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impulsivity</title> <meta name="description" content="Search results for: impulsivity"> <meta name="keywords" content="impulsivity"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler 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id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="impulsivity"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 39</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: impulsivity</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">39</span> Impulsivity and Nutritional Restrictions in BED</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jaworski%20Mariusz">Jaworski Mariusz</a>, <a href="https://publications.waset.org/abstracts/search?q=Owczarek%20Krzysztof"> Owczarek Krzysztof</a>, <a href="https://publications.waset.org/abstracts/search?q=Adamus%20Miros%C5%82awa"> Adamus Mirosława</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Binge eating disorder (BED) is one of the three main eating disorders, beside anorexia and bulimia nervosa. BED is characterized by a loss of control over the quantity of food consumed and the lack of the compensatory behaviors, such as induced vomiting or purging. Studies highlight that certain personality traits may contribute to the severity of symptoms in the ED. The aim of this study is to analyze the relationship between psychological variables (Impulsivity and Urgency) and Nutritional restrictions in BED. The study included two groups. The first group consisted of 35 women with BED aged 18 to 28. The control group - 35 women without ED aged 18 to 28. ED-1 questionnaire was used in a study to assess the severity of impulsivity, urgency and nutritional restrictions. The obtained data were standardized. Statistical analyzes were performed using SPSS 21 software. The severity of impulsivity was higher in patients with BED than the control group. The relation between impulsivity and nutritional restrictions in BED was observed, only taking into consideration the relationship of these variables with the level of urgency. However, if the severity of urgency in this relationship is skipped, the relationship between impulsivity and nutritional restrictions will not occur. Impulsivity has a negative relationship with the level of urgency. This study suggests the need to analyze the interaction between impulsivity and urgency, and their relationship with dietary behavior in BED, especially nutritional restrictions. Analysis of single isolated features may give erroneous results. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=binge%20eating%20disorder" title="binge eating disorder">binge eating disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=impulsivity" title=" impulsivity"> impulsivity</a>, <a href="https://publications.waset.org/abstracts/search?q=nutritional%20restrictions" title=" nutritional restrictions"> nutritional restrictions</a>, <a href="https://publications.waset.org/abstracts/search?q=urgency" title=" urgency"> urgency</a> </p> <a href="https://publications.waset.org/abstracts/27885/impulsivity-and-nutritional-restrictions-in-bed" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27885.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">469</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">38</span> Impulsivity Predicts Gambling Intention via Upward than Downward Counterfactual Thinking among Nigerians Youths</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Larry%20O.%20Awo">Larry O. Awo</a>, <a href="https://publications.waset.org/abstracts/search?q=Precious%20I.%20Nwachukwu"> Precious I. Nwachukwu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The increase in proliferation of gambling venues in Nigeria in the last decade has led to an increase in gambling prevalence among the youths who have shown signs of problem gambling and its associated risks and pressures to parents and therapists. The present study sought to investigate the roles of counterfactual thinking (CFT) forms (upward CFT vs downward CFT) in the relationship between impulsivity and gambling intention of 371 Nigerian youths who have gambled prior to the study (mean age = 17.37, SD = 4.13). Hayes PROCESS macro result revealed that, after controlling for age, downward CFT was negatively associated with and contributed to a decrease in gambling intention, while upward CFT was positively associated with and contributed to an increase in gambling intention. Mediation analysis result showed that upward CFT amplified the contribution of impulsivity to gambling intention. The association between impulsivity and gambling was partially weakened by downward CFT, even though this weakness was not significant. We conclude that gambling therapies should encourage packages that attenuate upward CFT impulsivity and at the same time, increase downward CFT skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=upward%20counterfactuals" title="upward counterfactuals">upward counterfactuals</a>, <a href="https://publications.waset.org/abstracts/search?q=downward%20counterfactuals" title=" downward counterfactuals"> downward counterfactuals</a>, <a href="https://publications.waset.org/abstracts/search?q=gambling%20intention" title=" gambling intention"> gambling intention</a>, <a href="https://publications.waset.org/abstracts/search?q=nigerian%20youths" title=" nigerian youths"> nigerian youths</a> </p> <a href="https://publications.waset.org/abstracts/155365/impulsivity-predicts-gambling-intention-via-upward-than-downward-counterfactual-thinking-among-nigerians-youths" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155365.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">107</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">37</span> Comparison of Impulsivity Trait in Males and Females: Exploring the Sex Difference in Impulsivity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pinhas%20Dannon">Pinhas Dannon</a>, <a href="https://publications.waset.org/abstracts/search?q=Aviv%20Weinstein"> Aviv Weinstein</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Impulsivity is raising major interest clinically because it is associated with various clinical conditions such as delinquency, antisocial behavior, suicide attempts, aggression, and criminal activity. The evolutionary perspective argued that impulsivity relates to self-regulation and it has predicted that female individuals should have evolved a greater ability to inhibit pre-potent responses. There is supportive evidence showing that female individuals have better performance on cognitive tasks measuring impulsivity such as delay in gratification and delayed discounting mainly in childhood. During adolescence, brain imaging studies using diffusion tensor imaging on white matter architecture indicated contrary to the evolutionary perspective hypothesis, that young adolescent male individuals may be less vulnerable than age-matched female individuals to risk- and reward- related maladaptive behaviors. In adults, the results are mixed presumably owing to hormonal effects on neuro-biological mechanisms of reward. Consequently, female individuals were less impulsive than male individuals only during fertile stages of the menstrual cycle. Finally, there is evidence the serotonin (5-HT) system is more involved in the impulsivity of men than in that of women. Overall, there seem to be sex differences in impulsivity but these differences are more pronounced in childhood and they are later subject to maturational and hormonal changes during adolescence and adulthood and their effects on the brain, cognition, and behavior. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=impulse%20control" title="impulse control">impulse control</a>, <a href="https://publications.waset.org/abstracts/search?q=male%20population" title=" male population"> male population</a>, <a href="https://publications.waset.org/abstracts/search?q=female%20population" title=" female population"> female population</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20differences" title=" gender differences"> gender differences</a>, <a href="https://publications.waset.org/abstracts/search?q=reward" title=" reward"> reward</a>, <a href="https://publications.waset.org/abstracts/search?q=neurocognitive%20tests" title=" neurocognitive tests"> neurocognitive tests</a> </p> <a href="https://publications.waset.org/abstracts/42488/comparison-of-impulsivity-trait-in-males-and-females-exploring-the-sex-difference-in-impulsivity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42488.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">343</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">36</span> Impulsivity, Emotional Regulation, Problematic Mukbang Watching and Eating Disorders in University Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aqsa%20Butt">Aqsa Butt</a>, <a href="https://publications.waset.org/abstracts/search?q=Nida%20Zafar"> Nida Zafar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study assesses the relationship between impulsivity, emotional regulation, problematic mukbang watching, and eating disorders in university students. It was hypothesized there is likely to be a relationship between impulsivity, emotional regulation, problematic mukbang watching, and eating disorders in university students; impulsivity and emotional regulation would predict problematic mukbang watching in university students; problematic mukbang watching would predict eating disorders in university students. A correlational research design was used. A sample of 200 students was taken from different public and private universities in Lahore. Emotional regulation questionnaire (Gross & John, 2003), Abbreviated Barrat Impulsiveness Scale (Christopher et al., 2014), Problematic Mukbang Watching Scale (Kircaburun et al., 2020), and Eating Disorder Diagnostic Scale (Stice et al., 2004) were used for assessment. Results showed a significant positive relationship between impulsivity and expressive suppression with problematic mukbang watching. However, there is a significant negative relationship between cognitive reappraisal and problematic mukbang watching. Problematic mukbang is significantly positively related to bulimia nervosa and binge eating. Furthermore, impulsivity and expressive suppression are significant positive predictors of problematic mukbang watching, and cognitive reappraisal is a significant negative predictor of problematic mukbang watching. Additionally, problematic mukbang watching significantly positively predicts bulimia nervosa and binge eating. The research has important implications for university students to understand that excessive watching of such videos can lead to eating disorders such as bulimia nervosa and binge eating. This research provides an understanding of the effects of Mukbang watching, and it also adds to the existing body of knowledge on eating disorders. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=impulsivity" title="impulsivity">impulsivity</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20regulation" title=" emotional regulation"> emotional regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=problematic%20Mukbang%20watching%20eating%20disorders" title=" problematic Mukbang watching eating disorders"> problematic Mukbang watching eating disorders</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a> </p> <a href="https://publications.waset.org/abstracts/181582/impulsivity-emotional-regulation-problematic-mukbang-watching-and-eating-disorders-in-university-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/181582.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">60</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">35</span> Impulsivity Leads to Compromise Effect</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sana%20Maidullah">Sana Maidullah</a>, <a href="https://publications.waset.org/abstracts/search?q=Ankita%20Sharma"> Ankita Sharma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study takes naturalistic decision-making approach to examine the role of personality in information processing in consumer decision making. In the technological era, most of the information comes in form of HTML or similar language via the internet; processing of this situation could be ambiguous, laborious and painful. The present study explores the role of impulsivity in creating an extreme effect on consumer decision making. Specifically, the study explores the role of impulsivity in extreme effect, i.e., extremeness avoidance (compromise effect) and extremeness seeking; the role of demographic variables, i.e. age and gender, in the relation between impulsivity and extreme effect. The study was conducted with the help of a questionnaire and two experiments. The experiment was designed in the form of two shopping websites with two product types: Hotel choice and Mobile choice. Both experimental interfaces were created with the Xampp software, the frontend of interfaces was HTML CSS JAVASCRIPT and backend was PHP MySQL. The mobile experiment was designed to measure the extreme effect and hotel experiment was designed to measure extreme effect with alignability of attributes. To observe the possibilities of the combined effect of individual difference and context effects, the manipulation of price, a number of alignable attributes and number of the non-alignable attributes is done. The study was conducted on 100 undergraduate and post-graduate engineering students within the age range of 18-35. The familiarity and level of use of internet and shopping website were assessed and controlled in the analysis. The analysis was done by using a t-test, ANOVA and regression analysis. The results indicated that the impulsivity leads to compromise effect and at the same time it also increases the relationship between alignability of attribute among choices and the compromise effect. The demographic variables were found to play a significant role in the relationship. The subcomponents of impulsivity were significantly influencing compromise effect, but the cognitive impulsivity was significant for women, and motor impulsivity was significant for males only. The impulsivity was significantly positively predicted by age, though there were no significant gender differences in impulsivity. The results clearly indicate the importance of individual factors in decision making. The present study, with precise and direct results, provides a significant suggestion for market analyst and business providers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=impulsivity" title="impulsivity">impulsivity</a>, <a href="https://publications.waset.org/abstracts/search?q=extreme%20effect" title=" extreme effect"> extreme effect</a>, <a href="https://publications.waset.org/abstracts/search?q=personality" title=" personality"> personality</a>, <a href="https://publications.waset.org/abstracts/search?q=alignability" title=" alignability"> alignability</a>, <a href="https://publications.waset.org/abstracts/search?q=consumer%20decision%20making" title=" consumer decision making"> consumer decision making</a> </p> <a href="https://publications.waset.org/abstracts/87306/impulsivity-leads-to-compromise-effect" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87306.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">189</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">34</span> The Effect of Neurocognitive Exercise Program on ADHD Symptoms, Attention, and Dynamic Balance in Medication Naive Children with ADHD: A Pilot Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nurullah%20Buker">Nurullah Buker</a>, <a href="https://publications.waset.org/abstracts/search?q=Ezgi%20Karagoz"> Ezgi Karagoz</a>, <a href="https://publications.waset.org/abstracts/search?q=Yesim%20Salik%20Sengul"> Yesim Salik Sengul</a>, <a href="https://publications.waset.org/abstracts/search?q=Sevay%20Alsen%20Guney"> Sevay Alsen Guney</a>, <a href="https://publications.waset.org/abstracts/search?q=Gokhan%20Yoyler"> Gokhan Yoyler</a>, <a href="https://publications.waset.org/abstracts/search?q=Aylin%20Ozbek"> Aylin Ozbek</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common neurodevelopmental disorders with heterogeneous clinical features such as inattention, hyperactivity, and impulsivity. Many different types of exercise interventions were employed for children with ADHD. However, previous studies have usually examined the effects of non-specific exercise programs or short-term effects of exercise. The aim of this study is to investigate the effect of the Neurocognitive Exercise Program (NEP), which is a structured exercise program derived from Life Kinetik, and a relatively new for children with ADHD, on symptoms, attention, and dynamic balance in medication-naïve children with ADHD. Fourteen medication-naive children (7-12 years) with ADHD were included in the intervention group. NEP was performed once a week for ten weeks. The intervention group also performed a structured home exercise program for another six days, for ten weeks. The children in the intervention group were assessed at baseline, in the third month, in the sixth month, and in the twelfth month regarding ADHD-related symptoms, attention, and dynamic balance. Fifteen age-matched typically developing children were assessed once for establishing normative values. Hyperactivity-Impulsivity score and dynamic balance were found to improve after NEP in the ADHD group in the 3rd month (p<0.05). In addition, these results were similar for both groups after NEP and at the end of the 12th month (p>0.05). The NEP may provide beneficial effects on hyperactivity-impulsivity, oppositional defiant, and dynamic balance in children with ADHD, and the improvements may be maintained in the long term. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ADHD" title="ADHD">ADHD</a>, <a href="https://publications.waset.org/abstracts/search?q=attention%20problems" title=" attention problems"> attention problems</a>, <a href="https://publications.waset.org/abstracts/search?q=dynamic%20balance" title=" dynamic balance"> dynamic balance</a>, <a href="https://publications.waset.org/abstracts/search?q=neurocognitive%20exercise" title=" neurocognitive exercise"> neurocognitive exercise</a> </p> <a href="https://publications.waset.org/abstracts/161664/the-effect-of-neurocognitive-exercise-program-on-adhd-symptoms-attention-and-dynamic-balance-in-medication-naive-children-with-adhd-a-pilot-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161664.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">81</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">33</span> An Educational Application of Online Games for Learning Difficulties</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20Margoudi">Maria Margoudi</a>, <a href="https://publications.waset.org/abstracts/search?q=Zacharoula%20Smyraniou"> Zacharoula Smyraniou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current paper presents the results of a conducted case study, which was part of the author’s master thesis. During the past few years the number of children diagnosed with Learning Difficulties has drastically augmented and especially the cases of ADHD (Attention Deficit Hyperactivity Disorder). One of the core characteristics of ADHD is a deficit in working memory functions. The review of the literature indicates a plethora of educational software that aim at training and enhancing the working memory. Nevertheless, in the current paper, the possibility of using for the same purpose free, online games will be explored. Another issue of interest is the potential effect of the working memory training to the core symptoms of ADHD. In order to explore the abovementioned research questions, three digital tests are employed, all of which are developed on the E-slate platform by the author, in order to check the level of ADHD’s symptoms and to be used as diagnostic tools, both in the beginning and in the end of the case study. The tools used during the main intervention of the research are free online games for the training of working memory. The research and the data analysis focus on the following axes: a) the presence and the possible change in two of the core symptoms of ADHD, attention and impulsivity and b) a possible change in the general cognitive abilities of the individual. The case study was conducted with the participation of a thirteen year-old, female student, diagnosed with ADHD, during after-school hours. The results of the study indicate positive changes both in the levels of attention and impulsivity. Therefore we conclude that the training of working memory through the use of free, online games has a positive impact on the characteristics of ADHD. Finally, concerning the second research question, the change in general cognitive abilities, no significant changes were noted. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ADHD" title="ADHD">ADHD</a>, <a href="https://publications.waset.org/abstracts/search?q=attention" title=" attention"> attention</a>, <a href="https://publications.waset.org/abstracts/search?q=impulsivity" title=" impulsivity"> impulsivity</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20games" title=" online games"> online games</a> </p> <a href="https://publications.waset.org/abstracts/33683/an-educational-application-of-online-games-for-learning-difficulties" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33683.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">358</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">32</span> Pathological Gambling and Impulsivity: Comparison of the Eight Laboratory Measures of Inhibition Capacities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Semion%20Kertzman">Semion Kertzman</a>, <a href="https://publications.waset.org/abstracts/search?q=Pinhas%20Dannon"> Pinhas Dannon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Impulsive behaviour and the underlying brain processes are hypothesized to be central in the development and maintenance of pathological gambling. Inhibition ability can be differentially impaired in pathological gamblers (PGs). Aims: This study aimed to compare the ability of eight widely used inhibition measures to discriminate between PGs and healthy controls (HCs). Methods: PGs (N=51) and demographically matched HCs (N=51) performed cognitive inhibition (the Stroop), motor inhibition (the Go/NoGo) and reflective inhibition (the Matching Familiar Figures (MFFT)) tasks. Results: An augmented total interference response time in the Stroop task (η² =0.054), a large number of commission errors (η² =0.053) in the Go/NoGo task, and the total number of errors in the MFFT (η² =0.05) can discriminate PGs from HCs. Other measures are unable to differentiate between PGs and HCs. No significant correlations were observed between inhibition measures. Conclusion: Inhibition measures varied in the ability to discriminate PGs from HCs. Most inhibition measures were not relevant to gambling behaviour. PGs do not express rash, impulsive behaviour, such as quickly choosing an answer without thinking. In contrast, in PGs, inhibition impairment was related to slow-inaccurate performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pathological%20gambling" title="pathological gambling">pathological gambling</a>, <a href="https://publications.waset.org/abstracts/search?q=impulsivity" title=" impulsivity"> impulsivity</a>, <a href="https://publications.waset.org/abstracts/search?q=neurocognition" title=" neurocognition"> neurocognition</a>, <a href="https://publications.waset.org/abstracts/search?q=addiction" title=" addiction"> addiction</a> </p> <a href="https://publications.waset.org/abstracts/54541/pathological-gambling-and-impulsivity-comparison-of-the-eight-laboratory-measures-of-inhibition-capacities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54541.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">302</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">31</span> Investigating Associations Between Genes Linked to Social Behavior and Early Covid-19 Spread Using Multivariate Linear Regression Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gwenyth%20C.%20Eichfeld">Gwenyth C. Eichfeld</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Variation in global COVID-19 spread is partly explained by social and behavioral factors. Many of these behaviors are linked to genetics. The short polymorphism of the 5-HTTLPR promoter region of the SLC6A4 gene is linked to collectivism. The seven-repeat polymorphism of the DRD4 gene is linked to risk-taking, migration, sensation-seeking, and impulsivity. Fewer CAG repeats in the androgen receptor gene are linked to impulsivity. This study investigates an association between the country-level frequency of these variants and early Covid-19 spread. Results of regression analysis indicate a significant association between increased country-wide prevalence of the short allele of the SLC6A4 gene and decreased COVID-19 spread when other factors that have been linked to COVID-19 are controlled for. Additionally, results show that the short allele of the SLC6A4 gene is associated with COVID-19 spread through GDP and percent urbanization rather than collectivism. Results showed no significant association between the frequency of the DRD4 polymorphism nor the androgen receptor polymorphism with early COVID-19 spread. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=neuroscience" title="neuroscience">neuroscience</a>, <a href="https://publications.waset.org/abstracts/search?q=genetics" title=" genetics"> genetics</a>, <a href="https://publications.waset.org/abstracts/search?q=population%20sciences" title=" population sciences"> population sciences</a>, <a href="https://publications.waset.org/abstracts/search?q=Covid-19" title=" Covid-19"> Covid-19</a> </p> <a href="https://publications.waset.org/abstracts/188475/investigating-associations-between-genes-linked-to-social-behavior-and-early-covid-19-spread-using-multivariate-linear-regression-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188475.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">36</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">30</span> An Exploration of Athlete Tattoos</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chen-Yu%20Chien">Chen-Yu Chien</a>, <a href="https://publications.waset.org/abstracts/search?q=Shiow-Fang%20Shieh"> Shiow-Fang Shieh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Tattoos are the most intimate form of body art. Unlike other art forms, tattoos emphasize breaking through tradition, innovation, and creativity. The designs created by tattoo artists are often regarded as true works of art. In recent years, there has been a notable increase in athletes with tattoos, thereby amplifying the beliefs and psychological expressions conveyed by tattoos on athletes compared to the past. The primary objectives of this study are 1. to explore and understand the presence and significance of tattoos for athletes and 2. to examine the impact of tattoos on athletes' performance. This study employs a semi-structured, in-depth interview method utilizing purposive sampling. The participants are athletes who have engaged in regular exercise for more than three years and have tattoos. A total of 10 athletes were interviewed, including 9 males and 1 female, aged between 24 and 43 years, each with different sports specializations. The sample was collected using snowball sampling. Results and Discussion: 1. For athletes, tattoos are not merely body decorations but serve to reinforce their inner beliefs, thereby enhancing their athletic performance. 2. Tattoos have a positive impact on the appearance of athletes. 3. The influence of tattoos on athletic performance extends beyond physical appearance, serving as a psychological motivation and support. 4. Individuals with tattoos tend to be more outgoing and extroverted, with higher impulsivity and adventurousness in their athletic endeavors. Conclusion: I. For athletes, tattoos not only have a positive impact on their appearance but also strengthen their internal beliefs. II. Athletes with tattoos exhibit not only greater extroversion and openness but also heightened impulsivity and adventurousness in their athletic performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=tattoo" title="tattoo">tattoo</a>, <a href="https://publications.waset.org/abstracts/search?q=athletes" title=" athletes"> athletes</a>, <a href="https://publications.waset.org/abstracts/search?q=athletic%20performance" title=" athletic performance"> athletic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20impact" title=" psychological impact"> psychological impact</a>, <a href="https://publications.waset.org/abstracts/search?q=body%20art" title=" body art"> body art</a> </p> <a href="https://publications.waset.org/abstracts/186419/an-exploration-of-athlete-tattoos" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186419.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">61</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">29</span> Fuzzy Logic in Detecting Children with Behavioral Disorders</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=David%20G.%20Maxinez">David G. Maxinez</a>, <a href="https://publications.waset.org/abstracts/search?q=Andr%C3%A9s%20Ferreyra%20Ram%C3%ADrez"> Andrés Ferreyra Ramírez</a>, <a href="https://publications.waset.org/abstracts/search?q=Liliana%20Castillo%20S%C3%A1nchez"> Liliana Castillo Sánchez</a>, <a href="https://publications.waset.org/abstracts/search?q=Nancy%20Ad%C3%A1n%20Mendoza"> Nancy Adán Mendoza</a>, <a href="https://publications.waset.org/abstracts/search?q=Carlos%20Aviles%20Cruz"> Carlos Aviles Cruz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research describes the use of fuzzy logic in detection, assessment, analysis and evaluation of children with behavioral disorders. It shows how to acquire and analyze ambiguous, vague and full of uncertainty data coming from the input variables to get an accurate assessment result for each of the typologies presented by children with behavior problems. Behavior disorders analyzed in this paper are: hyperactivity (H), attention deficit with hyperactivity (DAH), conduct disorder (TD) and attention deficit (AD). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=alteration" title="alteration">alteration</a>, <a href="https://publications.waset.org/abstracts/search?q=behavior" title=" behavior"> behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=centroid" title=" centroid"> centroid</a>, <a href="https://publications.waset.org/abstracts/search?q=detection" title=" detection"> detection</a>, <a href="https://publications.waset.org/abstracts/search?q=disorders" title=" disorders"> disorders</a>, <a href="https://publications.waset.org/abstracts/search?q=economic" title=" economic"> economic</a>, <a href="https://publications.waset.org/abstracts/search?q=fuzzy%20logic" title=" fuzzy logic"> fuzzy logic</a>, <a href="https://publications.waset.org/abstracts/search?q=hyperactivity" title=" hyperactivity"> hyperactivity</a>, <a href="https://publications.waset.org/abstracts/search?q=impulsivity" title=" impulsivity"> impulsivity</a>, <a href="https://publications.waset.org/abstracts/search?q=social" title=" social"> social</a> </p> <a href="https://publications.waset.org/abstracts/14618/fuzzy-logic-in-detecting-children-with-behavioral-disorders" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14618.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">563</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">28</span> Effects of Classroom-Based Intervention on Academic Performance of Pupils with Attention Deficit Hyperactivity Disorder in Inclusive Classrooms in Buea</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=John%20Njikem">John Njikem</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Attention Deficit Hyperactivity Disorder (ADHD) is one of the most commonly diagnosed behavioral disorders in children, associated with this disorder are core symptoms of inattention, hyperactivity and impulsivity. This study was purposely to enlighten and inform teachers, policy makers and other professionals concern in the education of this group of learners in inclusive schools in Buea, Cameroon. The major purpose of this study was to identify children with ADHD in elementary schools practicing inclusive education and to investigate the effect of classroom based intervention on their academic performance. The research problem stems from the fact that majority of children with ADHD in our school mostly have problems with classroom tasks like paying attention, easily distracted, and difficulties in organization and very little has been done to manage this numerous conditions, therefore it was necessary for the researcher to identify them and implement some inclusive strategies that teachers can better use in managing the behavior of this group of learners. There were four research questions and the study; the sample population used for the study was 27 pupils (3-7years old) formally identified with key symptoms of ADHD from primary 3-6 from four primary inclusive schools in Buea. Two sub-types of ADHD children were identified by using the recent DSM-IV behavioral checklist in recording their behavior after teacher and peer nomination they were later subjected to three groups for classroom intervention. Data collection was done by using interviews and other supportive methods such as document consultation, field notes and informal talks as additional sources was also used to gather information. Classroom Intervention techniques were carried out by the teachers themselves for 8 weeks under the supervision of the researcher, results were recorded for the 27 children's academic performance in the areas of math’s, writing and reading. Descriptive Statistics was applied in analyzing the data in percentages while tables and diagrams were used to represent the results. Findings obtained indicated that there was significant increase in the level of attention and organization on classroom tasks in the areas of reading, writing and mathematics. Finding also show that there was a more significant improvement made on their academic performance using the combined intervention approach which was proven to be the most effective intervention technique for pupils with ADHD in the study. Therefore it is necessary that teachers in inclusive primary schools in Buea understand the needs of these children and learn how to identify them and also use this intervention approaches to accommodate them in classroom task in order to encourage inclusive educational classroom practices in the country. Recommendations were based on each research objective and suggestions for further studies centered on other methods of classroom intervention for ADHD children in inclusive settings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attention%20deficit%20hyperactivity%20disorder" title="attention deficit hyperactivity disorder">attention deficit hyperactivity disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20classrooms" title=" inclusive classrooms"> inclusive classrooms</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title=" academic performance"> academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=impulsivity" title=" impulsivity"> impulsivity</a> </p> <a href="https://publications.waset.org/abstracts/64882/effects-of-classroom-based-intervention-on-academic-performance-of-pupils-with-attention-deficit-hyperactivity-disorder-in-inclusive-classrooms-in-buea" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64882.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">251</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">27</span> The Effects of Early Maternal Separation on Risky Choice in Rats</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Osvaldo%20Collazo">Osvaldo Collazo</a>, <a href="https://publications.waset.org/abstracts/search?q=Cristiano%20Valerio%20Dos%20Santos"> Cristiano Valerio Dos Santos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Early maternal separation has been shown to bring about many negative effects on behavior in rats. In the present study, we evaluated the effects of early maternal separation on risky choice in rats. One group of male and female Wistar rats was exposed to an early maternal separation protocol while a control group was left undisturbed. Then both groups were exposed to a series of behavioral tests, including a test of risky choice, where one alternative offered a constant reward while the other offered a variable reward. There was a difference between groups when they chose between a variable and a constant reward delay, but no other difference was significant. These results suggest that early maternal separation may be related to a greater preference for shorter delays, which is characteristic of more impulsive choices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20maternal%20separation" title="early maternal separation">early maternal separation</a>, <a href="https://publications.waset.org/abstracts/search?q=impulsivity" title=" impulsivity"> impulsivity</a>, <a href="https://publications.waset.org/abstracts/search?q=risky%20choice" title=" risky choice"> risky choice</a>, <a href="https://publications.waset.org/abstracts/search?q=variability" title=" variability"> variability</a> </p> <a href="https://publications.waset.org/abstracts/104561/the-effects-of-early-maternal-separation-on-risky-choice-in-rats" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104561.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">258</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">26</span> The Dark Triad’s Moral Labyrinth: Differentiating Cognitive Processes Involved in Machiavellianism and Psychopathy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Megan%20E.%20Davies">Megan E. Davies</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the intention of identifying cognitive processes uniquely involved in the dark triad personality traits of psychopathy, Machiavellianism, and narcissism, this study aimed to determine further potential differences and parameters of individual traits by explaining a statistically significant amount of variance between the constructs of manipulativeness, impulsiveness, grit, and need for cognition within the dark triad. Applying a cross-sectional design, N = 96 participants self-reported using the MACH-IV, SRP-III, NFC-S, and Grit Scale for Perseverance and Passion for Long-Term Goals. Hierarchical regression analyses showed that only manipulativeness predicted Machiavellianism, whereas manipulativeness and impulsiveness were found to have predictive qualities for psychopathy. Overall, these results found areas of discrepancy and overlap between manipulation and impulsivity regarding psychopathy and Machiavellianism. Additionally, this study serves to preliminarily eliminate the Need for Cognition and grit as predictive variables for Machiavellianism and psychopathy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Machiavellianism" title="Machiavellianism">Machiavellianism</a>, <a href="https://publications.waset.org/abstracts/search?q=psychopathy" title=" psychopathy"> psychopathy</a>, <a href="https://publications.waset.org/abstracts/search?q=manipulation" title=" manipulation"> manipulation</a>, <a href="https://publications.waset.org/abstracts/search?q=impulsiveness" title=" impulsiveness"> impulsiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=need%20for%20cognition" title=" need for cognition"> need for cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=grit" title=" grit"> grit</a>, <a href="https://publications.waset.org/abstracts/search?q=dark%20triad" title=" dark triad"> dark triad</a> </p> <a href="https://publications.waset.org/abstracts/158474/the-dark-triads-moral-labyrinth-differentiating-cognitive-processes-involved-in-machiavellianism-and-psychopathy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158474.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">109</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">25</span> Identifying Factors Linking Childhood Neglect to Opiate Use</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Usha%20Barahmand">Usha Barahmand</a>, <a href="https://publications.waset.org/abstracts/search?q=Ali%20Khazaee"> Ali Khazaee</a>, <a href="https://publications.waset.org/abstracts/search?q=Goudarz%20Sadeghi%20Hashjin"> Goudarz Sadeghi Hashjin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to assess the relative mediating effects of impulsivity and internalizing problems in the relationship between childhood neglect and motives for opiate use. Seventy-two adolescent opiate users were recruited for the study. Participants completed assessments of childhood abuse history, distress, impulsiveness and motives for substance use as well as a socio-demographic information sheet. Findings from bootstrap mediator analyses indicated that distress, but not impulsiveness, mediated the relationship between childhood emotional abuse and expansion and enhancement motives for substance use. The current study provides preliminary evidence that internalizing problems may function as a mechanism linking prior childhood experiences of emotional neglect to subsequent motives for substance use. Clinical implications of these findings suggest that targeting emotion dysregulation problems may be an effective adjunct in the treatment of adolescents with a history of childhood maltreatment that are at risk for substance use. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=childhood%20neglect" title="childhood neglect">childhood neglect</a>, <a href="https://publications.waset.org/abstracts/search?q=impulsiveness" title=" impulsiveness"> impulsiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=internalizing%20problems" title=" internalizing problems"> internalizing problems</a>, <a href="https://publications.waset.org/abstracts/search?q=substance%20use%20motives" title=" substance use motives "> substance use motives </a> </p> <a href="https://publications.waset.org/abstracts/33926/identifying-factors-linking-childhood-neglect-to-opiate-use" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33926.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">464</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24</span> Emotion and Risk Taking in a Casino Game</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yulia%20V.%20Krasavtseva">Yulia V. Krasavtseva</a>, <a href="https://publications.waset.org/abstracts/search?q=Tatiana%20V.%20Kornilova"> Tatiana V. Kornilova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Risk-taking behaviors are not only dictated by cognitive components but also involve emotional aspects. Anticipatory emotions, involving both cognitive and affective mechanisms, are involved in decision-making in general, and risk-taking in particular. Affective reactions are prompted when an expectation or prediction is either validated or invalidated in the achieved result. This study aimed to combine predictions, anticipatory emotions, affective reactions, and personality traits in the context of risk-taking behaviors. An experimental online method Emotion and Prediction In a Casino (EPIC) was used, based on a casino-like roulette game. In a series of choices, the participant is presented with progressively riskier roulette combinations, where the potential sums of wins and losses increase with each choice and the participant is given a choice: to 'walk away' with the current sum of money or to 'play' the displayed roulette, thus accepting the implicit risk. Before and after the result is displayed, participants also rate their emotions, using the Self-Assessment Mannequin [Bradley, Lang, 1994], picking a picture, representing the intensity of pleasure, arousal, and dominance. The following personality measures were used: 1) Personal Decision-Making Factors [Kornilova, 2003] assessing risk and rationality; 2) I7 – Impulsivity Questionnaire [Kornilova, 1995] assessing impulsiveness, risk readiness, and empathy and 3) Subjective Risk Intelligence Scale [Craparo et al., 2018] assessing negative attitude toward uncertainty, emotional stress vulnerability, imaginative capability, and problem-solving self-efficacy. Two groups of participants took part in the study: 1) 98 university students (Mage=19.71, SD=3.25; 72% female) and 2) 94 online participants (Mage=28.25, SD=8.25; 89% female). Online participants were recruited via social media. Students with high rationality rated their pleasure and dominance before and after choices as lower (ρ from -2.6 to -2.7, p < 0.05). Those with high levels of impulsivity rated their arousal lower before finding out their result (ρ from 2.5 - 3.7, p < 0.05), while also rating their dominance as low (ρ from -3 to -3.7, p < 0.05). Students prone to risk-rated their pleasure and arousal before and after higher (ρ from 2.5 - 3.6, p < 0.05). High empathy was positively correlated with arousal after learning the result. High emotional stress vulnerability positively correlates with arousal and pleasure after the choice (ρ from 3.9 - 5.7, p < 0.05). Negative attitude to uncertainty is correlated with high anticipatory and reactive arousal (ρ from 2.7 - 5.7, p < 0.05). High imaginative capability correlates negatively with anticipatory and reactive dominance (ρ from - 3.4 to - 4.3, p < 0.05). Pleasure (.492), arousal (.590), and dominance (.551) before and after the result were positively correlated. Higher predictions positively correlated with reactive pleasure and arousal. In a riskier scenario (6/8 chances to win), anticipatory arousal was negatively correlated with the pleasure emotion (-.326) and vice versa (-.265). Correlations occur regardless of the roulette outcome. In conclusion, risk-taking behaviors are linked not only to personality traits but also to anticipatory emotions and affect in a modeled casino setting. Acknowledgment: The study was supported by the Russian Foundation for Basic Research, project 19-29-07069. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anticipatory%20emotions" title="anticipatory emotions">anticipatory emotions</a>, <a href="https://publications.waset.org/abstracts/search?q=casino%20game" title=" casino game"> casino game</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20taking" title=" risk taking"> risk taking</a>, <a href="https://publications.waset.org/abstracts/search?q=impulsiveness" title=" impulsiveness"> impulsiveness</a> </p> <a href="https://publications.waset.org/abstracts/116810/emotion-and-risk-taking-in-a-casino-game" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/116810.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">133</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">23</span> Rumination in Borderline Personality Disorder: A Meta-Analytic Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mara%20J.%20Richman">Mara J. Richman</a>, <a href="https://publications.waset.org/abstracts/search?q=Zsolt%20Unoka"> Zsolt Unoka</a>, <a href="https://publications.waset.org/abstracts/search?q=Robert%20Dudas"> Robert Dudas</a>, <a href="https://publications.waset.org/abstracts/search?q=Zsolt%20Demetrovics"> Zsolt Demetrovics</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Borderline personality disorder (BPD) is characterized by deficits in emotion regulation and effective liability. Of this domain, ruminative behaviors have been considered a core feature of emotion dysregulation difficulties. Taking this into consideration, a meta-analysis was performed to assess how BPD symptoms correlate with rumination, while also considering clinical moderator variables such as comorbidity, GAF score, and type of BPD symptom and demographic moderator variables such as age, gender, and education level. Analysis of correlation across rumination domains for the entire sample revealed a medium overall correlation. When assessing types of rumination, the largest correlation was among pain rumination followed by anger, depressive, and anxious rumination. Furthermore, affective instability had the strongest correlation with increased rumination, followed by unstable relationships, identity disturbance, and self-harm/ impulsivity, respectively. Demographic variables showed no significance. Clinical implications are considered and further therapeutic interventions are discussed in the context of rumination. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=borderline%20personality%20disorder" title="borderline personality disorder">borderline personality disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=meta-analysis" title=" meta-analysis"> meta-analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=rumination" title=" rumination"> rumination</a>, <a href="https://publications.waset.org/abstracts/search?q=symptoms" title=" symptoms"> symptoms</a> </p> <a href="https://publications.waset.org/abstracts/88367/rumination-in-borderline-personality-disorder-a-meta-analytic-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88367.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">194</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22</span> On-Line Impulse Buying and Cognitive Dissonance: The Moderating Role of the Positive Affective State</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=G.%20Mattia">G. Mattia</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Di%20Leo"> A. Di Leo</a>, <a href="https://publications.waset.org/abstracts/search?q=L.%20Principato"> L. Principato</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purchase impulsiveness is preceded by a lack of self-control: consequently, it is legitimate to believe that a consumer with a low level of self-control can result in a higher probability of cognitive dissonance. Moreover, the process of purchase is influenced by the pre-existing affective state in a considerable way. With reference to on-line purchases, digital behavior cannot be merely ascribed to the rational sphere, given the speed and ease of transactions and the hedonistic dimension of purchases. To our knowledge, this research is among the first cases of verification of the effect of moderation exerted by the positive affective state in the on-line impulse purchase of products with a high expressive value such as a smartphone on the occurrence of cognitive dissonance. To this aim, a moderation analysis was conducted on a sample of 212 impulsive millennials buyers. Three scales were adopted to measure the constructs of interest: IBTS for impulsivity, PANAS for the affective state, Sweeney for cognitive dissonance. The analysis revealed that positive affective state does not affect the onset of cognitive dissonance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20dissonance" title="cognitive dissonance">cognitive dissonance</a>, <a href="https://publications.waset.org/abstracts/search?q=impulsive%20buying" title=" impulsive buying"> impulsive buying</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20shopping" title=" online shopping"> online shopping</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20consumer%20behavior" title=" online consumer behavior"> online consumer behavior</a> </p> <a href="https://publications.waset.org/abstracts/113861/on-line-impulse-buying-and-cognitive-dissonance-the-moderating-role-of-the-positive-affective-state" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/113861.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">154</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">21</span> Effects of Nicotine on Symptoms Associated with Attention Deficit Hyperactivity Disorder: A Systematic Literature Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Daniella%20Hirwa">Daniella Hirwa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Attention Deficit Hyperactivity Disorder (ADHD) is associated with several risk-taking behaviors, including drug use and smoking. Such risk-taking behaviors are often a result of an attempt to self-manage symptoms associated with ADHD. The present review investigates the effects of nicotine on symptoms associated with ADHD. This systematic literature review was conducted for 2017-2024 using keywords associated with ADHD, smoking, and nicotine. The results indicate that individuals with ADHD start smoking earlier than those without ADHD, and it is believed that this prevalence and the higher rates of smoking are due to improvements in cognitive and executive function, attention, and impulsivity due to the effect that nicotine has on dopamine release. Longitudinal studies with larger sample sizes and comprehensive health history and cognitive testing are required to gain more insight into the ways that nicotine affects ADHD symptoms and the context by which smoking is used as a method of self-treatment to help aid the development of nicotine-based treatment options that do not pose the same health risks as smoking. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ADHD" title="ADHD">ADHD</a>, <a href="https://publications.waset.org/abstracts/search?q=nicotine" title=" nicotine"> nicotine</a>, <a href="https://publications.waset.org/abstracts/search?q=risk-taking%20behaviors" title=" risk-taking behaviors"> risk-taking behaviors</a>, <a href="https://publications.waset.org/abstracts/search?q=smoking" title=" smoking"> smoking</a> </p> <a href="https://publications.waset.org/abstracts/182895/effects-of-nicotine-on-symptoms-associated-with-attention-deficit-hyperactivity-disorder-a-systematic-literature-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182895.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">48</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">20</span> Naltrexone and Borderline Personality Disorder: A Brief Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Azadeh%20Moghaddas">Azadeh Moghaddas</a>, <a href="https://publications.waset.org/abstracts/search?q=Mehrnoush%20Dianatkhah"> Mehrnoush Dianatkhah</a>, <a href="https://publications.waset.org/abstracts/search?q=Padideh%20Ghaeli"> Padideh Ghaeli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main characteristics of borderline personality disorder (BPD) are instable regulation of affect and self-image, impulsive behavior, and lack of interpersonal relationships. Clinically, emotional dysregulation, impulsive aggression, repeated self-injury, and suicidal thought are noted with this disorder. Proper management of patients with BPD is a difficult challenge due to the complex features of this disorder. Pharmacotherapy of BPD in order to control impulsive behavior and to stabilize affect in patients with BPD has been receiving a lot of attention. Anticonvulsant agents such as topiramate, valproate, or lamotrigine, atypical antipsychotics such as aripiprazole and olanzapine and antidepressants such as monoamine oxidase inhibitors and selective serotonin reuptake inhibitors like fluvoxamine have been implicated in the treatment of BPD. Unfortunately, none of these medications can be used alone or even in combination as sole treatment of BPD. Medications may be used mostly to resolve or reduce impulsivity and aggression in these patients. Naltrexone (NTX), a nonspecific competitive opiate antagonist has been suggested, in the literature, to control self-injurious behavior (SIB) and dissociative symptoms in patients with BPD. This brief review has been intended to look at all documented evidence on the use of NTX in the management of BPD and to reach a comprehensive conclusion. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=borderline%20personality%20disorder" title="borderline personality disorder">borderline personality disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=naltrexone" title=" naltrexone"> naltrexone</a>, <a href="https://publications.waset.org/abstracts/search?q=self-injurious%20behavior" title=" self-injurious behavior"> self-injurious behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=dissociative%20symptoms" title=" dissociative symptoms"> dissociative symptoms</a> </p> <a href="https://publications.waset.org/abstracts/45438/naltrexone-and-borderline-personality-disorder-a-brief-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45438.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">297</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19</span> The Role of College Teachers’ in Identifying Attention Deficit Hyperactivity Disorder in Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hargunjeet%20Shergill">Hargunjeet Shergill</a>, <a href="https://publications.waset.org/abstracts/search?q=Palwinder%20Singh"> Palwinder Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present paper analyzes the lack of teachers' awareness and knowledge regarding the Attention Deficit Hyperactivity Disorder in the college students. Attention deficit hyperactivity disorder causes individuals to consistently display extreme inattention, impulsivity and in many cases hyperactivity as a result of the physiological differences of the brain. Teachers have a formative influence on their students and can play a key role in identifying and supporting students with Attention Deficit/Hyperactivity Disorder (ADHD). Despite the pervasiveness and salience of this disorder, educators at college continue to labor under a number of misconceptions about the nature of ADHD. In order to fulfill this important role, it is imperative for teachers to have explicit knowledge about this disorder. ADHD in college students remains the most under-recognized and undertreated mental health condition. The overall aim of this study is to investigate teachers’ knowledge and misconceptions of ADHD with a particular focus on recognition, assessment and management of ADHD in adult college students. It designed to assess the college teachers' knowledge, opinions, and experience related to the diagnosis of attention-deficit/hyperactivity disorder (ADHD) and by maintaining open lines of communication with the students and understanding some key elements that can affect students’ overall growth and ability. The discussion focuses on the value of the role of teachers and their relationship with each college student dealing with ADHD. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attention%20deficit%20hyperactivity%20disorder" title="attention deficit hyperactivity disorder">attention deficit hyperactivity disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=development%20of%20ADHD" title=" development of ADHD"> development of ADHD</a>, <a href="https://publications.waset.org/abstracts/search?q=diagnostic%20criteria" title=" diagnostic criteria"> diagnostic criteria</a>, <a href="https://publications.waset.org/abstracts/search?q=role%20of%20teachers" title=" role of teachers"> role of teachers</a> </p> <a href="https://publications.waset.org/abstracts/72914/the-role-of-college-teachers-in-identifying-attention-deficit-hyperactivity-disorder-in-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72914.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">216</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18</span> Prevalence and the Results of the Czech Nationwide Survey and Personality Traits of Adolescence Playing Computer Games</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jaroslava%20Sucha">Jaroslava Sucha</a>, <a href="https://publications.waset.org/abstracts/search?q=Martin%20Dolejs"> Martin Dolejs</a>, <a href="https://publications.waset.org/abstracts/search?q=Helena%20Pipova"> Helena Pipova</a>, <a href="https://publications.waset.org/abstracts/search?q=Panajotis%20Cakirpaloglu"> Panajotis Cakirpaloglu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper introduces the research project which is focused on evaluating the level of pathological relation towards computer or video games playing (including any games played by using a screen such as a mobile or a tablet). The study involves representative sample of the Czech adolescents between ages 11 and 19. This poster presents the psychometric indicators of the new psychologic assessment method (mean, standard deviation, reliability, validity) which will be able to detect an acceptable level of games’ playing and at the same time will detect and describe the level of gaming which might be potentially risky. The prevalence of risky computer game playing at Czech adolescents in age 11 to 19 will be mentioned. The research study also aims to describe the personality profile of the problematic players with respect to the digital games. The research area will encompass risky behaviour, aggression, the level of self-esteem, impulsivity, anxiety and depression. The contribution will introduce a new test method for the assessment of pathological playing computer games. The research will give the first screening information of playing computer games in the Czech Republic by adolescents between 11-19 years. The results clarify what relationship exists between playing computer games and selected personality characteristics (it will describe personality of the gamer, who is in the category of ‘pathological playing computer games’). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adolescence" title="adolescence">adolescence</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20games" title=" computer games"> computer games</a>, <a href="https://publications.waset.org/abstracts/search?q=personality%20traits" title=" personality traits"> personality traits</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20behaviour" title=" risk behaviour"> risk behaviour</a> </p> <a href="https://publications.waset.org/abstracts/80048/prevalence-and-the-results-of-the-czech-nationwide-survey-and-personality-traits-of-adolescence-playing-computer-games" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/80048.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">239</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17</span> Comparing the Efficacy of Quantitative Electroencephalogram-Based Neurofeedback Therapy Program versus Organizational Skills Training Program to Reduce the Core Symptoms among Children Group of ADHD</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Radwa%20R.%20El-Saadany">Radwa R. El-Saadany </a>, <a href="https://publications.waset.org/abstracts/search?q=Medhat%20Abu%20Zeid"> Medhat Abu Zeid</a>, <a href="https://publications.waset.org/abstracts/search?q=Tarek%20Omar"> Tarek Omar</a>, <a href="https://publications.waset.org/abstracts/search?q=Marwa%20S.%20Maqsoud"> Marwa S. Maqsoud</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Attention deﬁcit/hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders characterized by attention deficit, hyperactivity, and impulsivity. Neurofeedback (NF) is one of the neurotherapy treatments that cause brain wave changes. Method: The current pseudo-experimental study with a pre–post-test design was conducted on a population of children with attention deficit hyperactivity disorder (ADHD).The sample size comprised of (30) children selected by random sampling method and assigned to two therapeutic groups: First therapeutic group received a neurofeedback program. Based on QEEG, it reached (10) children. The second therapeutic group received an organization skills training program, it reached (10) and the control group that did not receive programs, it reached (10) children. Results: There are significant differences between pre- and post-assessments among therapeutic groups in reducing the three core symptoms of ADHD in favor of post measurement. There are no significant differences between post-assessment and follow up measurement of the therapeutic groups. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=QEEG-based%20neurofeedback%20therapy%20program" title="QEEG-based neurofeedback therapy program">QEEG-based neurofeedback therapy program</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20skills%20training%20program" title=" organizational skills training program"> organizational skills training program</a>, <a href="https://publications.waset.org/abstracts/search?q=attention%20deficit%20hyperactivity%20disorder" title=" attention deficit hyperactivity disorder"> attention deficit hyperactivity disorder</a> </p> <a href="https://publications.waset.org/abstracts/148932/comparing-the-efficacy-of-quantitative-electroencephalogram-based-neurofeedback-therapy-program-versus-organizational-skills-training-program-to-reduce-the-core-symptoms-among-children-group-of-adhd" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148932.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">77</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16</span> Working Memory Growth from Kindergarten to First Grade: Considering Impulsivity, Parental Discipline Methods and Socioeconomic Status</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ayse%20Cobanoglu">Ayse Cobanoglu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Working memory can be defined as a workspace that holds and regulates active information in mind. This study investigates individual changes in children's working memory from kindergarten to first grade. The main purpose of the study is whether parental discipline methods and child impulsive/overactive behaviors affect children's working memory initial status and growth rate, controlling for gender, minority status, and socioeconomic status (SES). A linear growth curve model with the first four waves of the Early Childhood Longitudinal Study-Kindergarten Cohort of 2011 (ECLS-K:2011) is performed to analyze the individual growth of children's working memory longitudinally (N=3915). Results revealed that there is a significant variation among students' initial status in the kindergarten fall semester as well as the growth rate during the first two years of schooling. While minority status, SES, and children's overactive/impulsive behaviors influenced children's initial status, only SES and minority status were significantly associated with the growth rate of working memory. For parental discipline methods, such as giving a warning and ignoring the child's negative behavior, are also negatively associated with initial working memory scores. Following that, students' working memory growth rate is examined, and students with lower SES as well as minorities showed a faster growth pattern during the first two years of schooling. However, the findings of parental disciplinary methods on working memory growth rates were mixed. It can be concluded that schooling helps low-SES minority students to develop their working memory. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=growth%20curve%20modeling" title="growth curve modeling">growth curve modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=impulsive%2Foveractive%20behaviors" title=" impulsive/overactive behaviors"> impulsive/overactive behaviors</a>, <a href="https://publications.waset.org/abstracts/search?q=parenting" title=" parenting"> parenting</a>, <a href="https://publications.waset.org/abstracts/search?q=working%20memory" title=" working memory"> working memory</a> </p> <a href="https://publications.waset.org/abstracts/114758/working-memory-growth-from-kindergarten-to-first-grade-considering-impulsivity-parental-discipline-methods-and-socioeconomic-status" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/114758.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">135</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15</span> A Study on the Ideal and Actual Coping Responses of Public and Private College School Teachers on Job-Related Stress</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zaralyn%20Bernardo">Zaralyn Bernardo</a>, <a href="https://publications.waset.org/abstracts/search?q=Dante%20Boac"> Dante Boac</a>, <a href="https://publications.waset.org/abstracts/search?q=Annabelle%20Del%20Rosario"> Annabelle Del Rosario</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Professional individuals who are in a primary role to impart learning with the new generation are alarmingly tend to have a vast decrease in their workforce due to stress at work. Thus, the study used mixed method research design to explore the ideal and actual coping patterns of college school teachers, both private and public, using Coping Response Inventory-Adult (CRI-Adult). It was suggested that in order for coping to be effective there must be a congruence or good match between coping efforts and preferred coping style. Results basically provided the same information on sources of teacher stress. However, workload and low salary were more likely heightened, for public and private school, respectively. There is also a significant difference between the ideal and actual coping style of college school teachers. Though the public school teachers leaned towards problem-focused as their ideal way of coping, both public and private teachers are somewhat inclined to use emotion-focused coping in actual situation. Results of FGD identified the factors that contribute to the incongruence or mismatch in their preferred style of coping and actual efforts to cope. Identified factors based on thematic analysis (TA) are clustered into themes such as affectivity and rehearsal of the preferred coping responses, sensitivity to pressure impairs coping efficacy, seeking for social acceptance and approval, indefinite appraisal of perceived stress, emotional dysregulation, and impulsivity, immediate desire to terminate negative emotion and adversity. Most of the factors somewhat provide partial elucidation on the engagement of the respondents on emotion-focused coping. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=coping%20responses%20subtypes" title="coping responses subtypes">coping responses subtypes</a>, <a href="https://publications.waset.org/abstracts/search?q=appraisal" title=" appraisal"> appraisal</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20stress" title=" teacher stress"> teacher stress</a>, <a href="https://publications.waset.org/abstracts/search?q=ideal%20and%20actual%20coping" title=" ideal and actual coping"> ideal and actual coping</a> </p> <a href="https://publications.waset.org/abstracts/102647/a-study-on-the-ideal-and-actual-coping-responses-of-public-and-private-college-school-teachers-on-job-related-stress" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/102647.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">165</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14</span> The Effect of an Abnormal Prefrontal Cortex on the Symptoms of Attention Deficit/Hyperactivity Disorder</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Irene%20M.%20Arora">Irene M. Arora</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Hypothesis: Attention Deficit Hyperactivity Disorder is the result of an underdeveloped prefrontal cortex which is the primary cause for the signs and symptoms seen as defining features of ADHD. Methods: Through ‘PubMed’, ‘Wiley’ and ‘Google Scholar’ studies published between 2011-2018 were evaluated, determining if a dysfunctional prefrontal cortex caused the characteristic symptoms associated with ADHD. The search terms "prefrontal cortex", "Attention-Deficit/Hyperactivity Disorder", "cognitive control", "frontostriatal tract" among others, were used to maximize the assortment of relevant studies. Excluded papers were systematic reviews, meta-analyses and publications published before 2010 to ensure clinical relevance. Results: Nine publications were analyzed in this review, all of which were non-randomized matched control studies. Three studies found a decrease in the functional integrity of the frontostriatal tract fibers in conjunction with four studies finding impaired frontal cortex stimulation. Prefrontal dysfunction, specifically medial and orbitofrontal areas, displayed abnormal functionality of reward processing in ADHD patients when compared to their normal counterparts. A total of 807 subjects were studied in this review, yielding that a little over half (54%) presented with remission of symptoms in adulthood. Conclusion: While the prefrontal cortex shows the highest consistency of impaired activity and thinner volumes in patients with ADHD, this is a heterogenous disorder implicating its pathophysiology to the dysfunction of other neural structures as well. However, remission of ADHD symptomatology in adulthood was found to be attributable to increased prefrontal functional connectivity and integration, suggesting a key role for the prefrontal cortex in the development of ADHD. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=prefrontal%20cortex" title="prefrontal cortex">prefrontal cortex</a>, <a href="https://publications.waset.org/abstracts/search?q=ADHD" title=" ADHD"> ADHD</a>, <a href="https://publications.waset.org/abstracts/search?q=inattentive" title=" inattentive"> inattentive</a>, <a href="https://publications.waset.org/abstracts/search?q=impulsivity" title=" impulsivity"> impulsivity</a>, <a href="https://publications.waset.org/abstracts/search?q=reward%20processing" title=" reward processing"> reward processing</a> </p> <a href="https://publications.waset.org/abstracts/147255/the-effect-of-an-abnormal-prefrontal-cortex-on-the-symptoms-of-attention-deficithyperactivity-disorder" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147255.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">120</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13</span> The Complex Relationship Between IQ and Attention Deficit Hyperactivity Disorder Symptoms: Insights From Behaviors, Cognition, and Brain in 5,138 Children With Attention Deficit Hyperactivity Disorder</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ningning%20Liu">Ningning Liu</a>, <a href="https://publications.waset.org/abstracts/search?q=Gaoding%20Jia"> Gaoding Jia</a>, <a href="https://publications.waset.org/abstracts/search?q=Yinshan%20Wang"> Yinshan Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Haimei%20Li"> Haimei Li</a>, <a href="https://publications.waset.org/abstracts/search?q=Xinian%20Zuo"> Xinian Zuo</a>, <a href="https://publications.waset.org/abstracts/search?q=Yufeng%20Wang"> Yufeng Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Lu%20Liu"> Lu Liu</a>, <a href="https://publications.waset.org/abstracts/search?q=Qiujin%20Qian"> Qiujin Qian</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: There has been speculation that a high IQ may not necessarily provide protection against attention deficit hyperactivity disorder (ADHD), and there may be a U-shaped correlation between IQ and ADHD symptoms. However, this speculation has not been validated in the ADHD population in any study so far. Method: We conducted a study with 5,138 children who have been professionally diagnosed with ADHD and have a wide range of IQ levels. General Linear Models were used to determine the optimal model between IQ and ADHD core symptoms with sex and age as covariates. The ADHD symptoms we looked at included the total scores (TO), inattention (IA) and hyperactivity/impulsivity (HI). Wechsler Intelligence scale were used to assess IQ [Full-Scale IQ (FSIQ), Verbal IQ (VIQ), and Performance IQ (PIQ)]. Furthermore, we examined the correlation between IQ and the execution function [Behavior Rating Inventory of Executive Function (BRIEF)], as well as between IQ and brain surface area, to determine if the associations between IQ and ADHD symptoms are reflected in executive functions and brain structure. Results: Consistent with previous research, the results indicated that FSIQ and VIQ both showed a linear negative correlation with the TO and IA scores of ADHD. However, PIQ showed an inverted U-shaped relationship with the TO and HI scores of ADHD, with 103 as the peak point. These findings were also partially reflected in the relationship between IQ and executive functions, as well as IQ and brain surface area. Conclusion: To sum up, the relationship between IQ and ADHD symptoms is not straightforward. Our study confirms long-standing academic hypotheses and finds that PIQ exhibits an inverted U-shaped relationship with ADHD symptoms. This study enhances our understanding of symptoms and behaviors of ADHD with varying IQ characteristics and provides some evidence for targeted clinical intervention. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ADHD" title="ADHD">ADHD</a>, <a href="https://publications.waset.org/abstracts/search?q=IQ" title=" IQ"> IQ</a>, <a href="https://publications.waset.org/abstracts/search?q=execution%20function" title=" execution function"> execution function</a>, <a href="https://publications.waset.org/abstracts/search?q=brain%20imaging" title=" brain imaging"> brain imaging</a> </p> <a href="https://publications.waset.org/abstracts/181244/the-complex-relationship-between-iq-and-attention-deficit-hyperactivity-disorder-symptoms-insights-from-behaviors-cognition-and-brain-in-5138-children-with-attention-deficit-hyperactivity-disorder" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/181244.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">64</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12</span> Personality-Focused Intervention for Adolescents: Impact on Bullying and Distress</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Erin%20V.%20Kelly">Erin V. Kelly</a>, <a href="https://publications.waset.org/abstracts/search?q=Nicola%20C.%20Newton"> Nicola C. Newton</a>, <a href="https://publications.waset.org/abstracts/search?q=Lexine%20A.%20Stapinski"> Lexine A. Stapinski</a>, <a href="https://publications.waset.org/abstracts/search?q=Maree%20Teesson"> Maree Teesson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: There is a lack of targeted prevention programs for reducing bullying and distress among adolescents involved in bullying. The current study aimed to examine the impact of a personality-targeted intervention (Preventure) on bullying (victimization and perpetration) and distress among adolescent victims/bullies with high-risk personality types. Method: A cluster randomized trial (RCT) was conducted in 26 secondary schools (2190 students) in NSW and Victoria, Australia, as part of the Climate Schools and Preventure trial. The schools were randomly allocated to Preventure (13 schools received Preventure, 13 did not). Students were followed up at 4 time points (6, 12, 24 and 36 months post-baseline). Preventure involves two group sessions, based on cognitive behavioral therapy, and tailored to four personality types shown to increase risk of substance misuse and other emotional and behavioural problems, including impulsivity, sensation-seeking, anxiety sensitivity and hopelessness. Students were allocated to the personality-targeted groups based on their scores on the Substance Use Risk Profile Scale. Bullying was measured using an amended version of the Revised Olweus Bully/Victim Scale. Psychological distress was measured using the Kessler Psychological Distress Scale. Results: Among high-risk students classified as victims at baseline, those in Preventure schools reported significantly less victimization and distress over time than those in control schools. Among high-risk students classified as bullies at baseline, those in Preventure schools reported significantly less distress over time than those in control schools (no difference for perpetration). Conclusion: Preventure is a promising intervention for reducing bullying victimization and psychological distress among adolescents involved in bullying. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adolescents" title="adolescents">adolescents</a>, <a href="https://publications.waset.org/abstracts/search?q=bullying" title=" bullying"> bullying</a>, <a href="https://publications.waset.org/abstracts/search?q=personality" title=" personality"> personality</a>, <a href="https://publications.waset.org/abstracts/search?q=prevention" title=" prevention"> prevention</a> </p> <a href="https://publications.waset.org/abstracts/77660/personality-focused-intervention-for-adolescents-impact-on-bullying-and-distress" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77660.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">225</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11</span> The Effect of Attention-Deficit/Hyperactivity Disorder on Additional Language Learning: Voices of English as a Foreign Language Teachers in Poland</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Agnieszka%20Ka%C5%82donek-Crnjakovi%C4%87">Agnieszka Kałdonek-Crnjaković</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research on Attention-Deficit/Hyperactivity Disorder (ADHD) is abundant but not in the field of applied linguistics and foreign or second language education. To fill this research gap, the present study aimed to investigate the effect of ADHD on skills and systems development in a second and foreign language from the teacher's perspective. The participants were 51 English as a foreign language (EFL) teachers in Poland working in state pre-, primary, and high schools. Research questions were as follows: Do ADHD-type behaviors affect EFL learning of the individual with the condition and their classmates to the same extent considering different educational settings and specific skills and systems? And To what extent do ADHD-type behaviors affect ESL/EFL skills and systems considering different ADHD presentations? Data were collected by means of a questionnaire distributed via a Google form. It contained 14 statements on a six-point Likert scale related to the effect of ADHD on specific language skills and systems in the context of an individual with the condition and their classmates and situations related to inattention and hyperactivity/impulsivity presentations of the condition, where the participants needed to identify skills and systems affected by the given ADHD manifestation. The results show that ADHD affects all language skills and systems development in both the individual with the condition and their classmates, but this effect is more significant in the latter. However, ADHD affected skills and systems to a different degree; writing skills were reported as the most affected by this disorder. Also, the effect of ADHD differed depending on the educational setting, being the highest in high school and lowest in the first three grades of primary school. These findings will be discussed in the context of foreign/second language teaching in the school context, considering different phases of education as well as future research on ADHD and language learning and teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ADHD" title="ADHD">ADHD</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20teachers" title=" EFL teachers"> EFL teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%2Fsecond%20language%20learning" title=" foreign/second language learning"> foreign/second language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20skills%20and%20systems%20development" title=" language skills and systems development"> language skills and systems development</a> </p> <a href="https://publications.waset.org/abstracts/164673/the-effect-of-attention-deficithyperactivity-disorder-on-additional-language-learning-voices-of-english-as-a-foreign-language-teachers-in-poland" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164673.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">75</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10</span> Strengths and Challenges to Embrace Attention Deficit/Hyperactivity Disorder (ADHD) in Employment: A Systematic Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ad%C3%A8le%20Hotte-Meunier">Adèle Hotte-Meunier</a>, <a href="https://publications.waset.org/abstracts/search?q=Lisa%20Sarraf"> Lisa Sarraf</a>, <a href="https://publications.waset.org/abstracts/search?q=Alan%20Bougeard"> Alan Bougeard</a>, <a href="https://publications.waset.org/abstracts/search?q=F%C3%A9licia%20Bernier"> Félicia Bernier</a>, <a href="https://publications.waset.org/abstracts/search?q=Chlo%C3%A9%20Voyer"> Chloé Voyer</a>, <a href="https://publications.waset.org/abstracts/search?q=Jiaxuan%20Deng"> Jiaxuan Deng</a>, <a href="https://publications.waset.org/abstracts/search?q=St%C3%A9phanie%20El%20Asmar"> Stéphanie El Asmar</a>, <a href="https://publications.waset.org/abstracts/search?q=Alina%20Stamate"> Alina Stamate</a>, <a href="https://publications.waset.org/abstracts/search?q=Marc%20Corbi%C3%A8re"> Marc Corbière</a>, <a href="https://publications.waset.org/abstracts/search?q=Patrizia%20Villotti"> Patrizia Villotti</a>, <a href="https://publications.waset.org/abstracts/search?q=Genevi%C3%A8ve%20Sauv%C3%A9"> Geneviève Sauvé</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Attention-Deficit/Hyperactivity Disorder (ADHD) is characterized by a persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with psychosocial, educational and occupational functioning. Although often conceptualized as a developmental disorder of childhood, 65% of children with ADHD continue to meet full or partial diagnostic criteria for ADHD in adulthood and an estimated 4% of the workforce has a diagnosis of ADHD. Methods: A systematic review was conducted to understand the experiences of people living with ADHD in the workplace. Articles reporting employment outcomes for people living with were identified by a search in eight databases on four separate occasions from June 27, 2022, to June 21, 2023. A risk of bias assessment for each study was performed using the Mixed Methods Appraisal Tool (MMAT). Results: A total of 79 studies were included in this systematic review (nADHD: 68, 216). Results were synthesized into three broad overarching categories: challenges, strengths and adaptations at work. Further, nine themes were included: ADHD symptoms at work, workplace performance, job satisfaction, interpersonal relationships at work, maladaptive work thoughts and behaviors, personal strengths, embracing ADHD, person-environment fit and accommodations and support. Sex differences were highlighted as a tenth subtheme. ADHD confers both strengths and limitations related to employment. Discussion: Workers with ADHD can not only adapt but thrive in employment with the right person-environment fit, accommodations and support. Many challenges related to ADHD can be managed or remodeled as assets in a workplace environment that fosters acceptance, flexible working practices and openness to neurodiversity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=neurodivergence" title="neurodivergence">neurodivergence</a>, <a href="https://publications.waset.org/abstracts/search?q=occupation" title=" occupation"> occupation</a>, <a href="https://publications.waset.org/abstracts/search?q=workplace" title=" workplace"> workplace</a>, <a href="https://publications.waset.org/abstracts/search?q=person-environment%20fit" title=" person-environment fit"> person-environment fit</a> </p> <a href="https://publications.waset.org/abstracts/172901/strengths-and-challenges-to-embrace-attention-deficithyperactivity-disorder-adhd-in-employment-a-systematic-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172901.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">107</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=impulsivity&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=impulsivity&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> 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