Abstract BackgroundSituational engagement in science is often described as context-sensitive and varying over time due to the impact of situational factors. But this type of engagement is often studied using data that are collected and analyzed in ways that do not readily permit an understanding of the situational nature of engagement. The purpose of this study is to understand—and quantify—the sources of variability for learners’ situational engagement in science, to better set the stage for future work that measures situational factors and accounts for these factors in models. ResultsWe examined how learners' situational cognitive, behavioral, and affective engagement varies at the situational, individual learner, and classroom levels in three science learning environments (classrooms and an out-of-school program). Through the analysis of 12,244 self-reports of engagement collected using intensive longitudinal methods from 1173 youths, we found that the greatest source of variation in situational engagement was attributable to individual learners, with less being attributable to—in order—situational and classroom sources. Cognitive engagement varied relatively more between individuals, and affective engagement varied more between situations. ConclusionsGiven the observed variability of situational engagement across learners and contexts, it is vital for studies targeting dynamic psychological and social constructs in science learning settings to appropriately account for situational fluctuations when collecting and analyzing data.
more »
« less
Dynamic computational phenotyping of human cognition
Computational phenotyping has emerged as a powerful tool for characterizing individual variability across a variety of cognitive domains. An individual’s computational phenotype is defined as a set of mechanistically interpretable parameters obtained from fitting computational models to behavioural data. However, the interpretation of these parameters hinges critically on their psychometric properties, which are rarely studied. To identify the sources governing the temporal variability of the computational phenotype, we carried out a 12-week longitudinal study using a battery of seven tasks that measure aspects of human learning, memory, perception and decision making. To examine the influence of state effects, each week, participants provided reports tracking their mood, habits and daily activities. We developed a dynamic computational phenotyping framework, which allowed us to tease apart the time-varying effects of practice and internal states such as affective valence and arousal. Our results show that many phenotype dimensions covary with practice and affective factors, indicating that what appears to be unreliability may reflect previously unmeasured structure. These results support a fundamentally dynamic understanding of cognitive variability within an individual.
more »
« less
- Award ID(s):
- 2024462
- PAR ID:
- 10540130
- Publisher / Repository:
- Springer Nature
- Date Published:
- Journal Name:
- Nature Human Behaviour
- Volume:
- 8
- Issue:
- 5
- ISSN:
- 2397-3374
- Page Range / eLocation ID:
- 917 to 931
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
We developed a novel Proactive Reactive and Attentional Dynamics (PRAD) computational model designed to dissect the latent mechanisms of inhibitory control in human cognition. Leveraging data from over 7,500 participants in the NIH Adolescent Brain Cognitive Development study, we demonstrate that PRAD surpasses traditional models by integrating proactive, reactive, and attentional components of inhibitory control. Employing a hierarchical Bayesian framework, PRAD offers a granular view of the dynamics underpinning action execution and inhibition, provides debiased estimates of stop-signal reaction times, and elucidates individual and temporal variability in cognitive control processes. Our findings reveal significant intra-individual variability, challenging conventional assumptions of random variability across trials. By addressing nonergodicity and systematically accounting for the multi-componential nature of cognitive control, PRAD advances our understanding of the cognitive mechanisms driving individual differences in cognitive control and provides a sophisticated computational framework for dissecting dynamic cognitive processes across diverse populations.more » « less
-
Phenotyping plants is an essential component of any effort to develop new crop varieties. As plant breeders seek to increase crop productivity and produce more food for the future, the amount of phenotype information they require will also increase. Traditional plant phenotyping relying on manual measurement is laborious, time-consuming, error-prone, and costly. Plant phenotyping robots have emerged as a high-throughput technology to measure morphological, chemical and physiological properties of large number of plants. Several robotic systems have been developed to fulfill different phenotyping missions. In particular, robotic phenotyping has the potential to enable efficient monitoring of changes in plant traits over time in both controlled environments and in the field. The operation of these robots can be challenging as a result of the dynamic nature of plants and the agricultural environments. Here we discuss developments in phenotyping robots, and the challenges which have been overcome and others which remain outstanding. In addition, some perspective applications of the phenotyping robots are also presented. We optimistically anticipate that autonomous and robotic systems will make great leaps forward in the next 10 years to advance the plant phenotyping research into a new era.more » « less
-
Treatment for multiple sclerosis (MS) focuses on managing its symptoms (e.g., depression, fatigue, poor sleep quality), varying with specific symptoms experienced. Thus, for optimal treatment, there arises the need to track these symptoms. Towards this goal, there is great interest in finding their relevant phenotypes. Prior research suggests links between activities of daily living (ADLs) and MS symptoms; therefore, we hypothesize that the behavioral phenotype (revealed through ADLs) is closely related to MS symptoms. Traditional approaches to finding behavioral phenotypes which rely on human observation or controlled clinical settings are burdensome and cannot account for all genuine ADLs. Here, we present MSLife, an end-to-end, burden-free approach to digital behavioral phenotyping of MS symptoms in the wild using wearables and graph-based statistical analysis. MSLife is built upon (1) low-cost, unobtrusive wearables (i.e., smartwatches) that can track and quantify ADLs among MS patients in the wild; (2) graph-based statistical analysis that can model the relationships between quantified ADLs (i.e., digital behavioral phenotype) and MS symptoms. We design, implement, and deploy MSLife with 30 MS patients across a one-week home-based IRB-approved clinical pilot study. We use the GENEActiv smartwatch to monitor ADLs and clinical behavioral instruments to collect MS symptoms. Then we develop a graph-based statistical analysis framework to model phenotyping relationships between ADLs and MS symptoms, incorporating confounding demographic factors. We discover 102 significant phenotyping relationships (e.g., later rise times are related to increased levels of depression, history of caffeine consumption is associated with lower fatigue levels, higher relative levels of moderate physical activity are linked with decreased sleep quality). We validate their healthcare implications, using them to track MS symptoms in retrospective analysis. To our best knowledge, this is one of the first practices to digital behavioral phenotyping of MS symptoms in the wild.more » « less
-
The purpose of this research study is to characterize secondary teachers’ orientations toward mathematics engagement. Results indicated that these 16 high school mathematics teachers tended to emphasize a cognitive dimension for engagement in their orientations, usually intertwined with an additional dimension (affective, social, or behavioral). Understanding teachers’ thinking about engagement is a critical step toward helping teachers improve their practice to support their students’ engagement in mathematics learning.more » « less
An official website of the United States government

