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Research suggests that children with developmental dyscalculia (DD) have deficits in basic numerical skills. However, there is conflicting evidence on whether basic numerical skills in children with DD are qualitatively different from those in typically developing children (TD) or whether basic numerical skills development in children with DD is simply delayed. In addition, there are also competing hypotheses about deficits in basic numerical skills, assuming (1) a general deficit in representing numerosities (Approximate Number System, ANS), (2) specific deficits in an object-based attentional system (Object Tracking System, OTS), or (3) deficits in accessing numerosities from symbols (Access Deficit, AD). Hence, the purpose of this study was to investigate whether deficits in basic numerical skills in children with DD are more indicative of a developmental delay or a dyscalculia-specific qualitative deviation and whether these deficits result from (selective) impairment of core cognitive systems involved in numerical processing. To address this, we tested 480 children (68 DD and 412 TD) in the 2nd, 3rd, and 4th grades with different paradigms for basic numerical skills (subitizing, counting, magnitude comparison tasks, number sets, and number line estimation tasks). The results revealed that DD children's impairments did not indicate qualitatively different basic numerical skills but instead pointed to a specific developmental delay, with the exception of dot enumeration. This result was corroborated when comparing mathematical profiles of DD children in 4th grade and TD children in 2nd grade, suggesting that DD children were developmentally delayed and not qualitatively different. In addition, specific deficits in core markers of numeracy in children with DD supported the ANS deficit rather than the AD and OTS deficit hypothesis. [ABSTRACT FROM AUTHOR]

Research suggests that children with developmental dyscalculia (DD) have deficits in basic numerical skills. However, there is conflicting evidence on whether basic numerical skills in children with DD are qualitatively different from those in typically developing children (TD) or whether basic numerical skills development in children with DD is simply delayed. In addition, there are also competing hypotheses about deficits in basic numerical skills, assuming (1) a general deficit in representing numerosities (Approximate Number System, ANS), (2) specific deficits in an object-based attentional system (Object Tracking System, OTS), or (3) deficits in accessing numerosities from symbols (Access Deficit, AD). Hence, the purpose of this study was to investigate whether deficits in basic numerical skills in children with DD are more indicative of a developmental delay or a dyscalculia-specific qualitative deviation and whether these deficits result from (selective) impairment of core cognitive systems involved in numerical processing. To address this, we tested 480 children (68 DD and 412 TD) in the 2nd, 3rd, and 4th grades with different paradigms for basic numerical skills (subitizing, counting, magnitude comparison tasks, number sets, and number line estimation tasks). The results revealed that DD children's impairments did not indicate qualitatively different basic numerical skills but instead pointed to a specific developmental delay, with the exception of dot enumeration. This result was corroborated when comparing mathematical profiles of DD children in 4th grade and TD children in 2nd grade, suggesting that DD children were developmentally delayed and not qualitatively different. In addition, specific deficits in core markers of numeracy in children with DD supported the ANS deficit rather than the AD and OTS deficit hypothesis. [ABSTRACT FROM AUTHOR]

Process data are becoming more and more popular in education research. In the field of computer-based assessments of collaborative problem solving (ColPS), process data have been used to identify students' test-taking strategies while working on the assessment, and such data can be used to complement data collected on accuracy and overall performance. Such information can be used to understand, for example, whether students are able to use a range of styles and strategies to solve different problems, given evidence that such cognitive flexibility may be important in labor markets and societies. In addition, process information might help researchers better identify the determinants of poor performance and interventions that can help students succeed. However, this line of research, particularly research that uses these data to profile students, is still in its infancy and has mostly been centered on small- to medium-scale collaboration settings between people (i.e., the human-to-human approach). There are only a few studies involving large-scale assessments of ColPS between a respondent and computer agents (i.e., the human-to-agent approach), where problem spaces are more standardized and fewer biases and confounds exist. In this study, we investigated students' ColPS behavioral patterns using latent profile analyses (LPA) based on two types of process data (i.e., response times and the number of actions) collected from the Program for International Student Assessment (PISA) 2015 ColPS assessment, a large-scale international assessment of the human-to-agent approach. Analyses were conducted on test-takers who: (a) were administered the assessment in English and (b) were assigned the Xandar unit at the beginning of the test. The total sample size was N = 2,520. Analyses revealed two profiles (i.e., Profile 1 [95%] vs. Profile 2 [5%]) showing different behavioral characteristics across the four parts of the assessment unit. Significant differences were also found in overall performance between the profiles. [ABSTRACT FROM AUTHOR]

The ability to recognize key causal models across situations is associated with expertise. The acquisition of schema-governed category knowledge of key causal models may underlie this ability. In an experimental study (n = 183), we investigated the effects of promoting the construction of schema-governed categories and how an enhanced ability to recognize the key causal models relates to performance in complex problem-solving tasks that are based on the key causal models. In a 2 × 2 design, we tested the effects of an adapted version of an intervention designed to build abstract mental representations of the key causal models and a tutorial designed to convey conceptual understanding of the key causal models and procedural knowledge. Participants who were enabled to recognize the underlying key causal models across situations as a result of the intervention and the tutorial (i.e., causal sorters) outperformed non-causal sorters in the subsequent complex problem-solving task. Causal sorters outperformed the control group, except for the subtask knowledge application in the experimental group that did not receive the tutorial and, hence, did not have the opportunity to elaborate their conceptual understanding of the key causal models. The findings highlight that being able to categorize novel situations according to their underlying key causal model alone is insufficient for enhancing the transfer of the according concept. Instead, for successful application, conceptual and procedural knowledge also seem to be necessary. By using a complex problem-solving task as the dependent variable for transfer, we extended the scope of the results to dynamic tasks that reflect some of the typical challenges of the 21st century. [ABSTRACT FROM AUTHOR]

As a component of many intelligence test batteries, figural matrices tests are an effective way to assess reasoning, which is considered a core ability of intelligence. Traditionally, the sum of correct items is used as a performance indicator (total solution procedure). However, recent advances in the development of computer-based figural matrices tests allow additional indicators to be considered for scoring. In two studies, we focused on the added value of a partial solution procedure employing log file analyses from a computer-based figural matrices test. In the first study (n = 198), we explored the internal validity of this procedure by applying both an exploratory bottom-up approach (using sequence analyses) and a complementary top-down approach (using rule jumps, an indicator taken from relevant studies). Both approaches confirmed that higher scores in the partial solution procedure were associated with higher structuredness in participants' response behavior. In the second study (n = 169), we examined the external validity by correlating the partial solution procedure in addition to the total solution procedure with a Grade Point Average (GPA) criterion. The partial solution procedure showed an advantage over the total solution procedure in predicting GPA, especially at lower ability levels. The implications of the results and their applicability to other tests are discussed. [ABSTRACT FROM AUTHOR]

The ability to solve complex problems successfully represents a key competence for students' educational success and beyond. While strategy application and metastrategic knowledge constitute two underlying components that drive successful complex problem solving (CPS), little is known about how these two facets develop individually and jointly in students over time. In order to address this critical research gap, the present study employed a longitudinal design investigating how strategy application, with a focus on the vary-one-thing-at-a-time (VOTAT) strategy, and metastrategic knowledge evolve in students from grade 6 (t1; age M = 12.22) to grade 9 (t2; age M = 15.27). At both measurement occasions, N = 918 students completed two computer-based assessments, one for CPS VOTAT application, and the other for metastrategic knowledge, each consisting of six items. While initial analyses yielded statistically significant improvements in VOTAT application and metastrategic knowledge from t1 to t2, students appeared to be far from mastering either at both measurement occasions. Furthermore, results from a cross-lagged panel model showed that the two concepts are closely intertwined and mutually influence each other over time. Implications of this mutual development of VOTAT application and metastrategic knowledge in CPS are illustrated with respect to potential applications in educational contexts. The discussion places particular emphasis on how upcoming CPS training programs in educational settings can be tailored to specifically improve both strategy application and metastrategic knowledge in students. [ABSTRACT FROM AUTHOR]

Third, this special issue was deliberately open to articles that have metacognition as the main topic (e.g., its assessment, its development) and self-regulated learning is well within the scope. Keywords: Complex skills; Metacognition; Self-regulated learning; Problem solving; Collaboration 21st-century skills EN Complex skills Metacognition Self-regulated learning Problem solving Collaboration 21st-century skills 683 690 8 12/01/22 20221201 NES 221201 Challenges in the 21st century have radically transformed our society and the future of education (e.g., Autor et al., [2]; Cascio [4]; OECD, [17], [18], [19]). Since self-regulated learning has arguably been the most studied complex skill in the field of metacognition, excluding self-regulated learning would exclude many potentially relevant articles and would prevent incorporating valuable findings for this special issue. [Extracted from the article]

The development of a vaccine marks a breakthrough in the fight against infectious diseases. However, to eradicate highly infectious diseases globally, the immunization of large parts of the population is needed. Otherwise, diseases, such as polio, measles, or more recently COVID-19, will repeatedly flare-up, with devastating effects on individuals and, in the worst case, on significant shares of the world population. For example, polio has been almost eradicated over the past three decades through an unprecedented global effort, but complete immunization has not yet been achieved. In this article, we use polio as an example to show how the global effort of developing and administering a vaccine can be understood as solving a complex problem since it involves cultural, political, and geographical barriers that demand solutions in dynamically changing and highly versatile environments. Referring to the literature on problem-solving, higher-order thinking, and complex reasoning, we demonstrate how the ability to deal with real-world environments that are complex and dynamically changing, adapting initial solutions to new circumstances and collaborate efficiently with others, has been essential for this endeavor. We argue that problem-solving abilities form one basis for solving consequential world problems. [ABSTRACT FROM AUTHOR]

Need for Cognition describes relatively stable interindividual differences in cognitive motivation. Previous research has shown relations of Need for Cognition to Self-Control–a capacity that can be broadly defined as resistance to temptation–yet, the processes underlying this relation remain unclear. One explanation for the prediction of Self-Control by Need for Cognition can be an increased motivation to invest cognitive effort with higher levels of Need for Cognition. Another possible link could be that individual differences in the implementation of Self-Control intentions may play a moderating or mediating role for the predictive value of Need for Cognition. Such individual differences in the self-motivated initiation and maintenance of intentions are described by dispositional Action Orientation. Therefore, in the present study, Action Orientation was examined with regard to its possible role in explaining the relation of Need for Cognition to Self-Control. In a sample of 1209 young adults, Self-Control was assessed with two different self-report instruments and moderation and mediation models of the relationship between Need for Cognition, Action Orientation, and Self-Control were tested. While there was no evidence for a moderating role of Action Orientation in explaining the relation of Need for Cognition and Self-Control, Action Orientation was found to partly mediate this relation with a remaining direct effect of Need for Cognition on Self-Control. These results add to the conceptual understanding of Need for Cognition and demonstrate the relevance of trait variables to predict Self-Control. [ABSTRACT FROM AUTHOR]

The resurgence of interest in caspases (Csp) as therapeutic targets for the treatment of neurodegenerative diseases prompted us to examine the suitability of published nonpeptidic Csp-3 and Csp-6 inhibitors for our medicinal chemistry programs. To support this effort, fluorescence-based Csp-2, Csp-3, and Csp-6 enzymatic assays were optimized for robustness against apparent enzyme inhibition caused by redox-cycling or aggregating compounds. The data obtained under these improved conditions challenge the validity of previously published data on Csp-3 and Csp-6 inhibitors for all but one series, namely, the isatins. Furthermore, in this series, it was observed that the nature of the rhodamine-labeled substrate, typically used to measure caspase activity, interfered with the pharmacological sensitivity of the Csp-2 assay. As a result, a liquid chromatography/tandem mass spectrometry–based assay that eliminates label-dependent assay interference was developed for Csp-2 and Csp-3. In these label-free assays, the activity values of the Csp-2 and Csp-3 reference inhibitors were in agreement with those obtained with the fluorogenic substrates. However, isatin 10a was 50-fold less potent in the label-free Csp-2 assay compared with the rhodamine-based fluorescence format, thus proving the need for an orthogonal readout to validate inhibitors in this class of targets highly susceptible to artifactual inhibition. [ABSTRACT FROM PUBLISHER]

Pyruvate decarboxylase (EC 4.1.1.1) was isolated and purified from the yeast Kluyveromyces lactis . The properties of this enzyme relating to the native oligomeric state, the subunit size, the nucleotide sequence of the coding gene(s), the catalytic activity, and protein fluorescence as well as circular dichroism are very similar to those of the well characterized pyruvate decarboxylase species from yeast. Remarkable differences were found in the substrate activation behaviour of the two pyruvate decarboxylases using three independent methods: steady-state kinetics, stopped-flow measurements, and kinetic dilution experiments. The dependence of the observed activation rate constant on the substrate concentration of pyruvate decarboxylase from K. lactis showed a minimum at a pyruvate concentration of 1.5 mm. According to the mechanism of substrate activation suggested this local minimum occurs due to the big ratio of the dissociation constants for the binding of the first (regulatory) and the second (catalytic) substrate molecule. The microscopic rate constants of the substrate activation could be determined by a refined fit procedure. The influence of the artificial activator pyruvamide on the activation of the enzyme was studied. [ABSTRACT FROM AUTHOR]