Psychology Research and Practice

Entangled Cognition: Exploring the Links Between Mind, Body, and Environment in the Era of AIeD

2025-02-27T16:52:37+08:00

This article analyzes embodied and entangled cognition models, which assert that cognitive processes are rooted in the body and influenced by environmental factors, including artificial intelligence (AI). These models challenge the traditional notion of cognition as solely mental, arguing that thought, emotion, and action arise from bodily interactions and environmental connections. The article examines the implications of these views, urging a reevaluation of cognitive models to reflect the interplay between mind, body, and environment. It discusses how embodied cognition draws from phenomenology, neuroscience, and psychology to show how sensorimotor experiences affect cognitive function. Entangled cognition proposes that cognition is shared across social and material contexts, calling for novel approaches to collective cognition studies. Furthermore, the article addresses the practical implications of these models. Embodied and entangled cognition in education offer frameworks for creating engaging learning environments that promote physical interaction and collaboration. Regarding AI, these concepts guide the design of systems that can adapt to human contexts by simulating embodied experiences. Lastly, the article suggests future research directions, emphasizing interdisciplinary studies that connect theory to practice, ultimately fostering a comprehensive understanding of cognition as embodied and interconnected.

Cell Phone Use, Sleep Quality, Academic Performance, and Psychological Well-Being in Young Adults: A Theoretical Framework

2025-02-27T16:51:51+08:00

Cell phone use (CPU) impacts the sleep quality, academic performance, and psychological well-being (PWB) of young adults. A strong theoretical framework was warranted to explain these impacts. Also, the theoretical framework was warranted to understand the inter-variable interactions for mentioned variables and their impact on the mental health of young adults. The presented study provides a research-based theoretical framework for CPU-led sleep quality, academic performance, and PWB, which is built on existing developmental theories. The developmental theories are grouped under four overarching theories, which are nested under the bigger umbrella of cognitivism. The framework offers a theoretical explanation for all three CPU-led mechanisms associated with sleep quality, academic performance, and PWB. The Sleep Displacement Theory and Arousal Theory explains CPU-led sleep disruption. The Switch Load Theory and Self-regulated Learning Theory explains CPU multitasking and self-regulated learning behavior. The Six-factor Model of Psychological Well-Being and Maslow's Hierarchy of Psychological Needs explains CPU-led PWB. The presented framework will help explore CPU-led sleep quality, academic performance, and PWB from a theoretical perspective, hence, will help provide theoretical support to the empirical finding relating to these variables. The significance of the theoretical framework in all three domains and the practical implications of the findings to the real world are discussed.

Exploring Inclusive Practices for Students with Autism Spectrum Disorders in Mainstream Classrooms: A Case from New Zealand

2025-02-27T16:54:31+08:00

This qualitative study investigated how Resource Teachers: Learning and Behaviour (RTLB) provide inclusionary support for students with autism spectrum disorders from Year 1 to Year 10 in mainstream classrooms in New Zealand. Data were collected through in-depth semi-structured interviews with the eleven purposefully selected RTLBs. They reported that they used: i) a three-tiered support model, ii) facilitated professional learning and development for teachers; and iii) provided differentiated resources as inclusionary strategies for students with autism spectrum disorders in the mainstream classroom. The recommendations and limitations of the study were also discussed.

Lecturers' Perceptions of Using Information and Communication Technology in Nepalese Higher Education Institutions

2025-02-27T16:55:30+08:00

This study explored Nepalese faculty members’ perspectives on the use of Information and Communication Technology (ICT) in Higher Education Institutions (HEIs) for teaching and learning activities. The study employed a convergent mixed-method research design collecting quantitative data from 102 randomly selected participants who responded to questionnaires in Google survey form. Qualitative data were collected from 10 participants who had expressed their interest to participate in the semi-structured interview while responding to the Google survey form. The quantitative and qualitative data were analysed using SPPS (20.0) and thematic analysis respectively. Findings indicated that faculty members were believed to have built technological knowledge, pedagogical knowledge and technological pedagogical knowledge. Participants also thought that the COVID-19 pandemic was a stepping stone of a paradigm shift in the use of ICTs in their institutions. Faculty members having experience of less than 15 years were found to have been more comfortable in using the Google survey form compared to faculty members having experience of more than 15 years. Similarly, lecturers who have more than 15 years’ experience and above explained the lesson’s objectives to students than those who have less than 15 years' experience. Such association of teachers’ experience on explaining lesson’s objectives to students was also found statistically significant. Likewise, male faculty members were found to be better in applying ICT tools for teaching students with additional learning needs than female faculty members.

Retrospective Time Estimation: Comparing the Judgment of Resolving Time (JoRT) with Actual Resolving Time (ART) to Assess over- and Underconfidence

2025-02-27T16:57:02+08:00

The commonly touted description of hindsight bias, where we believe that “we knew it all along,” has us assume that after having learned something, we were, to some degree, a “natural.” One's time estimation of a prior task, -- what we call the Judgment of Resolving Time (JoRT) --however, has not been tested. That is, do people "forget" all of the past time that they had invested into learning? Or, do they believe that they “knew it only somewhat faster” than the time it actually took to complete prior tasks? In the current study, we compared individual's JoRTs with time actually taken to resolve problems, and used the difference as a proxy for confidence. Specifically, we hypothesized that participants’ JoRTs would be slightly shorter than the actual time it took to resolve problems, given the prevalence of the hindsight bias. Surprisingly, this overconfidence was not found. On the contrary, people’s JoRTs, in both the United States (Experiment 1) and South Korea (Experiment 2), turned out to be longer than their actual resolving times, suggesting, we propose, a type of underconfidence. These results offer a potential new strategy for countering the bias -- retrospective time estimation -- while also providing a new tool in which to examine both over- and underconfidence.

A Peasant or Not? A Test of Chinese Rural Laborers’ Identity status and Their Cultivated Land

2025-02-27T16:56:13+08:00

Background: Urbanization was intended to lead to comprehensive city development. Peasant laborers must achieve psychological and social adaptation to realize individual urbanization.

Aims: The aim of this paper is to identify the factors affecting identity status among Chinese rural laborers.

Methods: Survey data for this paper, entitled Survey Data of Rural Laborers in the Pearl River Delta in 2006, were obtained from the Center for Social Survey, Sun Yat-sen University. Multinomial logistic regression was used to test the data. Retaining cultivated land and self-meaning constituted self-reported items. Independent variables included three identity statuses for rural laborers.

Results: Age and self-meaning variables were not significantly associated with identity status. Another dependent variable involved retaining cultivated land, which was significantly associated with identity status.

Conclusions: A lower level of identity status was related to satisfaction of self-meaning, whereas a strong relationship was found between identity status and cultivated land. Chinese peasants appeared to emphasize the meaning of cultivated land as the cornerstone of life in their agricultural civilization in the past as well as in modern society.