposes an hypothesis that aims to solve this problem and is based on this key elements: (a) amygdala and hippocampus establish the motivational value of stimuli and goals; (b) prefrontal cortex encodes various types of action outcomes; (c) NAcc integrates different sources of value, representing them in terms of a common currency with the aid of dopamine, and thereby plays a major role in selecting action outcomes within prefrontal cortex. The “goals” pursued by the organism are the outcomes selected by these processes. The hypothesis is developed in the context of a critical review of relevant biological and computational literature which offer it support. The paper shows how the hypothesis has the potential to integrate existing interpretations of motivational value and goal selection. PMID:24167476

  15. Effects of Stimulus-Driven and Goal-Directed Attention on Prepulse Inhibition of Brain Oscillations

    PubMed Central

    Annic, Agnès; Bourriez, Jean-Louis; Delval, Arnaud; Bocquillon, Perrine; Trubert, Claire; Derambure, Philippe; Dujardin, Kathy

    2016-01-01

    Objective: Prepulse inhibition (PPI) is an operational measure of sensory gating. PPI of cortical response to a startling pulse is known to be modulated by attention. With a time-frequency analysis, we sought to determine whether goal-directed and stimulus-driven attention differentially modulate inhibition of cortical oscillations elicited by a startling pulse. Methods: An electroencephalogram (EEG) was recorded in 26 healthy controls performing an active acoustic PPI paradigm. Startling stimuli were presented alone or either 400 or 1000 ms after one of three types of visual prepulse: to-be-attended (goal-directed attention), unexpected (stimulus-driven attention) or to-be-ignored (non-focused attention). We calculated the percentage PPI for the auditory event-related spectral perturbation (ERSP) of theta (4–7 Hz), alpha (8–12 Hz), beta1 (13–20 Hz) and beta2 (20–30 Hz) oscillations and changes in inter-trial coherence (ITC), a measure of phase synchronization of electroencephalographic activity. Results: At 400 ms: (i) PPI of the ERSP of alpha, theta and beta1 oscillation was greater after an unexpected and a to-be-attended prepulse than after a to-be-ignored prepulse; and (ii) PPI of beta2 oscillations was greater after a to-be-attended than a to-be-ignored prepulse. At 1000 ms: (i) PPI of alpha oscillations was greater after an unexpected and a to-be-attended prepulse than after a to-be-ignored prepulse; and (ii) PPI of beta1 oscillations was greater after a to-be-attended than a to-be-ignored prepulse. The ITC values did not vary according to the type of prepulse. Conclusions: In an active PPI paradigm, stimulus-driven and goal-directed attention each have differential effects on the modulation of cortical oscillations. PMID:27524966

  16. Imbalance in habitual versus goal directed neural systems during symptom provocation in obsessive-compulsive disorder.

    PubMed

    Banca, Paula; Voon, Valerie; Vestergaard, Martin D; Philipiak, Gregor; Almeida, Inês; Pocinho, Fernando; Relvas, João; Castelo-Branco, Miguel

    2015-03-01

    Intrusive thoughts and compulsive urges to perform stereotyped behaviours are typical symptoms of obsessive-compulsive disorder. Emerging evidence suggests a cognitive bias towards habit formation at the expense of goal-directed performance in obsessive-compulsive disorder. In this study, we test this hypothesis using a novel individualized ecologically valid symptom provocation design: a live provocation functional magnetic resonance imaging paradigm with synchronous video-recording of behavioural avoidance responses. By pairing symptom provocation with online avoidance responses on a trial-by-trial basis, we sought to investigate the neural mechanisms leading to the compulsive avoidance response. In keeping with the model of habit formation in obsessive-compulsive disorder, we hypothesized that this disorder would be associated with lower activity in regions implicated in goal-directed behaviours and higher activity in regions implicated in habitual behaviours. Fifteen patients with obsessive-compulsive disorder and 15 healthy control volunteers participated in this functional magnetic resonance imaging study. Online stimuli were individually tailored to achieve effective symptom provocation at neutral, intermediate and strong intensity levels. During the symptom provocation block, the participant could choose to reject or terminate the provoking stimuli resulting in cessation of the symptom provocation. We thus separately analysed the neural correlates of symptom provocation, the urge to avoid, rejection and relief. Strongly symptom-provoking conditions evoked a dichotomous pattern of deactivation/activation in patients, which was not observed either in control conditions or in healthy subjects: a deactivation of caudate-prefrontal circuits accompanied by hyperactivation of subthalamic nucleus/putaminal regions. This finding suggests a dissociation between regions engaged in goal-directed and habitual behaviours. The putaminal hyperactivity during patients

  17. Imbalance in habitual versus goal directed neural systems during symptom provocation in obsessive-compulsive disorder

    PubMed Central

    Banca, Paula; Voon, Valerie; Vestergaard, Martin D.; Philipiak, Gregor; Almeida, Inês; Pocinho, Fernando; Relvas, João

    2015-01-01

    Intrusive thoughts and compulsive urges to perform stereotyped behaviours are typical symptoms of obsessive-compulsive disorder. Emerging evidence suggests a cognitive bias towards habit formation at the expense of goal-directed performance in obsessive-compulsive disorder. In this study, we test this hypothesis using a novel individualized ecologically valid symptom provocation design: a live provocation functional magnetic resonance imaging paradigm with synchronous video-recording of behavioural avoidance responses. By pairing symptom provocation with online avoidance responses on a trial-by-trial basis, we sought to investigate the neural mechanisms leading to the compulsive avoidance response. In keeping with the model of habit formation in obsessive-compulsive disorder, we hypothesized that this disorder would be associated with lower activity in regions implicated in goal-directed behaviours and higher activity in regions implicated in habitual behaviours. Fifteen patients with obsessive-compulsive disorder and 15 healthy control volunteers participated in this functional magnetic resonance imaging study. Online stimuli were individually tailored to achieve effective symptom provocation at neutral, intermediate and strong intensity levels. During the symptom provocation block, the participant could choose to reject or terminate the provoking stimuli resulting in cessation of the symptom provocation. We thus separately analysed the neural correlates of symptom provocation, the urge to avoid, rejection and relief. Strongly symptom-provoking conditions evoked a dichotomous pattern of deactivation/activation in patients, which was not observed either in control conditions or in healthy subjects: a deactivation of caudate-prefrontal circuits accompanied by hyperactivation of subthalamic nucleus/putaminal regions. This finding suggests a dissociation between regions engaged in goal-directed and habitual behaviours. The putaminal hyperactivity during patients

  18. Goal-Directed Behavior and Instrumental Devaluation: A Neural System-Level Computational Model

    PubMed Central

    Mannella, Francesco; Mirolli, Marco; Baldassarre, Gianluca

    2016-01-01

    Devaluation is the key experimental paradigm used to demonstrate the presence of instrumental behaviors guided by goals in mammals. We propose a neural system-level computational model to address the question of which brain mechanisms allow the current value of rewards to control instrumental actions. The model pivots on and shows the computational soundness of the hypothesis for which the internal representation of instrumental manipulanda (e.g., levers) activate the representation of rewards (or “action-outcomes”, e.g., foods) while attributing to them a value which depends on the current internal state of the animal (e.g., satiation for some but not all foods). The model also proposes an initial hypothesis of the integrated system of key brain components supporting this process and allowing the recalled outcomes to bias action selection: (a) the sub-system formed by the basolateral amygdala and insular cortex acquiring the manipulanda-outcomes associations and attributing the current value to the outcomes; (b) three basal ganglia-cortical loops selecting respectively goals, associative sensory representations, and actions; (c) the cortico-cortical and striato-nigro-striatal neural pathways supporting the selection, and selection learning, of actions based on habits and goals. The model reproduces and explains the results of several devaluation experiments carried out with control rats and rats with pre- and post-training lesions of the basolateral amygdala, the nucleus accumbens core, the prelimbic cortex, and the dorso-medial striatum. The results support the soundness of the hypotheses of the model and show its capacity to integrate, at the system-level, the operations of the key brain structures underlying devaluation. Based on its hypotheses and predictions, the model also represents an operational framework to support the design and analysis of new experiments on the motivational aspects of goal-directed behavior. PMID:27803652

  19. An Actor-Critic architecture and simulator for goal-directed Brain-Machine Interfaces.

    PubMed

    Mahmoudi, Babak; Principe, Jose C; Sanchez, Justin C

    2009-01-01

    The Perception-Action Cycle (PAC) is a central component of goal-directed behavior because it links internal percepts with external outcomes in the environment. Using inspiration from the PAC, we are developing a Brain-Machine Interface control architecture that utilizes both motor commands and goal information directly from the brain to navigate to novel targets in an environment. An Actor-Critic algorithm was selected for decoding the neural motor commands because it is a PAC-based computational framework where the perception component is implemented in the critic structure and the actor is responsible for taking actions. We develop in this work a biologically realistic simulator to analyze the performance of the decoder in terms of convergence and target acquisition. Experience from the simulator will guide parameter selection and assist in understanding the architecture before animal experiments. By varying the signal to noise ratio of the neural input and error signal, we were able to demonstrate how the learning rate and initial conditions affect a motor control target selection task. In this framework, the naïve decoder was able to reach targets in the presence of noise in the error signal and neural motor command with 98% accuracy. PMID:19963795

  20. Mapping the timecourse of goal-directed attention to location and colour in human vision.

    PubMed

    Adams, Rachel C; Chambers, Christopher D

    2012-03-01

    Goal-directed attention prioritises perception of task-relevant stimuli according to location, features, or onset time. In this study we compared the behavioural timecourse of goal-directed selection to locations and colours by varying the stimulus-onset asynchrony (SOA) between cue and target in a strategic cueing paradigm. Participants reported the presence or absence of a target following prior information regarding its location or colour. Results revealed that preparatory selection by colour is more effective at enhancing perceptual sensitivity than selection by location, even though both types of cue provided equivalent overall information. More detailed analysis revealed that this advantage arose due a limitation of spatial attention in maintaining a sufficiently broad focus (>2°) for target detection across multiple stimuli. In contrast, when target stimuli fell within 2° of the spatial attention spotlight, the strategic advantages and speed of spatial and colour attention were equated. Our findings are consistent with the conclusion that, under spatially optimal conditions, prior spatial and colour information are equally proficient at guiding top-down selection. When spatial locations are ambiguous, however, colour-based selection is the more efficient mechanism.

  1. Early goal-directed therapy in treatment of pediatric septic shock.

    PubMed

    de Oliveira, Cláudio Flauzino

    2010-09-01

    In the whole world, around 29,000 children younger than 5 years die every day, and sepsis is the most common cause of death. Whereas in adult patients vasomotor paralysis represents the predominant cause of mortality, death in pediatric sepsis is associated with severe hypovolemia and low cardiac output. The purpose of this article was to review the recent evidence on early treatment of pediatric severe sepsis and septic shock. Although current American College of Critical Care Medicine-Pediatric Advanced Life Support guidelines represent best practice, stronger evidences are lacking to confirm the components of these recommendations. Retrospective studies showed, at the same time, the positive effects arising from the utilization of American College of Critical Care Medicine-Pediatric Advanced Life Support guidelines and the existing barriers to its implementation. And one randomized control trial paralleled the results observed in adult patients and revealed that early goal-directed therapy in children is one of the few therapeutic interventions that proved to be beneficial in septic shock treatment. Early goal-directed therapy in pediatric septic shock is a successful method to optimize and parameterize treatment, but there is still a long way to turn septic shock resuscitation simpler and more widely spread.

  2. Trauma bleeding management: the concept of goal-directed primary care.

    PubMed

    Schöchl, Herbert; Schlimp, Christoph J

    2014-11-01

    The early and aggressive high-volume administration of fresh frozen plasma, platelet concentrates, and red blood cells (RBCs), using ratio-driven massive transfusion protocols, has been adopted by many for the treatment of trauma-induced coagulopathy and hemorrhagic shock. However, the optimal ratio of RBC: fresh frozen plasma and RBC:platelet concentrate is still under investigation. In some European trauma centers, hemostatic agents such as fibrinogen concentrate, prothrombin complex concentrates, and antifibrinolytics are integral parts of goal-directed massive transfusion protocols. Both a ratio-driven coagulation therapy and a point-of-care-guided coagulation management based on coagulation factor concentrates aim for the same target-the rapid prevention and treatment of shock and coagulopathy to prevent death from traumatic hemorrhage. In this review, we compare the evidence relating to the effectiveness and safety of the ratio-driven and goal-directed approaches to trauma-induced coagulopathy to draw attention to the potential benefits and drawbacks associated with these management strategies.

  3. A bioinspired autonomous swimming robot as a tool for studying goal-directed locomotion.

    PubMed

    Manfredi, L; Assaf, T; Mintchev, S; Marrazza, S; Capantini, L; Orofino, S; Ascari, L; Grillner, S; Wallén, P; Ekeberg, O; Stefanini, C; Dario, P

    2013-10-01

    The bioinspired approach has been key in combining the disciplines of robotics with neuroscience in an effective and promising fashion. Indeed, certain aspects in the field of neuroscience, such as goal-directed locomotion and behaviour selection, can be validated through robotic artefacts. In particular, swimming is a functionally important behaviour where neuromuscular structures, neural control architecture and operation can be replicated artificially following models from biology and neuroscience. In this article, we present a biomimetic system inspired by the lamprey, an early vertebrate that locomotes using anguilliform swimming. The artefact possesses extra- and proprioceptive sensory receptors, muscle-like actuation, distributed embedded control and a vision system. Experiments on optimised swimming and on goal-directed locomotion are reported, as well as the assessment of the performance of the system, which shows high energy efficiency and adaptive behaviour. While the focus is on providing a robotic platform for testing biological models, the reported system can also be of major relevance for the development of engineering system applications. PMID:24030051

  4. A bioinspired autonomous swimming robot as a tool for studying goal-directed locomotion.

    PubMed

    Manfredi, L; Assaf, T; Mintchev, S; Marrazza, S; Capantini, L; Orofino, S; Ascari, L; Grillner, S; Wallén, P; Ekeberg, O; Stefanini, C; Dario, P

    2013-10-01

    The bioinspired approach has been key in combining the disciplines of robotics with neuroscience in an effective and promising fashion. Indeed, certain aspects in the field of neuroscience, such as goal-directed locomotion and behaviour selection, can be validated through robotic artefacts. In particular, swimming is a functionally important behaviour where neuromuscular structures, neural control architecture and operation can be replicated artificially following models from biology and neuroscience. In this article, we present a biomimetic system inspired by the lamprey, an early vertebrate that locomotes using anguilliform swimming. The artefact possesses extra- and proprioceptive sensory receptors, muscle-like actuation, distributed embedded control and a vision system. Experiments on optimised swimming and on goal-directed locomotion are reported, as well as the assessment of the performance of the system, which shows high energy efficiency and adaptive behaviour. While the focus is on providing a robotic platform for testing biological models, the reported system can also be of major relevance for the development of engineering system applications.

  5. Differential engagement of the ventromedial prefrontal cortex by goal-directed and habitual behavior toward food pictures in humans.

    PubMed

    de Wit, Sanne; Corlett, Philip R; Aitken, Mike R; Dickinson, Anthony; Fletcher, Paul C

    2009-09-01

    According to dual-system accounts, instrumental learning is supported by both a goal-directed and a habitual system. Although behavioral control by the goal-directed system, through outcome-action associations, dominates with moderate training, stimulus-response associations are thought to form concurrently in the habit system. It is therefore challenging to isolate the neural substrate of the goal-directed system in neuroimaging research with healthy human volunteers. Recently, however, de Wit et al. (2007) developed an instrumental discrimination task that distinguishes between goal-directed and habit-based responding. In this task, cues are congruent, unrelated, or incongruent with subsequent outcomes. Whereas performance on congruent and control trials can be supported by both the goal-directed and habitual system, performance on the incongruent discrimination relies solely on the habit system. In the present study, we used this task with healthy participants undergoing functional magnetic resonance imaging to demonstrate that engagement of the goal-directed system during learning is reflected in increased activity in the ventromedial prefrontal cortex. Moreover, using a subsequent outcome devaluation manipulation, we show that this area is involved in guiding decision making when goal values change, even in the absence of external cues to guide performance. We can therefore exclude a purely Pavlovian account of ventromedial prefrontal function and unequivocally demonstrate its involvement in the acquisition as well as deployment of goal-directed knowledge.

  6. The role of supplementary eye field in goal-directed behavior.

    PubMed

    Stuphorn, Veit

    2015-01-01

    The medial frontal cortex has been suggested to play a role in the control, monitoring, and selection of behavior. The supplementary eye field (SEF) is a cortical area within medial frontal cortex that is involved in the regulation of eye movements. Neurophysiological studies in the SEF of macaque monkeys have systematically investigated the role of SEF in various behavioral control and monitoring functions. Inhibitory control studies indicate that SEF neurons do not directly participate in the initiation of eye movements. Instead, recent value-based decision making studies suggest that the SEF participates in the control of eye movements by representing the context-dependent action values of all currently possible oculomotor behaviors. These action value signals in SEF would be useful in directing the activity distribution in more primary oculomotor areas, to guide decisions towards behaviorally optimal choices. SEF also does not participate in the fast, inhibitory control of eye movements in response to sudden changes in the task requirements. Instead, it participates in the long-term regulation of oculomotor excitability to adjust the speed-accuracy tradeoff. The context-dependent control signals found in SEF (including the action value signals) have to be learned and continuously adjusted in response to changes in the environment. This is likely the function of the large number of different response monitoring and evaluation signals in SEF. In conclusion, the overall function of SEF in goal-directed behavior seems to be the learning of context-dependent rules that allow predicting the likely consequences of different eye movements. This map of action value signals could be used so that eye movements are selected that best fulfill the current long-term goal of the agent.

  7. Cognitive Validity of Students' Self-Reports of Classroom Mastery Goal Structure: What Students Are Thinking and Why It Matters

    ERIC Educational Resources Information Center

    Koskey, Kristin L. K.; Karabenick, Stuart A.; Woolley, Michael E.; Bonney, Christina R.; Dever, Bridget V.

    2010-01-01

    Cognitive interviews were employed to systematically examine the cognitive validity of self-report survey items extensively used to assess classroom mastery goal structure. In a sample of elementary and middle school students, items were identified that functioned according to their intended meaning and those eliciting less accurate…

  8. Visual control of braking in goal-directed action and sport.

    PubMed

    Bardy, B G; Warren, W H

    1997-12-01

    Reaching a moving object, avoiding an obstacle, or controlling a rotation are common requirements of experts in sport and goal-directed action. Since the original analysis of optic flow, a large number of studies have addressed the problem of perception and control of braking. In this paper, the perception-action strategies described for deceleration control are reviewed; driving, docking, landing, somersaulting, running and reaching are analysed. The role played by 'tau dot', the first temporal derivative of tau, is shown to be critical. However, the so-called constant tau-dot strategy proposed to explain how we regulate our deceleration in such circumstances is critically examined and rejected. New directions in the problem of braking control are proposed that emphasize: (1) the advantage of tau-dot over other kinematic variables; (2) the task specificity of tau-dot; (3) the need to consider tau-dot as a control variable; and (4) the role played by the controller dynamics in the perception-action loop. Several directions for future research are suggested. PMID:9486438

  9. Perceptions of goal-directed activities of optimists and pessimists: a personal projects analysis.

    PubMed

    Jackson, Todd; Weiss, Karen E; Lundquist, Jessie J; Soderlind, Adam

    2002-09-01

    In this research the authors examined the relationship between optimism and personal projects in a community sample. Three hundred twenty-five community volunteers completed the Personal Projects Analysis (PPA; B. R. Little, 1983) and measures of self-reported optimism and sociodemographic information. Participants who reported high levels of optimism rated their idiosyncratic personal goals significantly higher on PPA factors reflecting Positive Identity Fulfillment and Mastery-Control and significantly lower on the factor reflecting Perceived Strain than did participants who reported low levels of optimism. After the impact of age and education on optimism were statistically controlled, the Perceived Strain and Mastery-Control factors made significant contributions to the prediction of self-reported optimism in both initial and cross-validation samples. Findings indicate that highly optimistic individuals can be differentiated from their less optimistic peers on the basis of their perceptions of idiosyncratic goals. From an expectancy valence perspective, such differences have a direct bearing on individuals' behavior and may be associated with outcomes such as learned helplessness and procrastination. PMID:12431036

  10. Perceptions of goal-directed activities of optimists and pessimists: a personal projects analysis.

    PubMed

    Jackson, Todd; Weiss, Karen E; Lundquist, Jessie J; Soderlind, Adam

    2002-09-01

    In this research the authors examined the relationship between optimism and personal projects in a community sample. Three hundred twenty-five community volunteers completed the Personal Projects Analysis (PPA; B. R. Little, 1983) and measures of self-reported optimism and sociodemographic information. Participants who reported high levels of optimism rated their idiosyncratic personal goals significantly higher on PPA factors reflecting Positive Identity Fulfillment and Mastery-Control and significantly lower on the factor reflecting Perceived Strain than did participants who reported low levels of optimism. After the impact of age and education on optimism were statistically controlled, the Perceived Strain and Mastery-Control factors made significant contributions to the prediction of self-reported optimism in both initial and cross-validation samples. Findings indicate that highly optimistic individuals can be differentiated from their less optimistic peers on the basis of their perceptions of idiosyncratic goals. From an expectancy valence perspective, such differences have a direct bearing on individuals' behavior and may be associated with outcomes such as learned helplessness and procrastination.

  11. ECLIPS: An extended CLIPS for backward chaining and goal-directed reasoning

    NASA Technical Reports Server (NTRS)

    Homeier, Peter V.; Le, Thach C.

    1991-01-01

    Realistic production systems require an integrated combination of forward and backward reasoning to reflect appropriately the processes of natural human expert reasoning. A control mechanism that consists solely of forward reasoning is not an effective way to promptly focus the system's attention as calculation proceeds. Often, expert system programmers will attempt to compensate for this lack by using data to enforce the desired goal directed control structure. This approach is inherently flawed in that it is attempting to use data to fulfill the role of control. This paper will describe our implementation of backward chaining in C Language Integrated Production System (CLIPS), and show how this has shortened and simplified various CLIPS programs. This work was done at the Aerospace Corporation, and has general applicability.

  12. Human and Rodent Homologies in Action Control: Corticostriatal Determinants of Goal-Directed and Habitual Action

    PubMed Central

    Balleine, Bernard W; O'Doherty, John P

    2010-01-01

    Recent behavioral studies in both humans and rodents have found evidence that performance in decision-making tasks depends on two different learning processes; one encoding the relationship between actions and their consequences and a second involving the formation of stimulus–response associations. These learning processes are thought to govern goal-directed and habitual actions, respectively, and have been found to depend on homologous corticostriatal networks in these species. Thus, recent research using comparable behavioral tasks in both humans and rats has implicated homologous regions of cortex (medial prefrontal cortex/medial orbital cortex in humans and prelimbic cortex in rats) and of dorsal striatum (anterior caudate in humans and dorsomedial striatum in rats) in goal-directed action and in the control of habitual actions (posterior lateral putamen in humans and dorsolateral striatum in rats). These learning processes have been argued to be antagonistic or competing because their control over performance appears to be all or none. Nevertheless, evidence has started to accumulate suggesting that they may at times compete and at others cooperate in the selection and subsequent evaluation of actions necessary for normal choice performance. It appears likely that cooperation or competition between these sources of action control depends not only on local interactions in dorsal striatum but also on the cortico-basal ganglia network within which the striatum is embedded and that mediates the integration of learning with basic motivational and emotional processes. The neural basis of the integration of learning and motivation in choice and decision-making is still controversial and we review some recent hypotheses relating to this issue. PMID:19776734

  13. A Prefrontal-Hippocampal Comparator for Goal-Directed Behavior: The Intentional Self and Episodic Memory

    PubMed Central

    Numan, Robert

    2015-01-01

    The hypothesis of this article is that the interactions between the prefrontal cortex and the hippocampus play a critical role in the modulation of goal-directed self-action and the strengthening of episodic memories. We describe various theories that model a comparator function for the hippocampus, and then elaborate the empirical evidence that supports these theories. One theory which describes a prefrontal-hippocampal comparator for voluntary action is emphasized. Action plans are essential for successful goal-directed behavior, and are elaborated by the prefrontal cortex. When an action plan is initiated, the prefrontal cortex transmits an efference copy (or corollary discharge) to the hippocampus where it is stored as a working memory for the action plan (which includes the expected outcomes of the action plan). The hippocampus then serves as a response intention-response outcome working memory comparator. Hippocampal comparator function is enabled by the hippocampal theta rhythm allowing the hippocampus to compare expected action outcomes to actual action outcomes. If the expected and actual outcomes match, the hippocampus transmits a signal to prefrontal cortex which strengthens or consolidates the action plan. If a mismatch occurs, the hippocampus transmits an error signal to the prefrontal cortex which facilitates a reformulation of the action plan, fostering behavioral flexibility and memory updating. The corollary discharge provides the self-referential component to the episodic memory, affording the personal and subjective experience of what behavior was carried out, when it was carried out, and in what context (where) it occurred. Such a perspective can be applied to episodic memory in humans, and episodic-like memory in non-human animal species. PMID:26635567

  14. A Prefrontal-Hippocampal Comparator for Goal-Directed Behavior: The Intentional Self and Episodic Memory.

    PubMed

    Numan, Robert

    2015-01-01

    The hypothesis of this article is that the interactions between the prefrontal cortex and the hippocampus play a critical role in the modulation of goal-directed self-action and the strengthening of episodic memories. We describe various theories that model a comparator function for the hippocampus, and then elaborate the empirical evidence that supports these theories. One theory which describes a prefrontal-hippocampal comparator for voluntary action is emphasized. Action plans are essential for successful goal-directed behavior, and are elaborated by the prefrontal cortex. When an action plan is initiated, the prefrontal cortex transmits an efference copy (or corollary discharge) to the hippocampus where it is stored as a working memory for the action plan (which includes the expected outcomes of the action plan). The hippocampus then serves as a response intention-response outcome working memory comparator. Hippocampal comparator function is enabled by the hippocampal theta rhythm allowing the hippocampus to compare expected action outcomes to actual action outcomes. If the expected and actual outcomes match, the hippocampus transmits a signal to prefrontal cortex which strengthens or consolidates the action plan. If a mismatch occurs, the hippocampus transmits an error signal to the prefrontal cortex which facilitates a reformulation of the action plan, fostering behavioral flexibility and memory updating. The corollary discharge provides the self-referential component to the episodic memory, affording the personal and subjective experience of what behavior was carried out, when it was carried out, and in what context (where) it occurred. Such a perspective can be applied to episodic memory in humans, and episodic-like memory in non-human animal species. PMID:26635567

  15. Understanding Messaging Preferences to Inform Development of Mobile Goal-Directed Behavioral Interventions

    PubMed Central

    van Stolk-Cooke, Katherine; Morgenstern, Jon; Kuerbis, Alexis N; Markle, Kendra

    2014-01-01

    Background Mobile messaging interventions have been shown to improve outcomes across a number of mental health and health-related conditions, but there are still significant gaps in our knowledge of how to construct and deliver the most effective brief messaging interventions. Little is known about the ways in which subtle linguistic variations in message content can affect user receptivity and preferences. Objective The aim of this study was to determine whether any global messaging preferences existed for different types of language content, and how certain characteristics moderate those preferences, in an effort to inform the development of mobile messaging interventions. Methods This study examined user preferences for messages within 22 content groupings. Groupings were presented online in dyads of short messages that were identical in their subject matter, but structurally or linguistically varied. Participants were 277 individuals residing in the United States who were recruited and compensated through Amazon’s Mechanical Turk (MTurk) system. Participants were instructed to select the message in each dyad that they would prefer to receive to help them achieve a personal goal of their choosing. Results Results indicate global preferences of more than 75% of subjects for certain types of messages, such as those that were grammatically correct, free of textese, benefit-oriented, polite, nonaggressive, and directive as opposed to passive, among others. For several classes of messages, few or no clear global preferences were found. There were few personality- and trait-based moderators of message preferences, but subtle manipulations of message structure, such as changing “Try to…” to “You might want to try to…” affected message choice. Conclusions The results indicate that individuals are sensitive to variations in the linguistic content of text messages designed to help them achieve a personal goal and, in some cases, have clear preferences for

  16. Quantity, Quality, and Variety of Pupil Responses during an Open-Communication Structured Group Directed Reading-Thinking Activity and a Closed Communication Structured Group Directed Reading Activity.

    ERIC Educational Resources Information Center

    Petre, Richard M.

    The quality, quantity, and variety of pupil responses while using two different group directed reading activities, the Directed Reading Activity (DRA), and the Directed Reading-Thinking Activity (DRTA) were investigated in this study. The subjects, all fourth graders in two nearby communities, were grouped into above-grade-level, at-grade-level,…

  17. The perceptual control of goal-directed locomotion: a common control architecture for interception and navigation?

    PubMed

    Chardenon, A; Montagne, G; Laurent, M; Bootsma, R J

    2004-09-01

    Intercepting a moving object while locomoting is a highly complex and demanding ability. Notwithstanding the identification of several informational candidates, the role of perceptual variables in the control process underlying such skills remains an open question. In this study we used a virtual reality set-up for studying locomotor interception of a moving ball. The subject had to walk along a straight path and could freely modify forward velocity, if necessary, in order to intercept-with the head-a ball moving along a straight path that led it to cross the agent's displacement axis. In a series of experiments we manipulated a local (ball size) and a global (focus of expansion) component of the visual flow but also the egocentric orientation of the ball. The experimental observations are well captured by a dynamic model linking the locomotor acceleration to properties of both global flow and egocentric direction. More precisely the changes in locomotor velocity depend on a linear combination of the change in bearing angle and the change in egocentric orientation, allowing the emergence of adaptive behavior under a variety of circumstances. We conclude that the mechanisms underlying the control of different goal-directed locomotion tasks (i.e. steering and interceptive tasks) could share a common architecture. PMID:15042262

  18. An integrate-and-fire model of prefrontal cortex neuronal activity during performance of goal-directed decision making.

    PubMed

    Koene, Randal A; Hasselmo, Michael E

    2005-12-01

    The orbital frontal cortex appears to be involved in learning the rules of goal-directed behavior necessary to perform the correct actions based on perception to accomplish different tasks. The activity of orbitofrontal neurons changes dependent upon the specific task or goal involved, but the functional role of this activity in performance of specific tasks has not been fully determined. Here we present a model of prefrontal cortex function using networks of integrate-and-fire neurons arranged in minicolumns. This network model forms associations between representations of sensory input and motor actions, and uses these associations to guide goal-directed behavior. The selection of goal-directed actions involves convergence of the spread of activity from the goal representation with the spread of activity from the current state. This spiking network model provides a biological implementation of the action selection process used in reinforcement learning theory. The spiking activity shows properties similar to recordings of orbitofrontal neurons during task performance.

  19. Goal-Directed Modulation of Neural Memory Patterns: Implications for fMRI-Based Memory Detection.

    PubMed

    Uncapher, Melina R; Boyd-Meredith, J Tyler; Chow, Tiffany E; Rissman, Jesse; Wagner, Anthony D

    2015-06-01

    Remembering a past event elicits distributed neural patterns that can be distinguished from patterns elicited when encountering novel information. These differing patterns can be decoded with relatively high diagnostic accuracy for individual memories using multivoxel pattern analysis (MVPA) of fMRI data. Brain-based memory detection--if valid and reliable--would have clear utility beyond the domain of cognitive neuroscience, in the realm of law, marketing, and beyond. However, a significant boundary condition on memory decoding validity may be the deployment of "countermeasures": strategies used to mask memory signals. Here we tested the vulnerability of fMRI-based memory detection to countermeasures, using a paradigm that bears resemblance to eyewitness identification. Participants were scanned while performing two tasks on previously studied and novel faces: (1) a standard recognition memory task; and (2) a task wherein they attempted to conceal their true memory state. Univariate analyses revealed that participants were able to strategically modulate neural responses, averaged across trials, in regions implicated in memory retrieval, including the hippocampus and angular gyrus. Moreover, regions associated with goal-directed shifts of attention and thought substitution supported memory concealment, and those associated with memory generation supported novelty concealment. Critically, whereas MVPA enabled reliable classification of memory states when participants reported memory truthfully, the ability to decode memory on individual trials was compromised, even reversing, during attempts to conceal memory. Together, these findings demonstrate that strategic goal states can be deployed to mask memory-related neural patterns and foil memory decoding technology, placing a significant boundary condition on their real-world utility. PMID:26041920

  20. Goal-Directed Resuscitation Aiming Cardiac Index Masks Residual Hypovolemia: An Animal Experiment.

    PubMed

    Tánczos, Krisztián; Németh, Márton; Trásy, Domonkos; László, Ildikó; Palágyi, Péter; Szabó, Zsolt; Varga, Gabriella; Kaszaki, József

    2015-01-01

    The aim of this study was to compare stroke volume (SVI) to cardiac index (CI) guided resuscitation in a bleeding-resuscitation experiment. Twenty six pigs were randomized and bled in both groups till baseline SVI (T bsl) dropped by 50% (T 0), followed by resuscitation with crystalloid solution until initial SVI or CI was reached (T 4). Similar amount of blood was shed but animals received significantly less fluid in the CI-group as in the SVI-group: median = 900 (interquartile range: 850-1780) versus 1965 (1584-2165) mL, p = 0.02, respectively. In the SVI-group all variables returned to their baseline values, but in the CI-group animals remained underresuscitated as indicated by SVI, heart rate (HR) and stroke volume variation (SVV), and central venous oxygen saturation (ScvO2) at T 4 as compared to T bsl: SVI = 23.8 ± 5.9 versus 31.4 ± 4.7 mL, HR: 117 ± 35 versus 89 ± 11/min SVV: 17.4 ± 7.6 versus 11.5 ± 5.3%, and ScvO2: 64.1 ± 11.6 versus 79.2 ± 8.1%, p < 0.05, respectively. Our results indicate that CI-based goal-directed resuscitation may result in residual hypovolaemia, as bleeding caused stress induced tachycardia "normalizes" CI, without restoring adequate SVI. As the SVI-guided approach normalized most hemodynamic variables, we recommend using SVI instead of CI as the primary goal of resuscitation during acute bleeding.

  1. The Role of Self- and Social Directed Goals in a Problem-Based, Collaborative Learning Context

    ERIC Educational Resources Information Center

    Tempelaar, Dirk T.; Wosnitza, Marold; Volet, Simone; Rienties, Bart; Giesbers, Bas; Gijselaers, Wim H.

    2013-01-01

    Students' learning goals demonstrate much stronger variety than traditional goal orientation models for classroom learning assume, especially when the educational context allows so. In this empirical study we will investigate the richness of students' goal orientation in a collaborative learning context. We do so with the help of a goal…

  2. Cell type-specific activity in prefrontal cortex during goal-directed behavior

    PubMed Central

    Pinto, Lucas; Dan, Yang

    2015-01-01

    SUMMARY The prefrontal cortex (PFC) plays a key role in controlling goal-directed behavior. Although a variety of task-related signals have been observed in the PFC, whether they are differentially encoded by various cell types remains unclear. Here we performed cellular-resolution microendoscopic Ca2+ imaging from genetically defined cell types in the dorsomedial PFC of mice performing a PFC-dependent sensory discrimination task. We found that inhibitory interneurons of the same subtype were similar to each other, but different subtypes preferentially signaled different task-related events: somatostatin-positive neurons primarily signaled motor action (licking), vasoactive intestinal peptide-positive neurons responded strongly to action outcomes, whereas parvalbumin-positive neurons were less selective, responding to sensory cues, motor action, and trial outcomes. Compared to each interneuron subtype, pyramidal neurons showed much greater functional heterogeneity, and their responses varied across cortical layers. Such cell-type and laminar differences in neuronal functional properties may be crucial for local computation within the PFC microcircuit. PMID:26143660

  3. The feeling of action tendencies: on the emotional regulation of goal-directed behavior.

    PubMed

    Lowe, Robert; Ziemke, Tom

    2011-01-01

    In this article, we review the nature of the functional and causal relationship between neurophysiologically/psychologically generated states of emotional feeling and action tendencies and extrapolate a novel perspective. Emotion theory, over the past century and beyond, has tended to regard feeling and action tendency as independent phenomena: attempts to outline the functional and causal relationship that exists between them have been framed therein. Classically, such relationships have been viewed as unidirectional, but an argument for bidirectionality rooted in a dynamic systems perspective has gained strength in recent years whereby the feeling-action tendency relationship is viewed as a composite whole. On the basis of our review of somatic-visceral theories of feelings, we argue that feelings are grounded upon neural-dynamic representations (elevated and stable activation patterns) of action tendency. Such representations amount to predictions updated by cognitive and bodily feedback. Specifically, we view emotional feelings as minimalist predictions of the action tendency (what the agent is physiologically and cognitively primed to do) in a given situation. The essence of this point is captured by our exposition of action tendency prediction-feedback loops which we consider, above all, in the context of emotion regulation, and in particular, of emotional regulation of goal-directed behavior. The perspective outlined may be of use to emotion theorists, computational modelers, and roboticists.

  4. A two-neuron system for adaptive goal-directed decision-making in Lymnaea

    PubMed Central

    Crossley, Michael; Staras, Kevin; Kemenes, György

    2016-01-01

    During goal-directed decision-making, animals must integrate information from the external environment and their internal state to maximize resource localization while minimizing energy expenditure. How this complex problem is solved by the nervous system remains poorly understood. Here, using a combined behavioural and neurophysiological approach, we demonstrate that the mollusc Lymnaea performs a sophisticated form of decision-making during food-searching behaviour, using a core system consisting of just two neuron types. The first reports the presence of food and the second encodes motivational state acting as a gain controller for adaptive behaviour in the absence of food. Using an in vitro analogue of the decision-making process, we show that the system employs an energy management strategy, switching between a low- and high-use mode depending on the outcome of the decision. Our study reveals a parsimonious mechanism that drives a complex decision-making process via regulation of levels of tonic inhibition and phasic excitation. PMID:27257106

  5. Parallel maturation of goal-directed behavior and dopaminergic systems during adolescence.

    PubMed

    Naneix, Fabien; Marchand, Alain R; Di Scala, Georges; Pape, Jean-Rémi; Coutureau, Etienne

    2012-11-14

    Adolescence is a crucial developmental period characterized by specific behaviors reflecting the immaturity of decision-making abilities. However, the maturation of precise cognitive processes and their neurobiological correlates at this period remain poorly understood. Here, we investigate whether a differential developmental time course of dopamine (DA) pathways during late adolescence could explain the emergence of particular executive and motivational components of goal-directed behavior. First, using a contingency degradation protocol, we demonstrate that adolescent rats display a specific deficit when the causal relationship between their actions and their consequences is changed. When the rats become adults, this deficit disappears. In contrast, actions of adolescents remain sensitive to outcome devaluation or to the influence of a pavlovian-conditioned stimulus. This aspect of cognitive maturation parallels a delayed development of the DA system, especially the mesocortical pathway involved in action adaptation to rule changes. Unlike in striatal and nucleus accumbens regions, DA fibers and DA tissue content continue to increase in the medial prefrontal cortex from juvenile to adult age. Moreover, a sustained overexpression of DA receptors is observed in the prefrontal region until the end of adolescence. These findings highlight the relationship between the emergence of specific cognitive processes, in particular the adaptation to changes in action consequences, and the delayed maturation of the mesocortical DA pathway. Similar developmental processes in humans could contribute to the adolescent vulnerability to the emergence of several psychiatric disorders characterized by decision-making deficits. PMID:23152606

  6. Emotion and goal-directed behavior: ERP evidence on cognitive and emotional conflict.

    PubMed

    Zinchenko, Artyom; Kanske, Philipp; Obermeier, Christian; Schröger, Erich; Kotz, Sonja A

    2015-11-01

    Cognitive control supports goal-directed behavior by resolving conflict among opposing action tendencies. Emotion can trigger cognitive control processes, thus speeding up conflict processing when the target dimension of stimuli is emotional. However, it is unclear what role emotionality of the target dimension plays in the processing of emotional conflict (e.g. in irony). In two EEG experiments, we compared the influence of emotional valence of the target (emotional, neutral) in cognitive and emotional conflict processing. To maximally approximate real-life communication, we used audiovisual stimuli. Participants either categorized spoken vowels (cognitive conflict) or their emotional valence (emotional conflict), while visual information was congruent or incongruent. Emotional target dimension facilitated both cognitive and emotional conflict processing, as shown in a reduced reaction time conflict effect. In contrast, the N100 in the event-related potentials showed a conflict-specific reversal: the conflict effect was larger for emotional compared with neutral trials in cognitive conflict and smaller in emotional conflict. Additionally, domain-general conflict effects were observed in the P200 and N200 responses. The current findings confirm that emotions have a strong influence on cognitive and emotional conflict processing. They also highlight the complexity and heterogeneity of the interaction of emotion with different types of conflict.

  7. A two-neuron system for adaptive goal-directed decision-making in Lymnaea.

    PubMed

    Crossley, Michael; Staras, Kevin; Kemenes, György

    2016-01-01

    During goal-directed decision-making, animals must integrate information from the external environment and their internal state to maximize resource localization while minimizing energy expenditure. How this complex problem is solved by the nervous system remains poorly understood. Here, using a combined behavioural and neurophysiological approach, we demonstrate that the mollusc Lymnaea performs a sophisticated form of decision-making during food-searching behaviour, using a core system consisting of just two neuron types. The first reports the presence of food and the second encodes motivational state acting as a gain controller for adaptive behaviour in the absence of food. Using an in vitro analogue of the decision-making process, we show that the system employs an energy management strategy, switching between a low- and high-use mode depending on the outcome of the decision. Our study reveals a parsimonious mechanism that drives a complex decision-making process via regulation of levels of tonic inhibition and phasic excitation. PMID:27257106

  8. Using hippocampal-striatal loops for spatial navigation and goal-directed decision-making.

    PubMed

    Chersi, Fabian; Pezzulo, Giovanni

    2012-08-01

    The hippocampus plays a central role in spatial representation, declarative and episodic memory. In this area, so-called place cells possess high spatial selectivity, firing preferentially when the individual is within a small area of the environment. Interestingly, it has been found in rats that these cells can be active also when the animal is outside the location or context of their corresponding place field producing so-called "forward sweeps". These typically occur at decision points during task execution and seem to be utilized, among other things, for the evaluation of potential alternative paths. Anticipatory firing is also found in the ventral striatum, a brain area that is strongly interconnected with the hippocampus and is known to encode value and reward. In this paper, we describe a biologically based computational model of the hippocampal-ventral striatum circuit that implements a goal-directed mechanism of choice, with the hippocampus primarily involved in the mental simulation of possible navigation paths and the ventral striatum involved in the evaluation of the associated reward expectancies. The model is validated in a navigation task in which a rat is placed in a complex maze with multiple rewarding sites. We show that the rat mentally activates place cells to simulate paths, estimate their value, and make decisions, implementing two essential processes of model-based reinforcement learning algorithms of choice: look-ahead prediction and the evaluation of predicted states.

  9. Goal-directed mechanisms that constrain retrieval predict subsequent memory for new "foil" information.

    PubMed

    Vogelsang, David A; Bonnici, Heidi M; Bergström, Zara M; Ranganath, Charan; Simons, Jon S

    2016-08-01

    To remember a previous event, it is often helpful to use goal-directed control processes to constrain what comes to mind during retrieval. Behavioral studies have demonstrated that incidental learning of new "foil" words in a recognition test is superior if the participant is trying to remember studied items that were semantically encoded compared to items that were non-semantically encoded. Here, we applied subsequent memory analysis to fMRI data to understand the neural mechanisms underlying the "foil effect". Participants encoded information during deep semantic and shallow non-semantic tasks and were tested in a subsequent blocked memory task to examine how orienting retrieval towards different types of information influences the incidental encoding of new words presented as foils during the memory test phase. To assess memory for foils, participants performed a further surprise old/new recognition test involving foil words that were encountered during the previous memory test blocks as well as completely new words. Subsequent memory effects, distinguishing successful versus unsuccessful incidental encoding of foils, were observed in regions that included the left inferior frontal gyrus and posterior parietal cortex. The left inferior frontal gyrus exhibited disproportionately larger subsequent memory effects for semantic than non-semantic foils, and significant overlap in activity during semantic, but not non-semantic, initial encoding and foil encoding. The results suggest that orienting retrieval towards different types of foils involves re-implementing the neurocognitive processes that were involved during initial encoding.

  10. Goal-directed mechanisms that constrain retrieval predict subsequent memory for new "foil" information.

    PubMed

    Vogelsang, David A; Bonnici, Heidi M; Bergström, Zara M; Ranganath, Charan; Simons, Jon S

    2016-08-01

    To remember a previous event, it is often helpful to use goal-directed control processes to constrain what comes to mind during retrieval. Behavioral studies have demonstrated that incidental learning of new "foil" words in a recognition test is superior if the participant is trying to remember studied items that were semantically encoded compared to items that were non-semantically encoded. Here, we applied subsequent memory analysis to fMRI data to understand the neural mechanisms underlying the "foil effect". Participants encoded information during deep semantic and shallow non-semantic tasks and were tested in a subsequent blocked memory task to examine how orienting retrieval towards different types of information influences the incidental encoding of new words presented as foils during the memory test phase. To assess memory for foils, participants performed a further surprise old/new recognition test involving foil words that were encountered during the previous memory test blocks as well as completely new words. Subsequent memory effects, distinguishing successful versus unsuccessful incidental encoding of foils, were observed in regions that included the left inferior frontal gyrus and posterior parietal cortex. The left inferior frontal gyrus exhibited disproportionately larger subsequent memory effects for semantic than non-semantic foils, and significant overlap in activity during semantic, but not non-semantic, initial encoding and foil encoding. The results suggest that orienting retrieval towards different types of foils involves re-implementing the neurocognitive processes that were involved during initial encoding. PMID:27431039

  11. The Feeling of Action Tendencies: On the Emotional Regulation of Goal-Directed Behavior

    PubMed Central

    Lowe, Robert; Ziemke, Tom

    2011-01-01

    In this article, we review the nature of the functional and causal relationship between neurophysiologically/psychologically generated states of emotional feeling and action tendencies and extrapolate a novel perspective. Emotion theory, over the past century and beyond, has tended to regard feeling and action tendency as independent phenomena: attempts to outline the functional and causal relationship that exists between them have been framed therein. Classically, such relationships have been viewed as unidirectional, but an argument for bidirectionality rooted in a dynamic systems perspective has gained strength in recent years whereby the feeling–action tendency relationship is viewed as a composite whole. On the basis of our review of somatic–visceral theories of feelings, we argue that feelings are grounded upon neural-dynamic representations (elevated and stable activation patterns) of action tendency. Such representations amount to predictions updated by cognitive and bodily feedback. Specifically, we view emotional feelings as minimalist predictions of the action tendency (what the agent is physiologically and cognitively primed to do) in a given situation. The essence of this point is captured by our exposition of action tendency prediction–feedback loops which we consider, above all, in the context of emotion regulation, and in particular, of emotional regulation of goal-directed behavior. The perspective outlined may be of use to emotion theorists, computational modelers, and roboticists. PMID:22207854

  12. [Prediction of goal-directed behavior: attitude, subjective behavioral competence and emotions].

    PubMed

    Doll, J; Mentz, M; Orth, B

    1991-01-01

    Ajzen's (1985) theory of planned behavior explaining and predicting goal-directed behavior is extended by an emotional component. The extended theory of planned behavior is tested experimentally. N = 64 subjects play with two video games (a speed- and a problem-oriented game) under an achievement-motivational orientation. One half of the subjects plays both games in an easy version, the other half in a difficult version. The verbal emotional reactions to playing video games are grouped factor-analytically into an "activity emotion" and a "security emotion". Subjects playing video games in the difficult condition feel significantly more insecure, and perceive their behavioral control as significantly lower than subjects playing in the easy condition. Tests of the extended theory of planned behavior lead to significant squared multiple correlations for the dependent variables within the range of R2 = .20 to .58. The activity emotion accounts predominantly for a significant part of the variance of the attitude and the security emotion accounts for a significant part of the variance of the perceived behavioral control. No predictive power was found for the intention to play the games successfully.

  13. Hepatic Perfusion Alterations in Septic Shock Patients: Impact of Early Goal-directed Therapy

    PubMed Central

    Zhang, Xi-Wen; Xie, Jian-Feng; Liu, Ai-Ran; Huang, Ying-Zi; Guo, Feng-Mei; Yang, Cong-Shan; Yang, Yi; Qiu, Hai-Bo

    2016-01-01

    Background: Early goal-directed therapy (EGDT) has become an important therapeutic management in early salvage stage of septic shock. However, splenic organs possibly remained hypoperfused and hypoxic despite fluid resuscitation. This study aimed to evaluate the effect of EGDT on hepatic perfusion in septic shock patients. Methods: A prospective observational study was carried out in early septic shock patients who were admitted to Intensive Care Unit within 24 h after onset and who met all four elements of the EGDT criteria after treatment with the standard EGDT procedure within 6 h between December 1, 2012 and November 30, 2013. The hemodynamic data were recorded, and oxygen metabolism and hepatic functions were monitored. An indocyanine green clearance test was applied to detect the hepatic perfusion. The patients’ characteristics were compared before treatment (T0), immediately after EGDT (T1), and 24 h after EGDT (T2). This study is registered at ClinicalTrials.org, NCT02060773. Results: Twenty-one patients were included in the study; however, the hepatic perfusion data were not included in the analysis for two patients; therefore, 19 patients were eligible for the study. Hemodynamics data, as monitored by pulse-indicator continuous cardiac output, were obtained from 16 patients. There were no significant differences in indocyanine green plasma disappearance rate (ICG-PDR) and 15-min retention rate (R15) at T0 (11.9 ± 5.0%/min and 20.0 ± 13.2%), T1 (11.4 ± 5.1%/min and 23.6 ± 14.9%), and T2 (11.0 ± 4.5%/min and 23.7 ± 15.3%) (all P > 0.05). Both of the alterations of ICG-PDR and R15 showed no differences at T0, T1, and T2 in the patients of different subgroups that achieved different resuscitation goal numbers when elected (P > 0.05). Conclusion: There were no hepatic perfusion improvements after EGDT in the early phase of patients with septic shock. Trial Registration: Clinicaltrials.gov NCT02060773 (https://clinicaltrials.gov/ct2/show/NCT02060773

  14. Phasic transition from goal-directed to habitual control over drug-seeking produced by conflicting reinforcer expectancy.

    PubMed

    Hogarth, Lee; Field, Matt; Rose, Abigail K

    2013-01-01

    The transition from goal-directed to habitual control over drug-seeking has been experimentally demonstrated in animals, but there have been no comparable reports in humans. Following a recent animal design, the current study employed an outcome-devaluation procedure to test whether goal-directed control over tobacco seeking would be abolished by alcohol expectancy. Eighty smokers first learned that two responses earned tobacco or chocolate points, respectively, before tobacco was devalued by health warnings and smoking satiety. Participants were then presented with either a glass of beer/wine or water with instructions that this item could be consumed after the task (alternative reward). Then choice between the tobacco and chocolate response was measured in extinction to assess goal-directed control of tobacco seeking, in a nominal Pavlovian to instrumental transfer (PIT) test to assess stimulus control of tobacco seeking, and in a reacquisition test to assess the impact of direct feedback from the outcomes. The results showed that alcohol expectancy selectively abolished goal-directed control of tobacco seeking but not stimulus control or the impact of feedback from outcomes. These data suggest that 'endogenous' retrieval of low drug value governing goal-directed regulation of drug seeking is disrupted by conflicting appraisal of an alternative reinforcer, promoting habitual control, which may play a role in relapse.

  15. Cortical kinematic processing of executed and observed goal-directed hand actions.

    PubMed

    Marty, Brice; Bourguignon, Mathieu; Jousmäki, Veikko; Wens, Vincent; Op de Beeck, Marc; Van Bogaert, Patrick; Goldman, Serge; Hari, Riitta; De Tiège, Xavier

    2015-10-01

    Motor information conveyed by viewing the kinematics of an agent's action helps to predict how the action will unfold. Still, how observed movement kinematics is processed in the brain remains to be clarified. Here, we used magnetoencephalography (MEG) to determine at which frequency and where in the brain, the neural activity is coupled with the kinematics of executed and observed motor actions. Whole-scalp MEG signals were recorded from 11 right-handed healthy adults while they were executing (Self) or observing (Other) similar goal-directed hand actions performed by an actor placed in front of them. Actions consisted of pinching with the right hand green foam-made pieces mixed in a heap with pieces of other colors placed on a table, and put them in a plastic pot on the right side of the heap. Subjects' and actor's forefinger movements were monitored with an accelerometer. The coherence between movement acceleration and MEG signals was computed at the sensor level. Then, cortical sources coherent with movement acceleration were identified with Dynamic Imaging of Coherent Sources. Statistically significant sensor-level coherence peaked at the movement frequency (F0) and its first harmonic (F1) in both movement conditions. Apart from visual cortices, statistically significant local maxima of coherence were observed in the right posterior superior temporal gyrus (F0), bilateral superior parietal lobule (F0 or F1) and primary sensorimotor cortex (F0 or F1) in both movement conditions. These results suggest that observing others' actions engages the viewer's brain in a similar kinematic-related manner as during own action execution. These findings bring new insights into how human brain activity covaries with essential features of observed movements of others. PMID:26123380

  16. Global attention facilitates the planning, but not execution of goal-directed reaches

    PubMed Central

    McCarthy, J. Daniel; Song, Joo-Hyun

    2016-01-01

    In daily life, humans interact with multiple objects in complex environments. A large body of literature demonstrates that target selection is biased toward recently attended features, such that reaches are faster and trajectory curvature is reduced when target features (i.e., color) are repeated (priming of pop-out). In the real world, however, objects are comprised of several features—some of which may be more suitable for action than others. When fetching a mug from the cupboard, for example, attention not only has to be allocated to the object, but also the handle. To date, no study has investigated the impact of hierarchical feature organization on target selection for action. Here, we employed a color-oddity search task in which targets were Pac-men (i.e., a circle with a triangle cut out) oriented to be either consistent or inconsistent with the percept of a global Kanizsa triangle. We found that reaches were initiated faster when a task-irrelevant illusory figure was present independent of color repetition. Additionally, consistent with priming of pop-out, both reach planning and execution were facilitated when local target colors were repeated, regardless of whether a global figure was present. We also demonstrated that figures defined by illusory, but not real contours, afforded an early target selection benefit. In sum, these findings suggest that when local targets are perceptually grouped to form an illusory surface, attention quickly spreads across the global figure and facilitates the early stage of reach planning, but not execution. In contrast, local color priming is evident throughout goal-directed reaching. PMID:27467450

  17. Cortical kinematic processing of executed and observed goal-directed hand actions.

    PubMed

    Marty, Brice; Bourguignon, Mathieu; Jousmäki, Veikko; Wens, Vincent; Op de Beeck, Marc; Van Bogaert, Patrick; Goldman, Serge; Hari, Riitta; De Tiège, Xavier

    2015-10-01

    Motor information conveyed by viewing the kinematics of an agent's action helps to predict how the action will unfold. Still, how observed movement kinematics is processed in the brain remains to be clarified. Here, we used magnetoencephalography (MEG) to determine at which frequency and where in the brain, the neural activity is coupled with the kinematics of executed and observed motor actions. Whole-scalp MEG signals were recorded from 11 right-handed healthy adults while they were executing (Self) or observing (Other) similar goal-directed hand actions performed by an actor placed in front of them. Actions consisted of pinching with the right hand green foam-made pieces mixed in a heap with pieces of other colors placed on a table, and put them in a plastic pot on the right side of the heap. Subjects' and actor's forefinger movements were monitored with an accelerometer. The coherence between movement acceleration and MEG signals was computed at the sensor level. Then, cortical sources coherent with movement acceleration were identified with Dynamic Imaging of Coherent Sources. Statistically significant sensor-level coherence peaked at the movement frequency (F0) and its first harmonic (F1) in both movement conditions. Apart from visual cortices, statistically significant local maxima of coherence were observed in the right posterior superior temporal gyrus (F0), bilateral superior parietal lobule (F0 or F1) and primary sensorimotor cortex (F0 or F1) in both movement conditions. These results suggest that observing others' actions engages the viewer's brain in a similar kinematic-related manner as during own action execution. These findings bring new insights into how human brain activity covaries with essential features of observed movements of others.

  18. A strongly goal-directed close-range vision system for spacecraft docking

    NASA Astrophysics Data System (ADS)

    Boyer, Kim L.; Goddard, Ralph E.

    In this presentation, we will propose a strongly goal-oriented stereo vision system to establish proper docking approach motions for automated rendezvous and capture (AR&C). From an input sequence of stereo video image pairs, the system produces a current best estimate of: contact position; contact vector; contact velocity; and contact orientation. The processing demands imposed by this particular problem and its environment dictate a special case solution; such a system should necessarily be, in some sense, minimalist. By this we mean the system should construct a scene description just sufficiently rich to solve the problem at hand and should do no more processing than is absolutely necessary. In addition, the imaging resolution should be just sufficient. Extracting additional information and constructing higher level scene representations wastes energy and computational resources and injects an unnecessary degree of complexity, increasing the likelihood of malfunction. We therefore take a departure from most prior stereopsis work, including our own, and propose a system based on associative memory. The purpose of the memory is to immediately associate a set of motor commands with a set of input visual patterns in the two cameras. That is, rather than explicitly computing point correspondences and object positions in world coordinates and trying to reason forward from this information to a plan of action, we are trying to capture the essence of reflex behavior through the action of associative memory. The explicit construction of point correspondences and 3D scene descriptions, followed by online velocity and point of impact calculations, is prohibitively expensive from a computational point of view for the problem at hand. Learned patterns on the four image planes, left and right at two discrete but closely spaced instants in time, will be bused directly to infer the spacecraft reaction. This will be a continuing online process as the docking collar approaches.

  19. Perioperative goal directed therapy using automated closed-loop fluid management: the future?

    PubMed

    Joosten, Alexandre; Alexander, Brenton; Delaporte, Amélie; Lilot, Marc; Rinehart, Joseph; Cannesson, Maxime

    2015-01-01

     Although surgery has become much safer, it has also becoming increasingly more complex and perioperative complications continue to impact millions of patients worldwide each year. Perioperative hemodynamic optimization utilizing Goal Directed Therapy (GDT) has attracted considerable interest within the last decade due to its ability to improve postoperative short and long-term outcomes in patients undergoing higher risk surgeries. The concept of GDT in this context can be loosely defined as collecting data from minimally invasive hemodynamic monitors with the intention of using such data (flow-related parameters and/or dynamic parameters of fluid responsiveness) to titrate therapeutic interventions (intravenous fluids and/or inotropic therapy administration) with the ultimate aim of optimizing end organ tissue perfusion. Recently, the increasing amount of evidence supporting the implementation of GDT strategies has been considered so robust as to allow for the creation of national recommendations in the United Kingdom (UK), France, and Europe. These recommendations from such influential scientific societies and the potential clinical and economic benefits of GDT protocols need to also be examined within the current shift from a "pay for service" to a "pay for performance" health care system. This shift is strongly encouraged within emerging systems such as the Perioperative Surgical Home (PSH) paradigm from the United States. As a result, hospitals and clinicians around the world have become increasingly incentivized to implement perioperative hemodynamic optimization using GDT strategies within their departments. Unfortunately, its adoption continues to be quite limited and a lack of standardized criteria for perioperative fluid administrations has resulted in significant clinical variability among practitioners. This current review will provide a brief up-to-date overview of GDT, discuss current clinical practice, analyze why implementation has been limited and

  20. Apathy in Frontotemporal Degeneration: Neuroanatomical Evidence of Impaired Goal-directed Behavior

    PubMed Central

    Massimo, Lauren; Powers, John P.; Evans, Lois K.; McMillan, Corey T.; Rascovsky, Katya; Eslinger, Paul; Ersek, Mary; Irwin, David J.; Grossman, Murray

    2015-01-01

    Background: Apathy, the major manifestation of impaired goal-directed behavior (GDB), is the most common neuropsychiatric syndrome associated with behavioral variant frontotemporal degeneration (bvFTD). The behavioral and biological mechanisms of apathy, however, are not well understood. We hypothesized that GDB has multiple components—including at least initiation, planning and motivation—and that GDB is supported by a network of multiple frontal brain regions. In this study, we examined this hypothesis by evaluating the selective breakdown of GDB in bvFTD, and relating these deficits to gray matter (GM) atrophy and white matter (WM) integrity. Methods: Eighteen apathetic bvFTD participants and 17 healthy controls completed the Philadelphia Apathy Computerized Test (PACT). This test quantifies each of three components of GDB hypothesized to contribute to apathy. We then used regression analyses to relate PACT scores to GM atrophy and reduced white matter (WM) fractional anisotropy (FA) in bvFTD. Results: Compared to controls, bvFTD participants demonstrated significant impairments in each of the three hypothesized components of GDB that contribute to apathy. Regression analyses related each component to disease in specific GM structures and associated WM tracts. Poor initiation thus was related to GM atrophy in anterior cingulate and reduced FA in the cingulum. Planning impairment was related to GM atrophy in dorsolateral prefrontal cortex and reduced FA in superior longitudinal fasciculus. Poor motivation was related to GM atrophy in orbitofrontal cortex (OFC) and reduced FA in uncinate fasciculus (UNC). Conclusions: bvFTD patients have difficulty with initiation, planning and motivation components of GDB. These findings are consistent with the hypotheses that GDB encompasses at least three processes, that these are supported by a large-scale neural network within specific portions of the frontal lobe, and that degradation of any one of these prefrontal

  1. A strongly goal-directed close-range vision system for spacecraft docking

    NASA Technical Reports Server (NTRS)

    Boyer, Kim L.; Goddard, Ralph E.

    1991-01-01

    In this presentation, we will propose a strongly goal-oriented stereo vision system to establish proper docking approach motions for automated rendezvous and capture (AR&C). From an input sequence of stereo video image pairs, the system produces a current best estimate of: contact position; contact vector; contact velocity; and contact orientation. The processing demands imposed by this particular problem and its environment dictate a special case solution; such a system should necessarily be, in some sense, minimalist. By this we mean the system should construct a scene description just sufficiently rich to solve the problem at hand and should do no more processing than is absolutely necessary. In addition, the imaging resolution should be just sufficient. Extracting additional information and constructing higher level scene representations wastes energy and computational resources and injects an unnecessary degree of complexity, increasing the likelihood of malfunction. We therefore take a departure from most prior stereopsis work, including our own, and propose a system based on associative memory. The purpose of the memory is to immediately associate a set of motor commands with a set of input visual patterns in the two cameras. That is, rather than explicitly computing point correspondences and object positions in world coordinates and trying to reason forward from this information to a plan of action, we are trying to capture the essence of reflex behavior through the action of associative memory. The explicit construction of point correspondences and 3D scene descriptions, followed by online velocity and point of impact calculations, is prohibitively expensive from a computational point of view for the problem at hand. Learned patterns on the four image planes, left and right at two discrete but closely spaced instants in time, will be bused directly to infer the spacecraft reaction. This will be a continuing online process as the docking collar approaches.

  2. A hierarchical model of goal directed navigation selects trajectories in a visual environment.

    PubMed

    Erdem, Uğur M; Milford, Michael J; Hasselmo, Michael E

    2015-01-01

    We have developed a Hierarchical Look-Ahead Trajectory Model (HiLAM) that incorporates the firing pattern of medial entorhinal grid cells in a planning circuit that includes interactions with hippocampus and prefrontal cortex. We show the model's flexibility in representing large real world environments using odometry information obtained from challenging video sequences. We acquire the visual data from a camera mounted on a small tele-operated vehicle. The camera has a panoramic field of view with its focal point approximately 5 cm above the ground level, similar to what would be expected from a rat's point of view. Using established algorithms for calculating perceptual speed from the apparent rate of visual change over time, we generate raw dead reckoning information which loses spatial fidelity over time due to error accumulation. We rectify the loss of fidelity by exploiting the loop-closure detection ability of a biologically inspired, robot navigation model termed RatSLAM. The rectified motion information serves as a velocity input to the HiLAM to encode the environment in the form of grid cell and place cell maps. Finally, we show goal directed path planning results of HiLAM in two different environments, an indoor square maze used in rodent experiments and an outdoor arena more than two orders of magnitude larger than the indoor maze. Together these results bridge for the first time the gap between higher fidelity bio-inspired navigation models (HiLAM) and more abstracted but highly functional bio-inspired robotic mapping systems (RatSLAM), and move from simulated environments into real-world studies in rodent-sized arenas and beyond. PMID:25079451

  3. A hierarchical model of goal directed navigation selects trajectories in a visual environment.

    PubMed

    Erdem, Uğur M; Milford, Michael J; Hasselmo, Michael E

    2015-01-01

    We have developed a Hierarchical Look-Ahead Trajectory Model (HiLAM) that incorporates the firing pattern of medial entorhinal grid cells in a planning circuit that includes interactions with hippocampus and prefrontal cortex. We show the model's flexibility in representing large real world environments using odometry information obtained from challenging video sequences. We acquire the visual data from a camera mounted on a small tele-operated vehicle. The camera has a panoramic field of view with its focal point approximately 5 cm above the ground level, similar to what would be expected from a rat's point of view. Using established algorithms for calculating perceptual speed from the apparent rate of visual change over time, we generate raw dead reckoning information which loses spatial fidelity over time due to error accumulation. We rectify the loss of fidelity by exploiting the loop-closure detection ability of a biologically inspired, robot navigation model termed RatSLAM. The rectified motion information serves as a velocity input to the HiLAM to encode the environment in the form of grid cell and place cell maps. Finally, we show goal directed path planning results of HiLAM in two different environments, an indoor square maze used in rodent experiments and an outdoor arena more than two orders of magnitude larger than the indoor maze. Together these results bridge for the first time the gap between higher fidelity bio-inspired navigation models (HiLAM) and more abstracted but highly functional bio-inspired robotic mapping systems (RatSLAM), and move from simulated environments into real-world studies in rodent-sized arenas and beyond.

  4. Neuronal activity in primate prefrontal cortex related to goal-directed behavior during auditory working memory tasks.

    PubMed

    Huang, Ying; Brosch, Michael

    2016-06-01

    Prefrontal cortex (PFC) has been documented to play critical roles in goal-directed behaviors, like representing goal-relevant events and working memory (WM). However, neurophysiological evidence for such roles of PFC has been obtained mainly with visual tasks but rarely with auditory tasks. In the present study, we tested roles of PFC in auditory goal-directed behaviors by recording local field potentials in the auditory region of left ventrolateral PFC while a monkey performed auditory WM tasks. The tasks consisted of multiple events and required the monkey to change its mental states to achieve the reward. The events were auditory and visual stimuli, as well as specific actions. Mental states were engaging in the tasks and holding task-relevant information in auditory WM. We found that, although based on recordings from one hemisphere in one monkey only, PFC represented multiple events that were important for achieving reward, including auditory and visual stimuli like turning on and off an LED, as well as bar touch. The responses to auditory events depended on the tasks and on the context of the tasks. This provides support for the idea that neuronal representations in PFC are flexible and can be related to the behavioral meaning of stimuli. We also found that engaging in the tasks and holding information in auditory WM were associated with persistent changes of slow potentials, both of which are essential for auditory goal-directed behaviors. Our study, on a single hemisphere in a single monkey, reveals roles of PFC in auditory goal-directed behaviors similar to those in visual goal-directed behaviors, suggesting that functions of PFC in goal-directed behaviors are probably common across the auditory and visual modality. This article is part of a Special Issue entitled SI: Auditory working memory.

  5. Intraoperative Goal-directed Fluid Therapy in Elective Major Abdominal Surgery

    PubMed Central

    Rollins, Katie E.; Lobo, Dileep N.

    2016-01-01

    Objectives: To compare the effects of intraoperative goal-directed fluid therapy (GDFT) with conventional fluid therapy, and determine whether there was a difference in outcome between studies that did and did not use Enhanced Recovery After Surgery (ERAS) protocols. Methods: Meta-analysis of randomized controlled trials of adult patients undergoing elective major abdominal surgery comparing intraoperative GDFT versus conventional fluid therapy. The outcome measures were postoperative morbidity, length of stay, gastrointestinal function and 30-day mortality. Results: A total of 23 studies were included with 2099 patients: 1040 who underwent GDFT and 1059 who received conventional fluid therapy. GDFT was associated with a significant reduction in morbidity (risk ratio [RR] 0.76, 95% confidence interval [CI] 0.66–0.89, P = 0.0007), hospital length of stay (LOS; mean difference −1.55 days, 95% CI −2.73 to −0.36, P = 0.01), intensive care LOS (mean difference −0.63 days, 95% CI −1.18 to −0.09, P = 0.02), and time to passage of feces (mean difference −0.90 days, 95% CI −1.48 to −0.32 days, P = 0.002). However, no difference was seen in mortality, return of flatus, or risk of paralytic ileus. If patients were managed in an ERAS pathway, the only significant reductions were in intensive care LOS (mean difference −0.63 days, 95% CI −0.94 to −0.32, P < 0.0001) and time to passage of feces (mean difference −1.09 days, 95% CI −2.03 to −0.15, P = 0.02). If managed in a traditional care setting, a significant reduction was seen in both overall morbidity (RR 0.69, 95% CI 0.57 to −0.84, P = 0.0002) and total hospital LOS (mean difference −2.14, 95% CI −4.15 to −0.13, P = 0.04). Conclusions: GDFT may not be of benefit to all elective patients undergoing major abdominal surgery, particularly those managed in an ERAS setting. PMID:26445470

  6. Assessing the Quality of Student Thinking Directly: An Exploratory Study of Two Cohorts Entering Engineering Education in South Africa

    ERIC Educational Resources Information Center

    Woollacott, L.; Snell, D.

    2012-01-01

    This article presents the findings of an exploratory investigation involving the direct assessment of the quality of abstract thinking of two cohorts of South African university entrants who had very good school leaving qualifications. The investigation was prompted by the observation of difficulties these students seemed to have had in a first…

  7. A Study of the Relationship between the Leadership Images of West Virginia Superintendents and Directed Modes of Thinking

    ERIC Educational Resources Information Center

    Vargo, Dianna M.

    2009-01-01

    This study examines the relationship between leadership images of West Virginia public school superintendents and their directed modes of thinking. The Leadership Images: A Leadership Self-Inventory Instrument was used to collect data from the superintendents regarding their leadership images. The Keirsey's FourTypes Sorter was used to collect…

  8. Integrating E-Learning into the Direct-Instruction Model to Enhance the Effectiveness of Critical-Thinking Instruction

    ERIC Educational Resources Information Center

    Yeh, Yu-Chu

    2009-01-01

    The "Direct-instruction Model" favors the use of teacher explanations and modeling combined with student practice and feedback to teach thinking skills. Using this paradigm, this study incorporates e-learning during an 18-week experimental instruction period that includes 48 preservice teachers. The instructional design in this study emphasizes…

  9. Stimulating Creativity: Modulation of Convergent and Divergent Thinking by Transcranial Direct Current Stimulation (tDCS)

    ERIC Educational Resources Information Center

    Zmigrod, Sharon; Colzato, Lorenza S.; Hommel, Bernhard

    2015-01-01

    Creativity has been conceptualized as involving 2 distinct components; divergent thinking, the search for multiple solutions to a single problem, and convergent thinking, the quest for a single solution either through an analytical process or the experience of insight. Studies have demonstrated that these abilities can be improved by cognitive…

  10. Goal-Directed Decision Making as Probabilistic Inference: A Computational Framework and Potential Neural Correlates

    ERIC Educational Resources Information Center

    Solway, Alec; Botvinick, Matthew M.

    2012-01-01

    Recent work has given rise to the view that reward-based decision making is governed by two key controllers: a habit system, which stores stimulus-response associations shaped by past reward, and a goal-oriented system that selects actions based on their anticipated outcomes. The current literature provides a rich body of computational theory…

  11. The Valley Task: Understanding Intention from Goal-Directed Motion in Typical Development and Autism

    ERIC Educational Resources Information Center

    Castelli, Fulvia

    2006-01-01

    A novel paradigm investigates the ability to understand an agent's intended goal in children with autism (N = 25), typically developing children (N = 46), and adults (N = 16+12) by watching a non-human agent's kinematic properties alone. Computer animations depict a circle at the bottom of a U-shaped valley rolling up and down its slopes and…

  12. Scientific Literacy: The Role of Goal-Directed Reading and Evaluation in Understanding Scientific Information

    ERIC Educational Resources Information Center

    Britt, M. Anne; Richter, Tobias; Rouet, Jean-François

    2014-01-01

    In this article, we examine the mental processes and representations that are required of laypersons when learning about science issues from texts. We begin by defining scientific literacy as the ability to understand and critically evaluate scientific content in order to achieve one's goals. We then present 3 challenges of learning from…

  13. Understanding the Self-Directed Online Learning Preferences, Goals, Achievements, and Challenges of MIT OpenCourseWare Subscribers

    ERIC Educational Resources Information Center

    Bonk, Curtis J.; Lee, Mimi Miyoung; Kou, Xiaojing; Xu, Shuya; Sheu, Feng-Ru

    2015-01-01

    This research targeted the learning preferences, goals and motivations, achievements, challenges, and possibilities for life change of self-directed online learners who subscribed to the monthly OpenCourseWare (OCW) e-newsletter from MIT. Data collection included a 25-item survey of 1,429 newsletter subscribers; 613 of whom also completed an…

  14. Movement Structure in Young and Elderly Adults during Goal-Directed Movements of the Left and Right Arm

    ERIC Educational Resources Information Center

    Poston, Brach; Van Gemmert, Arend W. A.; Barduson, Beth; Stelmach, George E.

    2009-01-01

    Elderly adults often exhibit performance deficits during goal-directed movements of the dominant arm compared with young adults. Recent studies involving hemispheric lateralization have provided evidence that the dominant and non-dominant hemisphere-arm systems are specialized for controlling different movement parameters and that hemispheric…

  15. Can Boards of Directors Think Strategically? Some Issues in Developing Direction-Givers' Thinking to a Mega Level

    ERIC Educational Resources Information Center

    Garratt, Bob

    2005-01-01

    The author argues that current corporate government legislation and practice is weighted too much in the direction of "board compliance." It is, therefore, in danger of reducing the risks taken by boards of directors. In the long term this could slow significantly the growth of capitalism. He proposes a rebalancing of the fundamental board…

  16. Influence of Adult Goal-Setting Instruction on Students' Responsibility toward Self-Directed Competencies

    ERIC Educational Resources Information Center

    Apa Browne, Lynn Geri

    2014-01-01

    Elementary grade students in a mid-Atlantic state school district have not been meeting academic standards on state assessments. Research indicates that academic achievement is connected to self-directed readiness to learn; however, often the instruction in strategies for student self-directed readiness to learn remains teacher-centered. The…

  17. Enhanced Neural Processing of Goal-directed Actions After Active Training in 4-Month-Old Infants.

    PubMed

    Bakker, Marta; Sommerville, Jessica A; Gredebäck, Gustaf

    2016-03-01

    The current study explores the neural correlates of action perception and its relation to infants' active experience performing goal-directed actions. Study 1 provided active training with sticky mittens that enables grasping and object manipulation in prereaching 4-month-olds. After training, EEG was recorded while infants observed images of hands grasping toward (congruent) or away from (incongruent) objects. We demonstrate that brief active training facilitates social perception as indexed by larger amplitude of the P400 ERP component to congruent compared with incongruent trials. Study 2 presented 4-month-old infants with passive training in which they observed an experimenter perform goal-directed reaching actions, followed by an identical ERP session to that used in Study 1. The second study did not demonstrate any differentiation between congruent and incongruent trials. These results suggest that (1) active experience alters the brains' response to goal-directed actions performed by others and (2) visual exposure alone is not sufficient in developing the neural networks subserving goal processing during action observation in infancy.

  18. Gaze characteristics of freely walking blowflies Calliphora vicina in a goal-directed task.

    PubMed

    Kress, Daniel; Egelhaaf, Martin

    2014-09-15

    In contrast to flying flies, walking flies experience relatively strong rotational gaze shifts, even during overall straight phases of locomotion. These gaze shifts are caused by the walking apparatus and modulated by the stride frequency. Accordingly, even during straight walking phases, the retinal image flow is composed of both translational and rotational optic flow, which might affect spatial vision, as well as fixation behavior. We addressed this issue for an orientation task where walking blowflies approached a black vertical bar. The visual stimulus was stationary, or either the bar or the background moved horizontally. The stride-coupled gaze shifts of flies walking toward the bar had similar amplitudes under all visual conditions tested. This finding indicates that these shifts are an inherent feature of walking, which are not even compensated during a visual goal fixation task. By contrast, approaching flies showed a frequent stop-and-go behavior that was affected by the stimulus conditions. As sustained image rotations may impair distance estimation during walking, we propose a hypothesis that explains how rotation-independent translatory image flow containing distance information can be determined. The algorithm proposed works without requiring differentiation at the behavioral level of the rotational and translational flow components. By contrast, disentangling both has been proposed to be necessary during flight. By comparing the retinal velocities of the edges of the goal, its rotational image motion component can be removed. Consequently, the expansion velocity of the goal and, thus, its proximity can be extracted, irrespective of distance-independent stride-coupled rotational image shifts.

  19. Motivation and value influences in the relative balance of goal-directed and habitual behaviours in obsessive-compulsive disorder

    PubMed Central

    Voon, V; Baek, K; Enander, J; Worbe, Y; Morris, L S; Harrison, N A; Robbins, T W; Rück, C; Daw, N

    2015-01-01

    Our decisions are based on parallel and competing systems of goal-directed and habitual learning, systems which can be impaired in pathological behaviours. Here we focus on the influence of motivation and compare reward and loss outcomes in subjects with obsessive-compulsive disorder (OCD) on model-based goal-directed and model-free habitual behaviours using the two-step task. We further investigate the relationship with acquisition learning using a one-step probabilistic learning task. Forty-eight OCD subjects and 96 healthy volunteers were tested on a reward and 30 OCD subjects and 53 healthy volunteers on the loss version of the two-step task. Thirty-six OCD subjects and 72 healthy volunteers were also tested on a one-step reversal task. OCD subjects compared with healthy volunteers were less goal oriented (model-based) and more habitual (model-free) to reward outcomes with a shift towards greater model-based and lower habitual choices to loss outcomes. OCD subjects also had enhanced acquisition learning to loss outcomes on the one-step task, which correlated with goal-directed learning in the two-step task. OCD subjects had greater stay behaviours or perseveration in the one-step task irrespective of outcome. Compulsion severity was correlated with habitual learning in the reward condition. Obsession severity was correlated with greater switching after loss outcomes. In healthy volunteers, we further show that greater reward magnitudes are associated with a shift towards greater goal-directed learning further emphasizing the role of outcome salience. Our results highlight an important influence of motivation on learning processes in OCD and suggest that distinct clinical strategies based on valence may be warranted. PMID:26529423

  20. Predicting use of effective responsive, structure, and non-directive control vegetable parenting practices with the Model of Goal Directed Behavior

    Technology Transfer Automated Retrieval System (TEKTRAN)

    Variables in the Model of Goal Directed Vegetable Parenting Practices (MGDVPP) have been shown to predict parents' use of effective vegetable parenting practices (EVPP). Psychometric analysis revealed the EVPP composite scale had three underlying subscales (responsiveness, structure, and non-directi...

  1. Haemodynamic goal-directed therapy and postoperative infections: earlier is better. a systematic review and meta-analysis

    PubMed Central

    2011-01-01

    Introduction Infectious complications are the main causes of postoperative morbidity. The early timing of their promoting factors is the rationale for perioperative strategies attempting to reduce them. Our aim was to determine the effects of perioperative haemodynamic goal-directed therapy on postoperative infection rates. Methods We performed a systematic review and meta-analysis. MEDLINE, EMBASE, The Cochrane Library and the DARE databases were searched up to March 2011. Randomised, controlled trials of major surgery in adult patients managed with perioperative goal-directed therapy or according to routine haemodynamic practice were included. Primary outcome measure was specific type of infection. Results Twenty-six randomised, controlled trials with a combined total of 4,188 participants met our inclusion criteria. Perioperative goal-directed therapy significantly reduced surgical site infections (pooled OR 0.58, 95% CI 0.46 to 0.74; P < 0.0001), pneumonia (pooled OR 0.71, 95% CI 0.55 to 0.92; P = 0.009), and urinary tract infections (pooled OR 0.44, 95% CI 0.22 to 0.84; P = 0.02). A significant benefit was found regarding total infectious episodes (OR 0.40, 95% CI 0.28 to 0.58; P < 0.00001). Conclusions Flow-directed haemodynamic therapy designed to optimise oxygen delivery protects surgical patients against postoperative hospital-acquired infections and must be strongly encouraged, particularly in the high-risk surgical population. PMID:21702945

  2. Brain-Computer Interfaces and communication in paralysis: extinction of goal directed thinking in completely paralysed patients?

    PubMed Central

    Kübler, A.; Birbaumer, N.

    2008-01-01

    Objective To investigate the relationship between physical impairment and brain-computer interface (BCI) performance. Method We present a meta-analysis of 29 patients with amyotrophic lateral sclerosis and 6 with other severe neurological diseases in different stages of physical impairment who were trained with a BCI. In most cases voluntary regulation of slow cortical potentials has been used as input signal for BCI control. More recently sensorimotor rhythms and the P300 event-related brain potential were recorded. Results A strong correlation has been found between physical impairment and BCI performance, indicating that performance worsens as impairment increases. Seven patients were in the complete locked-in state (CLIS) with no communication possible. After removal of these patients from the analysis, the relationship between physical impairment and BCI performance disappeared. The lack of a relation between physical impairment and BCI performance was confirmed when adding BCI data of patients from other BCI research groups. Conclusions Basic communication (yes/no) was not restored in any of the CLIS patients with a BCI. Whether locked-in patients can transfer learned brain control to the CLIS remains an open empirical question. Significance Voluntary brain regulation for communication is possible in all stages of paralysis except the CLIS. PMID:18824406

  3. Development of goal-directed action selection guided by intrinsic motivations: an experiment with children.

    PubMed

    Taffoni, Fabrizio; Tamilia, Eleonora; Focaroli, Valentina; Formica, Domenico; Ricci, Luca; Di Pino, Giovanni; Baldassarre, Gianluca; Mirolli, Marco; Guglielmelli, Eugenio; Keller, Flavio

    2014-07-01

    Action selection is extremely important, particularly when the accomplishment of competitive tasks may require access to limited motor resources. The spontaneous exploration of the world plays a fundamental role in the development of this capacity, providing subjects with an increasingly diverse set of opportunities to acquire, practice and refine the understanding of action-outcome connection. The computational modeling literature proposed a number of specific mechanisms for autonomous agents to discover and target interesting outcomes: intrinsic motivations hold a central importance among those mechanisms. Unfortunately, the study of the acquisition of action-outcome relation was mostly carried out with experiments involving extrinsic tasks, either based on rewards or on predefined task goals. This work presents a new experimental paradigm to study the effect of intrinsic motivation on action-outcome relation learning and action selection during free exploration of the world. Three- and four-year-old children were observed during the free exploration of a new toy: half of them were allowed to develop the knowledge concerning its functioning; the other half were not allowed to learn anything. The knowledge acquired during the free exploration of the toy was subsequently assessed and compared. PMID:24691755

  4. Electrophysiological evidence for flexible goal-directed cue processing during episodic retrieval

    PubMed Central

    Herron, Jane E.; Evans, Lisa H.; Wilding, Edward L.

    2016-01-01

    A widely held assumption is that memory retrieval is aided by cognitive control processes that are engaged flexibly in service of memory retrieval and memory decisions. While there is some empirical support for this view, a notable exception is the absence of evidence for the flexible use of retrieval control in functional neuroimaging experiments requiring frequent switches between tasks with different cognitive demands. This absence is troublesome in so far as frequent switches between tasks mimic some of the challenges that are typically placed on memory outside the laboratory. In this experiment we instructed participants to alternate frequently between three episodic memory tasks requiring item recognition or retrieval of one of two different kinds of contextual information encoded in a prior study phase (screen location or encoding task). Event-related potentials (ERPs) elicited by unstudied items in the two tasks requiring retrieval of study context were reliably different, demonstrating for the first time that ERPs index task-specific processing of retrieval cues when retrieval goals change frequently. The inclusion of the item recognition task was a novel and important addition in this study, because only the ERPs elicited by unstudied items in one of the two context conditions diverged from those in the item recognition condition. This outcome constrains functional interpretations of the differences that emerged between the two context conditions and emphasises the utility of this baseline in functional imaging studies of retrieval processing operations. PMID:26892854

  5. Set-shifting as a component process of goal-directed problem-solving.

    PubMed

    Cooper, Richard P; Marsh, Verity

    2016-03-01

    In two experiments, we compared secondary task interference on Tower of London performance resulting from three different secondary tasks. The secondary tasks were designed to tap three different executive functions, namely set-shifting, memory monitoring and updating, and response inhibition. Previous work using individual differences methodology suggests that, all other things being equal, the response inhibition or memory tasks should result in the greatest interference. However, this was not found to be the case. Rather, in both experiments the set-shifting task resulted in significantly more interference on Tower of London performance than either of the other secondary tasks. Subsequent analyses suggest that the degree of interference could not be attributed to differences in secondary task difficulty. Results are interpreted in the light of related work which suggests that solving problems with non-transparent goal/subgoal structure requires flexible shifting between subgoals-a process that is held to be impaired by concurrent performance of a set-shifting task.

  6. From recording discrete actions to studying continuous goal-directed behaviours in team sports.

    PubMed

    Correia, Vanda; Araújo, Duarte; Vilar, Luís; Davids, Keith

    2013-01-01

    This paper highlights the importance of examining interpersonal interactions in performance analysis of team sports, predicated on the relationship between perception and action, compared to the traditional cataloguing of actions by individual performers. We discuss how ecological dynamics may provide a potential unifying theoretical and empirical framework to achieve this re-emphasis in research. With reference to data from illustrative studies on performance analysis and sport expertise, we critically evaluate some of the main assumptions and methodological approaches with regard to understanding how information influences action and decision-making during team sports performance. Current data demonstrate how the understanding of performance behaviours in team sports by sport scientists and practitioners may be enhanced with a re-emphasis in research on the dynamics of emergent ongoing interactions. Ecological dynamics provides formal and theoretically grounded descriptions of player-environment interactions with respect to key performance goals and the unfolding information of competitive performance. Developing these formal descriptions and explanations of sport performance may provide a significant contribution to the field of performance analysis, supporting design and intervention in both research and practice.

  7. Electrophysiological evidence for flexible goal-directed cue processing during episodic retrieval.

    PubMed

    Herron, Jane E; Evans, Lisa H; Wilding, Edward L

    2016-05-15

    A widely held assumption is that memory retrieval is aided by cognitive control processes that are engaged flexibly in service of memory retrieval and memory decisions. While there is some empirical support for this view, a notable exception is the absence of evidence for the flexible use of retrieval control in functional neuroimaging experiments requiring frequent switches between tasks with different cognitive demands. This absence is troublesome in so far as frequent switches between tasks mimic some of the challenges that are typically placed on memory outside the laboratory. In this experiment we instructed participants to alternate frequently between three episodic memory tasks requiring item recognition or retrieval of one of two different kinds of contextual information encoded in a prior study phase (screen location or encoding task). Event-related potentials (ERPs) elicited by unstudied items in the two tasks requiring retrieval of study context were reliably different, demonstrating for the first time that ERPs index task-specific processing of retrieval cues when retrieval goals change frequently. The inclusion of the item recognition task was a novel and important addition in this study, because only the ERPs elicited by unstudied items in one of the two context conditions diverged from those in the item recognition condition. This outcome constrains functional interpretations of the differences that emerged between the two context conditions and emphasises the utility of this baseline in functional imaging studies of retrieval processing operations.

  8. How Does Awareness Modulate Goal-Directed and Stimulus-Driven Shifts of Attention Triggered by Value Learning?

    PubMed Central

    Bourgeois, Alexia; Neveu, Rémi; Vuilleumier, Patrik

    2016-01-01

    In order to behave adaptively, attention can be directed in space either voluntarily (i.e., endogenously) according to strategic goals, or involuntarily (i.e., exogenously) through reflexive capture by salient or novel events. The emotional or motivational value of stimuli can also strongly influence attentional orienting. However, little is known about how reward-related effects compete or interact with endogenous and exogenous attention mechanisms, particularly outside of awareness. Here we developed a visual search paradigm to study subliminal value-based attentional orienting. We systematically manipulated goal-directed or stimulus-driven attentional orienting and examined whether an irrelevant, but previously rewarded stimulus could compete with both types of spatial attention during search. Critically, reward was learned without conscious awareness in a preceding phase where one among several visual symbols was consistently paired with a subliminal monetary reinforcement cue. Our results demonstrated that symbols previously associated with a monetary reward received higher attentional priority in the subsequent visual search task, even though these stimuli and reward were no longer task-relevant, and despite reward being unconsciously acquired. Thus, motivational processes operating independent of conscious awareness may provide powerful influences on mechanisms of attentional selection, which could mitigate both stimulus-driven and goal-directed shifts of attention. PMID:27483371

  9. The effects of pharmacological modulation of the serotonin 2C receptor on goal-directed behavior in mice

    PubMed Central

    Williamson, Cait; Mezias, Chris; Winiger, Vanessa; Silver, Rae; Balsam, Peter D.

    2016-01-01

    Rationale Impaired goal-directed motivation represents a debilitating class of symptoms common to psychological disorders including schizophrenia and some affective disorders. Despite the known negative impact of impaired motivation, there are currently no effective pharmacological interventions to treat these symptoms. Objectives Here, we evaluate the effectiveness of the serotonin 2C (5-HT2C) receptor selective ligand, SB242084, as a potential pharmacological intervention for enhancing goal-directed motivation in mice. The studies were designed to identify not only efficacy but also the specific motivational processes that were affected by the drug treatment. Methods We tested subjects following treatment with SB242084 (0.75 mg/kg) in several operant lever pressing assays including the following: a progressive ratio (PR) schedule of reinforcement, an effort-based choice task, a progressive hold down task (PHD), and various food intake tests. Results Acute SB242084 treatment leads to an increase in instrumental behavior. Using a battery of behavioral tasks, we demonstrate that the major effect of SB242084 is an increase in the amount of responses and duration of effort that subjects will make for food rewards. This enhancement of behavior is not the result of non-specific hyperactivity or arousal nor is it due to changes in food consumption. Conclusions Because of this specificity of action, we suggest that the 5-HT2C receptor warrants further attention as a novel therapeutic target for treating pathological impairments in goal-directed motivation. PMID:26558617

  10. Stride-Cycle Influences on Goal-Directed Head Movements Made During Walking

    NASA Technical Reports Server (NTRS)

    Peters, Brian T.; vanEmmerik, Richard E. A.; Bloomberg, Jacob J.

    2006-01-01

    Horizontal head movements were studied in six subjects as they made rapid horizontal gaze adjustments while walking. The aim of the present research was to determine if gait-cycle events alter the head movement response to a visual target acquisition task. Gaze shifts of approximately 40deg were elicited by a step change in the position of a visual target from a central location to a second location in the left or right horizontal periphery. The timing of the target position change was constrained to occur at 25,50,75 and 100% of the stride cycle. The trials were randomly presented as the subjects walked on a treadmill at their preferred speed (range: 1.25 to 1.48 m/s, mean: 1.39 +/- 0.09 m/s ) . Analyses focused on the movement onset latencies of the head and eyes and on the peak velocity and saccade amplitude of the head movement response. A comparison of the group means indicated that the head movement onset lagged the eye onset (262 ms versus 252 ms). The head and eye movement onset latencies were not affected by either the direction of the target change nor the point in the gait cycle during which the target relocation occurred. However, the presence of an interaction between the gait cycle events and the direction of the visual target shift indicates that the peak head saccade velocity and head saccade amplitude are affected by the natural head oscillations that occur while walking.

  11. High frequency synchrony in the cerebellar cortex during goal directed movements

    PubMed Central

    Groth, Jonathan D.; Sahin, Mesut

    2015-01-01

    The cerebellum is involved in sensory-motor integration and cognitive functions. The origin and function of the field potential oscillations in the cerebellum, especially in the high frequencies, have not been explored sufficiently. The primary objective of this study was to investigate the spatio-temporal characteristics of high frequency field potentials (150–350 Hz) in the cerebellar cortex in a behavioral context. To this end, we recorded from the paramedian lobule in rats using micro electro-corticogram (μ-ECoG) electrode arrays while the animal performed a lever press task using the forelimb. The phase synchrony analysis shows that the high frequency oscillations recorded at multiple points across the paramedian cortex episodically synchronize immediately before and desynchronize during the lever press. The electrode contacts were grouped according to their temporal course of phase synchrony around the time of lever press. Contact groups presented patches with slightly stronger synchrony values in the medio-lateral direction, and did not appear to form parasagittal zones. The size and location of these patches on the cortical surface are in agreement with the sensory evoked granular layer patches originally reported by Welker's lab (Shambes et al., 1978). Spatiotemporal synchrony of high frequency field potentials has not been reported at such large-scales previously in the cerebellar cortex. PMID:26257613

  12. [Advance directives in Italy: a goal not yet reached but already passed?].

    PubMed

    Riccioni, Luigi; Gristina, Giuseppe

    2015-10-01

    The advance directives (ADs) have been adopted in many countries to defend patients' autonomy. In Italy, in the past, this topic gave rise to a heated debate involving philosophers, theologians, and politicians. In 2009, the government presented a bill of law on ADs firmly criticized from a scientific, moral and juridical point of view because the bill's content is against the principles of Italian Constitution, Italian Code of Medical Ethics, Oviedo Convention, and official statements of many scientific societies. Although the bill has passed the Low Chamber it lies, even since, in the Senate, lacking in regard any agreement among the political parties. The purpose of this article is to highlight that, in our country, patients, relatives and doctors deserve a law not only related to the specific topic of ADs, but - as in other European countries (Germany, Spain, France, UK) - aimed to deal with the complex issue of end of life care as a whole. This law should take into account the sound evidence existing in regard to the four fundamental principles supporting the best scientific and ethical approaches to the end of life issues: shared decision making process between doctors and patients/relatives; rejection of dying process marked by the suffering; withholding/withdrawing futile treatments together with palliative sedation as two crucial contributions to suppress the patient suffering and pain; clear-cut difference between these clinical/ethical options and euthanasia. At the same time, this law should be able to provide physicians with a legal coverage to make all the clinical and ethical decisions more and more complex because of the continuous evolution of medical science on one hand, and the impressive development of biotechnology on the other hand.

  13. Understanding Human Original Actions Directed at Real-World Goals: The Role of the Lateral Prefrontal Cortex

    PubMed Central

    Sitnikova, Tatiana; Rosen, Bruce R.; Lord, Louis-David; West, W. Caroline

    2014-01-01

    Adaptive, original actions, which can succeed in multiple contextual situations, require understanding of what is relevant to a goal. Recognizing what is relevant may also help in predicting kinematics of observed, original actions. During action observation, comparisons between sensory input and expected action kinematics have been argued critical to accurate goal inference. Experimental studies with laboratory tasks, both in humans and nonhuman primates, demonstrated that the lateral prefrontal cortex (LPFC) can learn, hierarchically organize, and use goal-relevant information. To determine whether this LPFC capacity is generalizable to real-world cognition, we recorded functional magnetic resonance imaging (fMRI) data in the human brain during comprehension of original and usual object-directed actions embedded in video-depictions of real-life behaviors. We hypothesized that LPFC will contribute to forming goal-relevant representations necessary for kinematic predictions of original actions. Additionally, resting-state fMRI was employed to examine functional connectivity between the brain regions delineated in the video fMRI experiment. According to behavioral data, original videos could be understood by identifying elements relevant to real-life goals at different levels of abstraction. Patterns of enhanced activity in four regions in the left LPFC, evoked by original, relative to usual, video scenes, were consistent with previous neuroimaging findings on representing abstract and concrete stimuli dimensions relevant to laboratory goals. In the anterior left LPFC, the activity increased selectively when representations of broad classes of objects and actions, which could achieve the perceived overall behavioral goal, were likely to bias kinematic predictions of original actions. In contrast, in the more posterior regions, the activity increased even when concrete properties of the target object were more likely to bias the kinematic prediction. Functional

  14. Early goal-directed therapy based on endotracheal bioimpedance cardiography: a prospective, randomized controlled study in coronary surgery.

    PubMed

    Fellahi, Jean-Luc; Brossier, David; Dechanet, Fabien; Fischer, Marc-Olivier; Saplacan, Vladimir; Gérard, Jean-Louis; Hanouz, Jean-Luc

    2015-06-01

    The objective was to compare the impact of an early goal-directed hemodynamic therapy based on cardiac output monitoring (Endotracheal Cardiac Output Monitor, ECOM) with a standard of care on postoperative outcome following coronary surgery. This prospective, controlled, parallel-arm trial randomized 100 elective primary coronary artery bypass grafting patients to a study group (ECOM; n = 50) or a control group (control; n = 50). In the ECOM group, hemodynamic therapy was guided by respiratory stroke volume variation and cardiac index given by the ECOM system. A standard of care was used in the control. Goal-directed therapy was started immediately after induction of anesthesia and continued until arrival in the intensive care unit (ICU). The primary endpoint was the time when patients fulfilled discharge criteria from hospital (possible hospital discharge). Secondary endpoints were the hospital discharge, the time to reach extubation, the length of stay in ICU, the number of major adverse cardiac events, and in-hospital mortality. Patients in the ECOM group received more often fluid loading and dobutamine. The time to reach extubation was reduced in the ECOM group: 510 min [360-1,110] versus 570 min [320-1,520], P = 0.005. No significant differences were found between both groups for possible hospital discharge [Hazard Ratio = 0.96 (95 % CI 0.64-1.45)] and hospital discharge [Hazard Ratio = 1.20 (95 % CI 0.79-1.81)]. A mini-invasive early goal-directed hemodynamic therapy based on ECOM can reduce the time to reach extubation but fails to significantly reduce the length of stay in hospital and the rate of major cardiac morbidity.

  15. Goal-directed and transfer-cue-elicited drug-seeking are dissociated by pharmacotherapy: evidence for independent additive controllers.

    PubMed

    Hogarth, Lee

    2012-07-01

    According to contemporary learning theory, drug-seeking behavior reflects the summation of 2 dissociable controllers. Whereas goal-directed drug-seeking is determined by the expected current incentive value of the drug, stimulus-elicited drug-seeking is determined by the expected probability of the drug independently of its current incentive value, and these 2 controllers contribute additively to observed drug-seeking. One applied prediction of this model is that smoking cessation pharmacotherapies selectively attenuate tonic but not cue-elicited craving because they downgrade the expected incentive value of the drug but leave expected probability intact. To test this, the current study examined whether nicotine replacement therapy (NRT) nasal spray would modify goal-directed tobacco choice in a human outcome devaluation procedure, but leave cue-elicited tobacco choice in a Pavlovian to instrumental transfer (PIT) procedure intact. Smokers (N= 96) first underwent concurrent choice training in which 2 responses earned tobacco or chocolate points, respectively. Participants then ingested either NRT nasal spray (1 mg) or chocolate (147 g) to devalue 1 outcome. Concurrent choice was then tested again in extinction to measure goal-directed control of choice, and in a PIT test to measure the extent to which tobacco and chocolate stimuli enhanced choice of the same outcome. It was found that NRT modified tobacco choice in the extinction test but not the extent to which the tobacco stimulus enhanced choice of the tobacco outcome in the PIT test. This dissociation suggests that the propensity to engage in drug-seeking is determined independently by the expected value and probability of the drug, and that pharmacotherapy has partial efficacy because it selectively effects expected drug value.

  16. Goal-directed and transfer-cue-elicited drug-seeking are dissociated by pharmacotherapy: evidence for independent additive controllers.

    PubMed

    Hogarth, Lee

    2012-07-01

    According to contemporary learning theory, drug-seeking behavior reflects the summation of 2 dissociable controllers. Whereas goal-directed drug-seeking is determined by the expected current incentive value of the drug, stimulus-elicited drug-seeking is determined by the expected probability of the drug independently of its current incentive value, and these 2 controllers contribute additively to observed drug-seeking. One applied prediction of this model is that smoking cessation pharmacotherapies selectively attenuate tonic but not cue-elicited craving because they downgrade the expected incentive value of the drug but leave expected probability intact. To test this, the current study examined whether nicotine replacement therapy (NRT) nasal spray would modify goal-directed tobacco choice in a human outcome devaluation procedure, but leave cue-elicited tobacco choice in a Pavlovian to instrumental transfer (PIT) procedure intact. Smokers (N= 96) first underwent concurrent choice training in which 2 responses earned tobacco or chocolate points, respectively. Participants then ingested either NRT nasal spray (1 mg) or chocolate (147 g) to devalue 1 outcome. Concurrent choice was then tested again in extinction to measure goal-directed control of choice, and in a PIT test to measure the extent to which tobacco and chocolate stimuli enhanced choice of the same outcome. It was found that NRT modified tobacco choice in the extinction test but not the extent to which the tobacco stimulus enhanced choice of the tobacco outcome in the PIT test. This dissociation suggests that the propensity to engage in drug-seeking is determined independently by the expected value and probability of the drug, and that pharmacotherapy has partial efficacy because it selectively effects expected drug value. PMID:22823420

  17. Interplay of directional navigation mechanisms as a function of near-goal distance: experiments with the house mouse.

    PubMed

    Alyan, S H; Jander, R

    1997-12-01

    Mice (Mus musculus) that shuttle between their nest and an outside goal use different navigation mechanisms, depending on their distance from the nest. This was studied by rotating directional cues and the mice relative to one another. Close to home (20-50 cm) mice choose path integration and orientation by beacon, while farther away from the nest distal landmark orientation becomes more important. The larger the beacon is at the home site, the greater is the distance over which it is used as a directional cue. As mice head towards their nest, they demonstrate a tendency to home by means of distal landmarks at large distances, and by means of path integration or guided beacon integration at smaller distances. This space related sequence in the use of orientation mechanisms is the reverse from the temporal sequence (stages) of learning mechanisms employed when first learning to navigate home (Alyan and Jander, 1994).

  18. Variation in key genes of serotonin and norepinephrine function predicts gamma-band activity during goal-directed attention.

    PubMed

    Enge, Sören; Fleischhauer, Monika; Lesch, Klaus-Peter; Reif, Andreas; Strobel, Alexander

    2014-05-01

    Recent evidence shows that genetic variations in key regulators of serotonergic (5-HT) signaling explain variance in executive tasks, which suggests modulatory actions of 5-HT on goal-directed selective attention as one possible underlying mechanism. To investigate this link, 130 volunteers were genotyped for the 5-HT transporter gene-linked polymorphic region (5-HTTLPR) and for a variation (TPH2-703 G/T) of the TPH2 gene coding for the rate-limiting enzyme of 5-HT synthesis in the brain. Additionally, a functional polymorphism of the norepinephrine transporter gene (NET -3081 A/T) was considered, which was recently found to predict attention and working memory processes in interaction with serotonergic genes. The flanker-based Attention Network Test was used to assess goal-directed attention and the efficiency of attentional networks. Event-related gamma-band activity served to indicate selective attention at the intermediate phenotype level. The main findings were that 5-HTTLPR s allele and TPH2 G-allele homozygotes showed increased induced gamma-band activity during target processing when combined with the NET A/A genotype compared with other genotype combinations, and that gamma activity mediates the genotype-specific effects on task performance. The results further support a modulatory role of 5-HT and NE function in the top-down attentional selection of motivationally relevant over competing or irrelevant sensory input.

  19. From Creatures of Habit to Goal-Directed Learners: Tracking the Developmental Emergence of Model-Based Reinforcement Learning.

    PubMed

    Decker, Johannes H; Otto, A Ross; Daw, Nathaniel D; Hartley, Catherine A

    2016-06-01

    Theoretical models distinguish two decision-making strategies that have been formalized in reinforcement-learning theory. A model-based strategy leverages a cognitive model of potential actions and their consequences to make goal-directed choices, whereas a model-free strategy evaluates actions based solely on their reward history. Research in adults has begun to elucidate the psychological mechanisms and neural substrates underlying these learning processes and factors that influence their relative recruitment. However, the developmental trajectory of these evaluative strategies has not been well characterized. In this study, children, adolescents, and adults performed a sequential reinforcement-learning task that enabled estimation of model-based and model-free contributions to choice. Whereas a model-free strategy was apparent in choice behavior across all age groups, a model-based strategy was absent in children, became evident in adolescents, and strengthened in adults. These results suggest that recruitment of model-based valuation systems represents a critical cognitive component underlying the gradual maturation of goal-directed behavior. PMID:27084852

  20. From Creatures of Habit to Goal-Directed Learners: Tracking the Developmental Emergence of Model-Based Reinforcement Learning.

    PubMed

    Decker, Johannes H; Otto, A Ross; Daw, Nathaniel D; Hartley, Catherine A

    2016-06-01

    Theoretical models distinguish two decision-making strategies that have been formalized in reinforcement-learning theory. A model-based strategy leverages a cognitive model of potential actions and their consequences to make goal-directed choices, whereas a model-free strategy evaluates actions based solely on their reward history. Research in adults has begun to elucidate the psychological mechanisms and neural substrates underlying these learning processes and factors that influence their relative recruitment. However, the developmental trajectory of these evaluative strategies has not been well characterized. In this study, children, adolescents, and adults performed a sequential reinforcement-learning task that enabled estimation of model-based and model-free contributions to choice. Whereas a model-free strategy was apparent in choice behavior across all age groups, a model-based strategy was absent in children, became evident in adolescents, and strengthened in adults. These results suggest that recruitment of model-based valuation systems represents a critical cognitive component underlying the gradual maturation of goal-directed behavior.

  1. Distributed Coordination of Heterogeneous Agents Using a Semantic Overlay Network and a Goal-Directed Graphplan Planner

    PubMed Central

    Lopes, António Luís; Botelho, Luís Miguel

    2013-01-01

    In this paper, we describe a distributed coordination system that allows agents to seamlessly cooperate in problem solving by partially contributing to a problem solution and delegating the subproblems for which they do not have the required skills or knowledge to appropriate agents. The coordination mechanism relies on a dynamically built semantic overlay network that allows the agents to efficiently locate, even in very large unstructured networks, the necessary skills for a specific problem. Each agent performs partial contributions to the problem solution using a new distributed goal-directed version of the Graphplan algorithm. This new goal-directed version of the original Graphplan algorithm provides an efficient solution to the problem of "distraction", which most forward-chaining algorithms suffer from. We also discuss a set of heuristics to be used in the backward-search process of the planning algorithm in order to distribute this process amongst idle agents in an attempt to find a solution in less time. The evaluation results show that our approach is effective in building a scalable and efficient agent society capable of solving complex distributable problems. PMID:23704885

  2. Motor planning of goal-directed action is tuned by the emotional valence of the stimulus: a kinematic study

    PubMed Central

    Esteves, P. O.; Oliveira, L. A. S.; Nogueira-Campos, A. A.; Saunier, G.; Pozzo, T.; Oliveira, J. M.; Rodrigues, E. C.; Volchan, E.; Vargas, C. D.

    2016-01-01

    The basic underpinnings of homeostatic behavior include interacting with positive items and avoiding negative ones. As the planning aspects of goal-directed actions can be inferred from their movement features, we investigated the kinematics of interacting with emotion-laden stimuli. Participants were instructed to grasp emotion-laden stimuli and bring them toward their bodies while the kinematics of their wrist movement was measured. The results showed that the time to peak velocity increased for bringing pleasant stimuli towards the body compared to unpleasant and neutral ones, suggesting higher easiness in undertaking the task with pleasant stimuli. Furthermore, bringing unpleasant stimuli towards the body increased movement time in comparison with both pleasant and neutral ones while the time to peak velocity for unpleasant stimuli was the same as for that of neutral stimuli. There was no change in the trajectory length among emotional categories. We conclude that during the “reach-to-grasp” and “bring-to-the-body” movements, the valence of the stimuli affects the temporal but not the spatial kinematic features of motion. To the best of our knowledge, we show for the first time that the kinematic features of a goal-directed action are tuned by the emotional valence of the stimuli. PMID:27364868

  3. Motor planning of goal-directed action is tuned by the emotional valence of the stimulus: a kinematic study.

    PubMed

    Esteves, P O; Oliveira, L A S; Nogueira-Campos, A A; Saunier, G; Pozzo, T; Oliveira, J M; Rodrigues, E C; Volchan, E; Vargas, C D

    2016-07-01

    The basic underpinnings of homeostatic behavior include interacting with positive items and avoiding negative ones. As the planning aspects of goal-directed actions can be inferred from their movement features, we investigated the kinematics of interacting with emotion-laden stimuli. Participants were instructed to grasp emotion-laden stimuli and bring them toward their bodies while the kinematics of their wrist movement was measured. The results showed that the time to peak velocity increased for bringing pleasant stimuli towards the body compared to unpleasant and neutral ones, suggesting higher easiness in undertaking the task with pleasant stimuli. Furthermore, bringing unpleasant stimuli towards the body increased movement time in comparison with both pleasant and neutral ones while the time to peak velocity for unpleasant stimuli was the same as for that of neutral stimuli. There was no change in the trajectory length among emotional categories. We conclude that during the "reach-to-grasp" and "bring-to-the-body" movements, the valence of the stimuli affects the temporal but not the spatial kinematic features of motion. To the best of our knowledge, we show for the first time that the kinematic features of a goal-directed action are tuned by the emotional valence of the stimuli.

  4. Goal-directed or aimless? EEG differences during the preparation of a reach-and-touch task.

    PubMed

    Pereira, Joana; Ofner, Patrick; Muller-Putz, Gernot R

    2015-08-01

    The natural control of neuroprostheses is currently a challenge in both rehabilitation engineering and brain-computer interfaces (BCIs) research. One of the recurrent problems is to know exactly when to activate such devices. For the execution of the most common activities of daily living, these devices only need to be active when in the presence of a goal. Therefore, we believe that the distinction between the planning of goal-directed and aimless movements, using non-invasive recordings, can be useful for the implementation of a simple and effective activation method for these devices. We investigated whether those differences are detectable during a reach-and-touch task, using electroencephalography (EEG). Event-related potentials and oscillatory activity changes were studied. Our results show that there are statistically significant differences between both types of movement. Combining this information with movement decoding would allow a natural control strategy for BCIs, exclusively relying on the cognitive processes behind movement preparation and execution. PMID:26736552

  5. Apathy: a pathology of goal-directed behaviour: a new concept of the clinic and pathophysiology of apathy.

    PubMed

    Levy, R

    2012-01-01

    We propose to defined apathy as a quantitative reduction of goal-directed behaviour. As such, the neural bases of apathy rely on lesions or dysfunctions of the brain structures that generate and control goal-directed behaviour: the frontal lobes, the basal ganglia and the frontal-basal ganglia circuits. Lesions or dysfunctions of the limbic territories of the frontal lobes (the orbital-mesial prefrontal cortex) and the basal ganglia (e.g., the ventral striatum) lead to apathy through difficulties to provide the affective value of a given behavioural context. We also suggest that lesions or dysfunctions of the associative ("cognitive") territories of the frontal lobes (the dorsal prefrontal cortex) and the basal ganglia (e.g., the dorsal caudate) contribute to apathy via a "cognitive inertia" - an inability to generate or activate strategies required to successfully complete a given program of actions. The most severe forms of apathy ("auto-activation deficit" syndrome), due to bilateral lesions in the prefrontal-basal ganglia circuits can be explained either by the addition of lesions in the cognitive and limbic territories or by a more general and elementary impairment that mirrored the presumed normal functions of the prefrontal-basal ganglia circuits, that is to selectively amplified the behaviour that one considers as the most adapted to one's personal needs or environmental demands. These lesions may limit the selective amplification of the signal that represents relevant thoughts and actions, leading to difficulties to disambiguate decision-making at the level of the prefrontal cortex. PMID:22921248

  6. The Learner-Directed Classroom: Developing Creative Thinking Skills through Art

    ERIC Educational Resources Information Center

    Jaquith, Diane B., Ed.; Hathaway, Nan E., Ed.

    2012-01-01

    Educators at all levels want their students to develop habits of self-directed learning and critical problem-solving skills that encourage ownership and growth. In "The Learner-Directed Classroom," practicing art educators (PreK-16) offer both a comprehensive framework for understanding student-directed learning and concrete pedagogical strategies…

  7. A Role of Phase-Resetting in Coordinating Large Scale Neural Networks During Attention and Goal-Directed Behavior

    PubMed Central

    Voloh, Benjamin; Womelsdorf, Thilo

    2016-01-01

    Short periods of oscillatory activation are ubiquitous signatures of neural circuits. A broad range of studies documents not only their circuit origins, but also a fundamental role for oscillatory activity in coordinating information transfer during goal directed behavior. Recent studies suggest that resetting the phase of ongoing oscillatory activity to endogenous or exogenous cues facilitates coordinated information transfer within circuits and between distributed brain areas. Here, we review evidence that pinpoints phase resetting as a critical marker of dynamic state changes of functional networks. Phase resets: (1) set a “neural context” in terms of narrow band frequencies that uniquely characterizes the activated circuits; (2) impose coherent low frequency phases to which high frequency activations can synchronize, identifiable as cross-frequency correlations across large anatomical distances; (3) are critical for neural coding models that depend on phase, increasing the informational content of neural representations; and (4) likely originate from the dynamics of canonical E-I circuits that are anatomically ubiquitous. These multiple signatures of phase resets are directly linked to enhanced information transfer and behavioral success. We survey how phase resets re-organize oscillations in diverse task contexts, including sensory perception, attentional stimulus selection, cross-modal integration, Pavlovian conditioning, and spatial navigation. The evidence we consider suggests that phase-resets can drive changes in neural excitability, ensemble organization, functional networks, and ultimately, overt behavior. PMID:27013986

  8. Goal-directed control with cortical units that are gated by both top-down feedback and oscillatory coherence

    PubMed Central

    Kerr, Robert R.; Grayden, David B.; Thomas, Doreen A.; Gilson, Matthieu; Burkitt, Anthony N.

    2014-01-01

    The brain is able to flexibly select behaviors that adapt to both its environment and its present goals. This cognitive control is understood to occur within the hierarchy of the cortex and relies strongly on the prefrontal and premotor cortices, which sit at the top of this hierarchy. Pyramidal neurons, the principal neurons in the cortex, have been observed to exhibit much stronger responses when they receive inputs at their soma/basal dendrites that are coincident with inputs at their apical dendrites. This corresponds to inputs from both lower-order regions (feedforward) and higher-order regions (feedback), respectively. In addition to this, coherence between oscillations, such as gamma oscillations, in different neuronal groups has been proposed to modulate and route communication in the brain. In this paper, we develop a simple, but novel, neural mass model in which cortical units (or ensembles) exhibit gamma oscillations when they receive coherent oscillatory inputs from both feedforward and feedback connections. By forming these units into circuits that can perform logic operations, we identify the different ways in which operations can be initiated and manipulated by top-down feedback. We demonstrate that more sophisticated and flexible top-down control is possible when the gain of units is modulated by not only top-down feedback but by coherence between the activities of the oscillating units. With these types of units, it is possible to not only add units to, or remove units from, a higher-level unit's logic operation using top-down feedback, but also to modify the type of role that a unit plays in the operation. Finally, we explore how different network properties affect top-down control and processing in large networks. Based on this, we make predictions about the likely connectivities between certain brain regions that have been experimentally observed to be involved in goal-directed behavior and top-down attention. PMID:25152715

  9. Working for food you don't desire. Cues interfere with goal-directed food-seeking.

    PubMed

    Watson, P; Wiers, R W; Hommel, B; de Wit, S

    2014-08-01

    Why do we indulge in food-seeking and eating behaviors at times when we are already fully sated? In the present study we investigated the hypothesis that food-associated cues in the environment can interfere with goal-directed action by eliciting food-seeking that is independent of the current desirability of the outcome. To this end, we used a computerized task in which participants learned to press keys for chocolate and popcorn rewards. Subsequently, we investigated whether satiation on one of these rewards would bias choice toward the other, still desirable, food reward. We found that satiation did indeed selectively reduce responding on the associated key in the absence of food-associated cues. In contrast, in a Pavlovian-instrumental transfer (PIT) test, satiation failed to reduce cue-elicited food-seeking: in line with our hypothesis, cues that had previously been paired with chocolate and popcorn led to increased responding for the signaled food reward, independent of satiation. Furthermore, we show that food-associated cues will not only bias choice toward the signaled food (outcome-specific transfer), but also enhance the vigor of responding generally (general transfer). These findings point to a mechanism that may underlie the powerful control that cues in our obesogenic environment exert over our behavior.

  10. Working for food you don't desire. Cues interfere with goal-directed food-seeking.

    PubMed

    Watson, P; Wiers, R W; Hommel, B; de Wit, S

    2014-08-01

    Why do we indulge in food-seeking and eating behaviors at times when we are already fully sated? In the present study we investigated the hypothesis that food-associated cues in the environment can interfere with goal-directed action by eliciting food-seeking that is independent of the current desirability of the outcome. To this end, we used a computerized task in which participants learned to press keys for chocolate and popcorn rewards. Subsequently, we investigated whether satiation on one of these rewards would bias choice toward the other, still desirable, food reward. We found that satiation did indeed selectively reduce responding on the associated key in the absence of food-associated cues. In contrast, in a Pavlovian-instrumental transfer (PIT) test, satiation failed to reduce cue-elicited food-seeking: in line with our hypothesis, cues that had previously been paired with chocolate and popcorn led to increased responding for the signaled food reward, independent of satiation. Furthermore, we show that food-associated cues will not only bias choice toward the signaled food (outcome-specific transfer), but also enhance the vigor of responding generally (general transfer). These findings point to a mechanism that may underlie the powerful control that cues in our obesogenic environment exert over our behavior. PMID:24743030

  11. The Allocation of Attention to Learning of Goal-Directed Actions: A Cognitive Neuroscience Framework Focusing on the Basal Ganglia

    PubMed Central

    Franz, E. A.

    2012-01-01

    The present paper builds on the idea that attention is largely in service of our actions. A framework and model which captures the allocation of attention for learning of goal-directed actions is proposed and developed. This framework highlights an evolutionary model based on the notion that rudimentary functions of the basal ganglia have become embedded into increasingly higher levels of networks which all contribute to adaptive learning. Supporting the proposed model, background literature is presented alongside key evidence based on experimental studies in the so-called “split-brain” (surgically divided cerebral hemispheres), and selected evidence from related areas of research. Although overlap with other existing findings and models is acknowledged, the proposed framework is an original synthesis of cognitive experimental findings with supporting evidence of a neural system and a carefully formulated model of attention. It is the hope that this new synthesis will be informative in fields of cognition and other fields of brain sciences and will lead to new avenues for experimentation across domains. PMID:23267335

  12. How are scientific thinking skills best developed? Direct instruction vs. inquiry practice

    NASA Astrophysics Data System (ADS)

    Dean, David Worth, Jr.

    Despite its support and adoption by most major scientific and educational organizations, some researchers have questioned whether inquiry learning is indeed the best method for acquiring the skills of inquiry. Klahr and colleagues have investigated the development of the control of variables strategy, or controlled comparison (CC), and claim that a brief session of direct instruction, characterized by explicit training of CC, as opposed to allowing children to discover CC through inquiry learning, is sufficient for acquisition, maintenance, and transfer of this core aspect of inquiry. Kuhn and colleagues, however, argue that direct instruction may be insufficient for development of the metastrategic level of understanding necessary to adequately maintain and transfer inquiry skills. In the present study, I attempt to identify the intervention most effective in supporting acquisition, maintenance, and transfer of these skills. Three groups of students received either a direct instruction session followed by standard classroom instruction (DI-only), an introductory session (without direct instruction) followed by practice sessions only (PR-only), or a direct instruction session followed by practice sessions (DI+PR). Practice sessions involved the use of a computer-based inquiry task requiring students to investigate the effects of five potential causal variables on an outcome. The two practice groups worked with this program during 12 sessions over nine weeks. They worked with structurally identical software programs during five weekly maintenance sessions. During this time, the DI-only group received standard classroom instruction. All groups were assessed on familiar and unfamiliar computer-based inquiry tasks at the conclusion of intervention (immediate assessment) and maintenance sessions (delayed assessment). Students in the two practice groups demonstrated improvement in an integrative measure of inquiry skill (valid intent, valid strategy, valid inference, and

  13. What Thai students Think about Directions and Types of Frictional Forces

    NASA Astrophysics Data System (ADS)

    Prasitpong, Singha; Chitaree, Ratchapak

    2010-07-01

    The frictional force is one of the obstacles to learning in physics. By itself, this topic consists of complicated ideas. In this study, we have investigated Thai students' ideas about directions and types of frictional forces by using open-ended questions and interviews. For example, these students believed that the direction of the frictional force always opposes to that of the motion or that of the external force exerted to such object. Moreover, most students thought that the frictional forces are resistant forces involving the object movement. They did not realize that sometimes the frictional force causes the object to move; has the same direction of the motion as well. About the kinetic friction, most students thought that if an object moves, it will always have the kinetic friction at the contact areas. From what we have found, we suggest that important steps for improving students' understanding of frictional forces is to teach students to draw free body diagrams, which can help students to visualize all forces acting on a single object.

  14. Dynamics of rapid dopamine release in the nucleus accumbens during goal-directed behaviors for cocaine versus natural rewards

    PubMed Central

    Cameron, Courtney M.; Wightman, R. Mark; Carelli, Regina M.

    2014-01-01

    Electrophysiological studies show that distinct subsets of nucleus accumbens (NAc) neurons differentially encode information about goal-directed behaviors for intravenous cocaine versus natural (food/water) rewards. Further, NAc rapid dopamine signaling occurs on a timescale similar to phasic cell firing during cocaine and natural reward-seeking behaviors. However, it is not known whether dopamine signaling is reinforcer specific (i.e., is released during responding for only one type of reinforcer) within discrete NAc locations, similar to neural firing dynamics. Here, fast-scan cyclic voltammetry (FSCV) was used to measure rapid dopamine release during multiple schedules involving sucrose reward and cocaine self-administration (n=8 rats) and, in a separate group of rats (n = 6), during a sucrose/food multiple schedule. During the sucrose/cocaine multiple schedule, dopamine increased within seconds of operant responding for both reinforcers. Although dopamine release was not reinforcer specific, more subtle differences were observed in peak dopamine concentration [DA] across reinforcer conditions. Specifically, peak [DA] was higher during the first phase of the multiple schedule, regardless of reinforcer type. Further, the time to reach peak [DA] was delayed during cocaine-responding compared to sucrose. During the sucrose/food multiple schedule, increases in dopamine release were also observed relative to operant responding for both natural rewards. However, peak [DA] was higher relative to responding for sucrose than food, regardless of reinforcer order. Overall, the results reveal the dynamics of rapid dopamine signaling in discrete locations in the NAc across reward conditions, and provide novel insight into the functional role of this system in reward-seeking behaviors. PMID:25174553

  15. Dynamics of rapid dopamine release in the nucleus accumbens during goal-directed behaviors for cocaine versus natural rewards.

    PubMed

    Cameron, Courtney M; Wightman, R Mark; Carelli, Regina M

    2014-11-01

    Electrophysiological studies show that distinct subsets of nucleus accumbens (NAc) neurons differentially encode information about goal-directed behaviors for intravenous cocaine versus natural (food/water) rewards. Further, NAc rapid dopamine signaling occurs on a timescale similar to phasic cell firing during cocaine and natural reward-seeking behaviors. However, it is not known whether dopamine signaling is reinforcer specific (i.e., is released during responding for only one type of reinforcer) within discrete NAc locations, similar to neural firing dynamics. Here, fast-scan cyclic voltammetry (FSCV) was used to measure rapid dopamine release during multiple schedules involving sucrose reward and cocaine self-administration (n = 8 rats) and, in a separate group of rats (n = 6), during a sucrose/food multiple schedule. During the sucrose/cocaine multiple schedule, dopamine increased within seconds of operant responding for both reinforcers. Although dopamine release was not reinforcer specific, more subtle differences were observed in peak dopamine concentration [DA] across reinforcer conditions. Specifically, peak [DA] was higher during the first phase of the multiple schedule, regardless of reinforcer type. Further, the time to reach peak [DA] was delayed during cocaine-responding compared to sucrose. During the sucrose/food multiple schedule, increases in dopamine release were also observed relative to operant responding for both natural rewards. However, peak [DA] was higher relative to responding for sucrose than food, regardless of reinforcer order. Overall, the results reveal the dynamics of rapid dopamine signaling in discrete locations in the NAc across reward conditions, and provide novel insight into the functional role of this system in reward-seeking behaviors. PMID:25174553

  16. Dynamics of rapid dopamine release in the nucleus accumbens during goal-directed behaviors for cocaine versus natural rewards.

    PubMed

    Cameron, Courtney M; Wightman, R Mark; Carelli, Regina M

    2014-11-01

    Electrophysiological studies show that distinct subsets of nucleus accumbens (NAc) neurons differentially encode information about goal-directed behaviors for intravenous cocaine versus natural (food/water) rewards. Further, NAc rapid dopamine signaling occurs on a timescale similar to phasic cell firing during cocaine and natural reward-seeking behaviors. However, it is not known whether dopamine signaling is reinforcer specific (i.e., is released during responding for only one type of reinforcer) within discrete NAc locations, similar to neural firing dynamics. Here, fast-scan cyclic voltammetry (FSCV) was used to measure rapid dopamine release during multiple schedules involving sucrose reward and cocaine self-administration (n = 8 rats) and, in a separate group of rats (n = 6), during a sucrose/food multiple schedule. During the sucrose/cocaine multiple schedule, dopamine increased within seconds of operant responding for both reinforcers. Although dopamine release was not reinforcer specific, more subtle differences were observed in peak dopamine concentration [DA] across reinforcer conditions. Specifically, peak [DA] was higher during the first phase of the multiple schedule, regardless of reinforcer type. Further, the time to reach peak [DA] was delayed during cocaine-responding compared to sucrose. During the sucrose/food multiple schedule, increases in dopamine release were also observed relative to operant responding for both natural rewards. However, peak [DA] was higher relative to responding for sucrose than food, regardless of reinforcer order. Overall, the results reveal the dynamics of rapid dopamine signaling in discrete locations in the NAc across reward conditions, and provide novel insight into the functional role of this system in reward-seeking behaviors.

  17. Effects of food deprivation on goal-directed behavior, spontaneous locomotion, and c-Fos immunoreactivity in the amygdala.

    PubMed

    Moscarello, J M; Ben-Shahar, O; Ettenberg, A

    2009-01-30

    Previous work in our laboratory has shown that food deprivation and food presentation produce different patterns of neuronal activity (as measured by c-Fos immunoreactivity) in the medial prefrontal cortex and nucleus accumbens of rats. Since the amygdala has been implicated in both motivational and reinforcement processes and has neuronal connections to both the prefrontal cortex and nucleus accumbens, it was of interest to assess amygdaloid c-Fos immunoreactivity during similar manipulations of food deprivation and presentation. In the current study, c-Fos counts in both basolateral and central amygdalar nuclei were observed to increase in rats 12- and 36-h food deprived (relative to 0-h controls)-an effect reversed by the presentation of either a small or large meal (2.5 or 20g of food). In another experiment, rats working on a progressive ratio schedule of reinforcement exhibited elevated break-points as a function of food deprivation, a result consistent with the view that the feeding manipulations increased the subjects' level of motivation. In contrast, food deprivation reduced the spontaneous locomotor activity of rats, presumably as a result of an inherent energy-conservation strategy when no food is readily available. These data suggest that the state of food deprivation is associated with: (a) enhanced behavioral output only when food is attainable (increased goal-directed behavior, but decreased spontaneous activity), and (b) increased synaptic engagement in neuronal circuits involved in affective valuation and related decision-making (increased c-Fos counts in the amygdala). PMID:18706934

  18. The Neuro-Mechanical Processes That Underlie Goal-Directed Medio-Lateral APA during Gait Initiation

    PubMed Central

    Honeine, Jean-Louis; Schieppati, Marco; Crisafulli, Oscar; Do, Manh-Cuong

    2016-01-01

    Gait initiation (GI) involves passing from bipedal to unipedal stance. It requires a rapid movement of the center of foot pressure (CoP) towards the future swing foot and of the center of mass (CoM) in the direction of the stance foot prior to the incoming step. This anticipatory postural adjustment (APA) allows disengaging the swing leg from the ground and establishing favorable conditions for stepping. This study aimed to describe the neuro-mechanical process that underlies the goal-directed medio-lateral (ML) APA. We hypothesized that controlled knee flexion of the stance leg contributes to the initial ML displacement of the CoP and to the calibration of the first step. Fourteen subjects initiated gait starting from three different initial stance widths of 15 cm (Small), 30 cm (Medium), and 45 cm (Large). Optoelectronic, force platform and electromyogram (EMG) measurements were performed. During APA, soleus activity diminished bilaterally, while tibialis anterior (TA) activity increased, more so in the stance leg than in the swing leg, and to a larger extent with increasing initial stance width. Knee flexion of the stance leg was observed during APA and correlated with the ML CoP displacement towards the swing leg. ML CoP and CoM displacements during APA increased with increasing stance width. The activity of stance-leg TA was correlated with the degree of knee flexion. Swing-leg tensor fasciae latae (TFL) was also active during APA. Across subjects, when stance-leg tibialis activity was low, TFL activity was large and vice versa. The modulation of the ML CoP position during APA allowed the gravity-driven torque to place the CoM just lateral to the stance foot during step execution. Accordingly, the gravity-driven torque, the ML CoM velocity during step execution, and the step width at foot contact (FC) were lower in the Small and greater in the Large condition. Consequently, the position of the stepping foot at FC remained close to the sagittal plane in all

  19. The Neuro-Mechanical Processes That Underlie Goal-Directed Medio-Lateral APA during Gait Initiation.

    PubMed

    Honeine, Jean-Louis; Schieppati, Marco; Crisafulli, Oscar; Do, Manh-Cuong

    2016-01-01

    Gait initiation (GI) involves passing from bipedal to unipedal stance. It requires a rapid movement of the center of foot pressure (CoP) towards the future swing foot and of the center of mass (CoM) in the direction of the stance foot prior to the incoming step. This anticipatory postural adjustment (APA) allows disengaging the swing leg from the ground and establishing favorable conditions for stepping. This study aimed to describe the neuro-mechanical process that underlies the goal-directed medio-lateral (ML) APA. We hypothesized that controlled knee flexion of the stance leg contributes to the initial ML displacement of the CoP and to the calibration of the first step. Fourteen subjects initiated gait starting from three different initial stance widths of 15 cm (Small), 30 cm (Medium), and 45 cm (Large). Optoelectronic, force platform and electromyogram (EMG) measurements were performed. During APA, soleus activity diminished bilaterally, while tibialis anterior (TA) activity increased, more so in the stance leg than in the swing leg, and to a larger extent with increasing initial stance width. Knee flexion of the stance leg was observed during APA and correlated with the ML CoP displacement towards the swing leg. ML CoP and CoM displacements during APA increased with increasing stance width. The activity of stance-leg TA was correlated with the degree of knee flexion. Swing-leg tensor fasciae latae (TFL) was also active during APA. Across subjects, when stance-leg tibialis activity was low, TFL activity was large and vice versa. The modulation of the ML CoP position during APA allowed the gravity-driven torque to place the CoM just lateral to the stance foot during step execution. Accordingly, the gravity-driven torque, the ML CoM velocity during step execution, and the step width at foot contact (FC) were lower in the Small and greater in the Large condition. Consequently, the position of the stepping foot at FC remained close to the sagittal plane in all

  20. The Neuro-Mechanical Processes That Underlie Goal-Directed Medio-Lateral APA during Gait Initiation.

    PubMed

    Honeine, Jean-Louis; Schieppati, Marco; Crisafulli, Oscar; Do, Manh-Cuong

    2016-01-01

    Gait initiation (GI) involves passing from bipedal to unipedal stance. It requires a rapid movement of the center of foot pressure (CoP) towards the future swing foot and of the center of mass (CoM) in the direction of the stance foot prior to the incoming step. This anticipatory postural adjustment (APA) allows disengaging the swing leg from the ground and establishing favorable conditions for stepping. This study aimed to describe the neuro-mechanical process that underlies the goal-directed medio-lateral (ML) APA. We hypothesized that controlled knee flexion of the stance leg contributes to the initial ML displacement of the CoP and to the calibration of the first step. Fourteen subjects initiated gait starting from three different initial stance widths of 15 cm (Small), 30 cm (Medium), and 45 cm (Large). Optoelectronic, force platform and electromyogram (EMG) measurements were performed. During APA, soleus activity diminished bilaterally, while tibialis anterior (TA) activity increased, more so in the stance leg than in the swing leg, and to a larger extent with increasing initial stance width. Knee flexion of the stance leg was observed during APA and correlated with the ML CoP displacement towards the swing leg. ML CoP and CoM displacements during APA increased with increasing stance width. The activity of stance-leg TA was correlated with the degree of knee flexion. Swing-leg tensor fasciae latae (TFL) was also active during APA. Across subjects, when stance-leg tibialis activity was low, TFL activity was large and vice versa. The modulation of the ML CoP position during APA allowed the gravity-driven torque to place the CoM just lateral to the stance foot during step execution. Accordingly, the gravity-driven torque, the ML CoM velocity during step execution, and the step width at foot contact (FC) were lower in the Small and greater in the Large condition. Consequently, the position of the stepping foot at FC remained close to the sagittal plane in all

  1. The Neuro-Mechanical Processes That Underlie Goal-Directed Medio-Lateral APA during Gait Initiation

    PubMed Central

    Honeine, Jean-Louis; Schieppati, Marco; Crisafulli, Oscar; Do, Manh-Cuong

    2016-01-01

    Gait initiation (GI) involves passing from bipedal to unipedal stance. It requires a rapid movement of the center of foot pressure (CoP) towards the future swing foot and of the center of mass (CoM) in the direction of the stance foot prior to the incoming step. This anticipatory postural adjustment (APA) allows disengaging the swing leg from the ground and establishing favorable conditions for stepping. This study aimed to describe the neuro-mechanical process that underlies the goal-directed medio-lateral (ML) APA. We hypothesized that controlled knee flexion of the stance leg contributes to the initial ML displacement of the CoP and to the calibration of the first step. Fourteen subjects initiated gait starting from three different initial stance widths of 15 cm (Small), 30 cm (Medium), and 45 cm (Large). Optoelectronic, force platform and electromyogram (EMG) measurements were performed. During APA, soleus activity diminished bilaterally, while tibialis anterior (TA) activity increased, more so in the stance leg than in the swing leg, and to a larger extent with increasing initial stance width. Knee flexion of the stance leg was observed during APA and correlated with the ML CoP displacement towards the swing leg. ML CoP and CoM displacements during APA increased with increasing stance width. The activity of stance-leg TA was correlated with the degree of knee flexion. Swing-leg tensor fasciae latae (TFL) was also active during APA. Across subjects, when stance-leg tibialis activity was low, TFL activity was large and vice versa. The modulation of the ML CoP position during APA allowed the gravity-driven torque to place the CoM just lateral to the stance foot during step execution. Accordingly, the gravity-driven torque, the ML CoM velocity during step execution, and the step width at foot contact (FC) were lower in the Small and greater in the Large condition. Consequently, the position of the stepping foot at FC remained close to the sagittal plane in all

  2. Assessing Business Student Thinking Skills

    ERIC Educational Resources Information Center

    Smith, Gerald F.

    2014-01-01

    The development of student thinking skills is a major goal of business education. As with other such goals, student outcomes assessment must be undertaken to measure goal achievement. Thinking is difficult to teach; it is also difficult to assess. The purpose of this article is to improve management educators' understanding of student…

  3. Simplified Severe Sepsis Protocol: A Randomized Controlled Trial of Modified Early Goal-Directed Therapy in Zambia

    PubMed Central

    Andrews, Ben; Muchemwa, Levy; Kelly, Paul; Lakhi, Shabir; Heimburger, Douglas C; Bernard, Gordon R.

    2014-01-01

    Objective To assess the efficacy of a simple, goal-directed sepsis treatment protocol for reducing mortality in patients with severe sepsis in Zambia. Design Single center non-blinded randomized controlled trial Setting Emergency room, ICU, and medical wards of the national referral hospital in Lusaka, Zambia Patients 112 patients enrolled within 24 hours of admission with severe sepsis, defined as systemic inflammatory response syndrome with suspected infection and organ dysfunction Interventions Simplified Severe Sepsis Protocol (SSSP) consisting of up to 4 liters of intravenous fluids within 6 hours, guided by jugular venous pressure assessment, and dopamine and/or blood transfusion in selected patients. Control group was managed as usual care. Blood cultures were collected and early antibiotics administered for both arms. Measurements and Main Results Primary outcome was in-hospital all-cause mortality. 109 patients were included in the final analysis. 88 (80.7%) were HIV positive. Pulmonary infections were the most common source of sepsis. In-hospital mortality rate was 64.2% in the intervention group and 60.7% in the control group (RR 1.05, 95%CI:0.79-1.41). Mycobacterium tuberculosis complex was isolated from 31 of 82 (37.8%) HIV positive patients with available mycobacterial blood culture results. SSSP patients received significantly more IV fluids in the first 6 hours (2.7 liters vs. 1.7 liters, p=0.002). The study was stopped early because of high mortality rate among patients with hypoxemic respiratory failure in the intervention arm (8/8, 100%) compared with the control arm [7/10, 70%, RR 1.43 (95%CI:0.95-2.14)]. Conclusion Factors other than tissue hypoperfusion probably account for much of the end organ dysfunction in African patients with severe sepsis. Studies of fluid-based interventions should utilize inclusion criteria to accurately capture patients with hypovolemia and tissue hypoperfusion who are most likely to benefit from fluids. Exclusion of

  4. The Practical Teaching of Thinking Using the CoRT Method.

    ERIC Educational Resources Information Center

    De Bono, Edward

    1986-01-01

    The CoRT (Cognitive Research Trust) is a five-step program in direct instruction of thinking skills which increase the number and diversity of ideas as well as help the individual establish goals, set priorities, improve interactions with others, and incorporate feeling into thinking. (DB)

  5. Deriving Sediment Interstitial Water Remediation Goals (IWRGs) at Superfund Sites for the Protection of Benthic Organisms from Direct Toxicity

    EPA Science Inventory

    This document contains a methodology for developing interstitial water remediation goals (IWRGs) for nonionic organic pollutants (toxicants) in sediments for the protection of benthic organisms. The document provides the basis for using the final chronic values (FCVs) from EPA’s...

  6. Applying the model of Goal-Directed Behavior, including descriptive norms, to physical activity intentions: A contribution to improving the Theory of Planned Behavior

    Technology Transfer Automated Retrieval System (TEKTRAN)

    The theory of planned behavior (TPB) has received its fair share of criticism lately, including calls for it to retire. We contributed to improving the theory by testing extensions such as the model of goal-directed behavior (MGDB, which adds desire and anticipated positive and negative emotions) ap...

  7. Early goal-directed therapy in severe sepsis and septic shock: insights and comparisons to ProCESS, ProMISe, and ARISE.

    PubMed

    Nguyen, H Bryant; Jaehne, Anja Kathrin; Jayaprakash, Namita; Semler, Matthew W; Hegab, Sara; Yataco, Angel Coz; Tatem, Geneva; Salem, Dhafer; Moore, Steven; Boka, Kamran; Gill, Jasreen Kaur; Gardner-Gray, Jayna; Pflaum, Jacqueline; Domecq, Juan Pablo; Hurst, Gina; Belsky, Justin B; Fowkes, Raymond; Elkin, Ronald B; Simpson, Steven Q; Falk, Jay L; Singer, Daniel J; Rivers, Emanuel P

    2016-01-01

    Prior to 2001 there was no standard for early management of severe sepsis and septic shock in the emergency department. In the presence of standard or usual care, the prevailing mortality was over 40-50 %. In response, a systems-based approach, similar to that in acute myocardial infarction, stroke and trauma, called early goal-directed therapy was compared to standard care and this clinical trial resulted in a significant mortality reduction. Since the publication of that trial, similar outcome benefits have been reported in over 70 observational and randomized controlled studies comprising over 70,000 patients. As a result, early goal-directed therapy was largely incorporated into the first 6 hours of sepsis management (resuscitation bundle) adopted by the Surviving Sepsis Campaign and disseminated internationally as the standard of care for early sepsis management. Recently a trio of trials (ProCESS, ARISE, and ProMISe), while reporting an all-time low sepsis mortality, question the continued need for all of the elements of early goal-directed therapy or the need for protocolized care for patients with severe and septic shock. A review of the early hemodynamic pathogenesis, historical development, and definition of early goal-directed therapy, comparing trial conduction methodology and the changing landscape of sepsis mortality, are essential for an appropriate interpretation of these trials and their conclusions. PMID:27364620

  8. Early goal-directed therapy in severe sepsis and septic shock: insights and comparisons to ProCESS, ProMISe, and ARISE.

    PubMed

    Nguyen, H Bryant; Jaehne, Anja Kathrin; Jayaprakash, Namita; Semler, Matthew W; Hegab, Sara; Yataco, Angel Coz; Tatem, Geneva; Salem, Dhafer; Moore, Steven; Boka, Kamran; Gill, Jasreen Kaur; Gardner-Gray, Jayna; Pflaum, Jacqueline; Domecq, Juan Pablo; Hurst, Gina; Belsky, Justin B; Fowkes, Raymond; Elkin, Ronald B; Simpson, Steven Q; Falk, Jay L; Singer, Daniel J; Rivers, Emanuel P

    2016-07-01

    Prior to 2001 there was no standard for early management of severe sepsis and septic shock in the emergency department. In the presence of standard or usual care, the prevailing mortality was over 40-50 %. In response, a systems-based approach, similar to that in acute myocardial infarction, stroke and trauma, called early goal-directed therapy was compared to standard care and this clinical trial resulted in a significant mortality reduction. Since the publication of that trial, similar outcome benefits have been reported in over 70 observational and randomized controlled studies comprising over 70,000 patients. As a result, early goal-directed therapy was largely incorporated into the first 6 hours of sepsis management (resuscitation bundle) adopted by the Surviving Sepsis Campaign and disseminated internationally as the standard of care for early sepsis management. Recently a trio of trials (ProCESS, ARISE, and ProMISe), while reporting an all-time low sepsis mortality, question the continued need for all of the elements of early goal-directed therapy or the need for protocolized care for patients with severe and septic shock. A review of the early hemodynamic pathogenesis, historical development, and definition of early goal-directed therapy, comparing trial conduction methodology and the changing landscape of sepsis mortality, are essential for an appropriate interpretation of these trials and their conclusions.

  9. Characterizing the associative content of brain structures involved in habitual and goal-directed actions in humans: a multivariate FMRI study.

    PubMed

    McNamee, Daniel; Liljeholm, Mimi; Zika, Ondrej; O'Doherty, John P

    2015-03-01

    While there is accumulating evidence for the existence of distinct neural systems supporting goal-directed and habitual action selection in the mammalian brain, much less is known about the nature of the information being processed in these different brain regions. Associative learning theory predicts that brain systems involved in habitual control, such as the dorsolateral striatum, should contain stimulus and response information only, but not outcome information, while regions involved in goal-directed action, such as ventromedial and dorsolateral prefrontal cortex and dorsomedial striatum, should be involved in processing information about outcomes as well as stimuli and responses. To test this prediction, human participants underwent fMRI while engaging in a binary choice task designed to enable the separate identification of these different representations with a multivariate classification analysis approach. Consistent with our predictions, the dorsolateral striatum contained information about responses but not outcomes at the time of an initial stimulus, while the regions implicated in goal-directed action selection contained information about both responses and outcomes. These findings suggest that differential contributions of these regions to habitual and goal-directed behavioral control may depend in part on basic differences in the type of information that these regions have access to at the time of decision making. PMID:25740507

  10. MOTIVATION: Goals and Goal Setting

    ERIC Educational Resources Information Center

    Stratton, Richard K.

    2005-01-01

    Goal setting has great impact on a team's performance. Goals enable a team to synchronize their efforts to achieve success. In this article, the author talks about goals and goal setting. This articles complements Domain 5--Teaching and Communication (p.14) and discusses one of the benchmarks listed therein: "Teach the goal setting process and…

  11. Goal-directed actions activate the face-sensitive posterior superior temporal sulcus and fusiform gyrus in the absence of human-like perceptual cues.

    PubMed

    Shultz, Sarah; McCarthy, Gregory

    2012-05-01

    The conditions under which we identify entities as animate agents and the neural mechanisms supporting this ability are central questions in social neuroscience. Prior studies have focused upon 2 perceptual cues for signaling animacy: 1) surface features representing body forms such as faces, torsos, and limbs and 2) motion cues associated with biological forms. Here, we consider a third cue--the goal-directedness of an action. Regions in the social brain network, such as the right posterior superior temporal sulcus (pSTS) and fusiform face area (FFA), are activated by human-like motion and body form perceptual cues signaling animacy. Here, we investigate whether these same brain regions are activated by goal-directed motion even when performed by entities that lack human-like perceptual cues. We observed an interaction effect whereby the presence of either human-like perceptual cues or goal-directed actions was sufficient to activate the right pSTS and FFA. Only stimuli that lacked human-like perceptual cues and goal-directed actions failed to activate the pSTS and FFA at the same level. PMID:21768227

  12. A Closer Look at the Effects of Repeated Cocaine Exposure on Adaptive Decision-Making under Conditions That Promote Goal-Directed Control.

    PubMed

    Halbout, Briac; Liu, Angela T; Ostlund, Sean B

    2016-01-01

    It has been proposed that compulsive drug seeking reflects an underlying dysregulation in adaptive behavior that favors habitual (automatic and inflexible) over goal-directed (deliberative and highly flexible) action selection. Rodent studies have established that repeated exposure to cocaine or amphetamine facilitates the development of habits, producing behavior that becomes unusually insensitive to a reduction in the value of its outcome. The current study more directly investigated the effects of cocaine pre-exposure on goal-directed learning and action selection using an approach that discourages habitual performance. After undergoing a 15-day series of cocaine (15 or 30 mg/kg, i.p.) or saline injections and a drug withdrawal period, rats were trained to perform two different lever-press actions for distinct reward options. During a subsequent outcome devaluation test, both cocaine- and saline-treated rats showed a robust bias in their choice between the two actions, preferring whichever action had been trained with the reward that retained its value. Thus, it appears that the tendency for repeated cocaine exposure to promote habit formation does not extend to a more complex behavioral scenario that encourages goal-directed control. To further explore this issue, we assessed how prior cocaine treatment would affect the rats' ability to learn about a selective reduction in the predictive relationship between one of the two actions and its outcome, which is another fundamental feature of goal-directed behavior. Interestingly, we found that cocaine-treated rats showed enhanced, rather than diminished, sensitivity to this action-outcome contingency degradation manipulation. Given their mutual dependence on striatal dopamine signaling, we suggest that cocaine's effects on habit formation and contingency learning may stem from a common adaptation in this neurochemical system. PMID:27047400

  13. A Closer Look at the Effects of Repeated Cocaine Exposure on Adaptive Decision-Making under Conditions That Promote Goal-Directed Control

    PubMed Central

    Halbout, Briac; Liu, Angela T.; Ostlund, Sean B.

    2016-01-01

    It has been proposed that compulsive drug seeking reflects an underlying dysregulation in adaptive behavior that favors habitual (automatic and inflexible) over goal-directed (deliberative and highly flexible) action selection. Rodent studies have established that repeated exposure to cocaine or amphetamine facilitates the development of habits, producing behavior that becomes unusually insensitive to a reduction in the value of its outcome. The current study more directly investigated the effects of cocaine pre-exposure on goal-directed learning and action selection using an approach that discourages habitual performance. After undergoing a 15-day series of cocaine (15 or 30 mg/kg, i.p.) or saline injections and a drug withdrawal period, rats were trained to perform two different lever-press actions for distinct reward options. During a subsequent outcome devaluation test, both cocaine- and saline-treated rats showed a robust bias in their choice between the two actions, preferring whichever action had been trained with the reward that retained its value. Thus, it appears that the tendency for repeated cocaine exposure to promote habit formation does not extend to a more complex behavioral scenario that encourages goal-directed control. To further explore this issue, we assessed how prior cocaine treatment would affect the rats’ ability to learn about a selective reduction in the predictive relationship between one of the two actions and its outcome, which is another fundamental feature of goal-directed behavior. Interestingly, we found that cocaine-treated rats showed enhanced, rather than diminished, sensitivity to this action–outcome contingency degradation manipulation. Given their mutual dependence on striatal dopamine signaling, we suggest that cocaine’s effects on habit formation and contingency learning may stem from a common adaptation in this neurochemical system. PMID:27047400

  14. Consumer-Directed Goal Planning in the Delivery of Assistive Technology Services for People Who Are Ageing with Intellectual Disabilities

    ERIC Educational Resources Information Center

    Mirza, Mansha; Hammel, Joy

    2009-01-01

    Background: A consumer-directed service-delivery approach to assistive technology and environmental modification intervention was examined with people who were ageing with intellectual disabilities. Material and Methods: The intervention was based on a collaborative approach involving consumers, their social supports and service deliverers. Thirty…

  15. The Effect of Inconsistency Appeals on the Influence of Direct-to-Consumer Prescription Drug Advertisements: An Application of Goal Disruption Theory.

    PubMed

    Rosenberg, Benjamin D; Siegel, Jason T

    2016-01-01

    Scholars across multiple domains have identified the presence of inconsistency-arousing information in direct-to-consumer prescription drug advertisements and have suggested that these appeals, which highlight differences between people's actual and desired lives, may create psychological disequilibrium. However, experimental assessment of the distinct influence of inconsistency-arousing information in this domain is rare. Guided by goal disruption theory-a framework that outlines people's reactions to goal expectation violations-we created direct-to-consumer advertisements designed to make people's life inconsistencies salient. The influence of these ads on people's perceptions of, and intentions to use, prescription drugs was then assessed. Results from a structural equation modeling analysis supported the proposed model, indicating that compared to a control ad, an ad containing a goal expectation violation manipulation resulted in higher levels of psychological disequilibrium; in turn, psychological disequilibrium led to positive evaluations of the ad and the drug, positive outcome expectations of the drug, increased purposive harm endurance, and increased usage intentions. The current results suggest a psychological pathway that begins with a negative goal expectation violation and ends with increased usage intentions and a greater willingness to endure harm to make use possible. PMID:26716683

  16. Neonatal lesions of orbital frontal areas 11/13 in monkeys alter goal-directed behavior but spare fear conditioning and safety signal learning

    PubMed Central

    Kazama, Andy M.; Davis, Michael; Bachevalier, Jocelyne

    2014-01-01

    Recent studies in monkeys have demonstrated that damage to the lateral subfields of orbital frontal cortex (OFC areas 11/13) yields profound changes in flexible modulation of goal-directed behaviors and deficits in fear regulation. Yet, little consideration has been placed on its role in emotional and social development throughout life. The current study investigated the effects of neonatal lesions of the OFC on the flexible modulation of goal-directed behaviors and fear responses in monkeys. Infant monkeys received neonatal lesions of OFC areas 11/13 or sham-lesions during the first post-natal week. Modulation of goal-directed behaviors was measured with a devaluation task at 3–4 and 6–7 years. Modulation of fear reactivity by safety signals was assessed with the AX+/BX− fear-potentiated-startle paradigm at 6–7 years. Similar to adult-onset OFC lesions, selective neonatal lesions of OFC areas 11/13 yielded a failure to modulate behavioral responses guided by changes in reward value, but spared the ability to modulate fear responses in the presence of safety signals. These results suggest that these areas play a critical role in the development of behavioral adaptation during goal-directed behaviors, but not or less so, in the development of the ability to process emotionally salient stimuli and to modulate emotional reactivity using environmental contexts, which could be supported by other OFC subfields, such as the most ventromedial subfields (i.e., areas 14/25). Given similar impaired decision-making abilities and spared modulation of fear after both neonatal lesions of either OFC areas 11 and 13 or amygdala (Kazama et al., 2012; Kazama and Bachevalier, 2013), the present results suggest that interactions between these two neural structures play a critical role in the development of behavioral adaptation; an ability essential for the self-regulation of emotion and behavior that assures the maintenance of successful social relationships. PMID:24624054

  17. Neonatal lesions of orbital frontal areas 11/13 in monkeys alter goal-directed behavior but spare fear conditioning and safety signal learning.

    PubMed

    Kazama, Andy M; Davis, Michael; Bachevalier, Jocelyne

    2014-01-01

    Recent studies in monkeys have demonstrated that damage to the lateral subfields of orbital frontal cortex (OFC areas 11/13) yields profound changes in flexible modulation of goal-directed behaviors and deficits in fear regulation. Yet, little consideration has been placed on its role in emotional and social development throughout life. The current study investigated the effects of neonatal lesions of the OFC on the flexible modulation of goal-directed behaviors and fear responses in monkeys. Infant monkeys received neonatal lesions of OFC areas 11/13 or sham-lesions during the first post-natal week. Modulation of goal-directed behaviors was measured with a devaluation task at 3-4 and 6-7 years. Modulation of fear reactivity by safety signals was assessed with the AX+/BX- fear-potentiated-startle paradigm at 6-7 years. Similar to adult-onset OFC lesions, selective neonatal lesions of OFC areas 11/13 yielded a failure to modulate behavioral responses guided by changes in reward value, but spared the ability to modulate fear responses in the presence of safety signals. These results suggest that these areas play a critical role in the development of behavioral adaptation during goal-directed behaviors, but not or less so, in the development of the ability to process emotionally salient stimuli and to modulate emotional reactivity using environmental contexts, which could be supported by other OFC subfields, such as the most ventromedial subfields (i.e., areas 14/25). Given similar impaired decision-making abilities and spared modulation of fear after both neonatal lesions of either OFC areas 11 and 13 or amygdala (Kazama et al., 2012; Kazama and Bachevalier, 2013), the present results suggest that interactions between these two neural structures play a critical role in the development of behavioral adaptation; an ability essential for the self-regulation of emotion and behavior that assures the maintenance of successful social relationships.

  18. Neuromodulatory adaptive combination of correlation-based learning in cerebellum and reward-based learning in basal ganglia for goal-directed behavior control.

    PubMed

    Dasgupta, Sakyasingha; Wörgötter, Florentin; Manoonpong, Poramate

    2014-01-01

    Goal-directed decision making in biological systems is broadly based on associations between conditional and unconditional stimuli. This can be further classified as classical conditioning (correlation-based learning) and operant conditioning (reward-based learning). A number of computational and experimental studies have well established the role of the basal ganglia in reward-based learning, where as the cerebellum plays an important role in developing specific conditioned responses. Although viewed as distinct learning systems, recent animal experiments point toward their complementary role in behavioral learning, and also show the existence of substantial two-way communication between these two brain structures. Based on this notion of co-operative learning, in this paper we hypothesize that the basal ganglia and cerebellar learning systems work in parallel and interact with each other. We envision that such an interaction is influenced by reward modulated heterosynaptic plasticity (RMHP) rule at the thalamus, guiding the overall goal directed behavior. Using a recurrent neural network actor-critic model of the basal ganglia and a feed-forward correlation-based learning model of the cerebellum, we demonstrate that the RMHP rule can effectively balance the outcomes of the two learning systems. This is tested using simulated environments of increasing complexity with a four-wheeled robot in a foraging task in both static and dynamic configurations. Although modeled with a simplified level of biological abstraction, we clearly demonstrate that such a RMHP induced combinatorial learning mechanism, leads to stabler and faster learning of goal-directed behaviors, in comparison to the individual systems. Thus, in this paper we provide a computational model for adaptive combination of the basal ganglia and cerebellum learning systems by way of neuromodulated plasticity for goal-directed decision making in biological and bio-mimetic organisms. PMID:25389391

  19. Neuromodulatory adaptive combination of correlation-based learning in cerebellum and reward-based learning in basal ganglia for goal-directed behavior control

    PubMed Central

    Dasgupta, Sakyasingha; Wörgötter, Florentin; Manoonpong, Poramate

    2014-01-01

    Goal-directed decision making in biological systems is broadly based on associations between conditional and unconditional stimuli. This can be further classified as classical conditioning (correlation-based learning) and operant conditioning (reward-based learning). A number of computational and experimental studies have well established the role of the basal ganglia in reward-based learning, where as the cerebellum plays an important role in developing specific conditioned responses. Although viewed as distinct learning systems, recent animal experiments point toward their complementary role in behavioral learning, and also show the existence of substantial two-way communication between these two brain structures. Based on this notion of co-operative learning, in this paper we hypothesize that the basal ganglia and cerebellar learning systems work in parallel and interact with each other. We envision that such an interaction is influenced by reward modulated heterosynaptic plasticity (RMHP) rule at the thalamus, guiding the overall goal directed behavior. Using a recurrent neural network actor-critic model of the basal ganglia and a feed-forward correlation-based learning model of the cerebellum, we demonstrate that the RMHP rule can effectively balance the outcomes of the two learning systems. This is tested using simulated environments of increasing complexity with a four-wheeled robot in a foraging task in both static and dynamic configurations. Although modeled with a simplified level of biological abstraction, we clearly demonstrate that such a RMHP induced combinatorial learning mechanism, leads to stabler and faster learning of goal-directed behaviors, in comparison to the individual systems. Thus, in this paper we provide a computational model for adaptive combination of the basal ganglia and cerebellum learning systems by way of neuromodulated plasticity for goal-directed decision making in biological and bio-mimetic organisms. PMID:25389391

  20. Neuromodulatory adaptive combination of correlation-based learning in cerebellum and reward-based learning in basal ganglia for goal-directed behavior control.

    PubMed

    Dasgupta, Sakyasingha; Wörgötter, Florentin; Manoonpong, Poramate

    2014-01-01

    Goal-directed decision making in biological systems is broadly based on associations between conditional and unconditional stimuli. This can be further classified as classical conditioning (correlation-based learning) and operant conditioning (reward-based learning). A number of computational and experimental studies have well established the role of the basal ganglia in reward-based learning, where as the cerebellum plays an important role in developing specific conditioned responses. Although viewed as distinct learning systems, recent animal experiments point toward their complementary role in behavioral learning, and also show the existence of substantial two-way communication between these two brain structures. Based on this notion of co-operative learning, in this paper we hypothesize that the basal ganglia and cerebellar learning systems work in parallel and interact with each other. We envision that such an interaction is influenced by reward modulated heterosynaptic plasticity (RMHP) rule at the thalamus, guiding the overall goal directed behavior. Using a recurrent neural network actor-critic model of the basal ganglia and a feed-forward correlation-based learning model of the cerebellum, we demonstrate that the RMHP rule can effectively balance the outcomes of the two learning systems. This is tested using simulated environments of increasing complexity with a four-wheeled robot in a foraging task in both static and dynamic configurations. Although modeled with a simplified level of biological abstraction, we clearly demonstrate that such a RMHP induced combinatorial learning mechanism, leads to stabler and faster learning of goal-directed behaviors, in comparison to the individual systems. Thus, in this paper we provide a computational model for adaptive combination of the basal ganglia and cerebellum learning systems by way of neuromodulated plasticity for goal-directed decision making in biological and bio-mimetic organisms.

  1. Re-Thinking Assessment: Self- and Peer-Assessment as Drivers of Self-Direction in Learning

    ERIC Educational Resources Information Center

    Harrison, Kathy; O'Hara, Joe; McNamara, Gerry

    2015-01-01

    Problem Statement: This paper focuses on assessment in Irish education, which, despite best intentions, shepherds students through the process to an extent that the individual is prone to undervalue her/his ability to trust in the self as a rational, self-thinking individual. In Ireland's assessment system lies the paradox whereby from childhood…

  2. Relating use of effective responsive, structure, and non-directive control vegetable parenting practices to subscales from the Model of Goal Directed Behavior

    Technology Transfer Automated Retrieval System (TEKTRAN)

    Parents may positively influence children's vegetable consumption through effective vegetable parenting practices (VPP). Research has demonstrated three dimensions of effective VPP: Effective Responsiveness, Structure, and Non-Directive Control, but there is limited research investigating each separ...

  3. Interactions between dorsolateral and ventromedial prefrontal cortex underlie context-dependent stimulus valuation in goal-directed choice.

    PubMed

    Rudorf, Sarah; Hare, Todd A

    2014-11-26

    External circumstances and internal bodily states often change and require organisms to flexibly adapt valuation processes to select the optimal action in a given context. Here, we investigate the neurobiology of context-dependent valuation in 22 human subjects using functional magnetic resonance imaging. Subjects made binary choices between visual stimuli with three attributes (shape, color, and pattern) that were associated with monetary values. Context changes required subjects to deviate from the default shape valuation and to integrate a second attribute to comply with the goal to maximize rewards. Critically, this binary choice task did not involve any conflict between opposing monetary, temporal, or social preferences. We tested the hypothesis that interactions between regions of dorsolateral prefrontal cortex (dlPFC) and ventromedial prefrontal cortex (vmPFC) implicated in self-control choices would also underlie the more general function of context-dependent valuation. Consistent with this idea, we found that the degree to which stimulus attributes were reflected in vmPFC activity varied as a function of context. In addition, activity in dlPFC increased when context changes required a reweighting of stimulus attribute values. Moreover, the strength of the functional connectivity between dlPFC and vmPFC was associated with the degree of context-specific attribute valuation in vmPFC at the time of choice. Our findings suggest that functional interactions between dlPFC and vmPFC are a key aspect of context-dependent valuation and that the role of this network during choices that require self-control to adjudicate between competing outcome preferences is a specific application of this more general neural mechanism. PMID:25429140

  4. Thinking about Thinking.

    ERIC Educational Resources Information Center

    Gough, Deborah

    1991-01-01

    This document summarizes five studies that offer insight into the nature of higher-order thinking skills and the most effective methods for teaching them to students. The reviews outline the conclusions, definitions, recommendations, specific methods of teaching, instructional strategies, and programs detailed in the documents themselves.…

  5. A novel strategy for dissecting goal-directed action and arousal components of motivated behavior with a progressive hold-down task.

    PubMed

    Bailey, Matthew R; Jensen, Greg; Taylor, Kathleen; Mezias, Chris; Williamson, Cait; Silver, Rae; Simpson, Eleanor H; Balsam, Peter D

    2015-06-01

    Motivation serves 2 important functions: It guides actions to be goal-directed, and it provides the energy and vigor required to perform the work necessary to meet those goals. Dissociating these 2 processes with existing behavioral assays has been a challenge. In this article, we report a novel experimental strategy to distinguish the 2 processes in mice. First, we characterize a novel motivation assay in which animals must hold down a lever for progressively longer intervals to earn each subsequent reward; we call this the progressive hold-down (PHD) task. We find that performance on the PHD task is sensitive to both food deprivation level and reward value. Next, we use a dose of methamphetamine (METH) 1.0 mg/kg, to evaluate behavior in both the progressive ratio (PR) and PHD tasks. Treatment with METH leads to more persistent lever pressing for food rewards in the PR. In the PHD task, we found that METH increased arousal, which leads to numerous bouts of hyperactive responding but neither increases nor impairs goal-directed action. The results demonstrate that these tools enable a more precise understanding of the underlying processes being altered in manipulations that alter motivated behavior.

  6. Hemodynamic management of septic shock: is it time for "individualized goal-directed hemodynamic therapy" and for specifically targeting the microcirculation?

    PubMed

    Saugel, Bernd; Trepte, Constantin J; Heckel, Kai; Wagner, Julia Y; Reuter, Daniel A

    2015-06-01

    Septic shock is a life-threatening condition in both critically ill medical patients and surgical patients during the perioperative phase. In septic shock, specific alterations in global cardiovascular dynamics (i.e., the macrocirculation) and in the microcirculatory blood flow (i.e., the microcirculation) have been described. However, the presence and degree of microcirculatory failure are in part independent from systemic macrohemodynamic variables. Macrocirculatory and microcirculatory failure can independently induce organ dysfunction. We review current diagnostic and therapeutic approaches for the assessment and optimization of both the macrocirculation and the microcirculation in septic shock. There are various technologies for the determination of macrocirculatory hemodynamic variables. We discuss the data on early goal-directed therapy for the resuscitation of the macrocirculation. In addition, we describe the concept of "individualized goal-directed hemodynamic therapy." Technologies to assess the local microcirculation are also available. However, adequate resuscitation goals for the optimization of the microcirculation still need to be defined. At present, we are not ready to specifically monitor and target the microcirculation in clinical routine outside studies. In the future, concepts for an integrative approach for individualized hemodynamic management of the macrocirculation and in parallel the microcirculation might constitute a huge opportunity to define additional resuscitation end points in septic shock.

  7. Harmonizing international trials of early goal-directed resuscitation for severe sepsis and septic shock: methodology of ProCESS, ARISE, and ProMISe

    PubMed Central

    2013-01-01

    Purpose To describe and compare the design of three independent but collaborating multicenter trials of early goal-directed resuscitation for severe sepsis and septic shock. Methods We reviewed the three current trials, one each in the USA (ProCESS: protocolized care for early septic shock), Australasia (ARISE: Australasian resuscitation in sepsis evaluation), and the UK (ProMISe: protocolised management in sepsis). We used the 2010 CONSORT (consolidated standards of reporting trials) statement and the 2008 CONSORT extension for trials assessing non-pharmacologic treatments to describe and compare the underlying rationale, commonalities, and differences. Results All three trials conform to CONSORT guidelines, address the same fundamental questions, and share key design elements. Each trial is a patient-level, equal-randomized, parallel-group superiority trial that seeks to enroll emergency department patients with inclusion criteria that are consistent with the original early goal-directed therapy (EGDT) trial (suspected or confirmed infection, two or more systemic inflammatory response syndrome criteria, and refractory hypotension or elevated lactate), is powered to detect a 6–8 % absolute mortality reduction (hospital or 90-day), and uses trained teams to deliver EGDT. Design differences appear to primarily be driven by between-country variation in health care context. The main difference between the trials is the inclusion of a third, alternative resuscitation strategy arm in ProCESS. Conclusions Harmonization of study design and methods between severe sepsis trials is feasible and may facilitate pooling of data on completion of the trials. PMID:23958738

  8. Epidural anaesthesia with goal-directed administration of ropivacaine improves haemodynamic stability when combined with general anaesthesia in elderly patients undergoing major abdominal surgery.

    PubMed

    Zhou, Q H; Xiao, W P; Yun, X

    2013-01-01

    The use of epidural ropivacaine may result in significant haemodynamic fluctuations during combined epidural and general anaesthesia. We designed this study to investigate whether epidural anaesthesia with a goal-directed approach, when combined with general anaesthesia, improved haemodynamic stability in elderly patients undergoing major abdominal surgery. Seventy-five elderly patients undergoing major abdominal surgery were randomly and evenly assigned to one of three groups receiving intraoperative epidural anaesthesia with either ropivacaine 0.1% (Group 1), ropivacaine 0.375% (Group 2) or ropivacaine 0.375% for abdominal wall pain and ropivacaine 0.1% for visceral pain (Group 3). General anaesthesia was induced using a target-controlled infusion of combined propofol and remifentanil. The remifentanil target concentration was adjusted according to the mean arterial pressure and heart rate, and vasoactive agents were administered to maintain stable haemodynamics. The need for vasoactive drug administrations was 1.4 (standard deviation 0.9) in Group 3 (n=24), representing a significantly lower frequency of administration compared with Groups 1 (n=24) and 2 (n=24) (P <0.05 versus Group 1; P <0.01 versus Group 2). The total intraoperative dose of remifentanil was significantly greater in Group 1 (P <0.01 versus Group 2; P <0.05 versus Group 3) but did not differ significantly between Groups 2 and 3. Goal-directed epidural anaesthesia with different ropivacaine concentrations can improve haemodynamic stability when combined with general anaesthesia for elderly patients undergoing major abdominal surgery.

  9. Mice lacking brain/kidney phosphate-activated glutaminase have impaired glutamatergic synaptic transmission, altered breathing, disorganized goal-directed behavior and die shortly after birth.

    PubMed

    Masson, Justine; Darmon, Michèle; Conjard, Agnès; Chuhma, Nao; Ropert, Nicole; Thoby-Brisson, Muriel; Foutz, Arthur S; Parrot, Sandrine; Miller, Gretchen M; Jorisch, Renée; Polan, Jonathan; Hamon, Michel; Hen, René; Rayport, Stephen

    2006-04-26

    Neurotransmitter glutamate has been thought to derive mainly from glutamine via the action of glutaminase type 1 (GLS1). To address the importance of this pathway in glutamatergic transmission, we knocked out GLS1 in mice. The insertion of a STOP cassette by homologous recombination produced a null allele that blocked transcription, encoded no immunoreactive protein, and abolished GLS1 enzymatic activity. Null mutants were slightly smaller, were deficient in goal-directed behavior, hypoventilated, and died in the first postnatal day. No gross or microscopic defects were detected in peripheral organs or in the CNS. In cultured neurons from the null mutants, miniature EPSC amplitude and duration were normal; however, the amplitude of evoked EPSCs decayed more rapidly with sustained 10 Hz stimulation, consistent with an observed reduction in depolarization-evoked glutamate release. Because of this activity-dependent impairment in glutamatergic transmission, we surmised that respiratory networks, which require temporal summation of synaptic input, would be particularly affected. We found that the amplitude of inspirations was decreased in vivo, chemosensitivity to CO2 was severely altered, and the frequency of pacemaker activity recorded in the respiratory generator in the pre-Bötzinger complex, a glutamatergic brainstem network that can be isolated in vitro, was increased. Our results show that although alternate pathways to GLS1 glutamate synthesis support baseline glutamatergic transmission, the GLS1 pathway is essential for maintaining the function of active synapses, and thus the mutation is associated with impaired respiratory function, abnormal goal-directed behavior, and neonatal demise.

  10. The Goals behind Performance Goals

    ERIC Educational Resources Information Center

    Urdan, Tim; Mestas, Miranda

    2006-01-01

    Despite decades of research on achievement goals, there is still relatively little known about differences among individuals in their conceptualizations of performance goals and reasons for pursuing them in academic settings. The purpose of the present investigation was to use participants' own words, rather than survey measures or experimental…

  11. Cost goals

    NASA Technical Reports Server (NTRS)

    Hoag, J.

    1981-01-01

    Cost goal activities for the point focusing parabolic dish program are reported. Cost goals involve three tasks: (1) determination of the value of the dish systems to potential users; (2) the cost targets of the dish system are set out; (3) the value side and cost side are integrated to provide information concerning the potential size of the market for parabolic dishes. The latter two activities are emphasized.

  12. Thinking Outside the Box: Policy Strategies for Readiness, Access, and Success. Changing Direction: Integrating Higher Education Financial Aid and Financing Policy

    ERIC Educational Resources Information Center

    Blanco, Cheryl D.; Jones, Dennis P.; Longanecker, David A.; Michelau, Demaree K.

    2007-01-01

    In partnership with the American Council on Education's Center for Policy Analysis, the National Conference of State Legislatures, and the State Higher Education Executive Officers, the Western Interstate Commission for Higher Education (WICHE) has been working to advance the overarching goal of the Changing Direction project, which was to examine…

  13. Scrutiny of Critical Thinking Concept

    ERIC Educational Resources Information Center

    Atabaki, Ali Mohammad Siahi; Keshtiaray, Narges; Yarmohammadian, Mohammad H.

    2015-01-01

    Learning critical thinking skills are the goal of educational systems so the term "critical thinking" (CT) is frequently found in educational policy documents. Despite this frequency, however, precise understandings among teachers of what CT really means do not exit. The present study is designed to answer the following question. We can…

  14. Use of the Watson-Glaser Critical Thinking Appraisal with BSN students.

    PubMed

    Frye, B; Alfred, N; Campbell, M

    1999-01-01

    The complexity and changing nature of nursing today requires proficiency in thinking skills to ensure knowledgeable, confident, creative, and sensitive decisions regarding client care. Nurse educators are faced with the task of promoting educational strategies to develop the abilities of nursing students to think critically in all health care settings (1). However, a lack of consensus on what characterizes critical thinking leads to difficulty in the development of instruments for adequate measurement. It is important to decide on a definition of critical thinking that faculty support and are willing to use in practice. The term is diversely defined in the literature. For example, Alfaro-LeFevre states that critical thinking in nursing "entails purposeful, goal directed thinking; aims to make judgments based on evidence (fact) rather than conjecture (guesswork); is based on principles of science and scientific method; requires strategies that maximize human potential and compensate for problems caused by human nature" (2). The authors of this study use a definition by Paul: "thinking about your thinking while you are thinking in order to make your thinking better, more clear, more accurate, more defensible" (3). The authors believe that the development and/or enhancement of critical thinking ability must be the result of conscious, deliberate activity throughout the nursing program. As the student matures, the ability to think critically will be manifested in decision making that reflects accurate assessment and resolution of problems. The nursing faculty selected an instrument to evaluate the critical thinking abilities of baccalaureate nursing students that had strong reliability and validity documented in the nursing literature: the total and subtest scores of the Watson-Glaser Critical Thinking Appraisal (WGCTA), Form A (4). The instrument was deemed to be congruent with the definition of critical thinking supported by the faculty.

  15. Conductive Critical Thinking

    ERIC Educational Resources Information Center

    Paetkau, Mark

    2007-01-01

    One of my goals as an instructor is to teach students critical thinking skills. This paper presents an example of a student-led discussion of heat conduction at the first-year level. Heat loss from a human head is calculated using conduction and radiation models. The results of these plausible (but wrong) models of heat transfer contradict what…

  16. Thinking like an Ecologist

    ERIC Educational Resources Information Center

    Carlson, Jenn

    2008-01-01

    This article presents a lesson in which students examine current field research on global change. In particular, students investigate the effect of carbon dioxide and tropospheric ozone on ecosystems by applying their knowledge of scientific inquiry and photosynthesis. The goal of the activity is for students to think like ecologists and draw…

  17. Thinking Is Literacy, Literacy Thinking

    ERIC Educational Resources Information Center

    Roberts, Terry; Billings, Laura

    2008-01-01

    Recognizing the profound relationship between thinking and language, the authors have developed the traditional Paideia seminar into a literacy cycle of instruction that involves students in reading, speaking, listening, writing, and thinking. As staff members of the National Paideia Center, they have observed that learning to think requires…

  18. Critically Thinking about Critical Thinking

    ERIC Educational Resources Information Center

    Weissberg, Robert

    2013-01-01

    In this article, the author states that "critical thinking" has mesmerized academics across the political spectrum and that even high school students are now being called upon to "think critically." He furthers adds that it is no exaggeration to say that "critical thinking" has quickly evolved into a scholarly…

  19. Equipment review: The success of early goal-directed therapy for septic shock prompts evaluation of current approaches for monitoring the adequacy of resuscitation

    PubMed Central

    Gunn, Scott R; Fink, Mitchell P; Wallace, Benjamin

    2005-01-01

    A recent trial utilizing central venous oxygen saturation (SCVO2) as a resuscitation marker in patients with sepsis has resulted in its inclusion in the Surviving Sepsis Campaign guidelines. We review the evidence behind SCVO2 and its relationship to previous trials of goal-directed therapy. We compare SCVO2 to other tools for assessing the adequacy of resuscitation including physical examination, biochemical markers, pulmonary artery catheterization, esophageal Doppler, pulse contour analysis, echocardiography, pulse pressure variation, and tissue capnometry. It is unlikely that any single technology can improve outcome if isolated from an organized pattern of early recognition, algorithmic resuscitation, and frequent reassessment. This article includes a response to the journal's Health Technology Assessment questionnaire by the manufacturer of the SCVO2 catheter. PMID:16137384

  20. Five-year experience with the peri-operative goal directed management for surgical repair of traumatic aortic injury in the eastern province, Saudi Arabia

    PubMed Central

    Al-Gameel, Haytham Z.; El-Tahan, Mohamed R.; Shafi, Mohammed A.; Mowafi, Hany A.; Al-Ghamdi, Abdulmohsin A.

    2014-01-01

    Context: Traumatic aortic injury (TAI) accounts for 1/3 of all trauma victims. Aim: We aimed to investigate the efficacy of the adopted standardized immediate pre-operative and intra-operative hemodynamic goal directed control, anesthetic technique and organs protection on the morbidity and mortality in patients presented with TAI. Settings and Design: An observational retrospective study at a single university teaching hospital. Materials and Methods: Following ethical approval, we recruited the data of 44 patients admitted to the King Fahd Hospital of the University, Al Khobar, Saudi Arabia, with formal confirmation of diagnosis of blunt TAI during a 5-year period from February 2008 to April 2013 from the hospital medical records. Statistical Analysis: descriptive analysis. Results: A total of 44 victims (41 men, median (range) age 29 (22-34) years) with TAI who underwent surgical repair were recruited. Median (range) post-operative chest tube output was 700 (200-1100) ml necessitated transfusion in 5 (11.4%) of cases. Post-operative complications included transient renal failure (13.6%), pneumonia (6.8%), acute lung injury/distress syndrome (20.5%), sepsis (4.5%), wound infection (47.7%) and air leak (6.8%). No patient developed end stage renal failure or spinal cord injury. Median intensive care unit stay was 6 (4-30) days and in-hospital mortality was 9.1%. Conclusion: We found that the implementation of a standardized early goal directed hemodynamic control for the peri-operative management of patients with TAI reduces the post-operative morbidity and mortality after surgical repair. PMID:25538521

  1. Mice lacking brain/kidney phosphate-activated glutaminase (GLS1) have impaired glutamatergic synaptic transmission, altered breathing, disorganized goal-directed behavior and die shortly after birth

    PubMed Central

    Masson, Justine; Darmon, Michèle; Conjard, Agnès; Chuhma, Nao; Ropert, Nicole; Thoby-Brisson, Muriel; Foutz, Arthur S.; Parrot, Sandrine; Miller, Gretchen M.; Jorisch, Renée; Polan, Jonathan; Hamon, Michel; Hen, René; Rayport, Stephen

    2009-01-01

    Neurotransmitter glutamate has been thought to derive mainly from glutamine via the action of glutaminase type 1 (GLS1). To address the importance of this pathway in glutamatergic transmission, we knocked out GLS1 in mice. The insertion of a STOP cassette by homologous recombination produced a null allele that blocked transcription, encoded no immunoreactive protein and abolished GLS1 enzymatic activity. Null mutants were slightly smaller, were deficient in goal-directed behavior, hypoventilated and died in the first post-natal day. No gross or microscopic defects were detected in peripheral organs or in the central nervous system. In cultured neurons from the null mutants, miniature EPSC amplitude and duration were normal; however, the amplitude of evoked EPSCs decayed more rapidly with sustained 10 Hz stimulation, consistent with an observed reduction in depolarization-evoked glutamate release. Because of this activity-dependent impairment in glutamatergic transmission, we surmised that respiratory networks, which require temporal summation of synaptic input, would be particularly affected. We found that the amplitude of inspirations was decreased in vivo, chemosensitivity to CO2 was severely altered, and the frequency of pacemaker activity recorded in the respiratory generator in the Pre-Bötzinger complex, a glutamatergic brainstem network that can be isolated in vitro, was increased. Our results show that while alternate pathways to GLS1 glutamate synthesis support baseline glutamatergic transmission, the GLS1 pathway is essential for maintaining the function of active synapses, and so the mutation is associated with impaired respiratory function, abnormal goal-directed behavior and neonatal demise. PMID:16641247

  2. Shaping the Portfolio Course: The Uses of Direct Assessment and the Portfolio as a Critical Thinking Tool.

    ERIC Educational Resources Information Center

    Gruber, Loren C.

    A composition teacher at Northwest Missouri State University completely redesigned the freshman composition course to include writing portfolios while meeting state requirements for direct assessment and allaying departmental fears. A unit on language history and a half-dozen literature selections were dropped in favor of timed, in-class essay…

  3. Self-Directed Learning with Web-Based Sites: How Well Do Students' Perceptions and Thinking Match with Their Teachers?

    ERIC Educational Resources Information Center

    Ng, Wan

    2008-01-01

    With research consistently showing that students can be motivated to learn with ICT, this case study sought to investigate Year 7 students' learning about simple machines in an ICT-enhanced environment where they could self-direct their own learning with minimal intervention from the teacher. The study is focused on how well do students and…

  4. Sustainable Health Development Goals (SHDG): breaking down the walls.

    PubMed

    Oleribe, Obinna Ositadimma; Crossey, Mary Margaret Elizabeth; Taylor-Robinson, Simon David

    2015-01-01

    The world's governments failed to achieve the Health for All 2000 goals from the Alma Ata Declaration of 1978. Although a lot of milestones have been covered since 2000, the world's governing authorities are unlikely to achieve the current Millennium Development Goals (MDGs) which expire by the end of this year. The inability to achieve these goals may be linked to the multiplicity of health-related directives and fragmentation of health systems in many countries. However, with the proposed 17 sustainability development goals, health has only one universal aim: to ensure healthy lives and promote wellbeing for all at all ages. Accomplishing this will require a focus on health systems (system-thinking), commonization of services and full integration of services with total dismantling of vertical programs across the world.

  5. Sustainable Health Development Goals (SHDG): breaking down the walls

    PubMed Central

    Oleribe, Obinna Ositadimma; Crossey, Mary Margaret Elizabeth; Taylor-Robinson, Simon David

    2015-01-01

    The world's governments failed to achieve the Health for All 2000 goals from the Alma Ata Declaration of 1978. Although a lot of milestones have been covered since 2000, the world's governing authorities are unlikely to achieve the current Millennium Development Goals (MDGs) which expire by the end of this year. The inability to achieve these goals may be linked to the multiplicity of health-related directives and fragmentation of health systems in many countries. However, with the proposed 17 sustainability development goals, health has only one universal aim: to ensure healthy lives and promote wellbeing for all at all ages. Accomplishing this will require a focus on health systems (system-thinking), commonization of services and full integration of services with total dismantling of vertical programs across the world. PMID:26966502

  6. Thinking Skills.

    ERIC Educational Resources Information Center

    Suhor, Charles

    One of a series dealing with current issues affecting language arts instruction, this paper focuses on thinking skills. The paper begins by raising two issues: whether thinking skills should be taught as part of each subject area, as a separate skill, or both, and whether English and language arts teachers have a special role in the teaching of…

  7. Forward Thinking. Progress Report, 2010

    ERIC Educational Resources Information Center

    Colorado Department of Education, 2010

    2010-01-01

    Since 2007, "Forward Thinking" has provided the roadmap for the department's work. These goals have served the department well in aligning and focusing the work at hand. The goals are: (1) Provide guidance and support to meet school and district needs; (2) Enhance professional development involving best practices; (3) Develop tools to eliminate…

  8. Influence of specific training on spatio-temporal parameters at the onset of goal-directed reaching in infants: a controlled trial*

    PubMed Central

    Cunha, Andréa B.; Woollacott, Marjorie; Tudella, Eloisa

    2013-01-01

    Background There is evidence that long-term experience can promote functional changes in infants. However, much remains unknown about how a short-term experience affects performance of a task. Objective This study aims to investigate the influence of a single training session at the onset of goal-directed reaching on the spatio-temporal parameters of reaching and whether there are differences in the effects of training across different reaching positions. Method Thirty-three infants were divided into three groups: 1) a control group; 2) a group that was reach trained in a reclined position; and 3) a group trained in the supine position. The infants were submitted to two assessments (pre- and post-training) in two testing positions (supine and reclined at 45°). Results The short-duration training sessions were effective in promoting shorter reaches in the specific position in which the training was conducted. Training in the reclined position was associated with shorter and faster reaches upon assessment in the reclined position. Conclusions A few minutes of reach training are effective in facilitating reaching behavior in infants at the onset of reaching. The improvements in reaching were specific to the position in which the infants were trained. PMID:24072228

  9. Applying the Model of Goal-Directed Behavior, Including Descriptive Norms, to Physical Activity Intentions: A Contribution to Improving the Theory of Planned Behavior.

    PubMed

    Esposito, Gabriele; van Bavel, René; Baranowski, Tom; Duch-Brown, Néstor

    2016-08-01

    The theory of planned behavior (TPB) has received its fair share of criticism lately, including calls for it to retire. We contribute to improving the theory by testing extensions such as the model of goal-directed behavior (MGDB, which adds desire and anticipated positive and negative emotions) applied to physical activity (PA) intention. We also test the inclusion of a descriptive norms construct as an addition to the subjective norms construct, also applied to PA, resulting in two additional models: TPB including descriptive norms (TPB + DN) and MGDB including descriptive norms (MGDB + DN). The study is based on an online survey of 400 young adult Internet users, previously enrolled in a subject pool. Confirmatory factor analysis (CFA) showed that TPB and TPB + DN were not fit for purpose, while MGDB and MGDB + DN were. Structural equation modelling (SEM) conducted on MGDB and MGDB + DN showed that the inclusion of descriptive norms took over the significance of injunctive norms, and increased the model's account of total variance in intention to be physically active. PMID:27229344

  10. ZPG goals.

    PubMed

    1974-05-01

    1. Zero Population Growth (ZPG) believes that the present population of the U.S. exceeds the optimum level for the continued well-being of its citizens. ZPG therefore advocates the achievement, by voluntary means, of an end to U.S. population growth by 1990, and a reduction in U.S. population size thereafter. Among the conditions necessary to achieve this goal, ZPG stresses: freedom of access for every person to all means of voluntary birth control; a major research effort to develop safer and more effective means of birth control; complete equality of opportunity for all women and men; and removal of all legal and societal pronatalist pressures. The population size should stabilize at a substantially reduced level which will maximize diversity, freedom of choice, and the quality of life for all. 2. ZPG believes that land is a resource too important to human survival to be subjected to misuse. Ecological land use planning is essential in determining the appropriate patterns of distribution of people on the land, and of migration between states and regions. Thoughtful land use planning at all levels of government is necessary to assure the long-range stewardship of the land and well-being of mankind. 3. ZPG believes that human activities are causing the rapid depletion of the world's available stock of mineral resources. Simultaneously those activities are resulting in increased pollution of land, air, and water resources. ZPG therefore recommends 1) reduction in the rate of growth and eventual stabilization of U.S. consumption of nonrenewable resources; and 2) rapid stabilization of total national energy consumption at least until environmentally sound sources are developed. ZPG recognizes that none of its goals can be justified unless concurrently with their achievement adequate levels of income, health care, and educational opportunity are assured to all persons.

  11. ZPG goals.

    PubMed

    1974-05-01

    1. Zero Population Growth (ZPG) believes that the present population of the U.S. exceeds the optimum level for the continued well-being of its citizens. ZPG therefore advocates the achievement, by voluntary means, of an end to U.S. population growth by 1990, and a reduction in U.S. population size thereafter. Among the conditions necessary to achieve this goal, ZPG stresses: freedom of access for every person to all means of voluntary birth control; a major research effort to develop safer and more effective means of birth control; complete equality of opportunity for all women and men; and removal of all legal and societal pronatalist pressures. The population size should stabilize at a substantially reduced level which will maximize diversity, freedom of choice, and the quality of life for all. 2. ZPG believes that land is a resource too important to human survival to be subjected to misuse. Ecological land use planning is essential in determining the appropriate patterns of distribution of people on the land, and of migration between states and regions. Thoughtful land use planning at all levels of government is necessary to assure the long-range stewardship of the land and well-being of mankind. 3. ZPG believes that human activities are causing the rapid depletion of the world's available stock of mineral resources. Simultaneously those activities are resulting in increased pollution of land, air, and water resources. ZPG therefore recommends 1) reduction in the rate of growth and eventual stabilization of U.S. consumption of nonrenewable resources; and 2) rapid stabilization of total national energy consumption at least until environmentally sound sources are developed. ZPG recognizes that none of its goals can be justified unless concurrently with their achievement adequate levels of income, health care, and educational opportunity are assured to all persons. PMID:12307009

  12. How We Think We Think

    ERIC Educational Resources Information Center

    Jackson, Philip W.

    2012-01-01

    Background: The intellectual context of this essay is the nature of human thought as examined by philosophers and psychologists past and present. Focus of study: The study focuses on the treatment of thinking by John Dewey in his two editions of "How We Think" and by William James in his "Talks to Teachers". Research Design: This is a…

  13. Critical Thinking, Belief Bias, Epistemological Assumptions, and the Minnesota Test of Critical Thinking.

    ERIC Educational Resources Information Center

    Edman, Laird R. O.; Robey, Jennifer; Bart, William M.

    The Minnesota Test of Critical Thinking-II (MTCT) has been designed to measure both critical thinking (CT) skills and the willingness to evaluate critically arguments that are congruent with one's own goals and beliefs. The MTCT uses a taxonomy of CT skills derived from the American Philosophical Association's definition of critical thinking.…

  14. ReDirection: Options for Policy and Practice in Adult Literacy in Washington State. Goals and Outcomes. A Series of Discussion Papers for the Adult Education Advisory Council.

    ERIC Educational Resources Information Center

    Fish, Susan; Sampson, Lynne

    This discussion paper endeavors to inform decision makers about the goals and outcomes for adult basic education in Washington State. It first examines the current goals operating in adult literacy programs in the state, concluding that, although there may appear to be agreement about the very general purposes of literacy education in the state,…

  15. The Directed Reading-Thinking Activity (DR-TA) and the Traditional Approach Using Tales of Virtue Based on His Majesty the King's Teaching Concepts in Seventh Grade Students' Reading Comprehension

    ERIC Educational Resources Information Center

    Chaemsai, Rungruedee; Rattanavich, Saowalak

    2016-01-01

    This study compares the English reading comprehension and ethical awareness of 7th grade students, when using either a directed reading-thinking activity (DR-TA), or a more traditional approach, involving tales of virtue based on His Majesty the King's teaching concepts. A randomized control group pretest-posttest design was used for the study,…

  16. Goal-Directed Fluid Therapy using Stroke Volume Variation for Resuscitation after Low Central Venous Pressure Assisted Liver Resection. A Randomized Clinical Trial

    PubMed Central

    Correa-Gallego, Camilo; Tan, Kay See; Arslan-Carlon, Vittoria; Gonen, Mithat; Denis, Stephanie C; Langdon-Embry, Liana; Grant, Florence; Kingham, T Peter; DeMatteo, Ronald P; Allen, Peter J; D’Angelica, Michael I; Jarnagin, William R; Fischer, Mary

    2016-01-01

    Background The optimal perioperative fluid resuscitation strategy for liver resections (LR) remains undefined. Goal-directed therapy (GDT) embodies a number of physiologic strategies to achieve an ideal fluid balance and avoid the consequences of over- or under-resuscitation. Study Design In a prospective randomized trial, patients undergoing LR were randomized to GDT using stroke volume variation (SVV) as an endpoint or standard perioperative resuscitation (STD). Primary outcome measure was 30-day morbidity. Results Between 2012 and 2014, 135 patients were randomized (GDT: 69 – STD: 66). Median age was 57yrs, and 56% were male. Metastatic disease comprised 81% of patients. Overall (35% GDT vs 36% STD, p=0.86) and Grade 3 morbidity (28% GDT vs 18% STD, p=0.22) were equivalent. Patients in the GDT arm received less intraoperative fluid (mean 2.0 L GDT vs 2.9 L STD, p<0.001). Perioperative transfusions were required in 4% (6% GDT vs 2% STD, p=0.37) and boluses in the postanesthesia care unit (PACU) were administered to 24% (29% GDT vs 20% STD, p=0.23). Mortality rate was 1% (2/135 patients; both in GDT). On multivariable analysis, male gender, age, combined procedures, higher intraoperative fluid volume, and fluid boluses in PACU were associated with higher 30-day morbidity. Conclusions SVV-guided GDT is safe in patients undergoing LR and led to less intraoperative fluid. While the incidence of postoperative complications was similar in both arms, lower intraoperative resuscitation volume was independently associated with decreased postoperative morbidity in the entire cohort. Future studies should target extensive resections and identify patients receiving large resuscitation volumes, as this population is more likely to benefit from this technique. PMID:26206652

  17. The Effect of Early Goal-Directed Therapy on Outcome in Adult Severe Sepsis and Septic Shock Patients: A Meta-Analysis of Randomized Clinical Trials

    PubMed Central

    Xu, Jing-Yuan; Chen, Qi-Hong; Liu, Song-Qiao; Pan, Chun; Xu, Xiu-Ping; Han, Ji-Bin; Xie, Jian-Feng; Huang, Ying-Zi; Guo, Feng-Mei; Yang, Yi

    2016-01-01

    BACKGROUND: Whether early goal-directed therapy (EGDT) improves outcome in severe sepsis and septic shock remains unclear. We performed a meta-analysis of existing clinical trials to examine whether EGDT improved outcome in the resuscitation of adult sepsis patients compared with control care. METHODS: We searched for eligible studies using MEDLINE, Elsevier, Cochrane Central Register of Controlled Trials, and Web of Science databases. Studies were eligible if they compared the effects of EGDT versus control care on mortality in adult patients with severe sepsis and septic shock. Two reviewers extracted data independently. Data including mortality, sample size of the patients with severe sepsis and septic shock, and resuscitation end points were extracted. Data were analyzed using methods recommended by the Cochrane Collaboration Review Manager 4.2 software. Random errors were evaluated by trial sequential analysis (TSA). RESULTS: Nine studies compared EGDT with control care, and 5202 severe sepsis and septic shock patients were included. A nonsignificant trend toward reduction in the longest all-cause mortality was observed in the EGDT group compared with control care (relative risk, 0.89; 99% confidence interval, 0.74–1.07; P = 0.10). However, EGDT significantly reduced intensive care unit mortality in severe sepsis and septic shock patients (relative risk, 0.72; 99% confidence interval, 0.57–0.90; P = 0.0002). TSA indicated lack of firm evidence for a beneficial effect. CONCLUSIONS: In this meta-analysis, a nonsignificant trend toward reduction in the longest all-cause mortality in patients resuscitated with EGDT was noted. However, EGDT significantly reduced intensive care unit mortality in severe sepsis and septic shock patients. TSA indicated a lack of firm evidence for the results. More powered, randomized controlled trials are needed to determine the effects. PMID:27049857

  18. Cultivating strategic thinking skills.

    PubMed

    Shirey, Maria R

    2012-06-01

    This department highlights change management strategies that may be successful in strategically planning and executing organizational change initiatives. With the goal of presenting practical approaches helpful to nurse leaders advancing organizational change, content includes evidence-based projects, tools, and resources that mobilize and sustain organizational change initiatives. In this article, the author presents an overview of strategic leadership and offers approaches for cultivating strategic thinking skills.

  19. Design Thinking for Life

    ERIC Educational Resources Information Center

    Watson, Andrew D.

    2015-01-01

    According to Vande Zande (2007), understanding the Design Process can help students become stronger critical thinkers. With this in mind, Andrew Watson decided to undertake an observational case study in which he focused directly on Design Thinking and addressed it more intentionally in his teaching. The hope was to understand how students saw…

  20. Effect of early goal-directed therapy on mortality in patients with severe sepsis or septic shock: a meta-analysis of randomised controlled trials

    PubMed Central

    Yu, Hong; Chi, Dongmei; Wang, Siyang; Liu, Bin

    2016-01-01

    Objective To determine whether patients with severe sepsis or septic shock could benefit from a strict and early goal-directed therapy (EGDT) protocol recommended by Surviving Sepsis Campaign (SSC) Guidelines. Methods MEDLINE/PubMed, EMBASE/OVID and Cochrane Central Register of Controlled Trials (CENTRAL) were searched between March 1983 and March 2015. Eligible studies evaluated the outcomes of EGDT versus usual care or standard therapy in patients with severe sepsis or septic shock. The primary outcomes were mortality within 28 days, 60 days and 90 days. Included studies must report at least one metric of mortality. Results 5 studies that enrolled 4303 patients with 2144 in the EGDT group and 2159 in the control group were included in this meta-analysis. Overall, there were slight decreases of mortality within 28 days, 60 days and 90 days in the random-effect model in patients with severe sepsis or septic shock receiving EGDT resuscitation. However, none of the differences reached statistical significance (RR=0.86; 95% CI 0.69 to 1.06; p=0.16; p for heterogeneity=0.008, I2=71%; RR=0.94; 95% CI 0.81 to 1.10; p=0.46; p for heterogeneity=0.16, I2=43%; RR=0.98; 95% CI 0.88 to 1.10; p=0.75; p for heterogeneity=0.87, I2=0%, respectively). Conclusions The current meta-analysis pooled data from five RCTs and found no survival benefit of EGDT in patients with sepsis. However, the included trials are not sufficiently homogeneous and potential confounding factors in the negative trials (ProCESS, ARISE and ProMISe) might bias the results and diminish the treatment effect of EGDT. Further well-designed studies should eliminate all potential source of bias to determine if EGDT has a mortality benefit. PMID:26932135

  1. Early goal-directed therapy reduces mortality in adult patients with severe sepsis and septic shock: Systematic review and meta-analysis

    PubMed Central

    Chelkeba, Legese; Ahmadi, Arezoo; Abdollahi, Mohammad; Najafi, Atabak; Mojtahedzadeh, Mojtaba

    2015-01-01

    Introduction: Survival sepsis campaign guidelines have promoted early goal-directed therapy (EGDT) as a means for reduction of mortality. On the other hand, there were conflicting results coming out of recently published meta-analyses on mortality benefits of EGDT in patients with severe sepsis and septic shock. On top of that, the findings of three recently done randomized clinical trials (RCTs) showed no survival benefit by employing EGDT compared to usual care. Therefore, we aimed to do a meta-analysis to evaluate the effect of EGDT on mortality in severe sepsis and septic shock patients. Methodology: We included RCTs that compared EGDT with usual care in our meta-analysis. We searched in Hinari, PubMed, EMBASE, and Cochrane central register of controlled trials electronic databases and other articles manually from lists of references of extracted articles. Our primary end point was overall mortality. Results: A total of nine trails comprising 4783 patients included in our analysis. We found that EGDT significantly reduced mortality in a random-effect model (RR, 0.86; 95% confidence interval [CI], 0.72–0.94; P = 0.008;   I2 =50%). We also did subgroup analysis stratifying the studies by the socioeconomic status of the country where studies were conducted, risk of bias, the number of sites where the trials were conducted, setting of trials, publication year, and sample size. Accordingly, trials carried out in low to middle economic income countries (RR, 0.078; 95% CI, 0.67–0.91; P = 0.002; I2 = 34%) significantly reduced mortality compared to those in higher income countries (RR, 0.93; 95% CI, 0.33–1.06; P = 0.28; I2 = 29%). On the other hand, patients receiving EGDT had longer length of hospital stay compared to the usual care (mean difference, 0.49; 95% CI, –0.04–1.02; P = 0.07; I2 = 0%). Conclusion: The result of our study showed that EGDT significantly reduced mortality in patients with severe sepsis and septic shock. Paradoxically, EGDT increased

  2. Critical thinking in physics education

    NASA Astrophysics Data System (ADS)

    Sadidi, Farahnaz

    2016-07-01

    We agree that training the next generation of leaders of the society, who have the ability to think critically and form a better judgment is an important goal. It is a long-standing concern of Educators and a long-term desire of teachers to establish a method in order to teach to think critically. To this end, many questions arise on three central aspects: the definition, the evaluation and the design of the course: What is Critical Thinking? How can we define Critical Thinking? How can we evaluate Critical Thinking? Therefore, we want to implement Critical Thinking in physics education. How can we teach for Critical Thinking in physics? What should the course syllabus and materials be? We present examples from classical physics and give perspectives for astro-particle physics. The main aim of this paper is to answer the questions and provide teachers with the opportunity to change their classroom to an active one, in which students are encouraged to ask questions and learn to reach a good judgment. Key words: Critical Thinking, evaluation, judgment, design of the course.

  3. Evolutionary thinking

    PubMed Central

    Hunt, Tam

    2014-01-01

    Evolution as an idea has a lengthy history, even though the idea of evolution is generally associated with Darwin today. Rebecca Stott provides an engaging and thoughtful overview of this history of evolutionary thinking in her 2013 book, Darwin's Ghosts: The Secret History of Evolution. Since Darwin, the debate over evolution—both how it takes place and, in a long war of words with religiously-oriented thinkers, whether it takes place—has been sustained and heated. A growing share of this debate is now devoted to examining how evolutionary thinking affects areas outside of biology. How do our lives change when we recognize that all is in flux? What can we learn about life more generally if we study change instead of stasis? Carter Phipps’ book, Evolutionaries: Unlocking the Spiritual and Cultural Potential of Science's Greatest Idea, delves deep into this relatively new development. Phipps generally takes as a given the validity of the Modern Synthesis of evolutionary biology. His story takes us into, as the subtitle suggests, the spiritual and cultural implications of evolutionary thinking. Can religion and evolution be reconciled? Can evolutionary thinking lead to a new type of spirituality? Is our culture already being changed in ways that we don't realize by evolutionary thinking? These are all important questions and Phipps book is a great introduction to this discussion. Phipps is an author, journalist, and contributor to the emerging “integral” or “evolutionary” cultural movement that combines the insights of Integral Philosophy, evolutionary science, developmental psychology, and the social sciences. He has served as the Executive Editor of EnlightenNext magazine (no longer published) and more recently is the co-founder of the Institute for Cultural Evolution, a public policy think tank addressing the cultural roots of America's political challenges. What follows is an email interview with Phipps. PMID:26478766

  4. Perioperative utility of goal-directed therapy in high-risk cardiac patients undergoing coronary artery bypass grafting: “A clinical outcome and biomarker-based study”

    PubMed Central

    Kapoor, Poonam Malhotra; Magoon, Rohan; Rawat, Rajinder; Mehta, Yatin

    2016-01-01

    Goal-directed therapy (GDT) encompasses guidance of intravenous (IV) fluid and vasopressor/inotropic therapy by cardiac output or similar parameters to help in early recognition and management of high-risk cardiac surgical patients. With the aim of establishing the utility of perioperative GDT using robust clinical and biochemical outcomes, we conducted the present study. This multicenter randomized controlled study included 130 patients of either sex, with European system for cardiac operative risk evaluation ≥3 undergoing coronary artery bypass grafting on cardiopulmonary bypass. The patients were randomly divided into the control and GDT group. All the participants received standardized care; arterial pressure monitored through radial artery, central venous pressure (CVP) through a triple lumen in the right internal jugular vein, electrocardiogram, oxygen saturation, temperature, urine output per hour, and frequent arterial blood gas (ABG) analysis. In addition, cardiac index (CI) monitoring using FloTrac™ and continuous central venous oxygen saturation (ScVO2) using PreSep™ were used in patients in the GDT group. Our aim was to maintain the CI at 2.5–4.2 L/min/m2, stroke volume index 30–65 ml/beat/m2, systemic vascular resistance index 1500–2500 dynes/s/cm5/m2, oxygen delivery index 450–600 ml/min/m2, continuous ScVO2 >70%, and stroke volume variation <10%; in addition to the control group parameters such as CVP 6–8 mmHg, mean arterial pressure 90–105 mmHg, normal ABG values, oxygen saturation, hematocrit value >30%, and urine output >1 ml/kg/h. The aims were achieved by altering the administration of IV fluids and doses of inotropes or vasodilators. The data of sixty patients in each group were analyzed in view of ten exclusions. The average duration of ventilation (19.89 ± 3.96 vs. 18.05 ± 4.53 h, P = 0.025), hospital stay (7.94 ± 1.64 vs. 7.17 ± 1.93 days, P = 0.025), and Intensive Care Unit (ICU) stay (3.74 ± 0.59 vs. 3.41 ± 0

  5. Quantitative Thinking.

    ERIC Educational Resources Information Center

    DuBridge, Lee A.

    An appeal for more research to determine how to educate children as effectively as possible is made. Mathematics teachers can readily examine the educational problems of today in their classrooms since learning progress in mathematics can easily be measured and evaluated. Since mathematics teachers have learned to think in quantitative terms and…

  6. Think Earth.

    ERIC Educational Resources Information Center

    Niedermeyer, Fred; Ice, Kay

    1992-01-01

    Describes a series of environmental education instructional units for grades K-6 developed by the Think Earth Consortium that cover topics such as conservation, pollution control, and waste reduction. Provides testimony from one sixth-grade teacher that field tested the second-grade unit. (MDH)

  7. Think green.

    PubMed

    Serb, Chris

    2008-08-01

    Hospitals typically don't come to mind when you think about cutting-edge environmental programs, but that's changing. Rising energy costs, the need to replace older facilities, and a growing environmental consciousness have spurred hospitals nationwide to embrace a green ideology. The executive suite is a vocal and active player in these efforts. PMID:19062433

  8. Thinking big

    NASA Astrophysics Data System (ADS)

    Collins, Harry

    2008-02-01

    Physicists are often quick to discount social research based on qualitative techniques such as ethnography and "deep case studies" - where a researcher draws conclusions about a community based on immersion in the field - thinking that only quantitative research backed up by statistical analysis is sound. The balance is not so clear, however.

  9. Visual Thinking.

    ERIC Educational Resources Information Center

    Arnheim, Rudolf

    Based on the more general principle that all thinking (including reasoning) is basically perceptual in nature, the author proposes that visual perception is not a passive recording of stimulus material but an active concern of the mind. He delineates the task of visually distinguishing changes in size, shape, and position and points out the…

  10. Think green.

    PubMed

    Serb, Chris

    2008-08-01

    Hospitals typically don't come to mind when you think about cutting-edge environmental programs, but that's changing. Rising energy costs, the need to replace older facilities, and a growing environmental consciousness have spurred hospitals nationwide to embrace a green ideology. The executive suite is a vocal and active player in these efforts.

  11. Critical Thinking in the Business Curriculum

    ERIC Educational Resources Information Center

    Braun, Nora M.

    2004-01-01

    The call to make improved critical thinking a national education goal is often heard in the business world, where volumes of information must be reviewed daily for decision making. Business educators are charged with accomplishing the task of improving critical thinking in business school graduates. In this study, the author investigated the steps…

  12. Computational Thinking Concepts for Grade School

    ERIC Educational Resources Information Center

    Sanford, John F.; Naidu, Jaideep T.

    2016-01-01

    Early education has classically introduced reading, writing, and mathematics. Recent literature discusses the importance of adding "computational thinking" as a core ability that every child must learn. The goal is to develop students by making them equally comfortable with computational thinking as they are with other core areas of…

  13. Exploring the Thinking of Thoughtful Teachers.

    ERIC Educational Resources Information Center

    Onosko, Joseph J.

    1992-01-01

    A recent study examined 20 social studies teachers' beliefs and theories in 4 areas: instructional goals, depth vs. breadth of content coverage, perceptions of students, and conceptions of thinking. Teachers who reflect about their own practices, value thinking, and emphasize depth over breadth of coverage tend to have classrooms with a measurable…

  14. Forward Thinking: Progress Report, 2009

    ERIC Educational Resources Information Center

    Colorado Department of Education, 2009

    2009-01-01

    In fall 2007, and in alignment with the strategic plan of the Colorado State Board of Education, the Colorado Department of Education released "Forward Thinking," a plan which publicly announced seven goals that, when attained, would culminate in a statewide system of accountability and support addressing the needs of all districts. Some called…

  15. Holographic thinking

    NASA Astrophysics Data System (ADS)

    Meulien-Ohlmann, Odile

    2000-10-01

    Holographic thinking is everywhere although we do not realize it. Turn on your TV and you will see many representations of holographic images. It is in many science fiction movies, as well as in books and the news. Now, start your computer and search the Web. What do you see, a screen with plenty of little boxes or frames, each one containing information. You can choose to go deeper by clicking here and there, but ultimately all the little boxes are related to each other. What do you have? A holographic principle where each point stands by itself, containing the whole entity while composing part of it at the same time. The following paragraphs, discussing and evaluating the characteristics of holographic thinking can be read in any order you wish. Each paragraph contributes an understanding of just one aspect of all the ideas which cannot be limited to this paper alone.

  16. Real-World Problems: Engaging Young Learners in Critical Thinking

    ERIC Educational Resources Information Center

    Cole, Bronwyn; McGuire, Margit

    2012-01-01

    Critical thinking is a process that can be taught. It involves "evaluating the accuracy, credibility, and worth of information and lines of reasoning. Critical thinking is reflective, logical, evidence-based, and has a purposeful quality to it--that is, the learner thinks critically in order to achieve a particular goal." The authors have found…

  17. Balancing Instrumental and Identity Goals in Relationships: The Role of Request Directness and Request Persistence in the Selection of Sexual Resistance Strategies.

    ERIC Educational Resources Information Center

    Afifi, Walid A.; Lee, Josephine W.

    2000-01-01

    Applies the general frameworks of Politeness Theory and Planning Theory to explain the selection of sexual resistance strategies among undergraduates following both initial and persisting requests. Investigates contingent effects of request directness on characteristics of the resistance message. Tests influence of resister sex on strategy choice.…

  18. Acute Stress Impairs Self-Control in Goal-Directed Choice by Altering Multiple Functional Connections within the Brain's Decision Circuits.

    PubMed

    Maier, Silvia U; Makwana, Aidan B; Hare, Todd A

    2015-08-01

    Important decisions are often made under stressful circumstances that might compromise self-regulatory behavior. Yet the neural mechanisms by which stress influences self-control choices are unclear. We investigated these mechanisms in human participants who faced self-control dilemmas over food reward while undergoing fMRI following stress. We found that stress increased the influence of immediately rewarding taste attributes on choice and reduced self-control. This choice pattern was accompanied by increased functional connectivity between ventromedial prefrontal cortex (vmPFC) and amygdala and striatal regions encoding tastiness. Furthermore, stress was associated with reduced connectivity between the vmPFC and dorsolateral prefrontal cortex regions linked to self-control success. Notably, alterations in connectivity pathways could be dissociated by their differential relationships with cortisol and perceived stress. Our results indicate that stress may compromise self-control decisions by both enhancing the impact of immediately rewarding attributes and reducing the efficacy of regions promoting behaviors that are consistent with long-term goals. PMID:26247866

  19. Acute Stress Impairs Self-Control in Goal-Directed Choice by Altering Multiple Functional Connections within the Brain's Decision Circuits.

    PubMed

    Maier, Silvia U; Makwana, Aidan B; Hare, Todd A

    2015-08-01

    Important decisions are often made under stressful circumstances that might compromise self-regulatory behavior. Yet the neural mechanisms by which stress influences self-control choices are unclear. We investigated these mechanisms in human participants who faced self-control dilemmas over food reward while undergoing fMRI following stress. We found that stress increased the influence of immediately rewarding taste attributes on choice and reduced self-control. This choice pattern was accompanied by increased functional connectivity between ventromedial prefrontal cortex (vmPFC) and amygdala and striatal regions encoding tastiness. Furthermore, stress was associated with reduced connectivity between the vmPFC and dorsolateral prefrontal cortex regions linked to self-control success. Notably, alterations in connectivity pathways could be dissociated by their differential relationships with cortisol and perceived stress. Our results indicate that stress may compromise self-control decisions by both enhancing the impact of immediately rewarding attributes and reducing the efficacy of regions promoting behaviors that are consistent with long-term goals.

  20. Critical Thinking in Adulthood.

    ERIC Educational Resources Information Center

    Fulton, Rodney D.

    Critical thinking is often defined as that which a particular instrument measures. The most prominent tests are the Watson-Glaser Critical Thinking Appraisal, the Ennis-Weir Critical Thinking Essay Test, and the Cornell Critical Thinking Tests. Watson and Glaser's (1980) view of critical thinking is "a composite of attitudes, knowledge, and…

  1. What Are the Goals of Corrective Justice? Teaching Strategy.

    ERIC Educational Resources Information Center

    Jackson, Joseph

    1994-01-01

    Presents a secondary lesson in which students examine the goals of corrective justice and the differences between wrongs and injuries. Includes two critical thinking exercises based on case studies, a cartoon designed to stimulate student thinking, and a student worksheet. (CFR)

  2. Visually driven chaining of elementary swim patterns into a goal-directed motor sequence: a virtual reality study of zebrafish prey capture.

    PubMed

    Trivedi, Chintan A; Bollmann, Johann H

    2013-01-01

    Prey capture behavior critically depends on rapid processing of sensory input in order to track, approach, and catch the target. When using vision, the nervous system faces the problem of extracting relevant information from a continuous stream of input in order to detect and categorize visible objects as potential prey and to select appropriate motor patterns for approach. For prey capture, many vertebrates exhibit intermittent locomotion, in which discrete motor patterns are chained into a sequence, interrupted by short periods of rest. Here, using high-speed recordings of full-length prey capture sequences performed by freely swimming zebrafish larvae in the presence of a single paramecium, we provide a detailed kinematic analysis of first and subsequent swim bouts during prey capture. Using Fourier analysis, we show that individual swim bouts represent an elementary motor pattern. Changes in orientation are directed toward the target on a graded scale and are implemented by an asymmetric tail bend component superimposed on this basic motor pattern. To further investigate the role of visual feedback on the efficiency and speed of this complex behavior, we developed a closed-loop virtual reality setup in which minimally restrained larvae recapitulated interconnected swim patterns closely resembling those observed during prey capture in freely moving fish. Systematic variation of stimulus properties showed that prey capture is initiated within a narrow range of stimulus size and velocity. Furthermore, variations in the delay and location of swim triggered visual feedback showed that the reaction time of secondary and later swims is shorter for stimuli that appear within a narrow spatio-temporal window following a swim. This suggests that the larva may generate an expectation of stimulus position, which enables accelerated motor sequencing if the expectation is met by appropriate visual feedback. PMID:23675322

  3. Visually driven chaining of elementary swim patterns into a goal-directed motor sequence: a virtual reality study of zebrafish prey capture.

    PubMed

    Trivedi, Chintan A; Bollmann, Johann H

    2013-01-01

    Prey capture behavior critically depends on rapid processing of sensory input in order to track, approach, and catch the target. When using vision, the nervous system faces the problem of extracting relevant information from a continuous stream of input in order to detect and categorize visible objects as potential prey and to select appropriate motor patterns for approach. For prey capture, many vertebrates exhibit intermittent locomotion, in which discrete motor patterns are chained into a sequence, interrupted by short periods of rest. Here, using high-speed recordings of full-length prey capture sequences performed by freely swimming zebrafish larvae in the presence of a single paramecium, we provide a detailed kinematic analysis of first and subsequent swim bouts during prey capture. Using Fourier analysis, we show that individual swim bouts represent an elementary motor pattern. Changes in orientation are directed toward the target on a graded scale and are implemented by an asymmetric tail bend component superimposed on this basic motor pattern. To further investigate the role of visual feedback on the efficiency and speed of this complex behavior, we developed a closed-loop virtual reality setup in which minimally restrained larvae recapitulated interconnected swim patterns closely resembling those observed during prey capture in freely moving fish. Systematic variation of stimulus properties showed that prey capture is initiated within a narrow range of stimulus size and velocity. Furthermore, variations in the delay and location of swim triggered visual feedback showed that the reaction time of secondary and later swims is shorter for stimuli that appear within a narrow spatio-temporal window following a swim. This suggests that the larva may generate an expectation of stimulus position, which enables accelerated motor sequencing if the expectation is met by appropriate visual feedback.

  4. The Development of Critical Thinking in Professional and Academic Bachelor Programmes

    ERIC Educational Resources Information Center

    Evens, Marie; Verburgh, An; Elen, Jan

    2014-01-01

    Critical thinking is an important goal in higher education. Students are expected to grow in critical thinking during their higher education programme. The present study investigates the development of critical thinking in 1134 bachelor students in Flanders, Belgium. The study followed a mixed longitudinal design. Students' critical thinking was…

  5. 3 Steps for Setting Healthy Eating Goals | Smokefree.gov

    Cancer.gov

    Expectations and Goals Activity: 3 STEPS FOR SETTING HEALTHY EATING GOALS 1. Think about what kinds of goals you might set. One key to setting realistic goals is to identify what you want to get out of it. Here are some examples of things you might want to achieve with healthier eating. Choose one of these, or get creative and come up with your own.

  6. Strategic Thinking about How Costs and Goals Interact

    ERIC Educational Resources Information Center

    Cavanaugh, John C.; Graves, William H.

    2010-01-01

    In the grand economic scheme, the intense public pressure to lower costs came late to higher education. No institution--public or private, non-profit or for-profit--has escaped the always difficult, sometimes protracted discussions of how to increase efficiency and lower costs. Although this intense pressure predates the recent great recession,…

  7. Changing How We Think about the Goals of Higher Education

    ERIC Educational Resources Information Center

    Hanson, Chad

    2014-01-01

    In the past 20 years, scholars and practitioners have committed to measuring the cognitive outcomes of education. In this chapter, the author assesses the movement that focuses on cognition, to the exclusion of other outcomes. An identity-based framework is offered as an alternative.

  8. Changing Higher Education: Realistic Goal or Wishful Thinking?

    ERIC Educational Resources Information Center

    Diamond, Robert M.

    2006-01-01

    The Secretary of Education's Commission on the Future of Higher Education asks colleges and universities to become more accountable to the public, more accessible to students from the broad spectrum of society, more proactive in responding to international competition, and more purposeful in reducing their costs. This report is the latest in a…

  9. Design thinking.

    PubMed

    Brown, Tim

    2008-06-01

    In the past, design has most often occurred fairly far downstream in the development process and has focused on making new products aesthetically attractive or enhancing brand perception through smart, evocative advertising. Today, as innovation's terrain expands to encompass human-centered processes and services as well as products, companies are asking designers to create ideas rather than to simply dress them up. Brown, the CEO and president of the innovation and design firm IDEO, is a leading proponent of design thinking--a method of meeting people's needs and desires in a technologically feasible and strategically viable way. In this article he offers several intriguing examples of the discipline at work. One involves a collaboration between frontline employees from health care provider Kaiser Permanente and Brown's firm to reengineer nursing-staff shift changes at four Kaiser hospitals. Close observation of actual shift changes, combined with brainstorming and rapid prototyping, produced new procedures and software that radically streamlined information exchange between shifts. The result was more time for nursing, better-informed patient care, and a happier nursing staff. Another involves the Japanese bicycle components manufacturer Shimano, which worked with IDEO to learn why 90% of American adults don't ride bikes. The interdisciplinary project team discovered that intimidating retail experiences, the complexity and cost of sophisticated bikes, and the danger of cycling on heavily trafficked roads had overshadowed people's happy memories of childhood biking. So the team created a brand concept--"Coasting"--to describe a whole new category of biking and developed new in-store retailing strategies, a public relations campaign to identify safe places to cycle, and a reference design to inspire designers at the companies that went on to manufacture Coasting bikes. PMID:18605031

  10. Newborns' Preference for Goal-Directed Actions

    ERIC Educational Resources Information Center

    Craighero, Laila; Leo, Irene; Umilta, Carlo; Simion, Francesca

    2011-01-01

    The central role of sensory-motor representations in cognitive functions is almost universally accepted. However, determining the link between motor execution and its sensory counterpart and when, during ontogenesis, this link originates are still under investigation. The aim of the present study is to investigate whether at birth this link is…

  11. Goal-Directed Resilience in Training (GRIT): A Biopsychosocial Model of Self-Regulation, Executive Functions, and Personal Growth (Eudaimonia) in Evocative Contexts of PTSD, Obesity, and Chronic Pain

    PubMed Central

    Kent, Martha; Rivers, Crystal T.; Wrenn, Glenda

    2015-01-01

    This paper presents a biopsychosocial model of self-regulation, executive functions, and personal growth that we have applied to Goal-Directed Resilience in Training (GRIT) interventions for posttraumatic stress disorder (PTSD), obesity, and chronic pain. Implications of the training for the prevention of maladaptation, including psychological distress and health declines, and for promoting healthy development are addressed. Existing models of attention, cognition, and physiology were sourced in combination with qualitative study findings in developing this resilience skills intervention. We used qualitative methods to uncover life skills that are most salient in cases of extreme adversity, finding that goal-directed actions that reflected an individual’s values and common humanity with others created a context-independent domain that could compensate for the effects of adversity. The efficacy of the resilience skills intervention for promoting positive emotion, enhancing neurocognitive capacities, and reducing symptoms was investigated in a randomized controlled trial with a veteran population diagnosed with PTSD. The intervention had low attrition (8%) and demonstrated improvement on symptom and wellbeing outcomes, indicating that the intervention may be efficacious for PTSD and that it taps into those mechanisms which the intervention was designed to address. Feasibility studies for groups with comorbid diagnoses, such as chronic pain and PTSD, also showed positive results, leading to the application of the GRIT intervention to other evocative contexts such as obesity and chronic pain. PMID:26039013

  12. Goal-Directed Resilience in Training (GRIT): A Biopsychosocial Model of Self-Regulation, Executive Functions, and Personal Growth (Eudaimonia) in Evocative Contexts of PTSD, Obesity, and Chronic Pain.

    PubMed

    Kent, Martha; Rivers, Crystal T; Wrenn, Glenda

    2015-01-01

    This paper presents a biopsychosocial model of self-regulation, executive functions, and personal growth that we have applied to Goal-Directed Resilience in Training (GRIT) interventions for posttraumatic stress disorder (PTSD), obesity, and chronic pain. Implications of the training for the prevention of maladaptation, including psychological distress and health declines, and for promoting healthy development are addressed. Existing models of attention, cognition, and physiology were sourced in combination with qualitative study findings in developing this resilience skills intervention. We used qualitative methods to uncover life skills that are most salient in cases of extreme adversity, finding that goal-directed actions that reflected an individual's values and common humanity with others created a context-independent domain that could compensate for the effects of adversity. The efficacy of the resilience skills intervention for promoting positive emotion, enhancing neurocognitive capacities, and reducing symptoms was investigated in a randomized controlled trial with a veteran population diagnosed with PTSD. The intervention had low attrition (8%) and demonstrated improvement on symptom and wellbeing outcomes, indicating that the intervention may be efficacious for PTSD and that it taps into those mechanisms which the intervention was designed to address. Feasibility studies for groups with comorbid diagnoses, such as chronic pain and PTSD, also showed positive results, leading to the application of the GRIT intervention to other evocative contexts such as obesity and chronic pain. PMID:26039013

  13. Wisdom: a goal of nursing education.

    PubMed

    D'Antonio, Jocelyn

    2014-02-01

    The attainment of wisdom is a goal of intellectual development manifested in an individual by a solid knowledge base, effective critical thinking skills, creative problem solving, and a sense of duty and altruism to humankind. Promoting the achievement of wisdom as a focal point in a nursing program can provide a unifying perspective in the development of a curriculum. Teaching strategies such as case studies, small group discussions, mentoring, reflective writing, and professional networking are effective ways to promote wisdom in nursing students.

  14. Teaching critical thinking

    PubMed Central

    Holmes, N. G.; Wieman, Carl E.; Bonn, D. A.

    2015-01-01

    The ability to make decisions based on data, with its inherent uncertainties and variability, is a complex and vital skill in the modern world. The need for such quantitative critical thinking occurs in many different contexts, and although it is an important goal of education, that goal is seldom being achieved. We argue that the key element for developing this ability is repeated practice in making decisions based on data, with feedback on those decisions. We demonstrate a structure for providing suitable practice that can be applied in any instructional setting that involves the acquisition of data and relating that data to scientific models. This study reports the results of applying that structure in an introductory physics laboratory course. Students in an experimental condition were repeatedly instructed to make and act on quantitative comparisons between datasets, and between data and models, an approach that is common to all science disciplines. These instructions were slowly faded across the course. After the instructions had been removed, students in the experimental condition were 12 times more likely to spontaneously propose or make changes to improve their experimental methods than a control group, who performed traditional experimental activities. The students in the experimental condition were also four times more likely to identify and explain a limitation of a physical model using their data. Students in the experimental condition also showed much more sophisticated reasoning about their data. These differences between the groups were seen to persist into a subsequent course taken the following year. PMID:26283351

  15. Teaching critical thinking.

    PubMed

    Holmes, N G; Wieman, Carl E; Bonn, D A

    2015-09-01

    The ability to make decisions based on data, with its inherent uncertainties and variability, is a complex and vital skill in the modern world. The need for such quantitative critical thinking occurs in many different contexts, and although it is an important goal of education, that goal is seldom being achieved. We argue that the key element for developing this ability is repeated practice in making decisions based on data, with feedback on those decisions. We demonstrate a structure for providing suitable practice that can be applied in any instructional setting that involves the acquisition of data and relating that data to scientific models. This study reports the results of applying that structure in an introductory physics laboratory course. Students in an experimental condition were repeatedly instructed to make and act on quantitative comparisons between datasets, and between data and models, an approach that is common to all science disciplines. These instructions were slowly faded across the course. After the instructions had been removed, students in the experimental condition were 12 times more likely to spontaneously propose or make changes to improve their experimental methods than a control group, who performed traditional experimental activities. The students in the experimental condition were also four times more likely to identify and explain a limitation of a physical model using their data. Students in the experimental condition also showed much more sophisticated reasoning about their data. These differences between the groups were seen to persist into a subsequent course taken the following year.

  16. Happiness as a Treatment Goal.

    ERIC Educational Resources Information Center

    Szymanski, Ludwik S.

    2000-01-01

    Discussion of happiness as a treatment goal with individuals who have mental retardation considers the importance of helping individuals develop subjective self-satisfaction through direct therapeutic interventions as well as environmental supports (e.g., provision of opportunities for success). Service providers are urged to differentiate between…

  17. Computational thinking and thinking about computing.

    PubMed

    Wing, Jeannette M

    2008-10-28

    Computational thinking will influence everyone in every field of endeavour. This vision poses a new educational challenge for our society, especially for our children. In thinking about computing, we need to be attuned to the three drivers of our field: science, technology and society. Accelerating technological advances and monumental societal demands force us to revisit the most basic scientific questions of computing.

  18. Computational thinking and thinking about computing

    PubMed Central

    Wing, Jeannette M.

    2008-01-01

    Computational thinking will influence everyone in every field of endeavour. This vision poses a new educational challenge for our society, especially for our children. In thinking about computing, we need to be attuned to the three drivers of our field: science, technology and society. Accelerating technological advances and monumental societal demands force us to revisit the most basic scientific questions of computing. PMID:18672462

  19. Visual Thinking Strategies = Creative and Critical Thinking

    ERIC Educational Resources Information Center

    Moeller, Mary; Cutler, Kay; Fiedler, Dave; Weier, Lisa

    2013-01-01

    Implementation of Visual Thinking Strategies (VTS) into the Camelot Intermediate School curriculum in Brookings, South Dakota, has fostered the development of creative and critical thinking skills in 4th- and 5th-grade students. Making meaning together by observing carefully, deciphering patterns, speculating, clarifying, supporting opinions, and…

  20. Foundations for Critical Thinking

    ERIC Educational Resources Information Center

    Bers, Trudy; Chun, Marc; Daly, William T.; Harrington, Christine; Tobolowsky, Barbara F.

    2015-01-01

    "Foundations for Critical Thinking" explores the landscape of critical-thinking skill development and pedagogy through foundational chapters and institutional case studies involving a range of students in diverse settings. By establishing a link between active learning and improved critical thinking, this resource encourages all higher…

  1. Beyond Critical Thinking.

    ERIC Educational Resources Information Center

    de Bono, Edward

    1986-01-01

    Suggests our society strongly needs thinking that is constructive, generative, and organizing; describes an educational program, CoRT (Cognitive Research Trust), which teaches creative thinking as a skill; and presents reasons for teaching thinking as a specific subject area. (MBR)

  2. Critical Thinking Concept Reconstructed

    ERIC Educational Resources Information Center

    Minter, Mary Kennedy

    2010-01-01

    This paper explores the proposition that teaching of critical thinking (CT) should include: (1) identifying and addressing the many environmental variables acting as barriers to our human thinking, i.e., an open system approach, and (2) utilizing the interrelatedness of the CT building blocks, i.e., creative thinking techniques, levels of…

  3. Effective Thinking Outdoors.

    ERIC Educational Resources Information Center

    Hyde, Rod

    1997-01-01

    Effective Thinking Outdoors (ETO) is an organization that teaches thinking skills and strategies via significant outdoor experiences. Identifies the three elements of thinking as creativity, play, and persistence; presents a graphic depiction of the problem-solving process and aims; and describes an ETO exercise, determining old routes of travel…

  4. Cross-Age Peer Tutoring of Reading and Thinking: Influence on Thinking Skills

    ERIC Educational Resources Information Center

    Topping, Keith J.; Bryce, Angela

    2004-01-01

    Outcomes for methods to accelerate thinking skills involving some peer interaction have been more consistently positive than those for purely teacher-directed or materials-led methods. However, methods involving mainly or only peer interaction are rare. This paper describes and evaluates such a method for peer tutoring in thinking skills, which…

  5. Attributional (Explanatory) Thinking about Failure in New Achievement Settings

    ERIC Educational Resources Information Center

    Perry, Raymond P.; Stupnisky, Robert H.; Daniels, Lia M.; Haynes, Tara L.

    2008-01-01

    Attributional (explanatory) thinking involves the appraisal of factors that contribute to performance and is instrumental to motivation and goal striving. Little is understood, however, concerning attributional thinking when multiple causes are involved in the transition to new achievement settings. Our study examined such complex attributional…

  6. Critical Thinking and the Danger of Intellectual Conformity.

    ERIC Educational Resources Information Center

    Walter, Kerry S.

    1987-01-01

    Although the goals of critical thinking are to foster critical ability and broad-mindedness, it tends to encourage absolutism, promote passivity, and breed intolerance. The current concentration on critical thinking's reductionism should be balanced with the teaching of alternative approaches to understanding knowledge and reality. (Author/LB)

  7. Promoting Critical Thinking through an Interdisciplinary Study Abroad Program

    ERIC Educational Resources Information Center

    Cai, WeiWei; Sankaran, Gopal

    2015-01-01

    This paper discusses the promotion of critical thinking through an interdisciplinary curriculum design using multidisciplinary faculty as well as details the implementation of an experiential short-term study abroad program in China. To achieve this educational goal of critical thinking, along with meeting the requirements specific to each course,…

  8. Martial Arts and Critical Thinking in the Gifted Education Curriculum.

    ERIC Educational Resources Information Center

    Choo, Lay Hiok; Jewell, Paul D.

    This paper examines similarities between the goals of Aikido, a martial art, and critical thinking and argues that Aikido promotes the development of thinking in its training and practice. It applies these ideas to the gifted education curriculum. First the paper introduces characteristics of Aikido, Aikido movement and techniques. It equates…

  9. Stimulating Critical Thinking through Faculty Development: Design, Evaluation, and Problems.

    ERIC Educational Resources Information Center

    Gibbs, Leonard E.; And Others

    A faculty development program designed to encourage critical thinking skills across the curriculum at the University of Wisconsin Eau Claire is described in this report. The program's goal was to stimulate faculty to add critical thinking to their pedagogical objectives. Faculty participants attended six 4-hour meetings designed to heighten their…

  10. Challenging Students with the Tools of Critical Thinking

    ERIC Educational Resources Information Center

    Wright, Ian

    2002-01-01

    Critical thinking has long been a goal of social studies education, and its importance has been reiterated in documents delineating standards for the social studies. Yet, teaching critical thinking is problematic because there are competing definitions and practices and many barriers to its implementation (Wright 1995; Onosko 1989). In this…

  11. A Case for Thinking Without Consciousness.

    PubMed

    Dijksterhuis, Ap; Strick, Madelijn

    2016-01-01

    People can engage in prolonged thought processes, such as when they are facing an important decision or when they are working on a scientific discovery. Such thought processes can take months or even years. We argue that while people engage in such thinking, they make progress not only when they consciously think but also sometimes when they are consciously thinking about something else-that is, while they think unconsciously. We review the literature on unconscious thought (UT) processes and conclude that there is indeed quite some evidence for UT. Conceptualized as a form of unconscious goal pursuit, UT is likely to be especially fruitful for thought processes that are complex, important, or interesting to the thinker. In addition, we discuss other characteristics of the UT process. We end with proposing Type 3 processes, in addition to Type 1 and Type 2 (or Systems 1 and 2) processes, to accommodate prolonged thought processes in models on thought. PMID:26817729

  12. The Selfish Goal

    PubMed Central

    Bargh, John A.; Green, Michelle; Fitzsimons, Gráinne

    2008-01-01

    Three experiments tested the hypothesis that consciously intended goal pursuits have unintended consequences for social judgment and behavior. From evolutionary theory (Dawkins 1976/2006) and empirical evidence of a nonconscious mode of goal pursuit (Bargh, 2005) we derive the hypothesis that most human goal pursuits are open-ended in nature: Once active, goals will operate on goal-relevant content in the environment, even if that content is not the intended focus of the conscious goal. Experiments 1 and 2 demonstrate that goals to evaluate a job applicant for either a waiter or crime reporter position also shape impressions of incidental bystanders in the situation, such that the bystander is later liked or disliked not on his own merits, but on how well his behavior matches the criteria consciously applied in evaluating the job applicant. Experiment 3 finds that a goal to help a specific target person spills over to influence actions toward incidental bystanders, but only while active. Implications of these findings for goal pursuit in everyday life are discussed. PMID:19081795

  13. Critical assumptions: thinking critically about critical thinking.

    PubMed

    Riddell, Thelma

    2007-03-01

    The concept of critical thinking has been featured in nursing literature for the past 20 years. It has been described but not defined by both the American Association of Colleges of Nursing and the National League for Nursing, although their corresponding accreditation bodies require that critical thinking be included in nursing curricula. In addition, there is no reliable or valid measurement tool for critical thinking ability in nursing. As a result, there is a lack of research support for the assumptions that critical thinking can be learned and that critical thinking ability improves clinical competence. Brookfield suggested that commitments should be made only after a period of critically reflective analysis, during which the congruence between perceptions and reality are examined. In an evidence-based practice profession, we, as nurse educators, need to ask ourselves how we can defend our assumptions that critical thinking can be learned and that critical thinking improves the quality of nursing practice, especially when there is virtually no consensus on a definition.

  14. Promoting Systems Thinking through Biology Lessons

    ERIC Educational Resources Information Center

    Riess, Werner; Mischo, Christoph

    2010-01-01

    This study's goal was to analyze various teaching approaches within the context of natural science lessons, especially in biology. The main focus of the paper lies on the effectiveness of different teaching methods in promoting systems thinking in the field of Education for Sustainable Development. The following methods were incorporated into the…

  15. Can Goals Motivate Students?

    ERIC Educational Resources Information Center

    Usher, Alexandra; Kober, Nancy

    2012-01-01

    This is the third in a series of six papers by the Center on Education Policy exploring issues related to students' motivation to learn. This paper examines various programs that use test performance or postsecondary attendance as motivational goals and the effects of these goals on students. How do policies surrounding assessments and college…

  16. Strategic Initiatives and Goals.

    ERIC Educational Resources Information Center

    Howard Community Coll., Columbia, MD.

    This document outlines Howard Community College's (HCC) six strategic initiatives and goals. Each of the strategic initiatives is presented, along with a context for the statement and a list of goals to be achieved in support of the overall initiative. First, HCC will be a learning community that provides possibilities for learning that address…

  17. SMART Goals, SMART Schools.

    ERIC Educational Resources Information Center

    O'Neill, Jan

    2000-01-01

    In fall 1999, teachers of two Wisconsin elementary schools met to discuss setting specific goals that are strategic, measurable, attainable, results-oriented, and time-bound (SMART). Commonly used in government and industry, SMART goals are now helping educators evaluate their instructional processes and programs. (MLH)

  18. THE GOALS OF INTEGRATION.

    ERIC Educational Resources Information Center

    HANDLIN, OSCAR

    THE LACK OF CLEARLY DEFINED GOALS WITHIN THE CIVIL RIGHTS MOVEMENT IS IMPEDING ITS TACTICS AND MOMENTUM. THE STATED GOAL OF INTEGRATION ACTUALLY HAS TWO ALTERNATIVE INTERPRETATIONS--FULL LEGAL EQUALITY AND RACIAL BALANCE. THE NEWER STRESS ON RACIAL BALANCE RESTS ON THE FALLACIOUS ASSUMPTIONS THAT THE NEGRO'S SITUATION IS UNIQUE BECAUSE OF SLAVERY…

  19. Solar thermal cost goals

    NASA Astrophysics Data System (ADS)

    Edelstein, R. B.

    The development of cost goals for the DOE solar thermal program by the solar thermal cost goals committee (STCGC) is described. The objective of the STCGC is to determine a consistent set of time-related cost and performance goals for concentrating collector systems based on market value and intermediate goals based on attainable cost levels. Accomplishments thus far include: definition on cost goals and their function in program planning, delineation of competing energy systems costs, development of a breakeven costing methodology for assessing market value, determination of attainable costs for solar thermal systems, setting financial and economic parameters, and calculation of market value as a function of each competing fuel type, application, and region.

  20. Using Word Clouds in Online Discussions to Support Critical Thinking and Engagement

    ERIC Educational Resources Information Center

    deNoyelles, Aimee; Reyes-Foster, Beatriz

    2015-01-01

    Being actively engaged in a task is often associated with critical thinking. Cultivating critical thinking skills, such as purposefully reflecting and analyzing one's own thinking, is a major goal of higher education. However, there is a challenge in providing college students opportunities to clearly demonstrate these skills in online courses.…

  1. Pedagogy for Developing Critical Thinking in Adolescents: Explicit Instruction Produces Greatest Gains

    ERIC Educational Resources Information Center

    Marin, Lisa M.; Halpern, Diane F.

    2011-01-01

    Although the development and transfer of critical thinking skills are recognized as primary goals for education, there is little empirical evidence to help educators decide how to teach in ways that enhance critical thinking. In two studies, we compared explicit and imbedded instructional modes and assessed critical thinking with the Halpern…

  2. Thinking Like a Chemist: Development of a Chemistry Card-Sorting Task to Probe Conceptual Expertise

    ERIC Educational Resources Information Center

    Krieter, Felicia E.; Julius, Ryan W.; Tanner, Kimberly D.; Bush, Seth D.; Scott, Gregory E.

    2016-01-01

    An underlying goal in most chemistry curricula is to enable students to think like chemists, yet there is much evidence to suggest that students can learn to solve problems without thinking conceptually like a chemist. There are few tools, however, that assess whether students are learning to think like Ph.D. faculty, putative experts in the…

  3. Interrelationships among Employee Participation, Individual Differences, Goal Difficulty, Goal Acceptance, Goal Instrumentality, and Performance.

    ERIC Educational Resources Information Center

    Yukl, Gary A.; Latham, Gary P.

    1978-01-01

    Discussed is a model for goal setting, which is based on Locke's theory that difficult but clear and specific goals, if accepted, will result in higher performance than easy goals, nonspecific goals, or no goals at all. (Author/RK)

  4. Do future thoughts reflect personal goals? Current concerns and mental time travel into the past and future.

    PubMed

    Cole, Scott N; Berntsen, Dorthe

    2016-01-01

    Our overriding hypothesis was that future thinking would be linked with goals to a greater extent than memories; conceptualizing goals as current concerns (i.e., uncompleted personal goals). We also hypothesized that current-concern-related events would differ from non-current-concern-related events on a set of phenomenological characteristics. We report novel data from a study examining involuntary and voluntary mental time travel using an adapted laboratory paradigm. Specifically, after autobiographical memories or future thoughts were elicited (between participants) in an involuntary and voluntary retrieval mode (within participants), participants self-generated five current concerns and decided whether each event was relevant or not to their current concerns. Consistent with our hypothesis, compared with memories, a larger percentage of involuntary and voluntary future thoughts reflected current concerns. Furthermore, events related to current concerns differed from non-concern-related events on a range of cognitive, representational, and affective phenomenological measures. These effects were consistent across temporal direction. In general, our results agree with the proposition that involuntary and voluntary future thinking is important for goal-directed cognition and behaviour.

  5. Early adopters of the magical thinking cap: a study on do-it-yourself (DIY) transcranial direct current stimulation (tDCS) user community

    PubMed Central

    Jwa, Anita

    2015-01-01

    Among currently available technologies, transcranial direct current stimulation (tDCS) is one of the most promising neuroenhancements because it is relatively effective, safe, and affordable. Recently, lay people have begun to build—or purchase—the tDCS device to use it at home for treatment or as a cognitive enhancer. The tDCS device is currently not covered by the existing regulatory framework, but there are still significant potential risks of misusing this device, and its long-term effects on the brain have not been fully explored. Thus, researchers have argued the need for regulations or official guidelines for the personal use of tDCS. However, until now, no systematic research on the do-it-yourself (DIY) tDCS user community has been done. The present study explores the basic demographic characteristics of DIY tDCS users as well as why and how they are using this device through a questionnaire survey, in-depth interviews, and a content analysis of web postings on the use of tDCS. This preliminary but valuable picture of the DIY tDCS user community will shed light on future studies and policy analysis to craft sound regulations and official guidelines for the use of tDCS. PMID:27774197

  6. Hippocampal theta sequences reflect current goals.

    PubMed

    Wikenheiser, Andrew M; Redish, A David

    2015-02-01

    Hippocampal information processing is discretized by oscillations, and the ensemble activity of place cells is organized into temporal sequences bounded by theta cycles. Theta sequences represent time-compressed trajectories through space. Their forward-directed nature makes them an intuitive candidate mechanism for planning future trajectories, but their connection to goal-directed behavior remains unclear. As rats performed a value-guided decision-making task, the extent to which theta sequences projected ahead of the animal's current location varied on a moment-by-moment basis depending on the rat's goals. Look-ahead extended farther on journeys to distant goals than on journeys to more proximal goals and was predictive of the animal's destination. On arrival at goals, however, look-ahead was similar regardless of where the animal began its journey from. Together, these results provide evidence that hippocampal theta sequences contain information related to goals or intentions, pointing toward a potential spatial basis for planning.

  7. The geography of thinking.

    PubMed

    Mole, John

    2002-01-01

    People in different cultures are taught to think differently. How we gather information, process, rationalise, justify and communicate our ideas is culturally determined. Europe is divided between the pragmatic, inductive thinking of North Sea cultures and the rationalist thinking of the rest of the continent. Westerners and Asians have different mental skills and capacities deriving from the nature of written and spoken language, the relative importance of learning by rote or investigation and the social environment. Western children are expected to ask questions and test ideas for themselves, while in Asia it is unacceptable to question anyone senior in age or authority, including teachers. Westerners base thinking on reason; Asians base thinking on harmony. Whenever people of different cultures work together, different ways of thinking create barriers to understanding and communication. This applies to many spheres of work, including the medical profession. PMID:12195863

  8. Episodic future thinking.

    PubMed

    Atance, Cristina M.; O'Neill, Daniela K.

    2001-12-01

    Thinking about the future is an integral component of human cognition - one that has been claimed to distinguish us from other species. Building on the construct of episodic memory, we introduce the concept of 'episodic future thinking': a projection of the self into the future to pre-experience an event. We argue that episodic future thinking has explanatory value when considering recent work in many areas of psychology: cognitive, social and personality, developmental, clinical and neuropsychology. Episodic future thinking can serve as a unifying concept, connecting aspects of diverse research findings and identifying key questions requiring further reflection and study.

  9. Educational interventions to advance children's scientific thinking.

    PubMed

    Klahr, David; Zimmerman, Corinne; Jirout, Jamie

    2011-08-19

    The goal of science education interventions is to nurture, enrich, and sustain children's natural and spontaneous interest in scientific knowledge and procedures. We present taxonomy for classifying different types of research on scientific thinking from the perspective of cognitive development and associated attempts to teach science. We summarize the literature on the early--unschooled--development of scientific thinking, and then focus on recent research on how best to teach science to children from preschool to middle school. We summarize some of the current disagreements in the field of science education and offer some suggestions on ways to continue to advance the science of science instruction.

  10. 7 CFR 3550.151 - Servicing goals.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 7 Agriculture 15 2010-01-01 2010-01-01 false Servicing goals. 3550.151 Section 3550.151 Agriculture Regulations of the Department of Agriculture (Continued) RURAL HOUSING SERVICE, DEPARTMENT OF AGRICULTURE DIRECT SINGLE FAMILY HOUSING LOANS AND GRANTS Regular Servicing § 3550.151 Servicing goals....

  11. Infants Generate Goal-Based Action Predictions

    ERIC Educational Resources Information Center

    Cannon, Erin N.; Woodward, Amanda L.

    2012-01-01

    Predicting the actions of others is critical to smooth social interactions. Prior work suggests that both understanding and anticipation of goal-directed actions appears early in development. In this study, on-line goal prediction was tested explicitly using an adaptation of Woodward's (1998) paradigm for an eye-tracking task. Twenty 11-month-olds…

  12. Wisdom: a goal of nursing education.

    PubMed

    D'Antonio, Jocelyn

    2014-02-01

    The attainment of wisdom is a goal of intellectual development manifested in an individual by a solid knowledge base, effective critical thinking skills, creative problem solving, and a sense of duty and altruism to humankind. Promoting the achievement of wisdom as a focal point in a nursing program can provide a unifying perspective in the development of a curriculum. Teaching strategies such as case studies, small group discussions, mentoring, reflective writing, and professional networking are effective ways to promote wisdom in nursing students. PMID:24308535

  13. Lateral Thinking of Prospective Teachers

    ERIC Educational Resources Information Center

    Lawrence, A. S. Arul; Xavier, S. Amaladoss

    2013-01-01

    Edward de Bono who invented the term "lateral thinking" in 1967 is the pioneer of lateral thinking. Lateral thinking is concerned with the generation of new ideas. Liberation from old ideas and the stimulation of new ones are twin aspects of lateral thinking. Lateral thinking is a creative skills from which all people can benefit…

  14. Critical Thinking in Business Education.

    ERIC Educational Resources Information Center

    Sormunen, Carolee

    Critical thinking is currently a prominent issue in education. For business educators, four issues must be considered: the meaning of critical thinking, how critical thinking can be introduced into the curriculum, how critical thinking is developed in courses, and how critical thinking can be evaluated. The literature identifies three theoretical…

  15. Higher Order Thinking Skills among Secondary School Students in Science Learning

    ERIC Educational Resources Information Center

    Saido, Gulistan Mohammed; Siraj, Saedah; Bin Nordin, Abu Bakar; Al Amedy, Omed Saadallah

    2015-01-01

    A central goal of science education is to help students to develop their higher order thinking skills to enable them to face the challenges of daily life. Enhancing students' higher order thinking skills is the main goal of the Kurdish Science Curriculum in the Iraqi-Kurdistan region. This study aimed at assessing 7th grade students' higher order…

  16. Science Goals to Requirements

    NASA Technical Reports Server (NTRS)

    Reuter, Dennis

    2015-01-01

    The presentation will be given at the 26th Annual Thermal Fluids Analysis Workshop (TFAWS 2015) hosted by the Goddard SpaceFlight Center (GSFC) Thermal Engineering Branch (Code 545): This short course will present the science goals for a variety of types of imaging and spectral measurements, the thermal requirements that these goals impose on the instruments designed to obtain the measurements, and some of the types of trades that can be made among instrument subsystems to ensure the required performance is maintained. Examples of thermal system evolution from initial concept to final implementation will be given for several actual systems.

  17. Motivational beliefs, values, and goals.

    PubMed

    Eccles, Jacquelynne S; Wigfield, Allan

    2002-01-01

    This chapter reviews the recent research on motivation, beliefs, values, and goals, focusing on developmental and educational psychology. The authors divide the chapter into four major sections: theories focused on expectancies for success (self-efficacy theory and control theory), theories focused on task value (theories focused on intrinsic motivation, self-determination, flow, interest, and goals), theories that integrate expectancies and values (attribution theory, the expectancy-value models of Eccles et al., Feather, and Heckhausen, and self-worth theory), and theories integrating motivation and cognition (social cognitive theories of self-regulation and motivation, the work by Winne & Marx, Borkowski et al., Pintrich et al., and theories of motivation and volition). The authors end the chapter with a discussion of how to integrate theories of self-regulation and expectancy-value models of motivation and suggest new directions for future research.

  18. On rivalry and goal pursuit: Shared competitive history, legacy concerns, and strategy selection.

    PubMed

    Converse, Benjamin A; Reinhard, David A

    2016-02-01

    Seven studies converge to show that prompting people to think about a rival versus a nonrival competitor causes them to view current competitions as more connected to past ones, to be more concerned with long-term legacy, and to pursue personal goals in a more eager, less cautious manner. These results are consistent with a social-cognitive view of rivalry that defines it as a competitive relational schema. A preliminary analysis revealed that people were more likely to appeal to past competitions to explain the importance of current rivalry than nonrivalry contests. Experiment 1 showed that people view rivalry versus nonrivalry competitions as more embedded in an ongoing competitive narrative and that this perception increases legacy concerns. The next 2 experiments used a causal chain approach to examine the possibility of legacy concerns acting as a mediator between rivalry and eagerness. Experiment 2a demonstrated that longer (vs. shorter) competitive histories are associated with increased legacy concerns. Experiment 2b manipulated legacy concerns and found that this shifted regulatory focus toward eagerness. Finally, 3 experiments tested the direct effect of thinking about a rival on eager strategy selection: Thinking about rivals (vs. nonrivals) led people to be more interested in offensive than defensive strategies (Experiment 3), to initiate rather than delay their goal pursuit (Experiment 4), and to rely on spontaneous rather than deliberative reasoning (Experiment 5). We suggest that rivalries affect how people view their goals and the strategies they use for pursuing them, and that these effects are at least partially attributable to the shared history between individuals and their rivals.

  19. Blue Ocean Thinking

    ERIC Educational Resources Information Center

    Orem, Donna

    2016-01-01

    This article describes a concept called the "blue ocean thinking strategy," developed by W. Chan Kim and Renée Mauborgne, professors at INSEAD, an international graduate school of business in France. The "blue ocean" thinking strategy considers opportunities to create new markets for services, rather than focusing solely on…

  20. Critical Thinking in Math.

    ERIC Educational Resources Information Center

    Ronis, Diane

    This booklet includes a wheel of problem solving strategies and a seven-step process for approaching and solving complicated problems. The information provided gives students a variety of ways to approach, analyze, and think critically about mathematics problems. The chapters present guides to promoting critical thinking in cooperative groups…

  1. An Hypothesis on Thinking

    ERIC Educational Resources Information Center

    Maclennan, Ian

    1977-01-01

    Suggests that there exists a "finite" number of elementary concepts and distinguishable modes of thinking, that all human beings tend to acquire the same set of elements of thinking and the same strategies with which to understand and control their physical environment, and that the method of analysis used here is a standard scientific method.…

  2. Supporting Mathematical Thinking

    ERIC Educational Resources Information Center

    Houssart, Jenny; Roaf, Caroline; Watson, Anne

    2005-01-01

    This book looks at how practitioners have focused on the fully educational application of intellect to the problem of developing mathematical thinking among one's pupils. Each chapter demonstrates reflective minds at work, relying on close observation, willingness to understand the student's thinking processes and patient commitment to students…

  3. It Makes You Think

    ERIC Educational Resources Information Center

    Harden, Helen

    2009-01-01

    This article provides an overview of the "It Makes You Think" resource. The lessons provided by this resource show how students can learn about the global dimension through science. The "It Makes You Think" resource contains ten topics: (1) Metals in jewellery worldwide; (2) Global food market; (3) The worldwide travels of paper; (4) Mobile phones…

  4. Against Critical Thinking Pedagogy

    ERIC Educational Resources Information Center

    Hayes, David

    2015-01-01

    Critical thinking pedagogy is misguided. Ostensibly a cure for narrowness of thought, by using the emotions appropriate to conflict, it names only one mode of relation to material among many others. Ostensibly a cure for fallacies, critical thinking tends to dishonesty in practice because it habitually leaps to premature ideas of what the object…

  5. Thinking Skills & Intelligence.

    ERIC Educational Resources Information Center

    Blai, Boris, Jr.

    A review of research and the views of researchers prominent in the field of thinking skill development discusses the role of thinking skills in the ability to formulate problems, resolve issues, determine the most effective decisions, and create effective solutions to problems. The views of Edward deBono, Robert Ennis, Reuven Feuerstein, Matthew…

  6. Rethinking Critical Thinking

    ERIC Educational Resources Information Center

    Downs, Christopher J.

    2008-01-01

    Critical thinking is of primary importance in higher education, yet the concept remains slippery and the skill elusive. The author argues that most current critical thinking textbooks are out of line with the seminal work of John Dewey. Rather than logical argument and justification, it is suggested that carefulness, open-mindedness and creativity…

  7. Thinking inside the Box

    ERIC Educational Resources Information Center

    Demski, Jennifer

    2012-01-01

    When one thinks of 21st century schools, one thinks of geometric modern architecture, sustainable building materials, and high-tech modular classrooms. It's rare, though, that a district has the space or the money to build that school from the ground up. Instead, the challenge for most is the transformation of the 20th century architecture to…

  8. Critical Thinking and Learning

    ERIC Educational Resources Information Center

    Mason, Mark

    2007-01-01

    This paper introduces some of the debates in the field of critical thinking by highlighting differences among thinkers such as Siegel, Ennis, Paul, McPeck, and Martin, and poses some questions that arise from these debates. Does rationality transcend particular cultures, or are there different kinds of thinking, different styles of reasoning? What…

  9. Reading is Thinking.

    ERIC Educational Resources Information Center

    Winkeljohann, Rosemary

    1979-01-01

    The focus article in this newsletter contains a discussion of the theory of reading as a thinking process and offers practical suggestions for implementing instruction in teaching reading as a thinking process. The section on theory is based on observations of the reading process as perceived by psycholinguists such as Frank Smith and Kenneth…

  10. Materialistic Values and Goals.

    PubMed

    Kasser, Tim

    2016-01-01

    Materialism comprises a set of values and goals focused on wealth, possessions, image, and status. These aims are a fundamental aspect of the human value/goal system, standing in relative conflict with aims concerning the well-being of others, as well as one's own personal and spiritual growth. Substantial evidence shows that people who place a relatively high priority on materialistic values/goals consume more products and incur more debt, have lower-quality interpersonal relationships, act in more ecologically destructive ways, have adverse work and educational motivation, and report lower personal and physical well-being. Experimentally activating materialistic aims causes similar outcomes. Given these ills, researchers have investigated means of decreasing people's materialism. Successful interventions encourage intrinsic/self-transcendent values/goals, increase felt personal security, and/or block materialistic messages from the environment. These interventions would likely be more effective if policies were also adopted that diminished contemporary culture's focus on consumption, profit, and economic growth.

  11. RTT Goals Challenge Recipients

    ERIC Educational Resources Information Center

    McNeil, Michele

    2011-01-01

    Ambitious student-achievement targets turn up the heat, as winners of the $4 billion federal grant effort push to deliver. Winners of the $4 billion Race to the Top jackpot committed to grand goals in using the federal grants to raise student achievement, as measured by higher test scores, narrowed achievement gaps, and increased graduation and…

  12. Group Goal Setting

    ERIC Educational Resources Information Center

    Sparks, Dennis C.

    1978-01-01

    Action goal setting uses power of peer influence in a healthy and constructive manner, and provides appropriate follow-up for many counseling and classroom activities. This process could help individuals of all ages to take more control over their behavior and create life-styles congruent with their abilities, interests, and values. (Author)

  13. Goal Orientations and Metacognitive Skills of Normal Technical and Normal Academic Students on Project Work

    ERIC Educational Resources Information Center

    Ee, J.; Wang, C.; Koh, C.; Tan, O.; Liu, W.

    2009-01-01

    In 2000, the Singapore Ministry of Education launched Project Work (PW) to encourage the application of knowledge across disciplines, and to develop thinking, communication, collaboration and metacognitive skills. This preliminary findings of a large scale study examines the role of goal orientations (achievement goals and social goals) in…

  14. Setting Your Development Goals: Start with Your Values. An Ideas into Action Guidebook.

    ERIC Educational Resources Information Center

    Sternbergh, Bill; Weitzel, Sloan R.

    This guidebook is about changing the way people think about setting goals; it is about identifying goals that are important and meaningful. Creating those kinds of goals means taking stock of personal values--what one believes and how one can act to carry out those beliefs--in five key areas of life: career, self, family, community, and spirit.…

  15. Thinking is believing.

    PubMed

    Kasturirangan, Rajesh

    2008-01-01

    Philosophers as well lay people often think of beliefs as psychological states with dubious epistemic properties. Beliefs are conceptualized as unregulated conceptual structures, for the most part hypothetical and often fanciful or deluded. Thinking and reasoning on the other hand are seen as rational activities regulated by rules and governed by norms. Computational modeling of the mind has focused on rule-governed behavior, ultimately trying to reduce them to rules of logic. What if thinking is less like reasoning and more like believing? I argue that the classical model of thought as rational is mistaken and that thinking is fundamentally constituted by believing. This new approach forces us to re-evaluate classical epistemic concepts like "truth", "justification" etc. Furthermore, if thinking is believing, then it is not clear how thoughts can be modeled computationally. We need new mathematical ideas to model thought, ideas that are quite different from traditional logic-based mathematical structures.

  16. Students' Goal Orientations and Perceptions of Professional Competencies

    ERIC Educational Resources Information Center

    Koul, Ravinder; Clariana, Roy B.; Kongsuwan, Sak; Suji-Vorakul, Chuchai

    2009-01-01

    This study was conducted with Thai students enrolled in undergraduate programs for industrial and technical education. Volunteer participants responded to surveys designed to elicit their personal goal orientations and their preferences regarding the thinking style of a competent professional, that is, a manager or supervisor. Participants (N =…

  17. Integrated learning through student goal development.

    PubMed

    Price, Deborah; Tschannen, Dana; Caylor, Shandra

    2013-09-01

    New strategies are emerging to promote structure and increase learning in the clinical setting. Nursing faculty designed a mechanism by which integrative learning and situated coaching could occur more readily in the clinical setting. The Clinical Goals Initiative was implemented for sophomore-, junior-, and senior-level students in their clinical practicums. Students developed weekly goals reflecting three domains of professional nursing practice. Goals were shared with faculty and staff nurse mentors at the beginning of the clinical day to help guide students and mentors with planning for learning experiences. After 6 weeks, faculty and students were surveyed to evaluate project effectiveness. Faculty indicated that goal development facilitated clinical learning by providing more student engagement, direction, and focus. Students reported that goal development allowed them to optimize clinical learning opportunities and track their growth and progress. Faculty and students indicated the goals promoted student self-learning, autonomy, and student communication with nurse mentors and faculty.

  18. Spanish Teachers' Views of the Goals of Science Education in Secondary Education.

    ERIC Educational Resources Information Center

    Furio, Carlos; Vilches, Amparo; Guisasola, Jenaro; Romo, Victor

    2002-01-01

    Determines teachers' opinions regarding the goals and objectives of the teaching of science within the framework of educational reform. Attempts to disclose to what extent educational thinking gives priority to the training of students in the scientific concepts, laws, and theories needed in further courses and how this thinking pays less…

  19. Selfish goals serve more fundamental social and biological goals.

    PubMed

    Becker, D Vaughn; Kenrick, Douglas T

    2014-04-01

    Proximate selfish goals reflect the machinations of more fundamental goals such as self-protection and reproduction. Evolutionary life history theory allows us to make predictions about which goals are prioritized over others, which stimuli release which goals, and how the stages of cognitive processing are selectively influenced to better achieve the aims of those goals.

  20. The Role of Goal Attainment Expectancies in Achievement Goal Pursuit

    ERIC Educational Resources Information Center

    Senko, Corwin; Hulleman, Chris S.

    2013-01-01

    The current studies introduce the goal attainment expectancy construct to achievement goal theory. Three studies, 2 in college classrooms and the other using a novel math task in the laboratory, converged on the same finding. For mastery-approach goals and performance-approach goals alike, the harder the goal appeared to attain, the less likely…

  1. Nuclear age thinking

    SciTech Connect

    Depastas, A.N.

    1990-01-01

    According to the practicalist school, thinking emerges from activity and each human practice is giving food to its own distinctive kinds of perception, conduct, and perspective of the world. The author, while studying and describing developments after the commencement of the nuclear age in many fields of human behavior and knowledge, including the social sciences, particularly psychology and international politics, became an adherent to the practicalist philosophy when he perceived new relevant thoughts coming to his mind at the same time. Indeed writing is a learning experience. He has, therefore, systematically included these thoughts in the following pages and synoptically characterized them in the title: Nuclear Age Thinking. He considers this kind of thinking as automatic, conscious activity which is gradually influencing our choices and decisions. The author has reservations as regards Albert Einstein's saying that the unleashed power of the atom changed everything save our modes of thinking, because the uncontrollability of nuclear energy is apparently in the subconscious of mankind nowadays, influencing the development of a new mode of thinking, and that is the nuclear age thinking which is the subject of this book. Nuclear age thinking drives from the collective fear of extinction of life on earth due to this new power at man's disposal, and it is not only limited to the change in the conventional meaning of the words war and peace.

  2. The Double-Edged Sword of Goal Engagement: Consequences of Goal Pursuit in Bipolar Disorder

    PubMed Central

    Johnson, Sheri L.; Fulford, Daniel; Carver, Charles S.

    2012-01-01

    A series of studies suggest that bipolar disorder is related to high sensitivity to incentives and that incentive sensitivity (or sensitivity of the approach system) can predict the course of mania. Incentive sensitivity in bipolar disorder seems to be related to two processes: a tendency to invest in difficult-to-attain goals and an over-reactivity to cues of goal progress versus thwarting. Both of those processes appear relevant to symptom generation. Hence, bipolar disorder seems related to a greater emphasis on reaching goals and also a problematic reactivity to reaching those highly desired goals. We suggest directions for treatment development focused on these issues in goal regulation. PMID:22610999

  3. Clinical thinking in psychiatry.

    PubMed

    Wells, Lloyd A

    2015-06-01

    I discuss the lack of precision in the term 'clinical reasoning' and its relationship to evidence-based medicine and critical thinking. I examine critical thinking skills, their underemphasis in medical education and successful attempts to remediate them. Evidence-based medicine (and evidence-based psychiatry) offer much but are hampered by the ubiquity and flaws of meta-analysis. I explore views of evidence-based medicine among psychiatry residents, as well as capacity for critical thinking in residents before and after a course in philosophy. I discuss decision making by experienced doctors and suggest possible futures of this issue.

  4. The Critical Thinking Workout.

    ERIC Educational Resources Information Center

    Masters, Terry McDaniel

    1991-01-01

    Presents a critical thinking exercise program, modeled on a physical exercise workout, for elementary teachers to use in the classroom. It includes warm-up exercises, a more strenuous workout, and a cool-down period for the brain. (SM)

  5. Stop, Breathe & Think app.

    PubMed

    Shaw, Natalie

    2014-07-15

    The Stop, Breathe & Think app is free, thanks to underwriting from Tools for Peace, the non-profit organisation that teaches people of all ages how to develop and apply kindness and compassion in their daily lives.

  6. Creative Thinking Package

    ERIC Educational Resources Information Center

    Jones, Clive

    1972-01-01

    A look at the latest package from a British managment training organization, which explains and demonstrates creative thinking techniques, including brainstorming. The package, designed for groups of twelve or more, consists of tapes, visuals, and associated exercises. (Editor/JB)

  7. The Need for Bold Thinking.

    PubMed

    Lowi-Young, Mimi; DuBois-Wing, Gwen

    2016-01-01

    Amol Verma and Sacha Bhatia's (2016) paper presents policy recommendations that merit serious consideration on a system-wide level. While they make compelling arguments about why provincial governments are ideally suited to adapt Triple Aim innovation, we are concerned that the current health system climate limits this possibility. In our commentary, we present our thoughts about the authors' admittedly aspirational goals and the realities of the pan-Canadian healthcare system. We commence our commentary by confirming our agreement about the potential inherent within the Triple Aim framework. Second, we argue how important progress can take place that may not reflect a provincial-wide system. Next, we maintain that a learning health system is an essential ingredient to advancing Triple Aim and other health system-wide improvements. Third, we wonder whether the stewardship role of government is real and possible. Finally, we question the concept of our current health system's readiness for system change. While we have raised some questions about Verma and Bhatia's thinking around provincial adoption of the Triple Aim, we applaud their ideas. We believe that transformation in provincial health systems requires bold thinking. PMID:27009585

  8. Writing about life goals: effects on rumination, mood and the cortisol awakening response.

    PubMed

    Teismann, Tobias; Het, Serkan; Grillenberger, Matthias; Willutzki, Ulrike; Wolf, Oliver T

    2014-11-01

    Rumination is a vulnerability factor for the onset and maintenance of emotional distress. This study examined whether writing about life goals is associated with a decrease in ruminative thinking and a reduced cortisol awakening response. 68 healthy participants either wrote about their personal life goals or a control topic. Writing about life goals was associated with a modest decrease in ruminative thinking and a reduced cortisol awakening response at the post-intervention assessment. Results provide initial evidence that writing about life goals can be a helpful aid in decreasing rumination and physiological stress reactivity.

  9. GMUGLE: A goal lattice constructor

    NASA Astrophysics Data System (ADS)

    Hintz, Kenneth J.

    2001-08-01

    Goal lattices are a method for ordering the goals of a system and associating with each goal the value of performing that goal in terms of how much it contributes to the accomplishment of the topmost goal of a system. This paper presents a progress report on the development of a web-based implementation of the George Mason University Goal Lattice Engine (GMUGLE). GMUGLE allows a user to interactively create goal lattices, add/delete goals, and specify their ordering relations through a web-based interface. The database portion automatically computes the GLB and LUB of pairs of goals which have been entered to form them into a lattice. Yet to be implemented is the code to input goal values, automatically apportion the values among included goals, and accrue value among the included goals.

  10. The Curiosity in Marketing Thinking

    ERIC Educational Resources Information Center

    Hill, Mark E.; McGinnis, John

    2007-01-01

    This article identifies the curiosity in marketing thinking and offers ways to teach for marketing thinking through an environment that fosters students' curiosity. The significance of curiosity in its relationship with thinking is that when curiosity is absent, so is thinking. Challenges are discussed in recognizing the fragility of curiosity…

  11. Seeing Thinking on the Web

    ERIC Educational Resources Information Center

    Martin, Daisy; Wineburg, Sam

    2008-01-01

    Teaching a way of thinking requires making thinking visible. Educators need to pull back the curtains from historical cognition to show students not only what historians think, but "how" they think. Given that many students believe that history is a single story to be committed to memory and that texts speak for themselves, teaching historical…

  12. How to Teach Thinking Skills in Social Studies and History

    ERIC Educational Resources Information Center

    Beyer, Barry K.

    2008-01-01

    This article presents four guidelines for providing direct instruction in thinking skills in social studies and history at any grade level. The author first describes, with examples, three major components of any thinking skill that students need to know. Second, he presents teaching techniques for making these components explicit. Third, he…

  13. Beyond the Enthymeme: Sorites, Critical Thinking, and the Composing Process.

    ERIC Educational Resources Information Center

    Hill, Carolyn

    A teacher presents a writing exercise designed to facilitate audience-directed, critical thinking during the process of composing, that starts students thinking in terms of sorites and enthymemes. Students first read a CIA manual, "Psychological Operations in Guerrilla Warfare," that instructs the Contra guerrillas in illegal acts and then free…

  14. Do orthologous gene phylogenies really support tree-thinking?

    PubMed Central

    Bapteste, E; Susko, E; Leigh, J; MacLeod, D; Charlebois, RL; Doolittle, WF

    2005-01-01

    Background Since Darwin's Origin of Species, reconstructing the Tree of Life has been a goal of evolutionists, and tree-thinking has become a major concept of evolutionary biology. Practically, building the Tree of Life has proven to be tedious. Too few morphological characters are useful for conducting conclusive phylogenetic analyses at the highest taxonomic level. Consequently, molecular sequences (genes, proteins, and genomes) likely constitute the only useful characters for constructing a phylogeny of all life. For this reason, tree-makers expect a lot from gene comparisons. The simultaneous study of the largest number of molecular markers possible is sometimes considered to be one of the best solutions in reconstructing the genealogy of organisms. This conclusion is a direct consequence of tree-thinking: if gene inheritance conforms to a tree-like model of evolution, sampling more of these molecules will provide enough phylogenetic signal to build the Tree of Life. The selection of congruent markers is thus a fundamental step in simultaneous analysis of many genes. Results Heat map analyses were used to investigate the congruence of orthologues in four datasets (archaeal, bacterial, eukaryotic and alpha-proteobacterial). We conclude that we simply cannot determine if a large portion of the genes have a common history. In addition, none of these datasets can be considered free of lateral gene transfer. Conclusion Our phylogenetic analyses do not support tree-thinking. These results have important conceptual and practical implications. We argue that representations other than a tree should be investigated in this case because a non-critical concatenation of markers could be highly misleading. PMID:15913459

  15. Reduced Specificity of Personal Goals and Explanations for Goal Attainment in Major Depression

    PubMed Central

    Dickson, Joanne M.; Moberly, Nicholas J.

    2013-01-01

    Objectives Overgeneralization has been investigated across many domains of cognitive functioning in major depression, including the imagination of future events. However, it is unknown whether this phenomenon extends to representations of personal goals, which are important in structuring long-term behaviour and providing meaning in life. Furthermore, it is not clear whether depressed individuals provide less specific explanations for and against goal attainment. Method Clinically depressed individuals and controls generated personally important approach and avoidance goals, and then generated explanations why they would and would not achieve these goals. Goals and causal explanations were subsequently coded as either specific or general. Results Compared to controls, depressed individuals did not generate significantly fewer goals or causal explanations for or against goal attainment. However, compared to controls, depressed individuals generated less specific goals, less specific explanations for approach (but not avoidance) goal attainment, and less specific explanations for goal nonattainment. Significance Our results suggest that motivational deficits in depression may stem partly from a reduction in the specificity of personal goal representations and related cognitions that support goal-directed behaviour. Importantly, the findings have the potential to inform the ongoing development of psychotherapeutic approaches in the treatment of depression. PMID:23691238

  16. Health Education: Student Terminal Goals, Program Goals, and Behavioral Objectives.

    ERIC Educational Resources Information Center

    Mesa Public Schools, AZ.

    GRADES OR AGES: Primary, intermediate, junior high, high school. SUBJECT MATTER: Health education (including nutrition, safety education, and consumer education). ORGANIZATION AND PHYSICAL APPEARANCE: Nine terminal goals are listed on page one. The guide consists of a breakdown of each terminal goal into program goals and, for each program goal,…

  17. Student's Perceived Level and Teachers' Teaching Strategies of Higher Order Thinking Skills: A Study on Higher Educational Institutions in Thailand

    ERIC Educational Resources Information Center

    Shukla, Divya; Dungsungnoen, Aj Pattaradanai

    2016-01-01

    Higher order thinking skills (HOTS) has portrayed immense industry demand and the major goal of educational institution in imparting education is to inculcate higher order thinking skills. This compiles and mandate the institutions and instructor to develop the higher order thinking skills among students in order to prepare them for effective…

  18. The actual goals of geoethics

    NASA Astrophysics Data System (ADS)

    Nemec, Vaclav

    2014-05-01

    The most actual goals of geoethics have been formulated as results of the International Conference on Geoethics (October 2013) held at the geoethics birth-place Pribram (Czech Republic): In the sphere of education and public enlightenment an appropriate needed minimum know how of Earth sciences should be intensively promoted together with cultivating ethical way of thinking and acting for the sustainable well-being of the society. The actual activities of the Intergovernmental Panel of Climate Changes are not sustainable with the existing knowledge of the Earth sciences (as presented in the results of the 33rd and 34th International Geological Congresses). This knowledge should be incorporated into any further work of the IPCC. In the sphere of legislation in a large international co-operation following steps are needed: - to re-formulate the term of a "false alarm" and its legal consequences, - to demand very consequently the needed evaluation of existing risks, - to solve problems of rights of individuals and minorities in cases of the optimum use of mineral resources and of the optimum protection of the local population against emergency dangers and disasters; common good (well-being) must be considered as the priority when solving ethical dilemmas. The precaution principle should be applied in any decision making process. Earth scientists presenting their expert opinions are not exempted from civil, administrative or even criminal liabilities. Details must be established by national law and jurisprudence. The well known case of the L'Aquila earthquake (2009) should serve as a serious warning because of the proven misuse of geoethics for protecting top Italian seismologists responsible and sentenced for their inadequate superficial behaviour causing lot of human victims. Another recent scandal with the Himalayan fossil fraud will be also documented. A support is needed for any effort to analyze and to disclose the problems of the deformation of the contemporary

  19. Predicting subsequent task performance from goal motivation and goal failure

    PubMed Central

    Healy, Laura C.; Ntoumanis, Nikos; Stewart, Brandon D.; Duda, Joan L.

    2015-01-01

    Recent research has demonstrated that the cognitive processes associated with goal pursuit can continue to interfere with unrelated tasks when a goal is unfulfilled. Drawing from the self-regulation and goal-striving literatures, the present study explored the impact of goal failure on subsequent cognitive and physical task performance. Furthermore, we examined if the autonomous or controlled motivation underpinning goal striving moderates the responses to goal failure. Athletes (75 male, 59 female, Mage = 19.90 years, SDage = 3.50) completed a cycling trial with the goal of covering a given distance in 8 min. Prior to the trial, their motivation was primed using a video. During the trial they were provided with manipulated performance feedback, thus creating conditions of goal success or failure. No differences emerged in the responses to goal failure between the primed motivation or performance feedback conditions. We make recommendations for future research into how individuals can deal with failure in goal striving. PMID:26191029

  20. Thinking about Thinking: An Exploration of Preservice Teachers' Views about Higher Order Thinking Skills

    ERIC Educational Resources Information Center

    Coffman, Diane M.

    2013-01-01

    Thinking skills have long been regarded as an essential outcome of the educational process. Yet, research shows that the teaching of thinking skills in K-12 education does not follow a coherent path. Several factors affect the teaching and use of thinking skills in the classroom, with teacher knowledge and beliefs about thinking skills among the…

  1. Developing Critical Thinking through Science. Book One.

    ERIC Educational Resources Information Center

    Main, June; Eggen, Paul

    This book is based on the premise that students apply thinking skills to learning science concepts and principles by doing through direct, firsthand experiences in an interactive, open atmosphere; constructing by building their knowledge through guided inquiry; and connecting by relating their learning to the world around them. The contents of…

  2. Motivating Athletes Through Goal Setting.

    ERIC Educational Resources Information Center

    Weinberg, Robert S.

    1982-01-01

    This article provides some guidelines for coaches and athletes for goal setting strategies: (1) set realistic goals; (2) write down goals, so that they are remembered and understood by all persons involved; (3) set measurable objective goals; and (4) have coach act as facilitator. (CJ)

  3. Potential-Based Achievement Goals

    ERIC Educational Resources Information Center

    Elliot, Andrew; Murayama, Kou; Kobeisy, Ahmed; Lichtenfeld, Stephanie

    2015-01-01

    Background: Self-based achievement goals use one's own intrapersonal trajectory as a standard of evaluation, and this intrapersonal trajectory may be grounded in one's past (past-based goals) or one's future potential (potential-based goals). Potential-based goals have been overlooked in the literature to date. Aims: The primary aim of the present…

  4. Foundations of resilience thinking.

    PubMed

    Curtin, Charles G; Parker, Jessica P

    2014-08-01

    Through 3 broad and interconnected streams of thought, resilience thinking has influenced the science of ecology and natural resource management by generating new multidisciplinary approaches to environmental problem solving. Resilience science, adaptive management (AM), and ecological policy design (EPD) contributed to an internationally unified paradigm built around the realization that change is inevitable and that science and management must approach the world with this assumption, rather than one of stability. Resilience thinking treats actions as experiments to be learned from, rather than intellectual propositions to be defended or mistakes to be ignored. It asks what is novel and innovative and strives to capture the overall behavior of a system, rather than seeking static, precise outcomes from discrete action steps. Understanding the foundations of resilience thinking is an important building block for developing more holistic and adaptive approaches to conservation. We conducted a comprehensive review of the history of resilience thinking because resilience thinking provides a working context upon which more effective, synergistic, and systems-based conservation action can be taken in light of rapid and unpredictable change. Together, resilience science, AM, and EPD bridge the gaps between systems analysis, ecology, and resource management to provide an interdisciplinary approach to solving wicked problems.

  5. Foundations of resilience thinking.

    PubMed

    Curtin, Charles G; Parker, Jessica P

    2014-08-01

    Through 3 broad and interconnected streams of thought, resilience thinking has influenced the science of ecology and natural resource management by generating new multidisciplinary approaches to environmental problem solving. Resilience science, adaptive management (AM), and ecological policy design (EPD) contributed to an internationally unified paradigm built around the realization that change is inevitable and that science and management must approach the world with this assumption, rather than one of stability. Resilience thinking treats actions as experiments to be learned from, rather than intellectual propositions to be defended or mistakes to be ignored. It asks what is novel and innovative and strives to capture the overall behavior of a system, rather than seeking static, precise outcomes from discrete action steps. Understanding the foundations of resilience thinking is an important building block for developing more holistic and adaptive approaches to conservation. We conducted a comprehensive review of the history of resilience thinking because resilience thinking provides a working context upon which more effective, synergistic, and systems-based conservation action can be taken in light of rapid and unpredictable change. Together, resilience science, AM, and EPD bridge the gaps between systems analysis, ecology, and resource management to provide an interdisciplinary approach to solving wicked problems. PMID:24975863

  6. Using a kinesthetic learning strategy to engage nursing student thinking, enhance retention, and improve critical thinking.

    PubMed

    Wagner, Elissa A

    2014-06-01

    This article reports the outcomes of a kinesthetic learning strategy used during a cardiac lecture to engage students and to improve the use of classroom-acquired knowledge in today's challenging clinical settings. Nurse educators are constantly faced with finding new ways to engage students, stimulate critical thinking, and improve clinical application in a rapidly changing and complex health care system. Educators who deviate from the traditional pedagogy of didactic, content-driven teaching to a concept-based, student-centered approach using active and kinesthetic learning activities can enhance engagement and improve clinical problem solving, communication skills, and critical thinking to provide graduates with the tools necessary to be successful. The goals of this learning activity were to decrease the well-known classroom-clinical gap by enhancing engagement, providing deeper understanding of cardiac function and disorders, enhancing critical thinking, and improving clinical application.

  7. The influence of goals on sense of control.

    PubMed

    Wen, Wen; Yamashita, Atsushi; Asama, Hajime

    2015-12-01

    We examined the influence of goals on sense of control relative to that experienced when taking action randomly. In the experimental task, participants controlled the direction of a moving dot by pressing the left and right keys at will without a specific goal (the control condition), directed the moving dot to a destination as often as possible (the strong goal condition), or kept the moving dot in the central area of the screen (the weak goal condition) for as long as possible. The results showed that the strong goal impaired the sense of control, but the weak goal did not exert an influence. We concluded that the goal-based expectation influenced sense of control, but the goal-directed action selection did not. Furthermore, we proposed a modified comparator model of the sense of control, offering a promising approach to integration of the predictive and postdictive processes involved in the sense of control. PMID:26340104

  8. The influence of goals on sense of control.

    PubMed

    Wen, Wen; Yamashita, Atsushi; Asama, Hajime

    2015-12-01

    We examined the influence of goals on sense of control relative to that experienced when taking action randomly. In the experimental task, participants controlled the direction of a moving dot by pressing the left and right keys at will without a specific goal (the control condition), directed the moving dot to a destination as often as possible (the strong goal condition), or kept the moving dot in the central area of the screen (the weak goal condition) for as long as possible. The results showed that the strong goal impaired the sense of control, but the weak goal did not exert an influence. We concluded that the goal-based expectation influenced sense of control, but the goal-directed action selection did not. Furthermore, we proposed a modified comparator model of the sense of control, offering a promising approach to integration of the predictive and postdictive processes involved in the sense of control.

  9. Goal Contents and Goal Contexts: Experiments with Chinese Students

    ERIC Educational Resources Information Center

    Wang, Ze; Hu, Xiao Yong; Guo, Yong Yu

    2013-01-01

    Using samples of Chinese middle school students, the 2 experimental studies presented here examined the effects of goal content and goal context on test performance, free-choice engagement, and test anxiety within the framework of self-determination theory. Students' learning goals were induced as intrinsic or extrinsic with the learning…

  10. Hippocampal theta sequences reflect current goals

    PubMed Central

    Wikenheiser, Andrew M; Redish, A David

    2015-01-01

    Hippocampal information processing is discretized by oscillations, and the ensemble activity of place cells is organized into temporal sequences bounded by theta cycles. Theta sequences represent time-compressed trajectories through space. Their forward-directed nature makes them an intuitive candidate mechanism for planning future trajectories, but their connection to goal-directed behavior remains unclear. As rats performed a value-guided decision-making task, the extent to which theta sequences projected ahead of the animal’s current location varied on a moment-by-moment basis depending on the rat’s goals. Look-ahead extended farther on journeys to distant goals than on journeys to more proximal goals and was predictive of the animal’s destination. On arrival at goals, however, look-ahead was similar regardless of where the animal began its journey from. Together, these results provide evidence that hippocampal theta sequences contain information related to goals or intentions, pointing toward a potential spatial basis for planning. PMID:25559082

  11. Software for Optimizing Plans Involving Interdependent Goals

    NASA Technical Reports Server (NTRS)

    Estlin, Tara; Gaines, Daniel; Rabideau, Gregg

    2005-01-01

    A computer program enables construction and optimization of plans for activities that are directed toward achievement of goals that are interdependent. Goal interdependence is defined as the achievement of one or more goals affecting the desirability or priority of achieving one or more other goals. This program is overlaid on the Automated Scheduling and Planning Environment (ASPEN) software system, aspects of which have been described in a number of prior NASA Tech Briefs articles. Unlike other known or related planning programs, this program considers interdependences among goals that can change between problems and provides a language for easily specifying such dependences. Specifications of the interdependences can be formulated dynamically and provided to the associated planning software as part of the goal input. Then an optimization algorithm provided by this program enables the planning software to reason about the interdependences and incorporate them into an overall objective function that it uses to rate the quality of a plan under construction and to direct its optimization search. In tests on a series of problems of planning geological experiments by a team of instrumented robotic vehicles (rovers) on new terrain, this program was found to enhance plan quality.

  12. Chandrayaan-1: Science goals

    NASA Astrophysics Data System (ADS)

    Bhandari, N.

    2005-12-01

    be released to land on the Moon during the mission. Salient features of the mission are described here. The ensemble of instruments onboard Chandrayaan-1 should enable us to accomplish the science goals defined for this mission.

  13. To Master or Perform? Exploring Relations between Achievement Goals and Conceptual Change Learning

    ERIC Educational Resources Information Center

    Ranellucci, John; Muis, Krista R.; Duffy, Melissa; Wang, Xihui; Sampasivam, Lavanya; Franco, Gina M.

    2013-01-01

    Background: Research is needed to explore conceptual change in relation to achievement goal orientations and depth of processing. Aims: To address this need, we examined relations between achievement goals, use of deep versus shallow processing strategies, and conceptual change learning using a think-aloud protocol. Sample and Method:…

  14. Status Update of Research Related to National Education Goal Seven: School Violence Content Area.

    ERIC Educational Resources Information Center

    Furlong, Michael J.; Morrison, Richard L.

    More than one third of Americans think that reducing school violence is the top challenge facing public schools. The challenge posed by National Education Goal 7 is that, by the year 2000, schools will be free of violence. Despite increased concern about school violence and pursuit of this lofty national goal, this paper presents the argument that…

  15. Goal Instability in Relation to Career Thoughts, Decision State, and Performance in a Career Course

    ERIC Educational Resources Information Center

    Bertoch, Sara C.; Lenz, Janet G.; Reardon, Robert C.; Peterson, Gary W.

    2014-01-01

    Goal instability and its relation to career thoughts, decision state, and performance in an undergraduate career course in a large university were investigated in this study. Participants completed six instruments measuring the nature of goals, career thinking, occupational decision making, satisfaction with career choice, tension associated with…

  16. Teaching Thinking Skills: Social Studies. Building Students' Thinking Skills Series.

    ERIC Educational Resources Information Center

    Rosenblum-Cale, Karen

    Critical or creative thinking is simply thinking of a higher order by persons informed by fact and logic, insight and empathy. It is necessary for problem solving, invention, and achievement. Every child has the ability to be a thinker. Thinking is an act and, as such, improves with practice. The curriculum and the teacher can help student…

  17. Re/Thinking Critical Thinking: The Seductions of Everyday Life.

    ERIC Educational Resources Information Center

    Alston, Kal

    2001-01-01

    Suggests that both critical thinking and obstacles to successful critical thinking are most commonly found in the activities of everyday life. Argues for a connective criticism approach that does not assume critical means adversarial and acknowledges that critical thinking can be used as a means of opening worlds of meaning. (KS)

  18. Teaching for Thinking.

    ERIC Educational Resources Information Center

    Keefe, James W., Ed.; Walberg, Herbert J., Ed.

    This volume represents a variety of current efforts to incorporate thought-provoking methods into teaching. There are three sections. "Curriculum Developments" defines key curricular terms and offers a framework and general examples of teaching tactics. In this section, Barbara Presseisen distinguishes thinking from other cognitive activities and…

  19. Thinking about Language.

    ERIC Educational Resources Information Center

    Snowball, Diane

    1994-01-01

    Describes classroom word games and reading activities that encourage students to think for themselves. These include word substitution drills, reassembling sentences, and spelling-related words. Notes that encouraging students to analyze, synthesize, and apply their knowledge teaches them the skills needed to succeed as independent learners. (MDM)

  20. Thinking Data "with" Deleuze

    ERIC Educational Resources Information Center

    Mazzei, Lisa A.

    2010-01-01

    In this paper the author is thinking with Deleuze's philosophical concept of the "image" of the speech-act in cinema and the implications for methodology and ethics in qualitative research. Drawing on research in the USA with white teachers, this paper will specifically engage with Deleuzian concepts presented in his two books on cinema and his…

  1. Engineering Design Thinking

    ERIC Educational Resources Information Center

    Lammi, Matthew; Becker, Kurt

    2013-01-01

    Engineering design thinking is "a complex cognitive process" including divergence-convergence, a systems perspective, ambiguity, and collaboration (Dym, Agogino, Eris, Frey, & Leifer, 2005, p. 104). Design is often complex, involving multiple levels of interacting components within a system that may be nested within or connected to other systems.…

  2. Wishful thinking in preschoolers.

    PubMed

    Bernard, Stéphane; Clément, Fabrice; Mercier, Hugo

    2016-01-01

    The current experiment sought to demonstrate the presence of wishful thinking--when wishes influence beliefs--in young children. A sample of 77 preschoolers needed to predict, eight times in a row, which of two plastic eggs, one containing one toy and the other containing three toys, would be drawn by a blinded experimenter. On the four trials in which the children could not keep the content of the egg drawn, they were equally likely to predict that either egg would be drawn. By contrast, on the four trials in which the children got to keep the content of the egg, they were more likely to predict that the egg with three toys would be drawn. Any effort the children exerted would be the same across conditions, so that this demonstration of wishful thinking cannot be accounted for by an effort heuristic. One group of children--a subgroup of the 5-year-olds--did not engage in wishful thinking. Children from this subgroup instead used the representativeness heuristic to guide their answers. This result suggests that having an explicit representation of the outcome inhibits children from engaging in wishful thinking in the same way as explicit representations constrain the operation of motivated reasoning in adults.

  3. Higher Level Thinking Abilities.

    ERIC Educational Resources Information Center

    Mills, Barbara, Ed.

    This report describes two systems designed to improve teaching competencies and to develop higher level thinking abilities, and presents the evaluation design, statistical results, and a brief history of the major events which occurred during development. The McCollum-Davis Model is designed to develop understanding of and skill in relating a…

  4. Creativity and Critical Thinking.

    ERIC Educational Resources Information Center

    Kollen, Patsy Phillips

    How to deal with the absence of creativity and critical thinking in the educational setting is discussed. All efforts to improve education will be futile if we don't take into account the absence of relationship among the participants and between the participants and the content of education. Relationship--i.e., connecting with others and with…

  5. Tools for Smarter Thinking

    ERIC Educational Resources Information Center

    Nisbett, Richard E.

    2016-01-01

    You read in the paper this morning that people who take multivitamins have fewer heart attacks and are less likely to get cancer than people who don't. Does this information make you more likely to want to take multivitamins? To truly prepare students for life, schools need to teach them the critical thinking skills they need to answer questions…

  6. Forward Thinking: Progress Report

    ERIC Educational Resources Information Center

    Colorado Department of Education, 2008

    2008-01-01

    In September 2007 the Colorado Department of Education and the Colorado State Board of Education jointly announced the launch of "Forward Thinking", an ambitious plan "to create a purpose-driven and dynamic system of educational leadership, service and support that relentlessly focuses on the learning of all students." The steps detailed in this…

  7. Writing, Thinking and Computers.

    ERIC Educational Resources Information Center

    Hartley, James

    1993-01-01

    Reviews the potential of word processors for changing the ways in which students process written text and think about writing. Three levels of computer-aided writing are considered: simple word processors; computer-aided writing programs; and higher-level computer-aided processing; and improvements in writing quality. (41 references) (LRW)

  8. Teach Thinking through TV.

    ERIC Educational Resources Information Center

    Faggella, Kathy

    1993-01-01

    Offers eight projects and activities designed to make elementary students wiser television viewers and better thinkers. The activities help students get more out of television, determine what is questionable, and develop visual literacy and thinking skills. Children become active consumers of television and other visual media. (SM)

  9. Thinking Like a Ssssscientist!

    ERIC Educational Resources Information Center

    Scott, Catherine; Tomasek, Terry; Matthews, Catherine E.

    2010-01-01

    A fear of snakes developed into an opportunity to teach students about the process of science: formulating questions, collecting and analyzing data, and communicating findings to the public. By using snakes to help students "think like a scientist," the authors engaged students in a five-day unit on inquiry while providing information about snakes…

  10. Think Exit at Entry

    ERIC Educational Resources Information Center

    O'Rourke, Tom; Satterfield, Coy E.

    2005-01-01

    This paper describes the "Think Exit at Entry" program that has become the guiding principle for the Georgia Department of Juvenile Justice (DJJ). The Georgia DJJ believes that the transition process begins the day the youth enters the system and continues well after release from the institution. Literature points the need for transition planning…

  11. Developing Thinking in Algebra

    ERIC Educational Resources Information Center

    Mason, John; Graham, Alan; Johnson-Wilder, Sue

    2005-01-01

    This book is for people with an interest in algebra whether as a learner, or as a teacher, or perhaps as both. It is concerned with the "big ideas" of algebra and what it is to understand the process of thinking algebraically. The book has been structured according to a number of pedagogic principles that are exposed and discussed along the way,…

  12. Computational Thinking Patterns

    ERIC Educational Resources Information Center

    Ioannidou, Andri; Bennett, Vicki; Repenning, Alexander; Koh, Kyu Han; Basawapatna, Ashok

    2011-01-01

    The iDREAMS project aims to reinvent Computer Science education in K-12 schools, by using game design and computational science for motivating and educating students through an approach we call Scalable Game Design, starting at the middle school level. In this paper we discuss the use of Computational Thinking Patterns as the basis for our…

  13. Learning How to Think

    ERIC Educational Resources Information Center

    Deming, John C.; Cracolice, Mark S.

    2004-01-01

    Teaching strategies are becoming increasingly oriented toward guiding students' knowledge construction through cooperative learning. Enhancing students' cognitive development is a priority; students must "learn how to think." Inquiry instruction provides students with tools to make decisions based upon available evidence and an opportunity to…

  14. [A seminar for thinking?].

    PubMed

    Touzet, Patrick

    2014-01-01

    The sociopolitical context in which we carry out our caregiving profession influences our methods of working. In our world marked by rationalism, thinking about care, in the framework of a seminar, is a way of engaging ourselves and of not simply becoming a functionary of care.

  15. Thinking Like a Mathematician

    ERIC Educational Resources Information Center

    Weiss, Michael K.; Moore-Russo, Deborah

    2012-01-01

    What does it mean to think like a mathematician? One of the great paradoxes of mathematics education is that, although mathematics teachers are immersed in mathematical work every day of their professional lives, most of them nevertheless have little experience with the kind of work that research mathematicians do. Their ideas of what doing…

  16. Learning to Think Critically.

    ERIC Educational Resources Information Center

    Harvard Univ., Cambridge, MA. Social Studies Project.

    Having a twofold purpose, this booklet serves as an instructional guide for teachers and as a text for junior high students. Emphasis is upon students learning to think reflectively about major issues facing a Democratic society and to analyze various claims that they read and hear everyday in the world around them. An objective of the study is to…

  17. Nurturing Creative, Thinking Engineers

    ERIC Educational Resources Information Center

    Goel, Sanjay

    2011-01-01

    This paper describes some ideas and experiences with training student engineers in creativity and critical thinking. In our survey, a large majority (82%) of respondents felt that as compared to all other kind of academic engagements, their projects had contributed most to develop their creativity. About 50% had also felt that their projects were…

  18. Developing Higher Level Thinking

    ERIC Educational Resources Information Center

    Limbach, Barbara; Waugh, Wendy

    2010-01-01

    This paper identifies an interdisciplinary, five-step process, built upon existing theory and best practices in cognitive development, effective learning environments, and outcomes-based assessment. The "Process for the Development of Higher Level Thinking Skills" provides teachers with an easy to implement method of moving toward a more…

  19. Europeana: Think Culture

    ERIC Educational Resources Information Center

    Kail, Candice

    2011-01-01

    Europeana: Think Culture (http://www.europeana.eu) is a wonderful cultural repository. It includes more than 15 million items (images, text, audio, and video) from 1,500 European institutions. Europeana provides access to an abundance of cultural and heritage information and knowledge. Because Europeana has partnered with and brought together so…

  20. Thinking Big, Aiming High

    ERIC Educational Resources Information Center

    Berkeley, Viv

    2010-01-01

    What do teachers, providers and policymakers need to do in order to support disabled learners to "think big and aim high"? That was the question put to delegates at NIACE's annual disability conference. Some clear themes emerged, with delegates raising concerns about funding, teacher training, partnership-working and employment for disabled…

  1. Remember to Just Think

    ERIC Educational Resources Information Center

    Harney, John O.

    2014-01-01

    This article picks up on columnist Mike Barnicle's lazy style and "I was just thinking" format in his column for the "Boston Globe." Using that model, John Harney shares a few of his thoughts on various education topics such as co ops, "competency-based education," and making civics part of the curriculum at…

  2. Change Your Thinking in Class

    ERIC Educational Resources Information Center

    Primary Science, 2011

    2011-01-01

    Members of the Primary Science Editorial Board put their heads together and did some thinking about some of the activities they use to encourage children (and adults) to think. This article presents the outcome.

  3. Creative critical-thinking strategies.

    PubMed

    Chubinski, S

    1996-01-01

    Are you looking for strategies to teach critical thinking? The author presents a variety of quick, creative strategies to facilitate teaching critical-thinking skills. These strategies engage students in their learning and are adaptable to any nursing course.

  4. Preparatory Training, States of Goal Orientation, and Mentoring Relationship Effectiveness

    ERIC Educational Resources Information Center

    Scielzo, Shannon; Neeper, Michael; Smith-Jentsch, Kimberly A.

    2012-01-01

    We used an online academic-advising program to examine the effects of preparatory training designed to elicit high states of learning-goal orientation and low states of avoid goal orientation. Results indicate that training was effective in some cases for manipulating states of goal orientation. The training did not directly affect behaviors as…

  5. A deeper integration of Selfish Goal Theory and modern evolutionary psychology.

    PubMed

    Conroy-Beam, Daniel; Buss, David M

    2014-04-01

    Conceptually integrating Selfish Goal Theory with modern evolutionary psychology amplifies theoretical power. Inconsistency, a key principle of Selfish Goal Theory, illustrates this insight. Conflicting goals of seeking sexual variety and successful mate retention furnish one example. Siblings have evolved goals to cooperate and compete, a second example. Integrating Selfish Goal Theory with evolutionary theory can explain much inconsistent goal-directed behavior.

  6. The Functional Theory of Counterfactual Thinking

    PubMed Central

    Epstude, Kai; Roese, Neal J.

    2008-01-01

    Counterfactuals are thoughts about alternatives to past events, that is, thoughts of what might have been. This article provides an updated account of the functional theory of counterfactual thinking, suggesting that such thoughts are best explained in terms of their role in behavior regulation and performance improvement. The article reviews a wide range of cognitive experiments indicating that counterfactual thoughts may influence behavior by either of two routes: a content-specific pathway (which involves specific informational effects on behavioral intentions, which then influence behavior) and a content-neutral pathway (which involves indirect effects via affect, mind-sets, or motivation). The functional theory is particularly useful in organizing recent findings regarding counterfactual thinking and mental health. The article concludes by considering the connections to other theoretical conceptions, especially recent advances in goal cognition. PMID:18453477

  7. Effectively Using IEP Goal Banks

    ERIC Educational Resources Information Center

    Kowalski, Ellen; McCall, Renee; Aiello, Rocco; Lieberman, Lauren

    2009-01-01

    For students with disabilities, annual goals are the nuts and bolts of the everyday program outlined in their individualized education program (IEP). According to the Individuals with Disabilities Education Improvement Act (IDEA) of 2004, a present level of performance with measurable annual goals must be outlined in a student's IEP. Goals should…

  8. Conation, Goal Accomplishment Style and Wholistic Education.

    ERIC Educational Resources Information Center

    Atman, Kathryn S.; Romano, Patricia R.

    Conation is a domain of behavior or mental processes associated with goal directed action. Wholistic education stresses an integrated approach to an individual's learning process; thus, consideration of the integration of the four domains (cognitive, affective, psychomotor and conative) can find a receptive niche among educators who seek to…

  9. Musically Meaningful: The Interpersonal Goals of Performance

    ERIC Educational Resources Information Center

    Roesler, Rebecca A.

    2014-01-01

    To enhance music learning and performance, teachers can direct learners toward authentic, interpersonal goals. Teachers' aspirations for their students' positive musical experiences may be realized when learners seek to connect with their audiences and evoke responses in listeners. Instead of anxiety-promoting concerns over judgment,…

  10. Teaching Thinking in the Classroom

    ERIC Educational Resources Information Center

    Fisher, Robert

    2007-01-01

    In recent years there has been growing interest across the world in ways of developing children's thinking and learning skills. This interest has been fed by new knowledge about how the brain works and how people learn, and evidence that specific interventions can improve children's thinking and intelligence. Thinking skills are important because…

  11. Creative Thinking with Fairy Tales.

    ERIC Educational Resources Information Center

    Flack, Jerry

    2001-01-01

    This article discusses how creative thinking can be encouraged in students through such classic tools as brainstorming and the productive thinking elements of fluency, flexibility, originality, and elaboration. It describes how fairy tales can be used to foster these thinking skills and suggests classroom activities. (Contains two references.) (CR)

  12. Traditional Literacy and Critical Thinking

    ERIC Educational Resources Information Center

    Dando, Priscille

    2016-01-01

    How school librarians focus on activating critical thinking through traditional literacy development can proactively set the stage for the deep thinking that occurs in all literacy development. The critical-thinking skills students build while becoming accomplished readers and writers provide the foundation for learning in a variety of…

  13. Developing Historical Thinking through Questions

    ERIC Educational Resources Information Center

    Viator, Martha Graham

    2012-01-01

    The social studies classroom can and should be a place where students learn critical thinking skills, but too often, especially in the middle grades, students are asked to focus on discrete facts on which they can be tested. The purpose of this article is to suggest that sixth graders can learn the critical thinking skills of "historical thinking"…

  14. Cabbage Worms and Critical Thinking.

    ERIC Educational Resources Information Center

    Braswell, Patricia

    1993-01-01

    Argues that an approach to composition instruction that emphasizes critical thinking skills produces a more analytical writer. Describes a school project that examined research on critical thinking, implemented changes in the teaching of thinking and composition, and assessed student learning. (HB)

  15. How Critical Is Critical Thinking?

    ERIC Educational Resources Information Center

    Shaw, Ryan D.

    2014-01-01

    Recent educational discourse is full of references to the value of critical thinking as a 21st-century skill. In music education, critical thinking has been discussed in relation to problem solving and music listening, and some researchers suggest that training in critical thinking can improve students' responses to music. But what exactly is…

  16. Healthy Thinking: A Group Approach.

    ERIC Educational Resources Information Center

    Rosenbaum, Janet N.; Carty, Laurie

    1994-01-01

    A "Healthy Thinking" group, based on a modified Aaron Beck Cognitive Therapy model, teaches depressed clients to realistically appraise their experiences by monitoring and changing distorted thinking. Clients learn that situational stress activates long held assumptions (negative beliefs) leading to distorted thinking and ultimately depression.…

  17. The Importance of Undisciplined Thinking

    ERIC Educational Resources Information Center

    Burger, Edward

    2012-01-01

    This past year, Baylor University created a program to reward some of its best teachers and challenge them to do something truly daring: teach their students how to think--not just how to think "about" course material, but rather how to think "through" the material. The idea is to help students learn how teachers, as practitioners of their…

  18. Are There Levels of Thinking?

    ERIC Educational Resources Information Center

    Schrag, Francis

    1989-01-01

    This article argues that attempts to identify criteria that mark out higher-order thinking and distinguish it from lower-order thinking are still far from satisfactory. Bloom's cognitive hierarchy is discussed, as are the characteristics of higher-order thinking assembled by Resnick. (IAH)

  19. Effects of Critical Thinking Strategy Training on Male/Female EFL Learners' Reading Comprehension

    ERIC Educational Resources Information Center

    Fahim, Mansoor; Barjesteh, Hamed; Vaseghi, Reza

    2012-01-01

    The development of critical thinking (CT) skills has become a key goal for educators in first and second language contexts. There is evidence that the use of such activities has still not become widespread in a number of ELT situations. One reason for this may be lack of awareness about how levels of thinking can be conceptualized in ELT…

  20. Types of Reasoning in 3D Geometry Thinking and Their Relation with Spatial Ability

    ERIC Educational Resources Information Center

    Pittalis, Marios; Christou, Constantinos

    2010-01-01

    The aim of this study is to describe and analyse the structure of 3D geometry thinking by identifying different types of reasoning and to examine their relation with spatial ability. To achieve this goal, two tests were administered to students in grades 5 to 9. The results of the study showed that 3D geometry thinking could be described by four…

  1. Quantitative and Qualitative Relations between Motivation and Critical-Analytic Thinking

    ERIC Educational Resources Information Center

    Miele, David B.; Wigfield, Allan

    2014-01-01

    The authors examine two kinds of factors that affect students' motivation to engage in critical-analytic thinking. The first, which includes ability beliefs, achievement values, and achievement goal orientations, influences the "quantitative" relation between motivation and critical-analytic thinking; that is, whether students are…

  2. Engaging New College Students in Metacognition for Critical Thinking: A Developmental Education Perspective

    ERIC Educational Resources Information Center

    Cummings, Chris

    2015-01-01

    Teaching students to think critically is one of the major goals of higher education. Many educators at the college level recognize this and expect students to demonstrate critical thinking early in their college experience, however for some students, a lack of preparation for these expectations poses an immediate and substantial challenge during…

  3. The Relationship between Iranian EFL Teachers' Critical Thinking Ability and Their Professional Success

    ERIC Educational Resources Information Center

    Birjandi, Parviz; Bagherkazemi, Marzieh

    2010-01-01

    In the face of too much incoming information and too many people trying to convince us in today's world, the ability to think critically gains an ever greater saliency as a prime goal of student and teacher education. The present study aimed at substantiating the relationship between EFL teachers' critical thinking ability and their…

  4. Unraveling the Effects of Critical Thinking Instructions, Practice, and Self-Explanation on Students' Reasoning Performance

    ERIC Educational Resources Information Center

    Heijltjes, Anita; van Gog, Tamara; Leppink, Jimmie; Paas, Fred

    2015-01-01

    Acquisition of critical thinking skills is considered an important goal in higher education, but it is still unclear which specific instructional techniques are effective for fostering it. The main aim of this study was to unravel the impact of critical thinking instructions, practice, and self-explanation prompts during practice, on students'…

  5. Is Truthiness Enough? Classroom Activities for Encouraging Evidence-Based Critical Thinking

    ERIC Educational Resources Information Center

    Kraus, Sue; Sears, Sharon R.; Burke, Brian L.

    2013-01-01

    Teaching students how to think critically and develop lifelong habits of evidence-based inquiry outside of the classroom is a primary goal for educators today. This paper describes nine activities designed to promote evidence-based critical thinking in college or high school classrooms in any discipline. We have developed a seven step process for…

  6. Collaborative Strategic Board Games as a Site for Distributed Computational Thinking

    ERIC Educational Resources Information Center

    Berland, Matthew; Lee, Victor R.

    2011-01-01

    This paper examines the idea that contemporary strategic board games represent an informal, interactional context in which complex computational thinking takes place. When games are collaborative--that is, a game requires that players work in joint pursuit of a shared goal--the computational thinking is easily observed as distributed across…

  7. The Impact of Faculty Teaching Practices on the Development of Students' Critical Thinking Skills

    ERIC Educational Resources Information Center

    Shim, Woo-jeong; Walczak, Kelley

    2012-01-01

    Colleges and universities recognize that one of the primary goals of higher education is to promote students' ability to think critically. Using data from the Wabash National Study of Liberal Arts Education (WNS), this study examined the relationship between faculty teaching practices and the development of students' critical thinking skills,…

  8. Cross-Cultural Equivalency of the California Critical Thinking Disposition Inventory

    ERIC Educational Resources Information Center

    Iskifoglu, Gökhan

    2014-01-01

    This study describes the cross-cultural applicability of a multidimensional inventory of students' evaluation of critical thinking dispositions (California Critical Thinking Disposition Inventory). The goal was to assess the cross-cultural psychometric equivalency of the CCTDI through testing measurement invariance across American and Turkish…

  9. The Art of Gamification; Teaching Sustainability and System Thinking by Pervasive Game Development

    ERIC Educational Resources Information Center

    Nordby, Anders; Øygardslia, Kristine; Sverdrup, Ulrik; Sverdrup, Harald

    2016-01-01

    In 2013 Hedmark University College conducted a research project where students from a game development project/study program developed and tested a Pervasive Game for learning as part of a class in System Thinking. The overall game goal was to teach Sustainability through System Thinking, and to give the students a real world experience with their…

  10. Project IMPACT. Improve Minimal Proficiences by Activating Critical Thinking. Grades 7-12.

    ERIC Educational Resources Information Center

    Orange County Dept. of Education, Santa Ana, CA.

    The major goal of Project IMPACT (Improve Minimal Proficiencies by Activating Critical Thinking) is to improve student achievement on district tests of basic skill competency. The program seeks to improve student performance on tests requiring critical thinking with emphasis on reading and mathematics. Students involved in Project IMPACT work in a…

  11. Setting goals for drug policy: harm reduction or use reduction?

    PubMed

    Caulkins, J P; Reuter, P

    1997-09-01

    Historically, United States drug policy has focused on use reduction; harm reduction is a prominent alternative. This paper aims to provoke and inform more debate about the relative merits of these two. Since harm is not necessarily proportional to use, use reduction and harm reduction differ. Both terms are somewhat ambiguous; precisely defining them clarifies thinking and policy implications. Measures associated with use reduction goals are poor; those associated with harm reduction are even worse. National goals influence the many decentralized individuals who collectively make drug policy; clearly enunciating goals makes some policy choices transparent and goals serve a variety of purposes besides guiding programmatic decisions. We recommend that the overall objective be to minimize the total harm associated with drug production, distribution, consumption and control. Reducing use should be seen as a principal means of attaining that end.

  12. Techniques and Technology to Revise Content Delivery and Model Critical Thinking in the Neuroscience Classroom.

    PubMed

    Illig, Kurt R

    2015-01-01

    Undergraduate neuroscience courses typically involve highly interdisciplinary material, and it is often necessary to use class time to review how principles of chemistry, math and biology apply to neuroscience. Lecturing and Socratic discussion can work well to deliver information to students, but these techniques can lead students to feel more like spectators than participants in a class, and do not actively engage students in the critical analysis and application of experimental evidence. If one goal of undergraduate neuroscience education is to foster critical thinking skills, then the classroom should be a place where students and instructors can work together to develop them. Students learn how to think critically by directly engaging with course material, and by discussing evidence with their peers, but taking classroom time for these activities requires that an instructor find a way to provide course materials outside of class. Using technology as an on-demand provider of course materials can give instructors the freedom to restructure classroom time, allowing students to work together in small groups and to have discussions that foster critical thinking, and allowing the instructor to model these skills. In this paper, I provide a rationale for reducing the use of traditional lectures in favor of more student-centered activities, I present several methods that can be used to deliver course materials outside of class and discuss their use, and I provide a few examples of how these techniques and technologies can help improve learning outcomes. PMID:26240525

  13. Techniques and Technology to Revise Content Delivery and Model Critical Thinking in the Neuroscience Classroom.

    PubMed

    Illig, Kurt R

    2015-01-01

    Undergraduate neuroscience courses typically involve highly interdisciplinary material, and it is often necessary to use class time to review how principles of chemistry, math and biology apply to neuroscience. Lecturing and Socratic discussion can work well to deliver information to students, but these techniques can lead students to feel more like spectators than participants in a class, and do not actively engage students in the critical analysis and application of experimental evidence. If one goal of undergraduate neuroscience education is to foster critical thinking skills, then the classroom should be a place where students and instructors can work together to develop them. Students learn how to think critically by directly engaging with course material, and by discussing evidence with their peers, but taking classroom time for these activities requires that an instructor find a way to provide course materials outside of class. Using technology as an on-demand provider of course materials can give instructors the freedom to restructure classroom time, allowing students to work together in small groups and to have discussions that foster critical thinking, and allowing the instructor to model these skills. In this paper, I provide a rationale for reducing the use of traditional lectures in favor of more student-centered activities, I present several methods that can be used to deliver course materials outside of class and discuss their use, and I provide a few examples of how these techniques and technologies can help improve learning outcomes.

  14. Techniques and Technology to Revise Content Delivery and Model Critical Thinking in the Neuroscience Classroom

    PubMed Central

    Illig, Kurt R.

    2015-01-01

    Undergraduate neuroscience courses typically involve highly interdisciplinary material, and it is often necessary to use class time to review how principles of chemistry, math and biology apply to neuroscience. Lecturing and Socratic discussion can work well to deliver information to students, but these techniques can lead students to feel more like spectators than participants in a class, and do not actively engage students in the critical analysis and application of experimental evidence. If one goal of undergraduate neuroscience education is to foster critical thinking skills, then the classroom should be a place where students and instructors can work together to develop them. Students learn how to think critically by directly engaging with course material, and by discussing evidence with their peers, but taking classroom time for these activities requires that an instructor find a way to provide course materials outside of class. Using technology as an on-demand provider of course materials can give instructors the freedom to restructure classroom time, allowing students to work together in small groups and to have discussions that foster critical thinking, and allowing the instructor to model these skills. In this paper, I provide a rationale for reducing the use of traditional lectures in favor of more student-centered activities, I present several methods that can be used to deliver course materials outside of class and discuss their use, and I provide a few examples of how these techniques and technologies can help improve learning outcomes. PMID:26240525

  15. Thinking about a limited future enhances the positivity of younger and older adults' recall: Support for socioemotional selectivity theory.

    PubMed

    Barber, Sarah J; Opitz, Philipp C; Martins, Bruna; Sakaki, Michiko; Mather, Mara

    2016-08-01

    Compared with younger adults, older adults have a relative preference to attend to and remember positive over negative information. This is known as the "positivity effect," and researchers have typically evoked socioemotional selectivity theory to explain it. According to socioemotional selectivity theory, as people get older they begin to perceive their time left in life as more limited. These reduced time horizons prompt older adults to prioritize achieving emotional gratification and thus exhibit increased positivity in attention and recall. Although this is the most commonly cited explanation of the positivity effect, there is currently a lack of clear experimental evidence demonstrating a link between time horizons and positivity. The goal of the current research was to address this issue. In two separate experiments, we asked participants to complete a writing activity, which directed them to think of time as being either limited or expansive (Experiments 1 and 2) or did not orient them to think about time in a particular manner (Experiment 2). Participants were then shown a series of emotional pictures, which they subsequently tried to recall. Results from both studies showed that regardless of chronological age, thinking about a limited future enhanced the relative positivity of participants' recall. Furthermore, the results of Experiment 2 showed that this effect was not driven by changes in mood. Thus, the fact that older adults' recall is typically more positive than younger adults' recall may index naturally shifting time horizons and goals with age. PMID:27112461

  16. LinguaFolio Goal Setting Intervention and Academic Achievement: Increasing Student Capacity for Self-Regulated Learning

    ERIC Educational Resources Information Center

    Clarke, Oxana D.

    2013-01-01

    In the last few decades there has been a shift from thinking less about teaching and more about learning. Such a paradigm shift from teacher-centered to student-centered instruction requires students to think about their own learning and to monitor their own learning development and language achievement. Researchers have identified goal setting…

  17. Sharpening your critical thinking skills.

    PubMed

    Kyzer, S P

    1996-01-01

    In the current environment of constant and rapid change in health care, critical thinking is essential. Both personal ability to think critically and a willingness to do so are involved and are related to the individual and to the organization in which the individual works. Knowledge, experience, attitudes, thinking strategies, skills, and an organizational culture that values critical thinking are essential factors in the development and practice of those skills. There is no magic solution. There must be a commitment by all levels of the organization to develop and use the principles and skills of critical thinking. PMID:9110811

  18. Sharpening your critical thinking skills.

    PubMed

    Kyzer, S P

    1996-01-01

    In the current environment of constant and rapid change in health care, critical thinking is essential. Both personal ability to think critically and a willingness to do so are involved and are related to the individual and to the organization in which the individual works. Knowledge, experience, attitudes, thinking strategies, skills, and an organizational culture that values critical thinking are essential factors in the development and practice of those skills. There is no magic solution. There must be a commitment by all levels of the organization to develop and use the principles and skills of critical thinking.

  19. Using Think Alouds, Think Afters, and Think Togethers to Research Adolescents' Inquiry Experiences

    ERIC Educational Resources Information Center

    Branch, Jennifer L.

    2006-01-01

    This article presents three research methods--Think Alouds, Think Afters, and Think Togethers--as ways of gathering data to describe the experiences of adolescents during instructional activities. These verbal report methods were used in two studies that examined the information-seeking processes of adolescents in Inuvik, Northwest Territories and…

  20. Critical Thinking: Strategies for Improving Student Learning, Part II

    ERIC Educational Resources Information Center

    Paul, Richard; Elder, Linda

    2008-01-01

    In the last column we focused (as a primary goal of instruction) on the importance of teaching so that students learn to think their way into and through content. We stressed the need for well-designed daily structures and tactics for fostering deep learning, offering three strategies as examples. In this column, we provide four additional…

  1. The Critical Thinking Movement in Kazakhstan: A Progress Report

    ERIC Educational Resources Information Center

    Burkhalter, Nancy; Shegebayev, Maganat

    2010-01-01

    Having gained independence in 1991, Kazakhstan is making major adjustments in its educational system to meet the demands of its changing workplace. To that end, the Ministry of Education has mandated that critical thinking be incorporated into all levels. Given the importance of this goal, the authors surveyed teachers' understanding and use of…

  2. Teaching Critical Thinking; A Move "Back to Basics."

    ERIC Educational Resources Information Center

    Newton, Beatryce T.

    The school seeks to enable its students to understand and cope with the maladies of the times, to define and clarify the values and principles that should guide action, and to develop personal behavior consistent with these values and principles. These goals can best be attained through systematic instruction in critical thinking, for these skills…

  3. Children Learn to Think and Create through Art

    ERIC Educational Resources Information Center

    Loomis, Kathleen; Blumenthal, Rachel; Lewis, Catharine

    2007-01-01

    In Kathleen Loomis's preschool classroom at the Bennington College Early Childhood Center, the goal for children is not to produce beautiful and expressive artworks or to learn specific methods of working with art media--although those things do happen. Here, the curriculum is built around the philosophy that learning to think and create with art…

  4. Promoting Critical-Thinking Skills by Using Negotiation Exercises

    ERIC Educational Resources Information Center

    Page, Diana; Mukherjee, Arup

    2007-01-01

    Many writers argue that it is necessary to develop critical thinking skills in business students because these skills are needed to deal with the increasing complexities of real-life problems. Although the goal appears to be laudable, it is not always clear how to go about achieving it. In this article, the authors describe active learning…

  5. Incorporating Critical Thinking into a Regular High School Biology Curriculum.

    ERIC Educational Resources Information Center

    Zohar, Anat; Tamir, Pinchas

    1993-01-01

    Describes the rationale and activities developed and tested by the Biology Critical Thinking project (BCT). Presents the project guidelines for developing activities, a list of skills selected as goals of BCT, instruments used in determining effectiveness of the activities, results of the pilot study, and a sample activity involving vitamins. (MDH)

  6. Teachers' Considerations of Students' Thinking during Mathematics Lesson Design

    ERIC Educational Resources Information Center

    Amador, Julie M.

    2016-01-01

    Teachers' abilities to design mathematics lessons are related to their capability to mobilize resources to meeting intended learning goals based on their noticing. In this process, knowing how teachers consider Students' thinking is important for understanding how they are making decisions to promote student learning. While teaching, what teachers…

  7. The Fostering Algebraic Thinking Toolkit: A Guide for Staff Development.

    ERIC Educational Resources Information Center

    Driscoll, Mark; Zawojeski, Judith; Humez, Andrea; Nikula, Johannah; Goldsmith, Lynn; Hammerman, James

    This toolkit contains a set of professional development materials whose goal is to help mathematics teachers in grades 6-10 learn to identify, describe, and foster algebraic thinking in their students. A core belief underlying the Toolkit is that good mathematics teaching begins with understanding how mathematics is learned, so these materials…

  8. A Theoretical Framework for Physics Education Research: Modeling Student Thinking

    ERIC Educational Resources Information Center

    Redish, Edward F.

    2004-01-01

    Education is a goal-oriented field. But if we want to treat education scientifically so we can accumulate, evaluate, and refine what we learn, then we must develop a theoretical framework that is strongly rooted in objective observations and through which different theoretical models of student thinking can be compared. Much that is known in the…

  9. Facilitating the process of critical thinking for nursing.

    PubMed

    Chenoweth, L

    1998-05-01

    An exploratory study was conducted during 1995 to examine the degree to which critical thinking was encouraged in nursing education throughout New South Wales (NSW), Australia. The study identified whether a sample of graduate nurses and nurse educators at 12 faculties of nursing in NSW shared similar ideas about what critical thinking entails, the best ways in which to develop critical thinking processes and whether critical thinking is a reasonable way for nurses to achieve skilled and effective nursing interventions. The findings indicate that both nursing students and nurse educators favour the facilitation of critical thinking for nursing for very practical reasons. These refer to improving professional standards of practice, stimulating inquiry and promoting sound reasoning in practice, as well as contributing to personal and professional development. Study participants were found to favour a variety of teaching and learning strategies for critical thinking, and this finding is the focus for this discussion paper. The majority of participants stated that nurses would perhaps be better able to abstract principles of thinking from the specific contexts in which they are practised. Strategies found effective for nursing practice included a variety of approaches: direct learning of skills that contribute to critical thinking, such as analysis; infusion, or integration of critical thinking in all areas of learning; and learning to think critically within distinct disciplines of thought. Analysis of the findings, therefore, suggests that critical thinking is thought to be an important component of nursing practice and that in nursing it is a complex activity, requiring a combination of dispositions, abilities and approaches that can be developed by drawing on a range of learning strategies.

  10. Thinking Like a Geologist

    ERIC Educational Resources Information Center

    Morris, Kirsty

    2010-01-01

    Geology is not something that people tend to think about in their day-to-day lives; at least, not until it is time to dig out the dusty old rock collection from the back of the science cupboard and teach the rocks and soils unit again! Geology is very much part of people's lives. Geology is about so much more than just looking at rocks and…

  11. Thinking about Tax Reform.

    ERIC Educational Resources Information Center

    Boskin, Michael J.

    1985-01-01

    Providing pre-college teachers with an analysis of tax reform is the primary goal of this publication. The present tax system is both inefficient and inequitable. Three goals of tax reform proposals are detailed: (1) fairness--the dimensions of horizontal equity, or equal treatment of equals however defined, and vertical equity, reflecting the…

  12. Thinking Interestingly: The Use of Game Play to Enhance Learning and Facilitate Critical Thinking within a Homeland Security Curriculum

    ERIC Educational Resources Information Center

    Cozine, Keith

    2015-01-01

    Students of homeland security need to grasp a diverse body of knowledge and have a keen understanding of the variety of events and issues that impact how they can apply that knowledge. The goal of higher education should not just be about imparting knowledge but also about giving students tools and skill sets to "think interestingly" to…

  13. Reaching the Goals. Goal 5: Adult Literacy and Lifelong Learning.

    ERIC Educational Resources Information Center

    Office of Educational Research and Improvement (ED), Washington, DC. Programs for the Improvement of Practice.

    Goal 5 of the National Education Goals states that by the year 2000 every adult American will be literate and possess knowledge and skills necessary to compete in a global economy. An in-depth review of current research and literature on issues related to adult literacy and lifelong learning was conducted. The review focused on the following…

  14. Achieving the Goals. Goal 4: Teacher Education and Professional Development.

    ERIC Educational Resources Information Center

    Department of Education, Washington, DC.

    Goal 4 of the National Education Goals envisions that teachers will have access to programs for the continued improvement of their professional skills. This book examines what federal agencies are doing to enhance teacher preparation, presents information on career-long development, and offers program descriptions and contact names. The first…

  15. Thinking Skills Instruction: Concepts and Techniques. Building Students' Thinking Skills Series.

    ERIC Educational Resources Information Center

    Heiman, Marcia, Ed.; Slomianko, Joshua, Ed.

    This book is a collection of essays on thinking skills instruction and includes the following chapters and their authors: "Encounter with Thinking" (H. Anderson); "Thinking Skills: Neither an Add-on nor a Quick Fix" (A. Costa); "Teaching for Thinking, of Thinking, and about Thinking" (J. McTighe); "Thinking and Curriculum: Critical Crossroads for…

  16. Goals.

    ERIC Educational Resources Information Center

    Phillips, David A.; Phillips, Prudence

    1984-01-01

    Presents viewpoints of two teachers about the importance of kinetics and how it contributes to students' understanding of chemistry. Discusses reaction rates, concentration effects, and temperature effects related to an understanding of dynamic equilibrium, molecular structure, and control of reacting systems. (JM)

  17. Goal!

    ERIC Educational Resources Information Center

    Pauls, Anthony

    2007-01-01

    In this article, the author shares the story of his son, Joshua Pauls. Josh is an energetic young man who learned at a very young age not to let anything stop him from achieving his dreams. Born with a birth defect known as bilateral bibia hemimelia, which means he was born without his tibia bone in both of his legs, Josh was only 10 months old…

  18. Theme: Achieving 2020 Goal 4.

    ERIC Educational Resources Information Center

    Agricultural Education Magazine, 2000

    2000-01-01

    This issue focuses on the Reinventing Agricultural Education 2020 Project's goal of partnerships and strategic alliances, which serves as a catalyst to ensure that the other goals are accomplished and sustained. Eleven articles discuss establishing partnerships at local, state, and national levels and balancing old alliances with new connections.…

  19. Goal Making for English Teaching.

    ERIC Educational Resources Information Center

    Maloney, Henry B., Ed.

    Originally presented at a series of NCTE Spring Institutes on the topic "Behavioral Objectives/Humanistic Goals: Bridging the Gap," the papers in this monograph are divided into four sections. Sections one contains personal credos on the goals of English teaching: "McNamara's Band and the Educational Edsel" by Charles Weingartner; "English…

  20. Goal Theory and Individual Productivity.

    ERIC Educational Resources Information Center

    Frost, Peter J.

    The paper provides a review of goal theory as articulated by Edwin Locke. The theory is evaluated in terms of laboratory and field research and its practical usefulnes is explored as a means to improving individual productivity in "real world" organizations Research findings provide support for some goal theory propositions but suggest also the…