Title / Titulo
Research Panel, Moderated by Jacqueline Lynch
Location
SIPA 100
Start Date
17-5-2018 11:45 AM
End Date
17-5-2018 12:45 PM
Presentation Type / Tipo de propuesta
Research Panel / Paneles de Investigación
Description / Descripción
Albert E.J. Janssens How ideas from Feuerstein, Costa, Haywood and the neuroscience help by teaching children living in poverty
Abstract:
1.Problem definition and research question:
In Belgium most of the children living in poverty have bad school-results. What are the reasons for it and what can schools do to avoid this?
The project-plan (2013 – 2017):
-
Confronting the mindset of teachers concerning ‘poverty and development’ with interviews of the poor. (2013 – 2014)
-
Assessment of 20 low-SES and 20 high-SES children to see the differences in results when the test needs little language and little ‘school knowledge’. With materials of dynamic assessment of D. Tzuriel). (2015)
-
The pretest of 160 children was followed by a learning phase of 13 weeks to half of the group and coaching of the class-teachers.
After 13 weeks there was a post test for all the children. (2016 – 2017)
Carlos A. Osorio and Maria Renard Exploring the role of cognition and emotions on innovation learning and performance
Abstract:
This paper summarizes our exploration about the role of individual and team’s cognition and emotions on innovation learning performance. Based on an integrative review of the literature and action research, we examine the mobilization of fifteen competencies among twenty-eight stages of an innovation process with 1,176 participants between 2013 and 2017. This analysis was performed based on knowledge about the effect 46 critical decisions, and nearly fifty common technical mistakes along week-long experimental programs. Our results show that, regardless of industry, personal traits, gender or technical background, some specific tasks generate higher levels of frustration and types of mistakes in development teams. We identified how various cognitive and emotional limitations affect technical performance, and explored the effectiveness of preemptive actions for “troubleshooting” cognitive and emotional response under high uncertainty. We argue that project failure results from the accumulative effect of mistakes in decision-making under uncertainty, which in turn result from failures to learn and the effects of biased sense-making and inadequate response to challenges. We propose understanding innovation as a learning process under risk and uncertainty; where complex, conflicting, inaccurate and incomplete information becomes available incrementally through mechanisms of selective search and sense-making (individual and collective). As result, cognitive biases, inertia and overload affect substantive and procedural rationality limiting a team’s ability to learn and achieve superior technical results. Under highly uncertain and fast-pacing environments, technical tasks relying on synthesis capabilities tend to generate higher levels of frustration. Increased frustration lead to cognitive overload, thus increasing the frequency of mistakes and diminishing an individual’s performance, and affecting a team’s social cognition. We propose that ex-ante team configuration by explicit psychological variables and on-purpose generation of a noisy, risky and ambiguous climate reinforces the dynamics between cognition and emotions deepening significant innovation learning, positively affecting how a team represents the problem at hand, devise and manages the appropriate courses of action (process and methods) for solving it.
Michelle Cumming Role of Stress, Stress Regulation, and Executive Function on Behavior: Similarities and Differences Between Middle Schoolers with and Without Significant Behavior Problems
Abstract
Executive functioning (EF), school-based stress, and stress regulation abilities may be key to the development and escalation of behavior problems during adolescence. We conducted a study with 79 middle schoolers with and without significant emotional and behavioral problems investigating relationships among these variables. Students with significant behavior problems had higher peer stress, lower EF skills, and used less effective stress regulation than matched peers. School stress predicted behavior problems in both groups and stress regulation served as an important mediator. Findings highlight important implications for school-based programming.
Research Panel, Moderated by Jacqueline Lynch
SIPA 100
Albert E.J. Janssens How ideas from Feuerstein, Costa, Haywood and the neuroscience help by teaching children living in poverty
Abstract:
1.Problem definition and research question:
In Belgium most of the children living in poverty have bad school-results. What are the reasons for it and what can schools do to avoid this?
The project-plan (2013 – 2017):
-
Confronting the mindset of teachers concerning ‘poverty and development’ with interviews of the poor. (2013 – 2014)
-
Assessment of 20 low-SES and 20 high-SES children to see the differences in results when the test needs little language and little ‘school knowledge’. With materials of dynamic assessment of D. Tzuriel). (2015)
-
The pretest of 160 children was followed by a learning phase of 13 weeks to half of the group and coaching of the class-teachers.
After 13 weeks there was a post test for all the children. (2016 – 2017)
Carlos A. Osorio and Maria Renard Exploring the role of cognition and emotions on innovation learning and performance
Abstract:
This paper summarizes our exploration about the role of individual and team’s cognition and emotions on innovation learning performance. Based on an integrative review of the literature and action research, we examine the mobilization of fifteen competencies among twenty-eight stages of an innovation process with 1,176 participants between 2013 and 2017. This analysis was performed based on knowledge about the effect 46 critical decisions, and nearly fifty common technical mistakes along week-long experimental programs. Our results show that, regardless of industry, personal traits, gender or technical background, some specific tasks generate higher levels of frustration and types of mistakes in development teams. We identified how various cognitive and emotional limitations affect technical performance, and explored the effectiveness of preemptive actions for “troubleshooting” cognitive and emotional response under high uncertainty. We argue that project failure results from the accumulative effect of mistakes in decision-making under uncertainty, which in turn result from failures to learn and the effects of biased sense-making and inadequate response to challenges. We propose understanding innovation as a learning process under risk and uncertainty; where complex, conflicting, inaccurate and incomplete information becomes available incrementally through mechanisms of selective search and sense-making (individual and collective). As result, cognitive biases, inertia and overload affect substantive and procedural rationality limiting a team’s ability to learn and achieve superior technical results. Under highly uncertain and fast-pacing environments, technical tasks relying on synthesis capabilities tend to generate higher levels of frustration. Increased frustration lead to cognitive overload, thus increasing the frequency of mistakes and diminishing an individual’s performance, and affecting a team’s social cognition. We propose that ex-ante team configuration by explicit psychological variables and on-purpose generation of a noisy, risky and ambiguous climate reinforces the dynamics between cognition and emotions deepening significant innovation learning, positively affecting how a team represents the problem at hand, devise and manages the appropriate courses of action (process and methods) for solving it.
Michelle Cumming Role of Stress, Stress Regulation, and Executive Function on Behavior: Similarities and Differences Between Middle Schoolers with and Without Significant Behavior Problems
Abstract
Executive functioning (EF), school-based stress, and stress regulation abilities may be key to the development and escalation of behavior problems during adolescence. We conducted a study with 79 middle schoolers with and without significant emotional and behavioral problems investigating relationships among these variables. Students with significant behavior problems had higher peer stress, lower EF skills, and used less effective stress regulation than matched peers. School stress predicted behavior problems in both groups and stress regulation served as an important mediator. Findings highlight important implications for school-based programming.