Effects of experiential training for the preservation of iconic traits about psychosocial norms: quasi-experimental design
Palavras-chave:
cognition, occupational health, working memory, iconic memory, psychosocial intervention, Peru
Resumo
Background: In occupational health management experiential trainings for the prevention of psychosocial risks in the country are very low despite their benefits for both workers and employers. Objective: To compare over time the degree of preservation of cognitive-emotional content with the insertion of dissuasive phrases (group A) versus persuasive phrases (group B), for compliance with psychosocial health regulations in the workplace of a group of professionals from the Peruvian Amazon. Method: Quasi-experimental design of two groups pre- and post-test, the latter stage of three measurements. Thirty-two professionals (n=16 per group), ages 22 to 36 years, participated. Training lasted 18 hours spaced over six weeks (December 2018 and January 2019). Results: In group "A" after reaching 91.4% performance in post-test-1 until 90 days there was a decrease (VP: -8.1%; F2/30 = 14.69; p = .0001); from 30 days to 90 days the decrease tended to stabilise (t = 1.08; p < .345). In group "B" the decrease was greater (VP= -11.1%; F2/30 = 8.29; p= .001). Conclusion: Experiential training with a neurolearning approach can improve the preservation of content with the insertion of dissuasive phrases about psychosocial norms at work over persuasive phrases.
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Referências
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Bandera, C., Eminet, A., Passerini, K., & Pon, K. (2018). Using mind maps to distinguish cultural norms between French and United States entrepreneurship students. J. Small Bus. Manag, 56, 177-196. https://doi.org/10.1111/jsbm.12398
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Barrett, K.E., Susan, M., Scott, B., & Heddwen, L. (2016). Ganong's review of medical physiology. China: McGraw-Hill Education. https://accessmedicine.mhmedical.com/book.aspx?bookID=2525
Buttery, S., Philip, K.E., Alghamdi. S., Williams, P., Quint, J., & Hopkinson, N. (2022). Reporting of data on participant ethnicity and socioeconomic status in high-impact medical journals: a targeted literature review. BMJ Open, 12, e064276. http://dx.doi.org/10.1136/bmjopen-2022-064276
Citron, F. (2012). Neural correlates of written emotion word processing: a review of recent electrophysiological and hemodynamic neuroimaging studies. Brain Lang., 122, 211-226. https://doi.org/10.1016/j.bandl.2011.12.007
Cowan, N. (2014). Working memory underpins cognitive development, learning, and education. Educ Psychol Rev., 26, 197-223. https://doi.org/10.1007/s10648-013-9246-y
Czabała, C., Charzyn´ska, K., & Mroziak, B. (2011). Psychosocial interventions in workplace mental health promotion: an overview. Health Promotion International, 26, 70-84. https://pubmed.ncbi.nlm.nih.gov/22079937/
De Giorgi, R., Martens, M., Rizzo, N.P., Cowen, P.J., & Harmer, C.J. (2021). The effects of atorvastatin on emotional processing, reward learning, verbal memory and inflammation in healthy volunteers: An experimental medicine study. Journal of Psychopharmacology, 35, 1479-1487. https://doi.org/10.1177/02698811211060307
Demos, J.N. (2019). Getting started with EEG neurofeedback. New York: WW Norton & Company. https://brainmaster.com/product/getting-started-with-eeg-neurofeedback-second-edition/
Dawson, R., Saulnier, T., Campbell, A., & Godambe, S.A. (2022). Leveraging a safety event management system to improve organizational learning and safety culture. Hosp Pediatr., 12, 407-417. https://doi.org/10.1542/hpeds.2021-006266
Gomes, C., Curral, L., & Caetano, A. (2015). The mediating effect of work engagement on the relationship between self-leadership and individual innovation. Int. J. Innov. Technol. Manag., 19, e1550009. https://doi.org/10.1142/S1363919615500097
Grant, S., Mayo-Wilson, E., Montgomery, P., Macdonald, G., Michie, S., Hopewell, S., Moher, M., & CONSORT-SPI Group. (2018). Explanation and Elaboration: guidance for reporting social and psychological intervention trials. Trials, 19, e406. https://doi.org/10.1186/s13063-018-2735-z
Guo Y, Lv X, Wei Q, Wu Y, Chen Y, Ji Y., … Tian, Y. (2022). Impaired neurovascular coupling and cognitive deficits in anti-N-methyl-D-aspartate receptor encephalitis. Brain Imaging Behav., 16, 1065-1076. https://doi.org/10.1007/s11682-021-00588-4
Hayden, C.W., & Osborn, D.S. (2020). Using experiential learning theory to train career practitioners. J. Employ. Couns., 57, 2-13. https://doi.org/10.1002/joec.12134
Hilaire, F.S., Hélène, M., & Lefebvre, R. (2018). Managerial practices to reduce psychosocial risk exposure: A competency-based approach. Can. J. Adm. Sci., 35, 535-50. https://doi.org/10.1002/cjas.1506
Hofstra, W.A., & Weerd, A.W. (2008). How to assess circadian rhythm in humans: A review of literature. Epilepsy Behav., 13, 438-444. https://doi.org/10.1016/j.yebeh.2008.06.002
Kissler, J., Herbert, C., Winkler, I., & Junghofer, M. (2009). Emotion and attention in visual word processing-An ERP study. Biol Psychol., 80, 75-83. https://doi.org/10.1016/j.biopsycho.2008.03.004
Kousta, S.T., Vinson, D.P., & Vigliocco, G. (2009). Emotion words, regardless of polarity, have a processing advantage over neutral words. Cognition, 112, 473-481. https://doi.org/10.1016/j.cognition.2009.06.007
Li, Y., & Cowan, N. (2021). Attention effects in working memory that are asymmetric across sensory modalities. Mem Cognit., 49, 1050-1065. https://doi.org/10.3758/s13421-021-01142-9
Lim, K., Lee, B., Lee, Y., & Park, J.A. (2018). A learning attention improvement system based on neuro feedback. J. Eng. Appl. Sci., 13, 7492-7499. https://medwelljournals.com/abstract/?doi=jeasci.2018.7492.7499
Llorente, E. (2000). Imágenes en la enseñanza. Revista de Psicodidáctica, 9, 1-19. https://www.redalyc.org/pdf/175/17500911.pdf
Ma, Q., Shi, L., Hu, L., Liu, Q., Yang, Z., & Wang, Q. (2016). Neural features of processing the enforcement phrases used during occupational health and safety inspections: An ERP study. Front Neurosci., 10, 469. https://doi.org/10.3389/fnins.2016.00469
Malm, J., Kristensen, B., Karlsson, T., Carlberg, B., Fagerlund, M., & Olsson, T. (1998). Cognitive impairment in young adults with infratentorial infarcts. Neurology, 51, 433-440. https://doi.org/10.1212/WNL.51.2.433
Marozzi, M. (2014). Testing for concordance between several criterio. J Stat Comput Simul., 84(9), 1843-1850. https://doi.org/10.1080/00949655.2013.766189
Marzbani, H., Marateb, H.R., & Mansourian, M. (2016). Neurofeedback: A comprehensive review on system design, methodology and clinical applications. Basic Clin Neurosci., 7, 143-158. http://bcn.iums.ac.ir/article-1-608-en.html
Moscrop, A., Ziebland, S., Roberts, N., & Papanikitas, A. (2019). A systematic review of reasons for and against asking patients about their socioeconomic contexts. Int J Equity Health, 18, e112. https://doi.org/10.1186/s12939-019-1014-2
Niskanen, T., Louhelainen, K., & Hirvonen, M.L. (2014). An evaluation of the effects of the occupational safety and health inspectors’ supervision in workplaces. Accid Anal Prev, 68, 139-155. https://doi.org/10.1016/j.aap.2013.11.013
Oficina Internacional del Trabajo -OIT-. (2017). Riesgos psicosociales, estrés y violencia en el mundo del trabajo. Bol. Int. Invest. Sindical, 16, 3-148. https://www.ilo.org/wcmsp5/groups/public/---ed_dialogue/---actrav/documents/publication/wcms_553931.pdf
Olofsson, J.K., Nordin. S., Sequeira. H., & Polich, J. (2008). Affective picture processing: an integrative review of ERP findings. Biol Psychol., 77, 247-265. https://doi.org/10.1016/j.biopsycho.2007.11.006
Petracovschi, S., & Gombos, L. (2022). The trade union sport organisation in communist Romania between 1973 and 1989: Workplace Gymnastics, Mass and Elite Sport. The Int J Hist Sport, 39, 148-173. https://doi.org/10.1080/09523367.2022.2048819
Pei, L., & Wu, H. (2019). Does online learning work better than offline learning in undergraduate medical education? A systematic review and meta-analysis. Med Educ Online, 24, e1666538.
https://www.tandfonline.com/doi/full/10.1080/10872981.2019.1666538
Rodas, J. A., & Greene, C. M. (2022). Working memory training does not improve executive functioning or fluid intelligence. Quarterly Journal of Experimental Psychology, 75(4), 666-679. https://doi.org/10.1177/17470218211039502
Shang, Q., Huang, Y., & Ma Q. (2016). Hazard levels of warning signal words modulate the inhibition of return effect: evidence from the event-related potential P300. Exp Brain Res., 234, 2645-2653. https://doi.org/10.1007/s00221-015-4335-4
Shi, Y., Yang, H., Dou, Y., & Zeng, Z. (2023). Effects of mind mapping-based instruction on student cognitive learning outcomes: a meta-analysis. Asia Pacific Educ. Rev. 24, 303-317 https://doi.org/10.1007/s12564-022-09746-9
Sitzmann, T., Kraiger, K., Stewart, D., & Wisher, R. (2020). The comparative effectiveness of web-based and classroom instruction: A meta-analysis. Pers Psychol, 59(3), 623-664. https://doi.org/10.1111/j.1744-6570.2006.00049.x
Uribe, M.E. (2018). La responsabilidad social empresarial y el enfoque estratégico de la organización: evidencia empírica de dos sectores. Tendencias, 19, 113-139. http://dx.doi.org/10.22267/rtend.181901.90
Wilks, H., Aschenbrenner, A., Gordon, B., Balota, D., Fagan, A., Musiek, E., ... Hassenstab, J. (2021). Sharper in the morning: Cognitive time of day effects revealed with high-frequency smartphone testing. J Clin Exp Neuropsychol., 43, 825-837. https://doi.org/10.1080/13803395.2021.2009447
Wu, J., Du, X., Tong, M., Guo, Q., Shao, J., Chabebe, A., & Xue, C. (2022). Neural mechanisms behind semantic congruity of construction safety signs: An EEG investigation on construction workers. Hum Factors Ergon Manuf & Serv. Ind., 32, 1-17. https://doi.org/10.1002/hfm.20979
Zakrzewski. A.C., Sanders, E.C., & Berry, J.M. (2021). Evidence for Age-Equivalent and Task-Dissociative Metacognition in the Memory Domain. Front Psychol, 12, e630143. https://doi.org/10.3389/fpsyg.2021.630143
Abregu-Tueros, L.F. (2020). A systematic review of the preventive practices for psychosocial risks in Ibero-American health centers. Medwave, 20, e8000. http://doi.org/10.5867/medwave.2020.07.8000
Bandera, C., Eminet, A., Passerini, K., & Pon, K. (2018). Using mind maps to distinguish cultural norms between French and United States entrepreneurship students. J. Small Bus. Manag, 56, 177-196. https://doi.org/10.1111/jsbm.12398
Barhatov, V.I., & Nurmukhanetov, I.A. (2019). Neuroeducation as one of the elements of the formation of the digital economy. 4th All-Russian Scientific and Practical Conference with International Participation "Distance Learning Technologies". Code 167913. Yalta, Crimea. (Setiembre del 2019). https://ceur-ws.org/Vol-2834/
Barrett, K.E., Susan, M., Scott, B., & Heddwen, L. (2016). Ganong's review of medical physiology. China: McGraw-Hill Education. https://accessmedicine.mhmedical.com/book.aspx?bookID=2525
Buttery, S., Philip, K.E., Alghamdi. S., Williams, P., Quint, J., & Hopkinson, N. (2022). Reporting of data on participant ethnicity and socioeconomic status in high-impact medical journals: a targeted literature review. BMJ Open, 12, e064276. http://dx.doi.org/10.1136/bmjopen-2022-064276
Citron, F. (2012). Neural correlates of written emotion word processing: a review of recent electrophysiological and hemodynamic neuroimaging studies. Brain Lang., 122, 211-226. https://doi.org/10.1016/j.bandl.2011.12.007
Cowan, N. (2014). Working memory underpins cognitive development, learning, and education. Educ Psychol Rev., 26, 197-223. https://doi.org/10.1007/s10648-013-9246-y
Czabała, C., Charzyn´ska, K., & Mroziak, B. (2011). Psychosocial interventions in workplace mental health promotion: an overview. Health Promotion International, 26, 70-84. https://pubmed.ncbi.nlm.nih.gov/22079937/
De Giorgi, R., Martens, M., Rizzo, N.P., Cowen, P.J., & Harmer, C.J. (2021). The effects of atorvastatin on emotional processing, reward learning, verbal memory and inflammation in healthy volunteers: An experimental medicine study. Journal of Psychopharmacology, 35, 1479-1487. https://doi.org/10.1177/02698811211060307
Demos, J.N. (2019). Getting started with EEG neurofeedback. New York: WW Norton & Company. https://brainmaster.com/product/getting-started-with-eeg-neurofeedback-second-edition/
Dawson, R., Saulnier, T., Campbell, A., & Godambe, S.A. (2022). Leveraging a safety event management system to improve organizational learning and safety culture. Hosp Pediatr., 12, 407-417. https://doi.org/10.1542/hpeds.2021-006266
Gomes, C., Curral, L., & Caetano, A. (2015). The mediating effect of work engagement on the relationship between self-leadership and individual innovation. Int. J. Innov. Technol. Manag., 19, e1550009. https://doi.org/10.1142/S1363919615500097
Grant, S., Mayo-Wilson, E., Montgomery, P., Macdonald, G., Michie, S., Hopewell, S., Moher, M., & CONSORT-SPI Group. (2018). Explanation and Elaboration: guidance for reporting social and psychological intervention trials. Trials, 19, e406. https://doi.org/10.1186/s13063-018-2735-z
Guo Y, Lv X, Wei Q, Wu Y, Chen Y, Ji Y., … Tian, Y. (2022). Impaired neurovascular coupling and cognitive deficits in anti-N-methyl-D-aspartate receptor encephalitis. Brain Imaging Behav., 16, 1065-1076. https://doi.org/10.1007/s11682-021-00588-4
Hayden, C.W., & Osborn, D.S. (2020). Using experiential learning theory to train career practitioners. J. Employ. Couns., 57, 2-13. https://doi.org/10.1002/joec.12134
Hilaire, F.S., Hélène, M., & Lefebvre, R. (2018). Managerial practices to reduce psychosocial risk exposure: A competency-based approach. Can. J. Adm. Sci., 35, 535-50. https://doi.org/10.1002/cjas.1506
Hofstra, W.A., & Weerd, A.W. (2008). How to assess circadian rhythm in humans: A review of literature. Epilepsy Behav., 13, 438-444. https://doi.org/10.1016/j.yebeh.2008.06.002
Kissler, J., Herbert, C., Winkler, I., & Junghofer, M. (2009). Emotion and attention in visual word processing-An ERP study. Biol Psychol., 80, 75-83. https://doi.org/10.1016/j.biopsycho.2008.03.004
Kousta, S.T., Vinson, D.P., & Vigliocco, G. (2009). Emotion words, regardless of polarity, have a processing advantage over neutral words. Cognition, 112, 473-481. https://doi.org/10.1016/j.cognition.2009.06.007
Li, Y., & Cowan, N. (2021). Attention effects in working memory that are asymmetric across sensory modalities. Mem Cognit., 49, 1050-1065. https://doi.org/10.3758/s13421-021-01142-9
Lim, K., Lee, B., Lee, Y., & Park, J.A. (2018). A learning attention improvement system based on neuro feedback. J. Eng. Appl. Sci., 13, 7492-7499. https://medwelljournals.com/abstract/?doi=jeasci.2018.7492.7499
Llorente, E. (2000). Imágenes en la enseñanza. Revista de Psicodidáctica, 9, 1-19. https://www.redalyc.org/pdf/175/17500911.pdf
Ma, Q., Shi, L., Hu, L., Liu, Q., Yang, Z., & Wang, Q. (2016). Neural features of processing the enforcement phrases used during occupational health and safety inspections: An ERP study. Front Neurosci., 10, 469. https://doi.org/10.3389/fnins.2016.00469
Malm, J., Kristensen, B., Karlsson, T., Carlberg, B., Fagerlund, M., & Olsson, T. (1998). Cognitive impairment in young adults with infratentorial infarcts. Neurology, 51, 433-440. https://doi.org/10.1212/WNL.51.2.433
Marozzi, M. (2014). Testing for concordance between several criterio. J Stat Comput Simul., 84(9), 1843-1850. https://doi.org/10.1080/00949655.2013.766189
Marzbani, H., Marateb, H.R., & Mansourian, M. (2016). Neurofeedback: A comprehensive review on system design, methodology and clinical applications. Basic Clin Neurosci., 7, 143-158. http://bcn.iums.ac.ir/article-1-608-en.html
Moscrop, A., Ziebland, S., Roberts, N., & Papanikitas, A. (2019). A systematic review of reasons for and against asking patients about their socioeconomic contexts. Int J Equity Health, 18, e112. https://doi.org/10.1186/s12939-019-1014-2
Niskanen, T., Louhelainen, K., & Hirvonen, M.L. (2014). An evaluation of the effects of the occupational safety and health inspectors’ supervision in workplaces. Accid Anal Prev, 68, 139-155. https://doi.org/10.1016/j.aap.2013.11.013
Oficina Internacional del Trabajo -OIT-. (2017). Riesgos psicosociales, estrés y violencia en el mundo del trabajo. Bol. Int. Invest. Sindical, 16, 3-148. https://www.ilo.org/wcmsp5/groups/public/---ed_dialogue/---actrav/documents/publication/wcms_553931.pdf
Olofsson, J.K., Nordin. S., Sequeira. H., & Polich, J. (2008). Affective picture processing: an integrative review of ERP findings. Biol Psychol., 77, 247-265. https://doi.org/10.1016/j.biopsycho.2007.11.006
Petracovschi, S., & Gombos, L. (2022). The trade union sport organisation in communist Romania between 1973 and 1989: Workplace Gymnastics, Mass and Elite Sport. The Int J Hist Sport, 39, 148-173. https://doi.org/10.1080/09523367.2022.2048819
Pei, L., & Wu, H. (2019). Does online learning work better than offline learning in undergraduate medical education? A systematic review and meta-analysis. Med Educ Online, 24, e1666538.
https://www.tandfonline.com/doi/full/10.1080/10872981.2019.1666538
Rodas, J. A., & Greene, C. M. (2022). Working memory training does not improve executive functioning or fluid intelligence. Quarterly Journal of Experimental Psychology, 75(4), 666-679. https://doi.org/10.1177/17470218211039502
Shang, Q., Huang, Y., & Ma Q. (2016). Hazard levels of warning signal words modulate the inhibition of return effect: evidence from the event-related potential P300. Exp Brain Res., 234, 2645-2653. https://doi.org/10.1007/s00221-015-4335-4
Shi, Y., Yang, H., Dou, Y., & Zeng, Z. (2023). Effects of mind mapping-based instruction on student cognitive learning outcomes: a meta-analysis. Asia Pacific Educ. Rev. 24, 303-317 https://doi.org/10.1007/s12564-022-09746-9
Sitzmann, T., Kraiger, K., Stewart, D., & Wisher, R. (2020). The comparative effectiveness of web-based and classroom instruction: A meta-analysis. Pers Psychol, 59(3), 623-664. https://doi.org/10.1111/j.1744-6570.2006.00049.x
Uribe, M.E. (2018). La responsabilidad social empresarial y el enfoque estratégico de la organización: evidencia empírica de dos sectores. Tendencias, 19, 113-139. http://dx.doi.org/10.22267/rtend.181901.90
Wilks, H., Aschenbrenner, A., Gordon, B., Balota, D., Fagan, A., Musiek, E., ... Hassenstab, J. (2021). Sharper in the morning: Cognitive time of day effects revealed with high-frequency smartphone testing. J Clin Exp Neuropsychol., 43, 825-837. https://doi.org/10.1080/13803395.2021.2009447
Wu, J., Du, X., Tong, M., Guo, Q., Shao, J., Chabebe, A., & Xue, C. (2022). Neural mechanisms behind semantic congruity of construction safety signs: An EEG investigation on construction workers. Hum Factors Ergon Manuf & Serv. Ind., 32, 1-17. https://doi.org/10.1002/hfm.20979
Zakrzewski. A.C., Sanders, E.C., & Berry, J.M. (2021). Evidence for Age-Equivalent and Task-Dissociative Metacognition in the Memory Domain. Front Psychol, 12, e630143. https://doi.org/10.3389/fpsyg.2021.630143
Publicado
2023-10-25
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Abregú Tueros, L., & Dionisio-Montalvo, F. (2023, outubro 25). Effects of experiential training for the preservation of iconic traits about psychosocial norms: quasi-experimental design. LIBERABIT. Revista Peruana De Psicología, 29(2), e728. https://doi.org/https://doi.org/10.24265/liberabit.2023.v29n2.728
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