Background: Incorporating artificial intelligence (AI) as standardized patients (SPs) in psychology education may enhance experiential learning and student confidence. The aim of the study was to analyze the effectiveness of using AI-based simulations to develop communication skills and influence psychology students’ affective state. Method: A mixed-methods intervention study was conducted with 31 third-year psychology students. Participants engaged in clinical simulations using ChatGPT as an SP. Quantitative data on affective state, communication attitudes, and perceptions of knowledge and skills were collected pre- and post-intervention via questionnaires. Qualitative data were obtained through open-ended questions and a focus group. Data were analyzed using repeated measures ANOVA and thematic analysis. Results: Significant reductions in negative affect and increases in perceived knowledge and skills were observed post-intervention. No significant changes were found in communication attitudes. Qualitative findings supported the quantitative results, indicating improved confidence and reduced anxiety during simulated patient interactions. Conclusions: Utilizing AI as SPs is an effective pedagogical tool that enhances experiential learning, increases student confidence in professional skills, and positively influences the affective state. This innovative approach offers a valuable supplement to traditional teaching methods in psychology education.

Driving is a crucial aspect of personal independence, and accurate assessment of driving skills is vital for ensuring road safety. This study aimed to identify reliable cognitive predictors of safe driving through a driving simulator experiment. We assessed the driving performance of 66 university students in two distinct simulated driving conditions and evaluated their cognitive skills in decision-making, attention, memory, reasoning, perception, and coordination. Multiple regression analyses were conducted to determine the most reliable cognitive predictor of driving outcome. Results revealed that under favorable driving conditions characterized by good weather and limited interactions with other road users, none of the variables tested in the study were able to predict driving performance. However, in a more challenging scenario with adverse weather conditions and heavier traffic, cognitive assessment scores demonstrated significant predictive power for the rate of traffic infractions committed. Specifically, cognitive skills related to memory and coordination were found to be most predictive. This study underscores the significance of cognitive ability, particularly memory, in ensuring safe driving performance. Incorporating cognitive evaluations in driver licensing and education/training programs can enhance the evaluation of drivers' competence and promote safer driving practices.

Background: Sleep disturbances represent a major health burden today, affecting up to one-third of the population worldwide. Computerized cognitive stimulation has been proven as an effective approach in diminishing negative symptomatology and improving the quality of life in a range of medical conditions. Given its nature in enhancing neural networks, such as those involved in stimulus monitoring and inhibitory processes, computerized cognitive stimulation is arising as a potential tool to overcome underlying cognitive deficits found among patients suffering from insomnia. In the current study, we report the results of Phase 1 and Phase 2 clinical trials of a home-based computerized cognitive stimulation program. Methods: The cognitive stimulation intervention followed a home-based approach with online supervision by a psychologist. The training activities were gamified cognitive tasks that had been designed to improve executive functions, with a focus on inhibition skills. The Insomnia Severity Index and the Pittsburgh Sleep Quality Index scales were used as the main assessment measures. Data from the Behavior Rating Inventory of Executive Function, the Beck Depression Inventory, the State-Trait Anxiety Inventory, and the Penn State Worry Questionnaire were also recorded before and after the intervention. During 15 consecutive days, participants performed on alternate days a total of 7 training sessions (each lasting 45 minutes). Results: Twelve patients with clinical insomnia were administered the home-based online cognitive stimulation program. After seven training sessions, mean changes in sleep quality, depressive and anxiety symptoms, worry thoughts, and everyday function were found, with significant improvements in these domains in the full absence of safety issues. Conclusions: In patients with insomnia, cognitive stimulation demonstrated improvements in sleep quality, mood, and cognitive performance over a 15-day protocol. No relevant side effects were reported. The long-term effectiveness of the intervention is still unknown. Clinical Trial Registration: The study protocol has been reviewed and published in ClinicalTrials.gov, assigning it the code NCT05050292 https://clinicaltrials.gov/ct2/show/NCT05050292?term=NCT05050292&draw=2&rank=1.

Cancer patients assert that after chemotherapy their cognitive abilities have deteriorated. Cognitive stimulation is the clinical treatment of choice for reversing cognitive decline. The current study describes a computerized home-based cognitive stimulation program in patients who survived breast cancer. It aims to assess safety and effectiveness of cognitive stimulation in the oncology population. A series of 45-min training sessions was completed by the participants. A thorough assessment was performed both before and after the intervention. The mini-Mental Adjustment to Cancer Scale, the Cognitive Assessment for Chemo Fog Research, and the Functionality Assessment Instrument in Cancer Treatment–Cognitive Function served as the main assessment tools. The State-Trait Anxiety Inventory, Beck Depression Inventory, Brief Fatigue Inventory, and Measuring Quality of Life–The World Health Organization data were gathered as secondary outcomes. Home-based cognitive stimulation demonstrated beneficial effects in the oncology population, with no side effects being reported. Cognitive, physical, and emotional improvements were observed, along with decreased interference in daily life activities and a better overall quality of life.

The societal integration of autonomous vehicles (AVs) relies on public acceptance, closely related to individual emotions and perceptions. This study explores the emotional factors affecting AV acceptance in Spain through lexical tasks, virtual AV simulations, and questionnaires, surpassing traditional attitude surveys by examining subtle emotional and lexical reactions to AVs. Acceptance was measured in terms of AV knowledge, perception of autonomous driving, and safety, with emphasis on lexical-emotional analysis after simulation. Findings indicate gender differences in AV acceptance, with women showing less knowledge and comfort with AV technology. Simulation improved understanding and generated more positive responses. This study shows how lexical tasks can reveal emotional influences on AV perception and suggests a wider approach to assess technology acceptance. These findings aid in creating campaigns and experiences to enhance public AV acceptance, mindful of demographic differences. Future studies should extend this framework to various populations to investigate the emotional lexicon’s role in AV acceptance.

Epilepsy, a prevalent neurological disorder characterized by recurrent seizures, significantly impacts individuals’ neurobiological, cognitive, and social lives. This report presents a feasibility study investigating the effects of a computerized cognitive training program on enhancing executive functions, particularly inhibitory control, in children and adolescents with epilepsy. Employing a pre-test–intervention–post-test design, the study involved 26 participants with diverse epileptic syndromes, focusing on those without severe intellectual disabilities. The intervention, based on the CogniFit Inc. platform, consisted of personalized tasks aiming to improve participants’ inhibitory skills over 16 weeks, with an average of 40 sessions completed per participant. Results indicated significant improvements in reaction times and error rates in an anti-saccade task, demonstrating enhanced inhibitory control and general performance post-intervention. These findings suggest that targeted cognitive training is a feasible approach to bolster executive functions in young individuals with epilepsy, potentially improving their academic performance, employability, and social interactions. The study underscores the importance of early cognitive interventions in epilepsy management, highlighting the potential for computerized programs to aid in mitigating cognitive deficits associated with the condition.