Cognitive Bias Modification Training in Adolescents: Effects on Interpretation Biases and Mood

ERIC Educational Resources Information Center

Lothmann, Claudia; Holmes, Emily A.; Chan, Stella W. Y.; Lau, Jennifer Y. F.

2011-01-01

Background: Negative biases in the interpretation of ambiguous material have been linked to anxiety and mood problems. Accumulating data from adults show that positive and negative interpretation styles can be induced through cognitive bias modification (CBM) paradigms with accompanying changes in mood. Despite the therapeutic potential of…

A novel knowledge-based system for interpreting complex engineering drawings: theory, representation, and implementation.

PubMed

Lu, Tong; Tai, Chiew-Lan; Yang, Huafei; Cai, Shijie

2009-08-01

We present a novel knowledge-based system to automatically convert real-life engineering drawings to content-oriented high-level descriptions. The proposed method essentially turns the complex interpretation process into two parts: knowledge representation and knowledge-based interpretation. We propose a new hierarchical descriptor-based knowledge representation method to organize the various types of engineering objects and their complex high-level relations. The descriptors are defined using an Extended Backus Naur Form (EBNF), facilitating modification and maintenance. When interpreting a set of related engineering drawings, the knowledge-based interpretation system first constructs an EBNF-tree from the knowledge representation file, then searches for potential engineering objects guided by a depth-first order of the nodes in the EBNF-tree. Experimental results and comparisons with other interpretation systems demonstrate that our knowledge-based system is accurate and robust for high-level interpretation of complex real-life engineering projects.

A Review of the Role of Social Cognition in Major Depressive Disorder

PubMed Central

Weightman, Michael James; Air, Tracy Michele; Baune, Bernhard Theodor

2014-01-01

Background: Social cognition – the ability to identify, perceive, and interpret socially relevant information – is an important skill that plays a significant role in successful interpersonal functioning. Social cognitive performance is recognized to be impaired in several psychiatric conditions, but the relationship with major depressive disorder is less well understood. The aim of this review is to characterize the current understanding of: (i) the different domains of social cognition and a possible relationship with major depressive disorder, (ii) the clinical presentation of social cognition in acute and remitted depressive states, and (iii) the effect of severity of depression on social cognitive performance. Methods: Electronic databases were searched to identify clinical studies investigating social cognition in a major depressive disorder population, yielding 31 studies for this review. Results: Patients with major depressive disorder appear to interpret social cognitive stimuli differently to healthy controls: depressed individuals may interpret emotion through a mood-congruent bias and have difficulty with cognitive theory of mind tasks requiring interpretation of complex mental states. Social cognitive performance appears to be inversely associated with severity of depression, whilst the bias toward negative emotions persists even in remission. Some deficits may normalize following effective pharmacotherapy. Conclusions: The difficulties with social interaction observed in major depressive disorder may, at least in part, be due to an altered ability to correctly interpret emotional stimuli and mental states. These features seem to persist even in remission, although some may respond to intervention. Further research is required in this area to better understand the functional impact of these findings and the way in which targeted therapy could aid depressed individuals with social interactions. PMID:25566100

Implications of R. S. Peters' Notion of "Cognitive Perspective" for Science Education

ERIC Educational Resources Information Center

Hadzigeorgiou, Yannis

2017-01-01

This paper discusses R.S. Peters' notion of "cognitive perspective," which, through careful reading, can be interpreted as a wider perspective resulting from an awareness of the relationships of one's knowledge and understanding to one's own life. This interpretation makes cognitive perspective a holistic notion akin to that of…

Modifying interpretation biases: Effects on symptomatology, behavior, and physiological reactivity in social anxiety.

PubMed

Nowakowski, Matilda E; Antony, Martin M; Koerner, Naomi

2015-12-01

The present study investigated the effects of computerized interpretation training and cognitive restructuring on symptomatology, behavior, and physiological reactivity in an analogue social anxiety sample. Seventy-two participants with elevated social anxiety scores were randomized to one session of computerized interpretation training (n = 24), cognitive restructuring (n = 24), or an active placebo control condition (n = 24). Participants completed self-report questionnaires focused on interpretation biases and social anxiety symptomatology at pre and posttraining and a speech task at posttraining during which subjective, behavioral, and physiological measures of anxiety were assessed. Only participants in the interpretation training condition endorsed significantly more positive than negative interpretations of ambiguous social situations at posttraining. There was no evidence of generalizability of interpretation training effects to self-report measures of interpretation biases and symptomatology or the anxiety response during the posttraining speech task. Participants in the cognitive restructuring condition were rated as having higher quality speeches and showing fewer signs of anxiety during the posttraining speech task compared to participants in the interpretation training condition. The present study did not include baseline measures of speech performance or computer assessed interpretation biases. The results of the present study bring into question the generalizability of computerized interpretation training as well as the effectiveness of a single session of cognitive restructuring in modifying the full anxiety response. Clinical and theoretical implications are discussed. Copyright © 2015 Elsevier Ltd. All rights reserved.

Dynamic engagement of cognitive control modulates recovery from misinterpretation during real-time language processing

PubMed Central

Hsu, Nina S.; Novick, Jared M.

2016-01-01

Speech unfolds swiftly, yet listeners keep pace by rapidly assigning meaning to what they hear. Sometimes though, initial interpretations turn out wrong. How do listeners revise misinterpretations of language input moment-by-moment, to avoid comprehension errors? Cognitive control may play a role by detecting when processing has gone awry, and then initiating behavioral adjustments accordingly. However, no research has investigated a cause-and-effect interplay between cognitive control engagement and overriding erroneous interpretations in real-time. Using a novel cross-task paradigm, we show that Stroop-conflict detection, which mobilizes cognitive control procedures, subsequently facilitates listeners’ incremental processing of temporarily ambiguous spoken instructions that induce brief misinterpretation. When instructions followed Stroop-incongruent versus-congruent items, listeners’ eye-movements to objects in a scene reflected more transient consideration of the false interpretation and earlier recovery of the correct one. Comprehension errors also decreased. Cognitive control engagement therefore accelerates sentence re-interpretation processes, even as linguistic input is still unfolding. PMID:26957521

Technology implications of a cognitive task analysis for locomotive engineers

DOT National Transportation Integrated Search

2009-01-01

This report documents the results of a cognitive task analysis (CTA) that examined the cognitive demands and activities of locomotive engineers in todays environment and the changes in cognitive demands and activities that are likely to arise with...

A Path Model of Political Cognitions and Attitudes, Communication, and Voting Behavior in a Congressional Election.

ERIC Educational Resources Information Center

Kimsey, William D.; Atwood, L. Erwin

A path model was developed to assess the effects of early campaign cognitions and attitudes on media use and interpersonal communication, subsequent cognitions, attitudes, and vote. Two interpretations of possible outcomes were postulated: agenda setting, and uses and gratifications. It was argued that an agenda-setting interpretation would be…

Commentary: Student Cognition, the Situated Learning Context, and Test Score Interpretation

ERIC Educational Resources Information Center

La Marca, Paul M.

2006-01-01

Although it is assumed that student cognition contributes to student performance on achievement tests, it may be that current testing models lack the degree of specification necessary to warrant such inferences. With test score interpretations as the referent, the authors in this special issue address the role of student cognition in learning and…

Mechanisms for Robust Cognition.

PubMed

Walsh, Matthew M; Gluck, Kevin A

2015-08-01

To function well in an unpredictable environment using unreliable components, a system must have a high degree of robustness. Robustness is fundamental to biological systems and is an objective in the design of engineered systems such as airplane engines and buildings. Cognitive systems, like biological and engineered systems, exist within variable environments. This raises the question, how do cognitive systems achieve similarly high degrees of robustness? The aim of this study was to identify a set of mechanisms that enhance robustness in cognitive systems. We identify three mechanisms that enhance robustness in biological and engineered systems: system control, redundancy, and adaptability. After surveying the psychological literature for evidence of these mechanisms, we provide simulations illustrating how each contributes to robust cognition in a different psychological domain: psychomotor vigilance, semantic memory, and strategy selection. These simulations highlight features of a mathematical approach for quantifying robustness, and they provide concrete examples of mechanisms for robust cognition. © 2014 Cognitive Science Society, Inc.

Constructivist developmental theory is needed in developmental neuroscience

NASA Astrophysics Data System (ADS)

Arsalidou, Marie; Pascual-Leone, Juan

2016-12-01

Neuroscience techniques provide an open window previously unavailable to the origin of thoughts and actions in children. Developmental cognitive neuroscience is booming, and knowledge from human brain mapping is finding its way into education and pediatric practice. Promises of application in developmental cognitive neuroscience rests however on better theory-guided data interpretation. Massive amounts of neuroimaging data from children are being processed, yet published studies often do not frame their work within developmental models—in detriment, we believe, to progress in this field. Here we describe some core challenges in interpreting the data from developmental cognitive neuroscience, and advocate the use of constructivist developmental theories of human cognition with a neuroscience interpretation.

Is social cognition embodied?

PubMed

Goldman, Alvin; de Vignemont, Frederique

2009-04-01

Theories of embodied cognition abound in the literature, but it is often unclear how to understand them. We offer several interpretations of embodiment, the most interesting being the thesis that mental representations in bodily formats (B-formats) have an important role in cognition. Potential B-formats include motoric, somatosensory, affective and interoceptive formats. The literature on mirroring and related phenomena provides support for a limited-scope version of embodied social cognition under the B-format interpretation. It is questionable, however, whether such a thesis can be extended. We show the limits of embodiment in social cognition.

The social life of cognition.

PubMed

Korman, Joanna; Voiklis, John; Malle, Bertram F

2015-02-01

We begin by illustrating that long before the cognitive revolution, social psychology focused on topics pertaining to what is now known as social cognition: people's subjective interpretations of social situations and the concepts and cognitive processes underlying these interpretations. We then examine two questions: whether social cognition entails characteristic concepts and cognitive processes, and how social processes might themselves shape and constrain cognition. We suggest that social cognition relies heavily on generic cognition but also on unique concepts (e.g., agent, intentionality) and unique processes (e.g., projection, imitation, joint attention). We further suggest that social processes play a prominent role in the development and unfolding of several generic cognitive processes, including learning, attention, and memory. Finally, we comment on the prospects of a recently developing approach to the study of social cognition (social neuroscience) and two potential future directions (computational social cognition and social-cognitive robotics). Copyright © 2014 Elsevier B.V. All rights reserved.

Social Cognitive Predictors of Academic Interests and Goals in South Korean Engineering Students

ERIC Educational Resources Information Center

Kim, Min Sun; Seo, Young Seok

2014-01-01

The purpose of this study was to investigate the applicability of social cognitive career theory (SCCT) in a cross-cultural setting by examining the relationships between the social cognitive variables of South Korean engineering students and their engineering interests and major choice goals across university type and gender. Participants (N =…

Space Telecommunications Radio System STRS Cognitive Radio

NASA Technical Reports Server (NTRS)

Briones, Janette C.; Handler, Louis M.

2013-01-01

Radios today are evolving from awareness toward cognition. A software defined radio (SDR) provides the most capability for integrating autonomic decision making ability and allows the incremental evolution toward a cognitive radio. This cognitive radio technology will impact NASA space communications in areas such as spectrum utilization, interoperability, network operations, and radio resource management over a wide range of operating conditions. NASAs cognitive radio will build upon the infrastructure being developed by Space Telecommunication Radio System (STRS) SDR technology. This paper explores the feasibility of inserting cognitive capabilities in the NASA STRS architecture and the interfaces between the cognitive engine and the STRS radio. The STRS architecture defines methods that can inform the cognitive engine about the radio environment so that the cognitive engine can learn autonomously from experience, and take appropriate actions to adapt the radio operating characteristics and optimize performance.

Explaining how the mind works: on the relation between cognitive science and philosophy.

PubMed

Trigg, Jonathan; Kalish, Michael

2011-04-01

In this paper, we argue that under certain prevalent interpretations of the nature and aims of cognitive science, theories of cognition generate a forced choice between a conception of cognition which depends on the possibility of a private language, and a conception of cognition which depends on mereological confusions. We argue, further, that this should not pose a fundamental problem for cognitive scientists since a plausible interpretation of the nature and aims of cognitive science is available that does not generate this forced choice. The crucial difference between these interpretations is that on the one hand the aim of theories of cognition is to tell us what thinking (etc.) is, and on the other it is to tell us what is causally necessary if an intelligent creature is to be able to think. Our argument draws heavily on a Wittgensteinian conception of philosophy in which no philosophical theory can explain what thinking, perceiving, remembering, etc. are, either. The positive, strictly therapeutic, purpose of a philosophy of cognitive science should be to show that, since the traditional problems which constitute the philosophy of mind are chimerical, there is nothing for philosophical theorizing in cognitive science to achieve. Copyright © 2011 Cognitive Science Society, Inc.

Attention, interpretation, and memory biases in subclinical depression: a proof-of-principle test of the combined cognitive biases hypothesis.

PubMed

Everaert, Jonas; Duyck, Wouter; Koster, Ernst H W

2014-04-01

Emotional biases in attention, interpretation, and memory are viewed as important cognitive processes underlying symptoms of depression. To date, there is a limited understanding of the interplay among these processing biases. This study tested the dependence of memory on depression-related biases in attention and interpretation. Subclinically depressed and nondepressed participants completed a computerized version of the scrambled sentences test (measuring interpretation bias) while their eye movements were recorded (measuring attention bias). This task was followed by an incidental free recall test of previously constructed interpretations (measuring memory bias). Path analysis revealed a good fit for the model in which selective orienting of attention was associated with interpretation bias, which in turn was associated with a congruent bias in memory. Also, a good fit was observed for a path model in which biases in the maintenance of attention and interpretation were associated with memory bias. Both path models attained a superior fit compared with path models without the theorized functional relations among processing biases. These findings enhance understanding of how mechanisms of attention and interpretation regulate what is remembered. As such, they offer support for the combined cognitive biases hypothesis or the notion that emotionally biased cognitive processes are not isolated mechanisms but instead influence each other. Implications for theoretical models and emotion regulation across the spectrum of depressive symptoms are discussed.

Biases in attention, interpretation, memory, and associations in children with varying levels of spider fear: Inter-relations and prediction of behavior.

PubMed

Klein, Anke M; van Niekerk, Rianne; Ten Brink, Giovanni; Rapee, Ronald M; Hudson, Jennifer L; Bögels, Susan M; Becker, Eni S; Rinck, Mike

2017-03-01

Cognitive theories suggest that cognitive biases may be related and together influence the anxiety response. However, little is known about the interrelations of cognitive bias tasks and whether they allow for an improved prediction of fear-related behavior in addition to self-reports. This study simultaneously addressed several types of cognitive biases in children, to investigate attention bias, interpretation bias, memory bias and fear-related associations, their interrelations and the prediction of behavior. Eighty-one children varying in their levels of spider fear completed the Spider Anxiety and Disgust Screening for Children and performed two Emotional Stroop tasks, a Free Recall task, an interpretation task including size and distance indication, an Affective Priming Task, and a Behavioral Assessment Test. We found an attention bias, interpretation bias, and fear-related associations, but no evidence for a memory bias. The biases showed little overlap. Attention bias, interpretation bias, and fear-related associations predicted unique variance in avoidance of spiders. Interpretation bias and fear-related associations remained significant predictors, even when self-reported fear was included as a predictor. Children were not seeking help for their spider fear and were not tested on clinical levels of spider phobia. This is the first study to find evidence that different cognitive biases each predict unique variance in avoidance behavior. Furthermore, it is also the first study in which we found evidence for a relation between fear of spiders and size and distance indication. We showed that this bias is distinct from other cognitive biases. Copyright © 2016 Elsevier Ltd. All rights reserved.

Asymmetrical transfer effects of cognitive bias modification: Modifying attention to threat influences interpretation of emotional ambiguity, but not vice versa.

PubMed

Bowler, J O; Hoppitt, L; Illingworth, J; Dalgleish, T; Ononaiye, M; Perez-Olivas, G; Mackintosh, B

2017-03-01

It is well established that attention bias and interpretation bias each have a key role in the development and continuation of anxiety. How the biases may interact with one another in anxiety is, however, poorly understood. Using cognitive bias modification techniques, the present study examined whether training a more positive interpretation bias or attention bias resulted in transfer of effects to the untrained cognitive domain. Differences in anxiety reactivity to a real-world stressor were also assessed. Ninety-seven first year undergraduates who had self-reported anxiety were allocated to one of four groups: attention bias training (n = 24), interpretation bias training (n = 26), control task training (n = 25) and no training (n = 22). Training was computer-based and comprised eight sessions over four weeks. Baseline and follow-up measures of attention and interpretation bias, anxiety and depression were taken. A significant reduction in threat-related attention bias and an increase in positive interpretation bias occurred in the attention bias training group. The interpretation bias training group did not exhibit a significant change in attention bias, only interpretation bias. The effect of attention bias training on interpretation bias was significant as compared with the two control groups. There were no effects on self-report measures. The extent to which interpretive training can modify attentional processing remains unclear. Findings support the idea that attentional training might have broad cognitive consequences, impacting downstream on interpretive bias. However, they do not fully support a common mechanism hypothesis, as interpretive training did not impact on attentional bias. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

Semantic interpretation of search engine resultant

NASA Astrophysics Data System (ADS)

Nasution, M. K. M.

2018-01-01

In semantic, logical language can be interpreted in various forms, but the certainty of meaning is included in the uncertainty, which directly always influences the role of technology. One results of this uncertainty applies to search engines as user interfaces with information spaces such as the Web. Therefore, the behaviour of search engine results should be interpreted with certainty through semantic formulation as interpretation. Behaviour formulation shows there are various interpretations that can be done semantically either temporary, inclusion, or repeat.

Characterizing Design Cognition of High School Students: Initial Analyses Comparing Those with and without Pre-Engineering Experiences

ERIC Educational Resources Information Center

Wells, John; Lammi, Matthew; Gero, John; Grubbs, Michael E.; Paretti, Marie; Williams, Christopher

2016-01-01

Reported in this article are initial results from of a longitudinal study to characterize the design cognition and cognitive design styles of high school students with and without pre-engineering course experience over a 2-year period, and to compare them with undergraduate engineering students. The research followed a verbal protocol analysis…

Design of cognitive engine for cognitive radio based on the rough sets and radial basis function neural network

NASA Astrophysics Data System (ADS)

Yang, Yanchao; Jiang, Hong; Liu, Congbin; Lan, Zhongli

2013-03-01

Cognitive radio (CR) is an intelligent wireless communication system which can dynamically adjust the parameters to improve system performance depending on the environmental change and quality of service. The core technology for CR is the design of cognitive engine, which introduces reasoning and learning methods in the field of artificial intelligence, to achieve the perception, adaptation and learning capability. Considering the dynamical wireless environment and demands, this paper proposes a design of cognitive engine based on the rough sets (RS) and radial basis function neural network (RBF_NN). The method uses experienced knowledge and environment information processed by RS module to train the RBF_NN, and then the learning model is used to reconfigure communication parameters to allocate resources rationally and improve system performance. After training learning model, the performance is evaluated according to two benchmark functions. The simulation results demonstrate the effectiveness of the model and the proposed cognitive engine can effectively achieve the goal of learning and reconfiguration in cognitive radio.

Proverb interpretation in schizophrenia: the significance of symptomatology and cognitive processes.

PubMed

Sponheim, Scott R; Surerus-Johnson, Christa; Leskela, Jennie; Dieperink, Michael E

2003-12-15

Although clinicians have patients interpret proverbs in mental status exams for psychosis, there are few empirical studies investigating the significance of proverb interpretation. In schizophrenia patients, we found abstraction positively correlated with overall intelligence but no symptom measures, concreteness negatively correlated with overall intelligence, executive functioning, attention, and memory, and bizarre-idiosyncratic responses associated with positive formal thought disorder but no cognitive functions.

Cognitive architectures and language acquisition: a case study in pronoun comprehension.

PubMed

VAN Rij, Jacolien; VAN Rijn, Hedderik; Hendriks, Petra

2010-06-01

In this paper we discuss a computational cognitive model of children's poor performance on pronoun interpretation (the so-called Delay of Principle B Effect, or DPBE). This cognitive model is based on a theoretical account that attributes the DPBE to children's inability as hearers to also take into account the speaker's perspective. The cognitive model predicts that child hearers are unable to do so because their speed of linguistic processing is too limited to perform this second step in interpretation. We tested this hypothesis empirically in a psycholinguistic study, in which we slowed down the speech rate to give children more time for interpretation, and in a computational simulation study. The results of the two studies confirm the predictions of our model. Moreover, these studies show that embedding a theory of linguistic competence in a cognitive architecture allows for the generation of detailed and testable predictions with respect to linguistic performance.

Modeling cognitive deficits following neurodegenerative diseases and traumatic brain injuries with deep convolutional neural networks.

PubMed

Lusch, Bethany; Weholt, Jake; Maia, Pedro D; Kutz, J Nathan

2018-06-01

The accurate diagnosis and assessment of neurodegenerative disease and traumatic brain injuries (TBI) remain open challenges. Both cause cognitive and functional deficits due to focal axonal swellings (FAS), but it is difficult to deliver a prognosis due to our limited ability to assess damaged neurons at a cellular level in vivo. We simulate the effects of neurodegenerative disease and TBI using convolutional neural networks (CNNs) as our model of cognition. We utilize biophysically relevant statistical data on FAS to damage the connections in CNNs in a functionally relevant way. We incorporate energy constraints on the brain by pruning the CNNs to be less over-engineered. Qualitatively, we demonstrate that damage leads to human-like mistakes. Our experiments also provide quantitative assessments of how accuracy is affected by various types and levels of damage. The deficit resulting from a fixed amount of damage greatly depends on which connections are randomly injured, providing intuition for why it is difficult to predict impairments. There is a large degree of subjectivity when it comes to interpreting cognitive deficits from complex systems such as the human brain. However, we provide important insight and a quantitative framework for disorders in which FAS are implicated. Copyright © 2018 Elsevier Inc. All rights reserved.

Modification of cognitive biases related to posttraumatic stress: A systematic review and research agenda.

PubMed

Woud, Marcella L; Verwoerd, Johan; Krans, Julie

2017-06-01

Cognitive models of Posttraumatic Stress Disorder (PTSD) postulate that cognitive biases in attention, interpretation, and memory represent key factors involved in the onset and maintenance of PTSD. Developments in experimental research demonstrate that it may be possible to manipulate such biases by means of Cognitive Bias Modification (CBM). In the present paper, we summarize studies assessing cognitive biases in posttraumatic stress to serve as a theoretical and methodological background. However, our main aim was to provide an overview of the scientific literature on CBM in (analogue) posttraumatic stress. Results of our systematic literature review showed that most CBM studies targeted attentional and interpretation biases (attention: five studies; interpretation: three studies), and one study modified memory biases. Overall, results showed that CBM can indeed modify cognitive biases and affect (analog) trauma symptoms in a training congruent manner. Interpretation bias procedures seemed effective in analog samples, and memory bias training proved preliminary success in a clinical PTSD sample. Studies of attention bias modification provided more mixed results. This heterogeneous picture may be explained by differences in the type of population or variations in the CBM procedure. Therefore, we sketched a detailed research agenda targeting the challenges for CBM in posttraumatic stress. Copyright © 2017 Elsevier Ltd. All rights reserved.

A Social Cognitive Approach to Understanding Engineering Career Interest and Expectations among Underrepresented Students in School-Based Clubs

ERIC Educational Resources Information Center

Dika, Sandra L.; Alvarez, Jaquelina; Santos, Jeannette; Suárez, Oscar Marcelo

2016-01-01

Interest in engineering at early stages of the educational career is one important precursor to choosing to study engineering in college, and engineering-related clubs are designed to foster such interest and diversify the engineering pipeline. In this study, the researchers employed a social cognitive career theory framework to examine level of…

Connectionist interpretation of the association between cognitive dissonance and attention switching.

PubMed

Matsumoto, Takao

2014-12-01

A novel connectionist model accounting for cognitive dissonance is described, in which the concepts of self and attention switching are considered. The model is composed of a unit corresponding to self, a bistable pair comprising two units relevant to two dissonant cognitions, and links whose weights correspond to cognitive evaluations. The model makes it possible to use mathematical formulas to represent the cognitive-dissonance process. Analysis reveals that the model fits experimental data of major paradigms in cognitive dissonance theory. The model shows that attention switching, which is produced by internal and external stimuli, causes building-up of cognitive dissonance and retardation of its reduction. The psychological phenomenon of selective exposure is interpreted on the basis of the operation of the model. Copyright © 2014 Elsevier Ltd. All rights reserved.

Verbal and Nonverbal Cognitive Control in Bilinguals and Interpreters

ERIC Educational Resources Information Center

Woumans, Evy; Ceuleers, Evy; Van der Linden, Lize; Szmalec, Arnaud; Duyck, Wouter

2015-01-01

The present study explored the relation between language control and nonverbal cognitive control in different bilingual populations. We compared monolinguals, Dutch-French unbalanced bilinguals, balanced bilinguals, and interpreters on the Simon task (Simon & Rudell, 1967) and the Attention Network Test (ANT; Fan, McCandliss, Sommer, Raz,…

Truth and Consequences: Believing as Adaptive Behavior.

ERIC Educational Resources Information Center

Sawyer, Llewlee L.

A theoretical cornerstone of cognitive therapy is the idea that the relationship between experience and cognition, the interpretation of experience, is recursive. Human beings can respond to a given experience with more than one description and/or explanation of the experience and these alternative interpretations can have different experiential…

The Investigation of STEM Self-Efficacy and Professional Commitment to Engineering among Female High School Students

ERIC Educational Resources Information Center

Liu, Yi-hui; Lou, Shi-jer; Shih, Ru-chu

2014-01-01

This study employed social cognitive theory and social cognitive career theory (SCCT) as foundations to explore the influence of high school students' beliefs about female gender roles and female engineer role models on science, technology, engineering, and mathematics (STEM) self-efficacy and professional commitment to engineering. A total of 88…

Making sense, making good, or making meaning? Cognitive distortions as targets of change in offender treatment.

PubMed

Friestad, Christine

2012-05-01

Most structured sex-offender programs are based on a cognitive-behavioural model of behaviour change. Within this overarching theoretical paradigm, extensive use of cognitive distortions is seen as a central core symptom among sex offenders. However, the literature on cognitive distortions lacks a clear and consistent definition of the term. It is unclear whether cognitive distortions are consciously employed excuses or unconscious processes serving to protect the offender from feelings of guilt or shame. In this article, the dominant cognitive-behavioural interpretation of cognitive distortions is contrasted with two alternative interpretations. One is based on an attributional perspective and the notion of attributional biases. The other explanation is based on a narrative approach focusing on the action elements of cognitive distortions, that is, as something people do rather than something they have. Clinical implications of these alternative conceptualizations are discussed and illustrated throughout by a case example.

Cognitive architectures: choreographing the dance of mental operations with the task environment.

PubMed

Gray, Wayne D

2008-06-01

In this article, I present the ideas and trends that have given rise to the use of cognitive architectures in human factors and provide a cognitive engineering-oriented taxonomy of these architectures and a snapshot of their use for cognitive engineering. Architectures of cognition have had a long history in human factors but a brief past. The long history entails a 50-year preamble, whereas the explosion of work in the current decade reflects the brief past. Understanding this history is key to understanding the current and future prospects for applying cognitive science theory to human factors practice. The review defines three formative eras in cognitive engineering research: the 1950s, 1980s, and now. In the first era, the fledging fields of cognitive science and human factors emphasized characteristics of the dancer the limited capacity or bounded rationality view of the mind, and the ballroom, the task environment. The second era emphasized the dance (i.e., the dynamic interaction between mental operations and task environment). The third era has seen the rise of cognitive architectures as tools for choreographing the dance of mental operations within the complex environments posed by human factors practice. Hybrid architectures present the best vector for introducing cognitive science theories into a renewed engineering-based human factors. The taxonomy provided in this article may provide guidance on when and whether to apply a cognitive science or a hybrid architecture to a human factors issue.

Mechanisms for Robust Cognition

ERIC Educational Resources Information Center

Walsh, Matthew M.; Gluck, Kevin A.

2015-01-01

To function well in an unpredictable environment using unreliable components, a system must have a high degree of robustness. Robustness is fundamental to biological systems and is an objective in the design of engineered systems such as airplane engines and buildings. Cognitive systems, like biological and engineered systems, exist within…

Interpretation of Statistical Data: The Importance of Affective Expressions

ERIC Educational Resources Information Center

Queiroz, Tamires; Monteiro, Carlos; Carvalho, Liliane; François, Karen

2017-01-01

In recent years, research on teaching and learning of statistics emphasized that the interpretation of data is a complex process that involves cognitive and technical aspects. However, it is a human activity that involves also contextual and affective aspects. This view is in line with research on affectivity and cognition. While the affective…

In the Face of Uncertainty: A Twin Study of Ambiguous Information, Anxiety and Depression in Children

ERIC Educational Resources Information Center

Eley, Thalia C.; Gregory, Alice M.; Lau, Jennifer Y. F.; McGuffin, Peter; Napolitano, Maria; Rijsdijk, Fruhling V.; Clark, David M.

2008-01-01

Anxiety and depression share genetic influences, and have been associated with similar cognitive biases. Psychological theories of anxiety and depression highlight threat interpretations of ambiguity. Little is known about whether genes influence cognitive style, or its links to symptoms. We assessed ambiguous word and scenario interpretations,…

Cognitive Processes in Interpreting the Contour-Line Portrayal of Terrain Relief.

ERIC Educational Resources Information Center

Cross, Kenneth D.; And Others

Designed to gain a more thorough understanding of the cognitive processes involved and apply this knowledge in defining improved teaching strategies, this study of contour interpretation (referred to as "position fixing") required 12 subjects to locate their position on a map after being transported, blindfolded, to test sites where…

Media as a “Super Peer”: How Adolescents Interpret Media Messages Predicts their Perception of Alcohol and Tobacco Use Norms

PubMed Central

Elmore, Kristen; Scull, Tracy M.; Kupersmidt, Janis B.

2016-01-01

Adolescents’ media environment offers information about who uses substances and what happens as a result—how youth interpret these messages likely determines their impact on normative beliefs about alcohol and tobacco use. The Message Interpretation Processing (MIP) theory predicts that substance use norms are influenced by cognitions associated with the interpretation of media messages. This cross-sectional study examined whether high school adolescents’ (n=817, 48% female, 64% white) media-related cognitions (i.e., similarity, realism, desirability, identification) were related to their perceptions of substance use norms. Results revealed that adolescents’ media-related cognitions explained a significant amount of variance in perceived social approval for and estimated prevalence of peer alcohol and tobacco use, above and beyond previous use and demographic covariates. Compared to prevalence norms, social approval norms were more closely related to adolescents’ media-related cognitions. Results suggest that critical thinking about media messages can inhibit normative perceptions that are likely to increase adolescents’ interest in alcohol and tobacco use. PMID:27837371

75 FR 64216 - Interpretation of OSHA's Provisions for Feasible Administrative or Engineering Controls of...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-10-19

... CFR Parts 1910 and 1926 Interpretation of OSHA's Provisions for Feasible Administrative or Engineering... feasible administrative or engineering controls as used in the applicable sections of OSHA's General... administrative or engineering controls rather than personal protective equipment (PPE) to reduce noise exposures...

75 FR 77798 - Interpretation of OSHA's Provisions for Feasible Administrative or Engineering Controls of...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-12-14

... CFR Parts 1910 and 1926 Interpretation of OSHA's Provisions for Feasible Administrative or Engineering... Administrative or Engineering Controls of Occupational Noise, giving interested parties 60 days to comment. The... Provisions for Feasible Administrative or Engineering Controls of Occupational Noise. The notice proposed to...

The value of Bayes' theorem for interpreting abnormal test scores in cognitively healthy and clinical samples.

PubMed

Gavett, Brandon E

2015-03-01

The base rates of abnormal test scores in cognitively normal samples have been a focus of recent research. The goal of the current study is to illustrate how Bayes' theorem uses these base rates--along with the same base rates in cognitively impaired samples and prevalence rates of cognitive impairment--to yield probability values that are more useful for making judgments about the absence or presence of cognitive impairment. Correlation matrices, means, and standard deviations were obtained from the Wechsler Memory Scale--4th Edition (WMS-IV) Technical and Interpretive Manual and used in Monte Carlo simulations to estimate the base rates of abnormal test scores in the standardization and special groups (mixed clinical) samples. Bayes' theorem was applied to these estimates to identify probabilities of normal cognition based on the number of abnormal test scores observed. Abnormal scores were common in the standardization sample (65.4% scoring below a scaled score of 7 on at least one subtest) and more common in the mixed clinical sample (85.6% scoring below a scaled score of 7 on at least one subtest). Probabilities varied according to the number of abnormal test scores, base rates of normal cognition, and cutoff scores. The results suggest that interpretation of base rates obtained from cognitively healthy samples must also account for data from cognitively impaired samples. Bayes' theorem can help neuropsychologists answer questions about the probability that an individual examinee is cognitively healthy based on the number of abnormal test scores observed.

Social Cognitive Predictors of Adjustment to Engineering Majors across Gender and Race/Ethnicity

ERIC Educational Resources Information Center

Lent, Robert W.; Miller, Matthew J.; Smith, Paige E.; Watford, Bevlee A.; Lim, Robert H.; Hui, Kayi; Morrison, M. Ashley; Wilkins, Gregory; Williams, Kevin

2013-01-01

We tested a social cognitive model of academic adjustment in a sample of 1377 students enrolled in engineering schools at two predominantly White and two historically Black state universities. The model brought together central elements of social cognitive career theory's (SCCT) segmental models of educational/vocational satisfaction, interest,…

Cognitive Processes of Students Participating in Two Approaches to Technology Education. Research in Engineering and Technology Education

ERIC Educational Resources Information Center

Kelley, Todd R.; Hill, Roger B.

2007-01-01

The purpose of this study was to better understand cognitive strategies used by high school technology education students who have participated in technology education instruction with an engineering design focus. Specifically, this study evaluated the cognitive strategies of students participating in "Project Lead the Way" curriculum…

A Metaphor-Enriched Social Cognition

ERIC Educational Resources Information Center

Landau, Mark J.; Meier, Brian P.; Keefer, Lucas A.

2010-01-01

Social cognition is the scientific study of the cognitive events underlying social thought and attitudes. Currently, the field's prevailing theoretical perspectives are the traditional schema view and embodied cognition theories. Despite important differences, these perspectives share the seemingly uncontroversial notion that people interpret and…

Cognitive Modifiability and Cognitive Performance of Deaf and Hearing Preschool Children.

ERIC Educational Resources Information Center

Tzuriel, David; Caspi, Naomi

1992-01-01

This study, with 26 deaf and 26 pair-matched hearing preschool children, first assessed their cognitive modifiability using dynamic and static-convention instruments, and then compared the factorial pattern of the cognitive measures in both groups. Results are interpreted according to the Structural Cognitive Modifiability and Mediated Learning…

Cognitive Approaches for Medicine in Cloud Computing.

PubMed

Ogiela, Urszula; Takizawa, Makoto; Ogiela, Lidia

2018-03-03

This paper will present the application potential of the cognitive approach to data interpretation, with special reference to medical areas. The possibilities of using the meaning approach to data description and analysis will be proposed for data analysis tasks in Cloud Computing. The methods of cognitive data management in Cloud Computing are aimed to support the processes of protecting data against unauthorised takeover and they serve to enhance the data management processes. The accomplishment of the proposed tasks will be the definition of algorithms for the execution of meaning data interpretation processes in safe Cloud Computing. • We proposed a cognitive methods for data description. • Proposed a techniques for secure data in Cloud Computing. • Application of cognitive approaches for medicine was described.

Interpretation and expectation in childhood anxiety disorders: age effects and social specificity.

PubMed

Creswell, Cathy; Murray, Lynne; Cooper, Peter

2014-01-01

Theory and treatment for childhood anxiety disorders typically implicates children's negative cognitions, yet little is known about the characteristics of thinking styles of clinically anxious children. In particular, it is unclear whether differences in thinking styles between children with anxiety disorders and non-anxious children vary as a function of child age, whether particular cognitive distortions are associated with childhood anxiety disorders at different child ages, and whether cognitive content is disorder-specific. The current study addressed these questions among 120 7-12 year old children (53% female) who met diagnostic criteria for social anxiety disorder, other anxiety disorder, or who were not currently anxious. Contrary to expectations, threat interpretation was not inflated amongst anxious compared to non-anxious children at any age, although older (10-12 year old) anxious children did differ from non-anxious children on measures of perceived coping. The notion of cognitive-content specificity was not supported across the age-range. The findings challenge current treatment models of childhood anxiety, and suggest that a focus on changing anxious children's cognitions is not warranted in mid-childhood, and in late childhood cognitive approaches may be better focussed on promoting children's perceptions of control rather than challenging threat interpretations.

Biomedical Engineering and Cognitive Science Secondary Science Curriculum Development: A Three Year Study

ERIC Educational Resources Information Center

Klein, Stacy S.; Sherwood, Robert D.

2005-01-01

This study reports on a multi-year effort to create and evaluate cognitive-based curricular materials for secondary school science classrooms. A team of secondary teachers, educational researchers, and academic biomedical engineers developed a series of curriculum units that are based in biomedical engineering for secondary level students in…

Volumetric image interpretation in radiology: scroll behavior and cognitive processes.

PubMed

den Boer, Larissa; van der Schaaf, Marieke F; Vincken, Koen L; Mol, Chris P; Stuijfzand, Bobby G; van der Gijp, Anouk

2018-05-16

The interpretation of medical images is a primary task for radiologists. Besides two-dimensional (2D) images, current imaging technologies allow for volumetric display of medical images. Whereas current radiology practice increasingly uses volumetric images, the majority of studies on medical image interpretation is conducted on 2D images. The current study aimed to gain deeper insight into the volumetric image interpretation process by examining this process in twenty radiology trainees who all completed four volumetric image cases. Two types of data were obtained concerning scroll behaviors and think-aloud data. Types of scroll behavior concerned oscillations, half runs, full runs, image manipulations, and interruptions. Think-aloud data were coded by a framework of knowledge and skills in radiology including three cognitive processes: perception, analysis, and synthesis. Relating scroll behavior to cognitive processes showed that oscillations and half runs coincided more often with analysis and synthesis than full runs, whereas full runs coincided more often with perception than oscillations and half runs. Interruptions were characterized by synthesis and image manipulations by perception. In addition, we investigated relations between cognitive processes and found an overall bottom-up way of reasoning with dynamic interactions between cognitive processes, especially between perception and analysis. In sum, our results highlight the dynamic interactions between these processes and the grounding of cognitive processes in scroll behavior. It suggests, that the types of scroll behavior are relevant to describe how radiologists interact with and manipulate volumetric images.

Cognitive Mapping Techniques: Implications for Research in Engineering and Technology Education

ERIC Educational Resources Information Center

Dixon, Raymond A.; Lammi, Matthew

2014-01-01

The primary goal of this paper is to present the theoretical basis and application of two types of cognitive maps, concept map and mind map, and explain how they can be used by educational researchers in engineering design research. Cognitive mapping techniques can be useful to researchers as they study students' problem solving strategies…

Dynamic Engagement of Cognitive Control Modulates Recovery From Misinterpretation During Real-Time Language Processing.

PubMed

Hsu, Nina S; Novick, Jared M

2016-04-01

Speech unfolds swiftly, yet listeners keep pace by rapidly assigning meaning to what they hear. Sometimes, though, initial interpretations turn out to be wrong. How do listeners revise misinterpretations of language input moment by moment to avoid comprehension errors? Cognitive control may play a role by detecting when processing has gone awry and then initiating behavioral adjustments accordingly. However, no research to date has investigated a cause-and-effect interplay between cognitive-control engagement and the overriding of erroneous interpretations in real time. Using a novel cross-task paradigm, we showed that Stroop-conflict detection, which mobilizes cognitive-control procedures, subsequently facilitates listeners' incremental processing of temporarily ambiguous spoken instructions that induce brief misinterpretation. When instructions followed incongruent Stroop items, compared with congruent Stroop items, listeners' eye movements to objects in a scene reflected more transient consideration of the false interpretation and earlier recovery of the correct one. Comprehension errors also decreased. Cognitive-control engagement therefore accelerates sentence-reinterpretation processes, even as linguistic input is still unfolding. © The Author(s) 2016.

Training interpretation biases among individuals with body dysmorphic disorder symptoms.

PubMed

Premo, Julie E; Sarfan, Laurel D; Clerkin, Elise M

2016-03-01

The current study provided an initial test of a Cognitive Bias Modification for Interpretations (CBM-I) training paradigm among a sample with elevated BDD symptoms (N=86). As expected, BDD-relevant interpretations were reduced among participants who completed a positive (vs. comparison) training program. Results also pointed to the intriguing possibility that modifying biased appearance-relevant interpretations is causally related to changes in biased, socially relevant interpretations. Further, providing support for cognitive behavioral models, residual change in interpretations was associated with some aspects of in vivo stressor responding. However, contrary to expectations there were no significant effects of condition on emotional vulnerability to a BDD stressor, potentially because participants in both training conditions experienced reductions in biased socially-threatening interpretations following training (suggesting that the "comparison" condition was not inert). These findings have meaningful theoretical and clinical implications, and fit with transdiagnostic conceptualizations of psychopathology. Copyright © 2015 Elsevier Ltd. All rights reserved.

Translating theory into practice: integrating the affective and cognitive learning dimensions for effective instruction in engineering education

NASA Astrophysics Data System (ADS)

Alias, Maizam; Lashari, Tahira Anwar; Abidin Akasah, Zainal; Jahaya Kesot, Mohd.

2014-03-01

Learning in the cognitive domain is highly emphasised and has been widely investigated in engineering education. Lesser emphasis is placed on the affective dimension although the role of affects has been supported by research. The lack of understanding on learning theories and how they may be translated into classroom application of teaching and learning is one factor that contributes to this situation. This paper proposes a working framework for integrating the affective dimension of learning into engineering education that is expected to promote better learning within the cognitive domain. Four major learning theories namely behaviourism, cognitivism, socio-culturalism, and constructivism were analysed and how affects are postulated to influence cognition are identified. The affective domain constructs identified to be important are self-efficacy, attitude and locus of control. Based on the results of the analysis, a framework that integrates methodologies for achieving learning in the cognitive domain with the support of the affective dimension of learning is proposed. It is expected that integrated approach can be used as a guideline to engineering educators in designing effective and sustainable instructional material that would result in the effective engineers for future development.

Cognitive engineering in aerospace applications

NASA Technical Reports Server (NTRS)

Woods, David D.

1993-01-01

The progress that was made with respect to the objectives and goals of the research that is being carried out in the Cognitive Systems Engineering Laboratory (CSEL) under a Cooperative Agreement with NASA Ames Research Center is described. The major objective of this project is to expand the research base in Cognitive Engineering to be able to support the development and human-centered design of automated systems for aerospace applications. This research project is in support of the Aviation Safety/Automation Research plan and related NASA research goals in space applications.

Pre-Service Science Teachers' Cognitive Structures Regarding Science, Technology, Engineering, Mathematics (STEM) and Science Education

ERIC Educational Resources Information Center

Hacioglu, Yasemin; Yamak, Havva; Kavak, Nusret

2016-01-01

The aim of this study is to reveal pre-service science teachers' cognitive structures regarding Science, Technology, Engineering, Mathematics (STEM) and science education. The study group of the study consisted of 192 pre-service science teachers. A Free Word Association Test (WAT) consisting of science, technology, engineering, mathematics and…

Cognitive Enhancement and Education

ERIC Educational Resources Information Center

Buchanan, Allen

2011-01-01

Cognitive enhancement--augmenting normal cognitive capacities--is not new. Literacy, numeracy, computers, and the practices of science are all cognitive enhancements. Science is now making new cognitive enhancements possible. Biomedical cognitive enhancements (BCEs) include the administration of drugs, implants of genetically engineered or…

A Little Logic Goes a Long Way: Basing Experiment on Semantic Theory in the Cognitive Science of Conditional Reasoning

ERIC Educational Resources Information Center

Stenning, Keith; van Lambalgen, Michiel

2004-01-01

Modern logic provides accounts of both interpretation and derivation which work together to provide abstract frameworks for modelling the sensitivity of human reasoning to task, context and content. Cognitive theories have underplayed the importance of interpretative processes. We illustrate, using Wason's [Q. J. Exp. Psychol. 20 (1968) 273]…

Cognitive Systems Engineering: The Next 30 Years

NASA Technical Reports Server (NTRS)

Feary, Michael

2012-01-01

This presentation is part of panel discussion on Cognitive Systems Engineering. The purpose of this panel is to discuss the challenges and future directions of Cognitive Systems Engineering for the next 30 years. I intended to present the work we have been doing with the Aviation Safety program and Space Human Factors Engineering project on Work Domain Analysis and some areas of Research Focus. Specifically, I intend to focus on the shift on the need to understand and model attention in mixed-initiative systems, the need for methods which can generate results to be used in trade-off decisions, and the need to account for a range of human behavior in the design.

Implementation of a Space Communications Cognitive Engine

NASA Technical Reports Server (NTRS)

Hackett, Timothy M.; Bilen, Sven G.; Ferreira, Paulo Victor R.; Wyglinski, Alexander M.; Reinhart, Richard C.

2017-01-01

Although communications-based cognitive engines have been proposed, very few have been implemented in a full system, especially in a space communications system. In this paper, we detail the implementation of a multi-objective reinforcement-learning algorithm and deep artificial neural networks for the use as a radio-resource-allocation controller. The modular software architecture presented encourages re-use and easy modification for trying different algorithms. Various trade studies involved with the system implementation and integration are discussed. These include the choice of software libraries that provide platform flexibility and promote reusability, choices regarding the deployment of this cognitive engine within a system architecture using the DVB-S2 standard and commercial hardware, and constraints placed on the cognitive engine caused by real-world radio constraints. The implemented radio-resource allocation-management controller was then integrated with the larger spaceground system developed by NASA Glenn Research Center (GRC).

Interpreting BOLD: towards a dialogue between cognitive and cellular neuroscience.

PubMed

Hall, Catherine N; Howarth, Clare; Kurth-Nelson, Zebulun; Mishra, Anusha

2016-10-05

Cognitive neuroscience depends on the use of blood oxygenation level-dependent (BOLD) functional magnetic resonance imaging (fMRI) to probe brain function. Although commonly used as a surrogate measure of neuronal activity, BOLD signals actually reflect changes in brain blood oxygenation. Understanding the mechanisms linking neuronal activity to vascular perfusion is, therefore, critical in interpreting BOLD. Advances in cellular neuroscience demonstrating differences in this neurovascular relationship in different brain regions, conditions or pathologies are often not accounted for when interpreting BOLD. Meanwhile, within cognitive neuroscience, the increasing use of high magnetic field strengths and the development of model-based tasks and analyses have broadened the capability of BOLD signals to inform us about the underlying neuronal activity, but these methods are less well understood by cellular neuroscientists. In 2016, a Royal Society Theo Murphy Meeting brought scientists from the two communities together to discuss these issues. Here, we consolidate the main conclusions arising from that meeting. We discuss areas of consensus about what BOLD fMRI can tell us about underlying neuronal activity, and how advanced modelling techniques have improved our ability to use and interpret BOLD. We also highlight areas of controversy in understanding BOLD and suggest research directions required to resolve these issues.This article is part of the themed issue 'Interpreting BOLD: a dialogue between cognitive and cellular neuroscience'. © 2016 The Author(s).

Interpretive biases in chronic insomnia: an investigation using a priming paradigm.

PubMed

Ree, Melissa J; Harvey, Allison G

2006-09-01

Disorder-congruent interpretations of ambiguous stimuli characterize several psychological disorders and have been implicated in their maintenance. Models of insomnia have highlighted the importance of cognitive processes, but the possibility that biased interpretations are important has been minimally investigated. Hence, a priming methodology was employed to investigate the presence of an interpretive bias in insomnia. A sample of 78 participants, differing in the presence of a diagnosis of insomnia, severity of sleep disturbance, and sleepiness, was required to read ambiguous sentences and make a lexical decision about target words that followed. Sleepiness at the time of the experiment was associated with the likelihood with which participants made insomnia and threat consistent interpretations of ambiguous sentences. The results suggest that there is a general bias towards threatening interpretations when individuals are sleepy and suggests that cognitive accounts of insomnia require revision to include a role for interpretative bias when people are sleepy. Future research is required to investigate whether this interpretive bias plays a causal role in the maintenance of insomnia.

Heuristics and Cognitive Error in Medical Imaging.

PubMed

Itri, Jason N; Patel, Sohil H

2018-05-01

The field of cognitive science has provided important insights into mental processes underlying the interpretation of imaging examinations. Despite these insights, diagnostic error remains a major obstacle in the goal to improve quality in radiology. In this article, we describe several types of cognitive bias that lead to diagnostic errors in imaging and discuss approaches to mitigate cognitive biases and diagnostic error. Radiologists rely on heuristic principles to reduce complex tasks of assessing probabilities and predicting values into simpler judgmental operations. These mental shortcuts allow rapid problem solving based on assumptions and past experiences. Heuristics used in the interpretation of imaging studies are generally helpful but can sometimes result in cognitive biases that lead to significant errors. An understanding of the causes of cognitive biases can lead to the development of educational content and systematic improvements that mitigate errors and improve the quality of care provided by radiologists.

A Comparison of Cognitive Bias Modification for Interpretation and Computerized Cognitive Behavior Therapy

PubMed Central

Bowler, Jennifer O.; Mackintosh, Bundy; Dunn, Barnaby D.; Mathews, Andrew; Dalgleish, Tim; Hoppitt, Laura

2012-01-01

Objective: Computerized cognitive behavioral therapy (cCBT) and cognitive bias modification for interpretation (CBM-I) both have demonstrated efficacy in alleviating social anxiety, but how they compare with each other has not been investigated. The present study tested the prediction that both interventions would reduce anxiety relative to a no-intervention comparison condition, but CBM-I would be particularly effective at modifying threat-related cognitive bias under high mental load. Method: Sixty-three primarily Caucasian adults (mean age = 22.7, SD = 5.87; 68.3% female) with high social anxiety, randomly allocated to 3 groups: CBM-I (n = 21), cCBT (n = 21), and a no-intervention control group (n = 21) provided complete data for analysis. Pre- and postintervention (4 sessions lasting 2 weeks, control participants only attended the pre–post sessions) self-report measures of anxiety, depression, attentional control, and threat-related interpretive bias were completed. In addition, interpretive bias under high versus low cognitive load was measured using the Scrambled Sentences Test. Results: Both CBM-I and cCBT groups reported significantly reduced levels of social anxiety, trait anxiety, and depression and improved attentional control, relative to the control group, with no clear superiority of either active intervention. Although both active conditions reduced negative bias on the Scrambled Sentences Test completed under mental load, CBM-I was significantly more effective at doing so. Conclusions: The results suggest that although not differing in therapeutic efficacy, CBM-I and cCBT might differ in the resilience of their effects when under mental load. PMID:22963595

Social Cognitive Predictors of Academic Interests and Goals in Engineering: Utility for Women and Students at Historically Black Universities

ERIC Educational Resources Information Center

Lent, Robert W.; Brown, Steven D.; Sheu, Hung-Bin; Schmidt, Janet; Brenner, Bradley R.; Gloster, Clay S.; Wilkins, Gregory; Schmidt, Linda C.; Lyons, Heather

2005-01-01

This study examined the utility of social cognitive career theory (SCCT; R. W. Lent, S. D. Brown, & G. Hackett, 1994) in predicting engineering interests and major choice goals among women and men and among students at historically Black and predominantly White universities. Participants (487 students in introductory engineering courses at 3…

How Engineering Standards Are Interpreted and Translated for Middle School

ERIC Educational Resources Information Center

Judson, Eugene; Ernzen, John; Krause, Stephen; Middleton, James A.; Culbertson, Robert J.

2016-01-01

In this exploratory study we examined the alignment of Next Generation Science Standards (NGSS) middle school engineering design standards with lesson ideas from middle school teachers, science education faculty, and engineering faculty (4-6 members per group). Respondents were prompted to provide plain language interpretations of two middle…

The Effects of Computer Simulation and Animation (CSA) on Students' Cognitive Processes: A Comparative Case Study in an Undergraduate Engineering Course

ERIC Educational Resources Information Center

Fang, N.; Tajvidi, M.

2018-01-01

This study focuses on the investigation of the effects of computer simulation and animation (CSA) on students' cognitive processes in an undergraduate engineering course. The revised Bloom's taxonomy, which consists of six categories in the cognitive process domain, was employed in this study. Five of the six categories were investigated,…

Improving Team Performance: Proceedings of the Rand Team Performance Workshop.

DTIC Science & Technology

1980-08-01

organization theory, small group processes, cognitive psychologi training and instruction , decision theory, artificial intelligence, and human engineering...theory, small group processes, cognitive psy- chology, training and instruction , heuristic modeling, decision theory, and human engineering. Within...interact with. The operators are taught about the equipment and how it works; the actual job is left to be learned aboard ship. The cognitive processes the

An Attempt to Target Anxiety Sensitivity via Cognitive Bias Modification

PubMed Central

Clerkin, Elise M.; Beard, Courtney; Fisher, Christopher R.; Schofield, Casey A

2015-01-01

Our goals in the present study were to test an adaptation of a Cognitive Bias Modification program to reduce anxiety sensitivity, and to evaluate the causal relationships between interpretation bias of physiological cues, anxiety sensitivity, and anxiety and avoidance associated with interoceptive exposures. Participants with elevated anxiety sensitivity who endorsed having a panic attack or limited symptom attack were randomly assigned to either an Interpretation Modification Program (IMP; n = 33) or a Control (n = 32) condition. During interpretation modification training (via the Word Sentence Association Paradigm), participants read short sentences describing ambiguous panic-relevant physiological and cognitive symptoms and were trained to endorse benign interpretations and reject threatening interpretations associated with these cues. Compared to the Control condition, IMP training successfully increased endorsements of benign interpretations and decreased endorsements of threatening interpretations at visit 2. Although self-reported anxiety sensitivity decreased from pre-selection to visit 1 and from visit 1 to visit 2, the reduction was not larger for the experimental versus control condition. Further, participants in IMP (vs. Control) training did not experience less anxiety and avoidance associated with interoceptive exposures. In fact, there was some evidence that those in the Control condition experienced less avoidance following training. Potential explanations for the null findings, including problems with the benign panic-relevant stimuli and limitations with the control condition, are discussed. PMID:25692491

An attempt to target anxiety sensitivity via cognitive bias modification.

PubMed

Clerkin, Elise M; Beard, Courtney; Fisher, Christopher R; Schofield, Casey A

2015-01-01

Our goals in the present study were to test an adaptation of a Cognitive Bias Modification program to reduce anxiety sensitivity, and to evaluate the causal relationships between interpretation bias of physiological cues, anxiety sensitivity, and anxiety and avoidance associated with interoceptive exposures. Participants with elevated anxiety sensitivity who endorsed having a panic attack or limited symptom attack were randomly assigned to either an Interpretation Modification Program (IMP; n = 33) or a Control (n = 32) condition. During interpretation modification training (via the Word Sentence Association Paradigm), participants read short sentences describing ambiguous panic-relevant physiological and cognitive symptoms and were trained to endorse benign interpretations and reject threatening interpretations associated with these cues. Compared to the Control condition, IMP training successfully increased endorsements of benign interpretations and decreased endorsements of threatening interpretations at visit 2. Although self-reported anxiety sensitivity decreased from pre-selection to visit 1 and from visit 1 to visit 2, the reduction was not larger for the experimental versus control condition. Further, participants in IMP (vs. Control) training did not experience less anxiety and avoidance associated with interoceptive exposures. In fact, there was some evidence that those in the Control condition experienced less avoidance following training. Potential explanations for the null findings, including problems with the benign panic-relevant stimuli and limitations with the control condition, are discussed.

A surety engineering framework to reduce cognitive systems risks.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Caudell, Thomas P.; Peercy, David Eugene; Caldera, Eva O.

Cognitive science research investigates the advancement of human cognition and neuroscience capabilities. Addressing risks associated with these advancements can counter potential program failures, legal and ethical issues, constraints to scientific research, and product vulnerabilities. Survey results, focus group discussions, cognitive science experts, and surety researchers concur technical risks exist that could impact cognitive science research in areas such as medicine, privacy, human enhancement, law and policy, military applications, and national security (SAND2006-6895). This SAND report documents a surety engineering framework and a process for identifying cognitive system technical, ethical, legal and societal risks and applying appropriate surety methods to reducemore » such risks. The framework consists of several models: Specification, Design, Evaluation, Risk, and Maturity. Two detailed case studies are included to illustrate the use of the process and framework. Several Appendices provide detailed information on existing cognitive system architectures; ethical, legal, and societal risk research; surety methods and technologies; and educing information research with a case study vignette. The process and framework provide a model for how cognitive systems research and full-scale product development can apply surety engineering to reduce perceived and actual risks.« less

Impact of pedagogical approaches on cognitive complexity and motivation to learn: Comparing nursing and engineering undergraduate students.

PubMed

McComb, Sara A; Kirkpatrick, Jane M

2016-01-01

The changing higher education landscape is prompting nurses to rethink educational strategies. Looking beyond traditional professional boundaries may be beneficial. We compare nursing to engineering because engineering has similar accreditation outcome goals and different pedagogical approaches. We compare students' cognitive complexity and motivation to learn to identify opportunities to share pedagogical approaches between nursing and engineering. Cross-sectional data were collected from 1,167 freshmen through super senior students. Comparisons were made across years and between majors. Overall nursing and engineering students advance in cognitive complexity while maintaining motivation for learning. Sophomores reported the lowest scores on many dimensions indicating that their experiences need review. The strong influence of the National Council Licensure Examination on nursing students may drive their classroom preferences. Increased intrinsic motivation, coupled with decreased extrinsic motivation, suggests that we are graduating burgeoning life-long learners equipped to maintain currency. The disciplines' strategies for incorporating real-world learning opportunities differ, yet the students similarly advance in cognitive complexity and maintain motivation to learn. Lessons can be exchanged across professional boundaries. Copyright © 2016 Elsevier Inc. All rights reserved.

Validation of the Cognition Test Battery for Spaceflight in a Sample of Highly Educated Adults.

PubMed

Moore, Tyler M; Basner, Mathias; Nasrini, Jad; Hermosillo, Emanuel; Kabadi, Sushila; Roalf, David R; McGuire, Sarah; Ecker, Adrian J; Ruparel, Kosha; Port, Allison M; Jackson, Chad T; Dinges, David F; Gur, Ruben C

2017-10-01

Neuropsychological changes that may occur due to the environmental and psychological stressors of prolonged spaceflight motivated the development of the Cognition Test Battery. The battery was designed to assess multiple domains of neurocognitive functions linked to specific brain systems. Tests included in Cognition have been validated, but not in high-performing samples comparable to astronauts, which is an essential step toward ensuring their usefulness in long-duration space missions. We administered Cognition (on laptop and iPad) and the WinSCAT, counterbalanced for order and version, in a sample of 96 subjects (50% women; ages 25-56 yr) with at least a Master's degree in science, technology, engineering, or mathematics (STEM). We assessed the associations of age, sex, and administration device with neurocognitive performance, and compared the scores on the Cognition battery with those of WinSCAT. Confirmatory factor analysis compared the structure of the iPad and laptop administration methods using Wald tests. Age was associated with longer response times (mean β = 0.12) and less accurate (mean β = -0.12) performance, women had longer response times on psychomotor (β = 0.62), emotion recognition (β = 0.30), and visuo-spatial (β = 0.48) tasks, men outperformed women on matrix reasoning (β = -0.34), and performance on an iPad was generally faster (mean β = -0.55). The WinSCAT appeared heavily loaded with tasks requiring executive control, whereas Cognition assessed a larger variety of neurocognitive domains. Overall results supported the interpretation of Cognition scores as measuring their intended constructs in high performing astronaut analog samples.Moore TM, Basner M, Nasrini J, Hermosillo E, Kabadi S, Roalf DR, McGuire S, Ecker AJ, Ruparel K, Port AM, Jackson CT, Dinges DF, Gur RC. Validation of the Cognition Test Battery for spaceflight in a sample of highly educated adults. Aerosp Med Hum Perform. 2017; 88(10):937-946.

Social Perception in Children with Intellectual Disabilities: The Interpretation of Benign and Hostile Intentions

ERIC Educational Resources Information Center

Leffert, J. S.; Siperstein, G. N.; Widaman, K. F.

2010-01-01

Background: A key aspect of social perception is the interpretation of others' intentions. Children with intellectual disabilities (IDs) have difficulty interpreting benign intentions when a negative event occurs. From a cognitive processing perspective, interpreting benign intentions can be challenging because it requires integration of…

Perceptions and cognitions from an interpretive talk: comparing visitor responses to expert reviews

Treesearch

Lisa K. Machnik; Brett A. Wright; William E. Hammitt

2007-01-01

Interpretation is a communication process which aims to reveal meanings and encourage relationships between visitors and natural or cultural resources rather than simply communicating factual information (Larsen 2003, National Association for Interpretation 2000, Tilden 1957). Effective interpretation offers visitors opportunities to connect with and perceive the...

Causal Cognition, Force Dynamics and Early Hunting Technologies

PubMed Central

Gärdenfors, Peter; Lombard, Marlize

2018-01-01

With this contribution we analyze ancient hunting technologies as one way to explore the development of causal cognition in the hominin lineage. Building on earlier work, we separate seven grades of causal thinking. By looking at variations in force dynamics as a central element in causal cognition, we analyze the thinking required for different hunting technologies such as stabbing spears, throwing spears, launching atlatl darts, shooting arrows with a bow, and the use of poisoned arrows. Our interpretation demonstrates that there is an interplay between the extension of human body through technology and expanding our cognitive abilities to reason about causes. It adds content and dimension to the trend of including embodied cognition in evolutionary studies and in the interpretation of the archeological record. Our method could explain variation in technology sets between archaic and modern human groups. PMID:29483885

77 FR 51786 - Proposed Collection; Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2012-08-27

... to increasing the number and quality of the nation's scientists and engineers. Application... Engineering, Biosciences, Chemical Engineering, Chemistry, Civil Engineering, Cognitive, Neural, and...

Emerging Technologies and Cognitive Disability

ERIC Educational Resources Information Center

Braddock, David; Rizzolo, Mary C.; Thompson, Micah; Bell, Rodney

2004-01-01

Cognitive disability entails a substantial limitation in one's capacity to think, including conceptualizing, planning, and sequencing thoughts and actions, remembering, interpreting subtle social cues, and understanding numbers and symbols. Cognitive disabilities include intellectual disabilities and can also stem from brain injury, Alzheimer's…

"Artificial humans": Psychology and neuroscience perspectives on embodiment and nonverbal communication.

PubMed

Vogeley, Kai; Bente, Gary

2010-01-01

"Artificial humans", so-called "Embodied Conversational Agents" and humanoid robots, are assumed to facilitate human-technology interaction referring to the unique human capacities of interpersonal communication and social information processing. While early research and development in artificial intelligence (AI) focused on processing and production of natural language, the "new AI" has also taken into account the emotional and relational aspects of communication with an emphasis both on understanding and production of nonverbal behavior. This shift in attention in computer science and engineering is reflected in recent developments in psychology and social cognitive neuroscience. This article addresses key challenges which emerge from the goal to equip machines with socio-emotional intelligence and to enable them to interpret subtle nonverbal cues and to respond to social affordances with naturally appearing behavior from both perspectives. In particular, we propose that the creation of credible artificial humans not only defines the ultimate test for our understanding of human communication and social cognition but also provides a unique research tool to improve our knowledge about the underlying psychological processes and neural mechanisms. Copyright © 2010. Published by Elsevier Ltd.

Why Teach Art?: Reflections on Efland's Art and Cognition

ERIC Educational Resources Information Center

Kamhi, Michelle Marder

2007-01-01

In this article, the author analyzes Arthur Efland's "Art and Cognition," which advocates study of the visual arts for its cognitive benefits. The author argues that Efland's cognitive premises are largely sound but that his specific recommendations often belie the general principles he espouses. Efland focuses on the interpretation of baffling…

Common social cognitive impairments do not mean common causes: A commentary on Cotter et al. (2018).

PubMed

Dodell-Feder, David; Germine, Laura T

2018-06-06

Many clinical conditions, ranging from psychiatric to neurodegenerative illnesses, are associated with impairments in the processes by which we perceive, interpret, and respond to social information; a suite of abilities known as social cognition. Through a systematic review of meta-analyses, Cotter et al. (2018) present a compelling view of social cognitive deficits as a core phenotype of many clinical conditions. However, we caution against one potential interpretation of their findings, namely, that similar social cognitive outcomes are produced by similar causes. Specifically, we argue that while the outcome may look similar across clinical conditions (i.e., global social cognitive deficits), the cause and nature of those impairments are likely to differ, and, as a consequence, so too will its remediation. We advocate for the development of better methods for assessing social cognition, which may speak to the varying nature of social cognitive impairment across conditions. Ultimately, a better understanding of how social cognition is impaired will facilitate the development of more targeted, more effective treatments, that will improve patient care. Copyright © 2018 Elsevier Ltd. All rights reserved.

The Contribution of Cognitive Engineering to the Effective Design and Use of Information Systems.

ERIC Educational Resources Information Center

Garg-Janardan, Chaya; Salvendy, Gavriel

1986-01-01

Examines the role of human information processing and decision-making capabilities and limitations in the design of effective human-computer interfaces. Several cognitive engineering principles that should guide the design process are outlined. (48 references) (Author/CLB)

Avionics Collaborative Engineering Technology Delivery Order 0035: Secure Knowledge Management (SKM) Technology Research Roadmap - Technology Trends for Collaborative Information and Knowledge Management Research

DTIC Science & Technology

2004-06-01

such as that represented in the know-how of the master craftsman), and cognitive (know why, perceptions, values, beliefs, and mental models).4... cognitive engineering, educational technology, industrial/organizational psychology, sociology, cultural anthropology, and computational...such as human-human interaction, interface design and evaluation methodology, cognitive models and user models, health and ergonomic studies, empirical

Theory of mind in utterance interpretation: the case from clinical pragmatics.

PubMed

Cummings, Louise

2015-01-01

The cognitive basis of utterance interpretation is an area that continues to provoke intense theoretical debate among pragmatists. That utterance interpretation involves some type of mind-reading or theory of mind (ToM) is indisputable. However, theorists are divided on the exact nature of this ToM-based mechanism. In this paper, it is argued that the only type of ToM-based mechanism that can adequately represent the cognitive basis of utterance interpretation is one which reflects the rational, intentional, holistic character of interpretation. Such a ToM-based mechanism is supported on conceptual and empirical grounds. Empirical support for this view derives from the study of children and adults with pragmatic disorders. Specifically, three types of clinical case are considered. In the first case, evidence is advanced which indicates that individuals with pragmatic disorders exhibit deficits in reasoning and the use of inferences. These deficits compromise the ability of children and adults with pragmatic disorders to comply with the rational dimension of utterance interpretation. In the second case, evidence is presented which suggests that subjects with pragmatic disorders struggle with the intentional dimension of utterance interpretation. This dimension extends beyond the recognition of communicative intentions to include the attribution of a range of cognitive and affective mental states that play a role in utterance interpretation. In the third case, evidence is presented that children and adults with pragmatic disorders struggle with the holistic character of utterance interpretation. This serves to distort the contexts in which utterances are processed for their implicated meanings. The paper concludes with some thoughts about the role of theorizing in relation to utterance interpretation.

Theory of mind in utterance interpretation: the case from clinical pragmatics

PubMed Central

Cummings, Louise

2015-01-01

The cognitive basis of utterance interpretation is an area that continues to provoke intense theoretical debate among pragmatists. That utterance interpretation involves some type of mind-reading or theory of mind (ToM) is indisputable. However, theorists are divided on the exact nature of this ToM-based mechanism. In this paper, it is argued that the only type of ToM-based mechanism that can adequately represent the cognitive basis of utterance interpretation is one which reflects the rational, intentional, holistic character of interpretation. Such a ToM-based mechanism is supported on conceptual and empirical grounds. Empirical support for this view derives from the study of children and adults with pragmatic disorders. Specifically, three types of clinical case are considered. In the first case, evidence is advanced which indicates that individuals with pragmatic disorders exhibit deficits in reasoning and the use of inferences. These deficits compromise the ability of children and adults with pragmatic disorders to comply with the rational dimension of utterance interpretation. In the second case, evidence is presented which suggests that subjects with pragmatic disorders struggle with the intentional dimension of utterance interpretation. This dimension extends beyond the recognition of communicative intentions to include the attribution of a range of cognitive and affective mental states that play a role in utterance interpretation. In the third case, evidence is presented that children and adults with pragmatic disorders struggle with the holistic character of utterance interpretation. This serves to distort the contexts in which utterances are processed for their implicated meanings. The paper concludes with some thoughts about the role of theorizing in relation to utterance interpretation. PMID:26379602

Enhancing the Interpretive Reading and Analytical Writing of Mainstreamed English Learners in Secondary School: Results from a Randomized Field Trial Using a Cognitive Strategies Approach

ERIC Educational Resources Information Center

Olson, Carol Booth; Kim, James S.; Scarcella, Robin; Kramer, Jason; Pearson, Matthew; van Dyk, David A.; Collins, Penny; Land, Robert E.

2012-01-01

In this study, 72 secondary English teachers from the Santa Ana Unified School District were randomly assigned to participate in the Pathway Project, a cognitive strategies approach to teaching interpretive reading and analytical writing, or to a control condition involving typical district training focusing on teaching content from the textbook.…

Maximizing potential impact of experimental research into cognitive processes in health psychology: A systematic approach to material development.

PubMed

Hughes, Alicia M; Gordon, Rola; Chalder, Trudie; Hirsch, Colette R; Moss-Morris, Rona

2016-11-01

There is an abundance of research into cognitive processing biases in clinical psychology including the potential for applying cognitive bias modification techniques to assess the causal role of biases in maintaining anxiety and depression. Within the health psychology field, there is burgeoning interest in applying these experimental methods to assess potential cognitive biases in relation to physical health conditions and health-related behaviours. Experimental research in these areas could inform theoretical development by enabling measurement of implicit cognitive processes that may underlie unhelpful illness beliefs and help drive health-related behaviours. However, to date, there has been no systematic approach to adapting existing experimental paradigms for use within physical health research. Many studies fail to report how materials were developed for the population of interest or have used untested materials developed ad hoc. The lack of protocol for developing stimuli specificity has contributed to large heterogeneity in methodologies and findings. In this article, we emphasize the need for standardized methods for stimuli development and replication in experimental work, particularly as it extends beyond its original anxiety and depression scope to other physical conditions. We briefly describe the paradigms commonly used to assess cognitive biases in attention and interpretation and then describe the steps involved in comprehensive/robust stimuli development for attention and interpretation paradigms using illustrative examples from two conditions: chronic fatigue syndrome and breast cancer. This article highlights the value of preforming rigorous stimuli development and provides tools to aid researchers engage in this process. We believe this work is worthwhile to establish a body of high-quality and replicable experimental research within the health psychology literature. Statement of contribution What is already known on this subject? Cognitive biases (e.g., tendencies to attend to negative information and/or interpret ambiguous information in negative ways) have a causal role in maintaining anxiety and depression. There is mixed evidence of cognitive biases in physical health conditions and chronic illness; one reason for this may be the heterogeneous stimuli used to assess attention and interpretation biases in these conditions. What does this study add? Steps for comprehensive/robust stimuli development for attention and interpretation paradigms are presented. Illustrative examples are provided from two conditions: chronic fatigue syndrome and breast cancer. We provide tools to help researchers develop condition-specific materials for experimental studies. © 2016 The British Psychological Society.

Cognitive Biases in Children and Adolescents With Chronic Pain: A Review of Findings and a Call for Developmental Research.

PubMed

Lau, Jennifer Y F; Heathcote, Lauren C; Beale, Sarah; Gray, Suzy; Jacobs, Konrad; Wilkinson, Nick; Crombez, Geert

2018-06-01

Cognitive biases that emphasize bodily harm, injury, and illness could play a role in the maintenance of chronic pain by facilitating fear and avoidance. Whereas extensive research has established attention, interpretation, and memory biases in adults with chronic pain, far less is known about these same biases in children and adolescents with pain. Studying cognitive biases in attention, interpretation, and memory in relation to pain occurring in youth is important because youth is a time when pain can first become chronic, and when relationships between cognitive biases and pain outcomes emerge and stabilize. Thus, youth potentially offers a time window for the prevention of chronic pain problems. In this article, we summarize the growing corpus of data that have measured cognitive biases in relation to pediatric pain. We conclude that although biases in attention, interpretation, and memory characterize children and adolescents with varying pain experiences, questions regarding the direction, magnitude, nature, and role of these biases remain. We call for independent extension of cognitive bias research in children and adolescents, using well powered longitudinal studies with wide age ranges and psychometrically sound experimental measures to clarify these findings and any developmental trends in the links between cognitive biases and pain outcomes. This article provides a rationale for the theoretical and practical importance of studying the role of cognitive biases in children and adolescents with chronic pain, which has to date, been relatively understudied. Existing findings are reviewed critically, and recommendations for future research are offered. Copyright © 2018 The American Pain Society. Published by Elsevier Inc. All rights reserved.

Explicit and implicit issues in the developmental cognitive neuroscience of social inequality

PubMed Central

D'Angiulli, Amedeo; Lipina, Sebastian J.; Olesinska, Alice

2012-01-01

The appearance of developmental cognitive neuroscience (DCN) in the socioeconomic status (SES) research arena is hugely transformative, but challenging. We review challenges rooted in the implicit and explicit assumptions informing this newborn field. We provide balanced theoretical alternatives on how hypothesized psychological processes map onto the brain (e.g., problem of localization) and how experimental phenomena at multiple levels of analysis (e.g., behavior, cognition and the brain) could be related. We therefore examine unclear issues regarding the existing perspectives on poverty and their relationships with low SES, the evidence of low-SES adaptive functioning, historical precedents of the “alternate pathways” (neuroplasticity) interpretation of learning disabilities related to low-SES and the notion of deficit, issues of “normativity” and validity in findings of neurocognitive differences between children from different SES, and finally alternative interpretations of the complex relationship between IQ and SES. Particularly, we examine the extent to which the available laboratory results may be interpreted as showing that cognitive performance in low-SES children reflects cognitive and behavioral deficits as a result of growing up in specific environmental or cultural contexts, and how the experimental findings should be interpreted for the design of different types of interventions—particularly those related to educational practices—or translated to the public—especially the media. Although a cautionary tone permeates many studies, still, a potential deficit attribution—i.e., low-SES is associated with cognitive and behavioral developmental deficits—seems almost an inevitable implicit issue with ethical implications. Finally, we sketch the agenda for an ecological DCN, suggesting recommendations to advance the field, specifically, to minimize equivocal divulgation and maximize ethically responsible translation. PMID:22973216

The assessment of changes in cognitive functioning: age-, education-, and gender-specific reliable change indices for older adults tested on the CERAD-NP battery: results of the German Study on Ageing, Cognition, and Dementia in Primary Care Patients (AgeCoDe).

PubMed

Stein, Janine; Luppa, Melanie; Luck, Tobias; Maier, Wolfgang; Wagner, Michael; Daerr, Moritz; van den Bussche, Hendrik; Zimmermann, Thomas; Köhler, Mirjam; Bickel, Horst; Mösch, Edelgard; Weyerer, Siegfried; Kaufeler, Teresa; Pentzek, Michael; Wiese, Birgitt; Wollny, Anja; König, Hans-Helmut; Riedel-Heller, Steffi G

2012-01-01

The Consortium to Establish a Registry for Alzheimer's Disease-Neuropsychological (CERAD-NP) battery represents a commonly used neuropsychological instrument to measure cognitive functioning in the elderly. This study provides normative data for changes in cognitive function that normally occur in cognitively healthy individuals to interpret changes in CERAD-NP test scores over longer time periods. Longitudinal cohort study with three assessments at 1.5-year intervals over a period of 3 years. : Primary care medical record registry sample. As part of the German Study on Ageing, Cognition, and Dementia in Primary Care Patients, a sample of 1,450 cognitively healthy general practitioner patients, age 75 years and older, was assessed. Age-, education-, and gender-specific Reliable Change Indices (RCIs) were computed for a 90% confidence interval for selected subtests of the CERAD-NP battery. Across different age, education, and gender subgroups, changes from at least six to nine points in Verbal Fluency, four to eight points in Word List Memory, two to four points in Word List Recall, and one to four points in Word List Recognition indicated significant (i.e. reliable) changes in CERAD-NP test scores at the 90% confidence level. Furthermore, the calculation of RCIs for individual patients is demonstrated. Smaller changes in CERAD-NP test scores can be interpreted with only high uncertainty because of probable measurement error, practice effects, and normal age-related cognitive decline. This study, for the first time, provides age-, education-, and gender-specific CERAD-NP reference values on the basis of RCI methods for the interpretation of cognitive changes in older-age groups.

The Optimum Text in Simultaneous Interpreting: A Cognitive Approach to Interpreters' Training.

ERIC Educational Resources Information Center

Alexieva, Bistra

A discussion of text translatability in simultaneous interpreting (SI) looks at semantic redundancy, the repetition of semantic components essential to creating an utterance, and offers some classroom techniques for teaching interpreting skills. It is proposed that the translatability of a text in SI should be studied in terms of the experiential…

Thinking anxious, feeling anxious, or both? Cognitive bias moderates the relationship between anxiety disorder status and sympathetic arousal in youth.

PubMed

Rozenman, Michelle; Vreeland, Allison; Piacentini, John

2017-01-01

Cognitive bias and physiological arousal are two putative markers that may underlie youth anxiety. However, data on relationships between cognitive bias and arousal are limited, and typically do not include behavioral measurement of these constructs in order to tap real-time processes. We aimed to examine the relationship between performance-based cognitive bias and sympathetic arousal during stress in clinically anxious and typically-developing youth. The sample included children and adolescents ages 9 to 17 (Mean age=13.18, SD=2.60) who either met diagnostic criteria for primary generalized anxiety, social phobia, or separation anxiety (N=24) or healthy controls who had no history of psychopathology (N=22). Youth completed performance-based measures of attention and interpretation bias. Electrodermal activity was assessed while youth participated in the Trier Social Stress Test for Children (TSST-C; Buske-Kirschbaum, Jobst, & Wustmans, 1997). A mixed models analysis indicated significant linear and non-linear changes in skin conductance, with similar slopes for both groups. Interpretation bias, but not attention bias, moderated the relationship between group status and sympathetic arousal during the TSST-C. Arousal trajectories did not differ for anxious and healthy control youth who exhibited high levels of threat interpretation bias. However, for youth who exhibited moderate and low levels of interpretation bias, the anxious group demonstrated greater arousal slopes than healthy control youth. Results provide initial evidence that the relationship between anxiety status and physiological arousal during stress may be moderated by level of interpretation bias for threat. These findings may implicate interpretation bias as a marker of sympathetic reactivity in youth. Implications for future research and limitations are discussed. Published by Elsevier Ltd.

Describing the Cognitive Level of Professor Discourse and Student Cognition in College of Agriculture Class Sessions

ERIC Educational Resources Information Center

Ewing, John C.; Whittington, M. Susie

2009-01-01

The purpose of this study was to describe the cognitive level of professor discourse and student cognition during selected college of agriculture class sessions. Twenty-one undergraduate class sessions were videotaped in 12 professors' courses. Results were interpreted to show that professors' discourse was mostly (62%) at the knowledge and…

Social Cognition in the Classroom.

ERIC Educational Resources Information Center

Weiner, Bernard; And Others

Social cognition is defined as a new field in psychology which emphasizes cognitive processes. It is concerned with how people interpret and construct their social environment. Selected aspects of this field are reviewed. These include perceptual salience, causal attributions, and indirect ability communications. Their pertinence to the…

Elementary teachers' mental models of engineering design processes: A comparison of two communities of practice

NASA Astrophysics Data System (ADS)

McMahon, Ann P.

Educating K-12 students in the processes of design engineering is gaining popularity in public schools. Several states have adopted standards for engineering design despite the fact that no common agreement exists on what should be included in the K-12 engineering design process. Furthermore, little pre-service and in-service professional development exists that will prepare teachers to teach a design process that is fundamentally different from the science teaching process found in typical public schools. This study provides a glimpse into what teachers think happens in engineering design compared to articulated best practices in engineering design. Wenger's communities of practice work and van Dijk's multidisciplinary theory of mental models provide the theoretical bases for comparing the mental models of two groups of elementary teachers (one group that teaches engineering and one that does not) to the mental models of design engineers (including this engineer/researcher/educator and professionals described elsewhere). The elementary school teachers and this engineer/researcher/educator observed the design engineering process enacted by professionals, then answered questions designed to elicit their mental models of the process they saw in terms of how they would teach it to elementary students. The key finding is this: Both groups of teachers embedded the cognitive steps of the design process into the matrix of the social and emotional roles and skills of students. Conversely, the engineers embedded the social and emotional aspects of the design process into the matrix of the cognitive steps of the design process. In other words, teachers' mental models show that they perceive that students' social and emotional communicative roles and skills in the classroom drive their cognitive understandings of the engineering process, while the mental models of this engineer/researcher/educator and the engineers in the video show that we perceive that cognitive understandings of the engineering process drive the social and emotional roles and skills used in that process. This comparison of mental models with the process that professional designers use defines a problem space for future studies that investigate how to incorporate engineering practices into elementary classrooms. Recommendations for engineering curriculum development and teacher professional development based on this study are presented.

The effects of context on multidimensional spatial cognitive models. Ph.D. Thesis - Arizona Univ.

NASA Technical Reports Server (NTRS)

Dupnick, E. G.

1979-01-01

Spatial cognitive models obtained by multidimensional scaling represent cognitive structure by defining alternatives as points in a coordinate space based on relevant dimensions such that interstimulus dissimilarities perceived by the individual correspond to distances between the respective alternatives. The dependence of spatial models on the context of the judgments required of the individual was investigated. Context, which is defined as a perceptual interpretation and cognitive understanding of a judgment situation, was analyzed and classified with respect to five characteristics: physical environment, social environment, task definition, individual perspective, and temporal setting. Four experiments designed to produce changes in the characteristics of context and to test the effects of these changes upon individual cognitive spaces are described with focus on experiment design, objectives, statistical analysis, results, and conclusions. The hypothesis is advanced that an individual can be characterized as having a master cognitive space for a set of alternatives. When the context changes, the individual appears to change the dimension weights to give a new spatial configuration. Factor analysis was used in the interpretation and labeling of cognitive space dimensions.

Analytic cognitive style predicts paranormal explanations of anomalous experiences but not the experiences themselves: Implications for cognitive theories of delusions.

PubMed

Ross, Robert M; Hartig, Bjoern; McKay, Ryan

2017-09-01

It has been proposed that delusional beliefs are attempts to explain anomalous experiences. Why, then, do anomalous experiences induce delusions in some people but not in others? One possibility is that people with delusions have reasoning biases that result in them failing to reject implausible candidate explanations for anomalous experiences. We examine this hypothesis by studying paranormal interpretations of anomalous experiences. We examined whether analytic cognitive style (i.e. the willingness or disposition to critically evaluate outputs from intuitive processing and engage in effortful analytic processing) predicted anomalous experiences and paranormal explanations for these experiences after controlling for demographic variables and cognitive ability. Analytic cognitive style predicted paranormal explanations for anomalous experiences, but not the anomalous experiences themselves. We did not study clinical delusions. Our attempts to control for cognitive ability may have been inadequate. Our sample was predominantly students. Limited analytic cognitive style might contribute to the interpretation of anomalous experiences in terms of delusional beliefs. Copyright © 2016 Elsevier Ltd. All rights reserved.

Design of Computer-aided Instruction for Radiology Interpretation: The Role of Cognitive Task Analysis

PubMed Central

Pusic, Martin V.; LeBlanc, Vicki; Patel, Vimla L.

2001-01-01

Traditional task analysis for instructional design has emphasized the importance of precisely defining behavioral educational objectives and working back to select objective-appropriate instructional strategies. However, this approach may miss effective strategies. Cognitive task analysis, on the other hand, breaks a process down into its component knowledge representations. Selection of instructional strategies based on all such representations in a domain is likely to lead to optimal instructional design. In this demonstration, using the interpretation of cervical spine x-rays as an educational example, we show how a detailed cognitive task analysis can guide the development of computer-aided instruction.

Knowledge and implicature: modeling language understanding as social cognition.

PubMed

Goodman, Noah D; Stuhlmüller, Andreas

2013-01-01

Is language understanding a special case of social cognition? To help evaluate this view, we can formalize it as the rational speech-act theory: Listeners assume that speakers choose their utterances approximately optimally, and listeners interpret an utterance by using Bayesian inference to "invert" this model of the speaker. We apply this framework to model scalar implicature ("some" implies "not all," and "N" implies "not more than N"). This model predicts an interaction between the speaker's knowledge state and the listener's interpretation. We test these predictions in two experiments and find good fit between model predictions and human judgments. Copyright © 2013 Cognitive Science Society, Inc.

Symptom Presentation and Symptom Meaning Among Traumatized Cambodian Refugees: Relevance to a Somatically Focused Cognitive-Behavior Therapy

PubMed Central

Hinton, Devon E.; Otto, Michael W.

2009-01-01

Among psychologically distressed Cambodian refugees, somatic complaints are particularly prominent. Cambodians interpret anxiety-related somatic sensations in terms of “Wind” (khyâl), an ethnophysiology that gives rise to multiple catastrophic interpretations; and they have prominent trauma-memory associations to anxiety-related somatic symptoms. In this article, we detail some of the common sensation-related dysphoric networks of Cambodian refugees, focusing on catastrophic cognitions and trauma associations. We argue that delineating symptom-related dysphoric networks is crucial to successfully adapt cognitive-behavioral interventions to treat panic disorder and posttraumatic stress disorder among Cambodian refugees, and that such an approach may be useful for the culturally sensitive adaptation of cognitive-behavior therapy for other traumatized non-Western groups. PMID:19823603

The Flow Engine Framework: A Cognitive Model of Optimal Human Experience

PubMed Central

Šimleša, Milija; Guegan, Jérôme; Blanchard, Edouard; Tarpin-Bernard, Franck; Buisine, Stéphanie

2018-01-01

Flow is a well-known concept in the fields of positive and applied psychology. Examination of a large body of flow literature suggests there is a need for a conceptual model rooted in a cognitive approach to explain how this psychological phenomenon works. In this paper, we propose the Flow Engine Framework, a theoretical model explaining dynamic interactions between rearranged flow components and fundamental cognitive processes. Using an IPO framework (Inputs – Processes – Outputs) including a feedback process, we organize flow characteristics into three logically related categories: inputs (requirements for flow), mediating and moderating cognitive processes (attentional and motivational mechanisms) and outputs (subjective and objective outcomes), describing the process of the flow. Comparing flow with an engine, inputs are depicted as flow-fuel, core processes cylinder strokes and outputs as power created to provide motion. PMID:29899807

Engineering design: A cognitive process approach

NASA Astrophysics Data System (ADS)

Strimel, Greg Joseph

The intent of this dissertation was to identify the cognitive processes used by advanced pre-engineering students to solve complex engineering design problems. Students in technology and engineering education classrooms are often taught to use an ideal engineering design process that has been generated mostly by educators and curriculum developers. However, the review of literature showed that it is unclear as to how advanced pre-engineering students cognitively navigate solving a complex and multifaceted problem from beginning to end. Additionally, it was unclear how a student thinks and acts throughout their design process and how this affects the viability of their solution. Therefore, Research Objective 1 was to identify the fundamental cognitive processes students use to design, construct, and evaluate operational solutions to engineering design problems. Research Objective 2 was to determine identifiers within student cognitive processes for monitoring aptitude to successfully design, construct, and evaluate technological solutions. Lastly, Research Objective 3 was to create a conceptual technological and engineering problem-solving model integrating student cognitive processes for the improved development of problem-solving abilities. The methodology of this study included multiple forms of data collection. The participants were first given a survey to determine their prior experience with engineering and to provide a description of the subjects being studied. The participants were then presented an engineering design challenge to solve individually. While they completed the challenge, the participants verbalized their thoughts using an established "think aloud" method. These verbalizations were captured along with participant observational recordings using point-of-view camera technology. Additionally, the participant design journals, design artifacts, solution effectiveness data, and teacher evaluations were collected for analysis to help achieve the research objectives of this study. Two independent coders then coded the video/audio recordings and the additional design data using Halfin's (1973) 17 mental processes for technological problem-solving. The results of this study indicated that the participants employed a wide array of mental processes when solving engineering design challenges. However, the findings provide a general analysis of the number of times participants employed each mental process, as well as the amount of time consumed employing the various mental processes through the different stages of the engineering design process. The results indicated many similarities between the students solving the problem, which may highlight voids in current technology and engineering education curricula. Additionally, the findings showed differences between the processes employed by participants that created the most successful solutions and the participants who developed the least effective solutions. Upon comparing and contrasting these processes, recommendations for instructional strategies to enhance a student's capability for solving engineering design problems were developed. The results also indicated that students, when left without teacher intervention, use a simplified and more natural process to solve design challenges than the 12-step engineering design process reported in much of the literature. Lastly, these data indicated that students followed two different approaches to solving the design problem. Some students employed a sequential and logical approach, while others employed a nebulous, solution centered trial-and-error approach to solving the problem. In this study the participants who were more sequential had better performing solutions. Examining these two approaches and the student cognition data enabled the researcher to generate a conceptual engineering design model for the improved teaching and development of engineering design problem solving.

The relationship between social cognition and executive function in Major Depressive Disorder in high-functioning adolescents and young adults.

PubMed

Förster, Katharina; Jörgens, Silke; Air, Tracy M; Bürger, Christian; Enneking, Verena; Redlich, Ronny; Zaremba, Dario; Grotegerd, Dominik; Dohm, Katharina; Meinert, Susanne; Leehr, Elisabeth J; Böhnlein, Joscha; Repple, Jonathan; Opel, Nils; Kavakbasi, Erhan; Arolt, Volker; Zwitserlood, Pienie; Dannlowski, Udo; Baune, Bernhard T

2018-05-01

To understand how cognitive dysfunction contributes to social cognitive deficits in depression, we investigated the relationship between executive function and social cognitive performance in adolescents and young adults during current and remitted depression, compared to healthy controls. Social cognition and executive function were measured in 179 students (61 healthy controls and 118 patients with depression; M age = 20.60 years; SD age = 3.82 years). Hierarchical regression models were employed within each group (healthy controls, remitted depression, current depression) to examine the nature of associations between cognitive measures. Social cognitive and executive function did not significantly differ overall between depressed patients and healthy controls. There was no association between executive function and social cognitive function in healthy controls or in remitted patients. However, in patients with a current state of depression, lower cognitive flexibility was associated with lower performance in facial-affect recognition, theory-of-mind tasks and overall affect recognition. In this group, better planning abilities were associated with decreased performance in facial affect recognition and overall social cognitive performance. While we infer that less cognitive flexibility might lead to a more rigid interpretation of ambiguous social stimuli, we interpret the counterintuitive negative correlation of planning ability and social cognition as a compensatory mechanism. Copyright © 2018. Published by Elsevier B.V.

Performance and Cognitive Assessment in 3-D Modeling

ERIC Educational Resources Information Center

Fahrer, Nolan E.; Ernst, Jeremy V.; Branoff, Theodore J.; Clark, Aaron C.

2011-01-01

The purpose of this study was to investigate identifiable differences between performance and cognitive assessment scores in a 3-D modeling unit of an engineering drafting course curriculum. The study aimed to provide further investigation of the need of skill-based assessments in engineering/technical graphics courses to potentially increase…

Interpretation biases in paranoia.

PubMed

Savulich, George; Freeman, Daniel; Shergill, Sukhi; Yiend, Jenny

2015-01-01

Information in the environment is frequently ambiguous in meaning. Emotional ambiguity, such as the stare of a stranger, or the scream of a child, encompasses possible good or bad emotional consequences. Those with elevated vulnerability to affective disorders tend to interpret such material more negatively than those without, a phenomenon known as "negative interpretation bias." In this study we examined the relationship between vulnerability to psychosis, measured by trait paranoia, and interpretation bias. One set of material permitted broadly positive/negative (valenced) interpretations, while another allowed more or less paranoid interpretations, allowing us to also investigate the content specificity of interpretation biases associated with paranoia. Regression analyses (n=70) revealed that trait paranoia, trait anxiety, and cognitive inflexibility predicted paranoid interpretation bias, whereas trait anxiety and cognitive inflexibility predicted negative interpretation bias. In a group comparison those with high levels of trait paranoia were negatively biased in their interpretations of ambiguous information relative to those with low trait paranoia, and this effect was most pronounced for material directly related to paranoid concerns. Together these data suggest that a negative interpretation bias occurs in those with elevated vulnerability to paranoia, and that this bias may be strongest for material matching paranoid beliefs. We conclude that content-specific biases may be important in the cause and maintenance of paranoid symptoms. Copyright © 2014. Published by Elsevier Ltd.

Comparing Cognitive Models of Domain Mastery and Task Performance in Algebra: Validity Evidence for a State Assessment

ERIC Educational Resources Information Center

Warner, Zachary B.

2013-01-01

This study compared an expert-based cognitive model of domain mastery with student-based cognitive models of task performance for Integrated Algebra. Interpretations of student test results are limited by experts' hypotheses of how students interact with the items. In reality, the cognitive processes that students use to solve each item may be…

Impairment in proverb interpretation as an executive function deficit in patients with amnestic mild cognitive impairment and early Alzheimer's disease.

PubMed

Leyhe, Thomas; Saur, Ralf; Eschweiler, Gerhard W; Milian, Monika

2011-01-01

Proverb interpretation is assumed to reflect executive functions. We hypothesized that proverb interpretation is impaired in patients with amnestic mild cognitive impairment (aMCI) diagnosed as single-domain impairment by common neuropsychological testing. We compared performance in a proverb interpretation test in single-domain aMCI patients and patients with early Alzheimer's disease (EAD). The groups with aMCI and EAD performed significantly worse than healthy controls. Both patient groups gave concrete answers with a similar frequency. However, patients with EAD tended to give senseless answers more frequently. Our data suggest that in patients diagnosed as single-domain aMCI, deterioration of executive functions is detectable with subtle and appropriate neuropsychological testing. Implementation of these procedures may improve the early prediction of AD.

Gambling-Related Cognition Scale (GRCS): Are skills-based games at a disadvantage?

PubMed

Lévesque, David; Sévigny, Serge; Giroux, Isabelle; Jacques, Christian

2017-09-01

The Gambling-Related Cognition Scale (GRCS; Raylu & Oei, 2004) was developed to evaluate gambling-related cognitive distortions for all types of gamblers, regardless of their gambling activities (poker, slot machine, etc.). It is therefore imperative to ascertain the validity of its interpretation across different types of gamblers; however, some skills-related items endorsed by players could be interpreted as a cognitive distortion despite the fact that they play skills-related games. Using an intergroup (168 poker players and 73 video lottery terminal [VLT] players) differential item functioning (DIF) analysis, this study examined the possible manifestation of item biases associated with the GRCS. DIF was analyzed with ordinal logistic regressions (OLRs) and Ramsay's (1991) nonparametric kernel smoothing approach with TestGraf. Results show that half of the items display at least moderate DIF between groups and, depending on the type of analysis used, 3 to 7 items displayed large DIF. The 5 items with the most DIF were more significantly endorsed by poker players (uniform DIF) and were all related to skills, knowledge, learning, or probabilities. Poker players' interpretations of some skills-related items may lead to an overestimation of their cognitive distortions due to their total score increased by measurement artifact. Findings indicate that the current structure of the GRCS contains potential biases to be considered when poker players are surveyed. The present study conveys new and important information on bias issues to ponder carefully before using and interpreting the GRCS and other similar wide-range instruments with poker players. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Strengthening forensic DNA decision making through a better understanding of the influence of cognitive bias.

PubMed

Jeanguenat, Amy M; Budowle, Bruce; Dror, Itiel E

2017-11-01

Cognitive bias may influence process flows and decision making steps in forensic DNA analyses and interpretation. Currently, seven sources of bias have been identified that may affect forensic decision making with roots in human nature; environment, culture, and experience; and case specific information. Most of the literature and research on cognitive bias in forensic science has focused on patterned evidence; however, forensic DNA testing is not immune to bias, especially when subjective interpretation is involved. DNA testing can be strengthened by recognizing the existence of bias, evaluating where it influences decision making, and, when applicable, implementing practices to reduce or control its effects. Elements that may improve forensic decision making regarding bias include cognitively informed education and training, quality assurance procedures, review processes, analysis and interpretation, and context management of irrelevant information. Although bias exists, reliable results often can be (and have been) produced. However, at times bias can (and has) impacted the interpretation of DNA results negatively. Therefore, being aware of the dangers of bias and implementing measures to control its potential impact should be considered. Measures and procedures that handicap the workings of the crime laboratory or add little value to improving the operation are not advocated, but simple yet effective measures are suggested. This article is meant to raise awareness of cognitive bias contamination in forensic DNA testing and to give laboratories possible pathways to make sound decisions to address its influences. Copyright © 2017 The Chartered Society of Forensic Sciences. Published by Elsevier B.V. All rights reserved.

An Integrated Model of Emotion Processes and Cognition in Social Information Processing.

ERIC Educational Resources Information Center

Lemerise, Elizabeth A.; Arsenio, William F.

2000-01-01

Interprets literature on contributions of social cognitive and emotion processes to children's social competence in the context of an integrated model of emotion processes and cognition in social information processing. Provides neurophysiological and functional evidence for the centrality of emotion processes in personal-social decision making.…

A Systematic Examination of the Linguistic Demand of Cognitive Test Directions Administered to School-Age Populations

ERIC Educational Resources Information Center

Cormier, Damien C.; Bulut, Okan; Singh, Deepak; Kennedy, Kathleen E.; Wang, Kun; Heudes, Alethea; Lekwa, Adam J.

2018-01-01

The selection and interpretation of individually administered norm-referenced cognitive tests that are administered to culturally and linguistically diverse (CLD) students continue to be an important consideration within the psychoeducational assessment process. Understanding test directions during the assessment of cognitive abilities is…

Priming in Melody Perception: Tracking Down the Strength of Cognitive Expectations

ERIC Educational Resources Information Center

Marmel, Frederic; Tillmann, Barbara; Delbe, Charles

2010-01-01

The musical priming paradigm has shown facilitated processing for tonally related over less-related targets. However, the congruence between tonal relatedness and the psychoacoustical properties of music challenges cognitive interpretations of the involved processes. Our goal was to show that cognitive expectations (based on listeners' tonal…

Cognitive, neurophysiological, and functional correlates of proverb interpretation abnormalities in schizophrenia.

PubMed

Kiang, Michael; Light, Gregory A; Prugh, Jocelyn; Coulson, Seana; Braff, David L; Kutas, Marta

2007-07-01

A hallmark of schizophrenia is impaired proverb interpretation, which could be due to: (1) aberrant activation of disorganized semantic associations, or (2) working memory (WM) deficits. We assessed 18 schizophrenia patients and 18 normal control participants on proverb interpretation, and evaluated these two hypotheses by examining within patients the correlations of proverb interpretation with disorganized symptoms and auditory WM, respectively. Secondarily, we also explored the relationships between proverb interpretation and a spectrum of cognitive functions including auditory sensory-memory encoding (as indexed by the mismatch negativity (MMN) event-related brain potential (ERP)); executive function; and social/occupational function. As expected, schizophrenia patients produced less accurate and less abstract descriptions of proverbs than did controls. These proverb interpretation difficulties in patients were not significantly correlated with disorganization or other symptom factors, but were significantly correlated (p < .05) with WM impairment, as well as with impairments in sensory-memory encoding, executive function, and social/occupational function. These results offer no support for disorganized associations in abnormal proverb interpretation in schizophrenia, but implicate WM deficits, perhaps as a part of a syndrome related to generalized frontal cortical dysfunction.

"People like numbers": a descriptive study of cognitive assessment methods in clinical practice for Aboriginal Australians in the Northern Territory.

PubMed

Dingwall, Kylie M; Pinkerton, Jennifer; Lindeman, Melissa A

2013-01-31

Achieving culturally fair assessments of cognitive functioning for Aboriginal people is difficult due to a scarcity of appropriately validated tools for use with this group. As a result, some Aboriginal people with cognitive impairments may lack fair and equitable access to services. The objective of this study was to examine current clinical practice in the Northern Territory regarding cognitive assessment for Aboriginal people thereby providing some guidance for clinicians new to this practice setting. Qualitative enquiry was used to describe practice context, reasons for assessment, and current practices in assessing cognition for Aboriginal Australians. Semi-structured interviews were conducted with 22 clinicians working with Aboriginal clients in central and northern Australia. Results pertaining to assessment methods are reported. A range of standardised tests were utilised with little consistency across clinical practice. Nevertheless, it was recognised that such tests bear severe limitations, requiring some modification and significant caution in their interpretation. Clinicians relied heavily on informal assessment or observations, contextual information and clinical judgement. Cognitive tests developed specifically for Aboriginal people are urgently needed. In the absence of appropriate, validated tests, clinicians have relied on and modified a range of standardised and informal assessments, whilst recognising the severe limitations of these. Past clinical training has not prepared clinicians adequately for assessing Aboriginal clients, and experience and clinical judgment were considered crucial for fair interpretation of test scores. Interpretation guidelines may assist inexperienced clinicians to consider whether they are achieving fair assessments of cognition for Aboriginal clients.

The re-tooled mind: how culture re-engineers cognition

PubMed Central

2010-01-01

One of the main goals of cognitive science is to discover the underlying principles that characterize human cognition, but this enterprise is complicated by culturally-driven variability. While much fruitful work has focused on how culture influences the contents of cognition, here I argue that culture can in addition exercise a profound effect on the how of cognition—the mechanisms by which cognitive tasks get done. I argue that much of the fundamental processes of daily cognitive activity involve the operation of cognitive tools that are not genetically determined but instead are invented and culturally transmitted. Further, these cognitive inventions become ‘firmware’, consituting a re-engineering of the individual’s cognitive architecture. That is, ontogenetic experience from one’s cultural context serves to re-tool the developing mind into a variety of disparate cognitive phenotypes. Drawing on several mutually isolated literatures, I advance four claims to the effect that cognitive tools (i) are ubitquitous in everyday cognition, (ii) result in reorganization of the neural system, (iii) are founded in embodied representations and (iv) were made possible by the evolution of an unprecedented degree of voluntary control over the body. I conclude by discussing the implications for the agenda of cognitive science. PMID:20068033

"Setting up for the Next Big Thing": Undergraduate Women Engineering Students' Postbaccalaureate Career Decisions

ERIC Educational Resources Information Center

Smith, Kathleen N.; Gayles, Joy Gaston

2017-01-01

Using social cognitive career theory and the cognitive information processing model as frameworks, in this constructivist case study we examined the career-related experiences and decisions of 10 women engineering undergraduate seniors who accepted full-time positions. From the data analysis 3 major themes emerged: critical undergraduate…

Assessing Cognitive Load Theory to Improve Student Learning for Mechanical Engineers

ERIC Educational Resources Information Center

Impelluso, Thomas J.

2009-01-01

A computer programming class for students of mechanical engineering was redesigned and assessed: Cognitive Load Theory was used to redesign the content; online technologies were used to redesign the delivery. Student learning improved and the dropout rate was reduced. This article reports on both attitudinal and objective assessment: comparing…

Predictive validity of five cognitive skills tests among women receiving engineering training

NASA Astrophysics Data System (ADS)

Wittig, Michele Andrisin; Hennix Sasse, Sharon; Giacomi, Jean

This article addresses two sets of theoretical and practical issues related to increasing the percentage of women engineers. First, the measurement of women's aptitude for and changes in skills during engineering training was assessed. Five cognitive skills tests were administered in a one-group pretest-posttest design to 24 baccalaureate women enrolled in an eleven-month engineering training course. Significant increases in skills were shown on three of the five assessments. Scores on a mathematics anxiety scale and a measure of conservation of horizontality are also reported. Second, the relationship of academic and demographic information and cognitive skills to degree of success in the program is reported. Pretraining spatial visualization scores predicted posttraining GPA group membership. The results are compared and contrasted with those of studies of male undergraduates. Implications are drawn concerning the ways in which evaluations of such programs can contribute to our understanding of the changes in skills that occur with training in engineering and of the factors that predict success in such programs.

Training interpretation biases among individuals with symptoms of obsessive compulsive disorder

PubMed Central

Clerkin, Elise M.; Teachman, Bethany A.

2011-01-01

The current study tested the causal premise underlying cognitive models of obsessive compulsive disorder (OCD) that negative interpretations of intrusive thoughts lead to the distress and impairment associated with symptoms of OCD. Specifically, we sought to determine: a) whether it was possible to train healthier (defined as more benign/less threatening) interpretations regarding the significance of intrusive thoughts; and b) whether there was a link between modifying negative interpretations and subsequent emotional vulnerability to an OC stressor. A nonclinical sample of students high in OC symptoms completed either a Positive (n=50) or Neutral (n=50) interpretation training procedure designed to alter OC-relevant interpretations and beliefs. As expected, participants in the Positive (versus Neutral) training condition endorsed healthier OC-relevant interpretations and beliefs following training. Additionally, when controlling for baseline affect, participants in the Positive (versus Neutral) training condition reported less negative affect during the OC stressor task (at the level of a nonsignificant trend) and reported less desire to perform neutralizing activities. In general, results provide some support for cognitive models of obsessions and suggest that negative interpretations of intrusive thoughts may be causally related to symptoms of OCD. PMID:21371415

Training interpretation biases among individuals with symptoms of obsessive compulsive disorder.

PubMed

Clerkin, Elise M; Teachman, Bethany A

2011-09-01

The current study tested the causal premise underlying cognitive models of obsessive compulsive disorder (OCD) that negative interpretations of intrusive thoughts lead to the distress and impairment associated with symptoms of OCD. Specifically, we sought to determine: (a) whether it was possible to train healthier (defined as more benign/less threatening) interpretations regarding the significance of intrusive thoughts; and (b) whether there was a link between modifying negative interpretations and subsequent emotional vulnerability to an OC stressor. A nonclinical sample of students high in OC symptoms completed either a Positive (n = 50) or Neutral (n = 50) interpretation training procedure designed to alter OC-relevant interpretations and beliefs. As expected, participants in the Positive (versus Neutral) training condition endorsed healthier OC-relevant interpretations and beliefs following training. Additionally, when controlling for baseline affect, participants in the Positive (versus Neutral) training condition reported less negative affect during the OC-stressor task (at the level of a non-significant trend) and reported less desire to perform neutralizing activities. In general, results provide some support for cognitive models of obsessions and suggest that negative interpretations of intrusive thoughts may be causally related to symptoms of OCD. Published by Elsevier Ltd.

Cognitive bias modification of interpretation in children with social anxiety disorder.

PubMed

Orchard, Faith; Apetroaia, Adela; Clarke, Kiri; Creswell, Cathy

2017-01-01

Negative (or a lack of positive) interpretation of ambiguous social situations has been hypothesised to maintain social anxiety disorder in children, yet there is currently limited evidence to support this. Cognitive Bias Modification of Interpretation (CBM-I) provides a means to explore the causal influence of interpretation bias on social anxiety disorder, and has been associated with a reduction in social anxiety symptoms in adults. Seven to twelve year old children with a diagnosis of social anxiety disorder completed CBM-I training, adapted from materials designed for socially anxious children in the community, or no training. Effects on interpretation bias and social anxiety were assessed. The adapted CBM-I training was not associated with significant changes in benign or negative interpretation. Unsurprisingly given the lack of successful interpretation training, there were no significant changes in child or parent reported social anxiety symptoms, clinician-rated severity or diagnoses and change in interpretation was not significantly associated with change in social anxiety. These findings contrast with some studies with community populations although it is possible that more intensive CBM-I training is required to fully test this hypothesis among clinical groups. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

The relation between social anxiety and biased interpretations in adolescents with mild intellectual disabilities.

PubMed

Houtkamp, Esther O; van der Molen, Mariët J; de Voogd, E Leone; Salemink, Elske; Klein, Anke M

2017-08-01

Cognitive theories of anxiety emphasize the importance of cognitive processes in the onset and maintenance of anxiety disorders. However, little is known about these processes in children and adolescents with Mild Intellectual Disabilities (MID). The aim of this study was to investigate interpretation bias and its content-specificity in adolescents with MID who varied in their levels of social anxiety. In total, 631 adolescents from seven special secondary schools for MID filled in questionnaires to measure their levels of social anxiety. They also completed the Interpretation Recognition Task to measure how they interpret ambiguous situations. Adolescents with higher self-reported levels of social anxiety interpreted ambiguous scenarios as more negative than adolescents with lower self-reported social anxiety. Furthermore, this negative interpretation was specific for social situations; social anxiety was only associated with ambiguous social anxiety-related scenarios, but not with other anxiety-related scenarios. These findings support the hypothesis that socially anxious adolescents with MID display an interpretation bias that is specific for stimuli that are relevant for their own anxiety. This insight is useful for improving treatments for anxious adolescents with MID by targeting content-specific interpretation biases. Copyright © 2017 Elsevier Ltd. All rights reserved.

Experimental Design and Interpretation of Functional Neuroimaging Studies of Cognitive Processes

PubMed Central

Caplan, David

2008-01-01

This article discusses how the relation between experimental and baseline conditions in functional neuroimaging studies affects the conclusions that can be drawn from a study about the neural correlates of components of the cognitive system and about the nature and organization of those components. I argue that certain designs in common use—in particular the contrast of qualitatively different representations that are processed at parallel stages of a functional architecture—can never identify the neural basis of a cognitive operation and have limited use in providing information about the nature of cognitive systems. Other types of designs—such as ones that contrast representations that are computed in immediately sequential processing steps and ones that contrast qualitatively similar representations that are parametrically related within a single processing stage—are more easily interpreted. PMID:17979122

Psychological Testing of Sign Language Interpreters

ERIC Educational Resources Information Center

Seal, Brenda C.

2004-01-01

Twenty-eight sign language interpreters participated in a battery of tests to determine if a profile of cognitive, motor, attention, and personality attributes might distinguish them as a group and at different credential levels. Eight interpreters held Level II and nine held Level III Virginia Quality Assurance Screenings (VQAS); the other 11…

Modifying Threat-Related Interpretive Bias in Adolescents

ERIC Educational Resources Information Center

Salemink, Elske; Wiers, Reinout W.

2011-01-01

Socially anxious feelings sharply increase during adolescence and such feelings have been associated with interpretive biases. Studies in adults have shown that interpretive biases can be modified using Cognitive Bias Modification procedures (CBM-I) and subsequent effects on anxiety have been observed. The current study was designed to examine…

The rehabilitation engineering research center for the advancement of cognitive technologies.

PubMed

Heyn, Patricia Cristine; Cassidy, Joy Lucille; Bodine, Cathy

2015-02-01

Barring few exceptions, allied health professionals, engineers, manufacturers of assistive technologies (ATs), and consumer product manufacturers have developed few technologies for individuals with cognitive impairments (CIs). In 2004, the National Institute on Disability Rehabilitation Research (NIDRR) recognized the need to support research in this emergent field. They funded the first Rehabilitation Engineering Research Center for the Advancement of Cognitive Technologies (RERC-ACT). The RERC-ACT has since designed and evaluated existing and emerging technologies through rigorous research, improving upon existing AT devices, and creating new technologies for individuals with CIs. The RERC-ACT has contributed to the development and testing of AT products that assist persons with CIs to actively engage in tasks of daily living at home, school, work, and in the community. This article highlights the RERC-ACT's engineering development and research projects and discusses how current research may impact the quality of life for an aging population. © The Author(s) 2014.

Teaching problem solving: Don't forget the problem solver(s)

NASA Astrophysics Data System (ADS)

Ranade, Saidas M.; Corrales, Angela

2013-05-01

The importance of intrapersonal and interpersonal intelligences has long been known but educators have debated whether to and how to incorporate those topics in an already crowded engineering curriculum. In 2010, the authors used the classroom as a laboratory to observe the usefulness of including selected case studies and exercises from the fields of neurology, artificial intelligence, cognitive sciences and social psychology in a new problem-solving course. To further validate their initial findings, in 2012, the authors conducted an online survey of engineering students and engineers. The main conclusion is that engineering students will benefit from learning more about the impact of emotions, culture, diversity and cognitive biases when solving problems. Specifically, the work shows that an augmented problem-solving curriculum needs to include lessons on labelling emotions and cognitive biases, 'evidence-based' data on the importance of culture and diversity and additional practice on estimating conditional probability.

The Rationality Debate: Application of Cognitive Psychology to Mathematics Education

ERIC Educational Resources Information Center

Leron, Uri; Hazzan, Orit

2006-01-01

Research in mathematics education usually attempts to look into students' learning and other mental processes. It could therefore be expected to build on knowledge acquired within the academic discipline of cognitive psychology. Our aim in this paper is to show how some recent developments in cognitive psychology can help interpret empirical…

Psychological Escapism: Predicting the Amount of Television Viewing by Need for Cognition.

ERIC Educational Resources Information Center

Henning, Bernd; Vorderer, Peter

2001-01-01

Investigates differences observed among German students regarding amount of television viewing. Finds a significant negative effect of need for cognition on viewing amount. Interprets this as a manifestation of individual-psychological escapism in which the lower viewers' need for cognition is, the less pleasant they feel when they have nothing to…

The Challenges of Scientific Literacy: From the Viewpoint of Second-Generation Cognitive Science

ERIC Educational Resources Information Center

Klein, Perry D.

2006-01-01

Recent trends in cognitive science have not made scientific literacy easier to attain, but they have made the practices through which educators meet its challenges more interpretable. Traditionally, cognitive scientists viewed knowledge as a set of propositions comprised of classical concepts, thought as logical inference and language as a literal…

The effects of bilingualism on conflict monitoring, cognitive control, and garden-path recovery.

PubMed

Teubner-Rhodes, Susan E; Mishler, Alan; Corbett, Ryan; Andreu, Llorenç; Sanz-Torrent, Monica; Trueswell, John C; Novick, Jared M

2016-05-01

Bilinguals demonstrate benefits on non-linguistic tasks requiring cognitive control-the regulation of mental activity to resolve information-conflict during processing. This "bilingual advantage" has been attributed to the consistent management of two languages, yet it remains unknown if these benefits extend to sentence processing. In monolinguals, cognitive control helps detect and revise misinterpretations of sentence meaning. Here, we test if the bilingual advantage extends to parsing and interpretation by comparing bilinguals' and monolinguals' syntactic ambiguity resolution before and after practicing N-back, a non-syntactic cognitive-control task. Bilinguals outperformed monolinguals on a high-conflict but not a no-conflict version of N-back and on sentence comprehension, indicating that the advantage extends to language interpretation. Gains on N-back conflict trials also predicted comprehension improvements for ambiguous sentences, suggesting that the bilingual advantage emerges across tasks tapping shared cognitive-control procedures. Because the overall task benefits were observed for conflict and non-conflict trials, bilinguals' advantage may reflect increased cognitive flexibility. Copyright © 2016 Elsevier B.V. All rights reserved.

To naturalize or not to naturalize? An issue for cognitive science as well as anthropology.

PubMed

Stenning, Keith

2012-07-01

Several of Beller, Bender, and Medin's (2012) issues are as relevant within cognitive science as between it and anthropology. Knowledge-rich human mental processes impose hermeneutic tasks, both on subjects and researchers. Psychology's current philosophy of science is ill suited to analyzing these: Its demand for ''stimulus control'' needs to give way to ''negotiation of mutual interpretation.'' Cognitive science has ways to address these issues, as does anthropology. An example from my own work is about how defeasible logics are mathematical models of some aspects of simple hermeneutic processes. They explain processing relative to databases of knowledge and belief-that is, content. A specific example is syllogistic reasoning, which raises issues of experimenters' interpretations of subjects' reasoning. Science, especially since the advent of understandings of computation, does not have to be reductive. How does this approach transfer onto anthropological topics? Recent cognitive science approaches to anthropological topics have taken a reductive stance in terms of modules. We end with some speculations about a different cognitive approach to, for example, religion. Copyright © 2012 Cognitive Science Society, Inc.

Impairment in Proverb Interpretation as an Executive Function Deficit in Patients with Amnestic Mild Cognitive Impairment and Early Alzheimer's Disease

PubMed Central

Leyhe, Thomas; Saur, Ralf; Eschweiler, Gerhard W.; Milian, Monika

2011-01-01

Background/Aims Proverb interpretation is assumed to reflect executive functions. We hypothesized that proverb interpretation is impaired in patients with amnestic mild cognitive impairment (aMCI) diagnosed as single-domain impairment by common neuropsychological testing. Methods We compared performance in a proverb interpretation test in single-domain aMCI patients and patients with early Alzheimer's disease (EAD). Results The groups with aMCI and EAD performed significantly worse than healthy controls. Both patient groups gave concrete answers with a similar frequency. However, patients with EAD tended to give senseless answers more frequently. Conclusions Our data suggest that in patients diagnosed as single-domain aMCI, deterioration of executive functions is detectable with subtle and appropriate neuropsychological testing. Implementation of these procedures may improve the early prediction of AD. PMID:22163233

Study of the scientific reasoning methods: Identifying the salient reasoning characteristics exhibited by engineers and scientists in an R&D environment

NASA Astrophysics Data System (ADS)

Kuhn, William F.

At the core of what it means to be a scientist or engineer is the ability to think rationally using scientific reasoning methods. Yet, typically if asked, scientist and engineers are hard press for a reply what that means. Some may argue that the meaning of scientific reasoning methods is a topic for the philosophers and psychologist, but this study believes and will prove that the answers lie with the scientists and engineers, for who really know the workings of the scientific reasoning thought process than they. This study will provide evidence to the aims: (a) determine the fundamental characteristics of cognitive reasoning methods exhibited by engineer/scientists working in R&D projects, (b) sample the engineer/scientist community to determine their views as to the importance, frequency, and ranking of each of characteristics towards benefiting their R&D projects, (c) make concluding remarks regarding any identified competency gaps in the exhibited or expected cognitive reasoning methods of engineer/scientists working on R&D projects. To drive these aims are the following three research questions. The first, what are the salient characteristics of cognitive reasoning methods exhibited by engineer/scientists in an R&D environment? The second, what do engineer/scientists consider to be the frequency and importance of the salient cognitive reasoning methods characteristics? And the third, to what extent, if at all, do patent holders and technical fellows differ with regard to their perceptions of the importance and frequency of the salient cognitive reasoning characteristics of engineer/scientists? The methodology and empirical approach utilized and described: (a) literature search, (b) Delphi technique composed of seven highly distinguish engineer/scientists, (c) survey instrument directed to distinguish Technical Fellowship, (d) data collection analysis. The results provide by Delphi Team answered the first research question. The collaborative effort validated presented characteristic and most importantly presents ten additional novel or new reasoning characteristics. These characteristics were then presented and evaluated by the Technical Fellows. Their findings answered the second and third research question. With interesting results including the data indicating "imagination" as highest in importance and frequency, and comparison analysis of the patent holders showing those having five or more patents significantly valued "intuition (independent).

Utilization of a Multi-Disciplinary Approach to Building Effective Command Centers: Process and Products

DTIC Science & Technology

2005-06-01

cognitive task analysis , organizational information dissemination and interaction, systems engineering, collaboration and communications processes, decision-making processes, and data collection and organization. By blending these diverse disciplines command centers can be designed to support decision-making, cognitive analysis, information technology, and the human factors engineering aspects of Command and Control (C2). This model can then be used as a baseline when dealing with work in areas of business processes, workflow engineering, information management,

The effects of a novel hostile interpretation bias modification paradigm on hostile interpretations, mood, and aggressive behavior.

PubMed

AlMoghrabi, Nouran; Huijding, Jorg; Franken, Ingmar H A

2018-03-01

Cognitive theories of aggression propose that biased information processing is causally related to aggression. To test these ideas, the current study investigated the effects of a novel cognitive bias modification paradigm (CBM-I) designed to target interpretations associated with aggressive behavior. Participants aged 18-33 years old were randomly assigned to either a single session of positive training (n = 40) aimed at increasing prosocial interpretations or negative training (n = 40) aimed at increasing hostile interpretations. The results revealed that the positive training resulted in an increase in prosocial interpretations while the negative training seemed to have no effect on interpretations. Importantly, in the positive condition, a positive change in interpretations was related to lower anger and verbal aggression scores after the training. In this condition, participants also reported an increase in happiness. In the negative training no such effects were found. However, the better participants performed on the negative training, the more their interpretations were changed in a negative direction and the more aggression they showed on the behavioral aggression task. Participants were healthy university students. Therefore, results should be confirmed within a clinical population. These findings provide support for the idea that this novel CBM-I paradigm can be used to modify interpretations, and suggests that these interpretations are related to mood and aggressive behavior. Copyright © 2017 Elsevier Ltd. All rights reserved.

Schizophrenia: an integrated sociodevelopmental-cognitive model

PubMed Central

Howes, Oliver D; Murray, Robin M

2014-01-01

Schizophrenia remains a major burden1. The dopamine (DA) and neurodevelopmental hypotheses attempt to explain the pathogenic mechanisms and origins of the disorder respectively2-4. Recently an alternative, the cognitive model, has gained popularity5. However the first two theories have not been satisfactorily integrated, and the most influential iteration of the cognitive model makes no mention of DA, neurodevelopment, or indeed the brain5. Here we show that developmental alterations secondary to variant genes, early hazards to the brain and childhood adversity, sensitise the DA system, and result in excessive presynaptic DA synthesis and DA release. Social adversity biases the cognitive schema that the individual uses to interpret experiences towards paranoid interpretations. Subsequent stress results in dysregulated DA release, causing the misattribution of salience to stimuli, which are then misinterpreted by the biased cognitive processes. The resulting paranoia and hallucinations in turn cause further stress, and eventually repeated DA dysregulation hard-wires the psychotic beliefs. Finally we consider the implications of this model for understanding and treating schizophrenia. PMID:24315522

Effects of standard and explicit cognitive bias modification and computer-administered cognitive-behaviour therapy on cognitive biases and social anxiety.

PubMed

Mobini, Sirous; Mackintosh, Bundy; Illingworth, Jo; Gega, Lina; Langdon, Peter; Hoppitt, Laura

2014-06-01

This study examines the effects of a single session of Cognitive Bias Modification to induce positive Interpretative bias (CBM-I) using standard or explicit instructions and an analogue of computer-administered CBT (c-CBT) program on modifying cognitive biases and social anxiety. A sample of 76 volunteers with social anxiety attended a research site. At both pre- and post-test, participants completed two computer-administered tests of interpretative and attentional biases and a self-report measure of social anxiety. Participants in the training conditions completed a single session of either standard or explicit CBM-I positive training and a c-CBT program. Participants in the Control (no training) condition completed a CBM-I neutral task matched the active CBM-I intervention in format and duration but did not encourage positive disambiguation of socially ambiguous or threatening scenarios. Participants in both CBM-I programs (either standard or explicit instructions) and the c-CBT condition exhibited more positive interpretations of ambiguous social scenarios at post-test and one-week follow-up as compared to the Control condition. Moreover, the results showed that CBM-I and c-CBT, to some extent, changed negative attention biases in a positive direction. Furthermore, the results showed that both CBM-I training conditions and c-CBT reduced social anxiety symptoms at one-week follow-up. This study used a single session of CBM-I training, however multi-sessions intervention might result in more endurable positive CBM-I changes. A computerised single session of CBM-I and an analogue of c-CBT program reduced negative interpretative biases and social anxiety. Copyright © 2014 The Authors. Published by Elsevier Ltd.. All rights reserved.

Effects of standard and explicit cognitive bias modification and computer-administered cognitive-behaviour therapy on cognitive biases and social anxiety☆

PubMed Central

Mobini, Sirous; Mackintosh, Bundy; Illingworth, Jo; Gega, Lina; Langdon, Peter; Hoppitt, Laura

2014-01-01

Background and objectives This study examines the effects of a single session of Cognitive Bias Modification to induce positive Interpretative bias (CBM-I) using standard or explicit instructions and an analogue of computer-administered CBT (c-CBT) program on modifying cognitive biases and social anxiety. Methods A sample of 76 volunteers with social anxiety attended a research site. At both pre- and post-test, participants completed two computer-administered tests of interpretative and attentional biases and a self-report measure of social anxiety. Participants in the training conditions completed a single session of either standard or explicit CBM-I positive training and a c-CBT program. Participants in the Control (no training) condition completed a CBM-I neutral task matched the active CBM-I intervention in format and duration but did not encourage positive disambiguation of socially ambiguous or threatening scenarios. Results Participants in both CBM-I programs (either standard or explicit instructions) and the c-CBT condition exhibited more positive interpretations of ambiguous social scenarios at post-test and one-week follow-up as compared to the Control condition. Moreover, the results showed that CBM-I and c-CBT, to some extent, changed negative attention biases in a positive direction. Furthermore, the results showed that both CBM-I training conditions and c-CBT reduced social anxiety symptoms at one-week follow-up. Limitations This study used a single session of CBM-I training, however multi-sessions intervention might result in more endurable positive CBM-I changes. Conclusions A computerised single session of CBM-I and an analogue of c-CBT program reduced negative interpretative biases and social anxiety. PMID:24412966

Academic satisfaction among Latino/a and White men and women engineering students.

PubMed

Flores, Lisa Y; Navarro, Rachel L; Lee, Hang Shim; Addae, Dorothy A; Gonzalez, Rebecca; Luna, Laura L; Jacquez, Ricardo; Cooper, Sonya; Mitchell, Martha

2014-01-01

The current study tests a model of academic satisfaction in engineering based on Lent, Brown, and Hackett's (1994, 2000) social cognitive career theory among a sample of 527 engineering majors attending a Hispanic serving institution. The findings indicated that (a) an alternative bidirectional model fit the data for the full sample; (b) all of the hypothesized relations were significant for the full sample, except the path from engineering interests to goals; (c) social cognitive career theory predictors accounted for a significant amount of variance in engineering goals (26.6%) and academic satisfaction (45.1%); and (d) the model parameters did not vary across men and women or across Latino/a and White engineering undergraduate students. Implications for research and practice are discussed in relation to persistence in engineering among women and Latinos/as. (c) 2014 APA, all rights reserved.

Decoding brain activity using a large-scale probabilistic functional-anatomical atlas of human cognition

PubMed Central

Jones, Michael N.

2017-01-01

A central goal of cognitive neuroscience is to decode human brain activity—that is, to infer mental processes from observed patterns of whole-brain activation. Previous decoding efforts have focused on classifying brain activity into a small set of discrete cognitive states. To attain maximal utility, a decoding framework must be open-ended, systematic, and context-sensitive—that is, capable of interpreting numerous brain states, presented in arbitrary combinations, in light of prior information. Here we take steps towards this objective by introducing a probabilistic decoding framework based on a novel topic model—Generalized Correspondence Latent Dirichlet Allocation—that learns latent topics from a database of over 11,000 published fMRI studies. The model produces highly interpretable, spatially-circumscribed topics that enable flexible decoding of whole-brain images. Importantly, the Bayesian nature of the model allows one to “seed” decoder priors with arbitrary images and text—enabling researchers, for the first time, to generate quantitative, context-sensitive interpretations of whole-brain patterns of brain activity. PMID:29059185

Alexithymia tendencies and mere exposure alter social approachability judgments.

PubMed

Campbell, Darren W; McKeen, Nancy A

2011-04-01

People have a fundamental motivation for social connection and social engagement, but how do they decide whom to approach in ambiguous social situations? Subjective feelings often influence such decisions, but people vary in awareness of their feelings. We evaluated two opposing hypotheses based on visual familiarity effects and emotional awareness on social approachability judgments. These hypotheses differ in their interpretation of the familiarity or mere exposure effect with either an affective or cognitive interpretation. The responses of our 128-student sample supported the cognitive interpretation. Lower emotional awareness or higher alexithymia was associated with higher approachability judgments to familiarized faces and lower approachability judgments to novel faces. These findings were independent of the Big Five personality factors. The results indicate that individual differences in emotional awareness should be integrated into social decision-making models. The results also suggest that cognitive-perceptual alterations may underlie the poorer social outcomes associated with alexithymia. © 2011 The Authors. Journal of Personality © 2011, Wiley Periodicals, Inc.

Medical sieve: a cognitive assistant for radiologists and cardiologists

NASA Astrophysics Data System (ADS)

Syeda-Mahmood, T.; Walach, E.; Beymer, D.; Gilboa-Solomon, F.; Moradi, M.; Kisilev, P.; Kakrania, D.; Compas, C.; Wang, H.; Negahdar, R.; Cao, Y.; Baldwin, T.; Guo, Y.; Gur, Y.; Rajan, D.; Zlotnick, A.; Rabinovici-Cohen, S.; Ben-Ari, R.; Guy, Amit; Prasanna, P.; Morey, J.; Boyko, O.; Hashoul, S.

2016-03-01

Radiologists and cardiologists today have to view large amounts of imaging data relatively quickly leading to eye fatigue. Further, they have only limited access to clinical information relying mostly on their visual interpretation of imaging studies for their diagnostic decisions. In this paper, we present Medical Sieve, an automated cognitive assistant for radiologists and cardiologists designed to help in their clinical decision-making. The sieve is a clinical informatics system that collects clinical, textual and imaging data of patients from electronic health records systems. It then analyzes multimodal content to detect anomalies if any, and summarizes the patient record collecting all relevant information pertinent to a chief complaint. The results of anomaly detection are then fed into a reasoning engine which uses evidence from both patient-independent clinical knowledge and large-scale patient-driven similar patient statistics to arrive at potential differential diagnosis to help in clinical decision making. In compactly summarizing all relevant information to the clinician per chief complaint, the system still retains links to the raw data for detailed review providing holistic summaries of patient conditions. Results of clinical studies in the domains of cardiology and breast radiology have already shown the promise of the system in differential diagnosis and imaging studies summarization.

Understanding the Effects of Cognitive Dissonance during Interpretation: Implications for "Hands-On" Programming.

ERIC Educational Resources Information Center

Morgan, Mark

1996-01-01

Describes a field experiment that was designed to test the effects of three different interpretive programs on students' attitudes toward live, nonpoisonous snakes. One of the treatments measured the effectiveness of using "hands-on" interpretive techniques. Direct contact with snakes improved students' attitudes but only slightly. Females'…

Implicit interpretation biases affect emotional vulnerability: a training study.

PubMed

Tran, Tanya B; Siemer, Matthias; Joormann, Jutta

2011-04-01

Cognitive theories of emotion propose that the interpretation of emotion-eliciting situations crucially shapes affective responses. Implicit or automatic biases in these interpretations may hinder emotion regulation and thereby increase risk for the onset and maintenance of psychological disorders. In this study, participants were randomly assigned to a positive or negative interpretation bias training using ambiguous social scenarios. After the completion of the training, a stress task was administered and changes in positive and negative affect and self-esteem were assessed. The results demonstrate that the interpretation bias training was successful in that participants exhibited a tendency to interpret novel scenarios in accordance with their training condition. Importantly, the positive training condition also had a protective effect on self-esteem. Participants in this condition did not exhibit a decrease in self-esteem after the stress task, whereas participants in the negative condition did. These results demonstrate that implicit cognitive biases can be trained and that this training affects self-esteem. Implications of these findings for research on psychopathology and emotion regulation are discussed. © 2011 Psychology Press, an imprint of the Taylor & Francis Group, an Informa business

The association between ruminative thinking and negative interpretation bias in social anxiety.

PubMed

Badra, Marcel; Schulze, Lars; Becker, Eni S; Vrijsen, Janna Nonja; Renneberg, Babette; Zetsche, Ulrike

2017-09-01

Cognitive models propose that both, negative interpretations of ambiguous social situations and ruminative thoughts about social events contribute to the maintenance of social anxiety disorder. It has further been postulated that ruminative thoughts fuel biased negative interpretations, however, evidence is rare. The present study used a multi-method approach to assess ruminative processing following a social interaction (post-event processing by self-report questionnaire and social rumination by experience sampling method) and negative interpretation bias (via two separate tasks) in a student sample (n = 51) screened for high (HSA) and low social anxiety (LSA). Results support the hypothesis that group differences in negative interpretations of ambiguous social situations in HSAs vs. LSAs are mediated by higher levels of post-event processing assessed in the questionnaire. Exploratory analyses highlight the potential role of comorbid depressive symptoms. The current findings help to advance the understanding of the association between two cognitive processes involved in social anxiety and stress the importance of ruminative post-event processing.

Lifting the veil: how to use clinical neuropsychology to assess dementia.

PubMed

Burrell, James R; Piguet, Olivier

2015-11-01

Neurologists often struggle to interpret the results of neuropsychological testing, even though cognitive assessments are an integral component of the diagnostic process in dementia syndromes. This article reviews the principles underlying clinical neuropsychology, background on common neuropsychological tests, and tips on how to interpret the results when assessing patients with dementia. General cognitive screening tools, appropriate for use by general neurologists and psychiatrists, as well as specific cognitive tests examining the main cognitive domains (attention and orientation, memory, visuospatial function, language and executive function) in patients with dementia are considered. Finally, the pattern of deficits, helpful in defining clinical dementia phenotypes and sometimes in predicting the underlying molecular pathology, are outlined. Such clinicopathological associations will become invaluable as disease-modifying treatments for dementia are developed and implemented. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

Social cognition and its relation to psychosocial adjustment in children with nonverbal learning disabilities.

PubMed

Galway, Tanya M; Metsala, Jamie L

2011-01-01

The current study examined social cognitive skills in children with nonverbal learning disabilities (NLD) compared to normally achieving (NA) children. The relation between social cognitive skills and psychosocial adjustment was also investigated. There were no group differences on children's ability to represent orally presented social vignettes. Children with NLD were less able to recognize self-generated competent/assertive responses as the best solutions to a problem, expected fewer positive and more negative outcomes for examiner-provided competent responses, and showed a trend toward more frequently judging a story character as being mean. A social problem solving factor predicted unique variance in psychosocial adjustment beyond variance accounted for by nonverbal intelligence and nonverbal social cue interpretation. Results are discussed within a framework for which social cognitive deficits more broadly defined than encoding and interpreting nonverbal social cues contribute to the psychosocial adjustment problems of children with NLD.

Helpful Components Involved in the Cognitive-Experiential Model of Dream Work

ERIC Educational Resources Information Center

Tien, Hsiu-Lan Shelley; Chen, Shuh-Chi; Lin, Chia-Huei

2009-01-01

The purpose of the study was to examine the helpful components involved in the Hill's cognitive-experiential dream work model. Participants were 27 volunteer clients from colleges and universities in northern and central parts of Taiwan. Each of the clients received 1-2 sessions of dream interpretations. The cognitive-experiential dream work model…

Graduate Students' Administration and Scoring Errors on the Woodcock-Johnson III Tests of Cognitive Abilities

ERIC Educational Resources Information Center

Ramos, Erica; Alfonso, Vincent C.; Schermerhorn, Susan M.

2009-01-01

The interpretation of cognitive test scores often leads to decisions concerning the diagnosis, educational placement, and types of interventions used for children. Therefore, it is important that practitioners administer and score cognitive tests without error. This study assesses the frequency and types of examiner errors that occur during the…

Automated Interpretation of LIBS Spectra using a Fuzzy Logic Inference Engine

DOE Office of Scientific and Technical Information (OSTI.GOV)

Jeremy J. Hatch; Timothy R. McJunkin; Cynthia Hanson

2012-02-01

Automated interpretation of laser-induced breakdown spectroscopy (LIBS) data is necessary due to the plethora of spectra that can be acquired in a relatively short time. However, traditional chemometric and artificial neural network methods that have been employed are not always transparent to a skilled user. A fuzzy logic approach to data interpretation has now been adapted to LIBS spectral interpretation. A fuzzy logic inference engine (FLIE) was used to differentiate between various copper containing and stainless steel alloys as well as unknowns. Results using FLIE indicate a high degree of confidence in spectral assignment.

Development of Web-Based Learning Environment Model to Enhance Cognitive Skills for Undergraduate Students in the Field of Electrical Engineering

ERIC Educational Resources Information Center

Lakonpol, Thongmee; Ruangsuwan, Chaiyot; Terdtoon, Pradit

2015-01-01

This research aimed to develop a web-based learning environment model for enhancing cognitive skills of undergraduate students in the field of electrical engineering. The research is divided into 4 phases: 1) investigating the current status and requirements of web-based learning environment models. 2) developing a web-based learning environment…

Influence of Social Cognitive and Ethnic Variables on Academic Goals of Underrepresented Students in Science and Engineering: A Multiple-Groups Analysis

ERIC Educational Resources Information Center

Byars-Winston, Angela; Estrada, Yannine; Howard, Christina; Davis, Dalelia; Zalapa, Juan

2010-01-01

In this study we investigated the academic interests and goals of 223 African American, Latino/a, Southeast Asian, and Native American undergraduate students in 2 groups: biological science (BIO) and engineering (ENG) majors. Using social cognitive career theory (Lent, Brown, & Hackett, 1994), we examined the relationships of social cognitive…

The knowledge instinct, cognitive algorithms, modeling of language and cultural evolution

NASA Astrophysics Data System (ADS)

Perlovsky, Leonid I.

2008-04-01

The talk discusses mechanisms of the mind and their engineering applications. The past attempts at designing "intelligent systems" encountered mathematical difficulties related to algorithmic complexity. The culprit turned out to be logic, which in one way or another was used not only in logic rule systems, but also in statistical, neural, and fuzzy systems. Algorithmic complexity is related to Godel's theory, a most fundamental mathematical result. These difficulties were overcome by replacing logic with a dynamic process "from vague to crisp," dynamic logic. It leads to algorithms overcoming combinatorial complexity, and resulting in orders of magnitude improvement in classical problems of detection, tracking, fusion, and prediction in noise. I present engineering applications to pattern recognition, detection, tracking, fusion, financial predictions, and Internet search engines. Mathematical and engineering efficiency of dynamic logic can also be understood as cognitive algorithm, which describes fundamental property of the mind, the knowledge instinct responsible for all our higher cognitive functions: concepts, perception, cognition, instincts, imaginations, intuitions, emotions, including emotions of the beautiful. I present our latest results in modeling evolution of languages and cultures, their interactions in these processes, and role of music in cultural evolution. Experimental data is presented that support the theory. Future directions are outlined.

A bird's eye view: the cognitive strategies of experts interpreting seismic profiles

NASA Astrophysics Data System (ADS)

Bond, C. E.; Butler, R.

2012-12-01

Geoscience is perhaps unique in its reliance on incomplete datasets and building knowledge from their interpretation. This interpretation basis for the science is fundamental at all levels; from creation of a geological map to interpretation of remotely sensed data. To teach and understand better the uncertainties in dealing with incomplete data we need to understand the strategies individual practitioners deploy that make them effective interpreters. The nature of interpretation is such that the interpreter needs to use their cognitive ability in the analysis of the data to propose a sensible solution in their final output that is both consistent not only with the original data but also with other knowledge and understanding. In a series of experiments Bond et al. (2007, 2008, 2011, 2012) investigated the strategies and pitfalls of expert and non-expert interpretation of seismic images. These studies focused on large numbers of participants to provide a statistically sound basis for analysis of the results. The outcome of these experiments showed that techniques and strategies are more important than expert knowledge per se in developing successful interpretations. Experts are successful because of their application of these techniques. In a new set of experiments we have focused on a small number of experts to determine how they use their cognitive and reasoning skills, in the interpretation of 2D seismic profiles. Live video and practitioner commentary were used to track the evolving interpretation and to gain insight on their decision processes. The outputs of the study allow us to create an educational resource of expert interpretation through online video footage and commentary with associated further interpretation and analysis of the techniques and strategies employed. This resource will be of use to undergraduate, post-graduate, industry and academic professionals seeking to improve their seismic interpretation skills, develop reasoning strategies for dealing with incomplete datasets, and for assessing the uncertainty in these interpretations. Bond, C.E. et al. (2012). 'What makes an expert effective at interpreting seismic images?' Geology, 40, 75-78. Bond, C. E. et al. (2011). 'When there isn't a right answer: interpretation and reasoning, key skills for 21st century geoscience'. International Journal of Science Education, 33, 629-652. Bond, C. E. et al. (2008). 'Structural models: Optimizing risk analysis by understanding conceptual uncertainty'. First Break, 26, 65-71. Bond, C. E. et al., (2007). 'What do you think this is?: "Conceptual uncertainty" In geoscience interpretation'. GSA Today, 17, 4-10.

Foundations to the unified psycho-cognitive engine.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Bernard, Michael Lewis; Bier, Asmeret Brooke; Backus, George A.

This document outlines the key features of the SNL psychological engine. The engine is designed to be a generic presentation of cognitive entities interacting among themselves and with the external world. The engine combines the most accepted theories of behavioral psychology with those of behavioral economics to produce a unified simulation of human response from stimuli through executed behavior. The engine explicitly recognizes emotive and reasoned contributions to behavior and simulates the dynamics associated with cue processing, learning, and choice selection. Most importantly, the model parameterization can come from available media or survey information, as well subject-matter-expert information. The frameworkmore » design allows the use of uncertainty quantification and sensitivity analysis to manage confidence in using the analysis results for intervention decisions.« less

Experimental modification of interpretation bias about animal fear in young children: effects on cognition, avoidance behavior, anxiety vulnerability, and physiological responding.

PubMed

Lester, Kathryn J; Field, Andy P; Muris, Peter

2011-01-01

This study investigated the effects of experimentally modifying interpretation biases for children's cognitions, avoidance behavior, anxiety vulnerability, and physiological responding. Sixty-seven children (6-11 years) were randomly assigned to receive a positive or negative interpretation bias modification procedure to induce interpretation biases toward or away from threat about ambiguous situations involving Australian marsupials. Children rapidly learned to select outcomes of ambiguous situations, which were congruent with their assigned condition. Furthermore, following positive modification, children's threat biases about novel ambiguous situations significantly decreased, whereas threat biases significantly increased after negative modification. In response to a stress-evoking behavioral avoidance test, positive modification attenuated behavioral avoidance compared to negative modification. However, no significant effects of bias modification on anxiety vulnerability or physiological responses to this stress-evoking Behavioral Avoidance Task were observed.

Designing to Support Command and Control in Urban Firefighting

DTIC Science & Technology

2008-06-01

complex human- machine systems. Keywords: Command and control, firefighting, cognitive systems engineering, cognitive task analysis 1...Elm, W. (2000). Bootstrapping multiple converging cognitive task analysis techniques for system design. In J.M.C. Schraagen, S.F. Chipman, & V.L...Shalin, (Eds.), Cognitive Task Analysis . (pp. 317-340). Mahwah, NJ: Lawrence Erlbaum. Rasmussen, J., Pejtersen, A., Goodman, L. (1994). Cognitive

Creating meaningful learning experiences: Understanding students' perspectives of engineering design

NASA Astrophysics Data System (ADS)

Aleong, Richard James Chung Mun

There is a societal need for design education to prepare holistic engineers with the knowledge, skills, and attitudes to innovate and compete globally. Design skills are paramount to the espoused values of higher education, as institutions of higher learning strive to develop in students the cognitive abilities of critical thinking, problem solving, and creativity. To meet these interests from industry and academia, it is important to advance the teaching and learning of engineering design. This research aims to understand how engineering students learn and think about design, as a way for engineering educators to optimize instructional practice and curriculum development. Qualitative research methodology was used to investigate the meaning that engineering students' ascribe to engineering design. The recruitment of participants and corresponding collection of data occurred in two phases using two different data collection techniques. The first phase involved the distribution of a one-time online questionnaire to all first year, third year, and fourth year undergraduate engineering students at three Canadian Universities. After the questionnaire, students were asked if they would be willing to participate in the second phase of data collection consisting of a personal interview. A total of ten students participated in interviews. Qualitative data analysis procedures were conducted on students' responses from the questionnaire and interviews. The data analysis process consisted of two phases: a descriptive phase to code and categorize the data, followed by an interpretative phase to generate further meaning and relationships. The research findings present a conceptual understanding of students' descriptions about engineering design, structured within two educational orientations: a learning studies orientation and a curriculum studies orientation. The learning studies orientation captured three themes of students' understanding of engineering design: awareness, relevance, and transfer. With this framework of student learning, engineering educators can enhance learning experiences by engaging all three levels of students' understanding. The curriculum studies orientation applied the three holistic elements of curriculum---subject matter, society, and the individual---to conceptualize design considerations for engineering curriculum and teaching practice. This research supports the characterization of students' learning experiences to help educators and students optimize their teaching and learning of design education.

Parallel Processing of the Target Language during Source Language Comprehension in Interpreting

ERIC Educational Resources Information Center

Dong, Yanping; Lin, Jiexuan

2013-01-01

Two experiments were conducted to test the hypothesis that the parallel processing of the target language (TL) during source language (SL) comprehension in interpreting may be influenced by two factors: (i) link strength from SL to TL, and (ii) the interpreter's cognitive resources supplement to TL processing during SL comprehension. The…

A Pragmatic Cognitive System Engineering Approach to Model Dynamic Human Decision-Making Activities in Intelligent and Automated Systems

DTIC Science & Technology

2003-10-01

Among the procedures developed to identify cognitive processes, there are the Cognitive Task Analysis (CTA) and the Cognitive Work Analysis (CWA...of Cognitive Task Design. [11] Potter, S.S., Roth, E.M., Woods, D.D., and Elm, W.C. (2000). Cognitive Task Analysis as Bootstrapping Multiple...Converging Techniques, In Schraagen, Chipman, and Shalin (Eds.). Cognitive Task Analysis . Mahwah, NJ: Lawrence Erlbaum Associates. [12] Roth, E.M

Data Sharing in Interpretive Engineering Education Research: Challenges and Opportunities from a Research Quality Perspective

ERIC Educational Resources Information Center

Walther, Joachim; Sochacka, Nicola W.; Pawley, Alice L.

2016-01-01

This article explores challenges and opportunities associated with sharing qualitative data in engineering education research. This exploration is theoretically informed by an existing framework of interpretive research quality with a focus on the concept of Communicative Validation. Drawing on practice anecdotes from the authors' work, the…

Validity of dietary eicosapentaenoic acid and docosahexaenoic acid intakes determined by interviewer-administrated food frequency questionnaire among older adults with mild-to-moderate cognitive impairment or dementia

USDA-ARS?s Scientific Manuscript database

Epidemiological research is increasingly focused on elderly populations, many of whom exhibit mild to moderate cognitive impairments. This presents a challenge for collection and interpretation of self-reported dietary data. There are few reports on the impact of cognitive function and dementia o...

Mathematics Literacy of Secondary Students in Solving Simultanenous Linear Equations

NASA Astrophysics Data System (ADS)

Sitompul, R. S. I.; Budayasa, I. K.; Masriyah

2018-01-01

This study examines the profile of secondary students’ mathematical literacy in solving simultanenous linear equations problems in terms of cognitive style of visualizer and verbalizer. This research is a descriptive research with qualitative approach. The subjects in this research consist of one student with cognitive style of visualizer and one student with cognitive style of verbalizer. The main instrument in this research is the researcher herself and supporting instruments are cognitive style tests, mathematics skills tests, problem-solving tests and interview guidelines. Research was begun by determining the cognitive style test and mathematics skill test. The subjects chosen were given problem-solving test about simultaneous linear equations and continued with interview. To ensure the validity of the data, the researcher conducted data triangulation; the steps of data reduction, data presentation, data interpretation, and conclusion drawing. The results show that there is a similarity of visualizer and verbalizer-cognitive style in identifying and understanding the mathematical structure in the process of formulating. There are differences in how to represent problems in the process of implementing, there are differences in designing strategies and in the process of interpreting, and there are differences in explaining the logical reasons.

[Cognitive Reserve Scale: testing the theoretical model and norms].

PubMed

Leon-Estrada, I; Garcia-Garcia, J; Roldan-Tapia, L

2017-01-01

The cognitive reserve theory may contribute to explain cognitive performance differences among individuals with similar cognitive decline and among healthy ones. However, more psychometric analysis are needed to guarantee the usage of tests for assessing cognitive reserve. To study validity evidences in relation to the structure of the Cognitive Reserve Scale (CRS) and to create reference norms to interpret the scores. A total of 172 participants completed the scale and they were classified into two age groups: aged 36-64 years (n = 110) and 65-88 years (n = 62). The exploratory factor analysis using ESEM revealed that the data fitted the proposed model. Overall, the discriminative indices were acceptable (between 0.21 and 0.50) and congruence was observed in the periods of young adulthood, adulthood and late adulthood, in both age group. Besides, the index of reliability (Cronbach's alpha: 0.80) and the typical mean error test (mean: 51.40 ± 11.11) showed adequate values for this type of instrument. The CRS seemed to be set under the hypothetical theoretical model, and the scores might be interpreted by the norms showed. This study provided guarantees for the usage of the CRS in research.

Piaget, Marx, and Buck-Morss on Cognitive Development: A Critique and Reinterpretation

ERIC Educational Resources Information Center

Buss, Allan R.

1977-01-01

Piaget's and Marx's cognitive theories of development are briefly compared and contrasted. This provides background for a critical look at Buck-Morss' interpretation of cross-cultural differences in performance on Piagetian abstract formal reasoning tests. (MS)

Interdisciplinary Interactions During R&D and Early Design of Large Engineered Systems

NASA Technical Reports Server (NTRS)

McGowan, Anna-Maria Rivas

2014-01-01

Designing Large-Scale Complex Engineered Systems (LaCES) such as aircraft and submarines requires the input of thousands of engineers and scientists whose work is proximate in neither time nor space. Comprehensive knowledge of the system is dispersed among specialists whose expertise is in typically one system component or discipline. This study examined the interactive work practices among such specialists seeking to improve engineering practice through a rigorous and theoretical understanding of current practice. This research explored current interdisciplinary practices and perspectives during R&D and early LaCES design and identified why these practices and perspectives prevail and persist. The research design consisted of a three-fold, integrative approach that combined an open-ended survey, semi-structured interviews, and ethnography. Significant empirical data from experienced engineers and scientists in a large engineering organization were obtained and integrated with theories from organization science and engineering. Qualitative analysis was used to obtain a holistic, contextualized understanding. The over-arching finding is that issues related to cognition, organization, and social interrelations mostly dominate interactions across disciplines. Engineering issues, such as the integration of hardware or physics-based models, are not as significant. For example, organization culture is an important underlying factor that guided researchers more toward individual sovereignty over cross-disciplinarity. The organization structure and the engineered system architecture also serve as constraints to the engineering work. Many differences in work practices were observed, including frequency and depth of interactions, definition or co-construction of requirements, clarity or creation of the system architecture, work group proximity, and cognitive challenges. Practitioners are often unaware of these differences resulting in confusion and incorrect assumptions regarding work expectations. Cognitively, the enactment and coconstruction of knowledge are the fundamental tasks of the interdisciplinary interactions. Distributed and collective cognition represent most of the efforts. Argument, ignorance, learning, and creativity are interrelated aspects of the interactions that cause discomfort but yield benefits such as problem mitigation, broader understanding, and improved system design and performance. The quality and quantity of social interrelations are central to all work across disciplines with reciprocity, respectful engagement, and heedful interrelations being significant to the effectiveness of the engineering and scientific work.

Impact of Cognitive-Based Instructional Intervention on Learning Motivation: The Implementation of Student-Made Glossary in a Programming-Oriented Engineering Problem-Solving Course and Its Impact on Learning Motivation

ERIC Educational Resources Information Center

Huang, David Wenhao; Aagard, Hans; Diefes-Dux, Heidi

2004-01-01

This article describes the purpose, development, and implementation of a cognitive-based instructional intervention and its impact on learning motivation. The study was conducted in a programming-based problemsolving course for first-year engineering students. The results suggest that the instructional intervention developed based on the…

Classification of cognitive systems dedicated to data sharing

NASA Astrophysics Data System (ADS)

Ogiela, Lidia; Ogiela, Marek R.

2017-08-01

In this paper will be presented classification of new cognitive information systems dedicated to cryptographic data splitting and sharing processes. Cognitive processes of semantic data analysis and interpretation, will be used to describe new classes of intelligent information and vision systems. In addition, cryptographic data splitting algorithms and cryptographic threshold schemes will be used to improve processes of secure and efficient information management with application of such cognitive systems. The utility of the proposed cognitive sharing procedures and distributed data sharing algorithms will be also presented. A few possible application of cognitive approaches for visual information management and encryption will be also described.

Web Feet Guide to Search Engines: Finding It on the Net.

ERIC Educational Resources Information Center

Web Feet, 2001

2001-01-01

This guide to search engines for the World Wide Web discusses selecting the right search engine; interpreting search results; major search engines; online tutorials and guides; search engines for kids; specialized search tools for various subjects; and other specialized engines and gateways. (LRW)

Assessment of cognitive safety in clinical drug development

PubMed Central

Roiser, Jonathan P.; Nathan, Pradeep J.; Mander, Adrian P.; Adusei, Gabriel; Zavitz, Kenton H.; Blackwell, Andrew D.

2016-01-01

Cognitive impairment is increasingly recognised as an important potential adverse effect of medication. However, many drug development programmes do not incorporate sensitive cognitive measurements. Here, we review the rationale for cognitive safety assessment, and explain several basic methodological principles for measuring cognition during clinical drug development, including study design and statistical analysis, from Phase I through to postmarketing. The crucial issue of how cognition should be assessed is emphasized, especially the sensitivity of measurement. We also consider how best to interpret the magnitude of any identified effects, including comparison with benchmarks. We conclude by discussing strategies for the effective communication of cognitive risks. PMID:26610416

Collaborative damage mapping for emergency response: the role of Cognitive Systems Engineering

NASA Astrophysics Data System (ADS)

Kerle, N.; Hoffman, R. R.

2013-01-01

Remote sensing is increasingly used to assess disaster damage, traditionally by professional image analysts. A recent alternative is crowdsourcing by volunteers experienced in remote sensing, using internet-based mapping portals. We identify a range of problems in current approaches, including how volunteers can best be instructed for the task, ensuring that instructions are accurately understood and translate into valid results, or how the mapping scheme must be adapted for different map user needs. The volunteers, the mapping organizers, and the map users all perform complex cognitive tasks, yet little is known about the actual information needs of the users. We also identify problematic assumptions about the capabilities of the volunteers, principally related to the ability to perform the mapping, and to understand mapping instructions unambiguously. We propose that any robust scheme for collaborative damage mapping must rely on Cognitive Systems Engineering and its principal method, Cognitive Task Analysis (CTA), to understand the information and decision requirements of the map and image users, and how the volunteers can be optimally instructed and their mapping contributions merged into suitable map products. We recommend an iterative approach involving map users, remote sensing specialists, cognitive systems engineers and instructional designers, as well as experimental psychologists.

A medical prescription for a mind

NASA Astrophysics Data System (ADS)

Simões da Fonseca, J.

1999-03-01

The author who is an expert in clinical psychiatry deals with the problem of modeling human Mind the way physicians implicitly use when their profession renders necessary to intervene to help or even cure patients. If physicists, mathematicians or cognitive science specialists and engineers may propose artificial designs for a mind, psychiatrists and psychologists have developed reliable diagnostic systems for the classification of normal or else psychopathological states. Usually in Psychiatry it is not made any use of an algorithmic approach to describe and characterize psychological processes during cognitive, perceptual, emotional, motivational processes or else anticipatory processes, distinct types of memory, learning processes, etc. Differently from what is mentioned in Neuropsychological literature the author and his group were able to find a significant and consistent relationship between the level of ostensive expression of symptoms and competence in interpretation of information carried by verbal communication during the simulation of social interactions by restrict groups of experimenters. Furthermore it is shown how dendro-dendritic models of neural processing are adequate to represent symbolic processes performed by local operators in the Cortex, as well as the usefulness of models of chemical reactors either batch reactors or else flow plug reactors to represent virtual neural networks capable of clarifying some aspects of cognition and of the structure of the Self. Finally many episodes of the life of the late Warren Sturgis McCulloch are recalled as attribute of gratitude of the author who was his before the last student.

Extending SME to Handle Large-Scale Cognitive Modeling.

PubMed

Forbus, Kenneth D; Ferguson, Ronald W; Lovett, Andrew; Gentner, Dedre

2017-07-01

Analogy and similarity are central phenomena in human cognition, involved in processes ranging from visual perception to conceptual change. To capture this centrality requires that a model of comparison must be able to integrate with other processes and handle the size and complexity of the representations required by the tasks being modeled. This paper describes extensions to Structure-Mapping Engine (SME) since its inception in 1986 that have increased its scope of operation. We first review the basic SME algorithm, describe psychological evidence for SME as a process model, and summarize its role in simulating similarity-based retrieval and generalization. Then we describe five techniques now incorporated into the SME that have enabled it to tackle large-scale modeling tasks: (a) Greedy merging rapidly constructs one or more best interpretations of a match in polynomial time: O(n 2 log(n)); (b) Incremental operation enables mappings to be extended as new information is retrieved or derived about the base or target, to model situations where information in a task is updated over time; (c) Ubiquitous predicates model the varying degrees to which items may suggest alignment; (d) Structural evaluation of analogical inferences models aspects of plausibility judgments; (e) Match filters enable large-scale task models to communicate constraints to SME to influence the mapping process. We illustrate via examples from published studies how these enable it to capture a broader range of psychological phenomena than before. Copyright © 2016 Cognitive Science Society, Inc.

What We Do and Do Not Know about Teaching Medical Image Interpretation.

PubMed

Kok, Ellen M; van Geel, Koos; van Merriënboer, Jeroen J G; Robben, Simon G F

2017-01-01

Educators in medical image interpretation have difficulty finding scientific evidence as to how they should design their instruction. We review and comment on 81 papers that investigated instructional design in medical image interpretation. We distinguish between studies that evaluated complete offline courses and curricula, studies that evaluated e-learning modules, and studies that evaluated specific educational interventions. Twenty-three percent of all studies evaluated the implementation of complete courses or curricula, and 44% of the studies evaluated the implementation of e-learning modules. We argue that these studies have encouraging results but provide little information for educators: too many differences exist between conditions to unambiguously attribute the learning effects to specific instructional techniques. Moreover, concepts are not uniformly defined and methodological weaknesses further limit the usefulness of evidence provided by these studies. Thirty-two percent of the studies evaluated a specific interventional technique. We discuss three theoretical frameworks that informed these studies: diagnostic reasoning, cognitive schemas and study strategies. Research on diagnostic reasoning suggests teaching students to start with non-analytic reasoning and subsequently applying analytic reasoning, but little is known on how to train non-analytic reasoning. Research on cognitive schemas investigated activities that help the development of appropriate cognitive schemas. Finally, research on study strategies supports the effectiveness of practice testing, but more study strategies could be applicable to learning medical image interpretation. Our commentary highlights the value of evaluating specific instructional techniques, but further evidence is required to optimally inform educators in medical image interpretation.

Is Cognitive Functioning Impaired in Methamphetamine Users? A Critical Review

PubMed Central

Hart, Carl L; Marvin, Caroline B; Silver, Rae; Smith, Edward E

2012-01-01

The prevailing view is that recreational methamphetamine use causes a broad range of severe cognitive deficits, despite the fact that concerns have been raised about interpretations drawn from the published literature. This article addresses an important gap in our knowledge by providing a critical review of findings from recent research investigating the impact of recreational methamphetamine use on human cognition. Included in the discussion are findings from studies that have assessed the acute and long-term effects of methamphetamine on several domains of cognition, including visuospatial perception, attention, inhibition, working memory, long-term memory, and learning. In addition, relevant neuroimaging data are reviewed in an effort to better understand neural mechanisms underlying methamphetamine-related effects on cognitive functioning. In general, the data on acute effects show that methamphetamine improves cognitive performance in selected domains, that is, visuospatial perception, attention, and inhibition. Regarding long-term effects on cognitive performance and brain-imaging measures, statistically significant differences between methamphetamine users and control participants have been observed on a minority of measures. More importantly, however, the clinical significance of these findings may be limited because cognitive functioning overwhelmingly falls within the normal range when compared against normative data. In spite of these observations, there seems to be a propensity to interpret any cognitive and/or brain difference(s) as a clinically significant abnormality. The implications of this situation are multiple, with consequences for scientific research, substance-abuse treatment, and public policy. PMID:22089317

Seeing Meaning in Action: A Bidirectional Link between Visual Perspective and Action Identification Level

ERIC Educational Resources Information Center

Libby, Lisa K.; Shaeffer, Eric M.; Eibach, Richard P.

2009-01-01

Actions do not have inherent meaning but rather can be interpreted in many ways. The interpretation a person adopts has important effects on a range of higher order cognitive processes. One dimension on which interpretations can vary is the extent to which actions are identified abstractly--in relation to broader goals, personal characteristics,…

A study of the relationship between learning styles and cognitive abilities in engineering students

NASA Astrophysics Data System (ADS)

Hames, E.; Baker, M.

2015-03-01

Learning preferences have been indirectly linked to student success in engineering programmes, without a significant body of research to connect learning preferences with cognitive abilities. A better understanding of the relationship between learning styles and cognitive abilities will allow educators to optimise the classroom experience for students. The goal of this study was to determine whether relationships exist between student learning styles, as determined by the Felder-Soloman Inventory of Learning Styles (FSILS), and their cognitive performance. Three tests were used to assess student's cognitive abilities: a matrix reasoning task, a Tower of London task, and a mental rotation task. Statistical t-tests and correlation coefficients were used to quantify the results. Results indicated that the global-sequential, active-referential, and visual-verbal FSILS learning styles scales are related to performance on cognitive tasks. Most of these relationships were found in response times, not accuracy. Differences in task performance between gender groups (male and female) were more notable than differences between learning styles groups.

Interpretation of clinical relevance of X-chromosome copy number variations identified in a large cohort of individuals with cognitive disorders and/or congenital anomalies.

PubMed

Willemsen, Marjolein H; de Leeuw, Nicole; de Brouwer, Arjan P M; Pfundt, Rolph; Hehir-Kwa, Jayne Y; Yntema, Helger G; Nillesen, Willy M; de Vries, Bert B A; van Bokhoven, Hans; Kleefstra, Tjitske

2012-11-01

Genome-wide array studies are now routinely being used in the evaluation of patients with cognitive disorders (CD) and/or congenital anomalies (CA). Therefore, inevitably each clinician is confronted with the challenging task of the interpretation of copy number variations detected by genome-wide array platforms in a diagnostic setting. Clinical interpretation of autosomal copy number variations is already challenging, but assessment of the clinical relevance of copy number variations of the X-chromosome is even more complex. This study provides an overview of the X-Chromosome copy number variations that we have identified by genome-wide array analysis in a large cohort of 4407 male and female patients. We have made an interpretation of the clinical relevance of each of these copy number variations based on well-defined criteria and previous reports in literature and databases. The prevalence of X-chromosome copy number variations in this cohort was 57/4407 (∼1.3%), of which 15 (0.3%) were interpreted as (likely) pathogenic. Copyright © 2012 Elsevier Masson SAS. All rights reserved.

Treatment of metaphor interpretation deficits subsequent to traumatic brain injury.

PubMed

Brownell, Hiram; Lundgren, Kristine; Cayer-Meade, Carol; Milione, Janet; Katz, Douglas I; Kearns, Kevin

2013-01-01

To improve oral interpretation of metaphors by patients with traumatic brain injury (TBI). Both single subject experimental design and group analysis. Patients' homes. Eight adult patients with moderate to severe traumatic brain injury sustained 3 to 20 years before testing. The Metaphor Training Program consisted typically of 10 baseline sessions, 3 to 9 1-hour sessions of structured intervention, and 10 posttraining baseline sessions. Training used extensive practice with simple graphic displays to illustrate semantic associations. Quality of orally produced metaphor interpretation and accuracy of line orientation judgments served as dependent measures obtained during baseline, training, posttraining, and at a 3- to 4-month follow-up. Untrained line orientation judgments provided a control measure. Group data showed significant improvement in metaphor interpretation but not in line orientation. Six of 8 patients individually demonstrated significant improvement in metaphor interpretation. Gains persisted for 3 of the 6 patients at the 3- to 4-month follow-up. The Metaphor Training Program can improve cognitive-communication performance for individuals with moderate to severe traumatic brain injury. Results support the potential for treating patients' residual cognitive-linguistic deficits.

Usability evaluation of an emergency department information system prototype designed using cognitive systems engineering techniques.

PubMed

Clark, Lindsey N; Benda, Natalie C; Hegde, Sudeep; McGeorge, Nicolette M; Guarrera-Schick, Theresa K; Hettinger, A Zachary; LaVergne, David T; Perry, Shawna J; Wears, Robert L; Fairbanks, Rollin J; Bisantz, Ann M

2017-04-01

This article presents an evaluation of novel display concepts for an emergency department information system (EDIS) designed using cognitive systems engineering methods. EDISs assist emergency medicine staff with tracking patient care and ED resource allocation. Participants performed patient planning and orientation tasks using the EDIS displays and rated the display's ability to support various cognitive performance objectives along with the usability, usefulness, and predicted frequency of use for 18 system components. Mean ratings were positive for cognitive performance support objectives, usability, usefulness, and frequency of use, demonstrating the successful application of design methods to create useful and usable EDIS concepts that provide cognitive support for emergency medicine staff. Nurse and provider roles had significantly different perceptions of the usability and usefulness of certain EDIS components, suggesting that they have different information needs while working. Copyright © 2016 Elsevier Ltd. All rights reserved.

Usability evaluation of an emergency department information system prototype designed using cognitive systems engineering techniques

PubMed Central

Clark, Lindsey N.; Benda, Natalie C.; Hegde, Sudeep; McGeorge, Nicolette M.; Guarrera-Schick, Theresa K.; Hettinger, A. Zachary; LaVergne, David T.; Perry, Shawna J.; Wears, Robert L.; Fairbanks, Rollin J.; Bisantz, Ann M.

2017-01-01

This article presents an evaluation of novel display concepts for an emergency department information system (EDIS) designed using cognitive systems engineering methods. EDISs assist emergency medicine staff with tracking patient care and ED resource allocation. Participants performed patient planning and orientation tasks using the EDIS displays and rated the display’s ability to support various cognitive performance objectives along with the usability, usefulness, and predicted frequency of use for 18 system components. Mean ratings were positive for cognitive performance support objectives, usability, usefulness, and frequency of use, demonstrating the successful application of design methods to create useful and usable EDIS concepts that provide cognitive support for emergency medicine staff. Nurse and provider roles had significantly different perceptions of the usability and usefulness of certain EDIS components, suggesting that they have different information needs while working. PMID:28166896

Cognitive and Motivational Factors That Inspire Hispanic Female Students to Pursue STEM-Related Academic Programs That Lead to Careers in Science, Technology, Engineering, and Mathematics

ERIC Educational Resources Information Center

Morel-Baker, Sonaliz

2017-01-01

Hispanics, and women in particular, continue to be underrepresented in the fields of science, technology, engineering, and mathematics (STEM). The purpose of this study was to analyze cognitive and motivational factors that inspired Hispanic female college students to major in STEM programs and aspire to academic success. This mixed methods study…

Commentary: An Exciting Evolutionary Framework for New Bridges between Social-Emotional and Cognitive Development--A Reflection on Suor et al. (2017)

ERIC Educational Resources Information Center

Kochanska, Grazyna; Goffin, Kathryn C.

2017-01-01

Suor et al. (2017) present a compelling new evolutionary framework that offers an alternative interpretation of the well-established findings of cognitive deficits in children raised in harsh early environments. They argue that such findings do not convey a complete picture of those children's cognitive development, because children's cognition…

The difference engine: a model of diversity in speeded cognition.

PubMed

Myerson, Joel; Hale, Sandra; Zheng, Yingye; Jenkins, Lisa; Widaman, Keith F

2003-06-01

A theory of diversity in speeded cognition, the difference engine, is proposed, in which information processing is represented as a series of generic computational steps. Some individuals tend to perform all of these computations relatively quickly and other individuals tend to perform them all relatively slowly, reflecting the existence of a general cognitive speed factor, but the time required for response selection and execution is assumed to be independent of cognitive speed. The difference engine correctly predicts the positively accelerated form of the relation between diversity of performance, as measured by the standard deviation for the group, and task difficulty, as indexed by the mean response time (RT) for the group. In addition, the difference engine correctly predicts approximately linear relations between the RTs of any individual and average performance for the group, with the regression lines for fast individuals having slopes less than 1.0 (and positive intercepts) and the regression lines for slow individuals having slopes greater than 1.0 (and negative intercepts). Similar predictions are made for comparisons of slow, average, and fast subgroups, regardless of whether those subgroups are formed on the basis of differences in ability, age, or health status. These predictions are consistent with evidence from studies of healthy young and older adults as well as from studies of depressed and age-matched control groups.

Cognitive Relativism in Evaluation.

ERIC Educational Resources Information Center

Alexander, H. A.

1986-01-01

A group of defenses of qualitative evaluation methods is examined, based on a hard relativistic interpretation of the work of Thomas Kuhn. A promising defense of qualitative evaluation may be found in a soft-relativist interpretation of Kuhn's analysis of the nature of scientific discovery. (Author/LMO)

Technology as Teammate: Examining the Role of External Cognition in Support of Team Cognitive Processes

PubMed Central

Fiore, Stephen M.; Wiltshire, Travis J.

2016-01-01

In this paper we advance team theory by describing how cognition occurs across the distribution of members and the artifacts and technology that support their efforts. We draw from complementary theorizing coming out of cognitive engineering and cognitive science that views forms of cognition as external and extended and integrate this with theorizing on macrocognition in teams. Two frameworks are described that provide the groundwork for advancing theory and aid in the development of more precise measures for understanding team cognition via focus on artifacts and the technologies supporting their development and use. This includes distinctions between teamwork and taskwork and the notion of general and specific competencies from the organizational sciences along with the concepts of offloading and scaffolding from the cognitive sciences. This paper contributes to the team cognition literature along multiple lines. First, it aids theory development by synthesizing a broad set of perspectives on the varied forms of cognition emerging in complex collaborative contexts. Second, it supports research by providing diagnostic guidelines to study how artifacts are related to team cognition. Finally, it supports information systems designers by more precisely describing how to conceptualize team-supporting technology and artifacts. As such, it provides a means to more richly understand process and performance as it occurs within sociotechnical systems. Our overarching objective is to show how team cognition can both be more clearly conceptualized and more precisely measured by integrating theory from cognitive engineering and the cognitive and organizational sciences. PMID:27774074

Technology as Teammate: Examining the Role of External Cognition in Support of Team Cognitive Processes.

PubMed

Fiore, Stephen M; Wiltshire, Travis J

2016-01-01

In this paper we advance team theory by describing how cognition occurs across the distribution of members and the artifacts and technology that support their efforts. We draw from complementary theorizing coming out of cognitive engineering and cognitive science that views forms of cognition as external and extended and integrate this with theorizing on macrocognition in teams. Two frameworks are described that provide the groundwork for advancing theory and aid in the development of more precise measures for understanding team cognition via focus on artifacts and the technologies supporting their development and use. This includes distinctions between teamwork and taskwork and the notion of general and specific competencies from the organizational sciences along with the concepts of offloading and scaffolding from the cognitive sciences. This paper contributes to the team cognition literature along multiple lines. First, it aids theory development by synthesizing a broad set of perspectives on the varied forms of cognition emerging in complex collaborative contexts. Second, it supports research by providing diagnostic guidelines to study how artifacts are related to team cognition. Finally, it supports information systems designers by more precisely describing how to conceptualize team-supporting technology and artifacts. As such, it provides a means to more richly understand process and performance as it occurs within sociotechnical systems. Our overarching objective is to show how team cognition can both be more clearly conceptualized and more precisely measured by integrating theory from cognitive engineering and the cognitive and organizational sciences.

Clues to the Foundations of Numerical Cognitive Impairments: Evidence From Genetic Disorders

PubMed Central

Simon, Tony J.

2011-01-01

Several neurodevelopmental disorders of known genetic etiology generate phenotypes that share the characteristic of numerical and mathematical cognitive impairments. This article reviews some of the main findings that suggest a possible key role that spatial and temporal information processing impairments may play in the atypical development of numerical cognitive competence. The question of what neural substrate might underlie these impairments is also addressed, as are the challenges for interpreting neural structure/cognitive function mapping in atypically developing populations. PMID:21761998

Cognitive load predicts point-of-care ultrasound simulator performance.

PubMed

Aldekhyl, Sara; Cavalcanti, Rodrigo B; Naismith, Laura M

2018-02-01

The ability to maintain good performance with low cognitive load is an important marker of expertise. Incorporating cognitive load measurements in the context of simulation training may help to inform judgements of competence. This exploratory study investigated relationships between demographic markers of expertise, cognitive load measures, and simulator performance in the context of point-of-care ultrasonography. Twenty-nine medical trainees and clinicians at the University of Toronto with a range of clinical ultrasound experience were recruited. Participants answered a demographic questionnaire then used an ultrasound simulator to perform targeted scanning tasks based on clinical vignettes. Participants were scored on their ability to both acquire and interpret ultrasound images. Cognitive load measures included participant self-report, eye-based physiological indices, and behavioural measures. Data were analyzed using a multilevel linear modelling approach, wherein observations were clustered by participants. Experienced participants outperformed novice participants on ultrasound image acquisition. Ultrasound image interpretation was comparable between the two groups. Ultrasound image acquisition performance was predicted by level of training, prior ultrasound training, and cognitive load. There was significant convergence between cognitive load measurement techniques. A marginal model of ultrasound image acquisition performance including prior ultrasound training and cognitive load as fixed effects provided the best overall fit for the observed data. In this proof-of-principle study, the combination of demographic and cognitive load measures provided more sensitive metrics to predict ultrasound simulator performance. Performance assessments which include cognitive load can help differentiate between levels of expertise in simulation environments, and may serve as better predictors of skill transfer to clinical practice.

Understanding the modeling skill shift in engineering: the impact of self-efficacy, epistemology, and metacognition

NASA Astrophysics Data System (ADS)

Yildirim, Tuba Pinar

A focus of engineering education is to prepare future engineers with problem solving, design and modeling skills. In engineering education, the former two skill areas have received copious attention making their way into the ABET criteria. Modeling, a representation containing the essential structure of an event in the real world, is a fundamental function of engineering, and an important academic skill that students develop during their undergraduate education. Yet the modeling process remains under-investigated, particularly in engineering, even though there is an increasing emphasis on modeling in engineering schools (Frey 2003). Research on modeling requires a deep understanding of multiple perspectives, that of cognition, affect, and knowledge expansion. In this dissertation, the relationship between engineering modeling skills and students' cognitive backgrounds including self-efficacy, epistemic beliefs and metacognition is investigated using model-eliciting activities (MEAs). Data were collected from sophomore students at two time periods, as well as senior engineering students. The impact of each cognitive construct on change in modeling skills was measured using a growth curve model at the sophomore level, and ordinary least squares regression at the senior level. Findings of this dissertation suggest that self-efficacy, through its direct and indirect (moderation or interaction term with time) impact, influences the growth of modeling abilities of an engineering student. When sophomore and senior modeling abilities are compared, the difference can be explained by varying self-efficacy levels. Epistemology influences modeling skill development such that the more sophisticated the student beliefs are, the higher the level of modeling ability students can attain, after controlling for the effects of conceptual learning, gender and GPA. This suggests that development of modeling ability may be constrained by the naivete of one's personal epistemology. Finally, metacognition, or 'thinking about thinking', has an impact on the development of modeling strategies of students, when the impacts of four metacognitive dimensions are considered: awareness, planning, cognitive strategy and self-checking. Students who are better at self-checking show higher growth in their modeling abilities over the course of a year, compared to students who are less proficient at self-checking. The growth in modeling abilities is also moderated by the cognitive strategy and planning skills of the student. After some experience with modeling is attained, students who have enhanced skills in these two metacognitive dimensions are observed to do better in modeling. Therefore, inherent metacognitive abilities of students can positively affect the growth of modeling ability.

Neural networks and the experience and cultivation of mind.

PubMed

Werbos, Paul J

2012-08-01

Hard core neural network research includes development of mathematical models of cognitive prediction and optimization aimed at dual use, both as models of what we see in brain circuits and behavior, and as useful general-purpose engineering technology. The pathway and principles now exist to let us someday replicate learning abilities as elevated as what we see in the brain of the mouse-but how can this help us today in understanding and maximizing the much greater potential of the human mind, as addressed by many schools of thought all over the world for centuries? This paper discusses how we might use what we have learned at a lower level to better illuminate key phenomena in first person and clinical human experience such as Freud's "psychic energy", the role of traumatic experience, the interpretation of dreams, creativity, the cultivation of sanity and sensitivity, and the biological foundations of language. Published by Elsevier Ltd.

Citizen Science

NASA Technical Reports Server (NTRS)

Memarsadeghi, Nargess

2015-01-01

Scientists and engineers constantly face new challenges, despite myriad advances in computing. More sets of data are collected today from earth and sky than there is time or resources available to carefully analyze them. Some problems either don't have fast algorithms to solve them or have solutions that must be found among millions of options, a situation akin to finding a needle in a haystack. But all hope is not lost: advances in technology and the Internet have empowered the general public to participate in the scientific process via individual computational resources and brain cognition, which isn't matched by any machine. Citizen scientists are volunteers who perform scientific work by making observations, collecting and disseminating data, making measurements, and analyzing or interpreting data without necessarily having any scientific training. In so doing, individuals from all over the world can contribute to science in ways that wouldn't have been otherwise possible.

Innovative Assessments That Support Students' STEM Learning

ERIC Educational Resources Information Center

Thummaphan, Phonraphee

2017-01-01

The present study aimed to represent the innovative assessments that support students' learning in STEM education through using the integrative framework for Cognitive Diagnostic Modeling (CDM). This framework is based on three components, cognition, observation, and interpretation (National Research Council, 2001). Specifically, this dissertation…

Research on Cognitive Development in Sub-Saharan Africa.

ERIC Educational Resources Information Center

Serpell, Robert

1984-01-01

Describes three themes that have informed research on cognitive development in sub-Sahara Africa over the past 10 years: (1) extending the range of generalizability of Western theories; (2) interpreting the uniqueness of the African situation; and (3) deriving implications for social policy. (Author/AS)

Hidden Markov Models as a tool to measure pilot attention switching during simulated ILS approaches

DOT National Transportation Integrated Search

2003-04-14

The pilot's instrument scanning data contain information about not only the pilot's eye movements, but also the pilot's : cognitive process during flight. However, it is often difficult to interpret the scanning data at the cognitive level : because:...

Identifying Similarities in Cognitive Subtest Functional Requirements: An Empirical Approach

ERIC Educational Resources Information Center

Frisby, Craig L.; Parkin, Jason R.

2007-01-01

In the cognitive test interpretation literature, a Rational/Intuitive, Indirect Empirical, or Combined approach is typically used to construct conceptual taxonomies of the functional (behavioral) similarities between subtests. To address shortcomings of these approaches, the functional requirements for 49 subtests from six individually…

Private Speech and Self-Regulation: A Commentary on Frauenglass and Diaz.

ERIC Educational Resources Information Center

Frawley, William; Lantolf, James P.

1986-01-01

Critiques an earlier article by M. Frauenglass and R. Diaz reporting their study on the interaction between private speech and cognition. Argues that their interpretation fails to regard how private speech is seen to regulate cognitive activity within Vygotskian psycholinguistic theory. (HOD)

Rational and mechanistic perspectives on reinforcement learning.

PubMed

Chater, Nick

2009-12-01

This special issue describes important recent developments in applying reinforcement learning models to capture neural and cognitive function. But reinforcement learning, as a theoretical framework, can apply at two very different levels of description: mechanistic and rational. Reinforcement learning is often viewed in mechanistic terms--as describing the operation of aspects of an agent's cognitive and neural machinery. Yet it can also be viewed as a rational level of description, specifically, as describing a class of methods for learning from experience, using minimal background knowledge. This paper considers how rational and mechanistic perspectives differ, and what types of evidence distinguish between them. Reinforcement learning research in the cognitive and brain sciences is often implicitly committed to the mechanistic interpretation. Here the opposite view is put forward: that accounts of reinforcement learning should apply at the rational level, unless there is strong evidence for a mechanistic interpretation. Implications of this viewpoint for reinforcement-based theories in the cognitive and brain sciences are discussed.

Automatic and strategic measures as predictors of mirror gazing among individuals with body dysmorphic disorder symptoms.

PubMed

Clerkin, Elise M; Teachman, Bethany A

2009-08-01

The current study tests cognitive-behavioral models of body dysmorphic disorder (BDD) by examining the relationship between cognitive biases and correlates of mirror gazing. To provide a more comprehensive picture, we investigated both relatively strategic (i.e., available for conscious introspection) and automatic (i.e., outside conscious control) measures of cognitive biases in a sample with either high (n = 32) or low (n = 31) BDD symptoms. Specifically, we examined the extent that (1) explicit interpretations tied to appearance, as well as (2) automatic associations and (3) strategic evaluations of the importance of attractiveness predict anxiety and avoidance associated with mirror gazing. Results indicated that interpretations tied to appearance uniquely predicted self-reported desire to avoid, whereas strategic evaluations of appearance uniquely predicted peak anxiety associated with mirror gazing, and automatic appearance associations uniquely predicted behavioral avoidance. These results offer considerable support for cognitive models of BDD, and suggest a dissociation between automatic and strategic measures.

Adherence Rating Scale for Cognitive Processing Therapy - Cognitive Only: Analysis of Psychometric Properties.

PubMed

Dittmann, Clara; Müller-Engelmann, Meike; Resick, Patricia A; Gutermann, Jana; Stangier, Ulrich; Priebe, Kathlen; Fydrich, Thomas; Ludäscher, Petra; Herzog, Julia; Steil, Regina

2017-11-01

The assessment of therapeutic adherence is essential for accurately interpreting treatment outcomes in psychotherapy research. However, such assessments are often neglected. To fill this gap, we aimed to develop and test a scale that assessed therapeutic adherence to Cognitive Processing Therapy - Cognitive Only (CPT), which was adapted for a treatment study targeting patients with post-traumatic stress disorder and co-occurring borderline personality symptoms. Two independent, trained raters assessed 30 randomly selected treatment sessions involving seven therapists and eight patients who were treated in a multicentre randomized controlled trial. The inter-rater reliability for all items and the total score yielded good to excellent results (intraclass correlation coefficient [ICC] = 0.70 to 1.00). Cronbach's α was .56 for the adherence scale. Regarding content validity, three experts confirmed the relevance and appropriateness of each item. The adherence rating scale for the adapted version of CPT is a reliable instrument that can be helpful for interpreting treatment effects, analysing possible relationships between therapeutic adherence and treatment outcomes and teaching therapeutic skills.

From commonsense to science, and back: the use of cognitive concepts in neuroscience.

PubMed

Francken, Jolien C; Slors, Marc

2014-10-01

Commonsense cognitive concepts (CCCs) are the concepts used in daily life to explain, predict and interpret behaviour. CCCs are also used to convey neuroscientific results, not only to wider audiences but also to the scientific inner circle. We show that translations from CCCs to brain activity, and from brain data to CCCs are made in implicit, loose and unsystematic ways. This results in hard to connect data as well as possibly unwarranted extrapolations. We argue that the cause of these problems is a covert adherence to a position known in philosophy of mind as 'mental realism'. The most fruitful way forward to a clearer and more systematic employment of CCCs in cognitive neuroscience, we argue, is to explicitly adopt interpretivism as an alternative for mental realism. An interpretative stance will help to avoid conceptual confusion in cognitive science and implies caution when it comes to big conclusions about CCCs. Copyright © 2014 Elsevier Inc. All rights reserved.

Cognitive Bias as a Mediator in the Relation Between Fear-Enhancing Parental Behaviors and Anxiety Symptoms in Children: A Cross-Sectional Study.

PubMed

Fliek, Lorraine; Dibbets, Pauline; Roelofs, Jeffrey; Muris, Peter

2017-02-01

The present cross-sectional study explored the relations between fear-enhancing parenting behaviors (modeling and threat information transmission) and children's cognitive biases and anxiety symptoms. Participants were 258 children aged 7-12 years (132 boys and 126 girls), and their mothers (n = 199) and/or fathers (n = 117). Children and parents completed the Parental Enhancement of Anxious Cognitions questionnaire, which measures parental modeling and threat information transmission, while children also filled in a scale for assessing anxiety symptoms. In addition, children conducted a number of computerized tasks for measuring confirmation and interpretation bias. The data indicated that both biases mediated the relationship between threat information transmission (of both parents) and children's anxiety symptoms. Only interpretation bias significantly mediated the relationship between modeling (of mothers) and anxiety symptoms. These findings give partial support for the hypothesis that cognitive biases play a mediating role in the relation between fear-enhancing parental behaviors and children's anxiety symptoms.

Automatic and Strategic Measures as Predictors of Mirror Gazing Among Individuals with Body Dysmorphic Disorder Symptoms

PubMed Central

Clerkin, Elise M.; Teachman, Bethany A.

2011-01-01

The current study tests cognitive-behavioral models of body dysmorphic disorder (BDD) by examining the relationship between cognitive biases and correlates of mirror gazing. To provide a more comprehensive picture, we investigated both relatively strategic (i.e., available for conscious introspection) and automatic (i.e., outside conscious control) measures of cognitive biases in a sample with either high (n=32) or low (n=31) BDD symptoms. Specifically, we examined the extent that 1) explicit interpretations tied to appearance, as well as 2) automatic associations and 3) strategic evaluations of the importance of attractiveness predict anxiety and avoidance associated with mirror gazing. Results indicated that interpretations tied to appearance uniquely predicted self-reported desire to avoid, while strategic evaluations of appearance uniquely predicted peak anxiety associated with mirror gazing, and automatic appearance associations uniquely predicted behavioral avoidance. These results offer considerable support for cognitive models of BDD, and suggest a dissociation between automatic and strategic measures. PMID:19684496

Looking back to inform the future: The role of cognition in forest disturbance characterization from remote sensing imagery

NASA Astrophysics Data System (ADS)

Bianchetti, Raechel Anne

Remotely sensed images have become a ubiquitous part of our daily lives. From novice users, aiding in search and rescue missions using tools such as TomNod, to trained analysts, synthesizing disparate data to address complex problems like climate change, imagery has become central to geospatial problem solving. Expert image analysts are continually faced with rapidly developing sensor technologies and software systems. In response to these cognitively demanding environments, expert analysts develop specialized knowledge and analytic skills to address increasingly complex problems. This study identifies the knowledge, skills, and analytic goals of expert image analysts tasked with identification of land cover and land use change. Analysts participating in this research are currently working as part of a national level analysis of land use change, and are well versed with the use of TimeSync, forest science, and image analysis. The results of this study benefit current analysts as it improves their awareness of their mental processes used during the image interpretation process. The study also can be generalized to understand the types of knowledge and visual cues that analysts use when reasoning with imagery for purposes beyond land use change studies. Here a Cognitive Task Analysis framework is used to organize evidence from qualitative knowledge elicitation methods for characterizing the cognitive aspects of the TimeSync image analysis process. Using a combination of content analysis, diagramming, semi-structured interviews, and observation, the study highlights the perceptual and cognitive elements of expert remote sensing interpretation. Results show that image analysts perform several standard cognitive processes, but flexibly employ these processes in response to various contextual cues. Expert image analysts' ability to think flexibly during their analysis process was directly related to their amount of image analysis experience. Additionally, results show that the basic Image Interpretation Elements continue to be important despite technological augmentation of the interpretation process. These results are used to derive a set of design guidelines for developing geovisual analytic tools and training to support image analysis.

Radical behaviorist interpretation: Generating and evaluating an account of consumer behavior.

PubMed

Foxall, G R

1998-01-01

This article considers an approach to the radical behaviorist interpretation of complex human social behavior. The chosen context is consumer psychology, a field currently dominated by cognitive models of purchase and consumption. The nature of operant interpretation is considered, and several levels of operant analysis of complex economic behavior in affluent marketing-oriented economies are developed. Empirical evidence for the interpretation is considered, and a case is made for the qualified use of the hypothetico-deductive method in the appraisal of operant interpretations of complex behaviors.

Radical behaviorist interpretation: Generating and evaluating an account of consumer behavior

PubMed Central

Foxall, Gordon R.

1998-01-01

This article considers an approach to the radical behaviorist interpretation of complex human social behavior. The chosen context is consumer psychology, a field currently dominated by cognitive models of purchase and consumption. The nature of operant interpretation is considered, and several levels of operant analysis of complex economic behavior in affluent marketing-oriented economies are developed. Empirical evidence for the interpretation is considered, and a case is made for the qualified use of the hypothetico-deductive method in the appraisal of operant interpretations of complex behaviors. PMID:22478315

Cognitive Approaches to Automated Instruction.

ERIC Educational Resources Information Center

Regian, J. Wesley, Ed.; Shute, Valerie J., Ed.

This book contains a snapshot of state-of-the-art research on the design of automated instructional systems. Selected cognitive psychologists were asked to describe their approach to instruction and cognitive diagnosis, the theoretical basis of the approach, its utility and applicability, and the knowledge engineering or task analysis methods…

Knowledge Engineering and Education.

ERIC Educational Resources Information Center

Lopez, Antonio M., Jr.; Donlon, James

2001-01-01

Discusses knowledge engineering, computer software, and possible applications in the field of education. Highlights include the distinctions between data, information, and knowledge; knowledge engineering as a subfield of artificial intelligence; knowledge acquisition; data mining; ontology development for subject terms; cognitive apprentices; and…

Naturalistic Decision Making: Implications for Design

DTIC Science & Technology

1993-04-01

Cognitive Task Analysis Decision Making Design Engineer Design System Human-Computer Interface System Development 15. NUMBER OF PAGES 182 16...people use to select a course of action. The SOAR explains how stress affects the decision making of both individuals and teams. COGNITIVE TASK ANALYSIS : This...procedures for Cognitive Task Analysis , contrasting the strengths and weaknesses of each, and showing how a Cognitive Task Analysis

Cognitive neuroscience of obsessive-compulsive disorder.

PubMed

Stern, Emily R; Taylor, Stephan F

2014-09-01

Cognitive neuroscience investigates neural responses to cognitive and emotional probes, an approach that has yielded critical insights into the neurobiological mechanisms of psychiatric disorders. This article reviews some of the major findings from neuroimaging studies using a cognitive neuroscience approach to investigate obsessive-compulsive disorder (OCD). It evaluates the consistency of results and interprets findings within the context of OCD symptoms, and proposes a model of OCD involving inflexibility of internally focused cognition. Although further research is needed, this body of work probing cognitive-emotional processes in OCD has already shed considerable light on the underlying mechanisms of the disorder. Copyright © 2014 Elsevier Inc. All rights reserved.

The AGINAO Self-Programming Engine

NASA Astrophysics Data System (ADS)

Skaba, Wojciech

2013-01-01

The AGINAO is a project to create a human-level artificial general intelligence system (HL AGI) embodied in the Aldebaran Robotics' NAO humanoid robot. The dynamical and open-ended cognitive engine of the robot is represented by an embedded and multi-threaded control program, that is self-crafted rather than hand-crafted, and is executed on a simulated Universal Turing Machine (UTM). The actual structure of the cognitive engine emerges as a result of placing the robot in a natural preschool-like environment and running a core start-up system that executes self-programming of the cognitive layer on top of the core layer. The data from the robot's sensory devices supplies the training samples for the machine learning methods, while the commands sent to actuators enable testing hypotheses and getting a feedback. The individual self-created subroutines are supposed to reflect the patterns and concepts of the real world, while the overall program structure reflects the spatial and temporal hierarchy of the world dependencies. This paper focuses on the details of the self-programming approach, limiting the discussion of the applied cognitive architecture to a necessary minimum.

Cognitive bias modification for interpretation with and without prior repetitive negative thinking to reduce worry and rumination in generalised anxiety disorder and depression: protocol for a multisession experimental study with an active control condition

PubMed Central

Mathews, Andrew; Whyte, Jessica; Hirsch, Colette R

2016-01-01

Introduction Worry and rumination are two forms of repetitive thinking characterised by their negative content and apparently uncontrollable nature. Although worry and rumination share common features and have been conceptualised as part of a transdiagnostic repetitive negative thinking (RNT) process, it remains unclear whether they share the same underlying cognitive mechanisms. This multisession experimental study investigates the tendency to make negative interpretations regarding ambiguous information as a cognitive mechanism underlying RNT. We compare multisession cognitive bias modification for interpretations (CBM-I) with an active control condition to examine whether repeatedly training positive interpretations reduces worry and rumination in individuals with generalised anxiety disorder or depression, respectively. Further, we examine the potential modulatory effects of engaging in RNT immediately prior to CBM-I. Design, methods and analysis A community sample of individuals meeting diagnostic criteria for either generalised anxiety disorder (n=60) or current major depressive episode (n=60) will be randomly allocated to CBM-I with prior RNT, CBM-I without prior RNT (ie, standard CBM-I), or an active control (no resolution of ambiguity) condition. All conditions receive a 3-week internet-based intervention consisting of one initial session at the first study visit and nine home-based sessions of CBM-I training (or active control). We will assess and compare the effects of CBM-I with and without prior RNT on ‘near-transfer’ measures of interpretation bias closely related to the training as well as ‘far-transfer’ outcomes related to RNT and emotional distress. Impact on questionnaire measures will additionally be assessed at 1-month follow-up. Multigroup analyses will be conducted to assess the impact of CBM-I on near-transfer and far-transfer outcome measures. PMID:27986741

Establishing robust cognitive dimensions for characterization and differentiation of patients with Alzheimer's disease, mild cognitive impairment, frontotemporal dementia and depression.

PubMed

Beck, Irene R; Schmid, Nicole S; Berres, Manfred; Monsch, Andreas U

2014-06-01

The diagnosis of mild cognitive impairment (MCI) and dementia requires detailed neuropsychological examinations. These examinations typically yield a large number of outcome variables, which may complicate the interpretation and communication of results. The purposes of this study were the following: (i) to reduce a large data set of interrelated neuropsychological variables to a smaller number of cognitive dimensions; (ii) to create a common metric for these dimensions (z-scores); and (iii) to study the ability of the cognitive dimensions to distinguish between groups of patients with different types of cognitive impairment. We tested 1646 patients with different forms of dementia or with a major depression with a standard (n = 632) or, if cognitively less affected, a challenging neuropsychological battery (n = 1014). To identify the underlying cognitive dimensions of the two test batteries, maximum likelihood factor analyses with a promax rotation were conducted. To interpret the sum scores of the factors as standard scores, we divided them by the standard deviation of a cognitively healthy sample (n = 1145). The factor analyses yielded seven factors for each test battery. The cognitive dimensions in both test batteries distinguished patients with different forms of dementia (MCI, Alzheimer's dementia or frontotemporal dementia) and patients with major depression. Furthermore, patients with stable MCI could be separated from patients with progressing MCI. Discriminant analyses with an independent new sample of patients (n = 306) revealed that the new dimension scores distinguished new samples of patients with MCI from patients with Alzheimer's dementia with high accuracy. These findings suggest that these cognitive dimensions may benefit neuropsychological diagnostics. © 2013 The Authors International Journal of Geriatric Psychiatry Published by John Wiley & Sons Ltd.

Establishing robust cognitive dimensions for characterization and differentiation of patients with Alzheimer's disease, mild cognitive impairment, frontotemporal dementia and depression

PubMed Central

Beck, Irene R; Schmid, Nicole S; Berres, Manfred; Monsch, Andreas U

2014-01-01

Objective The diagnosis of mild cognitive impairment (MCI) and dementia requires detailed neuropsychological examinations. These examinations typically yield a large number of outcome variables, which may complicate the interpretation and communication of results. The purposes of this study were the following: (i) to reduce a large data set of interrelated neuropsychological variables to a smaller number of cognitive dimensions; (ii) to create a common metric for these dimensions (z-scores); and (iii) to study the ability of the cognitive dimensions to distinguish between groups of patients with different types of cognitive impairment. Methods We tested 1646 patients with different forms of dementia or with a major depression with a standard (n = 632) or, if cognitively less affected, a challenging neuropsychological battery (n = 1014). To identify the underlying cognitive dimensions of the two test batteries, maximum likelihood factor analyses with a promax rotation were conducted. To interpret the sum scores of the factors as standard scores, we divided them by the standard deviation of a cognitively healthy sample (n = 1145). Results The factor analyses yielded seven factors for each test battery. The cognitive dimensions in both test batteries distinguished patients with different forms of dementia (MCI, Alzheimer's dementia or frontotemporal dementia) and patients with major depression. Furthermore, patients with stable MCI could be separated from patients with progressing MCI. Discriminant analyses with an independent new sample of patients (n = 306) revealed that the new dimension scores distinguished new samples of patients with MCI from patients with Alzheimer's dementia with high accuracy. Conclusion These findings suggest that these cognitive dimensions may benefit neuropsychological diagnostics. PMID:24227657

How cognitive theory guides neuroscience.

PubMed

Frank, Michael J; Badre, David

2015-02-01

The field of cognitive science studies latent, unobservable cognitive processes that generate observable behaviors. Similarly, cognitive neuroscience attempts to link latent cognitive processes with the neural mechanisms that generate them. Although neural processes are partially observable (with imaging and electrophysiology), it would be a mistake to 'skip' the cognitive level and pursue a purely neuroscientific enterprise to studying behavior. In fact, virtually all of the major advances in understanding the neural basis of behavior over the last century have relied fundamentally on principles of cognition for guiding the appropriate measurements, manipulations, tasks, and interpretations. We provide several examples from the domains of episodic memory, working memory and cognitive control, and decision making in which cognitive theorizing and prior experimentation has been essential in guiding neuroscientific investigations and discoveries. Copyright © 2014 Elsevier B.V. All rights reserved.

Test Anxiety and the Validity of Cognitive Tests: A Confirmatory Factor Analysis Perspective and Some Empirical Findings

ERIC Educational Resources Information Center

Wicherts, Jelte M.; Scholten, Annemarie Zand

2010-01-01

The validity of cognitive ability tests is often interpreted solely as a function of the cognitive abilities that these tests are supposed to measure, but other factors may be at play. The effects of test anxiety on the criterion related validity (CRV) of tests was the topic of a recent study by Reeve, Heggestad, and Lievens (2009) (Reeve, C. L.,…

From movement kinematics to social cognition: the case of autism

PubMed Central

2016-01-01

The way in which we move influences our ability to perceive, interpret and predict the actions of others. Thus movements play an important role in social cognition. This review article will appraise the literature concerning movement kinematics and motor control in individuals with autism, and will argue that movement differences between typical and autistic individuals may contribute to bilateral difficulties in reciprocal social cognition. PMID:27069049

Investigating the Link Between Radiologists Gaze, Diagnostic Decision, and Image Content

DOE Office of Scientific and Technical Information (OSTI.GOV)

Tourassi, Georgia; Voisin, Sophie; Paquit, Vincent C

2013-01-01

Objective: To investigate machine learning for linking image content, human perception, cognition, and error in the diagnostic interpretation of mammograms. Methods: Gaze data and diagnostic decisions were collected from six radiologists who reviewed 20 screening mammograms while wearing a head-mounted eye-tracker. Texture analysis was performed in mammographic regions that attracted radiologists attention and in all abnormal regions. Machine learning algorithms were investigated to develop predictive models that link: (i) image content with gaze, (ii) image content and gaze with cognition, and (iii) image content, gaze, and cognition with diagnostic error. Both group-based and individualized models were explored. Results: By poolingmore » the data from all radiologists machine learning produced highly accurate predictive models linking image content, gaze, cognition, and error. Merging radiologists gaze metrics and cognitive opinions with computer-extracted image features identified 59% of the radiologists diagnostic errors while confirming 96.2% of their correct diagnoses. The radiologists individual errors could be adequately predicted by modeling the behavior of their peers. However, personalized tuning appears to be beneficial in many cases to capture more accurately individual behavior. Conclusions: Machine learning algorithms combining image features with radiologists gaze data and diagnostic decisions can be effectively developed to recognize cognitive and perceptual errors associated with the diagnostic interpretation of mammograms.« less

Rapid review of cognitive screening instruments in MCI: proposal for a process-based approach modification of overlapping tasks in select widely used instruments.

PubMed

Díaz-Orueta, Unai; Blanco-Campal, Alberto; Burke, Teresa

2018-05-01

ABSTRACTBackground:A detailed neuropsychological assessment plays an important role in the diagnostic process of Mild Cognitive Impairment (MCI). However, available brief cognitive screening tests for this clinical population are administered and interpreted based mainly, or exclusively, on total achievement scores. This score-based approach can lead to erroneous clinical interpretations unless we also pay attention to the test taking behavior or to the type of errors committed during test performance. The goal of the current study is to perform a rapid review of the literature regarding cognitive screening tools for dementia in primary and secondary care; this will include revisiting previously published systematic reviews on screening tools for dementia, extensive database search, and analysis of individual references cited in selected studies. A subset of representative screening tools for dementia was identified that covers as many cognitive functions as possible. How these screening tools overlap with each other (in terms of the cognitive domains being measured and the method used to assess them) was examined and a series of process-based approach (PBA) modifications for these overlapping features was proposed, so that the changes recommended in relation to one particular cognitive task could be extrapolated to other screening tools. It is expected that future versions of cognitive screening tests, modified using a PBA, will highlight the benefits of attending to qualitative features of test performance when trying to identify subtle features suggestive of MCI and/or dementia.

Teaching Gene Technology in an Outreach Lab: Students' Assigned Cognitive Load Clusters and the Clusters' Relationships to Learner Characteristics, Laboratory Variables, and Cognitive Achievement

NASA Astrophysics Data System (ADS)

Scharfenberg, Franz-Josef; Bogner, Franz X.

2013-02-01

This study classified students into different cognitive load (CL) groups by means of cluster analysis based on their experienced CL in a gene technology outreach lab which has instructionally been designed with regard to CL theory. The relationships of the identified student CL clusters to learner characteristics, laboratory variables, and cognitive achievement were examined using a pre-post-follow-up design. Participants of our day-long module Genetic Fingerprinting were 409 twelfth-graders. During the module instructional phases (pre-lab, theoretical, experimental, and interpretation phases), we measured the students' mental effort (ME) as an index of CL. By clustering the students' module-phase-specific ME pattern, we found three student CL clusters which were independent of the module instructional phases, labeled as low-level, average-level, and high-level loaded clusters. Additionally, we found two student CL clusters that were each particular to a specific module phase. Their members reported especially high ME invested in one phase each: within the pre-lab phase and within the interpretation phase. Differentiating the clusters, we identified uncertainty tolerance, prior experience in experimentation, epistemic interest, and prior knowledge as relevant learner characteristics. We found relationships to cognitive achievement, but no relationships to the examined laboratory variables. Our results underscore the importance of pre-lab and interpretation phases in hands-on teaching in science education and the need for teachers to pay attention to these phases, both inside and outside of outreach laboratory learning settings.

Origin of Disagreements in Tandem Mass Spectra Interpretation by Search Engines.

PubMed

Tessier, Dominique; Lollier, Virginie; Larré, Colette; Rogniaux, Hélène

2016-10-07

Several proteomic database search engines that interpret LC-MS/MS data do not identify the same set of peptides. These disagreements occur even when the scores of the peptide-to-spectrum matches suggest good confidence in the interpretation. Our study shows that these disagreements observed for the interpretations of a given spectrum are almost exclusively due to the variation of what we call the "peptide space", i.e., the set of peptides that are actually compared to the experimental spectra. We discuss the potential difficulties of precisely defining the "peptide space." Indeed, although several parameters that are generally reported in publications can easily be set to the same values, many additional parameters-with much less straightforward user access-might impact the "peptide space" used by each program. Moreover, in a configuration where each search engine identifies the same candidates for each spectrum, the inference of the proteins may remain quite different depending on the false discovery rate selected.

Cognitive bias in symptomatic and recovered agoraphobics.

PubMed

Stoler, L S; McNally, R J

1991-01-01

Symptomatic agoraphobics, recovered agoraphobics, and normal control subjects completed a series of sentence stems that had either ambiguous or unambiguous meanings, and had either a potentially threatening or a nonthreatening connotation. The written completions made by subjects to these stems were classified as indicating either a biased (i.e. threat-related) or unbiased interpretation of the meaning of the stem, and if a biased interpretation was made, whether the subject indicated efforts at adaptive coping with the perceived threat. Results indicated that symptomatic agoraphobics exhibited strong biases for interpreting information as threatening, relative to normal control subjects. Moreover, recovered agoraphobics resembled symptomatic agoraphobics more than normal control subjects, thus indicating that cognitive biases may persist following cessation of panic attacks and reductions in avoidance behavior. However, recovered agoraphobics also exhibited tendencies to cope adaptively with perceived threats whereas symptomatic agoraphobics did not.

Stroop performance in multiple sclerosis: information processing, selective attention, or executive functioning?

PubMed

Macniven, J A B; Davis, C; Ho, M-Y; Bradshaw, C M; Szabadi, E; Constantinescu, C S

2008-09-01

Cognitive impairments in information processing speed, attention and executive functioning are widely reported in patients with multiple sclerosis (MS). Several studies have identified impaired performance on the Stroop test in people with MS, yet uncertainty remains over the cause of this phenomenon. In this study, 25 patients with MS were assessed with a neuropsychological test battery including a computerized Stroop test and a computerized test of information processing speed, the Graded Conditional Discrimination Tasks (GCDT). The patient group was compared with an individually age, sex and estimated premorbid IQ-matched healthy control group. The patients' reaction times (RTs) were significantly longer than those of the controls on all Stroop test trials and there was a significantly enhanced absolute (RT(incongruent)-RT(neutral)) and relative (100 x [RT(incongruent)-RT(neutral)]/RT(neutral)) Stroop interference effect for the MS group. The linear function relating RT to stimulus complexity in the GCDT was significantly steeper in the patient group, indicating slowed information processing. The results are discussed with reference to the difference engine model, a theory of diversity in speeded cognition. It is concluded that, in the assessment of people with MS, great caution must be used in the interpretation of performance on neuropsychological tests which rely on RT as the primary measure.

The Cognitive, Perceptual, and Neural Bases of Skilled Performance

DTIC Science & Technology

1994-02-01

technical report 3/15/90-3/14/93 4. TITLE AND SUBTITLE S. FUNDING NUMBERS The Cognitive , Perceptual, and Neural Bases AFOSR 90-0175 of Skilled... COGNITIVE , PERCEPTUAL, AND NEURAL BASES OF SKILLED PERFORMANCE March 15, 1990-March 14, 1993 Principal Investigator: Stephen Grossberg Wang Professor of... Cognitive and Neural Systems Professor of Mathematics, Psychology, and Biomedical Engineering Director, Center for Adaptive Systems Chairman, Department

The Effect of Contemporary Engineering Education on the Creative Potential of Engineering Students.

ERIC Educational Resources Information Center

Costello, Francis J.

The possibility that a specific engineering curriculum reduces the creative potential of its students was investigated, along with the relationship between pre-cognition, the ability to foresee events, and creativity. Engineering freshmen and seniors were tested and compared on creative potential. Liberal arts freshmen and seniors were also tested…

Cognitive Abilities as Expressions of Three "Ways of Knowing."

ERIC Educational Resources Information Center

Diamond, Stephen R.; Royce, Joseph R.

1980-01-01

Factor analytic studies suggest that there are six replicable second order cognitive factors. These six factors lend themselves to being interpreted as aspects of Royce's three ways of knowing: conceptual, perceptual, or symbolical. This view provides a unified explanation of the second and third order factors. (Author/CTM)

Creation of the "Sphere of the Between" in Educational Dialogue

ERIC Educational Resources Information Center

Lederman-Daniely, Dvora

2016-01-01

This article presents the current perception of dialogical teaching models as a notion that is concerned primarily with the cognitive layers of the dialogue, and focuses on the cognitive functions of learning, information processing, interpretation and decision-making. This perception, according to different researchers, ignores the relational…

Children's and Adults' Judgments of the Controllability of Cognitive Activities

ERIC Educational Resources Information Center

Pillow, Bradford H.; Pearson, RaeAnne M.

2015-01-01

Two experiments investigated 1st-, 3rd-, and 5th-grade children's and adults' judgments related to the controllability of cognitive activities, including object recognition, inferential reasoning, counting, and pretending. In Experiment 1, fifth-grade children and adults rated transitive inference and interpretation of ambiguous pictures as more…

Cognitive Mediators of the Effect of Peer Victimization on Loneliness

ERIC Educational Resources Information Center

Catterson, Jennifer; Hunter, Simon C.

2010-01-01

Background: The impact of stress on psychological adjustment may be mediated by cognitive interpretations (i.e., appraisals) of events for individuals. Defining characteristics of loneliness suggest that appraisals of blame, threat, and perceived control may be particularly important in this domain. Aims: To evaluate the extent to which cognitive…

Individual Differences in Cognitive Functioning in the Elderly--Phenomena and Interpretation.

ERIC Educational Resources Information Center

North, Alvin J.; Ulatowska, Hanna K.

1979-01-01

Residents (N=27) of a Jewish home for the aged were given a battery of 25 tests of cognitive abilities. There were marked individual differences among participants. Poorer performance was associated with carrying a diagnosis of organic brain syndrome and with a number of other background variables. (Author)

Situated Learning: Conceptualization and Measurement

ERIC Educational Resources Information Center

Goel, Lakshmi; Johnson, Norman; Junglas, Iris; Ives, Blake

2010-01-01

A focus on the interaction between cognitive schemas and context in situ has been suggested as fundamental in organizational decision making and information interpretation. Past research suggests that the situation and the social interaction that occur during learning at the cognitive level consist of factors that affect the process, but the…

The Mathematics of Child Street Vendors.

ERIC Educational Resources Information Center

Saxe, Geoffrey B.

1988-01-01

The influence of cultural practices on the cognitive development of largely unschooled children was investigated among 23 candy sellers and matched non-vendors between 10- and 12-years-old who resided in northeast Brazil. Findings are interpreted as supporting a model of cognitive development in which children construct novel understandings while…

Gender Differences in Patterns of Spatial Ability, Environmental Cognition, and Math and English Achievement in Late Adolescence.

ERIC Educational Resources Information Center

Pearson, Jane L.; Ferguson, Lucy Rau

1989-01-01

Explored relationships among three measures of spatial ability--Embedded Figures Test, Mental Rotations Test, and Differential Aptitude Spatial Relations subtest--an environmental cognition task, American College Testing mathematics and English achievement in undergraduates (N=282). Interpreted results as substantiating sex role socialization…

Cognitive Load Theory and the Effects of Transient Information on the Modality Effect

ERIC Educational Resources Information Center

Leahy, Wayne; Sweller, John

2016-01-01

Based on cognitive load theory and the "transient information effect," this paper investigated the "modality effect" while interpreting a contour map. The length and complexity of auditory and visual text instructions were manipulated. Experiment 1 indicated that longer audio text information within a presentation was inferior…

Cognitive Metaphor Theory and the Metaphysics of Immediacy

ERIC Educational Resources Information Center

Madsen, Mathias W.

2016-01-01

One of the core tenets of cognitive metaphor theory is the claim that metaphors ground abstract knowledge in concrete, first-hand experience. In this paper, I argue that this grounding hypothesis contains some problematic conceptual ambiguities and, under many reasonable interpretations, empirical difficulties. I present evidence that there are…

A Memory-Based Theory of Verbal Cognition

ERIC Educational Resources Information Center

Dennis, Simon

2005-01-01

The syntagmatic paradigmatic model is a distributed, memory-based account of verbal processing. Built on a Bayesian interpretation of string edit theory, it characterizes the control of verbal cognition as the retrieval of sets of syntagmatic and paradigmatic constraints from sequential and relational long-term memory and the resolution of these…

Integration of Language and Cognition at Pre-Conceptual Level

DTIC Science & Technology

2003-10-04

and cognition at a pre-conceptual level, where conceptual and emotional contents are not differentiated might be interesting for theoretical linguistics and for practical development of understanding-based search engines .

Beyond Ethical Frameworks: Using Moral Experimentation in the Engineering Ethics Classroom.

PubMed

Walling, Olivia

2015-12-01

Although undergraduate engineering ethics courses often include the development of moral sensitivity as a learning objective and the use of active learning techniques, teaching centers on the transmission of cognitive knowledge. This article describes a complementary assignment asking students to perform an ethics "experiment" on themselves that has a potential to enhance affective learning and moral imagination. The article argues that the focus on cognitive learning may not promote, and may even impair, our efforts to foster moral sensitivity. In contrast, the active learning assignments and exercises, like the ethics "experiment" discussed, offer great potential to expand the scope of instruction in engineering ethics to include ethical behavior as well as knowledge. Engineering ethics education needs to extend beyond the narrow range of human action associated with the technical work of the engineer and explore ways to draw on broader lifeworld experiences to enrich professional practice and identity.

Assisting Students' Cognitive Strategies with the Use of CAS

ERIC Educational Resources Information Center

Sarvari, Csaba; Lavicza, Zsolt; Klincsik, Mihaly

2010-01-01

This paper examines various cognitive strategies applied while CAS (Computer Algebra System) are used in undergraduate-level engineering mathematics teaching and learning. We posed some questions in relation to such CAS use: What kind of tools can CAS offer to enhance different cognitive strategies of students? How can the use of CAS widen the…

Undergraduate STEM Achievement and Retention: Cognitive, Motivational, and Institutional Factors and Solutions

ERIC Educational Resources Information Center

Cromley, Jennifer G.; Perez, Tony; Kaplan, Avi

2016-01-01

Student cognition and motivation, as well as institutional policies, determine student course grades and retention in science, technology, engineering, and mathematics (STEM) majors. Regarding cognition, study skills relate to course grades, and grades relate to retention in STEM. Several aspects of motivation are related to both grades and…

Cognitive and Task Influences on Web Searching Behavior.

ERIC Educational Resources Information Center

Kim, Kyung-Sun; Allen, Bryce

2002-01-01

Describes results from two independent investigations of college students that were conducted to study the impact of differences in users' cognition and search tasks on Web search activities and outcomes. Topics include cognitive style; problem-solving; and implications for the design and use of the Web and Web search engines. (Author/LRW)

Executive-Attentional Uncertainty Responses by Rhesus Macaques ("Macaca mulatta")

ERIC Educational Resources Information Center

Smith, J. David; Coutinho, Mariana V. C.; Church, Barbara A.; Beran, Michael J.

2013-01-01

The uncertainty response has been influential in studies of human perception, and it is crucial in the growing research literature that explores animal metacognition. However, the uncertainty response's interpretation is still sharply debated. The authors sought to clarify this interpretation using the dissociative technique of cognitive loads…

Teachers' Perception, Interpretation, and Decision-Making: A Systematic Review of Empirical Mathematics Education Research

ERIC Educational Resources Information Center

Stahnke, Rebekka; Schueler, Sven; Roesken-Winter, Bettina

2016-01-01

Research in mathematics education has investigated teachers' professional knowledge in depth, comprising two different approaches: a cognitive and a situated perspective. Linking these two perspectives leads to addressing situation-specific skills such as perception, interpretation and decision-making, indicative of revealing a teacher's knowledge…

Editor's Introduction and Review: Coordination and Context in Cognitive Science.

PubMed

Kello, Christopher T

2018-01-01

The role of coordination in cognitive science has been on the rise in recent years, in terms of coordination among neurons, coordination among sensory and motor systems, and coordination among individuals. Research has shown that coordination patterns corresponding to cognitive activities depend on the various contexts in which the underlying interactions are situated. The present issue of Topics in Cognitive Science centers on studies of coordination that address the role of context in shaping or interpreting dynamical patterns of human behavior. This introductory article reviews some of the prior literature leading up to current and future research on coordination and context in cognitive science. Copyright © 2017 Cognitive Science Society, Inc.

Mindfulness-Based Interventions for Hematology and Oncology Patients with Pain.

PubMed

Hess, Denise

2018-06-01

Pain is a reality for approximately half of all of patients with cancer and can negatively affect patient cognitive and emotional states, resulting in "total pain." Total pain may not respond to pharmacologic interventions and may pave the way for the onset of suffering, where suffering is defined as physical pain accompanied by negative cognitive interpretations. Mindfulness-based interventions provide an alternate interpretive framework for both pain and suffering and may lessen a patient's experience of pain. Mindfulness-based interventions have the potential to alter a patient's relationship to pain, reducing pain catastrophizing, and enhancing patient reported overall well-being. Copyright © 2018 Elsevier Inc. All rights reserved.

Spatial memory tasks in rodents: what do they model?

PubMed

Morellini, Fabio

2013-10-01

The analysis of spatial learning and memory in rodents is commonly used to investigate the mechanisms underlying certain forms of human cognition and to model their dysfunction in neuropsychiatric and neurodegenerative diseases. Proper interpretation of rodent behavior in terms of spatial memory and as a model of human cognitive functions is only possible if various navigation strategies and factors controlling the performance of the animal in a spatial task are taken into consideration. The aim of this review is to describe the experimental approaches that are being used for the study of spatial memory in rats and mice and the way that they can be interpreted in terms of general memory functions. After an introduction to the classification of memory into various categories and respective underlying neuroanatomical substrates, I explain the concept of spatial memory and its measurement in rats and mice by analysis of their navigation strategies. Subsequently, I describe the most common paradigms for spatial memory assessment with specific focus on methodological issues relevant for the correct interpretation of the results in terms of cognitive function. Finally, I present recent advances in the use of spatial memory tasks to investigate episodic-like memory in mice.

Taking your own path: Individual differences in executive function and language processing skills in child learners.

PubMed

Woodard, Kristina; Pozzan, Lucia; Trueswell, John C

2016-01-01

Children as old as 5 or 6 years display selective difficulties in revising initial interpretive commitments, as indicated by both online and offline measures of sentence comprehension. It is likely, however, that individual children differ in how well they can recover from misinterpretations and in the age at which they become adult-like in these abilities. To better understand the cognitive functions that support sentence processing and revision, the current work investigated how individual differences in children's ability to interpret temporarily ambiguous sentences relate to individual differences in other linguistic and domain-general cognitive abilities. Children were tested over 2 days on a battery of executive function, working memory, and language comprehension tasks. Performance on these tasks was then used to predict online and offline measures of children's ability to revise initial misinterpretations of temporarily ambiguous sentences. We found two measures of children's cognitive flexibility to be related to their ambiguity resolution abilities. These results provide converging evidence for the hypothesis that the ability to revise initial interpretive commitments is supported by domain-general executive function abilities, which are highly variable and not fully developed in children. Copyright © 2015 Elsevier Inc. All rights reserved.

Performance anxiety experiences of professional ballet dancers: the importance of control.

PubMed

Walker, Imogen J; Nordin-Bates, Sanna M

2010-01-01

Performance anxiety research abounds in sport psychology, yet has been relatively sparse in dance. The present study explores ballet dancers' experiences of performance anxiety in relation to: 1. symptom type, intensity, and directional interpretation; 2. experience level (including company rank); and 3. self-confidence and psychological skills. Fifteen elite ballet dancers representing all ranks in one company were interviewed, and qualitative content analysis was conducted. Results revealed that cognitive anxiety was more dominant than somatic anxiety, and was unanimously interpreted as debilitative to performance. Somatic anxiety was more likely to be interpreted as facilitative, with the majority of dancers recognizing that a certain amount of anxiety could be beneficial to performance. Principal dancers suffered from higher intensities of performance anxiety than corps de ballet members. Feeling out of control emerged as a major theme in both the experience of anxiety and its interpretation. As a result, prevention or handling of anxiety symptoms may be accomplished by helping dancers to feel in control. Dancers may benefit from education about anxiety symptoms and their interpretation, in addition to psychological skills training incorporating cognitive restructuring strategies and problem-focussed coping to help increase their feelings of being in control.

Pen-based Interfaces for Engineering and Education

NASA Astrophysics Data System (ADS)

Stahovich, Thomas F.

Sketches are an important problem-solving tool in many fields. This is particularly true of engineering design, where sketches facilitate creativity by providing an efficient medium for expressing ideas. However, despite the importance of sketches in engineering practice, current engineering software still relies on traditional mouse and keyboard interfaces, with little or no capabilities to handle free-form sketch input. With recent advances in machine-interpretation techniques, it is now becoming possible to create practical interpretation-based interfaces for such software. In this chapter, we report on our efforts to create interpretation techniques to enable pen-based engineering applications. We describe work on two fundamental sketch understanding problems. The first is sketch parsing, the task of clustering pen strokes or geometric primitives into individual symbols. The second is symbol recognition, the task of classifying symbols once they have been located by a parser. We have used the techniques that we have developed to construct several pen-based engineering analysis tools. These are used here as examples to illustrate our methods. We have also begun to use our techniques to create pen-based tutoring systems that scaffold students in solving problems in the same way they would ordinarily solve them with paper and pencil. The chapter concludes with a brief discussion of these systems.

The Use of Executive Control Processes in Engineering Design by Engineering Students and Professional Engineers

ERIC Educational Resources Information Center

Dixon, Raymond A.; Johnson, Scott D.

2012-01-01

A cognitive construct that is important when solving engineering design problems is executive control process, or metacognition. It is a central feature of human consciousness that enables one "to be aware of, monitor, and control mental processes." The framework for this study was conceptualized by integrating the model for creative design, which…

The tell-tale heart: physiological reactivity during resolution of ambiguity in youth anxiety.

PubMed

Rozenman, Michelle; Vreeland, Allison; Iglesias, Marisela; Mendez, Melissa; Piacentini, John

2018-03-01

In the past decade, cognitive biases and physiological arousal have each been proposed as mechanisms through which paediatric anxiety develops and is maintained over time. Preliminary studies have found associations between anxious interpretations of ambiguity, physiological arousal, and avoidance, supporting theories that link cognition, psychophysiology, and behaviour. However, little is known about the relationship between youths' resolutions of ambiguity and physiological arousal during acute stress. Such information may have important clinical implications for use of verbal self-regulation strategies and cognitive restructuring during treatments for paediatric anxiety. In this brief report, we present findings suggesting that anxious, but not typically developing, youth select avoidant goals via non-threatening resolution of ambiguity during a stressor, and that this resolution of ambiguity is accompanied by physiological reactivity (heart rate, heart rate variability, and respiratory sinus arrhythmia). We propose future empirical research on the interplay between interpretation bias, psychophysiology, and child anxiety, as well as clinical implications.

A Perspective on Consumers 3.0: They Are Not Better Decision-Makers than Previous Generations

PubMed Central

Houdek, Petr

2016-01-01

This perspective article builds upon the theory of local thinking in interpretation and prediction of consumer behavior in a contemporary world of information overload. It is shown that even informed and socially and environmentally responsible consumers (consumers 3.0) exhibit selective recall, limited attention, and bounded search in the perception and interpretation of price and quality of purchases. Their decisions fall into local cognitive frames, which specifically focus attention only on a narrow structure and content of the choice. The cognitive frames can be established by recent or regular purchases, but also extreme or primary purchase experiences. The article includes a short conceptual review of car, food, clothing, insurance, drugs, paintings, and other product purchases showing that the local cognitive frames often lead to bad bargains across various sectors. The article presents several suggestions for future research. PMID:27375527

A metacognitive perspective on the cognitive deficits experienced in intellectually threatening environments.

PubMed

Schmader, Toni; Forbes, Chad E; Zhang, Shen; Mendes, Wendy Berry

2009-05-01

Three studies tested the hypothesis that negative metacognitive interpretations of anxious arousal under stereotype threat create cognitive deficits in intellectually threatening environments. Study 1 showed that among minority and White undergraduates, anxiety about an intelligence test predicted lower working memory when participants were primed with doubt as compared to confidence. Study 2 replicated this pattern with women and showed it to be unique to intellectually threatening environments. Study 3 used emotional reappraisal as an individual difference measure of the tendency to metacognitively reinterpret negative emotions and found that when sympathetic activation was high (indexed by salivary alpha-amylase), women who tended to reappraise negative feelings performed better in math and felt less self-doubt than those low in reappraisal. Overall, findings highlight how metacognitive interpretations of affect can undermine cognitive efficiency under stereotype threat and offer implications for the situational and individual difference variables that buffer people from these effects.

A Perspective on Consumers 3.0: They Are Not Better Decision-Makers than Previous Generations.

PubMed

Houdek, Petr

2016-01-01

This perspective article builds upon the theory of local thinking in interpretation and prediction of consumer behavior in a contemporary world of information overload. It is shown that even informed and socially and environmentally responsible consumers (consumers 3.0) exhibit selective recall, limited attention, and bounded search in the perception and interpretation of price and quality of purchases. Their decisions fall into local cognitive frames, which specifically focus attention only on a narrow structure and content of the choice. The cognitive frames can be established by recent or regular purchases, but also extreme or primary purchase experiences. The article includes a short conceptual review of car, food, clothing, insurance, drugs, paintings, and other product purchases showing that the local cognitive frames often lead to bad bargains across various sectors. The article presents several suggestions for future research.

Knowledge-Acquisition Tool For Expert System

NASA Technical Reports Server (NTRS)

Disbrow, James D.; Duke, Eugene L.; Regenie, Victoria A.

1988-01-01

Digital flight-control systems monitored by computer program that evaluates and recommends. Flight-systems engineers for advanced, high-performance aircraft use knowlege-acquisition tool for expert-system flight-status monitor suppling interpretative data. Interpretative function especially important in time-critical, high-stress situations because it facilitates problem identification and corrective strategy. Conditions evaluated and recommendations made by ground-based engineers having essential knowledge for analysis and monitoring of performances of advanced aircraft systems.

(Social) Cognitive Skills and Social Information Processing in Children with Mild to Borderline Intellectual Disabilities

ERIC Educational Resources Information Center

van Nieuwenhuijzen, M.; Vriens, A.

2012-01-01

The purpose of this study was to examine the unique contributions of (social) cognitive skills such as inhibition, working memory, perspective taking, facial emotion recognition, and interpretation of situations to the variance in social information processing in children with mild to borderline intellectual disabilities. Respondents were 79…

The Cognitive Content of the World of Symbols in a Language

ERIC Educational Resources Information Center

Zhirenov, Sayan A.; Satemirova, Darikha A.; Ibraeva, Aizat D.; Tanzharikova, Alua V.

2016-01-01

The purpose of this study is to analyze the meaning of symbols, the symbolic world in linguistics. Using the methods of observation, analysis, synthesis and interpretation, the author determines the category of symbols in linguistic-cognitive research. The study delineates connection between linguistic image of the universe and symbolic categories…

Spatial Cognition and Map Interpretation

DTIC Science & Technology

1987-09-01

Terrain association Spatial cognition Map reading Videogames aa mldm II naeaaaaiy and Hontlty by block numbor) Spatial memory span Orientation...ability. Finally, field and classroom performance was compared to wayfinding in a simulated ( videogame ) environment in which position coordinates were...a simulated ( videogame ) environment. Findings: MITAC instruction significantly improved the experimental group’s ability to perform terrain

Nonverbal and Language-Reduced Measures of Cognitive Ability: A Review and Evaluation

ERIC Educational Resources Information Center

Drevon, Daniel D.; Knight, Rachel M.; Bradley-Johnson, Sharon

2017-01-01

With the number of new and revised nonverbal and language-reduced tests of cognitive ability, selection and interpretation of appropriate measures can be complicated. Seven nonverbal or language-reduced tests with normative data collected within the last 15 years were evaluated. Besides evaluating technical adequacy, other variables affecting test…

The Spurious Relationship between IQ and Social Behavior: Ethnic Abuse, Gender Ignorance, and Confounded Education.

ERIC Educational Resources Information Center

Gartrell, John; Marquez, Stephanie Amadeo

1995-01-01

Criticizes data analysis and interpretation in "The Bell Curve:" Herrnstein and Murray do not actually study the "cognitive elite"; do not control for education when examining effects of cognitive ability on occupational outcomes, ignore, cultural diversity within broad ethnic groups (Asian Americans, Latinos), ignore gender…

Using an e-Portfolio System to Improve the Academic Writing Performance of ESL Students

ERIC Educational Resources Information Center

Alshahrani, Ali; Windeatt, Scott

2012-01-01

Many intensive English language programmes that English second language (ESL) students enrol in adopt a process approach to writing, interpreting writing as a cognitive process that is highly private or individualistic (Atkinson, 2003), where writers use specific cognitive phases, such as pre-writing, drafting, and revising, to generate their…

The Plasticity of Adolescent Cognitions: Data from a Novel Cognitive Bias Modification Training Task

ERIC Educational Resources Information Center

Lau, Jennifer Y. F.; Molyneaux, Emma; Telman, Machteld D.; Belli, Stefano

2011-01-01

Many adult anxiety problems emerge in adolescence. Investigating how adolescent anxiety arises and abates is critical for understanding and preventing adult psychiatric problems. Drawing threat interpretations from ambiguous material is linked to adolescent anxiety but little research has clarified the causal nature of this relationship. Work in…

Statistical Classification for Cognitive Diagnostic Assessment: An Artificial Neural Network Approach

ERIC Educational Resources Information Center

Cui, Ying; Gierl, Mark; Guo, Qi

2016-01-01

The purpose of the current investigation was to describe how the artificial neural networks (ANNs) can be used to interpret student performance on cognitive diagnostic assessments (CDAs) and evaluate the performances of ANNs using simulation results. CDAs are designed to measure student performance on problem-solving tasks and provide useful…

Cognitive Biases in the Interpretation of Autonomic Arousal: A Test of the Construal Bias Hypothesis

ERIC Educational Resources Information Center

Ciani, Keith D.; Easter, Matthew A.; Summers, Jessica J.; Posada, Maria L.

2009-01-01

According to Bandura's construal bias hypothesis, derived from social cognitive theory, persons with the same heightened state of autonomic arousal may experience either pleasant or deleterious emotions depending on the strength of perceived self-efficacy. The current study tested this hypothesis by proposing that college students' preexisting…

Historical Increase in the Number of Factors Measured by Commercial Tests of Cognitive Ability: Are We Overfactoring?

ERIC Educational Resources Information Center

Frazier, Thomas W.; Youngstrom, Eric A.

2007-01-01

A historical increase in the number of factors purportedly measured by commercial tests of cognitive ability may result from four distinct pressures including: increasingly complex models of intelligence, test publishers' desires to provide clinically useful assessment instruments with greater interpretive value, test publishers' desires to…

Vocal Markers of Motor, Cognitive, and Depressive Symptoms in Parkinson’s Disease

DTIC Science & Technology

2017-05-02

Secretary of Defense for Research and Engineering under Air Force Contract No. FA8721- 05-C-0002 and/or FA8702-15-D-0001. Any opinions, findings...of Defense for Research and Engineering. depression, which occurs in 35% of patients with PD [1] and cognitive impairment, which occurs in 80% of...Feature Extraction We utilize three feature sets, described below, which have been shown in our previous research to be predictive of PD motor severity

Enhancements to the Engine Data Interpretation System (EDIS)

NASA Technical Reports Server (NTRS)

Hofmann, Martin O.

1993-01-01

The Engine Data Interpretation System (EDIS) expert system project assists the data review personnel at NASA/MSFC in performing post-test data analysis and engine diagnosis of the Space Shuttle Main Engine (SSME). EDIS uses knowledge of the engine, its components, and simple thermodynamic principles instead of, and in addition to, heuristic rules gathered from the engine experts. EDIS reasons in cooperation with human experts, following roughly the pattern of logic exhibited by human experts. EDIS concentrates on steady-state static faults, such as small leaks, and component degradations, such as pump efficiencies. The objective of this contract was to complete the set of engine component models, integrate heuristic rules into EDIS, integrate the Power Balance Model into EDIS, and investigate modification of the qualitative reasoning mechanisms to allow 'fuzzy' value classification. The results of this contract is an operational version of EDIS. EDIS will become a module of the Post-Test Diagnostic System (PTDS) and will, in this context, provide system-level diagnostic capabilities which integrate component-specific findings provided by other modules.

Enhancements to the Engine Data Interpretation System (EDIS)

NASA Technical Reports Server (NTRS)

Hofmann, Martin O.

1993-01-01

The Engine Data Interpretation System (EDIS) expert system project assists the data review personnel at NASA/MSFC in performing post-test data analysis and engine diagnosis of the Space Shuttle Main Engine (SSME). EDIS uses knowledge of the engine, its components, and simple thermodynamic principles instead of, and in addition to, heuristic rules gathered from the engine experts. EDIS reasons in cooperation with human experts, following roughly the pattern of logic exhibited by human experts. EDIS concentrates on steady-state static faults, such as small leaks, and component degradations, such as pump efficiencies. The objective of this contract was to complete the set of engine component models, integrate heuristic rules into EDIS, integrate the Power Balance Model into EDIS, and investigate modification of the qualitative reasoning mechanisms to allow 'fuzzy' value classification. The result of this contract is an operational version of EDIS. EDIS will become a module of the Post-Test Diagnostic System (PTDS) and will, in this context, provide system-level diagnostic capabilities which integrate component-specific findings provided by other modules.

Brain Structure-function Couplings (FY11)

DTIC Science & Technology

2012-01-01

influence time-evolving models of global brain function and dynamic changes in cognitive performance. Both structural and functional connections change on...Artifact Resistant Measure to Detect Cognitive EEG Activity During Locomotion. Journal of NeuroEngineering and Rehabilitation, submitted. 10...Specifically, identifying the communication between brain regions that occurs during tasks may provide information regarding the cognitive processes involved in

Translational cognitive endocrinology: Designing rodent experiments with the goal to ultimately enhance cognitive health in women

PubMed Central

Mennenga, S.E.; Bimonte-Nelson, H.A.

2014-01-01

Understanding the cognitive impact of endogenously derived, and exogenously administered, hormone alterations is necessary for developing hormone treatments to support healthy brain function in women, especially during aging. The increasing number of studies in the burgeoning area of translational cognitive neuroendocrinology has revealed numerous factors that influence the extent and direction of female steroid effects on cognition. Here, we discuss the decision processes underlying the design of rodent hormone manipulation experiments evaluating learning and memory. It is noted that even when beginning with a clear hypothesis-driven question, there are numerous factors to consider in order to solidify a sound experimental design that will yield clean, interpretable results. Decisions and considerations include: age of animals at hormone administration and test, ovariectomy implementation, when to administer hormones relative to ovarian hormone loss, how and whether to monitor the estrous cycle if animals are ovary-intact, dose of hormone, administration route of hormone, hormone treatment confirmation protocols, handling procedures required for hormone administration and treatment confirmation, cognitive domains to be tested and which mazes should be utilized to test these cognitive domains, and control measures to be used. A balanced view of optimal design and realistic experimental practice and protocol is presented. The emerging results from translational cognitive neuroendocrinology studies have been diverse, but also enlightening and exciting as we realize the broad scope and powerful nature of ovarian hormone effects on the brain and its function. We must design, implement, and interpret hormone and cognition experiments with sensitivity to these tenets, acknowledging and respecting the breadth and depth of the impact gonadal hormones have on brain functioning and its rich plasticity. PMID:23391594

Imagining a brighter future: the effect of positive imagery training on mood, prospective mental imagery and emotional bias in older adults.

PubMed

Murphy, Susannah E; Clare O'Donoghue, M; Drazich, Erin H S; Blackwell, Simon E; Christina Nobre, Anna; Holmes, Emily A

2015-11-30

Positive affect and optimism play an important role in healthy ageing and are associated with improved physical and cognitive health outcomes. This study investigated whether it is possible to boost positive affect and associated positive biases in this age group using cognitive training. The effect of computerised imagery-based cognitive bias modification on positive affect, vividness of positive prospective imagery and interpretation biases in older adults was measured. 77 older adults received 4 weeks (12 sessions) of imagery cognitive bias modification or a control condition. They were assessed at baseline, post-training and at a one-month follow-up. Both groups reported decreased negative affect and trait anxiety, and increased optimism across the three assessments. Imagery cognitive bias modification significantly increased the vividness of positive prospective imagery post-training, compared with the control training. Contrary to our hypothesis, there was no difference between the training groups in negative interpretation bias. This is a useful demonstration that it is possible to successfully engage older adults in computer-based cognitive training and to enhance the vividness of positive imagery about the future in this group. Future studies are needed to assess the longer-term consequences of such training and the impact on affect and wellbeing in more vulnerable groups. Copyright © 2015 The Authors. Published by Elsevier Ireland Ltd.. All rights reserved.

Dynamic goal states: adjusting cognitive control without conflict monitoring.

PubMed

Scherbaum, Stefan; Dshemuchadse, Maja; Ruge, Hannes; Goschke, Thomas

2012-10-15

A central topic in the cognitive sciences is how cognitive control is adjusted flexibly to changing environmental demands at different time scales to produce goal-oriented behavior. According to an influential account, the context-sensitive recruitment of cognitive control is mediated by a specialized conflict monitoring process that registers current conflict and signals the demand for enhanced control in subsequent trials. This view has been immensely successful not least due to supporting evidence from neuroimaging studies suggesting that the conflict monitoring function is localized within the anterior cingulate cortex (ACC) which, in turn, signals the demand for enhanced control to the prefrontal cortex (PFC). In this article, we propose an alternative model of the adaptive regulation of cognitive control based on multistable goal attractor network dynamics and adjustments of cognitive control within a conflict trial. Without incorporation of an explicit conflict monitoring module, the model mirrors behavior in conflict tasks accounting for effects of response congruency, sequential conflict adaptation, and proportion of incongruent trials. Importantly, the model also mirrors frequency tagged EEG data indicating continuous conflict adaptation and suggests a reinterpretation of the correlation between ACC and the PFC BOLD data reported in previous imaging studies. Together, our simulation data propose an alternative interpretation of both behavioral data as well as imaging data that have previously been interpreted in favor of a specialized conflict monitoring process in the ACC. Copyright © 2012 Elsevier Inc. All rights reserved.

A multidimensional approach to examine student interdisciplinary learning in science and engineering in higher education

NASA Astrophysics Data System (ADS)

Spelt, Elisabeth Jacoba Hendrika; Luning, Pieternelleke Arianne; van Boekel, Martinus A. J. S.; Mulder, Martin

2017-11-01

Preparing science and engineering students to work in interdisciplinary teams necessitates research on teaching and learning of interdisciplinary thinking. A multidimensional approach was taken to examine student interdisciplinary learning in a master course on food quality management. The collected 615 student experiences were analysed for the cognitive, emotional, and social learning dimensions using the learning theory of Illeris. Of these 615 experiences, the analysis showed that students reported 214, 194, and 207 times on, respectively, the emotional, the cognitive, and the social dimension. Per learning dimension, key learning experiences featuring interdisciplinary learning were identified such as 'frustrations in selecting and matching disciplinary knowledge to complex problems' (emotional), 'understanding how to apply theoretical models or concepts to real-world situations' (cognitive), and 'socially engaging with peers to recognise similarities in perceptions and experiences' (social). Furthermore, the results showed that students appreciated the cognitive dimension relatively more than the emotional and social dimensions.

A network engineering perspective on probing and perturbing cognition with neurofeedback

PubMed Central

Khambhati, Ankit N.

2017-01-01

Network science and engineering provide a flexible and generalizable tool set to describe and manipulate complex systems characterized by heterogeneous interaction patterns among component parts. While classically applied to social systems, these tools have recently proven to be particularly useful in the study of the brain. In this review, we describe the nascent use of these tools to understand human cognition, and we discuss their utility in informing the meaningful and predictable perturbation of cognition in combination with the emerging capabilities of neurofeedback. To blend these disparate strands of research, we build on emerging conceptualizations of how the brain functions (as a complex network) and how we can develop and target interventions or modulations (as a form of network control). We close with an outline of current frontiers that bridge neurofeedback, connectomics, and network control theory to better understand human cognition. PMID:28445589

Jung on the Nature and Interpretation of Dreams: A Developmental Delineation with Cognitive Neuroscientific Responses

PubMed Central

Zhu, Caifang

2013-01-01

Post-Jungians tend to identify Jung’s dream theory with the concept of compensation; they tend to believe that Jung’s radically open stand constitutes his dream theory in its entirety. However, Jung’s theory regarding dreams was a product of an evolving process throughout his whole intellectual and professional life. Unfortunately, the theory has not been understood in such a developmental light. Based on a historical and textual study of all dream articles found throughout The Collected Works of C.G. Jung, this paper maps a concise three-phase trajectory of Jung’s changing views on dreams and interpretation. The paper posits that Jung’s last essay, “Symbols and the Interpretation of Dreams” (1961), epitomizes his final stand, although such a stand is also reflected in a less explicit and less emphatic way during the latter period of the second phase. The paper also briefly addresses where Jung and Jungians have been enigmatic or negligent. For example, it has not been explicated fully why compensation as slight modifications and compensation as parallels to waking life situations are rare in Jung’s cases In addition, contemporary cognitive and neuroscientific approaches to the study of dreams, as represented by Harry Hunt, William Domhoff, and Allan Hobson, among others, are presented in connection with Jung. The juxtaposition of Jungian, cognitive, and neuroscientific approaches showcases how cognitive and scientific findings challenge, enrich, and in some ways confirm Jung’s dream theory and praxis. PMID:25379263

Jung on the nature and interpretation of dreams: a developmental delineation with cognitive neuroscientific responses.

PubMed

Zhu, Caifang

2013-12-01

Post-Jungians tend to identify Jung's dream theory with the concept of compensation; they tend to believe that Jung's radically open stand constitutes his dream theory in its entirety. However, Jung's theory regarding dreams was a product of an evolving process throughout his whole intellectual and professional life. Unfortunately, the theory has not been understood in such a developmental light. Based on a historical and textual study of all dream articles found throughout The Collected Works of C.G. Jung, this paper maps a concise three-phase trajectory of Jung's changing views on dreams and interpretation. The paper posits that Jung's last essay, "Symbols and the Interpretation of Dreams" (1961), epitomizes his final stand, although such a stand is also reflected in a less explicit and less emphatic way during the latter period of the second phase. The paper also briefly addresses where Jung and Jungians have been enigmatic or negligent. For example, it has not been explicated fully why compensation as slight modifications and compensation as parallels to waking life situations are rare in Jung's cases In addition, contemporary cognitive and neuroscientific approaches to the study of dreams, as represented by Harry Hunt, William Domhoff, and Allan Hobson, among others, are presented in connection with Jung. The juxtaposition of Jungian, cognitive, and neuroscientific approaches showcases how cognitive and scientific findings challenge, enrich, and in some ways confirm Jung's dream theory and praxis.

Metacognitive ability of male students: difference impulsive-reflective cognitive style

NASA Astrophysics Data System (ADS)

Muhtarom; Sugiyanti; Utami, R. E.; Indriana, K.

2018-03-01

This study revealed the metacognitive activity of male students in impulsive cognitive and reflective cognitive style in solving mathematical problems, especially in the material of plane. One student of impulsive cognitive style and one student of reflective cognitive-style were selected to be the subjects of the study. Data were collected by giving written test of problem solving and interview. Data analysis was done through data reduction, data presentation, data interpretation and conclusion. The results showed that male student of reflective cognitive style was meticulous and careful in solving the problem so as to obtain correct answers, while the impulsive cognitive style student had the characteristics of using a short time in solving the problem, but less careful so that the answers tended to be wrong

TORTIS (Toddler's Own Recursive Turtle Interpreter System).

ERIC Educational Resources Information Center

Perlman, Radia

TORTIS (Toddler's Own Recursive Turtle Interpreter System) is a device which can be used to study or nurture the cognitive development of preschool children. The device consists of a "turtle" which the child can control by use of buttons on a control panel. The "turtle" can be made to move in prescribed directions, to take a…

Implications of the Concept of the Schema for Public Relations.

ERIC Educational Resources Information Center

Schneider, Larissa A.

Understanding the cognitive principles inherent in schematic concepts can enhance the practice of fundamental public relations activities. Schemata dictate what information will be attended to, what interpretations will be made of it, and how it will be remembered. Both self-schemata and other-schemata help individuals organize and interpret their…

Future Cities Engineering: Early Engineering Interventions in the Middle Grades

ERIC Educational Resources Information Center

McCue, Camille; James, David

2008-01-01

This paper describes qualitative and quantitative research conducted with middle school students participating in a Future Cities Engineering course. Insights were sought regarding both affective and cognitive changes which transpired during the one-semester schedule of activities focused on modeling the infrastructure of a city built 150 years in…

Disciplinary Literacy in Engineering

ERIC Educational Resources Information Center

Wilson-Lopez, Amy; Minichiello, Angela

2017-01-01

People who practice engineering can make a difference through designing products, procedures, and systems that improve people's quality of life. Literacy, including the interpretation, evaluation, critique, and production of texts and representations, is important throughout the engineering design process. In this commentary, the authors outline…

Design and implementation of a random neural network routing engine.

PubMed

Kocak, T; Seeber, J; Terzioglu, H

2003-01-01

Random neural network (RNN) is an analytically tractable spiked neural network model that has been implemented in software for a wide range of applications for over a decade. This paper presents the hardware implementation of the RNN model. Recently, cognitive packet networks (CPN) is proposed as an alternative packet network architecture where there is no routing table, instead the RNN based reinforcement learning is used to route packets. Particularly, we describe implementation details for the RNN based routing engine of a CPN network processor chip: the smart packet processor (SPP). The SPP is a dual port device that stores, modifies, and interprets the defining characteristics of multiple RNN models. In addition to hardware design improvements over the software implementation such as the dual access memory, output calculation step, and reduced output calculation module, this paper introduces a major modification to the reinforcement learning algorithm used in the original CPN specification such that the number of weight terms are reduced from 2n/sup 2/ to 2n. This not only yields significant memory savings, but it also simplifies the calculations for the steady state probabilities (neuron outputs in RNN). Simulations have been conducted to confirm the proper functionality for the isolated SPP design as well as for the multiple SPP's in a networked environment.

Searching Choices: Quantifying Decision-Making Processes Using Search Engine Data.

PubMed

Moat, Helen Susannah; Olivola, Christopher Y; Chater, Nick; Preis, Tobias

2016-07-01

When making a decision, humans consider two types of information: information they have acquired through their prior experience of the world, and further information they gather to support the decision in question. Here, we present evidence that data from search engines such as Google can help us model both sources of information. We show that statistics from search engines on the frequency of content on the Internet can help us estimate the statistical structure of prior experience; and, specifically, we outline how such statistics can inform psychological theories concerning the valuation of human lives, or choices involving delayed outcomes. Turning to information gathering, we show that search query data might help measure human information gathering, and it may predict subsequent decisions. Such data enable us to compare information gathered across nations, where analyses suggest, for example, a greater focus on the future in countries with a higher per capita GDP. We conclude that search engine data constitute a valuable new resource for cognitive scientists, offering a fascinating new tool for understanding the human decision-making process. Copyright © 2016 The Authors. Topics in Cognitive Science published by Wiley Periodicals, Inc. on behalf of Cognitive Science Society.

Examining the relationship of ethnicity, gender and social cognitive factors with the academic achievement of first-year engineering students

NASA Astrophysics Data System (ADS)

Carr, Bruce Henry

The purpose of the study was to examine the relationships of social cognitive factors and their influence on the academic performance of first-year engineering students. The nine social cognitive variables identified were under the groupings of personal support, occupational self-efficacy, academic self-efficacy, vocational interests, coping, encouragement, discouragement, outcome expectations, and perceived stress. The primary student participants in this study were first-year engineering students from underrepresented groups which include African American, Hispanic American students and women. With this in mind, the researcher sought to examine the interactive influence of race/ethnicity and gender based on the aforementioned social cognitive factors. Differences in academic performance (university GPA of first-year undergraduate engineering students) were analyzed by ethnicity and gender. There was a main effect for ethnicity only. Gender was found not to be significant. Hispanics were not found to be significantly different in their GPAs than Whites but Blacks were found to have lower GPAs than Whites. Also, Pearson correlation coefficients were used to examine the relationship between and among the nine identified social cognitive variables. The data from the analysis uncovered ten significant correlations which were as follows: occupational self-efficacy and academic self-efficacy, occupational self-efficacy and vocational interest, occupational self-efficacy and perceived stress, academic self-efficacy and encouragement, academic self-efficacy and outcome expectations, academic self-efficacy and perceived stress, vocational interest and outcome expectations, discouragement and encouragement, coping and perceived stress, outcome expectations and perceived stress. Next, a Pearson correlation coefficient was utilized to examine the relationship between academic performance (college GPA) of first-year undergraduate engineering students and the nine identified social cognitive variables. The data analysis revealed three significant correlations which were as follows academic performance and occupational self-efficacy, academic performance and academic self-efficacy, and academic performance and encouragement. Finally, a Pearson correlation coefficient was used to examine the relationship between high school GPA and the nine identified social cognitive variables. The Pearson correlational coefficient indicated that there was one statistically significant correlation which was high school GPA and academic self-efficacy. Recommendations for further study included (a) future research involving investigations that compare a variety of institutions in different regions of the country; (b) further investigations utilizing open-ended responses from engineering students based on interviews; (c) a replicated study in 5 to 10 years to evaluate whether differences emerged relating to ethnicity and gender due to possible societal or cultural changes; and (d) a study involving a pretest and posttest of students' self-efficacy beliefs. Finally, the researcher recommends a qualitative study specifically involving interview questions aimed at students with moderate level grades and SAT scores who exhibited above average academic performance. (Abstract shortened by UMI.).

Identification of cryovolcanism on Titan using fuzzy cognitive maps

NASA Astrophysics Data System (ADS)

Furfaro, Roberto; Kargel, Jeffrey S.; Lunine, Jonathan I.; Fink, Wolfgang; Bishop, Michael P.

2010-04-01

Future planetary exploration of Titan will require higher degrees of on-board automation, including autonomous determination of sites where the probability of significant scientific findings is the highest. In this paper, a novel Artificial Intelligence (AI) method for the identification and interpretation of sites that yield the highest potential of cryovolcanic activity is presented. We introduce the theory of fuzzy cognitive maps (FCM) as a tool for the analysis of remotely collected data in planetary exploration. A cognitive model embedded in a fuzzy logic framework is constructed via the synergistic interaction of planetary scientists and AI experts. As an application example, we show how FCM can be employed to solve the challenging problem of recognizing cryovolcanism from Synthetic Aperture Radar (SAR) Cassini data. The fuzzy cognitive map is constructed using what is currently known about cryovolcanism on Titan and relies on geological mapping performed by planetary scientists to interpret different locales as cryovolcanic in nature. The system is not conceived to replace the human scientific interpretation, but to enhance the scientists' ability to deal with large amounts of data, and it is a first step in designing AI systems that will be able, in the future, to autonomously make decisions in situations where human analysis and interpretation is not readily available or could not be sufficiently timely. The proposed FCM is tested on Cassini radar data to show the effectiveness of the system in reaching conclusions put forward by human experts and published in the literature. Four tests are performed using the Ta SAR image (October 2004 fly-by). Two regions (i.e. Ganesa Macula and the lobate high backscattering region East of Ganesa) are interpreted by the designed FCM as exhibiting cryovolcanism in agreement with the initial interpretation of the regions by Stofan et al. (2006). Importantly, the proposed FCM is shown to be flexible and adaptive as new data and knowledge are acquired during the course of exploration. Subsequently, the FCM has been modified to include topographic information derived from SAR stereo data. With this additional information, the map concludes that Ganesa Macula is not a cryovolcanic region. In conclusion, the FCM methodology is shown to be a critical and powerful component of future autonomous robotic spacecraft (e.g., orbiter(s), balloon(s), surface/lake lander(s), rover(s)) that will be deployed for the exploration of Titan.

Studying Science and Engineering Learning in Practice

ERIC Educational Resources Information Center

Penuel, William R.

2016-01-01

A key goal of science and engineering education is to provide opportunities for people to access, interpret, and make use of science and engineering to address practical human needs. Most education research, however, focuses on how best to prepare students in schools to participate in forms of science and engineering practices that resemble those…

Enhancing Innovation and Underlying Neural Mechanisms Via Cognitive Training in Healthy Older Adults

PubMed Central

Chapman, Sandra B.; Spence, Jeffrey S.; Aslan, Sina; Keebler, Molly W.

2017-01-01

Non-invasive interventions, such as cognitive training (CT) and physical exercise, are gaining momentum as ways to augment both cognitive and brain function throughout life. One of the most fundamental yet little studied aspects of human cognition is innovative thinking, especially in older adults. In this study, we utilize a measure of innovative cognition that examines both the quantity and quality of abstracted interpretations. This randomized pilot trial in cognitively normal adults (56–75 years) compared the effect of cognitive reasoning training (SMART) on innovative cognition as measured by Multiple Interpretations Measure (MIM). We also examined brain changes in relation to MIM using two MRI-based measurement of arterial spin labeling (ASL) to measure cerebral blood flow (CBF) and functional connectivity MRI (fcMRI) to measure default mode and central executive network (CEN) synchrony at rest. Participants (N = 58) were randomized to the CT, physical exercise (physical training, PT) or control (CN) group where CT and PT groups received training for 3 h/week over 12 weeks. They were assessed at baseline-, mid- and post-training using innovative cognition and MRI measures. First, the CT group showed significant gains pre- to post-training on the innovation measure whereas the physical exercise and control groups failed to show significant gains. Next, the CT group showed increased CBF in medial orbitofrontal cortex (mOFC) and bilateral posterior cingulate cortex (PCC), two nodes within the Default Mode Network (DMN) compared to physical exercise and control groups. Last, significant correlations were found between innovation performance and connectivity of two major networks: CEN (positive correlation) and DMN (negative correlation). These results support the view that both the CEN and DMN are important for enhancement of innovative cognition. We propose that neural mechanisms in healthy older adults can be modified through reasoning training to better subserve enhanced innovative cognition. PMID:29062276

77 FR 58414 - Agency Information Collection Activities: Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2012-09-20

... science and engineering workforce and changes in their employment, education and demographic... engineering population. The 2013 NSCG will provide necessary input into the SESTAT. The National Science... clearinghouse for the collection, interpretation, and analysis of data on scientific and engineering resources...

Demonstration Experiments with a Stirling Engine.

ERIC Educational Resources Information Center

Deacon, Christopher G.; And Others

1994-01-01

Describes an investigation with the primary purpose of allowing students to generate and interpret a pressure/volume diagram of a Stirling engine. Explains how the Stirling engine can be used to demonstrate the principles of operation of a refrigerator and a heat pump. (DDR)

Zig-Zagging in Geometrical Reasoning in Technological Collaborative Environments: A Mathematical Working Space-Framed Study Concerning Cognition and Affect

ERIC Educational Resources Information Center

Gómez-Chacón, Inés Ma.; Romero Albaladejo, Isabel Ma.; del Mar García López, Ma.

2016-01-01

This study highlights the importance of cognition-affect interaction pathways in the construction of mathematical knowledge. Scientific output demands further research on the conceptual structure underlying such interaction aimed at coping with the high complexity of its interpretation. The paper discusses the effectiveness of using a dynamic…

Advanced Physiological Estimation of Cognitive Status (APECS)

DTIC Science & Technology

2009-09-15

REPORT Advanced Physiological Estimation of Cognitive Status (APECS) Final Report 14. ABSTRACT 16. SECURITY CLASSIFICATION OF: EEG...fitness and transmit data to command and control systems. Some of the signals that the physiological sensors measure are readily interpreted, such as...electroencephalogram (EEG) and other signals requires a complex series of mathematical transformations or algorithms. Overall, research on algorithms

Only Time Will Tell: Cross-Sectional Studies Offer No Solution to the Age-Brain-Cognition Triangle--Comment on Salthouse (2011)

ERIC Educational Resources Information Center

Raz, Naftali; Lindenberger, Ulman

2011-01-01

Salthouse (2011) critically reviewed cross-sectional and longitudinal relations among adult age, brain structure, and cognition (ABC) and identified problems in interpretation of the extant literature. His review, however, missed several important points. First, there is enough disparity among the measures of brain structure and cognitive…

Review of Winograd and Flores'"Understanding Computers and Cognition": A Favorable Interpretation. ONR Technical Report #21.

ERIC Educational Resources Information Center

Clancey, William J.

Artificial Intelligence researchers and cognitive scientists commonly believe that thinking involves manipulating representations. Thinking involves search, inference, and making choices. This is how we model reasoning and what goes on in the brain is similar. Winograd and Flores present a radically different view, claiming that our knowledge is…

Does Higher-Order Thinking Impinge on Learner-Centric Digital Approach?

ERIC Educational Resources Information Center

Mathew, Bincy; Raja, B. William Dharma

2015-01-01

Humans are social beings and the social cognition focuses on how one form impressions of other people, interpret the meaning of other people's behaviour and how people's behaviour is affected by our attitudes. The school provides complex social situations and in order to thrive, students must possess social cognition, the process of thinking about…

COGNITIVE ACCURACY AND JOB SATISFACTION IN THE TEACHING PROFESSION.

ERIC Educational Resources Information Center

TITUS, SUE

THE OBJECT OF THIS THESIS WAS TO ESTABLISH A RELATIONSHIP WHICH WOULD SHOW INDICATIONS OF TEACHER SATISFACTION TO BE DIRECTLY PROPORTIONAL TO ACCURATE INTERPRETATION, OR COGNITION, OF NORMS AND EXPECTATIONS HELD BY PUBLIC SCHOOL OFFICIALS. DATA WERE DRAWN FROM A LARGER STUDY DONE BY BIDDLE AND ASSOCIATES IN 1961. IN A TEST SAMPLE OF 68 TEACHERS, A…

The Turner Syndrome: Cognitive Deficits, Affective Discrimination, and Behavior Problems.

ERIC Educational Resources Information Center

McCauley, Elizabeth; And Others

1987-01-01

The study attemped to link cognitive and social problems seen in girls with Turner syndrome by assessing the girls' ability to process affective cues. Seventeen 9- to 17-year-old girls diagnosed with Turner syndrome were compared to a matched control group on a task which required interpretation of affective intention from facial expression.…

An Interpretation of Rudolf Steiner's Theory of Child Development and School Readiness.

ERIC Educational Resources Information Center

Ogletree, Earl J.

Viewing human development as a process by which the human gains self-control, this essay argues that locomotion and speech are control-oriented motor movements and suggests that cognition is also a form of movement developed as the individual achieves control over his or her thinking processes. Support for this view of cognitive development is…

School Self-Evaluation Instruments and Cognitive Validity. Do Items Capture What They Intend to?

ERIC Educational Resources Information Center

Faddar, Jerich; Vanhoof, Jan; De Maeyer, Sven

2017-01-01

School self-evaluation (SSE) often makes use of questionnaires in order to sketch a picture of the school. How respondents cognitively process questionnaire items determines the validity of SSE results. Still, one readily assumes that respondents interpret and answer items as intended by the instrument developer (referred to as cognitive…

The Interrelationship of Emotion and Cognition when Students Undertake Collaborative Group Work Online: An Interdisciplinary Approach

ERIC Educational Resources Information Center

Robinson, Kathy

2013-01-01

In order to determine how emotions and cognition are experienced during collaborative group work online students' descriptions of their learning experience were interpreted using a qualitative approach. A common feature of these accounts was reference to difficulties and problems. Four main themes were identified from this data set. Two of the…

A Life History Approach to Delineating How Harsh Environments and Hawk Temperament Traits Differentially Shape Children's Problem-Solving Skills

ERIC Educational Resources Information Center

Suor, Jennifer H.; Sturge-Apple, Melissa L.; Davies, Patrick T.; Cicchetti, Dante

2017-01-01

Harsh environments are known to predict deficits in children's cognitive abilities. Life history theory approaches challenge this interpretation, proposing stressed children's cognition becomes specialized to solve problems in fitness-enhancing ways. The goal of this study was to examine associations between early environmental harshness and…

Emerging Neuromorphic Computing Architectures & Enabling Hardware for Cognitive Information Processing Applications

DTIC Science & Technology

2010-06-01

DATES COVEREDAPR 2009 – JAN 2010 (From - To) APR 2009 – JAN 2010 4. TITLE AND SUBTITLE EMERGING NEUROMORPHIC COMPUTING ARCHITECTURES AND ENABLING...14. ABSTRACT The highly cross-disciplinary emerging field of neuromorphic computing architectures for cognitive information processing applications...belief systems, software, computer engineering, etc. In our effort to develop cognitive systems atop a neuromorphic computing architecture, we explored

Machine Understanding of Human Implicit Intention

DTIC Science & Technology

2013-05-18

Cognitive Neurodynamics , Hokkaido, Japan, June 2011, Hokkaido, Japan (Plenary Talk) - Soo-Young Lee, Implicit Intention Recognition and Hierarchical...subject’s response with the accuracy of about 80% by SVM. 15. SUBJECT TERMS Brain Science and Engineering; Cognitive Neuroscience; Human-Computer...oscillations have been related to a variety of functions such as perception, cognition , sleep, etc. For a long time, researchers have found the sensory and

Understanding and Managing Causality of Change in Socio-Technical Systems II

DTIC Science & Technology

2011-01-25

SUBJECT TERMS Cognition , Human Effectiveness, Information Science 16. SECURITY CLASSIFICATION OF: 17. LIMITATION OF ABSTRACT Same as Report (SAR) 18...at large taking into account the cognitive interaction between humans and technology. 8 Hussein Abbass Professor Abbass leads the...Network Centric Operations Future Air Traffic Management Systems Cognitive Engineering including Human-Computer Integration In all of the

[Cognitive therapy has been shown to be effective in panic disorder].

PubMed

d'Elia, G; Holsten, F

1998-10-28

Cognitive therapists suggest panic disorder to result from 'catastrophic' misinterpretation of bodily sensations. The patient suffering from panic disorder consistently misinterprets normal anxiety responses, such as racing heart, breathlessness or dizziness, as indicating impending disaster. Cognitive therapists, who challenge the traditional view of anxiety as 'free-floating' and irrational, argue that the patient's anxiety is an understandable response to their misinterpretations, and advocate a treatment method based on the patient's specific cognitive make-up and on the principle of collaborative empiricism. The patient is gently guided to identify and challenge idiosyncratic cognitions, and to consider alternative interpretations of danger signs. The article provides an outline of the treatment method and its empirical support.

Mobile Phone Cognitive Bias Modification Research Platform for Substance Use Disorders: Protocol for a Feasibility Study.

PubMed

Zhang, Melvyn; Ying, JiangBo; Song, Guo; Fung, Daniel Ss; Smith, Helen

2018-06-12

Cognitive biases refer to automatic attentional and interpretational tendencies, which could be retained by cognitive bias modification interventions. Cristea et al and Jones et al have published reviews (in 2016 and 2017 respectively) on the effectiveness of such interventions. The advancement of technologies such as electronic health (eHealth) and mobile health (mHealth) has led to them being harnessed for the delivery of cognitive bias modification. To date, at least eight studies have demonstrated the feasibility of mobile technologies for the delivery of cognitive bias modification. Most of the studies are limited to a description of the conventional cognitive bias modification methodology that has been adopted. None of the studies shared the developmental process for the methodology involved, such that future studies could adopt it in the cost-effective replication of such interventions. It is important to have a common platform that could facilitate the design and customization of cognitive bias modification interventions for a variety of psychiatric and addictive disorders. It is the aim of the current research protocol to describe the design of a research platform that allows for customization of cognitive bias modification interventions for addictive disorders. A multidisciplinary team of 2 addiction psychiatrists, a psychologist with expertise in cognitive bias modification, and a computer engineer, were involved in the development of the intervention. The proposed platform would comprise of a mobile phone version of the cognitive bias task which is controlled by a server that could customize the algorithm for the tasks and collate the reaction-time data in realtime. The server would also allow the researcher to program the specific set of images that will be present in the task. The mobile phone app would synchronize with the backend server in real-time. An open-sourced cross-platform gaming software from React Native was used in the current development. Multimedia Appendix 1 contains a video demonstrating the operation of the app, as well as a sample dataset of the reaction times (used for the computation of attentional biases) captured by the app. The current design can be utilized for cognitive bias modification across a spectrum of disorders and is not limited to one disorder. It will be of value for future research to utilize the above platform and compare the efficacy of mHealth approaches, such as the one described in this study, with conventional Web-based approaches in the delivery of attentional bias modification interventions. RR1-10.2196/9740. ©Melvyn Zhang, JiangBo Ying, Guo Song, Daniel SS Fung, Helen Smith. Originally published in JMIR Research Protocols (http://www.researchprotocols.org), 12.06.2018.

Building Cognition: The Construction of Computational Representations for Scientific Discovery.

PubMed

Chandrasekharan, Sanjay; Nersessian, Nancy J

2015-11-01

Novel computational representations, such as simulation models of complex systems and video games for scientific discovery (Foldit, EteRNA etc.), are dramatically changing the way discoveries emerge in science and engineering. The cognitive roles played by such computational representations in discovery are not well understood. We present a theoretical analysis of the cognitive roles such representations play, based on an ethnographic study of the building of computational models in a systems biology laboratory. Specifically, we focus on a case of model-building by an engineer that led to a remarkable discovery in basic bioscience. Accounting for such discoveries requires a distributed cognition (DC) analysis, as DC focuses on the roles played by external representations in cognitive processes. However, DC analyses by and large have not examined scientific discovery, and they mostly focus on memory offloading, particularly how the use of existing external representations changes the nature of cognitive tasks. In contrast, we study discovery processes and argue that discoveries emerge from the processes of building the computational representation. The building process integrates manipulations in imagination and in the representation, creating a coupled cognitive system of model and modeler, where the model is incorporated into the modeler's imagination. This account extends DC significantly, and we present some of the theoretical and application implications of this extended account. Copyright © 2014 Cognitive Science Society, Inc.

Identifying and individuating cognitive systems: a task-based distributed cognition alternative to agent-based extended cognition.

PubMed

Davies, Jim; Michaelian, Kourken

2016-08-01

This article argues for a task-based approach to identifying and individuating cognitive systems. The agent-based extended cognition approach faces a problem of cognitive bloat and has difficulty accommodating both sub-individual cognitive systems ("scaling down") and some supra-individual cognitive systems ("scaling up"). The standard distributed cognition approach can accommodate a wider variety of supra-individual systems but likewise has difficulties with sub-individual systems and faces the problem of cognitive bloat. We develop a task-based variant of distributed cognition designed to scale up and down smoothly while providing a principled means of avoiding cognitive bloat. The advantages of the task-based approach are illustrated by means of two parallel case studies: re-representation in the human visual system and in a biomedical engineering laboratory.

Problem-Based Learning in Engineering Ethics Courses

ERIC Educational Resources Information Center

Kirkman, Robert

2016-01-01

I describe the first stages of a process of design research in which I employ problem-based learning in a course in engineering ethics, which fulfills a requirement for students in engineering degree programs. The aim of the course is to foster development of particular cognitive skills contributing to moral imagination, a capacity to notice,…

Neuro-cognition and social cognition elements of social functioning and social quality of life.

PubMed

Hasson-Ohayon, Ilanit; Mashiach-Eizenberg, Michal; Arnon-Ribenfeld, Nitzan; Kravetz, Shlomo; Roe, David

2017-12-01

Previous studies have shown that deficits in social cognition mediate the association between neuro-cognition and functional outcome. Based on these findings, the current study presents an examination of the mediating role of social cognition and includes two different outcomes: social functioning assessed by objective observer and social quality of life assessed by subjective self-report. Instruments measuring different aspects of social cognition, cognitive ability, social functioning and social quality of life were administered to 131 participants who had a diagnosis of a serious mental illness. Results showed that emotion recognition and attributional bias were significant mediators such that cognitive assessment was positively related to both, which in turn, were negatively related to SQoL. While one interpretation of the data suggests that deficits in emotion recognition may serve as a possible defense mechanism, future studies should re-assess this idea. Copyright © 2017 Elsevier B.V. All rights reserved.

Functional relations and cognitive psychology: Lessons from human performance and animal research.

PubMed

Proctor, Robert W; Urcuioli, Peter J

2016-02-01

We consider requirements for effective interdisciplinary communication and explore alternative interpretations of "building bridges between functional and cognitive psychology." If the bridges are intended to connect radical behaviourism and cognitive psychology, or functional contextualism and cognitive psychology, the efforts are unlikely to be successful. But if the bridges are intended to connect functional relationships and cognitive theory, no construction is needed because the bridges already exist within cognitive psychology. We use human performance and animal research to illustrate the latter point and to counter the claim that the functional approach is unique in offering a close relationship between science and practice. Effective communication will be enhanced and, indeed, may only occur if the goal of functional contextualism extends beyond just "the advancement of functional contextual cognitive and behavioral science and practice" to "the advancement of cognitive and behavioral science and practice" without restriction. © 2015 International Union of Psychological Science.

Gait in Parkinson's disease: A visuo-cognitive challenge.

PubMed

Stuart, Samuel; Lord, Sue; Hill, Elizabeth; Rochester, Lynn

2016-03-01

Vision and cognition have both been related to gait impairment in Parkinson's disease (PD) through separate strands of research. The cumulative and interactive effect of both (which we term visuo-cognition) has not been previously investigated and little is known about the influence of cognition on vision with respect to gait. Understanding the role of vision, cognition and visuo-cognition in gait in PD is critical for data interpretation and to infer and test underlying mechanisms. The purpose of this comprehensive narrative review was to examine the interdependent and interactive role of cognition and vision in gait in PD and older adults. Evidence from a broad range of research disciplines was reviewed and summarised. A key finding was that attention appears to play a pivotal role in mediating gait, cognition and vision, and should be considered emphatically in future research in this field. Copyright © 2016 Elsevier Ltd. All rights reserved.

Cognition and Self-Efficacy of Stratigraphy and Geologic Time: Implications for Improving Undergraduate Student Performance in Geological Reasoning

ERIC Educational Resources Information Center

Burton, Erin Peters; Mattietti, G. K.

2011-01-01

In general, integration of spatial information can be difficult for students. To study students' spatial thinking and their self-efficacy of interpreting stratigraphic columns, we designed an exercise that asks college-level students to interpret problems on the principles of superposition, original horizontality and lateral continuity, and…

The Low and Narrow: A Preliminary Test of the Association between Depressive Symptoms and Deficits in Producing Divergent Inferences

ERIC Educational Resources Information Center

Liknaitzky, Paul; Smillie, Luke D.; Allen, Nicholas B.

2018-01-01

Depression is associated with biased interpretations and beliefs that are resistant to change. This kind of cognitive rigidity may depend on two distinct factors--a reduced ability for processing information that conflicts with these interpretations and beliefs and a reduced ability for generating alternative representations. Although depressive…

Study of stator-vane fluctuating pressures in a turbofan engine for static and flight tests

NASA Technical Reports Server (NTRS)

Mueller, A. W.

1984-01-01

As part of a program to study the fan noise generated from turbofan engines, fluctuating surface pressures induced by fan-rotor wakes were measured on core- and bypass-stator outlet guide vanes of a modified JT15D-1 engine. Tests were conducted with the engine operating on an outdoor test stand and in flight. The amplitudes of pressures measured at fan-rotor blade-passage fundamental frequencies were generally higher and appeared less stable for the static tests than for the flight tests. Fluctuating pressures measured at the blade-passage frequency of the high-speed core compressor were interpreted to be acoustic; however, disturbance trace velocities for either the convected rotor wakes or acoustic pressures were difficult to interpret because of the complex environment.

Strain Gage Signal Interpretation.

DTIC Science & Technology

1986-02-01

blades and vanes in many engines have been collected, played back and examined. The engine types encompass GE’s stable of turbine engines from the small...aeromechanical engineer . 1.3 SUMMARY OF RESULTS Strain gage signals from vibrating rotor blades and vanes were collected, examined, classified, and generalized...turboprops, to turbojets and to the large high bypass turbofan engines . Test conditions include all the phases that are investigated

Cognitions and emotions in eating disorders.

PubMed

Siep, Nicolette; Jansen, Anita; Havermans, Remco; Roefs, Anne

2011-01-01

The cognitive model of eating disorders (EDs) states that the processing of external and internal stimuli might be biased in mental disorders. These biases, or cognitive errors, systematically distort the individual's experiences and, in that way, maintains the eating disorder. This chapter presents an updated literature review of experimental studies investigating these cognitive biases. Results indicate that ED patients show biases in attention, interpretation, and memory when it comes to the processing of food-, weight-, and body shape-related cues. Some recent studies show that they also demonstrate errors in general cognitive abilities such as set shifting, central coherence, and decision making. A future challenge is whether cognitive biases and processes can be manipulated. Few preliminary studies suggest that an attention retraining and training in the cognitive modulation of food reward processing might be effective strategies to change body satisfaction, food cravings, and eating behavior.

Emotion perception across cultures: the role of cognitive mechanisms

PubMed Central

Engelmann, Jan B.; Pogosyan, Marianna

2012-01-01

Despite consistently documented cultural differences in the perception of facial expressions of emotion, the role of culture in shaping cognitive mechanisms that are central to emotion perception has received relatively little attention in past research. We review recent developments in cross-cultural psychology that provide particular insights into the modulatory role of culture on cognitive mechanisms involved in interpretations of facial expressions of emotion through two distinct routes: display rules and cognitive styles. Investigations of emotion intensity perception have demonstrated that facial expressions with varying levels of intensity of positive affect are perceived and categorized differently across cultures. Specifically, recent findings indicating significant levels of differentiation between intensity levels of facial expressions among American participants, as well as deviations from clear categorization of high and low intensity expressions among Japanese and Russian participants, suggest that display rules shape mental representations of emotions, such as intensity levels of emotion prototypes. Furthermore, a series of recent studies using eye tracking as a proxy for overt attention during face perception have identified culture-specific cognitive styles, such as the propensity to attend to very specific features of the face. Together, these results suggest a cascade of cultural influences on cognitive mechanisms involved in interpretations of facial expressions of emotion, whereby cultures impart specific behavioral practices that shape the way individuals process information from the environment. These cultural influences lead to differences in cognitive styles due to culture-specific attentional biases and emotion prototypes, which partially account for the gradient of cultural agreements and disagreements obtained in past investigations of emotion perception. PMID:23486743

Emotion perception across cultures: the role of cognitive mechanisms.

PubMed

Engelmann, Jan B; Pogosyan, Marianna

2013-01-01

Despite consistently documented cultural differences in the perception of facial expressions of emotion, the role of culture in shaping cognitive mechanisms that are central to emotion perception has received relatively little attention in past research. We review recent developments in cross-cultural psychology that provide particular insights into the modulatory role of culture on cognitive mechanisms involved in interpretations of facial expressions of emotion through two distinct routes: display rules and cognitive styles. Investigations of emotion intensity perception have demonstrated that facial expressions with varying levels of intensity of positive affect are perceived and categorized differently across cultures. Specifically, recent findings indicating significant levels of differentiation between intensity levels of facial expressions among American participants, as well as deviations from clear categorization of high and low intensity expressions among Japanese and Russian participants, suggest that display rules shape mental representations of emotions, such as intensity levels of emotion prototypes. Furthermore, a series of recent studies using eye tracking as a proxy for overt attention during face perception have identified culture-specific cognitive styles, such as the propensity to attend to very specific features of the face. Together, these results suggest a cascade of cultural influences on cognitive mechanisms involved in interpretations of facial expressions of emotion, whereby cultures impart specific behavioral practices that shape the way individuals process information from the environment. These cultural influences lead to differences in cognitive styles due to culture-specific attentional biases and emotion prototypes, which partially account for the gradient of cultural agreements and disagreements obtained in past investigations of emotion perception.

What to Do Until the Money Runs Out: A Refinement Framework for Cognitive Engineering in the Real World

NASA Technical Reports Server (NTRS)

Shafto, Michael G.; Remington, Roger W.; Trimble, Jay W.

1994-01-01

A case study is presented to illustrate some of the problems of applying cognitive science to complex human-machine systems. Disregard for facts about human cognition often undermines the safety, reliability, and cost-effectiveness of complex systems. Yet single-point methods (for example, better user-interface design), whether rooted in computer science or in experimental psychology, fall far short of addressing systems-level problems in a timely way using realistic resources. A model-based methodology is proposed for organizing and prioritizing the cognitive engineering effort, focusing appropriate expertise on major problems first, then moving to more sophisticated refinements if time and resources permit. This case study is based on a collaborative effort between the Human Factors Division at NASA-Ames and the Spaceborne Imaging Radar SIR-C/X-Band Synthetic Aperture Radar (SIR-C/X-SAR) Project at the Jet Propulsion Laboratory (JPL), California institute of Technology. The first SIR-C/X-SAR Shuttle mission flew successfully in April, 1994. A series of such missions is planned to provide radar data to study Earth's ecosystems, climatic and geological processes, hydrologic cycle, and ocean circulation. In addition to JPL and NASA personnel, the SIR-C/X-SAR operations team included Scientists and engineers from the German and Italian space agencies.

The Dean as Advocate for Change.

ERIC Educational Resources Information Center

McCoy, John J.

1997-01-01

Engineering education will be profoundly affected by changes in the U.S. corporate culture, career aspirations of entering college students, research funding sources, and the globalization of engineering design. The engineering school's dean must interpret these strong social pressures for change in curriculum content and operations and serve as…

[Steady car engine noise does not affect the cognitive abilities of sleep apnea syndrome patients].

PubMed

Mayoralas, L R; Barbé, F; Muñoz, A; Agustí, A G N

2003-09-01

Traffic accidents are more frequent for sleep apnea syndrome (SAS) patients than in the population at large. The mechanisms that underlie this observation are poorly defined. Our working hypothesis was that in SAS patients the steady noise of a car engine might alter cognitive capacities that may be involved in driving, thus increasing the risk of traffic accidents. To test this hypothesis we designed a prospective randomized controlled trial. Eighteen SAS patients (apnea-hypopnea index [SEM] 62 [6] h1) and 18 healthy controls were studied. All the participants were evaluated in random order both in basal conditions and after exposure to the steady noise of a car engine recorded on a compact disc. Their level of vigilance was evaluated (Steer-Clear) as well as their reaction time (PVT 192). Attention, coordination, and memory were measured using the following tests: Wechsler Memory Scale (digit span), the Wechsler Intelligence Scale (digit symbol), and Lezack's Trail Making tests A and B. The SAS patients were slightly younger than the control group (mean 50 [7] vs 57 [11] years, respectively; P=.05). The patients showed a lower level of vigilance than the controls both in basal and engine noise conditions (P<.05). No differences between groups were found for the other variables studied. Exposure to steady car engine noise had no effect on the tests of either group. In conclusion, the results of our study do not support the hypothesis that steady car engine noise significantly alters the cognitive ability of SAS patients.

A Meta-Analysis of the Impact of Short-Term Sleep Deprivation on Cognitive Variables

ERIC Educational Resources Information Center

Lim, Julian; Dinges, David F.

2010-01-01

A substantial amount of research has been conducted in an effort to understand the impact of short-term (less than 48 hr) total sleep deprivation (SD) on outcomes in various cognitive domains. Despite this wealth of information, there has been disagreement on how these data should be interpreted, arising in part because the relative magnitude of…

THE IMPACT OF COGNITIVE MATURITY ON THE DEVELOPMENT OF SEX-ROLE ATTITUDES IN THE YEARS 4 TO 8.

ERIC Educational Resources Information Center

KOHLBERG, LAWRENCE; ZIGLER, EDWARD

A SERIES OF STUDIES WAS CONDUCTED TO CLARIFY THE ROLE OF INTELLIGENCE IN PERSONALITY ORGANIZATION AND TO ASSESS A COGNITIVE-DEVELOPMENTAL INTERPRETATION OF IQ-PERSONALITY CORRELATIONS. THE SPECIFIC FOCUS OF THE STUDY WAS THE RELATIONSHIP OF INTELLECTUAL MATURITY TO THE DEVELOPMENT OF SEX-ROLE ATTITUDES. AGE-DEVELOPMENTAL TRENDS IN SEX-ROLE…

A Piagetian approach to infant referential behaviors.

PubMed

Dice, Jaime L; Dove, Meghan K

2011-06-01

Near the end of the first year of life, infants begin producing referential behaviors that in adults indicate joint attention, or coordinating shared attention to an object with another person. These behaviors have been interpreted in the social cognitive literature as an indication that infants realize they are sharing attention to an object with another person. In this paper, we address theory and research on infant referential behaviors described as joint attention and offer an alternative explanation for the presence of these behaviors. Using Piaget's constructivist theory, we show how research in this area can be interpreted without assuming that infants have advanced social cognitive abilities. We argue that infants' referential behaviors are motor signifiers of thought and that infants recognize humans as particularly relevant objects for their goal-directed behaviors. Finally, we describe how the field of infant joint attention research should proceed if a comprehensive understanding of infant cognitive processes is to be desired. Copyright © 2011 Elsevier Inc. All rights reserved.

The myth of harmless wrongs in moral cognition: Automatic dyadic completion from sin to suffering.

PubMed

Gray, Kurt; Schein, Chelsea; Ward, Adrian F

2014-08-01

When something is wrong, someone is harmed. This hypothesis derives from the theory of dyadic morality, which suggests a moral cognitive template of wrongdoing agent and suffering patient (i.e., victim). This dyadic template means that victimless wrongs (e.g., masturbation) are psychologically incomplete, compelling the mind to perceive victims even when they are objectively absent. Five studies reveal that dyadic completion occurs automatically and implicitly: Ostensibly harmless wrongs are perceived to have victims (Study 1), activate concepts of harm (Studies 2 and 3), and increase perceptions of suffering (Studies 4 and 5). These results suggest that perceiving harm in immorality is intuitive and does not require effortful rationalization. This interpretation argues against both standard interpretations of moral dumbfounding and domain-specific theories of morality that assume the psychological existence of harmless wrongs. Dyadic completion also suggests that moral dilemmas in which wrongness (deontology) and harm (utilitarianism) conflict are unrepresentative of typical moral cognition. PsycINFO Database Record (c) 2014 APA, all rights reserved.

More equal than others: Equity norms as an integration of cognitive heuristics and contextual cues in bargaining games.

PubMed

Civai, Claudia; Rumiati, Raffaella Ida; Rustichini, Aldo

2013-09-01

Behavior in one-shot bargaining games, like the Ultimatum Game (UG), has been interpreted as an expression of social preferences, such as inequity aversion and negative reciprocity; however, the traditional UG design limits the range of possible psychological interpretation of the results. Here, we employed three different designs for ultimatum games, finding support for a more comprehensive theory: behavior is driven by cognitive factors implementing rules such as equal splitting, speaking up for the idea that equity works as a cognitive heuristic, applicable when the environment provides no reason to behave otherwise. Instead subjects deviate from this rule when environment changes, as, for instance, when personal interest is at stake. Results show that behavior varies systematically with contextual cues, balancing the self-interest with the automatic application of the equity heuristic. Thus, the context suggests the rule to be applied in a specific situation. Copyright © 2013 Elsevier B.V. All rights reserved.

Towards a Quantum Theory of Humour

NASA Astrophysics Data System (ADS)

Gabora, Liane; Kitto, Kirsty

2016-12-01

This paper proposes that cognitive humour can be modelled using the mathematical framework of quantum theory, suggesting that a Quantum Theory of Humour (QTH) is a viable approach. We begin with brief overviews of both research on humour, and the generalized quantum framework. We show how the bisociation of incongruous frames or word meanings in jokes can be modelled as a linear superposition of a set of basis states, or possible interpretations, in a complex Hilbert space. The choice of possible interpretations depends on the context provided by the set-up versus the punchline of a joke. We apply QTH first to a verbal pun, and then consider how this might be extended to frame blending in cartoons. An initial study of 85 participant responses to 35 jokes (and a number of variants) suggests that there is reason to believe that a quantum approach to the modelling of cognitive humour is a viable new avenue of research for the field of quantum cognition.

The Critical Incident Technique: An Effective Tool for Gathering Experience from Practicing Engineers

ERIC Educational Resources Information Center

Hanson, James H.; Brophy, Patrick D.

2012-01-01

Not all knowledge and skills that educators want to pass to students exists yet in textbooks. Some still resides only in the experiences of practicing engineers (e.g., how engineers create new products, how designers identify errors in calculations). The critical incident technique, CIT, is an established method for cognitive task analysis. It is…

Psychological tools for knowledge acquisition

NASA Technical Reports Server (NTRS)

Rueter, Henry H.; Olson, Judith Reitman

1988-01-01

Knowledge acquisition is said to be the biggest bottleneck in the development of expert systems. The problem is getting the knowledge out of the expert's head and into a computer. In cognitive psychology, characterizing metal structures and why experts are good at what they do is an important research area. Is there some way that the tools that psychologists have developed to uncover mental structure can be used to benefit knowledge engineers? We think that the way to find out is to browse through the psychologist's toolbox to see what there is in it that might be of use to knowledge engineers. Expert system developers have relied on two standard methods for extracting knowledge from the expert: (1) the knowledge engineer engages in an intense bout of interviews with the expert or experts, or (2) the knowledge engineer becomes an expert himself, relying on introspection to uncover the basis of his own expertise. Unfortunately, these techniques have the difficulty that often the expert himself isn't consciously aware of the basis of his expertise. If the expert himself isn't conscious of how he solves problems, introspection is useless. Cognitive psychology has faced similar problems for many years and has developed exploratory methods that can be used to discover cognitive structure from simple data.

Women Engineering Transfer Students: The Community College Experience

ERIC Educational Resources Information Center

Patterson, Susan J.

2011-01-01

An interpretative philosophical framework was applied to a case study to document the particular experiences and perspectives of ten women engineering transfer students who once attended a community college and are currently enrolled in one of two university professional engineering programs. This study is important because women still do not earn…

Seeing meaning in action: a bidirectional link between visual perspective and action identification level.

PubMed

Libby, Lisa K; Shaeffer, Eric M; Eibach, Richard P

2009-11-01

Actions do not have inherent meaning but rather can be interpreted in many ways. The interpretation a person adopts has important effects on a range of higher order cognitive processes. One dimension on which interpretations can vary is the extent to which actions are identified abstractly--in relation to broader goals, personal characteristics, or consequences--versus concretely, in terms of component processes. The present research investigated how visual perspective (own 1st-person vs. observer's 3rd-person) in action imagery is related to action identification level. A series of experiments measured and manipulated visual perspective in mental and photographic images to test the connection with action identification level. Results revealed a bidirectional causal relationship linking 3rd-person images and abstract action identifications. These findings highlight the functional role of visual imagery and have implications for understanding how perspective is involved in action perception at the social, cognitive, and neural levels. Copyright 2009 APA

Quantum Information Biology: From Information Interpretation of Quantum Mechanics to Applications in Molecular Biology and Cognitive Psychology

NASA Astrophysics Data System (ADS)

Asano, Masanari; Basieva, Irina; Khrennikov, Andrei; Ohya, Masanori; Tanaka, Yoshiharu; Yamato, Ichiro

2015-10-01

We discuss foundational issues of quantum information biology (QIB)—one of the most successful applications of the quantum formalism outside of physics. QIB provides a multi-scale model of information processing in bio-systems: from proteins and cells to cognitive and social systems. This theory has to be sharply distinguished from "traditional quantum biophysics". The latter is about quantum bio-physical processes, e.g., in cells or brains. QIB models the dynamics of information states of bio-systems. We argue that the information interpretation of quantum mechanics (its various forms were elaborated by Zeilinger and Brukner, Fuchs and Mermin, and D' Ariano) is the most natural interpretation of QIB. Biologically QIB is based on two principles: (a) adaptivity; (b) openness (bio-systems are fundamentally open). These principles are mathematically represented in the framework of a novel formalism— quantum adaptive dynamics which, in particular, contains the standard theory of open quantum systems.

Conversational Agents in Virtual Worlds: Bridging Disciplines

ERIC Educational Resources Information Center

Veletsianos, George; Heller, Robert; Overmyer, Scott; Procter, Mike

2010-01-01

This paper examines the effective deployment of conversational agents in virtual worlds from the perspective of researchers/practitioners in cognitive psychology, computing science, learning technologies and engineering. From a cognitive perspective, the major challenge lies in the coordination and management of the various channels of information…

Styles, Strategies & Tasks: Are They Related?

ERIC Educational Resources Information Center

Parnrod, Urarat; Darasawang, Pornapit; Singhasiri, Wareesiri

2014-01-01

This qualitative study aims at investigating the relationship among cognitive styles, learning strategies and task. In order to determine the dominant cognitive styles of the subjects, questionnaires designed by Kolb (2005) were distributed to 778 engineering students. From the data analysis, it was found that two cognitive…

Kuwaiti Engineers' Perspectives of the Engineering Senior Design (Capstone) Course as Related to Their Professional Experiences

ERIC Educational Resources Information Center

AlSagheer, Abdullah

2010-01-01

This study looks into transfer of learning and its application in the actual employment of engineering students after graduation. At Kuwait University, a capstone course is being offered that aims to ensure that students amalgamate all kinds of engineering skills to apply to their work. Within a basic interpretive, qualitative study-design…

A network engineering perspective on probing and perturbing cognition with neurofeedback.

PubMed

Bassett, Danielle S; Khambhati, Ankit N

2017-05-01

Network science and engineering provide a flexible and generalizable tool set to describe and manipulate complex systems characterized by heterogeneous interaction patterns among component parts. While classically applied to social systems, these tools have recently proven to be particularly useful in the study of the brain. In this review, we describe the nascent use of these tools to understand human cognition, and we discuss their utility in informing the meaningful and predictable perturbation of cognition in combination with the emerging capabilities of neurofeedback. To blend these disparate strands of research, we build on emerging conceptualizations of how the brain functions (as a complex network) and how we can develop and target interventions or modulations (as a form of network control). We close with an outline of current frontiers that bridge neurofeedback, connectomics, and network control theory to better understand human cognition. © 2017 The Authors. Annals of the New York Academy of Sciences published by Wiley Periodicals Inc. on behalf of The New York Academy of Sciences.

Introduction to cognition in science and technology.

PubMed

Gorman, Michael E

2009-10-01

Cognitive studies of science and technology have had a long history of largely independent research projects that have appeared in multiple outlets, but rarely together. The emergence of a new International Society for Psychology of Science and Technology suggests that this is a good time to put some of the latest work in this area into topiCS in a way that will both acquaint readers with the cutting edge in this domain and also give them a hint of its history. One core theme includes how scientists, inventors, and engineers represent and solve problems; another, related theme is the extent to which they distribute and share cognition. Methodologies include fine-grained studies of historical records, protocols of working scientists, observations and comparisons of engineering science laboratories, and computational simulations designed both to serve as research tools and also to improve scientific problem-solving. The series of articles will conclude with the Associate Editor's suggestions for future research. Copyright © 2009 Cognitive Science Society, Inc.

Analysis of Mathematics Critical Thinking Students in Junior High School Based on Cognitive Style

NASA Astrophysics Data System (ADS)

Agoestanto, A.; Sukestiyarno, YL; Rochmad

2017-04-01

The purpose of this research was to determine the critical thinking ability of mathematics from junior high school students based on FI and FD cognitive style. Data of this research were taken from students grade VIII at SMPN 2 Ambarawa. The research method used a descriptive qualitative approach. Data was taken with a testing method; the critical thinking was measured with WGCTA which is modified with mathematical problems, the cognitive style was measured with GEFT. The student’s test result was analysed, then four students were selected, the two of them are FI cognitive style, and the others are FD cognitive style, for qualitative analysis. The result showed that the ability of mathematics critical thinking students with FI cognitive style is better than FD cognitive style on the ability of inference, assumption, deduction, and interpretation. While on the aspect of argument evaluation, mathematics critical thinking ability of students with FD cognitive style is a little better than students with FI cognitive style.

Aerobic exercise effects upon cognition in Mild Cognitive Impairment: A systematic review of randomized controlled trials.

PubMed

Cammisuli, D M; Innocenti, A; Franzoni, F; Pruneti, C

2017-07-01

Several studies have shown that physical activity has positive effects on cognition in healthy older adults without cognitive complains but lesser is known about the effectiveness of aerobic exercise in patients suffering from Mild Cognitive Impairment (MCI). The aim of the present study was to systematically review the evidence from randomized controlled trials (RCTs) about the effects of aerobic exercise upon cognition in MCI patients. To this end, PubMed, Cochrane and Web of Science databases were analytically searched for RCTs including aerobic exercise interventions for MCI patients. There is evidence that aerobic exercise improves cognition in MCI patients. Overall research reported moderate effects for global cognition, logical memory, inhibitory control and divided attention. Due to methodological limitations of the investigated studies, findings should be interpreted with caution. Standardized training protocols, larger scale interventions and follow-ups may also provide better insight into the preventive effects of aerobic exercise on cognitive deterioration in MCI and its conversion into dementia.

Serving the Strategic Reader: Cognitive Reading Theory and Its Implications for the Teaching of Writing.

ERIC Educational Resources Information Center

Grow, Gerald

A literature review traced a major theoretical shift in the understanding of how people read--from the passive reader who receives and decodes information to the strategic reader who actively chooses what, when, and how to read, reads interpretively, and interprets a text (such as a newspaper article) as an organized structure. The result is a…

Adult Literacy in the United States: A Compendium of Qualitative Data and Interpretive Comments. Research to Practice.

ERIC Educational Resources Information Center

Armstrong, William B.; Sticht, Thomas G.

Human cognitive system and information processing theories were used as the theoretical base that frames an interpretation of adult literacy research from World War I (WWI) through 1993. These theoretical perspectives are as follows: (1) literacy learning is grounded in a distinct developmental sequence; and (2) literacy learning is dependent on…

Neglected Aspects and Truncated Appraisals in Vocational Counseling: Interpreting the Interest-Efficacy Association from a Broader Perspective--Comment on Armstrong and Vogel (2009)

ERIC Educational Resources Information Center

Lubinski, David

2010-01-01

Invited commentary on Armstrong and Vogel's (2009) article on interpreting the interest-efficacy association stimulated an appraisal from a broader perspective. Like empirical research, scale development, and theorizing emanating from social cognitive career theory (SCCT), their conclusion about the importance of assessing both interests and…

Identifying potential misfit items in cognitive process of learning engineering mathematics based on Rasch model

NASA Astrophysics Data System (ADS)

Ataei, Sh; Mahmud, Z.; Khalid, M. N.

2014-04-01

The students learning outcomes clarify what students should know and be able to demonstrate after completing their course. So, one of the issues on the process of teaching and learning is how to assess students' learning. This paper describes an application of the dichotomous Rasch measurement model in measuring the cognitive process of engineering students' learning of mathematics. This study provides insights into the perspective of 54 engineering students' cognitive ability in learning Calculus III based on Bloom's Taxonomy on 31 items. The results denote that some of the examination questions are either too difficult or too easy for the majority of the students. This analysis yields FIT statistics which are able to identify if there is data departure from the Rasch theoretical model. The study has identified some potential misfit items based on the measurement of ZSTD where the removal misfit item was accomplished based on the MNSQ outfit of above 1.3 or less than 0.7 logit. Therefore, it is recommended that these items be reviewed or revised to better match the range of students' ability in the respective course.

Decision Support System Requirements Definition for Human Extravehicular Activity Based on Cognitive Work Analysis

PubMed Central

Miller, Matthew James; McGuire, Kerry M.; Feigh, Karen M.

2016-01-01

The design and adoption of decision support systems within complex work domains is a challenge for cognitive systems engineering (CSE) practitioners, particularly at the onset of project development. This article presents an example of applying CSE techniques to derive design requirements compatible with traditional systems engineering to guide decision support system development. Specifically, it demonstrates the requirements derivation process based on cognitive work analysis for a subset of human spaceflight operations known as extravehicular activity. The results are presented in two phases. First, a work domain analysis revealed a comprehensive set of work functions and constraints that exist in the extravehicular activity work domain. Second, a control task analysis was performed on a subset of the work functions identified by the work domain analysis to articulate the translation of subject matter states of knowledge to high-level decision support system requirements. This work emphasizes an incremental requirements specification process as a critical component of CSE analyses to better situate CSE perspectives within the early phases of traditional systems engineering design. PMID:28491008

Decision Support System Requirements Definition for Human Extravehicular Activity Based on Cognitive Work Analysis.

PubMed

Miller, Matthew James; McGuire, Kerry M; Feigh, Karen M

2017-06-01

The design and adoption of decision support systems within complex work domains is a challenge for cognitive systems engineering (CSE) practitioners, particularly at the onset of project development. This article presents an example of applying CSE techniques to derive design requirements compatible with traditional systems engineering to guide decision support system development. Specifically, it demonstrates the requirements derivation process based on cognitive work analysis for a subset of human spaceflight operations known as extravehicular activity . The results are presented in two phases. First, a work domain analysis revealed a comprehensive set of work functions and constraints that exist in the extravehicular activity work domain. Second, a control task analysis was performed on a subset of the work functions identified by the work domain analysis to articulate the translation of subject matter states of knowledge to high-level decision support system requirements. This work emphasizes an incremental requirements specification process as a critical component of CSE analyses to better situate CSE perspectives within the early phases of traditional systems engineering design.

Sleep, Cognition, and Normal Aging: Integrating a Half-Century of Multidisciplinary Research

PubMed Central

Scullin, Michael K.; Bliwise, Donald L.

2014-01-01

Sleep is implicated in cognitive functioning in young adults. With increasing age there are substantial changes to sleep quantity and quality including changes to slow wave sleep, spindle density, and sleep continuity/fragmentation. A provocative question for the field of cognitive aging is whether such changes in sleep physiology affect cognition (e.g., memory consolidation). We review nearly a half-century of research studies across 7 diverse correlational and experimental literature domains, which historically have had little crosstalk. Broadly speaking, sleep and cognitive functions are often related in advancing age, though the prevalence of null effects (including correlations in the unexpected, negative direction) in healthy older adults indicates that age may be an effect modifier of these associations. We interpret the literature as suggesting that maintaining good sleep quality, at least in young adulthood and middle age, promotes better cognitive functioning and serves to protect against age-related cognitive declines. PMID:25620997

Cognitive dimensions of talim: evaluating weaving notation through cognitive dimensions (CDs) framework.

PubMed

Kaur, Gagan Deep

2017-05-01

The design process in Kashmiri carpet weaving is distributed over a number of actors and artifacts and is mediated by a weaving notation called talim. The script encodes entire design in practice-specific symbols. This encoded script is decoded and interpreted via design-specific conventions by weavers to weave the design embedded in it. The cognitive properties of this notational system are described in the paper employing cognitive dimensions (CDs) framework of Green (People and computers, Cambridge University Press, Cambridge, 1989) and Blackwell et al. (Cognitive technology: instruments of mind-CT 2001, LNAI 2117, Springer, Berlin, 2001). After introduction to the practice, the design process is described in 'The design process' section which includes coding and decoding of talim. In 'Cognitive dimensions of talim' section, after briefly discussing CDs framework, the specific cognitive dimensions possessed by talim are described in detail.

Who Chooses STEM Careers? Using A Relative Cognitive Strength and Interest Model to Predict Careers in Science, Technology, Engineering, and Mathematics.

PubMed

Wang, Ming-Te; Ye, Feifei; Degol, Jessica Lauren

2017-08-01

Career aspirations in science, technology, engineering, and mathematics (STEM) are formulated in adolescence, making the high school years a critical time period for identifying the cognitive and motivational factors that increase the likelihood of future STEM employment. While past research has mainly focused on absolute cognitive ability levels in math and verbal domains, the current study tested whether relative cognitive strengths and interests in math, science, and verbal domains in high school were more accurate predictors of STEM career decisions. Data were drawn from a national longitudinal study in the United States (N = 1762; 48 % female; the first wave during ninth grade and the last wave at age 33). Results revealed that in the high-verbal/high-math/high-science ability group, individuals with higher science task values and lower orientation toward altruism were more likely to select STEM occupations. In the low-verbal/moderate-math/moderate-science ability group, individuals with higher math ability and higher math task values were more likely to select STEM occupations. The findings suggest that youth with asymmetrical cognitive ability profiles are more likely to select careers that utilize their cognitive strengths rather than their weaknesses, while symmetrical cognitive ability profiles may grant youth more flexibility in their options, allowing their interests and values to guide their career decisions.

Air Force Center of Excellence on Bio-nano-enabled Inorganic/Organic Nanostructures and Improved Cognition (BIONIC)

DTIC Science & Technology

2015-01-09

IRG #3)  Mostafa A. El-Sayed, School of Chemistry & Biochemistry (IRG #2)  Andrei Fedorov, School of Mechanical Engineering (IRG #2)  Michael A...Engineering, U.S. Citizen)  *David Anderson (Ph.D. student, School of Mechanical Engineering, U.S. Citizen)  Luke A. Beardslee (Ph.D. student, School...Songkil Kim (PhD student, School of Mechanical Engineering)  Philip Kwon (Ph.D. student, School of Mechanical Engineering, U.S. Citizen)  Erin Lightman

General Mathematical Ability Predicts PASAT Performance in MS Patients: Implications for Clinical Interpretation and Cognitive Reserve.

PubMed

Sandry, Joshua; Paxton, Jessica; Sumowski, James F

2016-03-01

The Paced Auditory Serial Addition Test (PASAT) is used to assess cognitive status in multiple sclerosis (MS). Although the mathematical demands of the PASAT seem minor (single-digit arithmetic), cognitive psychology research links greater mathematical ability (e.g., algebra, calculus) to more rapid retrieval of single-digit math facts (e.g., 5+6=11). The present study evaluated the hypotheses that (a) mathematical ability is related to PASAT performance and (b) both the relationship between intelligence and PASAT performance as well as the relationship between education and PASAT performance are both mediated by mathematical ability. Forty-five MS patients were assessed using the Wechsler Test of Adult Reading, PASAT and Calculation Subtest of the Woodcock-Johnson-III. Regression based path analysis and bootstrapping were used to compute 95% confidence intervals and test for mediation. Mathematical ability (a) was related to PASAT (β=.61; p<.001) and (b) fully mediated the relationship between Intelligence and PASAT (β=.76; 95% confidence interval (CI95)=.28, 1.45; direct effect of Intelligence, β=.42; CI95=-.39, 1.23) as well as the relationship between Education and PASAT (β=2.43, CI95=.81, 5.16, direct effect of Education, β=.83, CI95=-1.95, 3.61). Mathematical ability represents a source of error in the clinical interpretation of cognitive decline using the PASAT. Domain-specific cognitive reserve is discussed.

Fish's Constructions of the Interpretive Community, the Parol Evidence Rule, and the First Amendment.

ERIC Educational Resources Information Center

Cauthen, Cramer R.

Despite Stanley Fish's assertion that the interpretive communities basic to his theory of literary and legal interpretation are "engines of change," it seems clear that in Fish's conception of change, "plus ca change, c'est plus la meme chose." In particular, Fish denies that the legal profession can achieve the more…

THE DEFINITION AND INTERPRETATION OF TERRESTRIAL ENVIRONMENT DESIGN INPUTS FOR VEHICLE DESIGN CONSIDERATIONS

NASA Technical Reports Server (NTRS)

Johnson, Dale L.; Keller, Vernon W.; Vaughan, William W.

2005-01-01

The description and interpretation of the terrestrial environment (0-90 km altitude) is an important driver of aerospace vehicle structural, control, and thermal system design. NASA is currently in the process of reviewing the meteorological information acquired over the past decade and producing an update to the 1993 Terrestrial Environment Guidelines for Aerospace Vehicle Design and Development handbook. This paper addresses the contents of this updated handbook, with special emphasis on new material being included in the areas of atmospheric thermodynamic models, wind dynamics, atmospheric composition, atmospheric electricity, cloud phenomena, atmospheric extremes, sea state, etc. In addition, the respective engineering design elements will be discussed relative to the importance and influence of terrestrial environment inputs that require consideration and interpretation for design applications. Specific lessons learned that have contributed to the advancements made in the acquisition, interpretation, application and awareness of terrestrial environment inputs for aerospace engineering applications are discussed.

Remote sensing programs and courses in engineering and water resources

NASA Technical Reports Server (NTRS)

Kiefer, R. W.

1981-01-01

The content of typical basic and advanced remote sensing and image interpretation courses are described and typical remote sensing graduate programs of study in civil engineering and in interdisciplinary environmental remote sensing and water resources management programs are outlined. Ideally, graduate programs with an emphasis on remote sensing and image interpretation should be built around a core of five courses: (1) a basic course in fundamentals of remote sensing upon which the more specialized advanced remote sensing courses can build; (2) a course dealing with visual image interpretation; (3) a course dealing with quantitative (computer-based) image interpretation; (4) a basic photogrammetry course; and (5) a basic surveying course. These five courses comprise up to one-half of the course work required for the M.S. degree. The nature of other course work and thesis requirements vary greatly, depending on the department in which the degree is being awarded.

A Modular Artificial Intelligence Inference Engine System (MAIS) for support of on orbit experiments

NASA Technical Reports Server (NTRS)

Hancock, Thomas M., III

1994-01-01

This paper describes a Modular Artificial Intelligence Inference Engine System (MAIS) support tool that would provide health and status monitoring, cognitive replanning, analysis and support of on-orbit Space Station, Spacelab experiments and systems.

To Strengthen American Cognitive Science for the Twenty-First Century. Report of a Planning Workshop for the Cognitive Science Initiative at the National Science Foundation (Washington, D.C., April 20-21, 1991).

ERIC Educational Resources Information Center

National Science Foundation, Washington, DC.

Cognitive science, the study of both biological and artificial intelligent systems, is an inherently interdisciplinary activity that embraces aspects of psychology, linguistics, artificial intelligence, neuroscience, engineering, and other behavioral and social sciences. This document reports the results of a workshop designed to provide advice to…

Limitations of fluorescence spectroscopy to characterize organic matter in engineered systems

NASA Astrophysics Data System (ADS)

Korak, J.

2017-12-01

Fluorescence spectroscopy has been widely used to characterize dissolved organic matter (DOM) in engineered systems, such as drinking water, municipal wastewater and industrial water treatment. While fluorescence data collected in water treatment applications has led to the development of strong empirical relationships between fluorescence responses and process performance, the use of fluorescence to infer changes in the underlying organic matter chemistry is often oversimplified and applied out of context. Fluorescence only measures a small fraction of DOM as fluorescence quantum yields are less than 5% for many DOM sources. Relying on fluorescence as a surrogate for DOM presence, character or reactivity may not be appropriate for systems where small molecular weight, hydrophilic constituents unlikely to fluoresce are important. In addition, some methods rely on interpreting fluorescence signals at different excitation wavelengths as a surrogate for operationally-defined humic- and fulvic-acids in lieu of traditional XAD fractionation techniques, but these approaches cannot be supported by other lines of evidence considering natural abundance and fluorescence quantum yields of these fractions. These approaches also conflict with parallel factor analysis (PARAFAC), a statistical approach that routinely identifies fluorescence components with dual excitation behavior. Lastly, methods developed for natural systems are often applied out of context to engineered systems. Fluorescence signals characteristic of phenols or indoles are often interpreted as indicators for biological activity in natural systems due to fluorescent amino acids and peptides, but this interpretation is may not be appropriate in engineering applications where non-biological sources of phenolic functional groups may be present. This presentation explores common fluorescence interpretation approaches, discusses the limitations and provides recommendations related to engineered systems.

Monaural Speech Segregation by Integrating Primitive and Schema-Based Analysis

DTIC Science & Technology

2008-02-03

vol. 19, pp. 475-492. Wang D.L. and Chang P.S. (2008): An oscillatory correlation model of auditory streaming. Cognitive Neurodynamics , vol. 2, pp...Subcontracts DeLiang Wang (Principal Investigator) March 2008 Department of Computer Science & Engineering and Center for Cognitive Science The

Social perception in children with intellectual disabilities: the interpretation of benign and hostile intentions.

PubMed

Leffert, J S; Siperstein, G N; Widaman, K F

2010-02-01

A key aspect of social perception is the interpretation of others' intentions. Children with intellectual disabilities (IDs) have difficulty interpreting benign intentions when a negative event occurs. From a cognitive processing perspective, interpreting benign intentions can be challenging because it requires integration of conflicting information, as the social cues accompanying the negative event convey non-hostile intentions. The present study examined how children with ID process conflicting social information in a more diverse set of situational circumstances than was investigated previously, including situations involving hostile intentions. We hypothesised that when conflicting information in a social situation consists of mixed social cues that convey insincere benign intentions (a type of hostile intentions), children with ID would have difficulty arriving at an accurate interpretation, just as they do when a negative event is accompanied by cues that convey benign intentions. We also hypothesised that when a negative event is accompanied by cues that convey benign intentions, the presence of a highly salient negative event would pose added interpretation difficulty for these children. Methods Participants (58 children with ID and 189 children without ID in grades 2-6) viewed 13 videotaped vignettes. In each vignette, social cues that accompanied a negative event provided information about the intentions of the character that caused the event. After presenting each vignette, we asked the child questions designed to assess aspects of social perception, including his/her interpretation of intentions. Vignettes represented three types of situations that pose conflicting information: (1) a conflict between a negative event and social cues, which conveyed benign intentions (five items); (2) the presence of conflicting social cues that conveyed insincere benign intentions (four items); and (3) additional items designed to examine the effect of the salience of negative event and cues on accurate interpretation of benign intentions (four items). Teachers completed rating scales of social behaviour, enabling us to examine whether the ability to interpret intentions when conflicting information is present is related to children's social behaviour. Results Children with ID had lower interpretation accuracy than children without ID for all three social situations that presented conflicting information. Children with ID appeared to have particular difficulty interpreting benign intentions when a negative event (but not the social cue) was made salient. For children with ID, interpretation accuracy and teacher-rated social behaviour were related. Conclusions Results demonstrated that the presence of conflicting information poses cognitive processing challenges in a variety of social situations, making it difficult for children with ID to arrive at accurate interpretations. Children with ID were less likely than children without ID to interpret intentions accurately, not just when the social cues conveyed benign intentions, but also when mixed social cues conveyed hostile intentions. In addition, when social cues accompanying a negative event convey benign intentions, the relative salience of the negative event and the cues can affect interpretation accuracy for children with ID. Discussion focuses on implications for understanding the cognitive component of the social domain of adaptive behaviour, for explaining gullibility in children with ID and for instructional practices.

An Integrated Neuroscience and Engineering Approach to Classifying Human Brain-States

DTIC Science & Technology

2015-12-22

AFRL-AFOSR-VA-TR-2016-0037 An Integrated Neuroscience and Engineering Approach to Classifying Human Brain-States Adrian Lee UNIVERSITY OF WASHINGTON...to 14-09-2015 4. TITLE AND SUBTITLE An Integrated Neuroscience and Engineering Approach to Classifying Human Brain- States 5a.  CONTRACT NUMBER 5b...specific cognitive states remains elusive, owing perhaps to limited crosstalk between the fields of neuroscience and engineering. Here, we report a

A Comparison of Field-Dependence Cognitive Styles of Professionals in Purchasing and Consumer Service and Secondary Marketing Education Students, with Implications for Workforce Development.

ERIC Educational Resources Information Center

Fritz, Robert L.; Stewart, Barbara; Norwood, Marcella

2002-01-01

The field-dependent cognitive styles of 44 professionals in customer service occupations provided a benchmark to interpret data for 239 secondary marketing education students. Results suggest that males have greater access to analytic traits such as restructuring skill, problem-solving interest, and skill with abstractions. (Contains 38…

Supporting productive thinking: The semiotic context for Cognitive Systems Engineering (CSE).

PubMed

Flach, John

2017-03-01

The central thesis of this paper is that Rasmussen framed his approach to Cognitive Systems Engineering from the perspective of a Triadic Semiotic Model. This frame became the context for integrating multiple intellectual threads including Control Theory, Information Theory, Ecological Psychology, and Gestalt Psychology into a coherent theoretical framework. The case is made that the triadic semiotic framework is essential for a complete appreciation of the constructs that were central to Rasmussen's approach: Abstraction Hierarchy, Skill-Rules-Knowledge Model, Ecological Interface Design, and Proactive Risk Management. Copyright © 2015 Elsevier Ltd. All rights reserved.

Is "Learning" episodic memory? Distinct cognitive and neuroanatomic correlates of immediate recall during learning trials in neurologically normal aging and neurodegenerative cohorts.

PubMed

Casaletto, K B; Marx, G; Dutt, S; Neuhaus, J; Saloner, R; Kritikos, L; Miller, B; Kramer, J H

2017-07-28

Although commonly interpreted as a marker of episodic memory during neuropsychological exams, relatively little is known regarding the neurobehavior of "total learning" immediate recall scores. Medial temporal lobes are clearly associated with delayed recall performances, yet immediate recall may necessitate networks beyond traditional episodic memory. We aimed to operationalize cognitive and neuroanatomic correlates of total immediate recall in several aging syndromes. Demographically-matched neurologically normal adults (n=91), individuals with Alzheimer's disease (n=566), logopenic variant primary progressive aphasia (PPA) (n=34), behavioral variant frontotemporal dementia (n=97), semantic variant PPA (n=71), or nonfluent/agrammatic variant PPA (n=39) completed a neurocognitive battery, including the CVLT-Short Form trials 1-4 Total Immediate Recall; a majority subset also completed a brain MRI. Regressions covaried for age and sex, and MMSE in cognitive and total intracranial volume in neuroanatomic models. Neurologically normal adults demonstrated a heterogeneous pattern of cognitive associations with total immediate recall (executive, speed, delayed recall), such that no singular cognitive or neuroanatomic correlate uniquely predicted performance. Within the clinical cohorts, there were syndrome-specific cognitive and neural associations with total immediate recall; e.g., semantic processing was the strongest cognitive correlate in svPPA (partial r=0.41), while frontal volumes was the only meaningful neural correlate in bvFTD (partial r=0.20). Medial temporal lobes were not independently associated with total immediate recall in any group (ps>0.05). Multiple neurobehavioral systems are associated with "total learning" immediate recall scores that importantly differ across distinct clinical syndromes. Conventional memory networks may not be sufficient or even importantly contribute to total immediate recall in many syndromes. Interpreting learning scores as equivalent to episodic memory may be erroneous. Copyright © 2017 Elsevier Ltd. All rights reserved.

An Innovative Project and Design Oriented Electrical Engineering Curriculum at the University of North Texas

ERIC Educational Resources Information Center

Garcia, Oscar N.; Varanasi, Murali R.; Acevedo, Miguel F.; Guturu, Parthasarathy

2011-01-01

We analyze and study the beginning of a new Electrical Engineering Department, supported by an NSF Departmental Level Reform award, within a new College of Engineering in the 21st Century and also describe the academic approach and influences of an innovative cognitive-based approach to curriculum development. In addition, the approach taken…

Designing Preclinical Instruction for Psychomotor Skills (II)--Instructional Engineering: Task Analysis.

ERIC Educational Resources Information Center

Knight, G. William; And Others

1994-01-01

The first step in engineering the instruction of dental psychomotor skills, task analysis, is explained. A chart details the procedural, cognitive, desired-criteria, and desired-performance analysis of a single task, occlusal preparation for amalgam restoration with carious lesion. (MSE)

Perceptions of a cognitive rehabilitation group by older people living with cognitive impairment and their caregivers: A qualitative interview study.

PubMed

Moebs, Isabelle; Gee, Susan; Miyahara, Motohide; Paton, Helen; Croucher, Matthew

2017-05-01

Cognitive rehabilitation has been developed to improve quality of life, activities of daily living and mood for people with cognitive impairment, but the voice of people with cognitive impairment has been underrepresented. This study aimed to understand the experience of people living with cognitive impairment, as well as their caregivers who took part in a cognitive rehabilitation intervention programme. Twelve individuals with cognitive impairment and 15 caregivers participated in individual qualitative interviews. The interview data were analysed in three steps: 1) familiarisation of the transcripts; 2) identification of themes; 3) re-interpretation, refinement and integration of themes with methodological auditors. Both participants living with cognitive impairment and caregivers valued the comfortable environment with friendly, caring and supportive group leaders who taught practical tips and strategies. The participants living with cognitive impairment enjoyed socialising with like others. Caregivers benefited from learning about memory problems and sharing their challenges with other caregivers. The participants living with cognitive impairment emphasised the benefits of relational and practical aspects, whereas the caregivers valued the informational and emotional support. In conclusion, both participants living with cognitive impairment and caregivers found the cognitive rehabilitation group useful.

Self-Perceptions of Interpersonal, Intrapersonal, and Leadership Skills among Recent Engineering Graduates: A Qualitative Study

ERIC Educational Resources Information Center

Watson, Fallon E.

2013-01-01

This study describes the communication-specific soft skills that recent engineering graduates from Accreditation Board for Engineering and Technology (ABET) accredited universities in the state of Kentucky report they use at work. Utilizing a basic interpretive qualitative approach in-depth semi-structured interviews were conducted to obtain the…

Learning the Fundamentals of Kinetics and Reaction Engineering with the Catalytic Oxidation of Methane

ERIC Educational Resources Information Center

Cybulskis, Viktor J.; Smeltz, Andrew D.; Zvinevich, Yury; Gounder, Rajamani; Delgass, W. Nicholas; Ribeiro, Fabio H.

2016-01-01

Understanding catalytic chemistry, collecting and interpreting kinetic data, and operating chemical reactors are critical skills for chemical engineers. This laboratory experiment provides students with a hands-on supplement to a course in chemical kinetics and reaction engineering. The oxidation of methane with a palladium catalyst supported on…

Assessment of Innovative Emergency Department Information Displays in a Clinical Simulation Center

PubMed Central

McGeorge, Nicolette; Hegde, Sudeep; Berg, Rebecca L.; Guarrera-Schick, Theresa K.; LaVergne, David T.; Casucci, Sabrina N.; Hettinger, A. Zachary; Clark, Lindsey N.; Lin, Li; Fairbanks, Rollin J.; Benda, Natalie C.; Sun, Longsheng; Wears, Robert L.; Perry, Shawna; Bisantz, Ann

2016-01-01

The objective of this work was to assess the functional utility of new display concepts for an emergency department information system created using cognitive systems engineering methods, by comparing them to similar displays currently in use. The display concepts were compared to standard displays in a clinical simulation study during which nurse-physician teams performed simulated emergency department tasks. Questionnaires were used to assess the cognitive support provided by the displays, participants’ level of situation awareness, and participants’ workload during the simulated tasks. Participants rated the new displays significantly higher than the control displays in terms of cognitive support. There was no significant difference in workload scores between the display conditions. There was no main effect of display type on situation awareness, but there was a significant interaction; participants using the new displays showed improved situation awareness from the middle to the end of the session. This study demonstrates that cognitive systems engineering methods can be used to create innovative displays that better support emergency medicine tasks, without increasing workload, compared to more standard displays. These methods provide a means to develop emergency department information systems—and more broadly, health information technology—that better support the cognitive needs of healthcare providers. PMID:27974881

The Gtr-Model a Universal Framework for Quantum-Like Measurements

NASA Astrophysics Data System (ADS)

Aerts, Diederik; Bianchi, Massimiliano Sassoli De

We present a very general geometrico-dynamical description of physical or more abstract entities, called the general tension-reduction (GTR) model, where not only states, but also measurement-interactions can be represented, and the associated outcome probabilities calculated. Underlying the model is the hypothesis that indeterminism manifests as a consequence of unavoidable uctuations in the experimental context, in accordance with the hidden-measurements interpretation of quantum mechanics. When the structure of the state space is Hilbertian, and measurements are of the universal kind, i.e., are the result of an average over all possible ways of selecting an outcome, the GTR-model provides the same predictions of the Born rule, and therefore provides a natural completed version of quantum mechanics. However, when the structure of the state space is non-Hilbertian and/or not all possible ways of selecting an outcome are available to be actualized, the predictions of the model generally differ from the quantum ones, especially when sequential measurements are considered. Some paradigmatic examples will be discussed, taken from physics and human cognition. Particular attention will be given to some known psychological effects, like question order effects and response replicability, which we show are able to generate non-Hilbertian statistics. We also suggest a realistic interpretation of the GTR-model, when applied to human cognition and decision, which we think could become the generally adopted interpretative framework in quantum cognition research.

Understanding the effects of stimulant medications on cognition in individuals with attention-deficit hyperactivity disorder: a decade of progress.

PubMed

Swanson, James; Baler, Ruben D; Volkow, Nora D

2011-01-01

The use of stimulant drugs for the treatment of children with attention-deficit hyperactivity disorder (ADHD) is one of the most widespread pharmacological interventions in child psychiatry and behavioral pediatrics. This treatment is well grounded on controlled studies showing efficacy of low oral doses of methylphenidate and amphetamine in reducing the behavioral symptoms of the disorder as reported by parents and teachers, both for the cognitive (inattention and impulsivity) and non-cognitive (hyperactivity) domains. Our main aim is to review the objectively measured cognitive effects that accompany the subjectively assessed clinical responses to stimulant medications. Recently, methods from the cognitive neurosciences have been used to provide information about brain processes that underlie the cognitive deficits of ADHD and the cognitive effects of stimulant medications. We will review some key findings from the recent literature, and then offer interpretations of the progress that has been made over the past decade in understanding the cognitive effects of stimulant medication on individuals with ADHD.

Using Minute Papers to Determine Student Cognitive Development Levels

ERIC Educational Resources Information Center

Vella, Lia

2015-01-01

Can anonymous written feedback collected during classroom assessment activities be used to assess students' cognitive development levels? After library instruction in a first-year engineering design class, students submitted minute papers that included answers to "what they are left wondering." Responses were coded into low, medium and…

Cognitive Learning Styles: Can You Engineer a "Perfect" Match?

ERIC Educational Resources Information Center

Khuzzan, Sharifah Mazlina Syed; Goulding, Jack Steven

2016-01-01

Education and training is widely acknowledged as being one of the key factors for leveraging organisational success. However, it is equally acknowledged that skills development and the acquisition of learning through managed cognitive approaches has yet to provide a "perfect" match. Whilst it is argued that an ideal learning scenario…

Building Cognition: The Construction of Computational Representations for Scientific Discovery

ERIC Educational Resources Information Center

Chandrasekharan, Sanjay; Nersessian, Nancy J.

2015-01-01

Novel computational representations, such as simulation models of complex systems and video games for scientific discovery (Foldit, EteRNA etc.), are dramatically changing the way discoveries emerge in science and engineering. The cognitive roles played by such computational representations in discovery are not well understood. We present a…

What determines adult cognitive skills? Influences of pre-school, school, and post-school experiences in Guatemala

PubMed Central

Hoddinott, John; Maluccio, John A.; Soler-Hampejsek, Erica; Behrman, Emily L.; Martorell, Reynaldo; Ramírez-Zea, Manuel; Stein, Aryeh D.

2015-01-01

Most empirical investigations of the effects of cognitive skills assume that they are produced by schooling. Drawing on longitudinal data to estimate production functions for adult verbal and nonverbal cognitive skills, we find that: (1) School attainment has a significant and substantial effect on adult verbal cognitive skills but not on adult nonverbal cognitive skills; and (2) Pre-school and post-school experiences also have substantial positive significant effects on adult cognitive skills. Pre-school experiences captured by height for age at 6 years substantially and significantly increase adult nonverbal cognitive skills, even after controlling for school attainment. Post-school tenure in skilled jobs has significant positive effects on both types of cognitive skills. The findings (1) reinforce the importance of early life investments; (2) support the importance of childhood nutrition (“Flynn effect”) and work complexity in explaining increases in nonverbal cognitive skills; (3) call into question interpretations of studies reporting productivity impacts of cognitive skills that do not control for endogeneity; and (4) point to limitations in using adult school attainment alone to represent human capital. PMID:26550556

Is "Bow" for an Arrow or for Hair? A Classroom Demonstration on Gender Differences in Interpreting Ambiguous Information

ERIC Educational Resources Information Center

Fa-Kaji, Naomi; Nguyen, Linda; Hebl, Mikki; Skorinko, Jeanine

2016-01-01

This article details a classroom demonstration of how gender differences in cognitive schemas can result in men and women differentially interpreting the same information. Students heard a series of six homonyms (e.g., bow and nail) spoken aloud and wrote down the first word with which they free-associated each homonym. When hearing the words…

The Use of Spatial Cognition in Graph Interpretation

DTIC Science & Technology

2007-08-01

Mathematics has emphasized the importance of proactively teaching students of all ages to interpret graphs and use them to make inferences ( NCTM ... Mathematics . Reston, VA: National Council of Teachers of Mathematics . Oh, S., & Kim, M. (2004). The role of spatial working memory in visual...in learning science (Schunn et al, in press). Not coincidentally, in developing its recent national standards, the National Council of Teachers of

Engineers of the Southwest Pacific 1941-1945. Volume 8. Critique

DTIC Science & Technology

1950-01-01

excerpts had to be complemented and expanded into well-rounded interpretations , and the many remotely connected conclusions had to be combined and...88 Brigadier General Ralph Coane, 41st Division Artillery Commander, uses map to interpret ...hostilities, was using six different language interpreters whcn oeaL he addressed his regiment. demolition crew, had crossed. The entireopea- 5 c

78 FR 21700 - Aviation Rulemaking Advisory Committee Meeting on Transport Airplane and Engine Issues

Federal Register 2010, 2011, 2012, 2013, 2014

2013-04-11

... Report Flight Controls Harmonization Working Group Report Aging Airplanes Working Group Report Engine... person listed in the FOR FURTHER INFORMATION CONTACT section. Sign and oral interpretation, as well as a...

The Role of Self-reports and Behavioral Measures of Interpretation Biases in Children with Varying Levels of Anxiety.

PubMed

Klein, Anke M; Flokstra, Emmelie; van Niekerk, Rianne; Klein, Steven; Rapee, Ronald M; Hudson, Jennifer L; Bögels, Susan M; Becker, Eni S; Rinck, Mike

2018-04-21

We investigated the role of self-reports and behavioral measures of interpretation biases and their content-specificity in children with varying levels of spider fear and/or social anxiety. In total, 141 selected children from a community sample completed an interpretation bias task with scenarios that were related to either spider threat or social threat. Specific interpretation biases were found; only spider-related interpretation bias and self-reported spider fear predicted unique variance in avoidance behavior on the Behavior Avoidance Task for spiders. Likewise, only social-threat related interpretation bias and self-reported social anxiety predicted anxiety during the Social Speech Task. These findings support the hypothesis that fearful children display cognitive biases that are specific to particular fear-relevant stimuli. Clinically, this insight might be used to improve treatments for anxious children by targeting content-specific interpretation biases related to individual disorders.

Engineering Design Thinking

ERIC Educational Resources Information Center

Lammi, Matthew; Becker, Kurt

2013-01-01

Engineering design thinking is "a complex cognitive process" including divergence-convergence, a systems perspective, ambiguity, and collaboration (Dym, Agogino, Eris, Frey, & Leifer, 2005, p. 104). Design is often complex, involving multiple levels of interacting components within a system that may be nested within or connected to other systems.…

Constructing Understandings of End-of-Life Care in Europe: A Qualitative Study Involving Cognitive Interviewing with Implications for Cross-National Surveys

PubMed Central

Bechinger-English, Dorothee; Bausewein, Claudia; Simon, Steffan T.; Harding, Richard; Higginson, Irene J.; Gomes, Barbara

2011-01-01

Abstract Background Although national findings regarding people's end-of-life care (EoLC) preferences and priorities are available within Europe, a lack of research coordination between countries has meant that cross-national understandings of EoLC remain unknown. Purpose To (1) identify English and German understandings of EoLC within the context of an EoLC survey, and (2) to synthesise these understandings to aid interpretation of results from a cross-national survey. Methods An inductive and interpretive two-phased sequential design involving (1) qualitative analysis of cognitive interview data from 15 English and 15 German respondents to develop country-related categories, and (2) qualitative synthesis to identify a conceptually coherent understanding of EoLC. Results Open and axial coding resulted in six English and six German categories. Commonalities included (a) the importance of social and relational dimensions, (b) dynamic decision making comprising uncertainty, (c) a valuing of life's quality and quantity, and (d) expectations for holistic care involving autonomy, choice, and timely information from trusted professionals. Differences involved attention to practical matters, and thoughts about prolongation of life, preferred place of death, and the role of media and context. Synthesis resulted in four concepts with underlying coherence: expectations of a high standard of EoLC involving autonomy, choice, and context; evolving decision making amid anticipated change; thoughts about living and existing; and worldviews shaping EoLC preferences in real and hypothetical scenarios. Conclusion Individual and country-related diversity must be remembered when quantifying EoLC understandings. Inductive-interpretive analysis of cognitive interview data aids interpretation of survey findings. Cross-national research coordination and qualitative synthesis assists EoLC in Europe. PMID:21306232

Accelerated cognitive aging following severe traumatic brain injury: A review.

PubMed

Wood, Rodger Ll

2017-01-01

The primary objective of this review was to examine relevant clinical and experimental literatures for information on the long-term cognitive impact of serious traumatic brain injury (TBI) with regard to the process of cognitive aging. Online journal databases were queried for studies pertaining to cognitive aging in neurologically healthy populations, as well as the late cognitive effects of serious TBI. Additional studies were identified through searching bibliographies of related publications and using Google search engine. Problems of cognition exhibited by young adults after TBI resemble many cognitive weaknesses of attention deficit and poor working memory that are usually seen in an elderly population who have no neurological history. The current state of the literature provides support for the argument that TBI can result in diminished cognitive reserve which may accelerate the normal process of cognitive decline, leading to premature aging, potentially increasing the risk of dementia.

Computational and fMRI Studies of Visualization

DTIC Science & Technology

2009-03-31

spatial thinking in high level cognition, such as in problem-solving and reasoning. In conjunction with the experimental work, the project developed a...computational modeling system (4CAPS) as well as the development of 4CAPS models for particular tasks. The cognitive level of 4CAPS accounts for...neuroarchitecture to interpret and predict the brain activation in a network of cortical areas that underpin the performance of a visual thinking task. The

Cognitive influences on self-care decision making in persons with heart failure.

PubMed

Dickson, Victoria V; Tkacs, Nancy; Riegel, Barbara

2007-09-01

Despite advances in management, heart failure is associated with high rates of hospitalization, poor quality of life, and early death. Education intended to improve patients' abilities to care for themselves is an integral component of disease management programs. True self-care requires that patients make decisions about symptoms, but the cognitive deficits documented in 30% to 50% of the heart failure population may make daily decision making challenging. After describing heart failure self-care as a naturalistic decision making process, we explore cognitive deficits known to exist in persons with heart failure. Problems in heart failure self-care are analyzed in relation to neural alterations associated with heart failure. As a neural process, decision making has been traced to regions of the prefrontal cortex, the same areas that are affected by ischemia, infarction, and hypoxemia in heart failure. Resulting deficits in memory, attention, and executive function may impair the perception and interpretation of early symptoms and reasoning and, thereby, delay early treatment implementation. There is compelling evidence that the neural processes critical to decision making are located in the same structures that are affected by heart failure. Because self-care requires the cognitive ability to learn, perceive, interpret, and respond, research is needed to discern how neural deficits affects these abilities, decision-making, and self-care behaviors.

Cognitive interviews to test and refine questionnaires.

PubMed

García, Alexandra A

2011-01-01

Survey data are compromised when respondents do not interpret questions in the way researchers expect. Cognitive interviews are used to detect problems respondents have in understanding survey instructions and items, and in formulating answers. This paper describes methods for conducting cognitive interviews and describes the processes and lessons learned with an illustrative case study. The case study used cognitive interviews to elicit respondents' understanding and perceptions of the format, instructions, items, and responses that make up the Diabetes Symptom Self-Care Inventory (DSSCI), a questionnaire designed to measure Mexican Americans' symptoms of type 2 diabetes and their symptom management strategies. Responses to cognitive interviews formed the basis for revisions in the format, instructions, items, and translation of the DSSCI. All those who develop and revise surveys are urged to incorporate cognitive interviews into their instrumentation methods so that they may produce more reliable and valid measurements. © 2011 Wiley Periodicals, Inc.

The anchoring bias reflects rational use of cognitive resources.

PubMed

Lieder, Falk; Griffiths, Thomas L; M Huys, Quentin J; Goodman, Noah D

2018-02-01

Cognitive biases, such as the anchoring bias, pose a serious challenge to rational accounts of human cognition. We investigate whether rational theories can meet this challenge by taking into account the mind's bounded cognitive resources. We asked what reasoning under uncertainty would look like if people made rational use of their finite time and limited cognitive resources. To answer this question, we applied a mathematical theory of bounded rationality to the problem of numerical estimation. Our analysis led to a rational process model that can be interpreted in terms of anchoring-and-adjustment. This model provided a unifying explanation for ten anchoring phenomena including the differential effect of accuracy motivation on the bias towards provided versus self-generated anchors. Our results illustrate the potential of resource-rational analysis to provide formal theories that can unify a wide range of empirical results and reconcile the impressive capacities of the human mind with its apparently irrational cognitive biases.

An Investigation of Factors That Influence the Hypothesis Generation Ability of Students in School- Based Agricultural Education Programs When Troubleshooting Small Gasoline Engines

ERIC Educational Resources Information Center

Blackburn, J. Joey; Robinson, J. Shane

2017-01-01

The purpose of this study was to determine if selected factors influenced the ability of students in school-based agricultural education programs to generate a correct hypothesis when troubleshooting small gasoline engines. Variables of interest included students' cognitive style, age, GPA, and content knowledge in small gasoline engines. Kirton's…

Assessment Engineering Task Model Maps, Task Models and Templates as a New Way to Develop and Implement Test Specifications

ERIC Educational Resources Information Center

Luecht, Richard M.

2013-01-01

Assessment engineering is a new way to design and implement scalable, sustainable and ideally lower-cost solutions to the complexities of designing and developing tests. It represents a merger of sorts between cognitive task modeling and engineering design principles--a merger that requires some new thinking about the nature of score scales, item…

Neuroimaging studies of cognitive remediation in schizophrenia: A systematic and critical review

PubMed Central

Penadés, Rafael; González-Rodríguez, Alexandre; Catalán, Rosa; Segura, Bàrbara; Bernardo, Miquel; Junqué, Carme

2017-01-01

AIM To examine the effects of cognitive remediation therapies on brain functioning through neuroimaging procedures in patients with schizophrenia. METHODS A systematic, computerised literature search was conducted in the PubMed/Medline and PsychInfo databases. The search was performed through February 2016 without any restrictions on language or publication date. The search was performed using the following search terms: [(“cogniti*” and “remediation” or “training” or “enhancement”) and (“fMRI” or “MRI” or “PET” or “SPECT”) and (schizophrenia or schiz*)]. The search was accompanied by a manual online search and a review of the references from each of the papers selected, and those papers fulfilling our inclusion criteria were also included. RESULTS A total of 101 studies were found, but only 18 of them fulfilled the inclusion criteria. These studies indicated that cognitive remediation improves brain activation in neuroimaging studies. The most commonly reported changes were those that involved the prefrontal and thalamic regions. Those findings are in agreement with the hypofrontality hypothesis, which proposes that frontal hypoactivation is the underlying mechanism of cognitive impairments in schizophrenia. Nonetheless, great heterogeneity among the studies was found. They presented different hypotheses, different results and different findings. The results of more recent studies interpreted cognitive recovery within broader frameworks, namely, as amelioration of the efficiency of different networks. Furthermore, advances in neuroimaging methodologies, such as the use of whole-brain analysis, tractography, graph analysis, and other sophisticated methodologies of data processing, might be conditioning the interpretation of results and generating new theoretical frameworks. Additionally, structural changes were described in both the grey and white matter, suggesting a neuroprotective effect of cognitive remediation. Cognitive, functional and structural improvements tended to be positively correlated. CONCLUSION Neuroimaging studies of cognitive remediation in patients with schizophrenia suggest a positive effect on brain functioning in terms of the functional reorganisation of neural networks. PMID:28401047

Neuroimaging studies of cognitive remediation in schizophrenia: A systematic and critical review.

PubMed

Penadés, Rafael; González-Rodríguez, Alexandre; Catalán, Rosa; Segura, Bàrbara; Bernardo, Miquel; Junqué, Carme

2017-03-22

To examine the effects of cognitive remediation therapies on brain functioning through neuroimaging procedures in patients with schizophrenia. A systematic, computerised literature search was conducted in the PubMed/Medline and PsychInfo databases. The search was performed through February 2016 without any restrictions on language or publication date. The search was performed using the following search terms: [("cogniti*" and "remediation" or "training" or "enhancement") and ("fMRI" or "MRI" or "PET" or "SPECT") and (schizophrenia or schiz*)]. The search was accompanied by a manual online search and a review of the references from each of the papers selected, and those papers fulfilling our inclusion criteria were also included. A total of 101 studies were found, but only 18 of them fulfilled the inclusion criteria. These studies indicated that cognitive remediation improves brain activation in neuroimaging studies. The most commonly reported changes were those that involved the prefrontal and thalamic regions. Those findings are in agreement with the hypofrontality hypothesis, which proposes that frontal hypoactivation is the underlying mechanism of cognitive impairments in schizophrenia. Nonetheless, great heterogeneity among the studies was found. They presented different hypotheses, different results and different findings. The results of more recent studies interpreted cognitive recovery within broader frameworks, namely, as amelioration of the efficiency of different networks. Furthermore, advances in neuroimaging methodologies, such as the use of whole-brain analysis, tractography, graph analysis, and other sophisticated methodologies of data processing, might be conditioning the interpretation of results and generating new theoretical frameworks. Additionally, structural changes were described in both the grey and white matter, suggesting a neuroprotective effect of cognitive remediation. Cognitive, functional and structural improvements tended to be positively correlated. Neuroimaging studies of cognitive remediation in patients with schizophrenia suggest a positive effect on brain functioning in terms of the functional reorganisation of neural networks.

Psychophysiological measures of cognitive workload in laboratory and flight

NASA Technical Reports Server (NTRS)

Wilson, Glenn F.; Badeau, Albert

1993-01-01

Psychophysiological data have been recorded during different levels of cognitive workload in laboratory and flight settings. Cardiac, eye blink, and brain data have shown meaningful changes as a function of the levels of mental workload. Increased cognitive workload is generally associated with increased heart rates, decreased blink rates and eye closures, and decreased evoked potential amplitudes. However, comparisons of laboratory and flight data show that direct transference of laboratory findings to the flight environment is not possible in many cases. While the laboratory data are valuable, a data base from flight is required so that 'real world' data can be properly interpreted.

Streaming Media Technology: Laying the Foundations for Educational Change.

ERIC Educational Resources Information Center

Sircar, Jayanta

2000-01-01

Discussion of the delivery of multimedia using streaming technology focuses on its use in engineering education. Highlights include engineering education and instructional technology, including learning approaches based on cognitive development; differences between local and distance education; economic factors; and roles of Web-based streaming,…

Decision-Making, Cognitive Distortions and Alcohol Use in Adolescent Problem and Non-problem Gamblers: An Experimental Study.

PubMed

Ciccarelli, Maria; Griffiths, Mark D; Nigro, Giovanna; Cosenza, Marina

2016-12-01

In the psychological literature, many studies have investigated the neuropsychological and behavioral changes that occur developmentally during adolescence. These studies have consistently observed a deficit in the decision-making ability of children and adolescents. This deficit has been ascribed to incomplete brain development. The same deficit has also been observed in adult problem and pathological gamblers. However, to date, no study has examined decision-making in adolescents with and without gambling problems. Furthermore, no study has ever examined associations between problem gambling, decision-making, cognitive distortions and alcohol use in youth. To address these issues, 104 male adolescents participated in this study. They were equally divided in two groups, problem gamblers and non-problem gamblers, based on South Oaks Gambling Screen Revised for Adolescents scores. All participants performed the Iowa gambling task and completed the Gambling Related Cognitions Scale and the alcohol use disorders identification test. Adolescent problem gamblers displayed impaired decision-making, reported high cognitive distortions, and had more problematic alcohol use compared to non-problem gamblers. Strong correlations between problem gambling, alcohol use, and cognitive distortions were observed. Decision-making correlated with interpretative bias. This study demonstrated that adolescent problem gamblers appear to have the same psychological profile as adult problem gamblers and that gambling involvement can negatively impact on decision-making ability that, in adolescence, is still developing. The correlations between interpretative bias and decision-making suggested that the beliefs in the ability to influence gambling outcomes may facilitate decision-making impairment.

How to interpret cognitive training studies: A reply to Lindskog & Winman

PubMed Central

Park, Joonkoo; Brannon, Elizabeth M.

2017-01-01

In our previous studies, we demonstrated that repeated training on an approximate arithmetic task selectively improves symbolic arithmetic performance (Park & Brannon, 2013, 2014). We proposed that mental manipulation of quantity is the common cognitive component between approximate arithmetic and symbolic arithmetic, driving the causal relationship between the two. In a commentary to our work, Lindskog and Winman argue that there is no evidence of performance improvement during approximate arithmetic training and that this challenges the proposed causal relationship between approximate arithmetic and symbolic arithmetic. Here, we argue that causality in cognitive training experiments is interpreted from the selectivity of transfer effects and does not hinge upon improved performance in the training task. This is because changes in the unobservable cognitive elements underlying the transfer effect may not be observable from performance measures in the training task. We also question the validity of Lindskog and Winman’s simulation approach for testing for a training effect, given that simulations require a valid and sufficient model of a decision process, which is often difficult to achieve. Finally we provide an empirical approach to testing the training effects in adaptive training. Our analysis reveals new evidence that approximate arithmetic performance improved over the course of training in Park and Brannon (2014). We maintain that our data supports the conclusion that approximate arithmetic training leads to improvement in symbolic arithmetic driven by the common cognitive component of mental quantity manipulation. PMID:26972469

Current paranoid thinking in patients with delusions: the presence of cognitive-affective biases.

PubMed

Freeman, Daniel; Dunn, Graham; Fowler, David; Bebbington, Paul; Kuipers, Elizabeth; Emsley, Richard; Jolley, Suzanne; Garety, Philippa

2013-11-01

There has been renewed interest in the influence of affect on psychosis. Psychological research on persecutory delusions ascribes a prominent role to cognitive processes related to negative affect: anxiety leads to the anticipation of threat within paranoia; depressive negative ideas about the self create a sense of vulnerability in which paranoid thoughts flourish; and self-consciousness enhances feelings of the self as a target. The objective of this study was to examine such affective processes in relation to state paranoia in patients with delusions. 130 patients with delusions in the context of a nonaffective psychosis diagnosis (predominately schizophrenia) were assessed for contemporaneous levels of persecutory ideation on 5 visual analog scales. Measures were taken of anxiety, depression, threat anticipation, interpretation of ambiguity, self-focus, and negative ideas about the self. Of the patients, 85% report paranoid thinking at testing. Symptoms of anxiety and depression were highly prevalent. Current paranoid thinking was associated with anxiety, depression, greater anticipation of threat events, negative interpretations of ambiguous events, a self-focused cognitive style, and negative ideas about the self. The study provides a clear demonstration that a range of emotion-related cognitive biases, each of which could plausibly maintain delusions, are associated with current paranoid thinking in patients with psychosis. We identified biases both in the contents of cognition and in the processing of information. Links between affect and psychosis are central to the understanding of schizophrenia. We conclude that treatment of emotional dysfunction should lead to reductions in current psychotic experiences.

The Manipulative Complexity of Lower Paleolithic Stone Toolmaking

PubMed Central

Faisal, Aldo; Stout, Dietrich; Apel, Jan; Bradley, Bruce

2010-01-01

Background Early stone tools provide direct evidence of human cognitive and behavioral evolution that is otherwise unavailable. Proper interpretation of these data requires a robust interpretive framework linking archaeological evidence to specific behavioral and cognitive actions. Methodology/Principal Findings Here we employ a data glove to record manual joint angles in a modern experimental toolmaker (the 4th author) replicating ancient tool forms in order to characterize and compare the manipulative complexity of two major Lower Paleolithic technologies (Oldowan and Acheulean). To this end we used a principled and general measure of behavioral complexity based on the statistics of joint movements. Conclusions/Significance This allowed us to confirm that previously observed differences in brain activation associated with Oldowan versus Acheulean technologies reflect higher-level behavior organization rather than lower-level differences in manipulative complexity. This conclusion is consistent with a scenario in which the earliest stages of human technological evolution depended on novel perceptual-motor capacities (such as the control of joint stiffness) whereas later developments increasingly relied on enhanced mechanisms for cognitive control. This further suggests possible links between toolmaking and language evolution. PMID:21072164

How Stable Are Human Aesthetic Preferences Across the Lifespan?

PubMed Central

Pugach, Cameron; Leder, Helmut; Graham, Daniel J.

2017-01-01

How stable are human aesthetic preferences, and how does stability change over the lifespan? Here we investigate the stability of aesthetic taste in a cross-sectional study. We employed a simple rank-order preference task using paintings and photographs of faces and landscapes. In each of the four stimulus classes, we find that aesthetic stability generally follows an inverted U-shaped function, with the greatest degree of stability appearing in early to middle adulthood. We propose that one possible interpretation of this result is that it indicates a role for cognitive control (i.e., the ability to adapt cognition to current situations) in the construction of aesthetic taste, since cognitive control performance follows a generally similar trajectory across the lifespan. However, human aesthetic stability is on the whole rather low: even the most stable age groups show ranking changes of at least 1 rank per item over a 2-week span. We discuss possible implications for these findings in terms of existing theories of visual aesthetics and in terms of methodological considerations, though we acknowledge that other interpretations of our results are possible. PMID:28620290

Hand posture and cognitive control: The congruency sequence effect is reduced near the hands.

PubMed

Englert, Julia; Wentura, Dirk

2016-10-01

According to several recent articles, attentional processing seems to be modulated by the proximity of one's own hand to a stimulus. Weidler and Abrams (Psychonomic Bulletin & Review, 21, 462-469, 2014) found a significant reduction of the Eriksen flanker effect when the stimuli were presented close to the participants' hands. They interpreted this as evidence for stronger cognitive control near the hands. Using a near-by hands manipulation intended to vary distance while keeping posture of the hands constant, we found a modulation of the congruency sequence effect (CSE or Gratton effect), i.e., a larger flanker effect following incompatible trials than following compatible trials. The CSE was eliminated near the hands. Though we did not find a reduction in the flanker effect itself (which might be the result of using a near-by hand manipulation somewhat different from that of Weidler and Abrams), this result can be considered to be compatible with Weidler and Abrams' original hypothesis if the congruency sequence effect is interpreted in terms of cognitive control.

Does in utero exposure of antiepileptic drugs lead to failure to reach full cognitive potential?

PubMed

McCorry, D; Bromley, R

2015-05-01

A clinical scenario of a young female on 800 mg of sodium valproate (VPA) who has recently failed lamotrigine (LTG) and levetiracetam (LEV) and who is currently planning a pregnancy is presented. Currently available data pertaining to the longer-term development of children exposed to antiepileptic drugs (AEDs) are reviewed along with considerations around the methodology and interpretation of such research. There is an accumulation of data highlighting significant risks associated with prenatal exposed to VPA, with the level of risk being mediated by dose. The majority of published evidence does not find a significant risk associated with carbamazepine (CBZ) exposure in utero for global cognitive abilities however the evidence for more specific cognitive skills are unclear. Limited data indicate that LTG may be a preferred treatment to VPA in terms of foetal outcome but further evidence is required. Too little data pertaining to LEV exposure is available and a lack of evidence regarding risk of this and other new AEDs should not be interpreted as evidence of safety. Copyright © 2015. Published by Elsevier Ltd.

The Utility of Cognitive Plausibility in Language Acquisition Modeling: Evidence From Word Segmentation.

PubMed

Phillips, Lawrence; Pearl, Lisa

2015-11-01

The informativity of a computational model of language acquisition is directly related to how closely it approximates the actual acquisition task, sometimes referred to as the model's cognitive plausibility. We suggest that though every computational model necessarily idealizes the modeled task, an informative language acquisition model can aim to be cognitively plausible in multiple ways. We discuss these cognitive plausibility checkpoints generally and then apply them to a case study in word segmentation, investigating a promising Bayesian segmentation strategy. We incorporate cognitive plausibility by using an age-appropriate unit of perceptual representation, evaluating the model output in terms of its utility, and incorporating cognitive constraints into the inference process. Our more cognitively plausible model shows a beneficial effect of cognitive constraints on segmentation performance. One interpretation of this effect is as a synergy between the naive theories of language structure that infants may have and the cognitive constraints that limit the fidelity of their inference processes, where less accurate inference approximations are better when the underlying assumptions about how words are generated are less accurate. More generally, these results highlight the utility of incorporating cognitive plausibility more fully into computational models of language acquisition. Copyright © 2015 Cognitive Science Society, Inc.

The Roles of Working Memory and Cognitive Load in Geoscience Learning

ERIC Educational Resources Information Center

Jaeger, Allison J.; Shipley, Thomas F.; Reynolds, Stephen J.

2017-01-01

Working memory is a cognitive system that allows for the simultaneous storage and processing of active information. While working memory has been implicated as an important element for success in many science, technology, engineering, and mathematics (STEM) fields, its specific role in geoscience learning is not fully understood. The major goal of…

Learning about Genetic Engineering in an Outreach Laboratory: Influence of Motivation and Gender on Students' Cognitive Achievement

ERIC Educational Resources Information Center

Goldschmidt, Marlen; Bogner, Franz X.

2016-01-01

During the last 10 years, outreach science laboratories have become increasingly popular due to resource and time limitations in schools. Outreach laboratories offer hands-on projects in a situated and authentic learning setting, thereby promoting the development of students' scientific literacy. However, students' cognitive achievement within…

Spatial Cognition Support for Exploring the Design Mechanics of Building Structures

ERIC Educational Resources Information Center

Rudy, Margit; Hauck, Richard

2008-01-01

A web-based tool for visualizing the simulated structural behavior of building models was developed to support the teaching of structural design to architecture and engineering students by activating their spatial cognition capabilities. The main didactic issues involved establishing a consistent and complete three-dimensional vocabulary (3D)…

Ethnography of Novices' First Use of Web Search Engines: Affective Control in Cognitive Processing.

ERIC Educational Resources Information Center

Nahl, Diane

1998-01-01

This study of 18 novice Internet users employed a structured self-report method to investigate affective and cognitive operations in the following phases of World Wide Web searching: presearch formulation, search statement formulation, search strategy, and evaluation of results. Users also rated their self-confidence as searchers and satisfaction…

The Impact of Cognitive Style on Social Networks in On-Line Discussions

ERIC Educational Resources Information Center

Jablokow, Kathryn; Vercellone-Smith, Pamela

2011-01-01

With the rise of e-Learning in engineering education, understanding the impact of individual differences on the ways students communicate and collaborate on-line has become increasingly important. The research described here investigates the influence of cognitive style on the interactions within student social networks in an on-line learning…

The Role of Social Support in Students' Perceived Abilities and Attitudes toward Math and Science

ERIC Educational Resources Information Center

Rice, Lindsay; Barth, Joan M.; Guadagno, Rosanna E.; Smith, Gabrielle P. A.; McCallum, Debra M.

2013-01-01

Social cognitive models examining academic and career outcomes emphasize constructs such as attitude, interest, and self-efficacy as key factors affecting students' pursuit of STEM (science, technology, engineering and math) courses and careers. The current research examines another under-researched component of social cognitive models: social…

Teaching Compound Nouns in ESP: Insights from Cognitive Semantics

ERIC Educational Resources Information Center

Fries, Marie-Hélène

2017-01-01

The objective of this chapter is to explore the relevance of cognitive linguistics for teaching [noun] + [noun] constructions to French learners of English for Specific Purposes (ESP), and more specifically, for process engineering. After a review of research on Compound Nouns (CNs) and explicit versus implicit learning, three basic tenets of…

Power of the desired self: Influence of induced perceptions of the self on reasoning.

PubMed

Augustinova, Maria; Collange, Julie; Sanitioso, Rasyid Bo; Musca, Serban C

2011-12-01

This research shows that the motivation to posses a desired characteristic (or to avoid an undesired one) results in self-perceptions that guide people's use of base rate in the Lawyer-Engineer problem (Kahneman & Tversky, 1973). In four studies, participants induced to believe (or recall, Exp. 2) that a rational cognitive style is success-conducive (or an intuitive cognitive style failure-conducive) subsequently viewed themselves as more rational and relied more on base rate in their probability estimates than those induced to believe that a rational cognitive style is failure-conducive (or an intuitive cognitive style success-conducive). These findings show that the desired self had an influence on reasoning in the self-unrelated lawyer-engineer task, since the use of base rates was mediated by changes in participants' perceptions of their own rationality. These findings therefore show that the desired self, through the working self-concept that it entails, constitutes another factor influencing people's use of distinct modes of reasoning. Copyright © 2011 Elsevier B.V. All rights reserved.

Gender Gap in Science, Technology, Engineering, and Mathematics (STEM): Current Knowledge, Implications for Practice, Policy, and Future Directions

PubMed Central

Degol, Jessica L.

2016-01-01

Although the gender gap in math course-taking and performance has narrowed in recent decades, females continue to be underrepresented in math-intensive fields of Science, Technology, Engineering, and Mathematics (STEM). Career pathways encompass the ability to pursue a career as well as the motivation to employ that ability. Individual differences in cognitive capacity and motivation are also influenced by broader sociocultural factors. After reviewing research from the fields of psychology, sociology, economics, and education over the past 30 years, we summarize six explanations for US women’s underrepresentation in math-intensive STEM fields: (a) cognitive ability, (b) relative cognitive strengths, (c) occupational interests or preferences, (d) lifestyle values or work-family balance preferences, (e) field-specific ability beliefs, and (f) gender-related stereotypes and biases. We then describe the potential biological and sociocultural explanations for observed gender differences on cognitive and motivational factors and demonstrate the developmental period(s) during which each factor becomes most relevant. We then propose evidence-based recommendations for policy and practice to improve STEM diversity and recommendations for future research directions. PMID:28458499

Gender Gap in Science, Technology, Engineering, and Mathematics (STEM): Current Knowledge, Implications for Practice, Policy, and Future Directions.

PubMed

Wang, Ming-Te; Degol, Jessica L

2017-03-01

Although the gender gap in math course-taking and performance has narrowed in recent decades, females continue to be underrepresented in math-intensive fields of Science, Technology, Engineering, and Mathematics (STEM). Career pathways encompass the ability to pursue a career as well as the motivation to employ that ability. Individual differences in cognitive capacity and motivation are also influenced by broader sociocultural factors. After reviewing research from the fields of psychology, sociology, economics, and education over the past 30 years, we summarize six explanations for US women's underrepresentation in math-intensive STEM fields: (a) cognitive ability, (b) relative cognitive strengths, (c) occupational interests or preferences, (d) lifestyle values or work-family balance preferences, (e) field-specific ability beliefs, and (f) gender-related stereotypes and biases. We then describe the potential biological and sociocultural explanations for observed gender differences on cognitive and motivational factors and demonstrate the developmental period(s) during which each factor becomes most relevant. We then propose evidence-based recommendations for policy and practice to improve STEM diversity and recommendations for future research directions.

The Interaction between Knowledge and Practice in the Acquisition of Cognitive Skills

DTIC Science & Technology

1992-06-01

by interpreting (in the computer sci- ence sense) the declarative knowledge. During interpretation, new pro- duction rules are constructed which...83224 Toe Uww...y P Jr.o. L J2mx AOrd." ANO 2X Dr. Lado " 0. P.Wm SoodlAd CDR fl.* C. P".1. 3~. , d...ooo. .sd UNrTID KINODOM mN1w o vd.els".a Trosmpeoosmw

Neurobiological differences in mental rotation and instrument interpretation in airline pilots.

PubMed

Sladky, Ronald; Stepniczka, Irene; Boland, Edzard; Tik, Martin; Lamm, Claus; Hoffmann, André; Buch, Jan-Philipp; Niedermeier, Dominik; Field, Joris; Windischberger, Christian

2016-06-21

Airline pilots and similar professions require reliable spatial cognition abilities, such as mental imagery of static and moving three-dimensional objects in space. A well-known task to investigate these skills is the Shepard and Metzler mental rotation task (SMT), which is also frequently used during pre-assessment of pilot candidates. Despite the intuitive relationship between real-life spatial cognition and SMT, several studies have challenged its predictive value. Here we report on a novel instrument interpretation task (IIT) based on a realistic attitude indicator used in modern aircrafts that was designed to bridge the gap between the abstract SMT and a cockpit environment. We investigated 18 professional airline pilots using fMRI. No significant correlation was found between SMT and IIT task accuracies. Contrasting both tasks revealed higher activation in the fusiform gyrus, angular gyrus, and medial precuneus for IIT, whereas SMT elicited significantly stronger activation in pre- and supplementary motor areas, as well as lateral precuneus and superior parietal lobe. Our results show that SMT skills per se are not sufficient to predict task accuracy during (close to) real-life instrument interpretation. While there is a substantial overlap of activation across the task conditions, we found that there are important differences between instrument interpretation and non-aviation based mental rotation.

Neurobiological differences in mental rotation and instrument interpretation in airline pilots

PubMed Central

Sladky, Ronald; Stepniczka, Irene; Boland, Edzard; Tik, Martin; Lamm, Claus; Hoffmann, André; Buch, Jan-Philipp; Niedermeier, Dominik; Field, Joris; Windischberger, Christian

2016-01-01

Airline pilots and similar professions require reliable spatial cognition abilities, such as mental imagery of static and moving three-dimensional objects in space. A well-known task to investigate these skills is the Shepard and Metzler mental rotation task (SMT), which is also frequently used during pre-assessment of pilot candidates. Despite the intuitive relationship between real-life spatial cognition and SMT, several studies have challenged its predictive value. Here we report on a novel instrument interpretation task (IIT) based on a realistic attitude indicator used in modern aircrafts that was designed to bridge the gap between the abstract SMT and a cockpit environment. We investigated 18 professional airline pilots using fMRI. No significant correlation was found between SMT and IIT task accuracies. Contrasting both tasks revealed higher activation in the fusiform gyrus, angular gyrus, and medial precuneus for IIT, whereas SMT elicited significantly stronger activation in pre- and supplementary motor areas, as well as lateral precuneus and superior parietal lobe. Our results show that SMT skills per se are not sufficient to predict task accuracy during (close to) real-life instrument interpretation. While there is a substantial overlap of activation across the task conditions, we found that there are important differences between instrument interpretation and non-aviation based mental rotation. PMID:27323913

Affect and the therapeutic action of psychoanalysis.

PubMed

Andrade, Victor Manoel

2005-06-01

In connection with controversial IJP articles by Stern et al. and Fonagy on the interpretation of the repressed and the recovery of past memories, the author maintains that the affect that is inherent in positive transference is at the heart of therapeutic action. Points of view put forward in the controversy (based on neurobiological knowledge) are related to Freudian metapsychology, as well as to their precursors whose scope was necessarily limited by a lack of access to more recent scientific discoveries. The author demonstrates metapsychological elements of therapeutic action inherent in the intersubjective relationship, especially identification, manifested in introjection and empathy. He describes cognitive development as spontaneously blossoming from the affective nucleus, and he explains the neuroscientific bases of this step forward. The classic (interpretative) psychoanalytic method makes up the cognitive superstructure necessary for the organisation of the mind that has sprung from the affective substructure. As a primary factor in psychic change, interpretation is limited in effectiveness to pathologies arising from the verbal phase, related to explicit memories, with no effect in the pre-verbal phase where implicit memories are to be found. Interpretation--the method used to the exclusion of all others for a century--is only partial; when used in isolation it does not meet the demands of modern broad-spectrum psychoanalysis, as the clinical material presented illustrates.

A Cognitive Engineering Analysis of the Vertical Navigation (VNAV) Function

NASA Technical Reports Server (NTRS)

Sherry, Lance; Feary, Michael; Polson, Peter; Mumaw, Randall; Palmer, Everett

2001-01-01

A cognitive engineering analysis of the Flight Management System (FMS) Vertical Navigation (VNAV) function has identified overloading of the VNAV button and overloading of the Flight Mode Annunciator (FMA) used by the VNAV function. These two types of overloading, resulting in modal input devices and ambiguous feedback, are well known sources of operator confusion, and explain, in part, the operational issues experienced by airline pilots using VNAV in descent and approach. A proposal to modify the existing VNAV design to eliminate the overloading is discussed. The proposed design improves pilot's situational awareness of the VNAV function, and potentially reduces the cost of software development and improves safety.

Influence of social cognitive and ethnic variables on academic goals of underrepresented students in science and engineering: a multiple-groups analysis.

PubMed

Byars-Winston, Angela; Estrada, Yannine; Howard, Christina; Davis, Dalelia; Zalapa, Juan

2010-04-01

This study investigated the academic interests and goals of 223 African American, Latino/a, Southeast Asian, and Native American undergraduate students in two groups: biological science and engineering (S/E) majors. Using social cognitive career theory (Lent, Brown, & Hackett, 1994), we examined the relationships of social cognitive variables (math/science academic self-efficacy, math/science outcome expectations), along with the influence of ethnic variables (ethnic identity, other-group orientation) and perceptions of campus climate to their math/science interests and goal commitment to earn an S/E degree. Path analysis revealed that the hypothesized model provided good overall fit to the data, revealing significant relationships from outcome expectations to interests and to goals. Paths from academic self-efficacy to S/E goals and from interests to S/E goals varied for students in engineering and biological science. For both groups, other-group orientation was positively related to self-efficacy and support was found for an efficacy-mediated relationship between perceived campus climate and goals. Theoretical and practical implications of the study's findings are considered as well as future research directions.

Influence of Social Cognitive and Ethnic Variables on Academic Goals of Underrepresented Students in Science and Engineering: A Multiple-Groups Analysis

PubMed Central

Byars-Winston, Angela; Estrada, Yannine; Howard, Christina; Davis, Dalelia; Zalapa, Juan

2010-01-01

This study investigated the academic interests and goals of 223 African American, Latino/a, Southeast Asian, and Native American undergraduate students in two groups: biological science and engineering (S/E) majors. Using social cognitive career theory (Lent, Brown, & Hackett, 1994), we examined the relationships of social cognitive variables (math/science academic self-efficacy, math/science outcome expectations), along with the influence of ethnic variables (ethnic identity, other-group orientation) and perceptions of campus climate to their math/science interests and goal commitment to earn an S/E degree. Path analysis revealed that the hypothesized model provided good overall fit to the data, revealing significant relationships from outcome expectations to interests and to goals. Paths from academic self-efficacy to S/E goals and from interests to S/E goals varied for students in engineering and biological science. For both groups, other-group orientation was positively related to self-efficacy and support was found for an efficacy-mediated relationship between perceived campus climate and goals. Theoretical and practical implications of the study’s findings are considered as well as future research directions. PMID:20495610

Mothers’ and Fathers’ Sensitivity and Children's Cognitive Development in Low-Income, Rural Families

PubMed Central

Mills-Koonce, W. Roger; Willoughby, Michael T.; Zvara, Bharathi; Barnett, Melissa; Gustafsson, Hanna; Cox, Martha J

2015-01-01

This study examines associations between maternal and paternal sensitive parenting and child cognitive development across the first 3 years of life using longitudinal data from 630 families with co-residing biological mothers and fathers. Sensitive parenting was measured by observational coding of parent-child interactions and child cognitive development was assessed with the Bayley Scales of Infant Development and the Wechsler Preschool and Primary Scales of Intelligence. There were multiple direct and indirect associations between parenting and cognitive development across mothers and fathers, suggesting primary effects, carry-forward effects, spillover effects across parents, and transactional effects across parents and children. Associations between parenting and cognitive development were statistically consistent across mothers and fathers, and the cumulative effects of early parenting on later cognitive development were comparable to the effects of later parenting on later cognitive development. As interpreted through a family systems framework, findings suggest additive and interdependent effects across parents and children. PMID:25954057

[The effects of interpretation bias for social events and automatic thoughts on social anxiety].

PubMed

Aizawa, Naoki

2015-08-01

Many studies have demonstrated that individuals with social anxiety interpret ambiguous social situations negatively. It is, however, not clear whether the interpretation bias discriminatively contributes to social anxiety in comparison with depressive automatic thoughts. The present study investigated the effects of negative interpretation bias and automatic thoughts on social anxiety. The Social Intent Interpretation-Questionnaire, which measures the tendency to interpret ambiguous social events as implying other's rejective intents, the short Japanese version of the Automatic Thoughts Questionnaire-Revised, and the Anthropophobic Tendency Scale were administered to 317 university students. Covariance structure analysis indicated that both rejective intent interpretation bias and negative automatic thoughts contributed to mental distress in social situations mediated by a sense of powerlessness and excessive concern about self and others in social situations. Positive automatic thoughts reduced mental distress. These results indicate the importance of interpretation bias and negative automatic thoughts in the development and maintenance of social anxiety. Implications for understanding of the cognitive features of social anxiety were discussed.

Cognitive decision errors and organization vulnerabilities in nuclear power plant safety management: Modeling using the TOGA meta-theory framework

DOE Office of Scientific and Technical Information (OSTI.GOV)

Cappelli, M.; Gadomski, A. M.; Sepiellis, M.

In the field of nuclear power plant (NPP) safety modeling, the perception of the role of socio-cognitive engineering (SCE) is continuously increasing. Today, the focus is especially on the identification of human and organization decisional errors caused by operators and managers under high-risk conditions, as evident by analyzing reports on nuclear incidents occurred in the past. At present, the engineering and social safety requirements need to enlarge their domain of interest in such a way to include all possible losses generating events that could be the consequences of an abnormal state of a NPP. Socio-cognitive modeling of Integrated Nuclear Safetymore » Management (INSM) using the TOGA meta-theory has been discussed during the ICCAP 2011 Conference. In this paper, more detailed aspects of the cognitive decision-making and its possible human errors and organizational vulnerability are presented. The formal TOGA-based network model for cognitive decision-making enables to indicate and analyze nodes and arcs in which plant operators and managers errors may appear. The TOGA's multi-level IPK (Information, Preferences, Knowledge) model of abstract intelligent agents (AIAs) is applied. In the NPP context, super-safety approach is also discussed, by taking under consideration unexpected events and managing them from a systemic perspective. As the nature of human errors depends on the specific properties of the decision-maker and the decisional context of operation, a classification of decision-making using IPK is suggested. Several types of initial situations of decision-making useful for the diagnosis of NPP operators and managers errors are considered. The developed models can be used as a basis for applications to NPP educational or engineering simulators to be used for training the NPP executive staff. (authors)« less

The Structure-Mapping Engine: Algorithm and Examples.

ERIC Educational Resources Information Center

Falkenhainer, Brian; And Others

This description of the Structure-Mapping Engine (SME), a flexible, cognitive simulation program for studying analogical processing which is based on Gentner's Structure-Mapping theory of analogy, points out that the SME provides a "tool kit" for constructing matching algorithms consistent with this theory. This report provides: (1) a…

Development of a Thinking Programme for Engineering Students

ERIC Educational Resources Information Center

Tan, Oon-Seng

2006-01-01

The challenge of preparing engineering graduates for a fast-changing work environment calls for the development of thinking programmes. A psychological basis was used to develop the tenets of the approach. The Cognitive Modifiability Intervention (CMI) was rationalized and conceived as a corollary of observations of learning scenarios and an…

Analogical Reasoning in the Engineering Design Process and Technology Education Applications

ERIC Educational Resources Information Center

Daugherty, Jenny; Mentzer, Nathan

2008-01-01

This synthesis paper discusses the research exploring analogical reasoning, the role of analogies in the engineering design process, and educational applications for analogical reasoning. Researchers have discovered that analogical reasoning is often a fundamental cognitive tool in design problem solving. Regarding the possible role of analogical…

Children's Search Engines from an Information Search Process Perspective.

ERIC Educational Resources Information Center

Broch, Elana

2000-01-01

Describes cognitive and affective characteristics of children and teenagers that may affect their Web searching behavior. Reviews literature on children's searching in online public access catalogs (OPACs) and using digital libraries. Profiles two Web search engines. Discusses some of the difficulties children have searching the Web, in the…

An Investigation of an Open-Source Software Development Environment in a Software Engineering Graduate Course

ERIC Educational Resources Information Center

Ge, Xun; Huang, Kun; Dong, Yifei

2010-01-01

A semester-long ethnography study was carried out to investigate project-based learning in a graduate software engineering course through the implementation of an Open-Source Software Development (OSSD) learning environment, which featured authentic projects, learning community, cognitive apprenticeship, and technology affordances. The study…

On the Scientific Basis of Ability Testing.

ERIC Educational Resources Information Center

Carroll, John B.; Horn, John L.

1981-01-01

Argues that despite aberrations, false starts, misapplications, and unfortunate crystallizations of methods and interpretations, the differential psychology of cognitive abilities is an important part of psychological knowledge about human beings. (Author/GC)

Cognitive Metaphor Theory and the Metaphysics of Immediacy.

PubMed

Madsen, Mathias W

2016-05-01

One of the core tenets of cognitive metaphor theory is the claim that metaphors ground abstract knowledge in concrete, first-hand experience. In this paper, I argue that this grounding hypothesis contains some problematic conceptual ambiguities and, under many reasonable interpretations, empirical difficulties. I present evidence that there are foundational obstacles to defining a coherent and cognitively valid concept of "metaphor" and "concrete meaning," and some general problems with singling out certain domains of experience as more immediate than others. I conclude from these considerations that whatever the facts are about the comprehension of individual metaphors, the available evidence is incompatible with the notion of an underlying conceptual structure organized according to the immediacy of experience. Copyright © 2015 Cognitive Science Society, Inc.

The brain may know more than cognitive theory can tell us: a reply to Ted Parks.

PubMed

Dresp, B; Spillmann, L

2001-01-01

In reply to Parks' interpretation of Rock's cognitive theory of illusory figures, we maintain our point of view that such a theory has limited heuristic and explanatory power because it fails to predict subjects' responses in psychophysical tasks. As a result, the theoretical framework defended by Parks is not appropriate for suggesting candidate mechanisms of brain-behaviour function that could underly the phenomenal emergence of such figures.

Learning about Environmental Issues in Engineering Programmes: A Case Study of First-Year Civil Engineering Students' Contextualisation of an Ecology Course

ERIC Educational Resources Information Center

Lundholm, Cecilia

2004-01-01

Describes how first-year civil engineering students interpreted the content and structure of an ecology course. Students' learning processes were analysed from an intentional perspective, i.e. a perspective that takes into account the students' educational aims and conceptions of the study situation. Interviews were carried out with six civil…

Developing a framework for qualitative engineering: Research in design and analysis of complex structural systems

NASA Technical Reports Server (NTRS)

Franck, Bruno M.

1990-01-01

The research is focused on automating the evaluation of complex structural systems, whether for the design of a new system or the analysis of an existing one, by developing new structural analysis techniques based on qualitative reasoning. The problem is to identify and better understand: (1) the requirements for the automation of design, and (2) the qualitative reasoning associated with the conceptual development of a complex system. The long-term objective is to develop an integrated design-risk assessment environment for the evaluation of complex structural systems. The scope of this short presentation is to describe the design and cognition components of the research. Design has received special attention in cognitive science because it is now identified as a problem solving activity that is different from other information processing tasks (1). Before an attempt can be made to automate design, a thorough understanding of the underlying design theory and methodology is needed, since the design process is, in many cases, multi-disciplinary, complex in size and motivation, and uses various reasoning processes involving different kinds of knowledge in ways which vary from one context to another. The objective is to unify all the various types of knowledge under one framework of cognition. This presentation focuses on the cognitive science framework that we are using to represent the knowledge aspects associated with the human mind's abstraction abilities and how we apply it to the engineering knowledge and engineering reasoning in design.

Requirements for psychological models to support design: Towards ecological task analysis

NASA Technical Reports Server (NTRS)

Kirlik, Alex

1991-01-01

Cognitive engineering is largely concerned with creating environmental designs to support skillful and effective human activity. A set of necessary conditions are proposed for psychological models capable of supporting this enterprise. An analysis of the psychological nature of the design product is used to identify a set of constraints that models must meet if they can usefully guide design. It is concluded that cognitive engineering requires models with resources for describing the integrated human-environment system, and that these models must be capable of describing the activities underlying fluent and effective interaction. These features are required in order to be able to predict the cognitive activity that will be required given various design concepts, and to design systems that promote the acquisition of fluent, skilled behavior. These necessary conditions suggest that an ecological approach can provide valuable resources for psychological modeling to support design. Relying heavily on concepts from Brunswik's and Gibson's ecological theories, ecological task analysis is proposed as a framework in which to predict the types of cognitive activity required to achieve productive behavior, and to suggest how interfaces can be manipulated to alleviate certain types of cognitive demands. The framework is described in terms, and illustrated with an example from the previous research on modeling skilled human-environment interaction.

Neural Basis of Cognitive Assessment in Alzheimer Disease, Amnestic Mild Cognitive Impairment, and Subjective Memory Complaints.

PubMed

Matías-Guiu, Jordi A; Cabrera-Martín, María Nieves; Valles-Salgado, María; Pérez-Pérez, Alicia; Rognoni, Teresa; Moreno-Ramos, Teresa; Carreras, José Luis; Matías-Guiu, Jorge

2017-07-01

Interpreting cognitive tests is often challenging. The same test frequently examines multiple cognitive functions, and the functional and anatomical basis underlying test performance is unknown in many cases. This study analyses the correlation of different neuropsychological test results with brain metabolism in a series of patients evaluated for suspected Alzheimer disease. 20 healthy controls and 80 patients consulting for memory loss were included, in which cognitive study and 18 F-fluorodeoxyglucose PET were performed. Patients were categorized according to Reisberg's Global Deterioration Scale. Voxel-based analysis was used to determine correlations between brain metabolism and performance on the following tests: Free and Cued Selective Reminding Test (FCSRT), Boston Naming Test (BNT), Trail Making Test, Rey-Osterrieth Complex Figure test, Visual Object and Space Perception Battery (VOSP), and Tower of London (ToL) test. Mean age in the patient group was 73.9 ± 10.6 years, and 47 patients were women (58.7%). FCSRT findings were positively correlated with metabolism in the medial and anterior temporal region bilaterally, the left precuneus, and posterior cingulate. BNT results were correlated with metabolism in the middle temporal, superior, fusiform, and frontal medial gyri bilaterally. VOSP results were related to the occipital and parietotemporal regions bilaterally. ToL scores were correlated to metabolism in the right temporoparietal and frontal regions. These results suggest that different areas of the brain are involved in the processes required to complete different cognitive tests. Ascertaining the functional basis underlying these tests may prove helpful for understanding and interpreting them. Copyright © 2017 American Association for Geriatric Psychiatry. Published by Elsevier Inc. All rights reserved.

Social relationships and cognitive decline: a systematic review and meta-analysis of longitudinal cohort studies.

PubMed

Kuiper, Jisca S; Zuidersma, Marij; Zuidema, Sytse U; Burgerhof, Johannes Gm; Stolk, Ronald P; Oude Voshaar, Richard C; Smidt, Nynke

2016-08-01

Although poor social relationships are assumed to contribute to cognitive decline, meta-analytic approaches have not been applied. Individual study results are mixed and difficult to interpret due to heterogeneity in measures of social relationships. We conducted a systematic review and meta-analysis to investigate the relation between poor social relationships and cognitive decline. MEDLINE, Embase and PsycINFO were searched for longitudinal cohort studies examining various aspects of social relationships and cognitive decline in the general population. Odds ratios (ORs) with 95% confidence intervals (CIs) were pooled using random effects meta-analysis. Sources of heterogeneity were explored and likelihood of publication bias was assessed. We stratified analyses according to three aspects of social relationships: structural, functional and a combination of these. We identified 43 articles. Poor social relationships predicted cognitive decline; for structural (19 studies): pooled OR: 1.08 (95% CI: 1.05-1.11); functional (8 studies): pooled OR: 1.15 (95% CI: 1.00-1.32); and combined measures (7 studies): pooled OR: 1.12 (95% CI: 1.01-1.24). Meta-regression and subgroup analyses showed that the heterogeneity could be explained by the type of social relationship measurement and methodological quality of included studies. Despite heterogeneity in study design and measures, our meta-analyses show that multiple aspects of social relationships are associated with cognitive decline. As evidence for publication bias was found, the association might be overestimated and should therefore be interpreted with caution. Future studies are needed to better define the mechanisms underlying these associations. Potential causality of this prognostic association should be examined in future randomized controlled studies. © The Author 2016; all rights reserved. Published by Oxford University Press on behalf of the International Epidemiological Association.

Structural Imaging Measures of Brain Aging

PubMed Central

Lockhart, Samuel N.

2014-01-01

During the course of normal aging, biological changes occur in the brain that are associated with changes in cognitive ability. This review presents data from neuroimaging studies of primarily “normal” or healthy brain aging. As such, we focus on research in unimpaired or nondemented older adults, but also include findings from lifespan studies that include younger and middle aged individuals as well as from populations with prodromal or clinically symptomatic disease such as cerebrovascular or Alzheimer’s disease. This review predominantly addresses structural MRI biomarkers, such as volumetric or thickness measures from anatomical images, and measures of white matter injury and integrity respectively from FLAIR or DTI, and includes complementary data from PET and cognitive or clinical testing as appropriate. The findings reveal highly consistent age-related differences in brain structure, particularly frontal lobe and medial temporal regions that are also accompanied by age-related differences in frontal and medial temporal lobe mediated cognitive abilities. Newer findings also suggest that degeneration of specific white matter tracts such as those passing through the genu and splenium of the corpus callosum may also be related to age-related differences in cognitive performance. Interpretation of these findings, however, must be tempered by the fact that comorbid diseases such as cerebrovascular and Alzheimer’s disease also increase in prevalence with advancing age. As such, this review discusses challenges related to interpretation of current theories of cognitive aging in light of the common occurrence of these later-life diseases. Understanding the differences between “Normal” and “Healthy” brain aging and identifying potential modifiable risk factors for brain aging is critical to inform potential treatments to stall or reverse the effects of brain aging and possibly extend cognitive health for our aging society. PMID:25146995

Structural imaging measures of brain aging.

PubMed

Lockhart, Samuel N; DeCarli, Charles

2014-09-01

During the course of normal aging, biological changes occur in the brain that are associated with changes in cognitive ability. This review presents data from neuroimaging studies of primarily "normal" or healthy brain aging. As such, we focus on research in unimpaired or nondemented older adults, but also include findings from lifespan studies that include younger and middle aged individuals as well as from populations with prodromal or clinically symptomatic disease such as cerebrovascular or Alzheimer's disease. This review predominantly addresses structural MRI biomarkers, such as volumetric or thickness measures from anatomical images, and measures of white matter injury and integrity respectively from FLAIR or DTI, and includes complementary data from PET and cognitive or clinical testing as appropriate. The findings reveal highly consistent age-related differences in brain structure, particularly frontal lobe and medial temporal regions that are also accompanied by age-related differences in frontal and medial temporal lobe mediated cognitive abilities. Newer findings also suggest that degeneration of specific white matter tracts such as those passing through the genu and splenium of the corpus callosum may also be related to age-related differences in cognitive performance. Interpretation of these findings, however, must be tempered by the fact that comorbid diseases such as cerebrovascular and Alzheimer's disease also increase in prevalence with advancing age. As such, this review discusses challenges related to interpretation of current theories of cognitive aging in light of the common occurrence of these later-life diseases. Understanding the differences between "Normal" and "Healthy" brain aging and identifying potential modifiable risk factors for brain aging is critical to inform potential treatments to stall or reverse the effects of brain aging and possibly extend cognitive health for our aging society.

Cognitive Assessment During Long-Duration Space Flight

NASA Technical Reports Server (NTRS)

Seaton, Kimberly; Kane, R. L.; Sipes, Walter

2010-01-01

The Space Flight Cognitive Assessment Tool for Windows (WinSCAT) is a computer-based, self-administered battery of five cognitive assessment tests developed for medical operations at NASA's Johnson Space Center in Houston, Texas. WinSCAT is a medical requirement for U.S. long-duration astronauts and has been implemented with U.S. astronauts from one NASA/Mir mission (NASA-7 mission) and all expeditions to date on the International Space Station (ISS). Its purpose is to provide ISS crew surgeons with an objective clinical tool after an unexpected traumatic event, a medical condition, or the cumulative effects of space flight that could negatively affect an astronaut's cognitive status and threaten mission success. WinSCAT was recently updated to add network capability to support a 6-person crew on the station support computers. Additionally, WinSCAT Version 2.0.28 has increased difficulty of items in Mathematics, increased number of items in Match-to-Sample, incorporates a moving rather than a fixed baseline, and implements stricter interpretation rules. ISS performance data were assessed to compare initial to modified interpretation rules for detecting potential changes in cognitive functioning during space flight. WinSCAT tests are routinely taken monthly during an ISS mission. Performance data from these ISS missions do not indicate significant cognitive decrements due to microgravity/space flight alone but have shown decrements. Applying the newly derived rules to ISS data results in a number of off-nominal performances at various times during and after flight.. Correlation to actual events is needed, but possible explanations for off-nominal performances could include actual physical factors such as toxic exposure, medication effects, or fatigue; emotional factors including stress from the mission or life events; or failure to exert adequate effort on the tests.

Interpretive understanding, sympathy, and moral emotion attribution in oppositional defiant disorder symptomatology.

PubMed

Dinolfo, Caterina; Malti, Tina

2013-10-01

This study examined the relations between interpretive understanding, sympathy, and moral emotion attribution (MEA) in the prediction of oppositional defiant disorder (ODD) symptomatology in an ethnically diverse sample of 128 4- and 8-year-old children (49 % girls). Caregivers rated the children's ODD symptoms. Interpretive understanding was assessed using an advanced theory-of-mind task. Sympathy was measured via caregiver- and child-report. Strength of MEA was assessed utilizing the children's responses to six hypothetical moral transgressions. Results revealed that interpretive understanding, sympathy, and strength of MEA in the exclusion domain predicted ODD symptoms negatively. Caregiver-reported sympathy partially mediated and moderated the relation between interpretive understanding and ODD symptoms. Strength of MEA in the rule violation domain moderated the relation between interpretive understanding and ODD symptoms. The findings shed light on the importance of social-cognitive and affective-moral antecedents of ODD symptoms.

Prototype of a Graphical CONOPS (Concept of Operations) Development Environment for Agile Systems Engineering

DTIC Science & Technology

2012-03-23

orthogonal dimensions of cognition : things, places, paths, actions, and causes suggested as key by cognitive linguists. The goal of this research task... stylistic treatment across the system? O O O 1.3 Is a single, selected icon clearly visible when surrounded by unselected icons? O O O 1.4...1.21 Complex tasks: 8-12 seconds O O O 1.22 Are response times appropriate to the user’s cognitive processing? O O O 1.23 Continuity of thinking

On a biologically inspired topology optimization method

NASA Astrophysics Data System (ADS)

Kobayashi, Marcelo H.

2010-03-01

This work concerns the development of a biologically inspired methodology for the study of topology optimization in engineering and natural systems. The methodology is based on L systems and its turtle interpretation for the genotype-phenotype modeling of the topology development. The topology is analyzed using the finite element method, and optimized using an evolutionary algorithm with the genetic encoding of the L system and its turtle interpretation, as well as, body shape and physical characteristics. The test cases considered in this work clearly show the suitability of the proposed method for the study of engineering and natural complex systems.

Image and Issue Political Information: Message Content or Interpretation?

ERIC Educational Resources Information Center

Johnston, Deirdre D.

1989-01-01

Explores the existence of a cognitive bias that affects an individual's processing of political advertisements. Finds that whether voters see messages as issue or image material depends on their predisposition. (RS)

Structural interpretation of seismic data and inherent uncertainties

NASA Astrophysics Data System (ADS)

Bond, Clare

2013-04-01

Geoscience is perhaps unique in its reliance on incomplete datasets and building knowledge from their interpretation. This interpretation basis for the science is fundamental at all levels; from creation of a geological map to interpretation of remotely sensed data. To teach and understand better the uncertainties in dealing with incomplete data we need to understand the strategies individual practitioners deploy that make them effective interpreters. The nature of interpretation is such that the interpreter needs to use their cognitive ability in the analysis of the data to propose a sensible solution in their final output that is both consistent not only with the original data but also with other knowledge and understanding. In a series of experiments Bond et al. (2007, 2008, 2011, 2012) investigated the strategies and pitfalls of expert and non-expert interpretation of seismic images. These studies focused on large numbers of participants to provide a statistically sound basis for analysis of the results. The outcome of these experiments showed that a wide variety of conceptual models were applied to single seismic datasets. Highlighting not only spatial variations in fault placements, but whether interpreters thought they existed at all, or had the same sense of movement. Further, statistical analysis suggests that the strategies an interpreter employs are more important than expert knowledge per se in developing successful interpretations. Experts are successful because of their application of these techniques. In a new set of experiments a small number of experts are focused on to determine how they use their cognitive and reasoning skills, in the interpretation of 2D seismic profiles. Live video and practitioner commentary were used to track the evolving interpretation and to gain insight on their decision processes. The outputs of the study allow us to create an educational resource of expert interpretation through online video footage and commentary with associated further interpretation and analysis of the techniques and strategies employed. This resource will be of use to undergraduate, post-graduate, industry and academic professionals seeking to improve their seismic interpretation skills, develop reasoning strategies for dealing with incomplete datasets, and for assessing the uncertainty in these interpretations. Bond, C.E. et al. (2012). 'What makes an expert effective at interpreting seismic images?' Geology, 40, 75-78. Bond, C. E. et al. (2011). 'When there isn't a right answer: interpretation and reasoning, key skills for 21st century geoscience'. International Journal of Science Education, 33, 629-652. Bond, C. E. et al. (2008). 'Structural models: Optimizing risk analysis by understanding conceptual uncertainty'. First Break, 26, 65-71. Bond, C. E. et al., (2007). 'What do you think this is?: "Conceptual uncertainty" In geoscience interpretation'. GSA Today, 17, 4-10.

Scary symptoms? Functional magnetic resonance imaging evidence for symptom interpretation bias in pathological health anxiety.

PubMed

Yan, Zhimin; Witthöft, Michael; Bailer, Josef; Diener, Carsten; Mier, Daniela

2017-08-12

Patients with pathological health anxiety (PHA) tend to automatically interpret bodily sensations as sign of a severe illness. To elucidate the neural correlates of this cognitive bias, we applied an functional magnetic resonance imaging adaption of a body-symptom implicit association test with symptom words in patients with PHA (n = 32) in comparison to patients with depression (n = 29) and healthy participants (n = 35). On the behavioral level, patients with PHA did not significantly differ from the control groups. However, on the neural-level patients with PHA in comparison to the control groups showed hyperactivation independent of condition in bilateral amygdala, right parietal lobe, and left nucleus accumbens. Moreover, patients with PHA, again in comparison to the control groups, showed hyperactivation in bilateral posterior parietal cortex and left dorsolateral prefrontal cortex during incongruent (i.e., harmless) versus congruent (i.e., dangerous) categorizations of body symptoms. Thus, body-symptom cues seem to trigger hyperactivity in salience and emotion processing brain regions in PHA. In addition, hyperactivity in brain regions involved in cognitive control and conflict resolution during incongruent categorization emphasizes enhanced neural effort to cope with negative implicit associations to body-symptom-related information in PHA. These results suggest increased neural responding in key structures for the processing of both emotional and cognitive aspects of body-symptom information in PHA, reflecting potential neural correlates of a negative somatic symptom interpretation bias.

Making sense of sexual orientation measures: findings from a cognitive processing study with adolescents on health survey questions.

PubMed

Austin, S Bryn; Conron, Kerith; Patel, Aarti; Freedner, Naomi

2007-01-01

To carry out a study using cognitive processing interview methods to explore ways in which adolescents understand sexual orientation questions currently used on epidemiologic surveys. In-depth, individual interviews were conducted to probe cognitive processes involved in answering four self-report survey questions assessing sexual identity, sexual attraction, and sex of sexual partners.A semi-structured interview guide was used to explore variation in question interpretation, information retrieval patterns and problems, item clarity, valence of reactions to items (positive, negative, neutral), respondent burden, and perceived threat associated with the measures. Thirty adolescents aged 15 to 21 of diverse sexual orientations and race/ethnicities participated in the study, including female, male, and transgender youth. A question on sexual attraction was the most consistently understood and thus was easy for nearly all youth to answer. In contrast, a measure of sexual identity with options heterosexual, bisexual, gay/lesbian, and unsure was the most difficult to answer. Most preferred a sexual identity item that also provided the intermediate options mostly heterosexual and mostly homosexual, which many said reflected their experience of feeling between categories. Participants had varying and inconsistent interpretations of sexual behavior terms, such as sex and sexual intercourse, used in assessing the sex of sexual partners. Differences in understanding could affect interpretation of survey data in important ways. Development of valid measures of sexual orientation will be essential to better monitor health disparities.

Cognitive Activity Mediates the Association between Social Activity and Cognitive Performance: A Longitudinal Study

PubMed Central

Brown, Cassandra L.; Robitaille, Annie; Zelinski, Elizabeth M.; Dixon, Roger A.; Hofer, Scott M.; Piccinin, Andrea M.

2016-01-01

Social activity is one aspect of an active lifestyle and some evidence indicates it is related to preserved cognitive function in older adulthood. However, the potential mechanisms underlying this association remain unclear. We investigate four potential mediational pathways through which social activity may relate to cognitive performance. A multilevel structural equation modeling approach to mediation was used to investigate whether cognitive activity, physical activity, depressive symptoms, and vascular health conditions mediate the association between social activity and cognitive function in older adults. Using data from the Victoria Longitudinal Study (VLS), we tested four cognitive outcomes: fluency, episodic memory, reasoning, and vocabulary. Three important findings emerged. First, the association between social activity and all four domains of cognitive function was significantly mediated by cognitive activity at the within-person level. Second, we observed a significant indirect effect of social activity on all domains of cognitive function through cognitive activity at the between-person level. Third, we found a within-person indirect relationship of social activity with episodic memory performance through physical activity. For these older adults, engagement in social activities was related to participation in everyday cognitive activities and in turn to better cognitive performance. This pattern is consistent with the interpretation that a lifestyle of social engagement may benefit cognitive performance by providing opportunities or motivation to participate in supportive cognitively stimulating activities. PMID:27929339

Cognitive activity mediates the association between social activity and cognitive performance: A longitudinal study.

PubMed

Brown, Cassandra L; Robitaille, Annie; Zelinski, Elizabeth M; Dixon, Roger A; Hofer, Scott M; Piccinin, Andrea M

2016-12-01

Social activity is 1 aspect of an active lifestyle and some evidence indicates it is related to preserved cognitive function in older adulthood. However, the potential mechanisms underlying this association remain unclear. We investigate 4 potential mediational pathways through which social activity may relate to cognitive performance. A multilevel structural equation modeling approach to mediation was used to investigate whether cognitive activity, physical activity, depressive symptoms, and vascular health conditions mediate the association between social activity and cognitive function in older adults. Using data from the Victoria Longitudinal Study, we tested 4 cognitive outcomes: fluency, episodic memory, reasoning, and vocabulary. Three important findings emerged. First, the association between social activity and all 4 domains of cognitive function was significantly mediated by cognitive activity at the within-person level. Second, we observed a significant indirect effect of social activity on all domains of cognitive function through cognitive activity at the between-person level. Third, we found a within-person indirect relationship of social activity with episodic memory performance through physical activity. For these older adults, engagement in social activities was related to participation in everyday cognitive activities and in turn to better cognitive performance. This pattern is consistent with the interpretation that a lifestyle of social engagement may benefit cognitive performance by providing opportunities or motivation to participate in supportive cognitively stimulating activities. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Managing uncertainty in collaborative robotics engineering projects: The influence of task structure and peer interaction

NASA Astrophysics Data System (ADS)

Jordan, Michelle

Uncertainty is ubiquitous in life, and learning is an activity particularly likely to be fraught with uncertainty. Previous research suggests that students and teachers struggle in their attempts to manage the psychological experience of uncertainty and that students often fail to experience uncertainty when uncertainty may be warranted. Yet, few educational researchers have explicitly and systematically observed what students do, their behaviors and strategies, as they attempt to manage the uncertainty they experience during academic tasks. In this study I investigated how students in one fifth grade class managed uncertainty they experienced while engaged in collaborative robotics engineering projects, focusing particularly on how uncertainty management was influenced by task structure and students' interactions with their peer collaborators. The study was initiated at the beginning of instruction related to robotics engineering and preceded through the completion of several long-term collaborative robotics projects, one of which was a design project. I relied primarily on naturalistic observation of group sessions, semi-structured interviews, and collection of artifacts. My data analysis was inductive and interpretive, using qualitative discourse analysis techniques and methods of grounded theory. Three theoretical frameworks influenced the conception and design of this study: community of practice, distributed cognition, and complex adaptive systems theory. Uncertainty was a pervasive experience for the students collaborating in this instructional context. Students experienced uncertainty related to the project activity and uncertainty related to the social system as they collaborated to fulfill the requirements of their robotics engineering projects. They managed their uncertainty through a diverse set of tactics for reducing, ignoring, maintaining, and increasing uncertainty. Students experienced uncertainty from more different sources and used more and different types of uncertainty management strategies in the less structured task setting than in the more structured task setting. Peer interaction was influential because students relied on supportive social response to enact most of their uncertainty management strategies. When students could not garner socially supportive response from their peers, their options for managing uncertainty were greatly reduced.

The identification of knowledge content and function in manual labour.

PubMed

Shalin, Valerie; Verdile, Charles

2003-06-10

Calls for an alternative conceptualization of cognition for applied concerns retain the core commitment of the basic research community to abstract cognition detached from a physical environment. The present paper attempts to break out of the dominant, narrow view of cognition and cognitive domains, with a cognitive analysis of digging ditches for the utility industry. To illustrate knowledge-based cognition in manual labour excerpts are presented from the journal entries of a moderately experienced student working a summer job, organized with a representation that distinguishes between the goals and methods of work. The journal entries illustrate the functions of knowledge for interacting with a physical environment; knowledge enables the selection, execution and monitoring of work methods, the interpretation of perceptual information, the application of task completion criteria and the ability for explanation and generalization. To emphasize the generality of the functions of cognition in ditch digging, comparable functions are indicated in a domain rarely regarded as a form of manual labour: the practice of internal medicine. Discussion of the results includes the implications for cognitive theory as well as practical implications for productivity, training and task analysis.

Is age kinder to the initially more able?: Yes, and no

PubMed Central

Gow, Alan J.; Johnson, Wendy; Mishra, Gita; Richards, Marcus; Kuh, Diana; Deary, Ian J.

2012-01-01

Although a number of analyses have addressed whether initial cognitive ability level is associated with age-related cognitive decline, results have been inconsistent. Latent growth curve modeling was applied to two aging cohorts, extending previous analyses with a further wave of data collection, or as a more appropriate analytical methodology than used previously. In the Lothian Birth Cohort 1921, cognitive ability at age 11 was not associated with cognitive change from age 79 to 87, either in general cognitive ability, or in tests of reasoning, memory and executive function. However, data from the MRC National Survey of Health and Development suggested that higher cognitive ability at age 15 predicted less decline between ages 43 and 53 years in a latent cognitive factor from tests of verbal memory and search speed, and in search speed when considered separately. The results are discussed in terms of the differences between the cohorts and the interpretability of the analytical approach. Suggestions are made about when initial ability might be cognitively protective, and study requirements to bring about a clearer resolution. PMID:23690652

Cognitive diversity in undergraduate engineering: Dyslexia

NASA Astrophysics Data System (ADS)

Fitzpatrick, Velvet R.

In the United States, institutions have established multiple programs and initiatives aimed at increasing the diversity of both faculty and students in engineering as means to produce a workforce that will better serve society. However, there are two major problems in addressing engineering student diversity. First, the engineering education research community has paid little attention to date as to how engineering education research characterizes diversity in its broadest sense. Second, research on persons with disabilities in undergraduates engineering, a population of interests within diversity, is minimal. Available disability studies tend to be skewed toward physical disabilities, leading to a neglect of cognitive differences such as learning disabilities (LD). In addition, disability research questions and study designs are inherently steeped in ability bias. The purpose of this dissertation is to explore the meaning of ability for students with dyslexia while in undergraduate engineering and establish the significance of cognitive diversity, focusing on LD and more specifically dyslexia, in undergraduate engineering education and answer the following research question: How do undergraduate engineering students with dyslexia experience ability while pursuing and persisting in engineering? The motivation was to lay the groundwork for future engineering education studies on undergraduate students with LD in general but dyslexia in specific. The first goal was to conduct a critical literature review pertaining to the academic strengths of undergraduate students with LD, specifically, dyslexia and the second goal was to describe how undergraduate engineering students with dyslexia experience ability. The intent was not to redefine dyslexia or disability. The intent is to provide an inclusive account of dyslexia, weakness and strengths, within the field of engineering education. This study was conducted from a qualitative inquiry approach, within the social constructivism paradigm, and utilized purposive sampling to identify appropriate participants. The thematic analysis methodological framework was used to portray a rich, complex description of experiences in which undergraduate engineering students with dyslexia constructed meaning around ability while pursuing and persisting in engineering. Eight students participated and semi-structured interviews were the data source. The findings are presented in three parts. First, significant findings that were also salient amongst the general undergraduate engineering student populations are presented. This is done to make a clear demarcation from those significant findings found to be unique to undergraduate engineering students with dyslexia presented in the themes: relationships, early exposure to engineering, and securing an internship or co-op position. Second, the four themes that developed from the analysis will were discussed: alignment, dissociation, ideal education environments, and time. Third, additional findings for further investigation were proposed: the role of remediation practices, the representation of dyslexia in media, gender differences in extracurricular activities that constructed different meanings of ability, the prevalence of co-occurring LD amongst the participants, and the visualization of science, engineering, mathematics concepts. The study is closed with a discussion; findings are discussed with respect to relevant research in the conclusion.

Ethics Teaching in Higher Education for Principled Reasoning: A Gateway for Reconciling Scientific Practice with Ethical Deliberation.

PubMed

Aközer, Mehmet; Aközer, Emel

2017-06-01

This paper proposes laying the groundwork for principled moral reasoning as a seminal goal of ethics interventions in higher education, and on this basis, makes a case for educating future specialists and professionals with a foundation in philosophical ethics. Identification of such a seminal goal is warranted by (1) the progressive dissociation of scientific practice and ethical deliberation since the onset of a problematic relationship between science and ethics around the mid-19th century, and (2) the extensive mistrust of integrating ethics in science and engineering curricula beyond its "applied," "practical," or "professional" implications. Although calls by international scientific and educational bodies to strengthen ethics teaching in scientific education over the past quarter century have brought about a notion of combining competence in a certain field with competence in ethics, this is neither entrenched in the academic community, nor fleshed out as regards its core or instruments to realize it. The legitimate goals of ethics teaching in higher education, almost settled since the 1980s, can be subsumed under the proposed seminal goal, and the latter also would safeguard content and methods of ethics interventions against the intrusion of indoctrinative approaches. In this paper, derivation of the proposed seminal goal rests on an interpretation of the Kohlbergian cognitive-developmental conception of moral adulthood consisting in autonomous principled moral reasoning. This interpretation involves, based on Kant's conception of the virtuous person, integrating questions about the "good life" into the domain of principled reasoning.

Cognitive impairment and associated loss in brain white microstructure in aircrew members exposed to engine oil fumes.

PubMed

Reneman, Liesbeth; Schagen, Sanne B; Mulder, Michel; Mutsaerts, Henri J; Hageman, Gerard; de Ruiter, Michiel B

2016-06-01

Cabin air in airplanes can be contaminated with engine oil contaminants. These contaminations may contain organophosphates (OPs) which are known neurotoxins to brain white matter. However, it is currently unknown if brain white matter in aircrew is affected. We investigated whether we could objectify cognitive complaints in aircrew and whether we could find a neurobiological substrate for their complaints. After medical ethical approval from the local institutional review board, informed consent was obtained from 12 aircrew (2 females, on average aged 44.4 years, 8,130 flying hours) with cognitive complaints and 11 well matched control subjects (2 females, 43.4 years, 233 flying hours). Depressive symptoms and self-reported cognitive symptoms were assessed, in addition to a neuropsychological test battery. State of the art Magnetic Resonance Imaging (MRI) techniques were administered that assess structural and functional changes, with a focus on white matter integrity. In aircrew we found significantly more self-reported cognitive complaints and depressive symptoms, and a higher number of tests scored in the impaired range compared to the control group. We observed small clusters in the brain in which white matter microstructure was affected. Also, we observed higher cerebral perfusion values in the left occipital cortex, and reduced brain activation on a functional MRI executive function task. The extent of cognitive impairment was strongly associated with white matter integrity, but extent of estimated number of flight hours was not associated with cognitive impairment nor with reductions in white matter microstructure. Defects in brain white matter microstructure and cerebral perfusion are potential neurobiological substrates for cognitive impairments and mood deficits reported in aircrew.

How Cognitive Style and Problem Complexity Affect Preservice Agricultural Education Teachers' Abilities to Solve Problems in Agricultural Mechanics

ERIC Educational Resources Information Center

Blackburn, J. Joey; Robinson, J. Shane; Lamm, Alexa J.

2014-01-01

The purpose of this experimental study was to determine the effects of cognitive style and problem complexity on Oklahoma State University preservice agriculture teachers' (N = 56) ability to solve problems in small gasoline engines. Time to solution was operationalized as problem solving ability. Kirton's Adaption-Innovation Inventory was…

A Study in the Further Development of a Relationship between Precognition and Creativity.

ERIC Educational Resources Information Center

Costello, Francis J.

The relationship between pre-cognition and creativity was investigated in an effort to reaffirm previous findings (Costello 1977) of a correlation between these variables. A sample of 100 engineering freshmen was tested for creativity using the Torrance Test for Creative Thinking and was tested for pre-cognitive ability using the Dean-Mihalasky…

Children's Language Production: How Cognitive Neuroscience and Industrial Engineering Can Inform Public Education Policy and Practice

ERIC Educational Resources Information Center

Leisman, Gerry

2012-01-01

Little of 150 years of research in Cognitive Neurosciences, Human Factors, and the mathematics of Production Management have found their way into educational policy and certainly not into the classroom or in the production of educational materials in any meaningful or practical fashion. Whilst more mundane concepts of timing, sequencing, spatial…

Development of Cognitive Bias Modification (CBM) Tools to Promote Adjustment During Reintegration Following Deployment

DTIC Science & Technology

2015-11-01

addressed in Study 1, was to measure the associations between state and trait anger and biases in anger-related attention and interpretation. This aim was...presented in the recent MOMRP conference, and physiological SCR data are in the last stages of analyses. 15. SUBJECT TERMS anger, aggression, attention ...threat conditions, ranging from safety to acute danger, considerable plasticity in threat-related attention and threat interpretation is required

U.S. Corps of Engineers (COE) Letters to California, Texas and Illinois Regarding Munitions on Closed Military Ranges

EPA Pesticide Factsheets

This memorandum responds to three letters sent by the U.S. Army Corps of Engineers (COE) representatives to the States of Texas, California, and Illinois involving interpretations of the Military Munitions Rule and state authority.

Assessing learning in small sized physics courses

NASA Astrophysics Data System (ADS)

Ene, Emanuela; Ackerson, Bruce J.

2018-01-01

We describe the construction, validation, and testing of a concept inventory for an Introduction to Physics of Semiconductors course offered by the department of physics to undergraduate engineering students. By design, this inventory addresses both content knowledge and the ability to interpret content via different cognitive processes outlined in Bloom's revised taxonomy. The primary challenge comes from the low number of test takers. We describe the Rasch modeling analysis for this concept inventory, and the results of the calibration on a small sample size, with the intention of providing a useful blueprint to other instructors. Our study involved 101 students from Oklahoma State University and fourteen faculty teaching or doing research in the field of semiconductors at seven universities. The items were written in four-option multiple-choice format. It was possible to calibrate a 30-item unidimensional scale precisely enough to characterize the student population enrolled each semester and, therefore, to allow the tailoring of the learning activities of each class. We show that this scale can be employed as an item bank from which instructors could extract short testlets and where we can add new items fitting the existing calibration.

Thinking in Pictures as a cognitive account of autism.

PubMed

Kunda, Maithilee; Goel, Ashok K

2011-09-01

We analyze the hypothesis that some individuals on the autism spectrum may use visual mental representations and processes to perform certain tasks that typically developing individuals perform verbally. We present a framework for interpreting empirical evidence related to this "Thinking in Pictures" hypothesis and then provide comprehensive reviews of data from several different cognitive tasks, including the n-back task, serial recall, dual task studies, Raven's Progressive Matrices, semantic processing, false belief tasks, visual search, spatial recall, and visual recall. We also discuss the relationships between the Thinking in Pictures hypothesis and other cognitive theories of autism including Mindblindness, Executive Dysfunction, Weak Central Coherence, and Enhanced Perceptual Functioning.

A Behavior-Analytic Account of Cognitive Bias in Clinical Populations

PubMed Central

Wray, Alisha M; Freund, Rachel A; Dougher, Michael J

2009-01-01

Cognitive bias refers to a well-established finding that individuals who suffer from certain clinical problems (e.g., depression, anxiety, posttraumatic stress disorder, substance abuse, etc.) selectively attend to, remember, and interpret events relevant to their condition. Although a body of literature exists that has tried to examine this phenomenon, most existing explanations are mentalistic and mediational. In this paper we offer a behavior-analytic account of cognitive bias, its development, and how it may contribute to maintenance of clinical problems. This account is based on establishing operations or motivating events, verbal processes, and relational responding. Clinical and future research implications are also discussed. PMID:22478512

Efficacy of the Technological/Engineering Design Approach: Imposed Cognitive Demands within Design-Based Biotechnology Instruction

ERIC Educational Resources Information Center

Wells, John G.

2016-01-01

Though not empirically established as an efficacious pedagogy for promoting higher order thinking skills, technological/engineering design-based learning in K-12 STEM education is increasingly embraced as a core instructional method for integrative STEM learning that promotes the development of student critical thinking skills (Honey, Pearson,…

Investigating the Impacts of Design Heuristics on Idea Initiation and Development

ERIC Educational Resources Information Center

Kramer, Julia; Daly, Shanna R.; Yilmaz, Seda; Seifert, Colleen M.; Gonzalez, Richard

2015-01-01

This paper presents an analysis of engineering students' use of Design Heuristics as part of a team project in an undergraduate engineering design course. Design Heuristics are an empirically derived set of cognitive "rules of thumb" for use in concept generation. We investigated heuristic use in the initial concept generation phase,…

Implementing Assessment Engineering in the Uniform Certified Public Accountant (CPA) Examination

ERIC Educational Resources Information Center

Burke, Matthew; Devore, Richard; Stopek, Josh

2013-01-01

This paper describes efforts to bring principled assessment design to a large-scale, high-stakes licensure examination by employing the frameworks of Assessment Engineering (AE), the Revised Bloom's Taxonomy (RBT), and Cognitive Task Analysis (CTA). The Uniform CPA Examination is practice-oriented and focuses on the skills of accounting. In…

A Competitive and Experiential Assignment in Search Engine Optimization Strategy

ERIC Educational Resources Information Center

Clarke, Theresa B.; Clarke, Irvine, III

2014-01-01

Despite an increase in ad spending and demand for employees with expertise in search engine optimization (SEO), methods for teaching this important marketing strategy have received little coverage in the literature. Using Bloom's cognitive goals hierarchy as a framework, this experiential assignment provides a process for educators who may be new…

Some NASA contributions to human factors engineering: A survey

NASA Technical Reports Server (NTRS)

Behan, R. A.; Wendhausen, H. W.

1973-01-01

This survey presents the NASA contributions to the state of the art of human factors engineering, and indicates that these contributions have a variety of applications to nonaerospace activities. Emphasis is placed on contributions relative to man's sensory, motor, decisionmaking, and cognitive behavior and on applications that advance human factors technology.

A Coding Scheme for Analysing Problem-Solving Processes of First-Year Engineering Students

ERIC Educational Resources Information Center

Grigg, Sarah J.; Benson, Lisa C.

2014-01-01

This study describes the development and structure of a coding scheme for analysing solutions to well-structured problems in terms of cognitive processes and problem-solving deficiencies for first-year engineering students. A task analysis approach was used to assess students' problem solutions using the hierarchical structure from a…

Experts and Novices: Differences in Their Use of Mental Representation and Metacognition in Engineering Design

ERIC Educational Resources Information Center

Dixon, Raymond Anthony

2010-01-01

Research shows that mental representation such as analogical reasoning is a fundamental cognitive tool for design problem solving (Daugherty & Mentzer, 2008; Hey, Lensey, Agogino, & Wood, 2008; Lewis, 2008). Not much is known, however, about the way students and professional engineers actively generate and change their mental representation when…

Toward Technical Understanding: Part 5. General Hierarchy Applied to Engineering Education.

ERIC Educational Resources Information Center

Haile, J. M.

2000-01-01

Illustrates how the five cognitive levels--somatic, mythic, romantic, philosophic, and ironic--can be used to guide teaching and learning activities appropriate for engineering students. Uses the example of the concept of energy to demonstrate how educators might appeal to each mode of thinking for understanding a particular concept. (Contains 11…

Incorporating Learning Theory into Existing Systems Engineering Models

DTIC Science & Technology

2013-09-01

3. Social  Cognition 22 Table 1. Classification of learning theories Behaviorism Cognitivism Constructivism Connectivism...Introdution to design of large scale systems. New York: Mcgraw-Hill. Grusec. J. (1992). Social learning theory and development psychology: The... LEARNING THEORY INTO EXISTING SYSTEMS ENGINEERING MODELS by Valentine Leo September 2013 Thesis Advisor: Gary O. Langford Co-Advisor

Bioinformatics Education in High School: Implications for Promoting Science, Technology, Engineering, and Mathematics Careers

ERIC Educational Resources Information Center

Kovarik, Dina N.; Patterson, Davis G.; Cohen, Carolyn; Sanders, Elizabeth A.; Peterson, Karen A.; Porter, Sandra G.; Chowning, Jeanne Ting

2013-01-01

We investigated the effects of our Bio-ITEST teacher professional development model and bioinformatics curricula on cognitive traits (awareness, engagement, self-efficacy, and relevance) in high school teachers and students that are known to accompany a developing interest in science, technology, engineering, and mathematics (STEM) careers. The…

Second Language Socialization through Team Interaction among Electrical and Computer Engineering Students

ERIC Educational Resources Information Center

Vickers, Caroline H.

2007-01-01

This article, based on a longitudinal, ethnographic study among engineering students, examines the interactional processes surrounding second language (L2) socialization. L2 socialization perspectives argue that the cognitive and the social are interconnected, and that learning an L2 is a process of coming to understand socially constructed…

Evaluating the effects of cognitive support on psychiatric clinical comprehension.

PubMed

Dalai, Venkata V; Khalid, Sana; Gottipati, Dinesh; Kannampallil, Thomas; John, Vineeth; Blatter, Brett; Patel, Vimla L; Cohen, Trevor

2014-10-01

Clinicians' attention is a precious resource, which in the current healthcare practice is consumed by the cognitive demands arising from complex patient conditions, information overload, time pressure, and the need to aggregate and synthesize information from disparate sources. The ability to organize information in ways that facilitate the generation of effective diagnostic solutions is a distinguishing characteristic of expert physicians, suggesting that automated systems that organize clinical information in a similar manner may augment physicians' decision-making capabilities. In this paper, we describe the design and evaluation of a theoretically driven cognitive support system (CSS) that assists psychiatrists in their interpretation of clinical cases. The system highlights, and provides the means to navigate to, text that is organized in accordance with a set of diagnostically and therapeutically meaningful higher-level concepts. To evaluate the interface, 16 psychiatry residents interpreted two clinical case scenarios, with and without the CSS. Think-aloud protocols captured during their interpretation of the cases were transcribed and analyzed qualitatively. In addition, the frequency and relative position of content related to key higher-level concepts in a verbal summary of the case were evaluated. In addition the transcripts from both groups were compared to an expert derived reference standard using latent semantic analysis (LSA). Qualitative analysis showed that users of the system better attended to specific clinically important aspects of both cases when these were highlighted by the system, and revealed ways in which the system mediates hypotheses generation and evaluation. Analysis of the summary data showed differences in emphasis with and without the system. The LSA analysis suggested users of the system were more "expert-like" in their emphasis, and that cognitive support was more effective in the more complex case. Cognitive support impacts upon clinical comprehension. This appears to be largely helpful, but may also lead to neglect of information (such as the psychosocial history) that the system does not highlight. The results have implications for the design of CSSs for clinical narratives including the role of information organization and textual embellishments for more efficient clinical case presentation and comprehension. Copyright © 2014 Elsevier B.V. All rights reserved.

Evaluating the effects of cognitive support on psychiatric clinical comprehension

PubMed Central

Dalai, Venkata V.; Khalid, Sana; Gottipati, Dinesh; Kannampallil, Thomas; John, Vineeth; Blatter, Brett; Patel, Vimla L.; Cohen, Trevor

2014-01-01

Objective Clinicians’ attention is a precious resource, which in the current healthcare practice is consumed by the cognitive demands arising from complex patient conditions, information overload, time pressure, and the need to aggregate and synthesize information from disparate sources. The ability to organize information in ways that facilitate the generation of effective diagnostic solutions is a distinguishing characteristic of expert physicians, suggesting that automated systems that organize clinical information in a similar manner may augment physicians’ decision-making capabilities. In this paper, we describe the design and evaluation of a theoretically driven cognitive support system (CSS) that assists psychiatrists in their interpretation of clinical cases. The system highlights, and provides the means to navigate to, text that is organized in accordance with a set of diagnostically and therapeutically meaningful higher-level concepts. Methods and Materials To evaluate the interface, 16 psychiatry residents interpreted two clinical case scenarios, with and without the CSS. Think-aloud protocols captured during their interpretation of the cases were transcribed and analyzed qualitatively. In addition, the frequency and relative position of content related to key higher-level concepts in a verbal summary of the case were evaluated. In addition the transcripts from both groups were compared to an expert derived reference standard using latent semantic analysis (LSA). Results Qualitative analysis showed that users of the system better attended to specific clinically important aspects of both cases when these were highlighted by the system, and revealed ways in which the system mediates hypotheses generation and evaluation. Analysis of the summary data showed differences in emphasis with and without the system. The LSA analysis suggested users of the system were more “expert-like” in their emphasis, and that cognitive support was more effective in the more complex case. Conclusions Cognitive support impacts upon clinical comprehension. This appears to be largely helpful, but may also lead to neglect of information (such as the psychosocial history) that the system does not highlight. The results have implications for the design of CSSs for clinical narratives including the role of information organization and textual embellishments for more efficient clinical case presentation and comprehension. PMID:25179216

A New Interpretation of the Transport and Erection of Large Obelisks by Ancient Egyptian Engineers or Englebach Revisited.

ERIC Educational Resources Information Center

Spry, William J.

In the teaching of archaeology at the university level there is often conflict between the engineer and the humanist when looking at archaeological evidence. Nowhere is this more clear than in considering the very old puzzle of how ancient Egyptian engineers transported and erected huge stone obelisks using only human labor. The humanist, whose…

Male Engineers: An Interpretive Phenomenological Analysis of the Experiences of Persistence in Higher Education

ERIC Educational Resources Information Center

Ecklund, Adam P.

2013-01-01

More and more engineering programs have become concerned with retention and persistence in their degrees, because about half of their students either change majors or do not graduate at all (Center for Institutional Data Exchange and Analysis, 2000). Male students were chosen for this study because they make up 92.9% of all civil engineers, 90.6%…

Devices without Borders: What an Eighteenth-Century Display of Steam Engines Can Teach Us about "Public" and "Popular" Science

ERIC Educational Resources Information Center

Roberts, Lissa

2007-01-01

This essay details a public display of four steam engine models assembled in a Leiden orphanage courtyard in 1777. By examining the multiple purposes to which these engines were and could be put, alongside the various interests, goals and interpretations of their inventors, instructors and audience, the notion of a clear division between public…

Assessment of Navigation Using a Hybrid Cognitive/Metric World Model

DTIC Science & Technology

2015-01-01

The robot failed to avoid the stairs of the church. Table A-26 Assessment of vignette 1, path 6b, by researcher TBS Navigate left of the...NOTES 14. ABSTRACT One goal of the US Army Research Laboratory’s Robotic Collaborative Technology Alliance is to develop a cognitive architecture...that would allow a robot to operate on both the semantic and metric levels. As such, both symbolic and metric information would be interpreted within

[Formula: see text]Executive functions and social information processing in adolescents with severe behavior problems.

PubMed

Van Nieuwenhuijzen, M; Van Rest, M M; Embregts, P J C M; Vriens, A; Oostermeijer, S; Van Bokhoven, I; Matthys, W

2017-02-01

One tradition in research for explaining aggression and antisocial behavior has focused on social information processing (SIP). Aggression and antisocial behavior have also been studied from the perspective of executive functions (EFs), the higher-order cognitive abilities that affect other cognitive processes, such as social cognitive processes. The main goal of the present study is to provide insight into the relation between EFs and SIP in adolescents with severe behavior problems. Because of the hierarchical relation between EFs and SIP, we examined EFs as predictors of SIP. We hypothesized that, first, focused attention predicts encoding and interpretation, second, inhibition predicts interpretation, response generation, evaluation, and selection, and third, working memory predicts response generation and selection. The participants consisted of 94 respondents living in residential facilities aged 12-20 years, all showing behavior problems in the clinical range according to care staff. EFs were assessed using subtests from the Amsterdam Neuropsychological Test battery. Focused attention was measured by the Flanker task, inhibition by the GoNoGo task, and working memory by the Visual Spatial Sequencing task. SIP was measured by video vignettes and a structured interview. The results indicate that positive evaluation of aggressive responses is predicted by impaired inhibition and selection of aggressive responses by a combination of impaired focused attention and inhibition. It is concluded that different components of EFs as higher-order cognitive abilities affect SIP.

Short-term memory development: differences in serial position curves between age groups and latent classes.

PubMed

Koppenol-Gonzalez, Gabriela V; Bouwmeester, Samantha; Vermunt, Jeroen K

2014-10-01

In studies on the development of cognitive processes, children are often grouped based on their ages before analyzing the data. After the analysis, the differences between age groups are interpreted as developmental differences. We argue that this approach is problematic because the variance in cognitive performance within an age group is considered to be measurement error. However, if a part of this variance is systematic, it can provide very useful information about the cognitive processes used by some children of a certain age but not others. In the current study, we presented 210 children aged 5 to 12 years with serial order short-term memory tasks. First we analyze our data according to the approach using age groups, and then we apply latent class analysis to form latent classes of children based on their performance instead of their ages. We display the results of the age groups and the latent classes in terms of serial position curves, and we discuss the differences in results. Our findings show that there are considerable differences in performance between the age groups and the latent classes. We interpret our findings as indicating that the latent class analysis yielded a much more meaningful way of grouping children in terms of cognitive processes than the a priori grouping of children based on their ages. Copyright © 2014 Elsevier Inc. All rights reserved.

Correcting the MoCA for education: effect on sensitivity.

PubMed

Gagnon, Genevieve; Hansen, Kevin T; Woolmore-Goodwin, Sarah; Gutmanis, Iris; Wells, Jennie; Borrie, Michael; Fogarty, Jennifer

2013-09-01

The goal of this study was to quantify the impact of the suggested education correction on the sensitivity and specificity of the Montreal Cognitive Assessment (MoCA). Twenty-five outpatients with dementia and 39 with amnestic mild cognitive impairment (aMCI) underwent a diagnostic evaluation, which included the MoCA. Thirty-seven healthy controls also completed the MoCA and psychiatric, medical, neurological, functional, and cognitive difficulties were ruled out. For the total MoCA score, unadjusted for education, a cut-off score of 26 yielded the best balance between sensitivity and specificity (80% and 89% respectively) in identifying cognitive impairment (people with either dementia or aMCI, versus controls). When applying the education correction, sensitivity decreased from 80% to 69% for a small specificity increase (89% to 92%). The cut-off score yielding the best balance between sensitivity and specificity for the education adjusted MoCA score fell to 25 (61% and 97%, respectively). Adjusting the MoCA total score for education had a detrimental effect on sensitivity with only a slight increase in specificity. Clinically, this loss in sensitivity can lead to an increased number of false negatives, as education level does not always correlate to premorbid intellectual function. Clinical judgment about premorbid status should guide interpretation. However, as this effect may be cohort specific, age and education corrected norms and cut-offs should be developed to help guide MoCA interpretation.

Learning strategy preferences, verbal-visual cognitive styles, and multimedia preferences for continuing engineering education instructional design

NASA Astrophysics Data System (ADS)

Baukal, Charles Edward, Jr.

A literature search revealed very little information on how to teach working engineers, which became the motivation for this research. Effective training is important for many reasons such as preventing accidents, maximizing fuel efficiency, minimizing pollution emissions, and reducing equipment downtime. The conceptual framework for this study included the development of a new instructional design framework called the Multimedia Cone of Abstraction (MCoA). This was developed by combining Dale's Cone of Experience and Mayer's Cognitive Theory of Multimedia Learning. An anonymous survey of 118 engineers from a single Midwestern manufacturer was conducted to determine their demographics, learning strategy preferences, verbal-visual cognitive styles, and multimedia preferences. The learning strategy preference profile and verbal-visual cognitive styles of the sample were statistically significantly different than the general population. The working engineers included more Problem Solvers and were much more visually-oriented than the general population. To study multimedia preferences, five of the seven levels in the MCoA were used. Eight types of multimedia were compared in four categories (types in parantheses): text (text and narration), static graphics (drawing and photograph), non-interactive dynamic graphics (animation and video), and interactive dynamic graphics (simulated virtual reality and real virtual reality). The first phase of the study examined multimedia preferences within a category. Participants compared multimedia types in pairs on dual screens using relative preference, rating, and ranking. Surprisingly, the more abstract multimedia (text, drawing, animation, and simulated virtual reality) were preferred in every category to the more concrete multimedia (narration, photograph, video, and real virtual reality), despite the fact that most participants had relatively little prior subject knowledge. However, the more abstract graphics were only slightly preferred to the more concrete graphics. In the second phase, the more preferred multimedia types in each category from the first phase were compared against each other using relative preference, rating, and ranking and overall rating and ranking. Drawing was the most preferred multimedia type overall, although only slightly more than animation and simulated virtual reality. Text was a distant fourth. These results suggest that instructional content for continuing engineering education should include problem solving and should be highly visual.