Distributed Affect as a Framework for Understanding Creative Collaboration

This paper reviews the principal theoretical models of drug craving and provides some directions for future research. The main models are classified broadly into three categories: (1) phenomenological models; based on clinical observation and description; these have been influential in classification systems of addictive disorders and in the development of pharmacological therapies; (2) conditioning models: based on conditioning theory; these have been influential in the development of cue exposure treatments; (3) cognitive theories; based on cognitive social learning theory: these have been influential in the development of cognitive therapies of addiction. It is concluded that no one specific theory provides a complete explanation of the phenomenon of craving. However, theories of craving grounded in general theories of human behaviour offer greatest promise, and generate more specific and testable research hypotheses. Theories that do not require craving to be present for relapse to occur have more empirical support than those that provide simplistic causal explanations. The cue-reactivity model shows promise in the exploration of the relationship between craving and relapse. However, further attention to the phenomenology of craving could help to advise the future measurement and study of drug craving, particularly in the context of research in which drugs are available to human subjects, with adequate ethical safeguards. There is a need for further study of the temporal dynamics of craving and consensus in the field on the most appropriate methods of measurement. Finally, new psychotherapies such as cue exposure and pharmacotherapies that aim to attenuate drinking behaviour, such as naltrexone and acamprosate, provide opportunities to improve understanding of the nature and significance of craving. However, the relatively uncritical assumption that craving is the underlying basis of addiction and represents the most appropriate target for treatment is challenged.

1. IntroductionAt the beginning of the so-called Emotion Psychology in Robert Musil's The Man Without Qualities we find the claim everything that happens among people has its origin ... in emotions.1 Musil's protagonist, Ulrich, then tries to give a theoretical answer to the question of what an emotion, which plays such a central role in human life, is. It does not come as a surprise that his answer differs significantly from the classical one developed by William James. After all, Musil was a pupil of Carl Stumpf who rejected James's view that an emotion is the feeling of bodily changes.2 As Ulrich puts it, emotions are, on this view, nothing more than sensations in the bowels or wrists . . . fear consists of accelerated heartbeat and shallow breathing (1245). Opposing the so-called James-Lange Theory of Emotion, Ulrich, just like Stumpf, distinguishes between 'emotion' (Gefuhl) and mere 'feeling' (Gefuhlsempfindung).3 This distinction brings him more into line with currently predominant 'cognitive' theories of emotion, by which I generally mean theories that attribute representational content to emotion. However, it will tum out in the following that Ulrich's-and Musil's-analysis of emotion is unique. Although there are parallels, especially to Peter Goldie's account,4 Musil is the only one to conceive emotions as Gestalt qualities of a specific kind, i.e., as higherorder phenomena that are extended in time and dynamically structured according to certain Gestalt principles.My first aim in this paper is to show that the specific concept of a Gestalt quality which underlies Musil's emotion analysis is provided by Kurt Lewin, a member of the Berlin School and also a pupil of Stumpf. Ever since research on Musil started, it has been pointed out that his work is strongly influenced by the Gestalt psychology of his time, but Lewin's impact on Musil has been greatly underestimated.51 will argue that Musil could find the two major ideas of the Emotion Psychology in Lewin's Comments Concerning Psychological Forces and Energies, and the Structure of the Psyche and On the Structure of the Mind, which are two parts of one article.6My second aim is to give Musil's views their due position in contemporary cognitive emotion theory. In the course of my argument it will emerge that Musil's Gestalt-theoretical account of emotion differs significantly from the currently predominant 'judgemental', 'perceptual', or 'neojudgemental' theories of emotion.7 He instead holds what I shall call an 'adverbial' theory of emotion, according to which the evaluative qualities that cognitivists associate with the different emotion types are instantiated as the Gestalt-organization of the emotion's first-order components, and not as qualities of the emotion's object. The analogy is with the adverbial theory of perception;8 evaluative qualities in emotion theory, like sensory qualities in perception theory, function as adverbs which in this case characterize the shape and distinct phenomenology of the subject's worldview.Musil was concerned that his theory of emotion might be caught up and thus outdated within ten years.9 I hope to demonstrate that, today, it is still an option, even though I have to leave its ultimate assessment to future research.10 I will instead conclude this paper by sketching how Musil, on the basis of his theory of emotion, may justifiably come to the conclusion everything that happens among people has its origin . . . in emotions. Musil's emotion theory is in fact the heart of his overall theoretical approach-or so I will argue.2. The Emotion PsychologyThe Emotion Psychology is developed in chapters 50, 52, 54, 55, 57, and 58 of the 1938 galley proofs, either in the form of extracts from Ulrich's diary or as reflected upon by Ulrich in gathering his thoughts prior to writing his diary. Clearly, we must not simply take Ulrich's views as expressions of Musil's own. But as I have argued elsewhere, the Emotion Psychology allows two readings: one as part of The Man Without Qualities, and a second one as the nucleus of Musil's overall theoretical approach. …

This chapter addresses the theme that cognitive theories have made significant contributions to a number of cognitive models of the learner, and of learning events, important to educational applications in general and to educational psychological research in particular. They set the stage for implying needed future research directions in educational psychology. The chapter focuses on a direction where extended conceptualizations and research directions are needed rather than to review areas of research where considerable literature is already available. The era of transition from behavioral to cognitive psychology was clearly marked during the decade of the '60s. As a psychologist deeply immersed in experimental investigations and theories of memory, Norman, too, has commented on the need for ecological validity from the viewpoint of the school. The classes of variables that affect learning within this model are the learner characteristics, the learner's activities, the teacher's activities and knowledge, and the means of evaluation.

BackgroundClinical reasoning is a fundamental skill in healthcare education, crucial for diagnosing and managing patient care effectively. Traditional pedagogical techniques often fall short in fully engaging students or simulating real-life medical decision-making complexities. Gamification, which applies game-design elements in educational settings, has emerged as a promising strategy to enhance learning outcomes by making the educational process more interactive and engaging. This scoping review aims to comprehensively map the existing literature on gamification techniques used to enhance clinical reasoning education, identifying trends, gaps, and opportunities for future research.MethodsThe review followed the Joanna Briggs Institute (JBI) methodology and the Arksey and O’Malley framework for scoping reviews. A systematic search of Medline, Scopus, and Web of science, complemented by hand-searching reference lists. Studies published between 2014 and 2023, focusing on gamification applied to clinical reasoning education for healthcare professionals and trainees, were eligible for inclusion. Two independent reviewers screened and selected studies, and data were extracted using a pre-defined tool. Findings were synthesized using both quantitative summaries and qualitative thematic analysis.ResultsFifty-three studies met the inclusion criteria, representing research from 20 countries, with the United States contributing the largest proportion (28.3%), followed by Germany (9.4%) and France (7.6%). The majority of studies were cross-sectional (28.3%) or pilot studies (22.6%). Gamification was most frequently applied in university and academic settings (37.7%), followed by clinical and hospital-based training (18.9%), and digital platforms and simulations (17.0%). Medicine (28.3%) and nursing (22.6%) were the most targeted disciplines, with pharmacy (13.2%) following. Serious games were the most common gamification technique (45.3%), with additional strategies including escape rooms (11.3%), board and card games (7.5%), and branching case-based games (5.7%). Most studies (88.7%) referenced at least one theoretical framework, predominantly game-based learning theories (34.0%), followed by constructivist learning (13.2%) and experiential learning theories (13.2%). However, cognitive theories, directly relevant to clinical reasoning, were referenced in only 11.3% of studies, highlighting a theoretical gap.ConclusionsGamification offers diverse and flexible strategies for enhancing clinical reasoning education across healthcare disciplines and settings. However, significant gaps remain, including limited longitudinal evidence, inconsistent use of validated reasoning assessments, underutilization of cognitive reasoning theories, and a lack of standardized design and reporting frameworks. Moreover, research predominantly focuses on medicine and nursing, with limited attention to interprofessional reasoning and underrepresented fields such as dentistry, rehabilitation, and allied health. Future research should prioritize theoretically informed gamification design, apply robust reasoning outcome measures, and explore emerging technologies such as AI-enhanced adaptive gamification and immersive virtual reality simulations to support clinical reasoning development. Addressing these gaps will ensure that gamification evolves from a promising innovation into a rigorously evidence-based strategy for enhancing clinical reasoning competence in healthcare education.

Cognitive Models of Depression: Critique and Directions for Future Research

Cognitive load theory (CLT) is one of the most important theories in educational psychology, a highly effective guide for the design of multimedia and other learning materials. This edited volume brings together the most prolific researchers from around the world who study various aspects of cognitive load to discuss its current theoretical as well as practical issues. The book is divided into three parts. The first part describes the theoretical foundations and assumptions of CLT, the second discusses the empirical findings about the application of CLT to the design of learning environments, and the third part concludes the book with discussions and suggestions for new directions for future research. It aims to become the standard handbook in CLT for researchers and graduate students in psychology, education, and educational technology.

Chapter 1 - Cognition and Creativity

This article discusses the concept of homework in cognitive-behavioral therapy (CBT), and reviews the articles in this special issue of Cognitive Therapy and Research. The article underscores the pivotal role of between- session activities and demonstrates that this role has been recognized for many years. This article reviews the articles from this special issue and uses them as a springboard to review other research and then discuss potential directions for future theory and research. The initial research in this area focused on documenting the magnitude of the relationship between homework adherence and outcome in CBT. Research has now advanced to incorporate studies that examine issues such as homework competence, the complicated relationship between homework and other aspects of CBT such as the therapeutic relationship, and the use of technology to try to enhance homework completion and clinical outcomes. The use of homework assignments in CBT remains a critical issue for development. Limitations of the literature are addressed, and directions for future research in the field are provided.

Cognitive theories have the potential to provide suggestions to design more effective learning environments for higher education. The goal of this chapter is to review cognitive theories and principles based on empirical findings and suggest implications for practice. Working memory theory, distributed cognition theory, dual-process theory, modulatory emotional consolidation theory, mental model theory, metacognitive theory, transfer appropriate processing principle, generation effect, testing effect, and spacing effect are presented in the current study. Based on these theoretical frameworks, novel recommendations for educational practice are suggested.

The chapter discusses physics of the mind, a mathematical theory of higher cognition developed from the first principles, including concepts, emotions, instincts, the knowledge instinct, and aesthetic emotions leading to understanding of the emotions of the beautiful. The chapter briefly discusses neurobiological grounds as well as difficulties encountered by previous attempts at mathematical modeling of the mind encountered since the 1950s. The mathematical descriptions are complemented with detailed conceptual discussions so the content of the chapter can be understood without necessarily following mathematical details. Formulation of dynamic logic in terms of monotone Boolean functions outlines a possible future direction of research.

Introduction Informing science investigates how to provide clientele with information in a form, format, and schedule that maximizes its effectiveness (Cohen, 1999; 2009). According to its general, cross-disciplinary definition, information is a feature of objects of different nature that describes their structural aspects represented by patterns attributed to their organization (e.g., Stonier, 1997). Consequently, informing could be regarded as spreading structural patterns (patterns in form) among objects of different nature (Gackowski, 2009). In case of complex information systems such as living organisms (including humans), the aim of informing has been defined as expanding their control over environment (Gackowski, 2009) or, in evolutionary terms, enhancing their chances of survival. When informing is considered at the level of human information processing, the structure and characteristics of human cognitive architecture could have significant implications for the informing process. Cognitive aspects of human information processing may critically affect both the informing (informer) and perceiving (client) ends of the informing process. The intersection of cognitive and informing sciences has been related to the area of cognitive informatics (Cohen, 2009). Cognitive load theory as a branch of instructional psychology (see Sweller, 2003; Sweller, Ayres, & Kalyuga, 2011, for recent overviews) has applied cognitive science to enhance effectiveness and efficiency of instructional design. Since the major aim of instructional design is providing instructional formats and procedures that maximize learning, this could be regarded as a specific area of application of general principles of informing science with learners as clientele. Therefore, instructional and informing sciences are inherently connected. Theoretical frameworks and recommendations of informing science should be applied to instructional design, and established principles of cognitive load theory could also be potentially generalized to advance certain aspects of informing science. This paper explores a possibility of extending the established conceptual framework and principles of cognitive load theory to broader and more general situations than those in teaching and learning with the aim of enhancing the effectiveness of informing. The paper begins with an overview of major assumptions and principles of cognitive load theory based on a recently proposed evolutionary perspective, describes a corresponding model of human cognitive architecture, followed first by general implications of this architecture to informing science, and then by specific recommendations for improving processes of informing. Human Cognitive Architecture Cognitive load theory describes educational implications of human cognitive architecture (Sweller, 2003, 2004). In its basic assumptions, the theory uses the information processing aspects of biological evolution by natural selection as analogical to basic characteristics of human cognition (Sweller & Sweller, 2006). It considers both biological evolution and human cognition as examples of a broader category of natural information processing systems. It is assumed that such systems function based on the following five fundamental principles (Sweller, 2003; for an overview, see Sweller et al., 2011): * The information store principle: natural information processing systems include large stores of information that govern their activities. In human cognitive architecture, long-term memory provides this function. * The borrowing and reorganizing principle: information in the store is mostly borrowed from other information stores; however, it is reorganized in the process rather than copied exactly. For example, humans imitate other people, listen, and read in order to build long-term memory. * The randomness as genesis principle: all truly novel (not borrowed) information is acquired by a random generate-and-test process. …

Collaborative creativity is often promoted in higher education. However, studies have indicated that collaborative creativity can entail demotivation and a loss of psychological ownership of the creative product. This is especially true when students do not know each other well and when many students are expected to work together and inspire one another. The purpose of this article is to present, discuss, and investigate a didactic design principle that addresses these challenges. Through a design-based research project, we developed and tested a design in which students collaborated in creative processes through exchanges of presents. In two separate studies, students worked in groups to develop treehouses and superhero camps. The different groups gave presents to one another in the form of creative add-ons for the treehouses and camps. The results indicated that exchanging presents established a productive space in which the students could work together without losing feelings of ownership. Therefore, we propose that the theoretical concept of psychological ownership should be expanded to include feelings of ownership that are neither exclusive nor shared, but rather adopted. Adopted ownership enables creative interactions that neither depend on shared feelings of ownership nor compromise exclusive feelings of ownership. The main contribution of this article is the testing and production of a theory of psychological ownership and collaborative creativity, as well as the validation of specific design principles that promote successful collaboration in creative processes.

This article analyses the field of research on information and communication technology (ICT) in education. It reviews the results of ICT researches carried out in the world. First, the article presents the retrospective of researches on ICT implementation into education. Summarizing them, it reviews main research findings in five areas of ICT implementation: 1) the impact of ICT use on students achievements and attitudes; 2) the impact of ICT use on teachers; 3) the effect of teachers' factors and instructional methods on ICT efficiency; 4) the influence of infrastructure and organizational factors on ICT efficiency; 5) the effect of specific software design features. Then, the paper reviews the main recent and future directions of researches on ICT in education, in the world. Finally, it shortly reviews the most important future directions of ICT research and development in Lithuania. The article concludes that in spite of numerous ICT studies worldwide the national research and experiments have to be carried out in order to implement ICT in an appropriate for Lithuania and efficient way.

SummaryThis special issue on cognitive load theory is a collection of eight papers that report either on contemporary challenges to the theory that may lead to new research directions or on new research directions that pose new challenges to the theory. The contemporary challenges relate to the timing and frequency of cognitive load measurement, the design of instructional animations, and the use of eye tracking to uncover learners' cognitive processes. The new research directions relate to fostering learning by directing novices to use primary knowledge, instructing novices to self‐manage their cognitive load, and considering learners' affective responses to different configurations of simple and complex tasks. We hope that the findings of these studies will instigate other researchers to pursue new research directions and meet its challenges. Copyright © 2012 John Wiley & Sons, Ltd.

Literature reviews about pedagogical innovations are of importance to determine further interventions for learning refinement and future research directions. The present study describes existing pedagogical innovations, identifies learning problems underlie the innovations, and outlines development models used for developing elementary mathematics educational innovations in Indonesia. A systematic literature review was administered to review scholarly articles published between 2014 and 2019. This time frame was drawn in relation to a new curriculum called Kurikulum 2013 introduced in early 2014. The results of this study reveal that the majority of pedagogical innovations focus on developing learning materials and techniques while fewer innovations develop learning environments. Problems underlie existing innovations mainly due to the elementary students who reluctant to learn mathematics, the less competent teachers, and the old-fashioned learning resources. Research and development in elementary mathematics were commonly conducted using Borg & Gall, ADDIE, and 4D models. The evidence from this study suggests that forthcoming mathematics teaching and learning process should be conducted in more enjoyable manners such as practicing microgame-based learning in either physical or digital learning spaces. One of the most sensible research agendas is to develop joyful learning environments to address the interrelated complex problems among students, teachers, and learning resources in elementary mathematics learning in Indonesia.