Journal articles: 'Control-Mastery Theory'

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Weiss, Joseph. "Clinical applications of control-mastery theory." Current Opinion in Psychiatry 8, no. 3 (1995): 154–56. http://dx.doi.org/10.1097/00001504-199505000-00004.

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Kanofsky, Steven, and Robert J. Lieb. "Control Mastery Theory and family therapy." Psychotherapy: Theory, Research, Practice, Training 44, no. 3 (2007): 316–32. http://dx.doi.org/10.1037/0033-3204.44.3.316.

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Lewis, Debra. "Modeling student engagement using optimal control theory." Journal of Geometric Mechanics 14, no. 1 (2022): 131. http://dx.doi.org/10.3934/jgm.2021032.

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<p style='text-indent:20px;'>Student engagement in learning a prescribed body of knowledge can be modeled using optimal control theory, with a scalar state variable representing mastery, or self-perceived mastery, of the material and control representing the instantaneous cognitive effort devoted to the learning task. The relevant costs include emotional and external penalties for incomplete mastery, reduced availability of cognitive resources for other activities, and psychological stresses related to engagement with the learning task. Application of Pontryagin's maximum principle to some simple models of engagement yields solutions of the synthesis problem mimicking familiar behaviors including avoidance, procrastination, and increasing commitment in response to increasing mastery.</p>

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Foreman, Steven A. "The Importance of Compliance in Control Mastery Theory." Journal of Infant, Child, and Adolescent Psychotherapy 20, no. 1 (2021): 91–103. http://dx.doi.org/10.1080/15289168.2021.1872134.

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Nol, Jo, Cynthia Shilkret, and Robert Shilkret. "Control-Mastery Theory and Contemporary Social Work Practice." Smith College Studies in Social Work 78, no. 2-3 (2008): 263–73. http://dx.doi.org/10.1080/00377310802112050.

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Rodomonti, Martina, Eleonora Fiorenza, Francesco Gazzillo, and Nino Dazzi. "Progress in Psychotherapy: The Perspective of Control-Mastery Theory." Psychodynamic Psychiatry 49, no. 1 (2021): 131–59. http://dx.doi.org/10.1521/pdps.2021.49.1.131.

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In the classical psychoanalytic tradition, the patient is seen as unconsciously governed by forces that are at odds with the healing process. But over the years, the concept of resistance against change has been subjected to modifications, and the patient's contribution to the therapeutic relationship has come to be seen as more oriented to a conscious and unconscious collaboration with the clinician. This article aims to explore a new way of understanding how progress in psychotherapy is achieved and to reframe the therapeutic relationship from the point of view of Control-Mastery Theory (CMT). According to CMT, people are motivated to achieve adaptive goals, to master their traumas, and to feel better; to this purpose, patients unconsciously assume proactive roles in the therapeutic process. Indeed, they work during therapy to disprove their pathogenic beliefs, testing them in the therapeutic relationship, and helping the therapist through coaching behaviors, attitudes, and communications aimed at providing helpful information to understand the components of their own unconscious plan.

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Fimiani, Ramona, Francesco Gazzillo, Eleonora Fiorenza, Martina Rodomonti, and George Silberschatz. "Traumas and Their Consequences According to Control-Mastery Theory." Psychodynamic Psychiatry 48, no. 2 (2020): 113–39. http://dx.doi.org/10.1521/pdps.2020.48.2.113.

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Gazzillo, Francesco, George Silberschatz, Ramona Fimiani, Emma De Luca, and Marshall Bush. "Dreaming and adaptation: The perspective of control-mastery theory." Psychoanalytic Psychology 37, no. 3 (2020): 185–98. http://dx.doi.org/10.1037/pap0000252.

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Greenberg, Leslie. "Review of Transformative relationships: The control-mastery theory of psychotherapy." Psychotherapy: Theory, Research, Practice, Training 44, no. 2 (2007): 232–34. http://dx.doi.org/10.1037/0033-3204.44.2.232.

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Kealy, David, Francesco Gazzillo, George Silberschatz, and John T. Curtis. "Plan-compatible termination in psychotherapy: Perspectives from control-mastery theory." Psychotherapy 57, no. 4 (2020): 508–14. http://dx.doi.org/10.1037/pst0000300.

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Lieb, Robert J., and Steven Kanofsky. "Toward a Constructivist Control Mastery Theory: An Integration With Narrative Therapy." Psychotherapy: Theory, Research, Practice, Training 40, no. 3 (2003): 187–202. http://dx.doi.org/10.1037/0033-3204.40.3.187.

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Snyder, John, and Katie Aafjes-van Doorn. "Utilizing measure-based feedback in control-mastery theory: A clinical error." Psychotherapy 53, no. 3 (2016): 291–96. http://dx.doi.org/10.1037/pst0000075.

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O'Connor, Lynn E., and Joseph Weiss. "Individual Psychotherapy for Addicted Clients: An Application of Control Mastery Theory." Journal of Psychoactive Drugs 25, no. 4 (1993): 283–91. http://dx.doi.org/10.1080/02791072.1993.10472285.

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Bush, Marshall, and Suzanne M. Gassner. "A description and clinical research application of the control-mastery theory." Clinical Social Work Journal 16, no. 3 (1988): 231–42. http://dx.doi.org/10.1007/bf00753293.

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Mostafa, Mahdian, Liaghatdar Mohammad Javad, and Oreyizi Hamid Reza. "The Effect of Van Hiele Theory-Based Teaching Educational Package on Achievement Goal Orientation of Student Teachers." Review of European Studies 9, no. 1 (2016): 93. http://dx.doi.org/10.5539/res.v9n1p93.

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The purpose of this study is to examine the effect of Van Hiele theory-based teaching educational package on achievement goal orientation among student teachers. Research method of this study was quasi-experimental with plan of pretest-posttest and control group. Statistical population includes all student teachers Farhangian University of Isfahan, Iran so that two groups of participants with 176 members were randomly assigned to experimental and control groups responded the standardized questionnaire of achievement goals including four types of orientations mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance. To analyze the obtained data from questionnaire, descriptive statistics and Analysis of Variance (ANOVA) was used. According to the obtained result, the mean difference between pretest and posttest scores of experimental group was significantly more than control group in terms of orientation of mastery-approach (mastery-oriented). This difference was not significant for other variables in two experimental and control groups. People with mastery-oriented goals try to increase their abilities emphasizing on perception, vision and skill. Hence, educational package is suggested to develop and improve competences through increasing the level of understanding and perception of matter in order to professional promotion of teachers.

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Gazzillo, Francesco, Nino Dazzi, Emma De Luca, Martina Rodomonti, and George Silberschatz. "Attachment disorganization and severe psychopathology: A possible dialogue between attachment theory and control-mastery theory." Psychoanalytic Psychology 37, no. 3 (2020): 173–84. http://dx.doi.org/10.1037/pap0000260.

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Cotugno, Armando, and Walter Sapuppo. "L'errore in psicoterapia. Una prospettiva tra Control-Mastery theory e cognitivismo evoluzionista." PSICOBIETTIVO, no. 1 (May 2014): 24–38. http://dx.doi.org/10.3280/psob2014-001003.

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Di Donna, Luca. "Transformative relationships. The control–mastery theory of psychotherapy, edited by George Silberschatz." European Journal of Psychotherapy & Counselling 14, no. 2 (2012): 229–32. http://dx.doi.org/10.1080/13642537.2012.682406.

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Silverman, Doris K. "Extenders or modifiers: A discussion of Weiss and Sampson's control-mastery theory." Psychoanalytic Psychology 7, no. 1 (1990): 125–36. http://dx.doi.org/10.1037/h0079140.

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Gazzillo, Francesco, Marshall Bush, and David Kealy. "The Plan Formulation Method from Control Mastery Theory and Management of Countertransference." Psychodynamic Psychiatry 50, no. 4 (2022): 639–58. http://dx.doi.org/10.1521/pdps.2022.50.4.639.

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The aim of this article is to show how the plan formulation method (PFM), an empirically validated method for case formulation based on control mastery theory (CMT), can help clinicians make sense of and use what they feel during sessions to better understand and treat their patients. We give a brief overview of the main psychoanalytic conceptions about countertransference, provide a brief introduction to CMT, and describe the concept of the plan and the PFM. We then show, using several brief clinical examples, how the components of the plan (patient's goals, pathogenic beliefs, traumas, tests, and insights) may help understand clinicians’ in-session feelings.

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Xiao, Hongmei, and Jun Ye. "Application of Health Education Based on Phased Transition Theory Model in Continuous Nursing for Patients with Inflammatory Bowel Disease." Emergency Medicine International 2022 (July 9, 2022): 1–7. http://dx.doi.org/10.1155/2022/4194178.

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Objective. To explore the application effect of health education based on phased transition theory model in the continuous nursing for patients with inflammatory bowel disease (IBD). Method. A total of 106 patients with IBD admitted to the hospital were enrolled as the research objects between October 2020 and September 2021. According to random number table method, they were divided into observation group and control group, 53 cases in each group. The control group was given routine nursing, while observation group was additionally given health education based on phased transition theory model. The nutritional status (serum prealbumin (PA), albumin (ALB), body mass index (BMI)), scores of Disease Knowledge Mastery Scale, exercise of self-care agency scale (ESCA), and Inflammatory Bowel Disease Questionnaire (IBDQ) were compared between the two groups before and after intervention. Results. After intervention, PA, ALB, and BMI in observation group were higher than those in control group ( P < 0.05 ), scores of Disease Knowledge Mastery Scale, total mastery rate, scores and total score of ESCA, and scores and total score of IBDQ were significantly higher than those in control group ( P < 0.05 ). Conclusion. The application of health education based on phased transformation theory model in the continuous nursing improves disease knowledge mastery, self-care ability, nutritional status, and quality of life in IBD patients.

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Catenacci Volpi, Nicola, Martin Greaves, Dari Trendafilov, Christoph Salge, Giovanni Pezzulo, and Daniel Polani. "Skilled motor control of an inverted pendulum implies low entropy of states but high entropy of actions." PLOS Computational Biology 19, no. 1 (2023): e1010810. http://dx.doi.org/10.1371/journal.pcbi.1010810.

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The mastery of skills, such as balancing an inverted pendulum, implies a very accurate control of movements to achieve the task goals. Traditional accounts of skilled action control that focus on either routinization or perceptual control make opposite predictions about the ways we achieve mastery. The notion of routinization emphasizes the decrease of the variance of our actions, whereas the notion of perceptual control emphasizes the decrease of the variance of the states we visit, but not of the actions we execute. Here, we studied how participants managed control tasks of varying levels of difficulty, which consisted of controlling inverted pendulums of different lengths. We used information-theoretic measures to compare the predictions of alternative accounts that focus on routinization and perceptual control, respectively. Our results indicate that the successful performance of the control task strongly correlates with the decrease of state variability and the increase of action variability. As postulated by perceptual control theory, the mastery of skilled pendulum control consists in achieving stable control of goals by flexible means.

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Sammet, Isa, Falk Leichsenring, Henning Schauenburg, and Sylke Andreas. "Self-ratings of pathogenic beliefs: A study based on the psychodynamic control-mastery theory." Psychotherapy Research 17, no. 4 (2007): 494–503. http://dx.doi.org/10.1080/10503300601130854.

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Gazzillo, Francesco, Ramona Fimiani, Emma De Luca, Nino Dazzi, John T. Curtis, and Marshall Bush. "New developments in understanding morality: Between evolutionary psychology, developmental psychology, and control-mastery theory." Psychoanalytic Psychology 37, no. 1 (2020): 37–49. http://dx.doi.org/10.1037/pap0000235.

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Rodomonti, Martina, Francesco Fedeli, Emma De Luca, Francesco Gazzillo, and Marshall Bush. "The adaptive function of fantasy: A proposal from the perspective of control-mastery theory." Psychoanalytic Psychology 38, no. 1 (2021): 1–11. http://dx.doi.org/10.1037/pap0000278.

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,, Fitriyah, and Rohmani Nur Indah. "FOSTERING ENGLISH VOCABULARY ACQUISITION THROUGH THE "KNOW YOUR DICTIONARY" GAME." Lingua 18, no. 1 (2022): 33–48. http://dx.doi.org/10.34005/lingua.v18i01.1805.

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Vocabulary mastery is the most critical element in learning English, and it can be obtained by applying games in teaching-learning activities designed for millennial teens. This study aims to identify whether the eight-grader students taught using the "Know Your Dictionary" game had higher vocabulary mastery than those who did not. Using a quasi-experimental design, the study was conducted on the eighth grade of Junior High School of Ma'arif 2 Pamekasan. It had two groups to be investigated; they were A class as experimental group and B class as the control group. The instruments of this study were tests and documentation. The study verified Wright's theory that students could foster their vocabulary through games. The research results indicate a significant impact of treatment on the students' vocabulary mastery. The students given treatment using the "Know Your Dictionary" game had higher vocabulary mastery than those taught conventionally. The experimental group's post-test results are proven to be higher than their pre-test scores and those of the control group. It confirms that the game effectively fostered the students' vocabulary mastery

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Dewi, Shinta Mutiara, Ahmad Harjono, and Gunawan Gunawan. "Pengaruh Model Pembelajaran Berbasis Masalah Berbantuan Simulasi Virtual Terhadap Penguasaan Konsep dan Kreativitas Fisika Siswa SMAN 2 Mataram." Jurnal Pendidikan Fisika dan Teknologi 2, no. 3 (2017): 123. http://dx.doi.org/10.29303/jpft.v2i3.302.

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This research is a quasi-experimental aims to identify the effect of problem-based learning model using virtual simulation media towards the students’ concept mastery and creativity in physics. The design of this research used of non-equivalent control group design, while the sampling technique used purposive sampling. The population of this research is all students of grade X SMAN 2 Mataram, while the sampling are the students of grade X-3 as the experimental group and the students of grade X-4 as control group. The data obtained in this research is data mastery of concept and creativity. The research hypothesis was tested using t-test polled variances. The test result showed that the N-gain mastery of concepts has increased in each sub material and the highest increase in the sub matter theory of electromagnetic waves. Values of N-gain experimental group in the high category (71%) and control group in the medium category (53%). T-test showed that the model is applied to significant influence on improving students’ mastery of concepts and creativity, higher in the experimental group compared with the control group. Increased figural creativity higher than verbal creativity in both classes

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Wongpakaran, Tinakon, Kelly Elsegood, Nahathai Wongpakaran, Kamonporn Wannarit, and Pimporn Promkumtan. "Using Control-Mastery and Jungian Theories to Treat Nightmare Disorder: A Case from Thailand." Journal of Mental Health Counseling 36, no. 3 (2014): 189–207. http://dx.doi.org/10.17744/mehc.36.3.p707175681j17232.

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This case example describes the use of Control-Mastery Theory and Jungian dream theory to interpret a Thai woman's dreams and treat her nightmare disorder. We posit that therapy enabled the client to identify and challenge unconscious beliefs that had been preventing her from pursuing romantic relationships and ultimately life goals. The case illustrates dream interpretation as a psychotherapeutic tool and highlights the importance of considering cultural context to help make sense of a client's dreams and waking-life beliefs, feelings, and behaviors. The quality and rigor of the case example were enhanced by the use of the Messer (2007) Pragmatic Case method.

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Hastuti, Andriyani, Hairunnisyah Sahidu, and Gunawan Gunawan. "Pengaruh Model PBL Berbantuan Media Virtual Tehadap Kemampuan Pemecahan Masalah Fisika." Jurnal Pendidikan Fisika dan Teknologi 2, no. 3 (2017): 129. http://dx.doi.org/10.29303/jpft.v2i3.303.

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This study aims to determine the effect model of Problem Based Learning (PBL) aided virtual media to the mastery of the concepts of physics students SMK 1 Lingsar Academic Year 2015/2016. This study is a quasi-experimental design with Nonequivalent Control Group Design. The study population all students of class X SMK 1 Lingsar and research sample class X-1 and X MM MM-3 were selected by purposive sampling. Data analysis using polled variance t test. The results showed that the model PBL-aided virtual media influence on students' mastery of concepts of physics. Judging from the average value, penguasaam concepts of physics experimental class is higher than the control class. N-gain first test showed that an increase in the value of the mastery of the concept of the experimental class to the theory and calculation. N-gain second Test results show that the experimental group was higher than the control class in each sub material unless the material collision

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Albani, Cornelia, Reto Volkart, Judith Humbel, Gerd Blaser, Michael Geyer, and Horst Kächele. "Die Methode der Plan-Formulierung - Erste deutschsprachige Reliabilitätsstudie zur „Control Mastery Theory” von Joseph Weiss1 -." PPmP - Psychotherapie · Psychosomatik · Medizinische Psychologie 50, no. 12 (2000): 1–9. http://dx.doi.org/10.1055/s-2000-9206.

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Kerr, John H., and Susan Houge Mackenzie. "Confidence Frames and the Mastery of New Challenges in the Motivation of an Expert Skydiver." Sport Psychologist 28, no. 3 (2014): 221–32. http://dx.doi.org/10.1123/tsp.2013-0069.

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The main objective was to further unravel the experience of motivation in an expert male skydiver by investigating: (1) his general experience of motivation and perception of the dangers of skydiving; (2) his pursuit of new challenges and learning new skills as factors in maintaining motivation; (3) evidence of a mastery-based confidence frame in his motivational experience. This was a unique case study informed by reversal theory. The participant’s perception of skydiving was that it was not a risky or dangerous activity and a primary motive for his involvement in skydiving was personal goal achievement. Maintaining control and mastery during skydiving was a key motivational element during his long career and pursuing new challenges and learning new skills was found to be important for his continued participation. Data indicated that his confidence frame was based on a telic-mastery state combination, which challenged previous reversal theory research findings and constructs.

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Hutabarat, Liber Tommy, Sunardy, Tiara Sysvia, Dwiyanto, and Marzuki Sinambela. "Machine learning approach to air traffic control skill based on mastery theory of aerodrome control procedures, self-concept and practice drills." IOP Conference Series: Materials Science and Engineering 725 (January 21, 2020): 012012. http://dx.doi.org/10.1088/1757-899x/725/1/012012.

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Bracero, William. "Developing culturally sensitive psychodynamic case formulations: The effects of Asian cultural elements on psychoanalytic control-mastery theory." Psychotherapy: Theory, Research, Practice, Training 31, no. 3 (1994): 525–32. http://dx.doi.org/10.1037/0033-3204.31.3.525.

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Zucchetto, Jillian Minahan. "Protective and Exacerbating Cognition and Attribution Factors From the Cognitive Discrepancy Theory of Loneliness." Innovation in Aging 5, Supplement_1 (2021): 40. http://dx.doi.org/10.1093/geroni/igab046.150.

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Abstract According to the cognitive discrepancy theory, although the discrepancy between actual and desired social resources may result in loneliness, Perlman and Peplau (1998) suggested that cognitive processing and attributional style also impact the interpretation of social information. Previous empirical research investigating predictors of loneliness have not assessed a wide range of cognition and attribution factors, so this study filled this gap by examining how protective (optimism, sense of mastery, and purpose in life) and exacerbating (depression, control constraints, negative self-perceptions of aging (SPA), and experiences of age-based discrimination) factors influence and moderate the experience of loneliness cross-sectionally and longitudinally using a sample of 3,345 Americans aged 50 years and older from the 2008 and 2012 waves of the Health and Retirement Study. Optimism (βs = -.15, -.13), mastery (βs = -.08, -.07), purpose in life (βs = -.19, -.18), depression (βs = .22,.14), control constraints (βs = .18, .17), negative SPA (βs = .13, .14), and experiences of ageism (βs = .07, .06) were significantly related to loneliness cross-sectionally and longitudinally, respectively. Optimism buffered the negative impact of poor functional social resources (e.g., low social support) on loneliness cross-sectionally while control constraints, negative SPA, and experiencing ageism exacerbated the relationship between low functional social resources and loneliness cross-sectionally. None of the protective or exacerbating factors modulated the relationship between functional social resources and loneliness longitudinally. These findings have important implications for the development of interventions that target loneliness. Targeting maladaptive cognitions may be particularly effective in reducing loneliness.

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Tunku Ahmad, Tunku Badariah, Ahmad Adebisi Kamaldeen, and Kamal J. I. Badrasawi. "The Effect of Reciprocal Teaching on Third Year Nigerian ESL Students’ Mastery of William Faulkner’s “A Rose for Emily”." IIUM Journal of Educational Studies 10, no. 1 (2022): 90–113. http://dx.doi.org/10.31436/ijes.v10i1.433.

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This true experimental study examined the effects of reciprocal teaching on 3rd year Nigerian university students’ mastery of “A Rose for Emily,” an English short story famously known for its intriguing plot but difficult narrative style. The subjects were a class of 60 students who were randomly assigned to either the treatment (n = 30) or control group (n = 30) based on the matching of their pretest scores. The experiment was conducted over 12 weeks where the treatment group studied the short story using reciprocal teaching that comprised the activities of summarizing, questioning, clarifying and predicting, while the control group was taught the same story using direct instruction. The subjects' mastery of the literary text was measured in terms of vocabulary, comprehension and recall using a self-developed test. The reliability of the measures ranged from α = 0.60 to α = 0.80. Descriptive statistics and independent samples t-tests were used to analyse the data. The results indicated that RT was very effective in enhancing the subjects’ recall and comprehension of the story and their acquisition of new vocabulary. The treatment group exhibited a significant increase of 67.6 points in their mastery of the short story compared to a significantly lower gain of 44.9 points by the control group. The effect size of the treatment was very large at Cohen’s d = 4.76. The results supported the use of active text processing strategies and social group interaction in facilitating students’ learning of literature as purported by Vygotsky’s social constructivist theory.

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Mikkola, Marko, Noora Ellonen, Markus Kaakinen, et al. "Cyberharassment Victimization on Three Continents: An Integrative Approach." International Journal of Environmental Research and Public Health 19, no. 19 (2022): 12138. http://dx.doi.org/10.3390/ijerph191912138.

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This article introduces and applies an integrative model of cyberharassment victimization. The model combines routine activity theory (RAT), the general theory of crime (GTC), and the personal resources approach to analyze risk factors for victimization while acknowledging the protective role of a sense of mastery. Survey respondents were aged 15 to 25 years (N = 4816) from the U.S., Finland, Spain, and South Korea. Logistic regression models were used to analyze cyberharassment victimization. RAT-related factors were positively associated with cyberharassment victimization. Low self-control was positively associated with cyberharassment victimization in the U.S., Finland, and Spain but not in South Korea. The sense of mastery was negatively associated with cyberharassment victimization in the U.S., Finland, and South Korea but not in Spain. Protective factors against cyberharassment victimization should be utilized in future studies as adequate knowledge of protective factors could assist policymakers in generating preventative measures against cyberharassment. Our study demonstrates the benefits of integrating criminological theories and protective factors in studies using cross-national data to gain a better understanding of the dynamics of cyberharassment.

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Berry, Jane M., and Robin L. West. "Cognitive Self-efficacy in Relation to Personal Mastery and Goal Setting across the Life Span." International Journal of Behavioral Development 16, no. 2 (1993): 351–79. http://dx.doi.org/10.1177/016502549301600213.

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This article is an integrative review of empirical studies of cognitive self-efficacy from childhood through old age. Issues of definition and measurement are addressed and the relation of self-efficacy to personal mastery is evaluated. Research on academic achievement in children and adolescents, complex decision-making in young adults, and memory and intellectual functioning in older adults supports a variety of theoretically driven hypotheses regarding the sources and effects of self-efficacy. Percepts of self-efficacy are based on a variety of sources of information, including personal mastery and perceived control beliefs. Self-efficacy has predictable effects on a variety of task engagement variables (e.g. persistence, effort, goal setting, strategy usage, chioce) that mediate the relationship between self-efficacy and performance. Generalisations regarding the applicability of self-efficacy to understanding cognitive development across the life span are discussed in terms of age-relevant domains and it is argued that a life span treatment of self-efficacy development is particularly compelling because both life span theory and self-efficacy theory emphasise domain specificity.

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Lagang, Manuel, and Lakshminarayan Srinivasan. "Stochastic Optimal Control as a Theory of Brain-Machine Interface Operation." Neural Computation 25, no. 2 (2013): 374–417. http://dx.doi.org/10.1162/neco_a_00394.

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The closed-loop operation of brain-machine interfaces (BMI) provides a framework to study the mechanisms behind neural control through a restricted output channel, with emerging clinical applications to stroke, degenerative disease, and trauma. Despite significant empirically driven improvements in closed-loop BMI systems, a fundamental, experimentally validated theory of closed-loop BMI operation is lacking. Here we propose a compact model based on stochastic optimal control to describe the brain in skillfully operating canonical decoding algorithms. The model produces goal-directed BMI movements with sensory feedback and intrinsically noisy neural output signals. Various experimentally validated phenomena emerge naturally from this model, including performance deterioration with bin width, compensation of biased decoders, and shifts in tuning curves between arm control and BMI control. Analysis of the model provides insight into possible mechanisms underlying these behaviors, with testable predictions. Spike binning may erode performance in part from intrinsic control-dependent constraints, regardless of decoding accuracy. In compensating decoder bias, the brain may incur an energetic cost associated with action potential production. Tuning curve shifts, seen after the mastery of a BMI-based skill, may reflect the brain's implementation of a new closed-loop control policy. The direction and magnitude of tuning curve shifts may be altered by decoder structure, ensemble size, and the costs of closed-loop control. Looking forward, the model provides a framework for the design and simulated testing of an emerging class of BMI algorithms that seek to directly exploit the presence of a human in the loop.

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Hirschman, Elizabeth C. "Consumer Preferences in Literature, Motion Pictures, and Television Programs." Empirical Studies of the Arts 5, no. 1 (1987): 31–46. http://dx.doi.org/10.2190/3c9d-4vf6-v7nt-hbpw.

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This study examined the relationship between five motives—sensory arousal, cognitive arousal, escapism, mastery-control, and emotional involvement—and preferences for different types of content in three cultural media—television programs, motion pictures, and books. The findings both confirmed and extended prior theorization and found some intriguing differences in content preferences between women and men.

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Muda, Faried Jaendar, Rajesri Govindaraju, and Iwan Inrawan Wiratmadja. "An Additional Model to Control Risk in Mastering Defense Technology in Indonesia." Sustainability 14, no. 3 (2022): 1658. http://dx.doi.org/10.3390/su14031658.

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Reverse engineering is widely used to acquire defence technology relatively quickly. However, this process carries the risk of creating uncertainty, leading to significant investments if the process is not controlled. A technology readiness level (TRL) calculator has been used to control the process of technology mastery during forward engineering. This study aims to build an additional model so that TRL can also be used to control risk in the process of mastering technology. It does this by using reverse engineering to help organisations reduce costs. This additional model is presented through a reverse engineering concept based on theory and is tested through a case study of a defence organization in Indonesia. The results of the case study show that the TRL calculator can be used as a reference in mastering technology through reverse engineering.

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Lieb, Robert J., and Neil P. Young. "A case-specific approach to the treatment of alcoholism: The application of control mastery theory to alcoholics anonymous and professional practice." Journal of Substance Abuse Treatment 11, no. 1 (1994): 35–44. http://dx.doi.org/10.1016/0740-5472(94)90062-0.

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Weisl-Shaw, Andreea. "Lacan and le con: Exploring the Feminine in the Roman de Renart." Reinardus / Yearbook of the International Reynard Society 20 (December 12, 2008): 153–69. http://dx.doi.org/10.1075/rein.20.10wei.

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This article explores Renart’s relationship with the feminine across the various branches of the Roman de Renart. At the same time a creation of Eve (in the Enfances), and the creator of Woman’s essence, her genitalia (in Labourage/Connin), Renart obsessively circles the feminine: seeking to control it through physical power (the rape of Hersent in Renart et la love), fantasizing about it (in Le Puits) and talking about it endlessly (especially in the Confession). The enigmatic object of his desire, the con, is a dark abyss to which he returns over and over again, seeking to understand it, even to refashion it, yet he is never able to achieve true mastery of it. Using Lacanian theory and Freud’s theory of jokes, this article examines Renart’s obsession, aiming to show that the fox as trickster/jokester is less in control than he believes: he is as much controlled and defined by the feminine as he is its absolute master and the imagined key to its ultimate meaning.

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Getachew, Kinde, and Asfawossen Birhane. "Improving students’ self-efficacy and academic performance in Applied Mathematics through innovative classroom-based strategy at Jimma University, Ethiopia." Tuning Journal for Higher Education 4, no. 1 (2016): 119. http://dx.doi.org/10.18543/tjhe-4(1)-2016pp119-143.

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Research on area of self-efficacy theory is scarce in African context though several scholars propose the need for investigating the practical utility of the theory in other cultural settings aside from Western countries. We have tested the theory of self-efficacy in Ethiopian context and showed how an innovative classroom based strategy (promoting students’ mastery experience, exposing students to role model, persuading students the importance of effort and creating favorable attitude towards a subject) influenced self-efficacy belief and academic achievements of students in applied mathematics II employing explanatory sequential mixed methods design. We found statistically significant difference between the experimental group and the control group on mean academic performance of applied math II (t = 2.75, df = 121, p = .007). The magnitude of the mean difference (MD = 5.77) between the two groups was medium (η<sup>2 </sup>= .4978). There was no statistically significant mean difference in the experimental group and the control group on mean score of self-efficacy belief in mathematics (t = .626, df = 85, p = .553) though the experimental group scored higher than the control group. We validated the self-efficacy theory in Ethiopian context and also provided insight how mathematics instructors could use the innovative classroom based strategy. Further study on the applicability and generalization of the intervention package in other contexts is warranted.

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Hansen, Catherine E. "Psychometric Properties of the Trauma Stages of Recovery." Psychological Reports 97, no. 1 (2005): 217–35. http://dx.doi.org/10.2466/pr0.97.1.217-235.

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Of the trauma theories available, Herman's has captured the essential features common to most traumatic etiologies. Continued development of this theory has included dimensions within stages of recovery. The Trauma States of Recovery is presented here as a way of assessing stages of recovery and inherent components. Three samples of about 500 college students each and a clinical sample ( n = 34) were recruited. Independent principal components analyses, employing a scree plot, gave a five-component solution accounting for 40.2% of the total variance. The component solution employed Promax rotation for the correlated components. The five components were named Emotional Awareness and Control, Symptom Mastery, Coping, Memory, and Relationships. Internal consistencies, test-retest reliability, and split-half reliability were acceptable. Response bias was low. Convergent validity (with various subscales from the Beck Depression Inventory, the Self-esteem Scale, the Spielberger Anger-Expression Scale, and the Dissociative Experiences Scale) and discriminant validity (with various subscales of the AIDS Knowledge and Attitudes Survey and Jackson's Personality Research Form Dominance Scale) were promising. The Trauma Stages of Recovery also significantly discriminated between clinical and nonclinical samples on three of the five components, Symptom Mastery, Coping, and Memory.

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SCHMIDT, NICO M., MATEJ HOFFMANN, KOHEI NAKAJIMA, and ROLF PFEIFER. "BOOTSTRAPPING PERCEPTION USING INFORMATION THEORY: CASE STUDIES IN A QUADRUPED ROBOT RUNNING ON DIFFERENT GROUNDS." Advances in Complex Systems 16, no. 02n03 (2013): 1250078. http://dx.doi.org/10.1142/s0219525912500786.

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Animals and humans engage in an enormous variety of behaviors which are orchestrated through a complex interaction of physical and informational processes: The physical interaction of the bodies with the environment is intimately coupled with informational processes in the animal's brain. A crucial step toward the mastery of all these behaviors seems to be to understand the flows of information in the sensorimotor networks. In this study, we have performed a quantitative analysis in an artificial agent — a running quadruped robot with multiple sensory modalities — using tools from information theory (transfer entropy). Starting from very little prior knowledge, through systematic variation of control signals and environment, we show how the agent can discover the structure of its sensorimotor space, identify proprioceptive and exteroceptive sensory modalities, and acquire a primitive body schema. In summary, we show how the analysis of directed information flows in an agent's sensorimotor networks can be used to bootstrap its perception and development.

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Et.al, Walib Abdullah. "The Influence of Blended Learning to Understanding Concept." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (2021): 3756–61. http://dx.doi.org/10.17762/turcomat.v12i3.1658.

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This study aims to explain blended learning and learning styles towards students' conceptual understanding. This study was designed as a quasi-experiment involving 84 students of the IslamicsEducation Department, Faculty of Education of Islamics Institute of Al-KhairatPamekasan, Indonesia. The research data were collected using a test. Before the study, tests were carried out for the experimental and control groups. Data were analyzed using descriptive statistics and ANOVA test with pre-test scores as covariates. The level of significance was determined at α = 0.05. The results showed that (1) there were differences in learning outcomes between those taught with the blended learning model and those taught with the conventional learning model. (2) The difference in learning outcomes between groups of students who had to learn styles and groups of students with low learning discipline. Student learning discipline had an essential role in the learning process. These findings indicated that blended learning could dominate the learning outcomes of students' conceptual mastery. Future research might be able to discuss the results of tests conducted to determine the effectiveness of mastery of learning concepts with other learning models.

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Singh, Parbudyal, Ronald J. Burke, and Janet Boekhorst. "Recovery after work experiences, employee well-being and intent to quit." Personnel Review 45, no. 2 (2016): 232–54. http://dx.doi.org/10.1108/pr-07-2014-0154.

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Purpose – A growing body of research suggests that psychological experiences related to recovery after work may reduce employee fatigue and exhaustion and improve well-being. The purpose of this paper is to extend this literature by examining several correlates and consequences of four recovery experiences: psychological detachment, relaxation, mastery, and control. Design/methodology/approach – Data were collected from 290 nursing staff working in hospitals using a questionnaire study and well-established measures. Hierarchical regression analyses were used to test the hypotheses. Findings – The results suggest that the four recovery experiences were, with one exception, positively and significantly correlated. Personal demographic variables (e.g. work status and level of education) had relationships with the use of particular recovery experiences. Passion was positively related to the use of mastery and control, while work intensity was negatively associated with the use of psychological detachment and relaxation. The use of particular recovery experiences was generally associated with lower intentions to quit and positive indicators of psychological well-being. Research limitations/implications – There are several implications for research and practice. Scholars can use the results to extend the theories such as the job demands-resources model, including the role of work intensity as job demands. At the organizational level, managers and leaders should consider supporting strategies that help employees recover after work. Originality/value – This study extends the empirical research on recovery after work using some variables not previously used. The theory on recovery after work is also extended.

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Lee, Charles. "Running scared: Fear and space in Amnesia: The Dark Descent." Journal of Gaming & Virtual Worlds 13, no. 1 (2021): 93–112. http://dx.doi.org/10.1386/jgvw_00030_1.

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Popular horror video game titles such as Outlast, Dead Space, and Amnesia: The Dark Descent are well-known for their effectiveness at evoking negative affects of terror and anxiety. The various camera tricks, control schemes, and visual cues these games deploy to confuse players and limit their sense of control and personal mastery. This article examines how Frictional Games’s Amnesia: The Dark Descent pairs confined spatial layouts with an intentionally vague user interface design to disorient players and heighten the likelihood that they will walk into one of the game’s threatening monsters. This article deploys Marxist and Affect theory conceptualizations of proximity and space to analyse how the game’s use of corners frighten players by narrowing their available field of view. The resulting analysis examines the negative feelings and subjective experiences players are likely to feel when they are unable to properly see the virtual diegetic world with absolute clarity.

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Lee, Charles. "Running scared: Fear and space in Amnesia: The Dark Descent." Journal of Gaming & Virtual Worlds 13, no. 1 (2021): 93–112. http://dx.doi.org/10.1386/jgvw_00030_1.

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Popular horror video game titles such as Outlast, Dead Space, and Amnesia: The Dark Descent are well-known for their effectiveness at evoking negative affects of terror and anxiety. The various camera tricks, control schemes, and visual cues these games deploy to confuse players and limit their sense of control and personal mastery. This article examines how Frictional Games’s Amnesia: The Dark Descent pairs confined spatial layouts with an intentionally vague user interface design to disorient players and heighten the likelihood that they will walk into one of the game’s threatening monsters. This article deploys Marxist and Affect theory conceptualizations of proximity and space to analyse how the game’s use of corners frighten players by narrowing their available field of view. The resulting analysis examines the negative feelings and subjective experiences players are likely to feel when they are unable to properly see the virtual diegetic world with absolute clarity.

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Sánchez Rosas, Javier, and Luis Alberto Furlan. "Achievement emotions and achievement goals in support of the convergent, divergent and criterion validity of the Spanish-Cognitive Test Anxiety Scale." International Journal of Educational Psychology 6, no. 1 (2017): 67. http://dx.doi.org/10.17583/ijep.2017.2268.

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Based on the control-value theory of achievement emotions and theory of achievement goals, this research provides evidence of convergent, divergent, and criterion validity of the Spanish Cognitive Test Anxiety Scale (S-CTAS). A sample of Argentinean undergraduates responded several scales administered at three points. At time 1 and 3, the sample informed their adoption of mastery and performance goals. At time 2, they responded to the S-CTAS and informed about their anxiety and shame in class, and their enjoyment, hopelessness, shame, and anxiety experienced in exam. Results demonstrated the convergent and divergent validity of the S-CTAS by correlating with other class and test emotions scales measuring outcome and activity-emotions. Furthermore, the findings verified the criterion validity of the S-CTAS by estimating the predictive influence of achievement goals on cognitive test anxiety and other emotions, and in turn the effects of cognitive test anxiety and these emotions on achievement goals.

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Journal articles on the topic 'Control-Mastery Theory'

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