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"Self-reflection"
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Developing a Reflective Mind
Metacognition is the ability to monitor and control cognition. Because young children often provide inaccurate metacognitive judgments when prompted to do so verbally, it has long been assumed that this ability does not develop until late childhood. This claim is now challenged by new studies using nonverbal paradigms and revealing that basic forms of metacognition—such as the ability to estimate decision confidence or to monitor errors—are present even in preverbal infants. This new line of evidence suggests that young children adapt to their environment not only by considering their physical and social surroundings but also by reflecting on their own cognitive states.
Journal Article
Multi-target Knowledge Distillation via Student Self-reflection
Knowledge distillation is a simple yet effective technique for deep model compression, which aims to transfer the knowledge learned by a large teacher model to a small student model. To mimic how the teacher teaches the student, existing knowledge distillation methods mainly adapt an unidirectional knowledge transfer, where the knowledge extracted from different intermedicate layers of the teacher model is used to guide the student model. However, it turns out that the students can learn more effectively through multi-stage learning with a self-reflection in the real-world education scenario, which is nevertheless ignored by current knowledge distillation methods. Inspired by this, we devise a new knowledge distillation framework entitled multi-target knowledge distillation via student self-reflection or MTKD-SSR, which can not only enhance the teacher’s ability in unfolding the knowledge to be distilled, but also improve the student’s capacity of digesting the knowledge. Specifically, the proposed framework consists of three target knowledge distillation mechanisms: a stage-wise channel distillation (SCD), a stage-wise response distillation (SRD), and a cross-stage review distillation (CRD), where SCD and SRD transfer feature-based knowledge (i.e., channel features) and response-based knowledge (i.e., logits) at different stages, respectively; and CRD encourages the student model to conduct self-reflective learning after each stage by a self-distillation of the response-based knowledge. Experimental results on five popular visual recognition datasets, CIFAR-100, Market-1501, CUB200-2011, ImageNet, and Pascal VOC, demonstrate that the proposed framework significantly outperforms recent state-of-the-art knowledge distillation methods.
Journal Article
Cognitive Bias and Diagnostic Errors among Physicians in Japan: A Self-Reflection Survey
This cross-sectional study aimed to clarify how cognitive biases and situational factors related to diagnostic errors among physicians. A self-reflection questionnaire survey on physicians’ most memorable diagnostic error cases was conducted at seven conferences: one each in Okayama, Hiroshima, Matsue, Izumo City, and Osaka, and two in Tokyo. Among the 147 recruited participants, 130 completed and returned the questionnaires. We recruited primary care physicians working in various specialty areas and settings (e.g., clinics and hospitals). Results indicated that the emergency department was the most common setting (47.7%), and the highest frequency of errors occurred during night-time work. An average of 3.08 cognitive biases was attributed to each error. The participants reported anchoring bias (60.0%), premature closure (58.5%), availability bias (46.2%), and hassle bias (33.1%), with the first three being most frequent. Further, multivariate logistic regression analysis for cognitive bias showed that emergency room care can easily induce cognitive bias (adjusted odds ratio 3.96, 95% CI 1.16−13.6, p-value = 0.028). Although limited to a certain extent by its sample collection, due to the sensitive nature of information regarding physicians’ diagnostic errors, this study nonetheless shows correlations with environmental factors (emergency room care situations) that induce cognitive biases which, in turn, cause diagnostic errors.
Journal Article
Models@run.time: a guided tour of the state of the art and research challenges
More than a decade ago, the research topic models@run.time was coined. Since then, the research area has received increasing attention. Given the prolific results during these years, the current outcomes need to be sorted and classified. Furthermore, many gaps need to be categorized in order to further develop the research topic by experts of the research area but also newcomers. Accordingly, the paper discusses the principles and requirements of models@run.time and the state of the art of the research line. To make the discussion more concrete, a taxonomy is defined and used to compare the main approaches and research outcomes in the area during the last decade and including ancestor research initiatives. We identified and classified 275 papers on models@run.time, which allowed us to identify the underlying research gaps and to elaborate on the corresponding research challenges. Finally, we also facilitate sustainability of the survey over time by offering tool support to add, correct and visualize data.
Journal Article
Taking a Pause: Co‐Designing a Reflection Tool for Meaning Creation in Patients With Type 2 Diabetes
Objectives This study aims to explore how the design of a self‐reflection tool can assist patients with type 2 diabetes (T2D) by facilitating and sustaining their reflective practices in the context of diabetes care. Specifically, the study seeks to examine how patients utilize self‐reflection tools, identify aspects they feel improve diabetes management, and uncover the opportunities and challenges they encounter when integrating such tools into their daily lives. Methods The research involved two phases: first, the preliminary development of a self‐reflection tool prototype and second, the exploration of user experience. During the second phase, five patients with T2D participated in three interview sessions bi‐weekly over the period of 6 weeks. The interviews were transcribed and thematically coded, and affinity diagramming was then used to synthesize the data. Results Four main themes emerged from the interviews. The designed self‐reflection tool was found to have the potential to enhance participants’ motivation for engaging in diabetes management by improving diabetes management, initiating self‐reflection, facilitating new thoughts and meanings, and providing opportunities for the patients to share their reflections. Conclusions The designed self‐reflection tool helped patients with T2D by encouraging them to adopt a more positive mindset and supporting them in addressing challenges related to their diabetes management. The study suggests that there is promising potential for the self‐reflection tool to evolve into a reflection‐sharing tool that can be shared with other patients. Patient or Public Contribution Participants with T2D took part in the designed interviews, and their experiences and comments meaningfully contributed to enriching the co‐design of the self‐reflection tool. The suggested potential for this tool to be expanded into a reflection‐sharing tool is also significant.
Journal Article
Effects of students’ self-reflection on improving essay writing achievement among Ethiopian undergraduate students: a counterbalanced design
Reflection in education has seen an upsurge in research interest since as reported by Dewey (How we think, Prometheus Books, Buffalo, 1991) ground-breaking work, which plays an integral role in fostering students’ self-reflection and demonstrable learning skills. However there have not been enough studies to determine whether writing instruction from the perspective of self-reflection before action improves undergraduate students' essay writing achievement. This article investigates the effects of Ethiopian university-undergraduate students’ self-reflection before action on their essay writing achievement through the mediation of teaching writing instruction. The study's methodology involved two phases of intervention in a counterbalanced design. The participants were 47 male and female students aged 19–22, from Arba Minch University. They were assigned to a control group and an experimental group using the matched sampling technique. During the first phase, the experimental group (Group A) was instructed to engage in self-reflection-based course activities over a period of two months while the control group was not. In the second phase Group B was engaged in self-reflection-based course activities over a period of two months while Group A was kept under control. To collect data, preliminary students’ self-reflection was provided using an open-ended questionnaire, and pre- and post-tests of writing were given to both groups. Mean and standard deviation statistics were applied after the thematic analysis of the qualitative data. Additionally, a univariate analysis of variance was performed to answer the query regarding the impact of self-reflection on students' essay writing performance. The findings demonstrated that, despite the students encountering numerous difficulties during their essay-writing exercises; the self-reflection-based instruction had a significant positive impact on the participants' essay-writing achievement. In conclusion, the findings have some implications for teaching essay writing instructions.
Journal Article
Self‐Focused Attention and Career Anxiety: The Mediating Role of Career Adaptability
The purpose of this study was to examine how 2 forms of self‐focused attention, self‐reflection and self‐rumination, influence career anxiety. The authors hypothesized that the association between these 2 types of self‐focused attention and career anxiety would be mediated by career adaptability on the basis of a career construction model of adaptation. The participants were 326 undergraduate students in South Korea. The results of this study supported the hypothesized mediation model by indicating significant indirect effects of self‐reflection and self‐rumination on career anxiety via career adaptability. The direct effect of self‐rumination on career anxiety was significant (B = .44, p < .01), but the direct effect of self‐reflection on career anxiety was not significant (B = –.05, p > .05). The authors discuss implications for counselors to help college students manage career anxiety by encouraging and supporting increased career adaptability. Future research to examine the cross‐cultural validity of the current findings is needed.
Journal Article
Collaborative autoethnography: “self-reflection” as a timely alternative research approach during the global pandemic
PurposeThe authors’ aim in this commentary is to critically assess the potential benefits and limitations of collaborative autoethnography (CAE) as a research tool to be used by qualitative researchers during this unprecedented, methodologically challenging time when physical isolation and distancing are the best strategies to prevent spread of the virus.Design/methodology/approachThe authors probe into the potential of collaborative reflection on self-narrative as an alternative and perhaps timely research approach.FindingsThe COVID-19 pandemic has altered our experiences of conventional teaching, learning and research. It is a scholarly challenging time, particularly for qualitative researchers in the social sciences whose research involves data collection methods that require face-to-face human interactions. Due to the worldwide lockdowns, self-isolation and social distancing, qualitative researchers are encountering methodological difficulties in continuing with their empirical fieldwork. In such circumstances, researchers are exploring alternative methodological approaches, taking advantage of telecommunication and digital tools for remote data collection. However, the authors argue that qualitative researchers should consider utilizing self-narratives of their experiences during the pandemic as a rich source of qualitative data for further delving into the socioeconomic, political and cultural impacts of the pandemic.Originality/valueThe authors’ focus might be secondary in the minds of many social scientists who are directly contributing to our understanding of how the pandemic has upended communities. However, despite some limitations and ethical concerns, we urge qualitative researchers to embrace the potentials of CAE to study society, especially, but not only, in this unprecedented time.
Journal Article