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PubMedDate not supplied

Stylistic learning differences between undergraduate athletic training students and educators: Gregorc mind styles.

CONTEXT: Learning theory and pedagogic research are unfamiliar to many educators trained in the sciences. Athletic training educators must learn to appreciate the theoretic and practical value of pedagogic research, including learning styles. OBJECTIVE: To extend the learning styles research in athletic training by introducing the Mind Styles model and Gregorc Style Delineator instrument to investigate students' and program directors' baseline style preferences and to study the effects of sex, education level, and academic role on mean composite Gregorc Style Delineator scores. DESIGN: Correlational research design. SETTING: Instruments were mailed to program directors and administered in classroom settings. PATIENTS OR OTHER PARTICIPANTS: Ten of 10 athletic training programs accredited by the Commission on Accreditation of Allied Health Education Programs formed sample 1, with 200 undergraduate athletic training students (68 men, 132 women, age = 20.12 +/- 2.02 years). A total of 43 program directors (22 men, 21 women, age = 40.05 +/- 9.30 years) created sample 2. MAIN OUTCOME MEASURE(S): We used the Gregorc Style Delineator to measure participants' perceptual and ordering abilities, combining them in a quaternary design to create mean composite scores for the Concrete Sequential (CS), Abstract Sequential (AS), Abstract Random (AR), and Concrete Random (CR) Mind Styles subscales. We also noted each subject's sex, education level, and academic role. RESULTS: We obtained a response rate of 100% of undergraduates and 43% of program directors. The CS style was preferred by 44.5% (n = 89) of students and 58.1% (n = 25) of program directors. Program directors preferred the CS style more (P < .001) and the AS and AR styles less (P < .001) than predicted by chi(2) testing. Students preferred the CS style more (P < .001) and the AS style less (P < .001) than expected also. Men students preferred the AS style more (P < .01) and the AR style less (P < .01) than women students. Students by chi2 testing were also less likely to prefer the CS style (P < .01) and more likely to prefer the AR style (P < .001) than program directors. No significant main effect was noted for education level (P = .310) or the interaction (P = .108). CONCLUSIONS: Our findings add 2 unique elements to the athletic training literature by extending the investigation of styles to an original model (Mind Styles) and the effect of academic role on style. Program directors should strongly consider sex and academic role style differences when designing and implementing pedagogic methods.

Journal Article↗

PubMed1991

The development of a theory of mind in autism: deviance and delay?

Subjects with autism show severe impairments in the ability to attribute beliefs to themselves and others, i.e., in their "theory of mind." An experimental investigation of the relative comprehension difficulty posed in representing different mental states is reported in this chapter, revealing that certain mental states are easier to recall than others, for all subjects. For example, see and want are easier than believe. But whereas for normal children imagine and pretend are as easy as see and want, for people with autism they are significantly more difficult. Gopnik and Slaughter's three-stage model of normal development of a theory of mind is replicated in the present experiment and found to fit the pattern of results for people with mental handicap but not the data from autism. Instead, the data from autism seem to fit a hypothesis of both deviance and delay in the development of a theory of mind.

Adolescent↗

PubMed1988

Mind-body. Monistic dual aspect interactionism.

It is difficult to imagine a more perennially vexing topic to philosophers, scientists, and physicians than the mind-body problem. Recent literature bears out its continued vital interest for psychiatrists. This article briefly recapitulates the major perspectives on the problem, examines the relationship of meaning and mind to psychosocial and biological explanatory programs and to materiality, and promotes a monistic dual aspect interactionist approach to mind and body in health and illness. From this thesis conclusions are drawn in regard to the ultimate possibility of a psychiatric unitary field theory, the question of the autonomy of the psychological and biological explanatory programs, and the identity of the psychiatrist.

Holistic Health↗

PubMed1987

Notes on the mind-body question.

The author traces the origin of the body-mind continuum in utero and on to the formation of a separate self. He starts with the principle that the mind is extended through the body rather than localized in the brain. He then follows the path of differentiation of the mind from bodily functions, as well as the differentiation of physiological learning from mental learning. Some somatic disturbances can be dated, in the sense that they could not occur at certain stages of development. This hypothesis is supported by observations relating to dating links to various conditions, i.e. on regurgitation, asthma and stuttering. The author also discusses the difference between non-integration and disintegration.

Adult↗

PubMed1978

Some thoughts on the nature of mind. A holistic concept of nervous system function.

Some practical neurological ideas concerning the nature of mind are presented to assist clinicians in appreciating the fact that brain physiology first creates and then serves the mind--the highest of the hierarchical functions of the nervous system. The qualities of the mind are shaped and modulated by life experience and many disturbed responses can be tempered by a knowledgeable approach. To gain a holistic concept of the functioning nervous system one must recognize and accept that all manifestations of behavior, including those termed psychological, are the product of physiological processes.

Animals↗

PubMed1993

The architecture and dynamics of developing mind: experiential structuralism as a frame for unifying cognitive developmental theories.

This Monograph presents a theory of cognitive development. The theory argues that the mind develops across three fronts. The first refers to a general processing system that defines the general potentials of mind to develop cognitive strategies and skills. The second refers to a hypercognitive system that governs self-understanding and self-regulation. The third involves a set of specialized structural systems (SSSs) that are responsible for the representation and processing of different reality domains. There are specific forces that are responsible for this organization of mind. These are expressed in the Monograph in terms of a set of five organizational principles. The developmental course of the major systems is outlined. Developmental change is ascribed by the theory to the interaction between the various systems. Different types of development require different change mechanisms. Five studies are presented that provide empirical support for these postulates. Study 1 demonstrated the organizational power of principles and SSSs. Study 2 showed that the SSSs constrain the effect of learning. Study 3 established that the hypercognitive system does function as the interface between tasks and SSS-specific processes or between SSSs and general cognitive functions such as attention and memory. Study 4 investigated the relations between one of the components of the processing system, storage, and two different SSSs expressed via two different symbolic systems, namely, the numeric and the imaginal. Finally, Study 5 examined the interaction between the components of the processing system and the relations between each of these components and one SSS, namely, the quantitative-relational SSS. The theoretical implications of these studies with regard to general issues, such as the nature of representation, the causation of cognitive change, and individual differences in cognitive development, are discussed in the concluding chapter.

Adolescent↗

PubMed1996

Conceptual coherence in the child's theory of mind: training children to understand belief.

Intuitive theories are defined as coherently interrelated systems of concepts that generate explanations and predictions in a particular domain of experience. 2 studies tested whether the child's theory of mind can be characterized as an intuitive theory. In Study 1, 3-year-old children who did not pass a false belief pretest were trained in 2 groups: (1) on the concept of belief, or (2) on the related concepts of desire and perception. Training took place over 2 weeks, with children given mental state tasks and receiving feedback according to their performance. Both training groups showed improved false belief performance on the posttest, compared to a control group trained on number conservation. This result is interpreted as demonstrating coherence in the child's theory of mind. In Study 2, these findings were repeated and expanded: training on belief as well as training on desire and perception resulted in improved performance on a variety of standard theory of mind posttests. Results are discussed with respect to competing theories of children's intuitive psychological knowledge.

Child Behavior↗

PubMed1997

The relation between individual differences in fantasy and theory of mind.

The relation between early fantasy/pretense and children's knowledge about mental life was examined in a study of 152 3- and 4-year-old boys and girls. Children were interviewed about their fantasy lives (e.g., imaginary companions, impersonation of imagined characters) and were given tasks assessing their level of pretend play and verbal intelligence. In a second session 1 week later, children were given a series of theory of mind tasks, including measures of appearance-reality, false belief, representational change, and perspective taking. The theory of mind tasks were significantly intercorrelated with the effects of verbal intelligence and age statistically controlled. Individual differences in fantasy/pretense were assessed by (1) identifying children who created imaginary characters, and (2) extracting factor scores from a combination of interview and behavioral measures. Each of these fantasy assessments was significantly related to the theory of mind performance of the 4-year-old children, independent of verbal intelligence.

Age Factors↗

PubMed1998

The development of theory of mind in deaf children.

Deaf children aged 4 to 16 years were given a false-belief test of theory of mind. Although the children experienced difficulty with the test, relative to hearing children, confirming a report by Peterson and Siegal (1995), performance was age-related, with a significantly higher proportion of 13- to 16-year-olds passing the test. It was concluded that deaf children raised in a spoken language environment show a developmental delay in theory of mind acquisition. This delay is consistent with the assumption that their early opportunities for learning about mental states are relatively restricted and that the normal development of theory of mind is dependent upon such opportunities.

Adolescent↗

PubMed1998

[The theory of the mind of the autistic child].

Theory of the mind is the capacity to present oneself with the desires, beliefs and intentions of others. This capacity is acquired by children around the age of seven. However, a deficit of this theory is present in people with autism with a mental age equivalent or superior to seven years old. This difficulty seems to be explained by a developmental delay specific to the mechanism of the mind (Baron-Cohen, 1989a). This delay seems to be associated to their own diagnostic criterias, namely their cognitive difficulties (Baron-Cohen, 1989b), deficit in speech capacities (Sparrevohn et Howie, 1995) and to their altercations in social interactions (Holroyd et Baron-Cohen, 1993). This article proposes a review of the literature on the issue of theory of the mind as well as a description of two approaches, namely executive functions and central coherence.

Autistic Disorder↗

PubMed1998

Trick or treat?: uneven understanding of mind and emotion and executive dysfunction in "hard-to-manage" preschoolers.

It is widely recognised that impaired social relations are characteristic of school-aged children with behavioural disorders, and predict a poor long-term outcome (Parker & Asher, 1987). However, little is known about the early antecedents of social impairment in behaviourally disturbed children. The aim of the present study was to explore three areas of potential dysfunction in younger children: theory of mind, emotion understanding, and executive function. Forty preschoolers, rated by their parents on the Strengths and Difficulties Questionnaire (Goodman, 1994) as "hard to manage" (H2M) were compared with a control group on a set of: (1) theory of mind tasks (including an emotion prediction task involving either a nice or a nasty surprise); (2) emotion understanding stories (that required affective perspective-taking skills as well as situational understanding); and (3) simple executive function tasks (adapted for preschoolers, and tapping inhibitory control, attentional set-shifting, and working memory). Small but significant group differences were found in all three cognitive domains. In particular, hard-to-manage preschoolers showed poor understanding of emotion and executive control, poor prediction or recall of a false belief, and better understanding of the belief-dependency of emotion in the context of a trick than a treat. Moreover, executive function was associated with performance on the theory of mind tasks for the hard-to-manage group alone, suggesting both direct and indirect links between executive dysfunction and disruptive behaviour.

Affect↗

PubMed2026

Digital Mindfulness Intervention for Pregnant Women With Affective Disorders and Acute Stress Reactions: Prespecified Secondary Analysis of a Randomized Controlled Trial.

BACKGROUND: Pregnant women with ICD-10 (International Statistical Classification of Diseases, Tenth Revision) affective or stress-related disorders face an elevated risk of perinatal depression and anxiety, yet evidence on digital nonpharmacologic interventions for this population remains limited. OBJECTIVE: This study evaluated the effectiveness of an 8-week digital mindfulness-based intervention (eMBI) compared with treatment as usual (TAU) among pregnant women with ICD-10 affective or stress-related disorders participating in a randomized controlled trial (RCT). METHODS: This prespecified secondary analysis was conducted within a multicenter RCT in Baden-Württemberg, Germany. Pregnant women aged 18 years and older with elevated depressive symptoms (Edinburgh Postnatal Depression Scale [EPDS]>9) and ICD-10-diagnosed affective or stress-related disorders were randomized 1:1 to eMBI or TAU. The intervention consisted of 8 weekly app-based mindfulness sessions (45 min each) delivered during gestational weeks 29-36, with no direct therapist contact. The primary outcome was continuous depressive symptom severity measured with the EPDS at 4-6 weeks post partum. Secondary outcomes included the EPDS at 6 months post partum, generalized anxiety (State-Trait Anxiety Inventory-State [STAI-S], State-Trait Anxiety Inventory-Trait [STAI-T]), and Pregnancy-Related Anxiety Questionnaire-Revised (PRAQ-R). Analyses followed the intention-to-treat (ITT) principle, using mixed models for repeated measures and multiple imputation. RESULTS: Of the 5299 screened women, 147 met the inclusion criteria for this subgroup analysis (intervention group [IG] had n=73 women and control group had n=74 women). Groups were comparable at baseline. The IG showed significantly greater reductions in EPDS scores at gestational week 34 (Δ=-2.21, P=.01), week 36 (Δ=-3.25, P=.01), and 4-6 weeks post partum (Δ=-4.81, P=.007). Treatment effects remained robust under conservative missing-data assumptions. At 4-6 weeks post partum, a higher proportion of participants in the IG achieved clinically meaningful improvement (31/73, 42.5% vs 21/74, 28.4%; adjusted odds ratio 1.56, 95% CI 1.19-2.05; P=.001). Anxiety outcomes followed a similar pattern, whereas pregnancy-related anxiety did not differ between groups. CONCLUSIONS: In this prespecified subgroup of pregnant women with ICD-10 affective or stress-related disorders, the eMBI was associated with clinically meaningful reductions in depressive symptoms from late pregnancy to 4-6 weeks post partum. Effects at 6 months post partum were attenuated and less stable across missing-data assumptions. These findings support eMBIs as a scalable, nonpharmacological adjunct to perinatal mental health care for women with affective or stress-related disorders, while confirmation in adequately powered trials with strategies to reduce postpartum attrition is warranted.

Humans↗

PubMed1997

Emergent models of supple dynamics in life and mind.

The dynamical patterns in mental phenomena have a characteristic suppleness--a looseness or softness that persistently resists precise formulation--which apparently underlies the frame problem of artificial intelligence. This suppleness also undermines contemporary philosophical functionalist attempts to define mental capacities. Living systems display an analogous from of supple dynamics. However, the supple dynamics of living systems have been captured in recent artificial life models, due to the emergent architecture of those models. This suggests that analogous emergent models might be able to explain supple dynamics of mental phenomena. These emergent models of the supple mind, if successful, would refashion the nature of contemporary functionalism in the philosophy of mind.

Animals↗

PubMed2006

How do we know the minds of others? Domain-specificity, simulation, and enactive social cognition.

In what ways, and to what extent, is social cognition distinguished from cognition in general? And how do data from cognitive neuroscience speak to this question? I review recent findings that argue social cognition may indeed be specialized, and at multiple levels. One particularly interesting respect in which social cognition differs from the rest of cognition is in its close interaction with the social environment. We actively probe other people in order to make inferences about what is going on in their minds (e.g., by asking them questions, and directing our gaze onto them), and we use the minds of other people as a collective resource. Experiments from our own laboratory point to the amygdala as one structure that is critically involved in such processes.

Animals↗

PubMed2026

Transcriptomic signatures of mind-body transformations therapy in breast cancer: Downregulation of the interferon signaling pathway.

BACKGROUND: Growing evidence has shown that Mind-Body Transformations-Therapies (MBT-T) are able to modulate chronic inflammation, a well-known driver of cancer progression and drug resistance. In our previous work, we showed that a specific MBT-T protocol was able to reduce the release of various pro-inflammatory cytokines and chemokines in the sera of patients with breast cancer that completed adjuvant chemotherapy. Despite these clinical observations, the underlying molecular pathways through which this therapy exerts its effects remain unclear. This study aims to address this gap by characterizing genome-wide transcriptional profiles in patients undergoing a novel MBT-T protocol. METHODS: In this proof-of-concept study, patients with breast cancer were randomized into two groups: Group 1 (CTL), receiving standard follow-up care, and Group 2 (MBT-T), receiving standard follow-up plus biweekly MBT-T for 4 months. Blood samples were collected at different timepoints during the treatment. After RNA extraction from whole blood, gene expression was analyzed on twenty-one patients (CTL, n = 7; MBT-T, n = 14) using the nCounter® Human Inflammation Panel (249 genes). RESULTS: Patients undergoing MBT-T showed a significant global downregulation of inflammatory gene expression compared to the control group. The analysis revealed that the Interferon (IFN) signaling pathway was the most significantly suppressed, by downregulation of key genes such as IFIT1, IFIT3, IFI44, MX1 and OASL in the MBT-T group. CONCLUSIONS: MBT-T acts as a biological modulator capable of downregulating key inflammatory pathways at the transcriptional level. These findings provide a genomic basis for the clinical benefits of mind-body interventions in oncology.

Breast cancer↗

PubMed1996

The Darwinian status of mind.

Behavioristic criticisms of cognitive psychology stem from a Skinnerian argument by analogy, to wit, natural selection of species replaced divine creation, and therefore shaping of behavior by reinforcement replaces the immaterial mind. But Darwin argued that mind existed materially in mental organs evolved by natural selection, thus Skinner's analogy is false. Neuroscientists are rapidly amassing evidence for the Darwinian status of cognitive functions within the central nervous systems of animals and humans.

Behaviorism↗

PubMed1997

Mind-body therapies for primary care physicians.

Evidence is accumulating that mental and emotional processes can affect disease states. Mind-body therapies are effective adjuncts to conventional medical treatments, and they are easy to teach and learn. This article offers a review of relevant literature and introduces several mind-body techniques.

Adult↗

PubMed2004

Mindfulness-based stress reduction in relation to quality of life, mood, symptoms of stress and levels of cortisol, dehydroepiandrosterone sulfate (DHEAS) and melatonin in breast and prostate cancer outpatients.

OBJECTIVES: This study investigated the relationships between a mindfulness-based stress reduction meditation program for early stage breast and prostate cancer patients and quality of life, mood states, stress symptoms, and levels of cortisol, dehydroepiandrosterone-sulfate (DHEAS) and melatonin. METHODS: Fifty-nine patients with breast cancer and 10 with prostate cancer enrolled in an eight-week Mindfulness-Based Stress Reduction (MBSR) program that incorporated relaxation, meditation, gentle yoga, and daily home practice. Demographic and health behavior variables, quality of life, mood, stress, and the hormone measures of salivary cortisol (assessed three times/day), plasma DHEAS, and salivary melatonin were assessed pre- and post-intervention. RESULTS: Fifty-eight and 42 patients were assessed pre- and post-intervention, respectively. Significant improvements were seen in overall quality of life, symptoms of stress, and sleep quality, but these improvements were not significantly correlated with the degree of program attendance or minutes of home practice. No significant improvements were seen in mood disturbance. Improvements in quality of life were associated with decreases in afternoon cortisol levels, but not with morning or evening levels. Changes in stress symptoms or mood were not related to changes in hormone levels. Approximately 40% of the sample demonstrated abnormal cortisol secretion patterns both pre- and post-intervention, but within that group patterns shifted from "inverted-V-shaped" patterns towards more "V-shaped" patterns of secretion. No overall changes in DHEAS or melatonin were found, but nonsignificant shifts in DHEAS patterns were consistent with healthier profiles for both men and women. CONCLUSIONS: MBSR program enrollment was associated with enhanced quality of life and decreased stress symptoms in breast and prostate cancer patients, and resulted in possibly beneficial changes in hypothalamic-pituitary-adrenal (HPA) axis functioning. These pilot data represent a preliminary investigation of the relationships between MBSR program participation and hormone levels, highlighting the need for better-controlled studies in this area.

Affect↗