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Results for “cognitive control”

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At least 127 records · Page 7Linked to original sources
PubMed1984

Locus of control, cognitive appraisal, and coping in stressful episodes.

Evidence suggests that internals and externals differ in the nature and effectiveness of their coping behavior. This study investigated locus of control and coping processes in relation to specific stressful episodes reported by 171 female student nurses. Scores on each of three measures (General Coping, Direct Coping, and Suppression) that were derived from the "Ways of Coping" Questionnaire were analyzed to examine the role of appraisal (in terms of the extent to which the situation was perceived as amenable to control) and the perceived importance of the episode as mediators of the relation between locus of control and coping. The results showed significant interactions between locus of control and appraisal for each of the measures. Further examination of the interactions showed that the patterns of coping reported by internals were potentially more adaptive in relation to types of appraisal than those of externals. The perceived importance of the episode was significantly related, negatively, to suppression, but the interaction with locus of control was not significant.

Adaptation, Psychological↗
PubMed2006

Preparatory adjustment of cognitive control in the task switching paradigm.

In this article, the authors investigate the assumption that preparation while switching between cognitive tasks is dynamically adjusted to the current task demands. Performance in high-shift blocks (75% shifts) was compared with performance in high-repetition blocks (75% repetitions). This probability information was given either at the beginning of a block (global condition) or by specific probability cues before every trial (local condition). The authors report strong preparation effects (activation of the probable task and inhibition of the improbable task) in high-shift blocks, especially when specific probability cues were provided. In high-repetition blocks, however, the preparation effects were less pronounced. The results support the assumption that preparation is dynamically adjusted to the expected task requirements.

Adolescent↗