Current research trends on cognition, integrative complexity, and decision-making: a systematic literature review using activity theory and neuroscience.

Introduction: This article presents a systematic literature review that follows the PRISMA and PICOS guidelines to analyze current research trends on cognition, integrative complexity (IC) (a cognitive feature focusing on information processing in a person's response rather than its quantity or quality), and decision-making from the perspectives of activity theory and neuroscience. Methods: The study examines 31 papers published between 2012 and 2022 and 19 articles specifically related to neuroscience. We performed a content analysis using six categories within activity theory: subjects, objects, rules, community, division of labor, and outcomes. Results: The study investigates the relationship between decision-making outcomes and IC as a cognitive feature in various contexts. Additionally, content analysis on neuroscience and IC revealed significant research gaps, including understanding the nature of IC, challenges related to its measurement, and differentiation from other cognitive features. We also identify opportunities for investigating the brain's activity during decision-making in relation to IC. Discussion: We address the need for a more precise categorization of IC in studies of cognition, IC, and decision-making. We discuss the implications of our analysis for understanding the cognitive nature of IC and the potential of neuroscience methods for studying this attribute.

Cognitive modeling for understanding interactions between people and decision support tools in complex and uncertain environments: A study protocol.

BACKGROUND: Recent advances in Computational Intelligence Tools and the escalating need for decision-making in the face of complex and uncertain phenomena like pandemics, climate change, and geopolitics necessitate understanding the interaction between these tools and human behavior. It is crucial to efficiently utilize the decision-makers cognitive resources in addressing specific problems. METHODS: The main goal of this present protocol is to describe the effect that CITs (Computational Intelligence Tools) have on decisions made during complex and uncertain situations. It is an exploratory study with a mixed methodology. Solomon's group experiment design includes a narrative analysis of cognitive features such as integrative complexity (IC), cognitive flexibility (CF), and fluid intelligence (FI). Additionally, measures of neural activity (NA), physiological measures (PM), and eye-tracking data (ET) will be collected during the experimental session to examine the marginal impact of these processes on decision outcomes (DO) and their relation to CIT capabilities. To achieve this objective, 120 undergraduate and graduate students involved in decision-making will participate as subjects. The approximate duration of the study will be 2 years. Strict adherence to the relevant ethical considerations will be maintained during the performance of the experimental tasks. DISCUSSION: The study will provide valuable information on CITs' effect on decision-making under complex and uncertain contexts. This will help to better understand the link between technology and human behavior, which has important implications. CIT designers can use future results and at the same time, it will be possible to understand cognitive, behavioral, physiological processes, and even the subjective assessment of individuals when they use technological tools to solve a problem.

College Students with Inflammatory Bowel Disease: A Qualitative Study of Challenges Associated with College Transition and Self-Care.

Introduction: The social impact of inflammatory bowel disease (IBD) on student transition to college is significant, yet poorly understood. Methods: Two 90-min focus groups (FGs) were conducted with eight student-patients with IBD. Reflective journals were used to corroborate, elaborate, or challenge emergent FG findings. Results: Six themes emerged: (1) transitioning to college, (2) interacting with physicians, (3) affecting social life, (4) managing the disease by yourself and through support, (5) coping strategies, and (6) facing disease challenges. These themes remained relevant in the reflective writings. Analysis of serial journal entries showed that students' social life and engagement in coursework was affected 66% and 54% of the time, respectively. Conclusion: Our findings offer guidance for improving students' college success, quality of care, and enhancing physician-patient interactions. Students with IBD have a disability that may not be obvious or visible. They require specific support to help them transition and succeed in college.