Old Lamps for New: Mnemonic Techniques and the Thesis

ERIC Educational Resources Information Center

Carter, Susan

2009-01-01

The mnemonic techniques of the past, like mind maps, metaphors, and narrative theory, offer research students, especially doctoral candidates, another cognitive support. These techniques pre-date computers (and possibly literacy), so shift cognitive organization from the page or the computer screen to the mind. This article compares early memory…

The Multiple-Choice Concept Map (MCCM): An Interactive Computer-Based Assessment Method

ERIC Educational Resources Information Center

Sas, Ioan Ciprian

2010-01-01

This research attempted to bridge the gap between cognitive psychology and educational measurement (Mislevy, 2008; Leighton & Gierl, 2007; Nichols, 1994; Messick, 1989; Snow & Lohman, 1989) by using cognitive theories from working memory (Baddeley, 1986; Miyake & Shah, 1999; Grimley & Banner, 2008), multimedia learning (Mayer, 2001), and cognitive…

Mapping Joint Action.

ERIC Educational Resources Information Center

Slawski, Carl

The flow diagrams in this document provide cognitive maps to aid in synthesizing diverse areas of knowledge in a special brand of field theory. A model is presented which highlights the domains of structural functionalism (with concepts of cultural, personal and societal systems) and symbolic interactionism (with the concepts of self, sentiments…

Gray Bananas and a Red Letter A — From Synesthetic Sensation to Memory Colors

PubMed Central

Weiss, Franziska; Volberg, Gregor

2018-01-01

Grapheme–color synesthesia is a condition in which objectively achromatic graphemes induce concurrent color experiences. While it was long thought that the colors emerge during perception, there is growing support for the view that colors are integral to synesthetes’ cognitive representations of graphemes. In this work, we review evidence for two opposing theories positing either a perceptual or cognitive origin of concurrent colors: the cross-activation theory and the conceptual-mediation model. The review covers results on inducer and concurrent color processing as well as findings concerning the brain structure and grapheme–color mappings in synesthetes and trained mappings in nonsynesthetes. The results support different aspects of both theories. Finally, we discuss how research on memory colors could provide a new perspective in the debate about the level of processing at which the synesthetic colors occur. PMID:29899968

Intervention Mapping to develop a Social Cognitive Theory-based intervention for chronic pain tailored to individuals with HIV.

PubMed

Merlin, Jessica S; Young, Sarah R; Johnson, Mallory O; Saag, Michael; Demonte, William; Kerns, Robert; Bair, Matthew J; Kertesz, Stefan; Turan, Janet M; Kilgore, Meredith; Clay, Olivio J; Pekmezi, Dorothy; Davies, Susan

2018-06-01

Chronic pain is an important comorbidity among individuals with HIV. Behavioral interventions are widely regarded as evidence-based, efficacious non-pharmacologic interventions for chronic pain in the general population. An accepted principle in behavioral science is that theory-based, systematically-developed behavioral interventions tailored to the unique needs of a target population are most likely to be efficacious. Our aim was to use Intervention Mapping to systematically develop a Social Cognitive Theory (SCT)-based intervention for chronic pain tailored to individuals with HIV that will improve pain intensity and pain-related functional impairment. Our Intervention Mapping process was informed by qualitative inquiry of 24 patients and seven providers in an HIV primary care clinic. The resulting intervention includes group and one-on-one sessions and peer and staff interventionists. We also developed a conceptual framework that integrates our qualitative findings with SCT-based theoretical constructs. Using this conceptual framework as a guide, our future work will investigate the intervention's impact on chronic pain outcomes, as well as our hypothesized proximal mediators of the intervention's effect.

Mathemagenic Activities Program: [Reports on Cognitive/Language Development].

ERIC Educational Resources Information Center

Smock, Charles D., Ed.

This set of 13 research reports, bulletins and papers is a product of the Mathemagenic Activities Program (MAP) for early childhood education of the University of Georgia Follow Through Program. Based on Piagetian theory, the MAP provides sequentially structured sets of curriculum materials and processes that are designed to continually challenge…

First Steps and beyond: Serious Games as Preparation for Future Learning

ERIC Educational Resources Information Center

Reese, Debbie Denise

2007-01-01

Electronic game technologies can prepare novice learners for future learning of complex concepts. This paper describes the underlying instructional design, learning science, cognitive science, and game theory. A structural, or syntactic mapping (structure mapping), approach to game design can produce a game world relationally isomorphic to a…

Unpacking the Complexity of Linear Equations from a Cognitive Load Theory Perspective

ERIC Educational Resources Information Center

Ngu, Bing Hiong; Phan, Huy P.

2016-01-01

The degree of element interactivity determines the complexity and therefore the intrinsic cognitive load of linear equations. The unpacking of linear equations at the level of operational and relational lines allows the classification of linear equations in a hierarchical level of complexity. Mapping similar operational and relational lines across…

Behaviorism, Latent Learning, and Cognitive Maps: Needed Revisions in Introductory Psychology Textbooks

PubMed Central

Jensen, Robert

2006-01-01

This paper critically assesses the scholarship in introductory psychology textbooks in relation to the topic of latent learning. A review of the treatment of latent learning in 48 introductory psychology textbooks published between 1948 and 2004, with 21 of these texts published since 1999, reveals that the scholarship on the topic of latent learning demonstrated in introductory textbooks warrants improvement. Errors that persist in textbooks include the assertion that the latent learning experiments demonstrate unequivocally that reinforcement was not necessary for learning to occur, that behavioral theories could not account for the results of the latent learning experiments, that B. F. Skinner was an S-R association behaviorist who argued that reinforcement is necessary for learning to occur, and that because behavioral theories (including that of B. F. Skinner) were unable explain the results of the latent learning experiments the cognitive map invoked by Edward Tolman is the only explanation for latent learning. Finally, the validity of the cognitive map is typically accepted without question. Implications of the presence of these errors for students and the discipline are considered. Lastly, remedies are offered to improve the scholarship found in introductory psychology textbooks. PMID:22478463

Occupational Aptitude Patterns Map: Development and Implications for a Theory of Job Aptitude Requirements.

ERIC Educational Resources Information Center

Gottfredson, Linda S.

1986-01-01

United States Employment Service data on the cognitive and noncognitive aptitude requirements of different occupations were used to create an occupational classification--the Occupational Aptitude Patterns (OAP) Map. Thirteen job clusters are arrayed according to major differences in overall intellectual difficulty level and in functional focus…

The symbol-grounding problem in numerical cognition: A review of theory, evidence, and outstanding questions.

PubMed

Leibovich, Tali; Ansari, Daniel

2016-03-01

How do numerical symbols, such as number words, acquire semantic meaning? This question, also referred to as the "symbol-grounding problem," is a central problem in the field of numerical cognition. Present theories suggest that symbols acquire their meaning by being mapped onto an approximate system for the nonsymbolic representation of number (Approximate Number System or ANS). In the present literature review, we first asked to which extent current behavioural and neuroimaging data support this theory, and second, to which extent the ANS, upon which symbolic numbers are assumed to be grounded, is numerical in nature. We conclude that (a) current evidence that has examined the association between the ANS and number symbols does not support the notion that number symbols are grounded in the ANS and (b) given the strong correlation between numerosity and continuous variables in nonsymbolic number processing tasks, it is next to impossible to measure the pure association between symbolic and nonsymbolic numerosity. Instead, it is clear that significant cognitive control resources are required to disambiguate numerical from continuous variables during nonsymbolic number processing. Thus, if there exists any mapping between the ANS and symbolic number, then this process of association must be mediated by cognitive control. Taken together, we suggest that studying the role of both cognitive control and continuous variables in numerosity comparison tasks will provide a more complete picture of the symbol-grounding problem. (c) 2016 APA, all rights reserved).

Piagetian Theory as an Organizer for Geographic Skills and Experiences.

ERIC Educational Resources Information Center

Richards, Les

Piagetian stages of cognitive development are reviewed, and what teachers of geography skills, particularly map skills, can do to make use of Piaget's theory of child development is discussed. Piaget describes children at four different stages: (1) sensorimotor stage--birth to 2 years, (2) preoperational stage--ages 2-7, (3) concrete operational…

Illuminating the dark matter of social neuroscience: Considering the problem of social interaction from philosophical, psychological, and neuroscientific perspectives.

PubMed

Przyrembel, Marisa; Smallwood, Jonathan; Pauen, Michael; Singer, Tania

2012-01-01

Successful human social interaction depends on our capacity to understand other people's mental states and to anticipate how they will react to our actions. Despite its importance to the human condition, the exact mechanisms underlying our ability to understand another's actions, feelings, and thoughts are still a matter of conjecture. Here, we consider this problem from philosophical, psychological, and neuroscientific perspectives. In a critical review, we demonstrate that attempts to draw parallels across these complementary disciplines is premature: The second-person perspective does not map directly to Interaction or Simulation theories, online social cognition, or shared neural network accounts underlying action observation or empathy. Nor does the third-person perspective map onto Theory-Theory (TT), offline social cognition, or the neural networks that support Theory of Mind (ToM). Moreover, we argue that important qualities of social interaction emerge through the reciprocal interplay of two independent agents whose unpredictable behavior requires that models of their partner's internal state be continually updated. This analysis draws attention to the need for paradigms in social neuroscience that allow two individuals to interact in a spontaneous and natural manner and to adapt their behavior and cognitions in a response contingent fashion due to the inherent unpredictability in another person's behavior. Even if such paradigms were implemented, it is possible that the specific neural correlates supporting such reciprocal interaction would not reflect computation unique to social interaction but rather the use of basic cognitive and emotional processes combined in a unique manner. Finally, we argue that given the crucial role of social interaction in human evolution, ontogeny, and every-day social life, a more theoretically and methodologically nuanced approach to the study of real social interaction will nevertheless help the field of social cognition to evolve.

An Embodiment Perspective on Number-Space Mapping in 3.5-year-old Dutch Children

ERIC Educational Resources Information Center

Noordende, Jaccoline E.; Volman, M(Chiel). J. M.; Leseman, Paul P. M.; Kroesbergen, Evelyn H.

2017-01-01

Previous research suggests that block adding, subtracting and counting direction are early forms of number-space mapping. In this study, an embodiment perspective on these skills was taken. Embodiment theory assumes that cognition emerges through sensory-motor interaction with the environment. In line with this assumption, it was investigated if…

Designs of Concept Maps and Their Impacts on Readers' Performance in Memory and Reasoning while Reading

ERIC Educational Resources Information Center

Tzeng, Jeng-Yi

2010-01-01

From the perspective of the Fuzzy Trace Theory, this study investigated the impacts of concept maps with two strategic orientations (comprehensive and thematic representations) on readers' performance of cognitive operations (such as perception, verbatim memory, gist reasoning and syntheses) while the readers were reading two history articles that…

Treatment of adolescent sexual offenders: theory-based practice.

PubMed

Sermabeikian, P; Martinez, D

1994-11-01

The treatment of adolescent sexual offenders (ASO) has its theoretical underpinnings in social learning theory. Although social learning theory has been frequently cited in literature, a comprehensive application of this theory, as applied to practice, has not been mapped out. The social learning and social cognitive theories of Bandura appear to be particularly relevant to the group treatment of this population. The application of these theories to practice, as demonstrated in a program model, is discussed as a means of demonstrating how theory-driven practice methods can be developed.

Sharp wave/ripple network oscillations and learning-associated hippocampal maps.

PubMed

Csicsvari, Jozsef; Dupret, David

2014-02-05

Sharp wave/ripple (SWR, 150-250 Hz) hippocampal events have long been postulated to be involved in memory consolidation. However, more recent work has investigated SWRs that occur during active waking behaviour: findings that suggest that SWRs may also play a role in cell assembly strengthening or spatial working memory. Do such theories of SWR function apply to animal learning? This review discusses how general theories linking SWRs to memory-related function may explain circuit mechanisms related to rodent spatial learning and to the associated stabilization of new cognitive maps.

Dual-processing accounts of reasoning, judgment, and social cognition.

PubMed

Evans, Jonathan St B T

2008-01-01

This article reviews a diverse set of proposals for dual processing in higher cognition within largely disconnected literatures in cognitive and social psychology. All these theories have in common the distinction between cognitive processes that are fast, automatic, and unconscious and those that are slow, deliberative, and conscious. A number of authors have recently suggested that there may be two architecturally (and evolutionarily) distinct cognitive systems underlying these dual-process accounts. However, it emerges that (a) there are multiple kinds of implicit processes described by different theorists and (b) not all of the proposed attributes of the two kinds of processing can be sensibly mapped on to two systems as currently conceived. It is suggested that while some dual-process theories are concerned with parallel competing processes involving explicit and implicit knowledge systems, others are concerned with the influence of preconscious processes that contextualize and shape deliberative reasoning and decision-making.

From Brain Maps to Cognitive Ontologies: Informatics and the Search for Mental Structure.

PubMed

Poldrack, Russell A; Yarkoni, Tal

2016-01-01

A major goal of cognitive neuroscience is to delineate how brain systems give rise to mental function. Here we review the increasingly large role informatics-driven approaches are playing in such efforts. We begin by reviewing a number of challenges conventional neuroimaging approaches face in trying to delineate brain-cognition mappings--for example, the difficulty in establishing the specificity of postulated associations. Next, we demonstrate how these limitations can potentially be overcome using complementary approaches that emphasize large-scale analysis--including meta-analytic methods that synthesize hundreds or thousands of studies at a time; latent-variable approaches that seek to extract structure from data in a bottom-up manner; and predictive modeling approaches capable of quantitatively inferring mental states from patterns of brain activity. We highlight the underappreciated but critical role for formal cognitive ontologies in helping to clarify, refine, and test theories of brain and cognitive function. Finally, we conclude with a speculative discussion of what future informatics developments may hold for cognitive neuroscience.

Concept Mapping as an Innovative Tool for the Assessment of Learning: An Experimental Experience among Business Management Degree Students

ERIC Educational Resources Information Center

Ruiz-Palomino, Pablo; Martinez-Canas, Ricardo

2013-01-01

In the search to improve the quality of education at the university level, the use of concept mapping is becoming an important instructional technique for enhancing the teaching-learning process. This educational tool is based on cognitive theories by making a distinction between learning by rote (memorizing) and learning by meaning, where…

Effects of Doctorate Program on a Novice Teacher's Conceptualization of an Effective Teacher: A Case Study

ERIC Educational Resources Information Center

Ilin, Gülden

2016-01-01

This case study, the framework of which is provided by Kelly's Personal Construct Theory, investigates how a female novice ELT teacher structures her constructs on the qualities of an effective teacher. Repertory grid, a cognitive mapping approach, based on Kelly's theory was used as an elicitation technique in the study. The study focused on four…

Applying Cognitive Psychology to User Interfaces

NASA Astrophysics Data System (ADS)

Durrani, Sabeen; Durrani, Qaiser S.

This paper explores some key aspects of cognitive psychology that may be mapped onto user interfaces. Major focus in existing user interface guidelines is on consistency, simplicity, feedback, system messages, display issues, navigation, colors, graphics, visibility and error prevention [8-10]. These guidelines are effective indesigning user interfaces. However, these guidelines do not handle the issues that may arise due to the innate structure of human brain and human limitations. For example, where to place graphics on the screen so that user can easily process them and what kind of background should be given on the screen according to the limitation of human motor system. In this paper we have collected some available guidelines from the area of cognitive psychology [1, 5, 7]. In addition, we have extracted few guidelines from theories and studies of cognitive psychology [3, 11] which may be mapped to user interfaces.

Building a functional multiple intelligences theory to advance educational neuroscience.

PubMed

Cerruti, Carlo

2013-01-01

A key goal of educational neuroscience is to conduct constrained experimental research that is theory-driven and yet also clearly related to educators' complex set of questions and concerns. However, the fields of education, cognitive psychology, and neuroscience use different levels of description to characterize human ability. An important advance in research in educational neuroscience would be the identification of a cognitive and neurocognitive framework at a level of description relatively intuitive to educators. I argue that the theory of multiple intelligences (MI; Gardner, 1983), a conception of the mind that motivated a past generation of teachers, may provide such an opportunity. I criticize MI for doing little to clarify for teachers a core misunderstanding, specifically that MI was only an anatomical map of the mind but not a functional theory that detailed how the mind actually processes information. In an attempt to build a "functional MI" theory, I integrate into MI basic principles of cognitive and neural functioning, namely interregional neural facilitation and inhibition. In so doing I hope to forge a path toward constrained experimental research that bears upon teachers' concerns about teaching and learning.

Use of Intervention Mapping to Enhance Health Care Professional Practice: A Systematic Review.

PubMed

Durks, Desire; Fernandez-Llimos, Fernando; Hossain, Lutfun N; Franco-Trigo, Lucia; Benrimoj, Shalom I; Sabater-Hernández, Daniel

2017-08-01

Intervention Mapping is a planning protocol for developing behavior change interventions, the first three steps of which are intended to establish the foundations and rationales of such interventions. This systematic review aimed to identify programs that used Intervention Mapping to plan changes in health care professional practice. Specifically, it provides an analysis of the information provided by the programs in the first three steps of the protocol to determine their foundations and rationales of change. A literature search was undertaken in PubMed, Scopus, SciELO, and DOAJ using "Intervention Mapping" as keyword. Key information was gathered, including theories used, determinants of practice, research methodologies, theory-based methods, and practical applications. Seventeen programs aimed at changing a range of health care practices were included. The social cognitive theory and the theory of planned behavior were the most frequently used frameworks in driving change within health care practices. Programs used a large variety of research methodologies to identify determinants of practice. Specific theory-based methods (e.g., modelling and active learning) and practical applications (e.g., health care professional training and facilitation) were reported to inform the development of practice change interventions and programs. In practice, Intervention Mapping delineates a three-step systematic, theory- and evidence-driven process for establishing the theoretical foundations and rationales underpinning change in health care professional practice. The use of Intervention Mapping can provide health care planners with useful guidelines for the theoretical development of practice change interventions and programs.

Gender differences in patterns of spatial ability, environmental cognition, and math and English achievement in late adolescence.

PubMed

Pearson, J L; Ferguson, L R

1989-01-01

Relationships were explored among three measures of spatial ability--the Embedded Figures Test (EFT), the Mental Rotations Test (MRT), and the Differential Aptitude Spatial Relations subtest (DAT)--an environmental cognition task (MAP), American College Testing (ACT) math and English achievement, and gender in a sample of 282 undergraduates. Variance attributable to gender among the spatial tasks ranged from 0.5% in the EFT to 12% in the MRT. Gender accounted for only 1% of the variance in the MAP task. Gender differences were noted in regression analyses; women's math and English achievement scores were both predictive of spatial ability, while for men, only math achievement was predictive of spatial ability. The results were interpreted as substantiating sex role socialization theory of cognitive abilities.

Interference between a fast-paced spatial puzzle task and verbal memory demands.

PubMed

Epling, Samantha L; Blakely, Megan J; Russell, Paul N; Helton, William S

2017-06-01

Research continues to provide evidence that people are poor multi-taskers. Cognitive resource theory is a common explanation for the inability to efficiently perform multiple tasks at the same time. This theory proposes that one's limited supply of cognitive resources can be utilized faster than it is replenished, which results in a performance decline, particularly when these limited resources must be allocated among multiple tasks. Researchers have proposed both domain-specific, for example, spatial versus verbal processing resources, and domain general cognitive resources. In the present research, we investigated whether a spatial puzzle task performed simultaneously with a verbal recall task would impair performance in either task or both tasks, compared to performance on the tasks individually. As hypothesized, a reduction in word recall was found when dual-tasking, though performance on the puzzle task did not significantly differ between the single- and dual-task conditions. This is consistent, in part, with both a general resource theory and a Multiple Resource Theory, but further work is required to better understand the cognitive processing system. The employment of the recall task in the dual-task paradigm with a variety of secondary tasks will help to continue mapping out the specificity (or lack thereof) of cognitive resources utilized in various mental and physical tasks.

The current status of the simulation theory of cognition.

PubMed

Hesslow, Germund

2012-01-05

It is proposed that thinking is simulated interaction with the environment. Three assumptions underlie this 'simulation' theory of cognitive function. Firstly, behaviour can be simulated in the sense that we can activate motor structures, as during a normal overt action, but suppress its execution. Secondly, perception can be simulated by internal activation of sensory cortex in a way that resembles its normal activation during perception of external stimuli. The third assumption ('anticipation') is that both overt and simulated actions can elicit perceptual simulation of their most probable consequences. A large body of evidence, mainly from neuroimaging studies, that supports these assumptions, is reviewed briefly. The theory is ontologically parsimonious and does not rely on standard cognitivist constructs such as internal models or representations. It is argued that the simulation approach can explain the relations between motor, sensory and cognitive functions and the appearance of an inner world. It also unifies and explains important features of a wide variety of cognitive phenomena such as memory and cognitive maps. Novel findings from recent developments in memory research on the similarity of imaging and memory and on the role of both prefrontal cortex and sensory cortex in declarative memory and working memory are predicted by the theory and provide striking support for it. This article is part of a Special Issue entitled "The Cognitive Neuroscience". Copyright © 2011 Elsevier B.V. All rights reserved.

Exploring the Impact of Visual Complexity Levels in 3d City Models on the Accuracy of Individuals' Orientation and Cognitive Maps

NASA Astrophysics Data System (ADS)

Rautenbach, V.; Çöltekin, A.; Coetzee, S.

2015-08-01

In this paper we report results from a qualitative user experiment (n=107) designed to contribute to understanding the impact of various levels of complexity (mainly based on levels of detail, i.e., LoD) in 3D city models, specifically on the participants' orientation and cognitive (mental) maps. The experiment consisted of a number of tasks motivated by spatial cognition theory where participants (among other things) were given orientation tasks, and in one case also produced sketches of a path they `travelled' in a virtual environment. The experiments were conducted in groups, where individuals provided responses on an answer sheet. The preliminary results based on descriptive statistics and qualitative sketch analyses suggest that very little information (i.e., a low LoD model of a smaller area) might have a negative impact on the accuracy of cognitive maps constructed based on a virtual experience. Building an accurate cognitive map is an inherently desired effect of the visualizations in planning tasks, thus the findings are important for understanding how to develop better-suited 3D visualizations such as 3D city models. In this study, we specifically discuss the suitability of different levels of visual complexity for development planning (urban planning), one of the domains where 3D city models are most relevant.

United we stand, divided we fall: Cognition, emotion, and the moral link between them.

PubMed

Manfrinati, Andrea

2015-01-01

Contrary to Greene's dual-process theory of moral judgment (Greene 2013), this commentary suggests that the network view of the brain proposed by Pessoa, in which emotion and cognition may be used as labels in the context of certain behaviors, but will not map clearly into compartmentalized pieces of the brain, could represent a better explanation of the rationale behind people's moral behavior.

Meta-analysis: how does posterior parietal cortex contribute to reasoning?

PubMed Central

Wendelken, Carter

2015-01-01

Reasoning depends on the contribution of posterior parietal cortex (PPC). But PPC is involved in many basic operations—including spatial attention, mathematical cognition, working memory, long-term memory, and language—and the nature of its contribution to reasoning is unclear. Psychological theories of the processes underlying reasoning make divergent claims about the neural systems that are likely to be involved, and better understanding the specific contribution of PPC can help to inform these theories. We set out to address several competing hypotheses, concerning the role of PPC in reasoning: (1) reasoning involves application of formal logic and is dependent on language, with PPC activation for reasoning mainly reflective of linguistic processing; (2) reasoning involves probabilistic computation and is thus dependent on numerical processing mechanisms in PPC; and (3) reasoning is built upon the representation and processing of spatial relations, and PPC activation associated with reasoning reflects spatial processing. We conducted two separate meta-analyses. First, we pooled data from our own studies of reasoning in adults, and examined activation in PPC regions of interest (ROI). Second, we conducted an automated meta-analysis using Neurosynth, in which we examined overlap between activation maps associated with reasoning and maps associated with other key functions of PPC. In both analyses, we observed reasoning-related activation concentrated in the left Inferior Parietal Lobe (IPL). Reasoning maps demonstrated the greatest overlap with mathematical cognition. Maintenance, visuospatial, and phonological processing also demonstrated some overlap with reasoning, but a large portion of the reasoning map did not overlap with the map for any other function. This evidence suggests that the PPC’s contribution to reasoning may be most closely related to its role in mathematical cognition, but that a core component of this contribution may be specific to reasoning. PMID:25653604

Illuminating the dark matter of social neuroscience: Considering the problem of social interaction from philosophical, psychological, and neuroscientific perspectives

PubMed Central

Przyrembel, Marisa; Smallwood, Jonathan; Pauen, Michael; Singer, Tania

2012-01-01

Successful human social interaction depends on our capacity to understand other people's mental states and to anticipate how they will react to our actions. Despite its importance to the human condition, the exact mechanisms underlying our ability to understand another's actions, feelings, and thoughts are still a matter of conjecture. Here, we consider this problem from philosophical, psychological, and neuroscientific perspectives. In a critical review, we demonstrate that attempts to draw parallels across these complementary disciplines is premature: The second-person perspective does not map directly to Interaction or Simulation theories, online social cognition, or shared neural network accounts underlying action observation or empathy. Nor does the third-person perspective map onto Theory-Theory (TT), offline social cognition, or the neural networks that support Theory of Mind (ToM). Moreover, we argue that important qualities of social interaction emerge through the reciprocal interplay of two independent agents whose unpredictable behavior requires that models of their partner's internal state be continually updated. This analysis draws attention to the need for paradigms in social neuroscience that allow two individuals to interact in a spontaneous and natural manner and to adapt their behavior and cognitions in a response contingent fashion due to the inherent unpredictability in another person's behavior. Even if such paradigms were implemented, it is possible that the specific neural correlates supporting such reciprocal interaction would not reflect computation unique to social interaction but rather the use of basic cognitive and emotional processes combined in a unique manner. Finally, we argue that given the crucial role of social interaction in human evolution, ontogeny, and every-day social life, a more theoretically and methodologically nuanced approach to the study of real social interaction will nevertheless help the field of social cognition to evolve. PMID:22737120

A qualitative enquiry into OpenStreetMap making

NASA Astrophysics Data System (ADS)

Lin, Yu-Wei

2011-04-01

Based on a case study on the OpenStreetMap community, this paper provides a contextual and embodied understanding of the user-led, user-participatory and user-generated produsage phenomenon. It employs Grounded Theory, Social Worlds Theory, and qualitative methods to illuminate and explores the produsage processes of OpenStreetMap making, and how knowledge artefacts such as maps can be collectively and collaboratively produced by a community of people, who are situated in different places around the world but engaged with the same repertoire of mapping practices. The empirical data illustrate that OpenStreetMap itself acts as a boundary object that enables actors from different social worlds to co-produce the Map through interacting with each other and negotiating the meanings of mapping, the mapping data and the Map itself. The discourses also show that unlike traditional maps that black-box cartographic knowledge and offer a single dominant perspective of cities or places, OpenStreetMap is an embodied epistemic object that embraces different world views. The paper also explores how contributors build their identities as an OpenStreetMaper alongside some other identities they have. Understanding the identity-building process helps to understand mapping as an embodied activity with emotional, cognitive and social repertoires.

Using Cortically-Inspired Algorithms for Analogical Learning and Reasoning

DTIC Science & Technology

2013-01-01

similar to the theory described by Piaget (1954). While chunk only finds conjunctions, some of the percep- tual models listed above do ‘‘pooling’’ (finding...Law, K. (1995). MAC/FAC: A model of similarity-based retrieval. Cognitive Science, 19. Gayler, R., & Levy, S . (2009). A distributed basis for...abstraction using structure mapping. In Proceedings of the 22nd annual meeting of the cognitive science society. Langley, P., Laird, J. E., & Rogers, S

A moral house divided: How idealized family models impact political cognition.

PubMed

Feinberg, Matthew; Wehling, Elisabeth

2018-01-01

People's political attitudes tend to fall into two groups: progressive and conservative. Moral Politics Theory asserts that this ideological divide is the product of two contrasting moral worldviews, which are conceptually anchored in individuals' cognitive models about ideal parenting and family life. These models, here labeled the strict and nurturant models, serve as conceptual templates for how society should function, and dictate whether one will endorse more conservative or progressive positions. According to Moral Politics Theory, individuals map their parenting ideals onto the societal domain by engaging the nation-as-family metaphor, which facilitates reasoning about the abstract social world (the nation) in terms of more concrete world experience (family life). In the present research, we conduct an empirical examination of these core assertions of Moral Politics Theory. In Studies 1-3, we experimentally test whether family ideals directly map onto political attitudes while ruling out alternative explanations. In Studies 4-5, we use both correlational and experimental methods to examine the nation-as-family metaphor's role in facilitating the translation of family beliefs into societal beliefs and, ultimately, political attitudes. Overall, we found consistent support for Moral Politics Theory's assertions that family ideals directly impact political judgment, and that the nation-as-family metaphor serves a mediating role in this phenomenon.

Building a functional multiple intelligences theory to advance educational neuroscience

PubMed Central

Cerruti, Carlo

2013-01-01

A key goal of educational neuroscience is to conduct constrained experimental research that is theory-driven and yet also clearly related to educators’ complex set of questions and concerns. However, the fields of education, cognitive psychology, and neuroscience use different levels of description to characterize human ability. An important advance in research in educational neuroscience would be the identification of a cognitive and neurocognitive framework at a level of description relatively intuitive to educators. I argue that the theory of multiple intelligences (MI; Gardner, 1983), a conception of the mind that motivated a past generation of teachers, may provide such an opportunity. I criticize MI for doing little to clarify for teachers a core misunderstanding, specifically that MI was only an anatomical map of the mind but not a functional theory that detailed how the mind actually processes information. In an attempt to build a “functional MI” theory, I integrate into MI basic principles of cognitive and neural functioning, namely interregional neural facilitation and inhibition. In so doing I hope to forge a path toward constrained experimental research that bears upon teachers’ concerns about teaching and learning. PMID:24391613

The role of medial temporal lobe in retrieving spatial and nonspatial relations from episodic and semantic memory.

PubMed

Ryan, Lee; Lin, Chun-Yu; Ketcham, Katie; Nadel, Lynn

2010-01-01

This study examined the involvement of medial temporal lobe, especially the hippocampus, in processing spatial and nonspatial relations using episodic and semantic versions of a relational judgment task. Participants studied object arrays and were tested on different types of relations between pairs of objects. Three prevalent views of hippocampal function were considered. Cognitive map theory (O'Keefe and Nadel (1978) The Hippocampus as a Cognitive Map. USA: Oxford University Press) emphasizes hippocampal involvement in spatial relational tasks. Multiple trace theory (Nadel and Moscovitch (1997) Memory consolidation, retrograde amnesia and the hippocampal complex Curr Opin Neurobiol 7:217-227) emphasizes hippocampal involvement in episodic tasks. Eichenbaum and Cohen's ((2001) From Conditioning to Conscious Recollection: Memory Systems of the Brain. USA: Oxford University Press) relational theory predicts equivalent hippocampal involvement in all relational tasks within both semantic and episodic memory. The fMRI results provided partial support for all three theories, though none of them fit the data perfectly. We observed hippocampal activation during all relational tasks, with increased activation for spatial compared to nonspatial relations, and for episodic compared to semantic relations. The placement of activation along the anterior-posterior axis of the hippocampus also differentiated the conditions. We suggest a view of hippocampal function in memory that incorporates aspects of all three theories. Copyright 2009 Wiley-Liss, Inc.

Memory matters: influence from a cognitive map on animal space use.

PubMed

Gautestad, Arild O

2011-10-21

A vertebrate individual's cognitive map provides a capacity for site fidelity and long-distance returns to favorable patches. Fractal-geometrical analysis of individual space use based on collection of telemetry fixes makes it possible to verify the influence of a cognitive map on the spatial scatter of habitat use and also to what extent space use has been of a scale-specific versus a scale-free kind. This approach rests on a statistical mechanical level of system abstraction, where micro-scale details of behavioral interactions are coarse-grained to macro-scale observables like the fractal dimension of space use. In this manner, the magnitude of the fractal dimension becomes a proxy variable for distinguishing between main classes of habitat exploration and site fidelity, like memory-less (Markovian) Brownian motion and Levy walk and memory-enhanced space use like Multi-scaled Random Walk (MRW). In this paper previous analyses are extended by exploring MRW simulations under three scenarios: (1) central place foraging, (2) behavioral adaptation to resource depletion (avoidance of latest visited locations) and (3) transition from MRW towards Levy walk by narrowing memory capacity to a trailing time window. A generalized statistical-mechanical theory with the power to model cognitive map influence on individual space use will be important for statistical analyses of animal habitat preferences and the mechanics behind site fidelity and home ranges. Copyright © 2011 Elsevier Ltd. All rights reserved.

Cognitive requirements of competing neuro-behavioral decision systems: some implications of temporal horizon for managerial behavior in organizations

PubMed Central

Foxall, Gordon R.

2014-01-01

Interpretation of managerial activity in terms of neuroscience is typically concerned with extreme behaviors such as corporate fraud or reckless investment (Peterson, 2007; Wargo et al., 2010a). This paper is concerned to map out the neurophysiological and cognitive mechanisms at work across the spectrum of managerial behaviors encountered in more day-to-day contexts. It proposes that the competing neuro-behavioral decisions systems (CNBDS) hypothesis (Bickel et al., 2012b) captures well the range of managerial behaviors that can be characterized as hyper- or hypo-activity in either the limbically-based impulsive system or the frontal-cortically based executive system with the corresponding level of activity encountered in the alternative brain region. This pattern of neurophysiological responding also features in the Somatic Marker Hypothesis (Damasio, 1994) and in Reinforcement Sensitivity Theory (RST; Gray and McNaughton, 2000; McNaughton and Corr, 2004), which usefully extend the thesis, for example in the direction of personality. In discussing these theories, the paper has three purposes: to clarify the role of cognitive explanation in neuro-behavioral decision theory, to propose picoeconomics (Ainslie, 1992) as the cognitive component of competing neuro-behavioral decision systems theory and to suggest solutions to the problems of imbalanced neurophysiological activity in managerial behavior. The first is accomplished through discussion of the role of picoeconomics in neuro-behavioral decision theory; the second, by consideration of adaptive-innovative cognitive styles (Kirton, 2003) in the construction of managerial teams, a theme that can now be investigated by a dedicated research program that incorporates psychometric analysis of personality types and cognitive styles involved in managerial decision-making and the underlying neurophysiological bases of such decision-making. PMID:24744719

Testing the predictive power of cognitive atypicalities in autistic children: evidence from a 3-year follow-up study.

PubMed

Pellicano, Elizabeth

2013-08-01

This follow-up study investigated the predictive power of early cognitive atypicalities. Specifically, it examined whether early individual differences in specific cognitive skills, including theory of mind, executive function, and central coherence, could uniquely account for variation in autistic children's behaviors-social communication, repetitive behaviors, and interests and insistence on sameness-at follow-up. Thirty-seven cognitively able children with an autism spectrum condition were assessed on tests tapping verbal and nonverbal ability, theory of mind (false-belief prediction), executive function (planning ability, cognitive flexibility, and inhibitory control), and central coherence (local processing) at intake and their behavioral functioning (social communication, repetitive behaviors and interests, insistence on sameness) 3 years later. Individual differences in early executive but not theory of mind skills predicted variation in children's social communication. Individual differences in children's early executive function also predicted the degree of repetitive behaviors and interests at follow-up. There were no predictive relationships between early central coherence and children's insistence on sameness. These findings challenge the notion that distinct cognitive atypicalities map on to specific behavioral features of autism. Instead, early variation in executive function plays a key role in helping to shape autistic children's emerging behaviors, including their social communication and repetitive behaviors and interests. © 2013 International Society for Autism Research, Wiley Periodicals, Inc.

Mapping the neuropsychological profile of temporal lobe epilepsy using cognitive network topology and graph theory.

PubMed

Kellermann, Tanja S; Bonilha, Leonardo; Eskandari, Ramin; Garcia-Ramos, Camille; Lin, Jack J; Hermann, Bruce P

2016-10-01

Normal cognitive function is defined by harmonious interaction among multiple neuropsychological domains. Epilepsy has a disruptive effect on cognition, but how diverse cognitive abilities differentially interact with one another compared with healthy controls (HC) is unclear. This study used graph theory to analyze the community structure of cognitive networks in adults with temporal lobe epilepsy (TLE) compared with that in HC. Neuropsychological assessment was performed in 100 patients with TLE and 82 HC. For each group, an adjacency matrix was constructed representing pair-wise correlation coefficients between raw scores obtained in each possible test combination. For each cognitive network, each node corresponded to a cognitive test; each link corresponded to the correlation coefficient between tests. Global network structure, community structure, and node-wise graph theory properties were qualitatively assessed. The community structure in patients with TLE was composed of fewer, larger, more mixed modules, characterizing three main modules representing close relationships between the following: 1) aspects of executive function (EF), verbal and visual memory, 2) speed and fluency, and 3) speed, EF, perception, language, intelligence, and nonverbal memory. Conversely, controls exhibited a relative division between cognitive functions, segregating into more numerous, smaller modules consisting of the following: 1) verbal memory, 2) language, perception, and intelligence, 3) speed and fluency, and 4) visual memory and EF. Overall node-wise clustering coefficient and efficiency were increased in TLE. Adults with TLE demonstrate a less clear and poorly structured segregation between multiple cognitive domains. This panorama suggests a higher degree of interdependency across multiple cognitive domains in TLE, possibly indicating compensatory mechanisms to overcome functional impairments. Copyright © 2016 Elsevier Inc. All rights reserved.

Information Visualization: The State of the Art for Maritime Domain Awareness

DTIC Science & Technology

2006-08-01

les auteurs et aux évaluations de la qualité de certains documents, mots-clés et liens. La version sur papier de cette base de données se trouve à...interface design principles, psychological studies, and perception research • include a review of visualization theory including current visualization...builds on that a theory of how maps are understood (knowledge schemata and cognitive representations), and then analyses the use of symbols and

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.

An integrative theory of prefrontal cortex function.

PubMed

Miller, E K; Cohen, J D

2001-01-01

The prefrontal cortex has long been suspected to play an important role in cognitive control, in the ability to orchestrate thought and action in accordance with internal goals. Its neural basis, however, has remained a mystery. Here, we propose that cognitive control stems from the active maintenance of patterns of activity in the prefrontal cortex that represent goals and the means to achieve them. They provide bias signals to other brain structures whose net effect is to guide the flow of activity along neural pathways that establish the proper mappings between inputs, internal states, and outputs needed to perform a given task. We review neurophysiological, neurobiological, neuroimaging, and computational studies that support this theory and discuss its implications as well as further issues to be addressed

An Agent-based Model for Groundwater Allocation and Management at the Bakken Shale in Western North Dakota

NASA Astrophysics Data System (ADS)

Lin, T.; Lin, Z.; Lim, S.

2017-12-01

We present an integrated modeling framework to simulate groundwater level change under the dramatic increase of hydraulic fracturing water use in the Bakken Shale oil production area. The framework combines the agent-based model (ABM) with the Fox Hills-Hell Creek (FH-HC) groundwater model. In development of the ABM, institution theory is used to model the regulation policies from the North Dakota State Water Commission, while evolutionary programming and cognitive maps are used to model the social structure that emerges from the behavior of competing individual water businesses. Evolutionary programming allows individuals to select an appropriate strategy when annually applying for potential water use permits; whereas cognitive maps endow agent's ability and willingness to compete for more water sales. All agents have their own influence boundaries that inhibit their competitive behavior toward their neighbors but not to non-neighbors. The decision-making process is constructed and parameterized with both quantitative and qualitative information, i.e., empirical water use data and knowledge gained from surveys with stakeholders. By linking institution theory, evolutionary programming, and cognitive maps, our approach addresses a higher complexity of the real decision making process. Furthermore, this approach is a new exploration for modeling the dynamics of Coupled Human and Natural System. After integrating ABM with the FH-HC model, drought and limited water accessibility scenarios are simulated to predict FH-HC ground water level changes in the future. The integrated modeling framework of ABM and FH-HC model can be used to support making scientifically sound policies in water allocation and management.

A moral house divided: How idealized family models impact political cognition

PubMed Central

Feinberg, Matthew; Wehling, Elisabeth

2018-01-01

People’s political attitudes tend to fall into two groups: progressive and conservative. Moral Politics Theory asserts that this ideological divide is the product of two contrasting moral worldviews, which are conceptually anchored in individuals’ cognitive models about ideal parenting and family life. These models, here labeled the strict and nurturant models, serve as conceptual templates for how society should function, and dictate whether one will endorse more conservative or progressive positions. According to Moral Politics Theory, individuals map their parenting ideals onto the societal domain by engaging the nation-as-family metaphor, which facilitates reasoning about the abstract social world (the nation) in terms of more concrete world experience (family life). In the present research, we conduct an empirical examination of these core assertions of Moral Politics Theory. In Studies 1–3, we experimentally test whether family ideals directly map onto political attitudes while ruling out alternative explanations. In Studies 4–5, we use both correlational and experimental methods to examine the nation-as-family metaphor’s role in facilitating the translation of family beliefs into societal beliefs and, ultimately, political attitudes. Overall, we found consistent support for Moral Politics Theory’s assertions that family ideals directly impact political judgment, and that the nation-as-family metaphor serves a mediating role in this phenomenon. PMID:29641618

The Systematic Development of an Internet-Based Smoking Cessation Intervention for Adults.

PubMed

Dalum, Peter; Brandt, Caroline Lyng; Skov-Ettrup, Lise; Tolstrup, Janne; Kok, Gerjo

2016-07-01

Objectives The objective of this project was to determine whether intervention mapping is a suitable strategy for developing an Internet- and text message-based smoking cessation intervention. Method We used the Intervention Mapping framework for planning health promotion programs. After a needs assessment, we identified important changeable determinants of cessation behavior, specified objectives for the intervention, selected theoretical methods for meeting our objectives, and operationalized change methods into practical intervention strategies. Results We found that "social cognitive theory," the "transtheoretical model/stages of change," "self-regulation theory," and "appreciative inquiry" were relevant theories for smoking cessation interventions. From these theories, we selected modeling/behavioral journalism, feedback, planning coping responses/if-then statements, gain frame/positive imaging, consciousness-raising, helping relationships, stimulus control, and goal-setting as suitable methods for an Internet- and text-based adult smoking cessation program. Furthermore, we identified computer tailoring as a useful strategy for adapting the intervention to individual users. Conclusion The Intervention Mapping method, with a clear link between behavioral goals, theoretical methods, and practical strategies and materials, proved useful for systematic development of a digital smoking cessation intervention for adults. © 2016 Society for Public Health Education.

Brain-Mind Operational Architectonics Imaging: Technical and Methodological Aspects

PubMed Central

Fingelkurts, Andrew A; Fingelkurts, Alexander A

2008-01-01

This review paper deals with methodological and technical foundations of the Operational Architectonics framework of brain and mind functioning. This theory provides a framework for mapping and understanding important aspects of the brain mechanisms that constitute perception, cognition, and eventually consciousness. The methods utilized within Operational Architectonics framework allow analyzing with an incredible detail the operational behavior of local neuronal assemblies and their joint activity in the form of unified and metastable operational modules, which constitute the whole hierarchy of brain operations, operations of cognition and phenomenal consciousness. PMID:19526071

Implementation is crucial but must be neurobiologically grounded. Comment on “Toward a computational framework for cognitive biology: Unifying approaches from cognitive neuroscience and comparative cognition” by W. Tecumseh Fitch

NASA Astrophysics Data System (ADS)

Bornkessel-Schlesewsky, Ina; Schlesewsky, Matthias; Small, Steven L.

2014-09-01

From the perspective of language, Fitch's [1] claim that theories of cognitive computation should not be separated from those of implementation surely deserves applauding. Recent developments in the Cognitive Neuroscience of Language, leading to the new field of the Neurobiology of Language [2-4], emphasise precisely this point: rather than attempting to simply map cognitive theories of language onto the brain, we should aspire to understand how the brain implements language. This perspective resonates with many of the points raised by Fitch in his review, such as the discussion of unhelpful dichotomies (e.g., Nature versus Nurture). Cognitive dichotomies and debates have repeatedly turned out to be of limited usefulness when it comes to understanding language in the brain. The famous modularity-versus-interactivity and dual route-versus-connectionist debates are cases in point: in spite of hundreds of experiments using neuroimaging (or other techniques), or the construction of myriad computer models, little progress has been made in their resolution. This suggests that dichotomies proposed at a purely cognitive (or computational) level without consideration of biological grounding appear to be "asking the wrong questions" about the neurobiology of language. In accordance with these developments, several recent proposals explicitly consider neurobiological constraints while seeking to explain language processing at a cognitive level (e.g. [5-7]).

The Specialization of Function: Cognitive and Neural Perspectives

PubMed Central

Mahon, Bradford Z.; Cantlon, Jessica F.

2014-01-01

A unifying theme that cuts across all research areas and techniques in the cognitive and brain sciences is whether there is specialization of function at levels of processing that are ‘abstracted away’ from sensory inputs and motor outputs. Any theory that articulates claims about specialization of function in the mind/brain confronts the following types of interrelated questions, each of which carries with it certain theoretical commitments. What methods are appropriate for decomposing complex cognitive and neural processes into their constituent parts? How do cognitive processes map onto neural processes, and at what resolution are they related? What types of conclusions can be drawn about the structure of mind from dissociations observed at the neural level, and vice versa? The contributions that form this Special Issue of Cognitive Neuropsychology represent recent reflections on these and other issues from leading researchers in different areas of the cognitive and brain sciences. PMID:22185234

Categorial Compositionality II: Universal Constructions and a General Theory of (Quasi-)Systematicity in Human Cognition

PubMed Central

Phillips, Steven; Wilson, William H.

2011-01-01

A complete theory of cognitive architecture (i.e., the basic processes and modes of composition that together constitute cognitive behaviour) must explain the systematicity property—why our cognitive capacities are organized into particular groups of capacities, rather than some other, arbitrary collection. The classical account supposes: (1) syntactically compositional representations; and (2) processes that are sensitive to—compatible with—their structure. Classical compositionality, however, does not explain why these two components must be compatible; they are only compatible by the ad hoc assumption (convention) of employing the same mode of (concatenative) compositionality (e.g., prefix/postfix, where a relation symbol is always prepended/appended to the symbols for the related entities). Architectures employing mixed modes do not support systematicity. Recently, we proposed an alternative explanation without ad hoc assumptions, using category theory. Here, we extend our explanation to domains that are quasi-systematic (e.g., aspects of most languages), where the domain includes some but not all possible combinations of constituents. The central category-theoretic construct is an adjunction involving pullbacks, where the primary focus is on the relationship between processes modelled as functors, rather than the representations. A functor is a structure-preserving map (or construction, for our purposes). An adjunction guarantees that the only pairings of functors are the systematic ones. Thus, (quasi-)systematicity is a necessary consequence of a categorial cognitive architecture whose basic processes are functors that participate in adjunctions. PMID:21857816

Interactions of spatial strategies producing generalization gradient and blocking: A computational approach

PubMed Central

Dollé, Laurent; Chavarriaga, Ricardo

2018-01-01

We present a computational model of spatial navigation comprising different learning mechanisms in mammals, i.e., associative, cognitive mapping and parallel systems. This model is able to reproduce a large number of experimental results in different variants of the Morris water maze task, including standard associative phenomena (spatial generalization gradient and blocking), as well as navigation based on cognitive mapping. Furthermore, we show that competitive and cooperative patterns between different navigation strategies in the model allow to explain previous apparently contradictory results supporting either associative or cognitive mechanisms for spatial learning. The key computational mechanism to reconcile experimental results showing different influences of distal and proximal cues on the behavior, different learning times, and different abilities of individuals to alternatively perform spatial and response strategies, relies in the dynamic coordination of navigation strategies, whose performance is evaluated online with a common currency through a modular approach. We provide a set of concrete experimental predictions to further test the computational model. Overall, this computational work sheds new light on inter-individual differences in navigation learning, and provides a formal and mechanistic approach to test various theories of spatial cognition in mammals. PMID:29630600

How Albot0 finds its way home: a novel approach to cognitive mapping using robots.

PubMed

Yeap, Wai K

2011-10-01

Much of what we know about cognitive mapping comes from observing how biological agents behave in their physical environments, and several of these ideas were implemented on robots, imitating such a process. In this paper a novel approach to cognitive mapping is presented whereby robots are treated as a species of their own and their cognitive mapping is being investigated. Such robots are referred to as Albots. The design of the first Albot, Albot0 , is presented. Albot0 computes an imprecise map and employs a novel method to find its way home. Both the map and the return-home algorithm exhibited characteristics commonly found in biological agents. What we have learned from Albot0 's cognitive mapping are discussed. One major lesson is that the spatiality in a cognitive map affords us rich and useful information and this argues against recent suggestions that the notion of a cognitive map is not a useful one. Copyright © 2011 Cognitive Science Society, Inc.

Iconicity as structure mapping

PubMed Central

Emmorey, Karen

2014-01-01

Linguistic and psycholinguistic evidence is presented to support the use of structure-mapping theory as a framework for understanding effects of iconicity on sign language grammar and processing. The existence of structured mappings between phonological form and semantic mental representations has been shown to explain the nature of metaphor and pronominal anaphora in sign languages. With respect to processing, it is argued that psycholinguistic effects of iconicity may only be observed when the task specifically taps into such structured mappings. In addition, language acquisition effects may only be observed when the relevant cognitive abilities are in place (e.g. the ability to make structural comparisons) and when the relevant conceptual knowledge has been acquired (i.e. information key to processing the iconic mapping). Finally, it is suggested that iconicity is better understood as a structured mapping between two mental representations than as a link between linguistic form and human experience. PMID:25092669

Supporting Multiple Cognitive Processing Styles Using Tailored Support Systems

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

Tuan Q. Tran; Karen M. Feigh; Amy R. Pritchett

According to theories of cognitive processing style or cognitive control mode, human performance is more effective when an individual’s cognitive state (e.g., intuition/scramble vs. deliberate/strategic) matches his/her ecological constraints or context (e.g., utilize intuition to strive for a "good-enough" response instead of deliberating for the "best" response under high time pressure). Ill-mapping between cognitive state and ecological constraints are believed to lead to degraded task performance. Consequently, incorporating support systems which are designed to specifically address multiple cognitive and functional states e.g., high workload, stress, boredom, and initiate appropriate mitigation strategies (e.g., reduce information load) is essential to reduce plantmore » risk. Utilizing the concept of Cognitive Control Models, this paper will discuss the importance of tailoring support systems to match an operator's cognitive state, and will further discuss the importance of these ecological constraints in selecting and implementing mitigation strategies for safe and effective system performance. An example from the nuclear power plant industry illustrating how a support system might be tailored to support different cognitive states is included.« less

Socio-Cognitive Phenotypes Differentially Modulate Large-Scale Structural Covariance Networks.

PubMed

Valk, Sofie L; Bernhardt, Boris C; Böckler, Anne; Trautwein, Fynn-Mathis; Kanske, Philipp; Singer, Tania

2017-02-01

Functional neuroimaging studies have suggested the existence of 2 largely distinct social cognition networks, one for theory of mind (taking others' cognitive perspective) and another for empathy (sharing others' affective states). To address whether these networks can also be dissociated at the level of brain structure, we combined behavioral phenotyping across multiple socio-cognitive tasks with 3-Tesla MRI cortical thickness and structural covariance analysis in 270 healthy adults, recruited across 2 sites. Regional thickness mapping only provided partial support for divergent substrates, highlighting that individual differences in empathy relate to left insular-opercular thickness while no correlation between thickness and mentalizing scores was found. Conversely, structural covariance analysis showed clearly divergent network modulations by socio-cognitive and -affective phenotypes. Specifically, individual differences in theory of mind related to structural integration between temporo-parietal and dorsomedial prefrontal regions while empathy modulated the strength of dorsal anterior insula networks. Findings were robust across both recruitment sites, suggesting generalizability. At the level of structural network embedding, our study provides a double dissociation between empathy and mentalizing. Moreover, our findings suggest that structural substrates of higher-order social cognition are reflected rather in interregional networks than in the the local anatomical markup of specific regions per se. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.

Diagnostic Reasoning across the Medical Education Continuum.

PubMed

Smith, C Scott; Hill, William; Francovich, Chris; Morris, Magdalena; Robbins, Bruce; Robins, Lynne; Turner, Andrew

2014-07-15

We aimed to study linguistic and non-linguistic elements of diagnostic reasoning across the continuum of medical education. We performed semi-structured interviews of premedical students, first year medical students, third year medical students, second year internal medicine residents, and experienced faculty (ten each) as they diagnosed three common causes of dyspnea. A second observer recorded emotional tone. All interviews were digitally recorded and blinded transcripts were created. Propositional analysis and concept mapping were performed. Grounded theory was used to identify salient categories and transcripts were scored with these categories. Transcripts were then unblinded. Systematic differences in propositional structure, number of concept connections, distribution of grounded theory categories, episodic and semantic memories, and emotional tone were identified. Summary concept maps were created and grounded theory concepts were explored for each learning level. We identified three major findings: (1) The "apprentice effect" in novices (high stress and low narrative competence); (2) logistic concept growth in intermediates; and (3) a cognitive state transition (between analytical and intuitive approaches) in experts. These findings warrant further study and comparison.

Development of a Multilevel Intervention to Increase HIV Clinical Trial Participation among Rural Minorities

PubMed Central

Corbie-Smith, Giselle; Odeneye, Ebun; Banks, Bahby; Miles, Margaret Shandor; Isler, Malika Roman

2013-01-01

Minorities are disproportionately affected by HIV/AIDS in the rural Southeast; therefore, it is important to develop targeted, culturally appropriate interventions to support rural minority participation in HIV/AIDS research. Using Intervention Mapping, we developed a comprehensive multilevel intervention for service providers (SPs) and people living with HIV/AIDS (PLWHA). We collected data from both groups through 11 focus groups and 35 individual interviews. Resultant data were used to develop matrices of behavioral outcomes, performance objectives and learning objectives. Each performance objective was mapped with changeable, theory-based determinants to inform components of the intervention. Behavioral outcomes for the intervention included: (a) Eligible PLWHA will enroll in clinical trials; and (b) SPs will refer eligible PLWHA to clinical trials. The ensuing intervention consists of four SPs and six PLWHA educational sessions. Its contents, methods and strategies were grounded in the theory of reasoned action, social cognitive theory, and the concept of social support. All materials were pretested and refined for content appropriateness and effectiveness. PMID:22991051

Working memory predicts children's analogical reasoning.

PubMed

Simms, Nina K; Frausel, Rebecca R; Richland, Lindsey E

2018-02-01

Analogical reasoning is the cognitive skill of drawing relationships between representations, often between prior knowledge and new representations, that allows for bootstrapping cognitive and language development. Analogical reasoning proficiency develops substantially during childhood, although the mechanisms underlying this development have been debated, with developing cognitive resources as one proposed mechanism. We explored the role of executive function (EF) in supporting children's analogical reasoning development, with the goal of determining whether predicted aspects of EF were related to analogical development at the level of individual differences. We assessed 5- to 11-year-old children's working memory, inhibitory control, and cognitive flexibility using measures from the National Institutes of Health Toolbox Cognition battery. Individual differences in children's working memory best predicted performance on an analogical mapping task, even when controlling for age, suggesting a fundamental interrelationship between analogical reasoning and working memory development. These findings underscore the need to consider cognitive capacities in comprehensive theories of children's reasoning development. Copyright © 2017 Elsevier Inc. All rights reserved.

From brain maps to cognitive ontologies: informatics and the search for mental structure

PubMed Central

Poldrack, Russell A.; Yarkoni, Tal

2015-01-01

A major goal of cognitive neuroscience is to delineate how brain systems give rise to mental function. Here we review the increasingly large role informatics-driven approaches are playing in such efforts. We begin by reviewing a number of challenges conventional neuroimaging approaches face in trying to delineate brain-cognition mappings—for example, the difficulty in establishing the specificity of postulated associations. Next, we demonstrate how these limitations can potentially be overcome using complementary approaches that emphasize large-scale analysis—including meta-analytic methods that synthesize hundreds or thousands of studies at a time; latent-variable approaches that seek to extract structure from data in a bottom-up manner; and predictive modeling approaches capable of quantitatively inferring mental states from patterns of brain activity. We highlight the underappreciated but critical role for formal cognitive ontologies in helping to clarify, refine, and test theories of brain and cognitive function. Finally, we conclude with a speculative discussion of what future informatics developments may hold for cognitive neuroscience. PMID:26393866

Robust spatial memory maps in flickering neuronal networks: a topological model

NASA Astrophysics Data System (ADS)

Dabaghian, Yuri; Babichev, Andrey; Memoli, Facundo; Chowdhury, Samir; Rice University Collaboration; Ohio State University Collaboration

It is widely accepted that the hippocampal place cells provide a substrate of the neuronal representation of the environment--the ``cognitive map''. However, hippocampal network, as any other network in the brain is transient: thousands of hippocampal neurons die every day and the connections formed by these cells constantly change due to various forms of synaptic plasticity. What then explains the remarkable reliability of our spatial memories? We propose a computational approach to answering this question based on a couple of insights. First, we propose that the hippocampal cognitive map is fundamentally topological, and hence it is amenable to analysis by topological methods. We then apply several novel methods from homology theory, to understand how dynamic connections between cells influences the speed and reliability of spatial learning. We simulate the rat's exploratory movements through different environments and study how topological invariants of these environments arise in a network of simulated neurons with ``flickering'' connectivity. We find that despite transient connectivity the network of place cells produces a stable representation of the topology of the environment.

Synaptic connectivity and spatial memory: a topological approach

NASA Astrophysics Data System (ADS)

Milton, Russell; Babichev, Andrey; Dabaghian, Yuri

2015-03-01

In the hippocampus, a network of place cells generates a cognitive map of space, in which each cell is responsive to a particular area of the environment - its place field. The peak response of each cell and the size of each place field have considerable variability. Experimental evidence suggests that place cells encode a topological map of space that serves as a basis of spatial memory and spatial awareness. Using a computational model based on Persistent Homology Theory we demonstrate that if the parameters of the place cells spiking activity fall inside of the physiological range, the network correctly encodes the topological features of the environment. We next introduce parameters of synaptic connectivity into the model and demonstrate that failures in synapses that detect coincident neuronal activity lead to spatial learning deficiencies similar to the ones that are observed in rodent models of neurodegenerative diseases. Moreover, we show that these learning deficiencies may be mitigated by increasing the number of active cells and/or by increasing their firing rate, suggesting the existence of a compensatory mechanism inherent to the cognitive map.

Development of a chronic disease management program for stroke survivors using intervention mapping: The Stroke Coach

PubMed Central

Sakakibara, Brodie M.; Lear, Scott A.; Barr, Susan I.; Benavente, Oscar; Goldsmith, Charlie H.; Silverberg, Noah D.; Yao, Jennifer; Eng, Janice J.

2018-01-01

Objective To describe the systematic development of the Stroke Coach, a theory- and evidence-based intervention to improve control of lifestyle behaviour risk factors in stroke patients. Design Intervention development. Setting Community. Participants Individuals who have had a stroke. Intervention We used Intervention Mapping to guide the development of the Stroke Coach. Intervention Mapping is a systematic process used for intervention development and comprised of steps that progress from the integration of theory and evidence to the organization of realistic strategies to facilitate the development of a practical intervention supported by empirical evidence. Social Cognitive Theory was the underlying premise for behaviour change, while Control Theory methods were directed towards sustaining the changes to ensure long-term health benefits. Practical evidence-based strategies were linked to behavioural determinants to improve stroke risk factor control. Main outcome measures Not applicable. Results The Stroke Coach is a patient-centred, community-based, telehealth intervention to promote healthy lifestyles after stroke. Over six months, participants receive seven 30 to 60 minute telephone sessions with a lifestyle coach who provides education, facilitates motivation for lifestyle modification, and empowers participants to self-management their stroke risk factors. Participants also receive a self-management manual and a self-monitoring kit. Conclusion Through the use of Intervention Mapping we developed a theoretically sound and evidence-grounded intervention to improve risk factor control in stroke patients. If empirical evaluation of the Stroke Coach produces positive results, the next step will be to develop an implementation intervention to ensure successful uptake and delivery of the program in community and outpatient settings. PMID:28219685

A comparative study of the effect of student and instructor cognitive mapping on student achievement and attitudes in introductory college biology for nonmajors

NASA Astrophysics Data System (ADS)

Dardis, Deborah J. Athas

Within a single research design, this investigation compared the effects of student and instructor cognitive mapping on student achievement and attitudes in introductory college biology for nonmajors. Subjects self-selected into either a Control Group that experienced no cognitive mapping, an Experimental Group 1 that experienced instructor cognitive mapping, or an Experimental Group 2 in which students constructed cognitive maps. Data were collected by a Students' Opinions of Teaching Poll and instructor prepared tests that included objective questions representing all levels of the cognitive domain. An ANCOVA revealed no significant differences in the academic achievement of students in the control and experimental groups. The academic performance of males and females was similar among all three groups of students and data confirmed a lack of interaction between gender and instructional strategy. This investigation confirmed that cognitive mapping will not disrupt a gender-neutral classroom environment. Students' opinions of teaching were overwhelmingly positive. A Kruskal Wallis analysis, followed by a nonparametric Tukey-type multiple comparison, revealed that students who experienced no mapping consistently rated the instructor with higher scores than did students who experienced instructor mapping. Students who cooperatively constructed cognitive maps reported the lowest scores on the opinion polls.

Interpreting map art with a perspective learned from J.M. Blaut

USGS Publications Warehouse

Varanka, D.

2006-01-01

Map art has been mentioned only briefly in geographic or cartographic literature, and has been analyzed almost entirely at the interpretive level. This paper attempts to define and evaluate the cartographic value of contemporary map-like art by placing the body of work as a whole in the theoretical concepts proposed by J.M. Blaut and his colleagues about mapping as a cognitive and cultural universal. This paper discusses how map art resembles mapping characteristics similar to those observed empirically in very young children as described in the publications of Blaut and others. The theory proposes that these early mapping skills are later structured and refined by their social context and practice. Diverse cultural contexts account for the varieties, types, and degrees of mapping behavior documented with time and geographic place. The dynamics of early mapping are compared to mapping techniques employed by artists. The discipline of fine art serves as the context surrounding map artists and their work. My visual analysis, research about the art and the artists, and interviews with artists and curators form the basis of my interpretation of these works within varied and multiple contexts of late 20th century map art.

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…

Spatializing Emotion: No Evidence for a Domain-General Magnitude System.

PubMed

Pitt, Benjamin; Casasanto, Daniel

2017-11-22

People implicitly associate different emotions with different locations in left-right space. Which aspects of emotion do they spatialize, and why? Across many studies people spatialize emotional valence, mapping positive emotions onto their dominant side of space and negative emotions onto their non-dominant side, consistent with theories of metaphorical mental representation. Yet other results suggest a conflicting mapping of emotional intensity (a.k.a., emotional magnitude), according to which people associate more intense emotions with the right and less intense emotions with the left - regardless of their valence; this pattern has been interpreted as support for a domain-general system for representing magnitudes. To resolve the apparent contradiction between these mappings, we first tested whether people implicitly map either valence or intensity onto left-right space, depending on which dimension of emotion they attend to (Experiments 1a, b). When asked to judge emotional valence, participants showed the predicted valence mapping. However, when asked to judge emotional intensity, participants showed no systematic intensity mapping. We then tested an alternative explanation of findings previously interpreted as evidence for an intensity mapping (Experiments 2a, b). These results suggest that previous findings may reflect a left-right mapping of spatial magnitude (i.e., the size of a salient feature of the stimuli) rather than emotion. People implicitly spatialize emotional valence, but, at present, there is no clear evidence for an implicit lateral mapping of emotional intensity. These findings support metaphor theory and challenge the proposal that mental magnitudes are represented by a domain-general metric that extends to the domain of emotion. Copyright © 2017 Cognitive Science Society, Inc.

A sensemaking perspective on framing the mental picture of air traffic controllers.

PubMed

Malakis, Stathis; Kontogiannis, Tom

2013-03-01

It has long been recognized that controller strategies are based on a 'mental picture' or representation of traffic situations. Earlier studies indicated that controllers tend to maintain a selective representation of traffic flows based on a few salient traffic features that point out to interesting events (e.g., potential conflicts). A field study is presented in this paper that examines salient features or 'knowledge variables' that constitute the building blocks of controller mental pictures. Verbal reports from participants, a field experiment and observations of real-life scenarios provided insights into the cognitive processes that shape and reframe the mental pictures of controllers. Several cognitive processes (i.e., problem detection, elaboration, reframing and replanning) have been explored within a particular framework of sensemaking stemming from the data/frame theory (Klein et al., 2007). Cognitive maps, representing standard and non-standard air traffic flows, emerged as an explanatory framework for making sense of traffic patterns and for reframing mental pictures. The data/frame theory proved to be a useful theoretical tool for investigating complex cognitive phenomena. The findings of the study have implications for the design of training curricula and decision support systems in air traffic control systems. Copyright © 2012 Elsevier Ltd and The Ergonomics Society. All rights reserved.

A Theory of False Cognitive Expectancies in Airline Pilots

NASA Astrophysics Data System (ADS)

Cortes, Antonio I.

The Theory of False Cognitive Expectancies was developed by studying high reliability flight operations. Airline pilots depend extensively on cognitive expectancies to perceive, understand, and predict actions and events. Out of 1,363 incident reports submitted by airline pilots to the National Aeronautics and Space Administration Aviation Safety Reporting System over a year's time, 110 reports were found to contain evidence of 127 false cognitive expectancies in pilots. A comprehensive taxonomy was developed with six categories of interest. The dataset of 127 false expectancies was used to initially code tentative taxon values for each category. Intermediate coding through constant comparative analysis completed the taxonomy. The taxonomy was used for the advanced coding of chronological context-dependent visualizations of expectancy factors, known as strands, which depict the major factors in the creation and propagation of each expectancy. Strands were mapped into common networks to detect highly represented expectancy processes. Theoretical integration established 11 sources of false expectancies, the most common expectancy errors, and those conspicuous factors worthy of future study. The most prevalent source of false cognitive expectancies within the dataset was determined to be unconscious individual modeling based on past events. Integrative analyses also revealed relationships between expectancies and flight deck automation, unresolved discrepancies, and levels of situation awareness. Particularly noteworthy were the findings that false expectancies can combine in three possible permutations to diminish situation awareness and examples of how false expectancies can be unwittingly transmitted from one person to another. The theory resulting from this research can enhance the error coding process used during aircraft line oriented safety audits, lays the foundation for developing expectancy management training programs, and will allow researchers to proffer hypotheses for human testing using flight simulators.

Differences in Spatial Knowledge of Individuals with Blindness When Using Audiotactile Maps, Using Tactile Maps, and Walking

ERIC Educational Resources Information Center

Papadopoulos, Konstantinos; Barouti, Marialena; Koustriava, Eleni

2018-01-01

To examine how individuals with visual impairments understand space and the way they develop cognitive maps, we studied the differences in cognitive maps resulting from different methods and tools for spatial coding in large geographical spaces. We examined the ability of 21 blind individuals to create cognitive maps of routes in unfamiliar areas…

Cognitive styles and mental rotation ability in map learning.

PubMed

Pazzaglia, Francesca; Moè, Angelica

2013-11-01

In inspecting, learning and reproducing a map, a wide range of abilities is potentially involved. This study examined the role of mental rotation (MR) and verbal ability, together with that of cognitive styles in map learning. As regards cognitive styles, the traditional distinction between verbalizers and visualizers has been taken into account, together with a more recent distinction between two styles of visualization: spatial and object. One hundred and seven participants filled in two questionnaires on cognitive styles: the Verbalizer-Visualizer Questionnaire (Richardson in J Ment Imag 1:109-125, 1977) and the Object-Spatial Imagery Questionnaire (Blajenkova et al. in Appl Cogn Psych 20:239-263, 2006), performed MR and verbal tests, learned two maps, and were then tested for their recall. It was found that MR ability and cognitive styles played a role in predicting map learning, with some distinctions within cognitive styles: verbal style favoured learning of one of the two maps (the one rich in verbal labels), which in turn was disadvantaged by the adoption of spatial style. Conversely, spatial style predicted learning of the other map, rich in visual features. The discussion focuses on implications for cognitive psychology and everyday cognition.

Adapting Nielsen’s Design Heuristics to Dual Processing for Clinical Decision Support

PubMed Central

Taft, Teresa; Staes, Catherine; Slager, Stacey; Weir, Charlene

2016-01-01

The study objective was to improve the applicability of Nielson’s standard design heuristics for evaluating electronic health record (EHR) alerts and linked ordering support by integrating them with Dual Process theory. Through initial heuristic evaluation and a user study of 7 physicians, usability problems were identified. Through independent mapping of specific usability criteria to support for each of the Dual Cognitive processes (S1 and S2) and deliberation, agreement was reached on mapping criteria. Finally, usability errors from the heuristic and user study were mapped to S1 and S2. Adding a dual process perspective to specific heuristic analysis increases the applicability and relevance of computerized health information design evaluations. This mapping enables designers to measure that their systems are tailored to support attention allocation. System 1 will be supported by improving pattern recognition and saliency, and system 2 through efficiency and control of information access. PMID:28269915

Adapting Nielsen's Design Heuristics to Dual Processing for Clinical Decision Support.

PubMed

Taft, Teresa; Staes, Catherine; Slager, Stacey; Weir, Charlene

2016-01-01

The study objective was to improve the applicability of Nielson's standard design heuristics for evaluating electronic health record (EHR) alerts and linked ordering support by integrating them with Dual Process theory. Through initial heuristic evaluation and a user study of 7 physicians, usability problems were identified. Through independent mapping of specific usability criteria to support for each of the Dual Cognitive processes (S1 and S2) and deliberation, agreement was reached on mapping criteria. Finally, usability errors from the heuristic and user study were mapped to S1 and S2. Adding a dual process perspective to specific heuristic analysis increases the applicability and relevance of computerized health information design evaluations. This mapping enables designers to measure that their systems are tailored to support attention allocation. System 1 will be supported by improving pattern recognition and saliency, and system 2 through efficiency and control of information access.

Metaphorical mapping between raw-cooked food and strangeness-familiarity in Chinese culture.

PubMed

Deng, Xiaohong; Qu, Yuan; Zheng, Huihui; Lu, Yang; Zhong, Xin; Ward, Anne; Li, Zijun

2017-02-01

Previous research has demonstrated metaphorical mappings between physical coldness-warmth and social distance-closeness. Since the concepts of interpersonal warmth are frequently expressed in terms of food-related words in Chinese, the present study sought to explore whether the concept of raw-cooked food could be unconsciously and automatically mapped onto strangeness-familiarity. After rating the nutritive value of raw or cooked foods, participants were presented with morphing movies in which their acquaintances gradually transformed into strangers or strangers gradually morphed into acquaintances, and were asked to stop the movies when the combined images became predominantly target faces. The results demonstrated that unconscious and automatic metaphorical mappings between raw-cooked food and strangeness-familiarity exist. This study provides a foundation for testing whether Chinese people can think about interpersonal familiarity using mental representations of raw-cooked food and supports cognitive metaphor theory from a crosslinguistic perspective.

Warning: This keyboard will deconstruct--the role of the keyboard in skilled typewriting.

PubMed

Crump, Matthew J C; Logan, Gordon D

2010-06-01

Skilled actions are commonly assumed to be controlled by precise internal schemas or cognitive maps. We challenge these ideas in the context of skilled typing, where prominent theories assume that typing is controlled by a well-learned cognitive map that plans finger movements without feedback. In two experiments, we demonstrate that online physical interaction with the keyboard critically mediates typing skill. Typists performed single-word and paragraph typing tasks on a regular keyboard, a laser-projection keyboard, and two deconstructed keyboards, made by removing successive layers of a regular keyboard. Averaged over the laser and deconstructed keyboards, response times for the first keystroke increased by 37%, the interval between keystrokes increased by 120%, and error rate increased by 177%, relative to those of the regular keyboard. A schema view predicts no influence of external motor feedback, because actions could be planned internally with high precision. We argue that the expert knowledge mediating action control emerges during online interaction with the physical environment.

How Do (Some) People Make a Cognitive Map? Routes, Places, and Working Memory

ERIC Educational Resources Information Center

Weisberg, Steven M.; Newcombe, Nora S.

2016-01-01

Research on the existence of cognitive maps and on the cognitive processes that support effective navigation has often focused on functioning across individuals. However, there are pronounced individual differences in navigation proficiency, which need to be explained and which can illuminate our understanding of cognitive maps and effective…

Decreased theta power at encoding and cognitive mapping deficits in elderly individuals during a spatial memory task.

PubMed

Lithfous, Ségolène; Tromp, Delphine; Dufour, André; Pebayle, Thierry; Goutagny, Romain; Després, Olivier

2015-10-01

The purpose of this study was to investigate the role of theta activity in cognitive mapping, and to determine whether age-associated decreased theta power may account for navigational difficulties in elderly individuals. Cerebral activity was recorded using electroencephalograph in young and older individuals performing a spatial memory task that required the creation of cognitive maps. Power spectra were computed in the frontal and parietal regions and correlated with recognition performance. We found that accuracy of cognitive mapping was positively correlated with left frontal theta activity during encoding in young adults but not in older individuals. Compared with young adults, older participants were impaired in the creation of cognitive maps and showed reduced theta and alpha activity at encoding. These results suggest that encoding processes are impaired in older individual, which may explain age-related cognitive mapping deficits. Copyright © 2015 Elsevier Inc. All rights reserved.

Cultural psychology as a bridge between anthropology and cognitive science.

PubMed

Fryberg, Stephanie A

2012-07-01

The theory and methods of cultural psychology begin with the assumption that psychological processes are socioculturally and historically grounded. As such, they offer a new approach for understanding the diversity of human functioning because they (a) question the presumed neutrality of the majority group perspective; (b) take the target's point-of-view (i.e., what it means to be a person in a particular context); (c) assume that there is more than one viable way of being a competent or effective person; and (d) provide a road map for understanding and reducing social inequities. As illustrated in this essay, a cultural psychological approach provides a bridge between anthropology and the cognitive sciences, and in so doing it offers an alternative set of explanations and interventions for group differences. Copyright © 2012 Cognitive Science Society, Inc.

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.

Using Data-Driven Model-Brain Mappings to Constrain Formal Models of Cognition

PubMed Central

Borst, Jelmer P.; Nijboer, Menno; Taatgen, Niels A.; van Rijn, Hedderik; Anderson, John R.

2015-01-01

In this paper we propose a method to create data-driven mappings from components of cognitive models to brain regions. Cognitive models are notoriously hard to evaluate, especially based on behavioral measures alone. Neuroimaging data can provide additional constraints, but this requires a mapping from model components to brain regions. Although such mappings can be based on the experience of the modeler or on a reading of the literature, a formal method is preferred to prevent researcher-based biases. In this paper we used model-based fMRI analysis to create a data-driven model-brain mapping for five modules of the ACT-R cognitive architecture. We then validated this mapping by applying it to two new datasets with associated models. The new mapping was at least as powerful as an existing mapping that was based on the literature, and indicated where the models were supported by the data and where they have to be improved. We conclude that data-driven model-brain mappings can provide strong constraints on cognitive models, and that model-based fMRI is a suitable way to create such mappings. PMID:25747601

Development of a Chronic Disease Management Program for Stroke Survivors Using Intervention Mapping: The Stroke Coach.

PubMed

Sakakibara, Brodie M; Lear, Scott A; Barr, Susan I; Benavente, Oscar; Goldsmith, Charlie H; Silverberg, Noah D; Yao, Jennifer; Eng, Janice J

2017-06-01

To describe the systematic development of the Stroke Coach, a theory- and evidence-based intervention to improve control of lifestyle behavior risk factors in patients with stroke. Intervention development. Community. Individuals who have had a stroke. We used intervention mapping to guide the development of the Stroke Coach. Intervention mapping is a systematic process used for intervention development and composed of steps that progress from the integration of theory and evidence to the organization of realistic strategies to facilitate the development of a practical intervention supported by empirical evidence. Social cognitive theory was the underlying premise for behavior change, whereas control theory methods were directed toward sustaining the changes to ensure long-term health benefits. Practical evidence-based strategies were linked to behavioral determinants to improve stroke risk factor control. Not applicable. The Stroke Coach is a patient-centered, community-based, telehealth intervention to promote healthy lifestyles after stroke. Over 6 months, participants receive seven 30- to 60-minute telephone sessions with a lifestyle coach who provides education, facilitates motivation for lifestyle modification, and empowers participants to self-management their stroke risk factors. Participants also receive a self-management manual and a self-monitoring kit. Through the use of intervention mapping, we developed a theoretically sound and evidence-grounded intervention to improve risk factor control in patients with stroke. If empirical evaluation of the Stroke Coach produces positive results, the next step will be to develop an implementation intervention to ensure successful uptake and delivery of the program in community and outpatient settings. Copyright © 2017 American Congress of Rehabilitation Medicine. All rights reserved.

Construction of Cognitive Maps to Improve E-Book Reading and Navigation

ERIC Educational Resources Information Center

Li, Liang-Yi; Chen, Gwo-Dong; Yang, Sheng-Jie

2013-01-01

People have greater difficulty reading academic textbooks on screen than on paper. One notable problem is that they cannot construct an effective cognitive map because of the lack of contextual information cues and ineffective navigational mechanisms in e-books. To support the construction of cognitive maps, this paper proposes the visual cue map,…

Frames of reference for helicopter electronic maps - The relevance of spatial cognition and componential analysis

NASA Technical Reports Server (NTRS)

Harwood, Kelly; Wickens, Christopher D.

1991-01-01

Computer-generated map displays for NOE and low-level helicopter flight were formed according to prior research on maps, navigational problem solving, and spatial cognition in large-scale environments. The north-up map emphasized consistency of object location, wheareas, the track-up map emphasized map-terrain congruency. A component analysis indicates that different cognitive components, e.g., orienting and absolute object location, are supported to varying degrees by properties of different frames of reference.

Considering "Nonlinearity" Across the Continuum in Medical Education Assessment: Supporting Theory, Practice, and Future Research Directions.

PubMed

Durning, Steven J; Lubarsky, Stuart; Torre, Dario; Dory, Valérie; Holmboe, Eric

2015-01-01

The purpose of this article is to propose new approaches to assessment that are grounded in educational theory and the concept of "nonlinearity." The new approaches take into account related phenomena such as "uncertainty," "ambiguity," and "chaos." To illustrate these approaches, we will use the example of assessment of clinical reasoning, although the principles we outline may apply equally well to assessment of other constructs in medical education. Theoretical perspectives include a discussion of script theory, assimilation theory, self-regulated learning theory, and situated cognition. Assessment examples to include script concordance testing, concept maps, self-regulated learning microanalytic technique, and work-based assessment, which parallel the above-stated theories, respectively, are also highlighted. We conclude with some practical suggestions for approaching nonlinearity. © 2015 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.

The zinc dyshomeostasis hypothesis of Alzheimer's disease.

PubMed

Craddock, Travis J A; Tuszynski, Jack A; Chopra, Deepak; Casey, Noel; Goldstein, Lee E; Hameroff, Stuart R; Tanzi, Rudolph E

2012-01-01

Alzheimer's disease (AD) is the most common form of dementia in the elderly. Hallmark AD neuropathology includes extracellular amyloid plaques composed largely of the amyloid-β protein (Aβ), intracellular neurofibrillary tangles (NFTs) composed of hyper-phosphorylated microtubule-associated protein tau (MAP-tau), and microtubule destabilization. Early-onset autosomal dominant AD genes are associated with excessive Aβ accumulation, however cognitive impairment best correlates with NFTs and disrupted microtubules. The mechanisms linking Aβ and NFT pathologies in AD are unknown. Here, we propose that sequestration of zinc by Aβ-amyloid deposits (Aβ oligomers and plaques) not only drives Aβ aggregation, but also disrupts zinc homeostasis in zinc-enriched brain regions important for memory and vulnerable to AD pathology, resulting in intra-neuronal zinc levels, which are either too low, or excessively high. To evaluate this hypothesis, we 1) used molecular modeling of zinc binding to the microtubule component protein tubulin, identifying specific, high-affinity zinc binding sites that influence side-to-side tubulin interaction, the sensitive link in microtubule polymerization and stability. We also 2) performed kinetic modeling showing zinc distribution in extra-neuronal Aβ deposits can reduce intra-neuronal zinc binding to microtubules, destabilizing microtubules. Finally, we 3) used metallomic imaging mass spectrometry (MIMS) to show anatomically-localized and age-dependent zinc dyshomeostasis in specific brain regions of Tg2576 transgenic, mice, a model for AD. We found excess zinc in brain regions associated with memory processing and NFT pathology. Overall, we present a theoretical framework and support for a new theory of AD linking extra-neuronal Aβ amyloid to intra-neuronal NFTs and cognitive dysfunction. The connection, we propose, is based on β-amyloid-induced alterations in zinc ion concentration inside neurons affecting stability of polymerized microtubules, their binding to MAP-tau, and molecular dynamics involved in cognition. Further, our theory supports novel AD therapeutic strategies targeting intra-neuronal zinc homeostasis and microtubule dynamics to prevent neurodegeneration and cognitive decline.

Consciousness, cognition and brain networks: New perspectives.

PubMed

Aldana, E M; Valverde, J L; Fábregas, N

2016-10-01

A detailed analysis of the literature on consciousness and cognition mechanisms based on the neural networks theory is presented. The immune and inflammatory response to the anesthetic-surgical procedure induces modulation of neuronal plasticity by influencing higher cognitive functions. Anesthetic drugs can cause unconsciousness, producing a functional disruption of cortical and thalamic cortical integration complex. The external and internal perceptions are processed through an intricate network of neural connections, involving the higher nervous activity centers, especially the cerebral cortex. This requires an integrated model, formed by neural networks and their interactions with highly specialized regions, through large-scale networks, which are distributed throughout the brain collecting information flow of these perceptions. Functional and effective connectivity between large-scale networks, are essential for consciousness, unconsciousness and cognition. It is what is called the "human connectome" or map neural networks. Copyright © 2014 Sociedad Española de Anestesiología, Reanimación y Terapéutica del Dolor. Publicado por Elsevier España, S.L.U. All rights reserved.

Exploring the Interactive Patterns of Concept Map-Based Online Discussion: A Sequential Analysis of Users' Operations, Cognitive Processing, and Knowledge Construction

ERIC Educational Resources Information Center

Wu, Sheng-Yi; Chen, Sherry Y.; Hou, Huei-Tse

2016-01-01

Concept maps can be used as a cognitive tool to assist learners' knowledge construction. However, in a concept map-based online discussion environment, studies that take into consideration learners' manipulative actions of composing concept maps, cognitive process among learners' discussion, and social knowledge construction at the same time are…

Theories and Modes

ERIC Educational Resources Information Center

Apsche, Jack A.

2005-01-01

In his work on the Theory of Modes, Beck (1996) suggested that there were flaws with his cognitive theory. He suggested that though there are shortcomings to his cognitive theory, there were not similar shortcomings to the practice of Cognitive Therapy. The author suggests that if there are shortcomings to cognitive theory the same shortcomings…

The structure of creative cognition in the human brain

PubMed Central

Jung, Rex E.; Mead, Brittany S.; Carrasco, Jessica; Flores, Ranee A.

2013-01-01

Creativity is a vast construct, seemingly intractable to scientific inquiry—perhaps due to the vague concepts applied to the field of research. One attempt to limit the purview of creative cognition formulates the construct in terms of evolutionary constraints, namely that of blind variation and selective retention (BVSR). Behaviorally, one can limit the “blind variation” component to idea generation tests as manifested by measures of divergent thinking. The “selective retention” component can be represented by measures of convergent thinking, as represented by measures of remote associates. We summarize results from measures of creative cognition, correlated with structural neuroimaging measures including structural magnetic resonance imaging (sMRI), diffusion tensor imaging (DTI), and proton magnetic resonance spectroscopy (1H-MRS). We also review lesion studies, considered to be the “gold standard” of brain-behavioral studies. What emerges is a picture consistent with theories of disinhibitory brain features subserving creative cognition, as described previously (Martindale, 1981). We provide a perspective, involving aspects of the default mode network (DMN), which might provide a “first approximation” regarding how creative cognition might map on to the human brain. PMID:23847503

Basic functional trade-offs in cognition: An integrative framework.

PubMed

Del Giudice, Marco; Crespi, Bernard J

2018-06-14

Trade-offs between advantageous but conflicting properties (e.g., speed vs. accuracy) are ubiquitous in cognition, but the relevant literature is conceptually fragmented, scattered across disciplines, and has not been organized in a coherent framework. This paper takes an initial step toward a general theory of cognitive trade-offs by examining four key properties of goal-directed systems: performance, efficiency, robustness, and flexibility. These properties define a number of basic functional trade-offs that can be used to map the abstract "design space" of natural and artificial cognitive systems. Basic functional trade-offs provide a shared vocabulary to describe a variety of specific trade-offs including speed vs. accuracy, generalist vs. specialist, exploration vs. exploitation, and many others. By linking specific features of cognitive functioning to general properties such as robustness and efficiency, it becomes possible to harness some powerful insights from systems engineering and systems biology to suggest useful generalizations, point to under-explored but potentially important trade-offs, and prompt novel hypotheses and connections between disparate areas of research. Copyright © 2018 Elsevier B.V. All rights reserved.

Individual-based modeling of ecological and evolutionary processes

USGS Publications Warehouse

DeAngelis, Donald L.; Mooij, Wolf M.

2005-01-01

Individual-based models (IBMs) allow the explicit inclusion of individual variation in greater detail than do classical differential-equation and difference-equation models. Inclusion of such variation is important for continued progress in ecological and evolutionary theory. We provide a conceptual basis for IBMs by describing five major types of individual variation in IBMs: spatial, ontogenetic, phenotypic, cognitive, and genetic. IBMs are now used in almost all subfields of ecology and evolutionary biology. We map those subfields and look more closely at selected key papers on fish recruitment, forest dynamics, sympatric speciation, metapopulation dynamics, maintenance of diversity, and species conservation. Theorists are currently divided on whether IBMs represent only a practical tool for extending classical theory to more complex situations, or whether individual-based theory represents a radically new research program. We feel that the tension between these two poles of thinking can be a source of creativity in ecology and evolutionary theory.

Supporting adherence and healthy lifestyles in leg ulcer patients: systematic development of the Lively Legs program for dermatology outpatient clinics.

PubMed

Heinen, Maud M; Bartholomew, L Kay; Wensing, Michel; van de Kerkhof, Peter; van Achterberg, Theo

2006-05-01

The objective of our project was to develop a lifestyle program for leg ulcer patients at outpatient clinics for dermatology. We used the intervention-mapping (IM) framework for systematically developing theory and evidence based health promotion programs. We started with a needs-assessment. A multidisciplinary project group of health care workers and patients was involved in all five IM steps; formulating proximal program objectives, selecting methods and strategies, producing program components, planning for adoption and implementation and planning for evaluation. Several systematic literature reviews and original studies were performed to support this process. Social Cognitive Theory was selected as the main theory behind the program 'Lively Legs' and was combined with elements of Goal-Setting Theory, the precaution adoption model and motivational interviewing. The program is conducted through health counseling by dermatology nurses and was successfully pre-tested. Also, an implementation and evaluation plan were made. Intervention mapping helped us to succeed in developing a lifestyle program with clear goals and methods, operational strategies and materials and clear procedures. Coaching leg ulcer patients towards adherence with compression therapy and healthy lifestyles should be taken on without delay. Systematic development of lifestyle programs for other patient groups should be encouraged.

Attitudes and cognitive distances: On the non-unitary and flexible nature of cognitive maps.

PubMed

Carbon, Claus-Christian; Hesslinger, Vera M

2013-01-01

Spatial relations of our environment are represented in cognitive maps. These cognitive maps are prone to various distortions (e.g., alignment and hierarchical effects) caused by basic cognitive factors (such as perceptual and conceptual reorganization) but also by affectively loaded and attitudinal influences. Here we show that even differences in attitude towards a single person representing a foreign country (here Barack Obama and the USA) can be related to drastic differences in the cognitive representation of distances concerning that country. Europeans who had a positive attitude towards Obama's first presidential program estimated distances between US and European cities as being much smaller than did people who were skeptical or negative towards Obama's ideas. On the basis of this result and existing literature, arguments on the non-unitary and flexible nature of cognitive maps are discussed.

Using intervention mapping to promote the receipt of clinical preventive services among women with physical disabilities.

PubMed

Suzuki, Rie; Peterson, Jana J; Weatherby, Amanda V; Buckley, David I; Walsh, Emily S; Kailes, June Isaacson; Krahn, Gloria L

2012-01-01

This article describes the development of Promoting Access to Health Services (PATHS), an intervention to promote regular use of clinical preventive services by women with physical disabilities. The intervention was developed using intervention mapping (IM), a theory-based logical process that incorporates the six steps of assessment of need, preparation of matrices, selection of theoretical methods and strategies, program design, program implementation, and evaluation. The development process used methods and strategies aligned with the social cognitive theory and the health belief model. PATHS was adapted from the workbook Making Preventive Health Care Work for You, developed by a disability advocate, and was informed by participant input at five points: at inception through consultation by the workbook author, in conceptualization through a town hall meeting, in pilot testing with feedback, in revision of the curriculum through an advisory group, and in implementation by trainers with disabilities. The resulting PATHS program is a 90-min participatory small-group workshop, followed by structured telephone support for 6 months.

The Mental Manipulation of Cognitive Maps in Children and Adults.

ERIC Educational Resources Information Center

Hardwick, Douglas A.; McIntyre, Curtis W.

Two experiments compared the cognitive maps (mental representations of the spatial environment) of first graders, fifth graders and college students, and investigated developmental changes in the ability to manipulate cognitive maps mentally. In the first experiment, subjects were asked to move from stationpoint to stationpoint and at each, to…

Prioritising coastal zone management issues through fuzzy cognitive mapping approach.

PubMed

Meliadou, Aleka; Santoro, Francesca; Nader, Manal R; Dagher, Manale Abou; Al Indary, Shadi; Salloum, Bachir Abi

2012-04-30

Effective public participation is an essential component of Integrated Coastal Zone Management implementation. To promote such participation, a shared understanding of stakeholders' objectives has to be built to ultimately result in common coastal management strategies. The application of quantitative and semi-quantitative methods involving tools such as Fuzzy Cognitive Mapping is presently proposed for reaching such understanding. In this paper we apply the Fuzzy Cognitive Mapping tool to elucidate the objectives and priorities of North Lebanon's coastal productive sectors, and to formalize their coastal zone perceptions and knowledge. Then, we investigate the potential of Fuzzy Cognitive Mapping as tool for support coastal zone management. Five round table discussions were organized; one for the municipalities of the area and one for each of the main coastal productive sectors (tourism, industry, fisheries, agriculture), where the participants drew cognitive maps depicting their views. The analysis of the cognitive maps showed a large number of factors perceived as affecting the current situation of the North Lebanon coastal zone that were classified into five major categories: governance, infrastructure, environment, intersectoral interactions and sectoral initiatives. Furthermore, common problems, expectations and management objectives for all sectors were exposed. Within this context, Fuzzy Cognitive Mapping proved to be an essential tool for revealing stakeholder knowledge and perception and understanding complex relationships. Copyright © 2011 Elsevier Ltd. All rights reserved.

Mapping the audit traces of interdisciplinary collaboration: bridging and blending between choreography and cognitive science.

PubMed

Barnard, Philip; deLahunta, Scott

2017-01-01

Two long-term sci-art research projects are described and positioned in the broader conceptual landscape of interdisciplinary collaboration. Both projects were aimed at understanding and augmenting choreographic decision-making and both were grounded in research conducted within a leading contemporary dance company. In each case, the work drew upon methods and theory from the cognitive sciences, and both had a direct impact on the way in which the company made new work. In the synthesis presented here the concept of an audit trace is introduced. Audit traces identify how specific classes of knowledge are used and transformed not only within the arts or sciences but also when arts practice is informed by science or when arts practice informs science.

Cognitive Continuum Theory in nursing decision-making.

PubMed

Cader, Raffik; Campbell, Steve; Watson, Don

2005-02-01

The purpose of this paper is to analyse and evaluate Cognitive Continuum Theory and to provide evidence for its relevance to nurses' decision-making. It is critical that theories used in nursing are evaluated to provide an understanding of their aims, concepts and usefulness. With the advent of evidence-based care, theories on decision-making have acquired increased significance. The criteria identified by Fawcett's framework has been used to analyse and evaluate Hammond's Cognitive Continuum Theory. Findings. There is empirical evidence to support many of the concepts and propositions of Cognitive Continuum Theory. The theory has been applied to the decision-making process of many professionals, including medical practitioners and nurses. Existing evidence suggests that Cognitive Continuum Theory can provide the framework to explain decision-making in nursing. Cognitive Continuum Theory has the potential to make major contributions towards understanding the decision-making process of nurses in the clinical environment. Knowledge of the theory in nursing practice has become crucial.

Superior Cognitive Mapping through Single Landmark-Related Learning than through Boundary-Related Learning

ERIC Educational Resources Information Center

Zhou, Ruojing; Mou, Weimin

2016-01-01

Cognitive mapping is assumed to be through hippocampus-dependent place learning rather than striatum-dependent response learning. However, we proposed that either type of spatial learning, as long as it involves encoding metric relations between locations and reference points, could lead to a cognitive map. Furthermore, the fewer reference points…

Attitudes and cognitive distances: On the non-unitary and flexible nature of cognitive maps

PubMed Central

Carbon, Claus-Christian; Hesslinger, Vera M.

2013-01-01

Spatial relations of our environment are represented in cognitive maps. These cognitive maps are prone to various distortions (e.g., alignment and hierarchical effects) caused by basic cognitive factors (such as perceptual and conceptual reorganization) but also by affectively loaded and attitudinal influences. Here we show that even differences in attitude towards a single person representing a foreign country (here Barack Obama and the USA) can be related to drastic differences in the cognitive representation of distances concerning that country. Europeans who had a positive attitude towards Obama’s first presidential program estimated distances between US and European cities as being much smaller than did people who were skeptical or negative towards Obama’s ideas. On the basis of this result and existing literature, arguments on the non-unitary and flexible nature of cognitive maps are discussed. PMID:24155860

Come On! Using intervention mapping to help healthy pregnant women achieve healthy weight gain.

PubMed

Merkx, Astrid; Ausems, Marlein; de Vries, Raymond; Nieuwenhuijze, Marianne J

2017-06-01

Gaining too much or too little weight in pregnancy (according to Institute of Medicine (IOM) guidelines) negatively affects both mother and child, but many women find it difficult to manage their gestational weight gain (GWG). Here we describe the use of the intervention mapping protocol to design 'Come On!', an intervention to promote adequate GWG among healthy pregnant women. We used the six steps of intervention mapping: (i) needs assessment; (ii) formulation of change objectives; (iii) selection of theory-based methods and practical strategies; (iv) development of the intervention programme; (v) development of an adoption and implementation plan; and (vi) development of an evaluation plan. A consortium of users and related professionals guided the process of development. As a result of the needs assessment, two goals for the intervention were formulated: (i) helping healthy pregnant women to stay within the IOM guidelines for GWG; and (ii) getting midwives to adequately support the efforts of healthy pregnant women to gain weight within the IOM guidelines. To reach these goals, change objectives and determinants influencing the change objectives were formulated. Theories used were the Transtheoretical Model, Social Cognitive Theory and the Elaboration Likelihood Model. Practical strategies to use the theories were the foundation for the development of 'Come On!', a comprehensive programme that included a tailored Internet programme for pregnant women, training for midwives, an information card for midwives, and a scheduled discussion between the midwife and the pregnant woman during pregnancy. The programme was pre-tested and evaluated in an effect study.

A Ranking Analysis/An Interlinking Approach of New Triangular Fuzzy Cognitive Maps and Combined Effective Time Dependent Matrix

NASA Astrophysics Data System (ADS)

Adiga, Shreemathi; Saraswathi, A.; Praveen Prakash, A.

2018-04-01

This paper aims an interlinking approach of new Triangular Fuzzy Cognitive Maps (TrFCM) and Combined Effective Time Dependent (CETD) matrix to find the ranking of the problems of Transgenders. Section one begins with an introduction that briefly describes the scope of Triangular Fuzzy Cognitive Maps (TrFCM) and CETD Matrix. Section two provides the process of causes of problems faced by Transgenders using Fuzzy Triangular Fuzzy Cognitive Maps (TrFCM) method and performs the calculations using the collected data among the Transgender. In Section 3, the reasons for the main causes for the problems of the Transgenders. Section 4 describes the Charles Spearmans coefficients of rank correlation method by interlinking of Triangular Fuzzy Cognitive Maps (TrFCM) Method and CETD Matrix. Section 5 shows the results based on our study.

Spatial-area selective retrieval of multiple object-place associations in a hierarchical cognitive map formed by theta phase coding.

PubMed

Sato, Naoyuki; Yamaguchi, Yoko

2009-06-01

The human cognitive map is known to be hierarchically organized consisting of a set of perceptually clustered landmarks. Patient studies have demonstrated that these cognitive maps are maintained by the hippocampus, while the neural dynamics are still poorly understood. The authors have shown that the neural dynamic "theta phase precession" observed in the rodent hippocampus may be capable of forming hierarchical cognitive maps in humans. In the model, a visual input sequence consisting of object and scene features in the central and peripheral visual fields, respectively, results in the formation of a hierarchical cognitive map for object-place associations. Surprisingly, it is possible for such a complex memory structure to be formed in a few seconds. In this paper, we evaluate the memory retrieval of object-place associations in the hierarchical network formed by theta phase precession. The results show that multiple object-place associations can be retrieved with the initial cue of a scene input. Importantly, according to the wide-to-narrow unidirectional connections among scene units, the spatial area for object-place retrieval can be controlled by the spatial area of the initial cue input. These results indicate that the hierarchical cognitive maps have computational advantages on a spatial-area selective retrieval of multiple object-place associations. Theta phase precession dynamics is suggested as a fundamental neural mechanism of the human cognitive map.

Emotional state and local versus global spatial memory.

PubMed

Brunyé, Tad T; Mahoney, Caroline R; Augustyn, Jason S; Taylor, Holly A

2009-02-01

The present work investigated the effects of participant emotional state on global versus local memory for map-based information. Participants were placed into one of four emotion induction groups, crossing high and low arousal with positive and negative valence, or a control group. They then studied a university campus map and completed two memory tests, free recall and spatial statement verification. Converging evidence from these two tasks demonstrated that arousal amplifies symbolic distance effects and leads to a globally-focused spatial mental representation, partially at the expense of local knowledge. These results were found for both positively- and negatively-valenced affective states. The present study is the first investigation of emotional effects on spatial memory, and has implications for theories of emotion and spatial cognition.

Cognitive Load Theory: New Conceptualizations, Specifications, and Integrated Research Perspectives

ERIC Educational Resources Information Center

Paas, Fred; van Gog, Tamara; Sweller, John

2010-01-01

Over the last few years, cognitive load theory has progressed and advanced rapidly. The articles in this special issue, which document those advances, are based on contributions to the 3rd International Cognitive Load Theory Conference (2009), Heerlen, The Netherlands. The articles of this special issue on cognitive load theory discuss new…

The Myth of Cognitive Consistency: Psychological Theories and Intimate Violence.

ERIC Educational Resources Information Center

Horowitz, Sandra V.

Several psychological theories are viable when examining the victims of intimate violence, specifically battered women. Although cognitive consistency models view individuals as striving toward balanced cognitive states, battered women can exist with the cognitive inconsistency of being harmed by men who love them. The theory of cognitive arousal…

The Effects of Embedded Generative Learning Strategies and Collaboration on Knowledge Acquisition in a Cognitive Flexibility-Based Computer Learning Environment

DTIC Science & Technology

1998-08-07

cognitive flexibility theory and generative learning theory which focus primarily on the individual student’s cognitive development , collaborative... develop "Handling Transfusion Hazards," a computer program based upon cognitive flexibility theory principles. The Program: Handling Transfusion Hazards...computer program was developed according to cognitive flexibility theory principles. A generative version was then developed by embedding

Cognitive Navigation: Toward a Biological Basis for Instructional Design.

ERIC Educational Resources Information Center

Tripp, Steven

2001-01-01

Discusses cognitive navigation, cognitive maps and online learning, and the role of the hippocampus in navigation. Topics include brain research in animal and human studies; types of memory; human navigation, including land navigation and information navigation; instructional strategies; tree maps of curriculum structure; cognitive complexity; and…

Visualizing complex processes using a cognitive-mapping tool to support the learning of clinical reasoning.

PubMed

Wu, Bian; Wang, Minhong; Grotzer, Tina A; Liu, Jun; Johnson, Janice M

2016-08-22

Practical experience with clinical cases has played an important role in supporting the learning of clinical reasoning. However, learning through practical experience involves complex processes difficult to be captured by students. This study aimed to examine the effects of a computer-based cognitive-mapping approach that helps students to externalize the reasoning process and the knowledge underlying the reasoning process when they work with clinical cases. A comparison between the cognitive-mapping approach and the verbal-text approach was made by analyzing their effects on learning outcomes. Fifty-two third-year or higher students from two medical schools participated in the study. Students in the experimental group used the computer-base cognitive-mapping approach, while the control group used the verbal-text approach, to make sense of their thinking and actions when they worked with four simulated cases over 4 weeks. For each case, students in both groups reported their reasoning process (involving data capture, hypotheses formulation, and reasoning with justifications) and the underlying knowledge (involving identified concepts and the relationships between the concepts) using the given approach. The learning products (cognitive maps or verbal text) revealed that students in the cognitive-mapping group outperformed those in the verbal-text group in the reasoning process, but not in making sense of the knowledge underlying the reasoning process. No significant differences were found in a knowledge posttest between the two groups. The computer-based cognitive-mapping approach has shown a promising advantage over the verbal-text approach in improving students' reasoning performance. Further studies are needed to examine the effects of the cognitive-mapping approach in improving the construction of subject-matter knowledge on the basis of practical experience.

Mapping Children--Mapping Space.

ERIC Educational Resources Information Center

Pick, Herbert L., Jr.

Research is underway concerning the way the perception, conception, and representation of spatial layout develops. Three concepts are important here--space itself, frame of reference, and cognitive map. Cognitive map refers to a form of representation of the behavioral space, not paired associate or serial response learning. Other criteria…

Cognitive theories and the design of e-learning environments.

PubMed

Gillani, Bijan; O'Guinn, Christina

2004-01-01

Cognitive development refers to a mental process by which knowledge is acquired, stored, and retrieved to solve problems. Therefore, cognitive developmental theories attempt to explain cognitive activities that contribute to students' intellectual development and their capacity to learn and solve problems. Cognitive developmental research has had a great impact on the constructivism movement in education and educational technology. In order to appreciate how cognitive developmental theories have contributed to the design, process and development of constructive e-learning environments, we shall first present Piaget's cognitive theory and derive an inquiry training model from it that will support a constructivism approach to teaching and learning. Second, we will discuss an example developed by NASA that used the Web as an appropriate instructional delivery medium to apply Piaget's cognitive theory to create e-learning environments.

Frame of reference for electronic maps - The relevance of spatial cognition, mental rotation, and componential task analysis

NASA Technical Reports Server (NTRS)

Wickens, Christopher D.; Aretz, Anthony; Harwood, Kelly

1989-01-01

Three experiments are reported that examine the difference between north-up and track-up maps for airborne navigation. The results of the first two experiments, conducted in a basic laboratory setting, identified the cost associated with mental rotation, when a north-up map is used. However, the data suggest that these costs are neither large nor consistent. The third experiment examined a range of tasks in a higher fidelity helicopter flight simulation, and associated the costs of north-up maps with a cognitive component related to orientation, and the costs of track-up maps with a cognitive component related to inconsistent landmark location. Different tasks are associated with different dependence on these components. The results are discussed in terms of their implications for map design, and for cognitive models of navigational processes.

Linking late cognitive outcome with glioma surgery location using resection cavity maps.

PubMed

Hendriks, Eef J; Habets, Esther J J; Taphoorn, Martin J B; Douw, Linda; Zwinderman, Aeilko H; Vandertop, W Peter; Barkhof, Frederik; Klein, Martin; De Witt Hamer, Philip C

2018-05-01

Patients with a diffuse glioma may experience cognitive decline or improvement upon resective surgery. To examine the impact of glioma location, cognitive alteration after glioma surgery was quantified and related to voxel-based resection probability maps. A total of 59 consecutive patients (range 18-67 years of age) who had resective surgery between 2006 and 2011 for a supratentorial nonenhancing diffuse glioma (grade I-III, WHO 2007) were included in this observational cohort study. Standardized neuropsychological examination and MRI were obtained before and after surgery. Intraoperative stimulation mapping guided resections towards neurological functions (language, sensorimotor function, and visual fields). Maps of resected regions were constructed in standard space. These resection cavity maps were compared between patients with and without new cognitive deficits (z-score difference >1.5 SD between baseline and one year after resection), using a voxel-wise randomization test and calculation of false discovery rates. Brain regions significantly associated with cognitive decline were classified in standard cortical and subcortical anatomy. Cognitive improvement in any domain occurred in 10 (17%) patients, cognitive decline in any domain in 25 (42%), and decline in more than one domain in 10 (17%). The most frequently affected subdomains were attention in 10 (17%) patients and information processing speed in 9 (15%). Resection regions associated with decline in more than one domain were predominantly located in the right hemisphere. For attention decline, no specific region could be identified. For decline in information speed, several regions were found, including the frontal pole and the corpus callosum. Cognitive decline after resective surgery of diffuse glioma is prevalent, in particular, in patients with a tumor located in the right hemisphere without cognitive function mapping. © The Authors Human Brain Mapping Published by Wiley Periodicals, Inc.

Information processing versus social cognitive mediators of weight loss in a podcast-delivered health intervention.

PubMed

Ko, Linda K; Turner-McGrievy, Gabrielle M; Campbell, Marci K

2014-04-01

Podcasting is an emerging technology, and previous interventions have shown promising results using theory-based podcast for weight loss among overweight and obese individuals. This study investigated whether constructs of social cognitive theory and information processing theories (IPTs) mediate the effect of a podcast intervention on weight loss among overweight individuals. Data are from Pounds off Digitally, a study testing the efficacy of two weight loss podcast interventions (control podcast and theory-based podcast). Path models were constructed (n = 66). The IPTs, elaboration likelihood model, information control theory, and cognitive load theory mediated the effect of a theory-based podcast on weight loss. The intervention was significantly associated with all IPTs. Information control theory and cognitive load theory were related to elaboration, and elaboration was associated with weight loss. Social cognitive theory constructs did not mediate weight loss. Future podcast interventions grounded in theory may be effective in promoting weight loss.

Destination Memory and Cognitive Theory of Mind in Alzheimer's Disease.

PubMed

El Haj, Mohamad; Gély-Nargeot, Marie-Christine; Raffard, Stéphane

2015-01-01

Destination memory, or the ability to remember the destination to whom a piece of information was addressed, is found to be compromised in Alzheimer's disease (AD). Our paper investigated the relationship between destination memory and theory of mind in AD since both destination memory and theory of mind are social abilities that require processing attributes of interlocutors. Mild AD participants and controls were administered tasks tapping destination memory, affective theory of mind, and 1st and 2nd order cognitive theory of mind. Relative to controls, AD participants showed compromise in destination memory and 2nd order cognitive theory of mind, but preserved performance on affective and 1st order cognitive theory of mind. Significant correlations were observed between destination memory, and 1st and 2nd order cognitive theory of mind in AD participants and controls. By demonstrating a relationship between compromises in 2nd order theory of mind and in destination memory, our work highlights links between social cognition and memory functioning in AD.

Cognitive apprenticeship in health sciences education: a qualitative review.

PubMed

Lyons, Kayley; McLaughlin, Jacqueline E; Khanova, Julia; Roth, Mary T

2017-08-01

Cognitive apprenticeship theory emphasizes the process of making expert thinking "visible" to students and fostering the cognitive and meta-cognitive processes required for expertise. The purpose of this review was to evaluate the use of cognitive apprenticeship theory with the primary aim of understanding how and to what extent the theory has been applied to the design, implementation, and analysis of education in the health sciences. The initial search yielded 149 articles, with 45 excluded because they contained the term "cognitive apprenticeship" only in reference list. The remaining 104 articles were categorized using a theory talk coding scheme. An in depth qualitative synthesis and review was conducted for the 26 articles falling into the major theory talk category. Application of cognitive apprenticeship theory tended to focus on the methods dimension (e.g., coaching, mentoring, scaffolding), with some consideration for the content and sociology dimensions. Cognitive apprenticeship was applied in various disciplines (e.g., nursing, medicine, veterinary) and educational settings (e.g., clinical, simulations, online). Health sciences education researchers often used cognitive apprenticeship to inform instructional design and instrument development. Major recommendations from the literature included consideration for contextual influences, providing faculty development, and expanding application of the theory to improve instructional design and student outcomes. This body of research provides critical insight into cognitive apprenticeship theory and extends our understanding of how to develop expert thinking in health sciences students. New research directions should apply the theory into additional aspects of health sciences educational research, such as classroom learning and interprofessional education.

Cognitive Processes in Orienteering: A Review.

ERIC Educational Resources Information Center

Seiler, Roland

1996-01-01

Reviews recent research on information processing and decision making in orienteering. The main cognitive demands investigated were selection of relevant map information for route choice, comparison between map and terrain in map reading and in relocation, and quick awareness of mistakes. Presents a model of map reading based on results. Contains…

Nonequilibrium landscape theory of neural networks.

PubMed

Yan, Han; Zhao, Lei; Hu, Liang; Wang, Xidi; Wang, Erkang; Wang, Jin

2013-11-05

The brain map project aims to map out the neuron connections of the human brain. Even with all of the wirings mapped out, the global and physical understandings of the function and behavior are still challenging. Hopfield quantified the learning and memory process of symmetrically connected neural networks globally through equilibrium energy. The energy basins of attractions represent memories, and the memory retrieval dynamics is determined by the energy gradient. However, the realistic neural networks are asymmetrically connected, and oscillations cannot emerge from symmetric neural networks. Here, we developed a nonequilibrium landscape-flux theory for realistic asymmetrically connected neural networks. We uncovered the underlying potential landscape and the associated Lyapunov function for quantifying the global stability and function. We found the dynamics and oscillations in human brains responsible for cognitive processes and physiological rhythm regulations are determined not only by the landscape gradient but also by the flux. We found that the flux is closely related to the degrees of the asymmetric connections in neural networks and is the origin of the neural oscillations. The neural oscillation landscape shows a closed-ring attractor topology. The landscape gradient attracts the network down to the ring. The flux is responsible for coherent oscillations on the ring. We suggest the flux may provide the driving force for associations among memories. We applied our theory to rapid-eye movement sleep cycle. We identified the key regulation factors for function through global sensitivity analysis of landscape topography against wirings, which are in good agreements with experiments.

Nonequilibrium landscape theory of neural networks

PubMed Central

Yan, Han; Zhao, Lei; Hu, Liang; Wang, Xidi; Wang, Erkang; Wang, Jin

2013-01-01

The brain map project aims to map out the neuron connections of the human brain. Even with all of the wirings mapped out, the global and physical understandings of the function and behavior are still challenging. Hopfield quantified the learning and memory process of symmetrically connected neural networks globally through equilibrium energy. The energy basins of attractions represent memories, and the memory retrieval dynamics is determined by the energy gradient. However, the realistic neural networks are asymmetrically connected, and oscillations cannot emerge from symmetric neural networks. Here, we developed a nonequilibrium landscape–flux theory for realistic asymmetrically connected neural networks. We uncovered the underlying potential landscape and the associated Lyapunov function for quantifying the global stability and function. We found the dynamics and oscillations in human brains responsible for cognitive processes and physiological rhythm regulations are determined not only by the landscape gradient but also by the flux. We found that the flux is closely related to the degrees of the asymmetric connections in neural networks and is the origin of the neural oscillations. The neural oscillation landscape shows a closed-ring attractor topology. The landscape gradient attracts the network down to the ring. The flux is responsible for coherent oscillations on the ring. We suggest the flux may provide the driving force for associations among memories. We applied our theory to rapid-eye movement sleep cycle. We identified the key regulation factors for function through global sensitivity analysis of landscape topography against wirings, which are in good agreements with experiments. PMID:24145451

Sound as Affective Design Feature in Multimedia Learning--Benefits and Drawbacks from a Cognitive Load Theory Perspective

ERIC Educational Resources Information Center

Königschulte, Anke

2015-01-01

The study presented in this paper investigates the potential effects of including non-speech audio such as sound effects into multimedia-based instruction taking into account Sweller's cognitive load theory (Sweller, 2005) and applied frameworks such as the cognitive theory of multimedia learning (Mayer, 2005) and the cognitive affective theory of…

Mapping the audit traces of interdisciplinary collaboration: bridging and blending between choreography and cognitive science

PubMed Central

Barnard, Philip; deLahunta, Scott

2017-01-01

ABSTRACT Two long-term sci–art research projects are described and positioned in the broader conceptual landscape of interdisciplinary collaboration. Both projects were aimed at understanding and augmenting choreographic decision-making and both were grounded in research conducted within a leading contemporary dance company. In each case, the work drew upon methods and theory from the cognitive sciences, and both had a direct impact on the way in which the company made new work. In the synthesis presented here the concept of an audit trace is introduced. Audit traces identify how specific classes of knowledge are used and transformed not only within the arts or sciences but also when arts practice is informed by science or when arts practice informs science. PMID:29308084

Cognitive-Behavioral Therapy. Second Edition. Theories of Psychotherapy Series

ERIC Educational Resources Information Center

Craske, Michelle G.

2017-01-01

In this revised edition of "Cognitive-Behavioral Therapy," Michelle G. Craske discusses the history, theory, and practice of this commonly practiced therapy. Cognitive-behavioral therapy (CBT) originated in the science and theory of classical and instrumental conditioning when cognitive principles were adopted following dissatisfaction…

Spatial Navigation Impairments Among Intellectually High-Functioning Adults With Autism Spectrum Disorder: Exploring Relations With Theory of Mind, Episodic Memory, and Episodic Future Thinking

PubMed Central

2013-01-01

Research suggests that spatial navigation relies on the same neural network as episodic memory, episodic future thinking, and theory of mind (ToM). Such findings have stimulated theories (e.g., the scene construction and self-projection hypotheses) concerning possible common underlying cognitive capacities. Consistent with such theories, autism spectrum disorder (ASD) is characterized by concurrent impairments in episodic memory, episodic future thinking, and ToM. However, it is currently unclear whether spatial navigation is also impaired. Hence, ASD provides a test case for the scene construction and self-projection theories. The study of spatial navigation in ASD also provides a test of the extreme male brain theory of ASD, which predicts intact or superior navigation (purportedly a systemizing skill) performance among individuals with ASD. Thus, the aim of the current study was to establish whether spatial navigation in ASD is impaired, intact, or superior. Twenty-seven intellectually high-functioning adults with ASD and 28 sex-, age-, and IQ-matched neurotypical comparison adults completed the memory island virtual navigation task. Tests of episodic memory, episodic future thinking, and ToM were also completed. Participants with ASD showed significantly diminished performance on the memory island task, and performance was positively related to ToM and episodic memory, but not episodic future thinking. These results suggest that (contra the extreme male brain theory) individuals with ASD have impaired survey-based navigation skills—that is, difficulties generating cognitive maps of the environment—and adds weight to the idea that scene construction/self-projection are impaired in ASD. The theoretical and clinical implications of these results are discussed. PMID:24364620

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.

Some Implications of Cognitive Theory for Instructional Design.

ERIC Educational Resources Information Center

Winn, William

1990-01-01

Examines some of the recent developments in cognitive theory and explores their implications for instructional design. Topics discussed include a shift from emphasis on behavioral theory to cognitive theory; task analysis; instructional objectives; learner characteristics; instructional strategies; metacognition; and the dynamic nature of…

Manufacturing Phenomena or Preserving Phenomena? Core Issues in the Identification of Peer Social Groups with Social Cognitive Mapping Procedures

ERIC Educational Resources Information Center

Farmer, Thomas W.; Xie, Hongling

2013-01-01

In this commentary on the "Multiple Meanings of Peer Groups in Social Cognitive Mapping," Thomas W. Farmer and Hongling Xie discuss core issues in the identification of peer social groups in natural settings using the social cognitive mapping (SCM) procedures. Farmer and Xie applaud the authors for their efforts to advance the study of…

The Woodcock-Johnson Tests of Cognitive Abilities III's Cognitive Performance Model: Empirical Support for Intermediate Factors within CHC Theory

ERIC Educational Resources Information Center

Taub, Gordon E.; McGrew, Kevin S.

2014-01-01

The Woodcock-Johnson Tests of Cognitive Ability Third Edition is developed using the Cattell-Horn-Carroll (CHC) measurement-theory test design as the instrument's theoretical blueprint. The instrument provides users with cognitive scores based on the Cognitive Performance Model (CPM); however, the CPM is not a part of CHC theory. Within the…

Novice to Expert Cognition During Geologic Bedrock Mapping

NASA Astrophysics Data System (ADS)

Petcovic, H. L.; Libarkin, J.; Hambrick, D. Z.; Baker, K. M.; Elkins, J. T.; Callahan, C. N.; Turner, S.; Rench, T. A.; LaDue, N.

2011-12-01

Bedrock geologic mapping is a complex and cognitively demanding task. Successful mapping requires domain-specific content knowledge, visuospatial ability, navigation through the field area, creating a mental model of the geology that is consistent with field data, and metacognition. Most post-secondary geology students in the United States receive training in geologic mapping, however, not much is known about the cognitive processes that underlie successful bedrock mapping, or about how these processes change with education and experience. To better understand cognition during geologic mapping, we conducted a 2-year research study in which 67 volunteers representing a range from undergraduate sophomore to 20+ years professional experience completed a suite of cognitive measures plus a 1-day bedrock mapping task in the Rocky Mountains, Montana, USA. In addition to participants' geologic maps and field notes, the cognitive suite included tests and questionnaires designed to measure: (1) prior geologic experience, via a self-report survey; (2) geologic content knowledge, via a modified version of the Geoscience Concept Inventory; (3) visuospatial ability, working memory capacity, and perceptual speed, via paper-and-pencil and computerized tests; (4) use of space and time during mapping via GPS tracking; and (5) problem-solving in the field via think-aloud audio logs during mapping and post-mapping semi-structured interviews. Data were examined for correlations between performance on the mapping task and other measures. We found that both geological knowledge and spatial visualization ability correlated positively with accuracy in the field mapping task. More importantly, we found a Visuospatial Ability × Geological Knowledge interaction, such that visuospatial ability positively predicted mapping performance at low, but not high, levels of geological knowledge. In other words, we found evidence to suggest that visuospatial ability mattered for bedrock mapping for the novices in our sample, but not for the experts. For experienced mappers, we found a significant correlation between GCI scores and the thoroughness with which they covered the map area, plus a relationship between speed and map accuracy such that faster mappers produced better maps. However, fast novice mappers tended to produce the worst maps. Successful mappers formed a mental model of the underlying geologic structure immediately to early in the mapping task, then spent field time collecting observations to confirm, disconfirm, or modify their initial model. In contrast, the least successful mappers (all inexperienced) rarely generated explanations or models of the underlying geologic structure in the field.

Subjective Vertical Conflict Theory and Space Motion Sickness.

PubMed

Chen, Wei; Chao, Jian-Gang; Wang, Jin-Kun; Chen, Xue-Wen; Tan, Cheng

2016-02-01

Space motion sickness (SMS) remains a troublesome problem during spaceflight. The subjective vertical (SV) conflict theory postulates that all motion sickness provoking situations are characterized by a condition in which the SV sensed from gravity and visual and idiotropic cues differs from the expected vertical. This theory has been successfully used to predict motion sickness in different vehicles on Earth. We have summarized the most outstanding and recent studies on the illusions and characteristics associated with spatial disorientation and SMS during weightlessness, such as cognitive map and mental rotation, the visual reorientation and inversion illusions, and orientation preferences between visual scenes and the internal z-axis of the body. The relationships between the SV and the incidence of and susceptibility to SMS as well as spatial disorientation were addressed. A consistent framework was presented to understand and explain SMS characteristics in more detail on the basis of the SV conflict theory, which is expected to be more advantageous in SMS prediction, prevention, and training.

Individual Brain Charting, a high-resolution fMRI dataset for cognitive mapping.

PubMed

Pinho, Ana Luísa; Amadon, Alexis; Ruest, Torsten; Fabre, Murielle; Dohmatob, Elvis; Denghien, Isabelle; Ginisty, Chantal; Becuwe-Desmidt, Séverine; Roger, Séverine; Laurier, Laurence; Joly-Testault, Véronique; Médiouni-Cloarec, Gaëlle; Doublé, Christine; Martins, Bernadette; Pinel, Philippe; Eger, Evelyn; Varoquaux, Gaël; Pallier, Christophe; Dehaene, Stanislas; Hertz-Pannier, Lucie; Thirion, Bertrand

2018-06-12

Functional Magnetic Resonance Imaging (fMRI) has furthered brain mapping on perceptual, motor, as well as higher-level cognitive functions. However, to date, no data collection has systematically addressed the functional mapping of cognitive mechanisms at a fine spatial scale. The Individual Brain Charting (IBC) project stands for a high-resolution multi-task fMRI dataset that intends to provide the objective basis toward a comprehensive functional atlas of the human brain. The data refer to a cohort of 12 participants performing many different tasks. The large amount of task-fMRI data on the same subjects yields a precise mapping of the underlying functions, free from both inter-subject and inter-site variability. The present article gives a detailed description of the first release of the IBC dataset. It comprises a dozen of tasks, addressing both low- and high- level cognitive functions. This openly available dataset is thus intended to become a reference for cognitive brain mapping.

Cognitive theory in anorexia nervosa and bulimia nervosa: progress, development and future directions.

PubMed

Cooper, Myra J

2005-06-01

Important developments have taken place in cognitive theory of eating disorders (EDs) (and also in other disorders) since the review paper published by M.J. Cooper in 1997. The relevant empirical database has also expanded. Nevertheless, cognitive therapy for anorexia nervosa and bulimia nervosa, although helpful to many patients, leaves much to be desired. The current paper reviews the relevant empirical evidence collected, and the theoretical revisions that have been made to cognitive models of eating disorders, since 1997. The status and limitations of these developments are considered, including whether or not they meet the criteria for "good" theory. New theoretical developments relevant to cognitive explanations of eating disorders (second generation theories) are then presented, and the preliminary evidence that supports these is briefly reviewed. The lack of integration between cognitive theories of EDs and risk (vulnerability) factor research is noted, and a potential model that unites the two is noted. The implications of the review for future research and the development of cognitive theory in eating disorders are then discussed. These include the need for study of cognitive constructs not yet fully integrated (or indeed not yet applied clinically) into current theories and the need for cognitive theories of eating disorders to continue to evolve (as they have indeed done since 1997) in order to fully integrate such constructs. Treatment studies incorporating these new developments also urgently need to be undertaken.

Using Web Maps to Analyze the Construction of Global Scale Cognitive Maps

ERIC Educational Resources Information Center

Pingel, Thomas J.

2018-01-01

Game-based Web sites and applications are changing the ways in which students learn the world map. In this study, a Web map-based digital learning tool was used as a study aid for a university-level geography course in order to examine the way in which global scale cognitive maps are constructed. A network analysis revealed that clicks were…

Cognitions of Expert Supervisors in Academe: A Concept Mapping Approach

ERIC Educational Resources Information Center

Kemer, Gülsah; Borders, L. DiAnne; Willse, John

2014-01-01

Eighteen expert supervisors reported their thoughts while preparing for, conducting, and evaluating their supervision sessions. Concept mapping (Kane & Trochim, [Kane, M., 2007]) yielded 195 cognitions classified into 25 cognitive categories organized into 5 supervision areas: conceptualization of supervision, supervisee assessment,…

Features analysis of five-element theory and its basal effects on construction of visceral manifestation theory.

PubMed

Ma, Zimi; Jia, Chunhua; Guo, Jin; Gu, Haorong; Miao, Yanhuan

2014-02-01

To study the Chinese ancient five-element theory, one of the philosophical foundations of Traditional Chinese Medicine (TCM) theory construction, from the perspective of comtemporary cognitive science, and to reveal the important functions of five-element theory in the construction of TCM theory. The basic effects of five-element theory in the construction of TCM theory are intensively expounded and proved from the following aspects: embodiment of five-element theory in cognizing the world, quasi axiom of five-element theory in essence, classification thery of family resemblance and deductive inference pattern of five-element theory, and the openness and expansibility of five-element theory. If five-element theory is considered a cognitive pattern or cognitive system related to culture, then there should be features of cognitive embodiment in the cognitive system. If five-element theory is regarded as a symbolic system, however, then there should be a quasi-axiom for the system, and inferential deduction. If, however, five-element theory is taken as a theoretical constructive metaphor, then there should be features of opening and expansibility for the metaphor. Based on five-element theory, this study provides a cognitive frame for the construction of TCM (a medicine that originated in China, and is characterized by holism and treatment based on pattern identification differentiation) theory with the function of constructing a concept base, thereby implying further research strategies. Useful information may be produced from the creative inferences obtained from the incorporation of five-element theory.

Embodied cognition and the cerebellum: Perspectives from the Dysmetria of Thought and the Universal Cerebellar Transform theories.

PubMed

Guell, Xavier; Gabrieli, John D E; Schmahmann, Jeremy D

2018-03-01

In this report, we analyze the relationship between embodied cognition and current theories of the cerebellum, particularly the Dysmetria of Thought theory and the concept of the Universal Cerebellar Transform (UCT). First, we describe the UCT and the Dysmetria of Thought theories, highlight evidence supporting these hypotheses and discuss their mechanisms, functions and relevance. We then propose the following relationships. (i) The UCT strengthens embodied cognition because it provides an example of embodiment where the nature and intensity of the dependence between cognitive, affective and sensorimotor processes are defined. (ii) Conversely, embodied cognition bolsters the UCT theory because it contextualizes a cerebellum-focused theory within a general neurological theory. (iii) Embodied cognition supports the extension to other brain regions of the principles of organization of cerebral cortical connections that underlie the UCT: The notion that cytoarchitectonically determined transforms manifest via connectivity as sensorimotor, cognitive and affective functions resonates with the embodiment thesis that cognitive, affective and sensorimotor systems are interdependent. (iv) Embodied cognition might shape future definitions of the UCT because embodiment redefines the relationship between the neurological systems modulated by the UCT. We conclude by analyzing the relationship between our hypotheses and the concept of syntax and action semantics deficits in motor diseases. Copyright © 2017 Elsevier Ltd. All rights reserved.

Modeling the Role of Priming in Executive Control: Cognitive and Neural Constraints

DTIC Science & Technology

2012-01-24

theoretical and empirical advances in our understanding of cognitive control. We discovered new phenomena and developed theories to account for them. We...developed theories of cognitive control and visual attention that integrated mathematical psychology with cognitive science and with neuroscience. We...significant theoretical and empirical advances in our understanding of cognitive control. We discovered new phenomena and developed theories to account

Information Processing Versus Social Cognitive Mediators of Weight Loss in a Podcast-Delivered Health Intervention

PubMed Central

Ko, Linda K.; Turner-McGrievy, Gabrielle; Campbell, Marci K.

2016-01-01

Podcasting is an emerging technology, and previous interventions have shown promising results using theory-based podcast for weight loss among overweight and obese individuals. This study investigated whether constructs of social cognitive theory and information processing theories (IPTs) mediate the effect of a podcast intervention on weight loss among overweight individuals. Data are from Pounds off Digitally, a study testing the efficacy of two weight loss podcast interventions (control podcast and theory-based podcast). Path models were constructed (n = 66). The IPTs—elaboration likelihood model, information control theory, and cognitive load theory—mediated the effect of a theory-based podcast on weight loss. The intervention was significantly associated with all IPTs. Information control theory and cognitive load theory were related to elaboration, and elaboration was associated with weight loss. Social cognitive theory constructs did not mediate weight loss. Future podcast interventions grounded in theory may be effective in promoting weight loss. PMID:24082027

The Effects of Technical Illustrations on Cognitive Load.

ERIC Educational Resources Information Center

Purnell, Kenneth N.; And Others

1992-01-01

Outlines two theories of cognitive science that are relevant for instructional design, i.e., schema theory and cognitive load theory; and describes four experiments with Australian secondary school geography students that used these theories to examine the effects of splitting attention between technical illustrations and related text. (20…

The Roles of Negative Career Thinking and Career Problem-Solving Self-Efficacy in Career Exploratory Behavior

ERIC Educational Resources Information Center

Bullock-Yowell, Emily; Katz, Sheba P.; Reardon, Robert C.; Peterson, Gary W.

2012-01-01

The respective roles of social cognitive career theory and cognitive information processing in career exploratory behavior were analyzed. A verified path model shows cognitive information processing theory's negative career thoughts inversely predict social cognitive career theory's career problem-solving self-efficacy, which predicts career…

An Integrative Approach: Relational Cultural Theory and Cognitive Behavior Therapy in College Counseling

ERIC Educational Resources Information Center

Crumb, Loni; Haskins, Natoya

2017-01-01

This article presents an integrative framework for using cognitive behavior therapy through the lens of relational cultural theory. The authors provide an overview of cognitive behavior therapy and relational cultural theory, followed by suggestions on how to facilitate cognitive behavior therapy using the principles of relational cultural theory…

The Zero Suicide Program (ZSP) as a Strategy for Reduction and Prevention of Suicides Among Active Duty United States Air Force Members: A Program and Evaluation Plan

DTIC Science & Technology

2014-08-01

9 Social Cognitive Theory ………………………………………………………...10 Diffusion of Innovations Theory ……………………………………………….11 Systematic Review... Social Cognitive Theory and Diffusion of Innovations Theory as population-based approaches.18 Social Cognitive Theory The belief that a person has...mobilize themselves to change poor health habits and persevere in this change.19 These are hallmarks of Social Cognitive Theory . In this theory personal

Metaphoric identity mapping: facilitating goal setting and engagement in rehabilitation after traumatic brain injury.

PubMed

Ylvisaker, Mark; McPherson, Kathryn; Kayes, Nicola; Pellett, Ellen

2008-01-01

Difficulty re-establishing an organised and compelling sense of personal identity has increasingly been identified as a critical theme in outcome studies of individuals with severe traumatic brain injury (TBI) and a serious obstacle to active engagement in rehabilitation. There exists little empirical support for approaches to identity reconstruction that address common impairments associated with TBI. Similarly, there is as yet little empirical support for theoretically sound approaches to promoting engagement in goal setting for this population. This article has two purposes. First, theory and procedures associated with metaphoric identity mapping are discussed in relation to goal setting in TBI rehabilitation. Second, the results of a qualitative pilot study are presented. The study explored metaphoric identity mapping as a facilitator of personally meaningful goal setting with five individuals with significant disability many years after their injury. Drawing on principles of grounded theory, the investigators extracted data from semi-structured interviews with clients and clinicians, from focus groups with the clinicians, and from observation of client-clinician interaction. Analysis of the data yielded five general themes concerning the use of this approach: All clients and clinicians found identity mapping to be an acceptable process and also useful for deriving meaningful rehabilitation goals. Both clients and clinicians saw client-centred goals as important. Cognitive impairments posed obstacles to this goal-setting intervention and mandated creative compensations. And finally, identity-related goal setting appeared to require a "mind shift" for some clinicians and demanded clinical skills not uniformly distributed among rehabilitation professionals.

Cognitive Theory of Multimedia Learning, Instructional Design Principles, and Students with Learning Disabilities in Computer-Based and Online Learning Environments

ERIC Educational Resources Information Center

Greer, Diana L.; Crutchfield, Stephen A.; Woods, Kari L.

2013-01-01

Struggling learners and students with Learning Disabilities often exhibit unique cognitive processing and working memory characteristics that may not align with instructional design principles developed with typically developing learners. This paper explains the Cognitive Theory of Multimedia Learning and underlying Cognitive Load Theory, and…

A Concept-Mapping Strategy for Assessing Conceptual Change in a Student-Directed, Research-Based Geoscience Course

NASA Astrophysics Data System (ADS)

Rebich, S.

2003-12-01

The concept mapping technique has been proposed as a method for examining the evolving nature of students' conceptualizations of scientific concepts, and promises insight into a dimension of learning different from the one accessible through more conventional classroom testing techniques. The theory behind concept mapping is based on an assumption that knowledge acquisition is accomplished through "linking" of new information to an existing knowledge framework, and that meaningful (as opposed to arbitrary or verbatim) links allow for deeper understanding and conceptual change. Reflecting this theory, concept maps are constructed as a network of related concepts connected by labeled links that illustrate the relationship between the concepts. Two concepts connected by one such link make up a "proposition", the basic element of the concept map structure. In this paper, we examine the results of a pre- and post-test assessment program for an upper-division undergraduate geography course entitled "Mock Environmental Summit," which was part of a research project on assessment. Concept mapping was identified as a potentially powerful assessment tool for this course, as more conventional tools such as multiple-choice tests did not seem to provide a reliable indication of the learning students were experiencing as a result of the student-directed research, presentations, and discussions that make up a substantial portion of the course. The assessment program began at the beginning of the course with a one-hour training session during which students were introduced to the theory behind concept mapping, provided with instructions and guidance for constructing a concept map using the CMap software developed and maintained by the Institute for Human and Machine Cognition at the University of West Florida, and asked to collaboratively construct a concept map on a topic not related to the one to be assessed. This training session was followed by a 45-minute "pre-test" on the topic of global climate change, for which students were provided with a list of questions to guide their thoughts during the concept map construction. Following the pre-test, students were not exposed to further concept mapping until the end of the course, when they were asked to complete a "post-test" consisting of exactly the same task. In addition to a summary of our results, this paper presents an overview of available digital concept-mapping tools, proposed scoring techniques, and design principles to keep in mind when designing a concept-mapping assessment program. We also discuss our experience with concept map assessment, the insights it provided into the evolution in student understanding of global climate change that resulted from the course, and our ideas about the potential role of concept mapping in an overall assessment program for interdisciplinary and/or student-directed curricula.

A reaction time advantage for calculating beliefs over public representations signals domain specificity for 'theory of mind'.

PubMed

Cohen, Adam S; German, Tamsin C

2010-06-01

In a task where participants' overt task was to track the location of an object across a sequence of events, reaction times to unpredictable probes requiring an inference about a social agent's beliefs about the location of that object were obtained. Reaction times to false belief situations were faster than responses about the (false) contents of a map showing the location of the object (Experiment 1) and about the (false) direction of an arrow signaling the location of the object (Experiment 2). These results are consistent with developmental, neuro-imaging and neuropsychological evidence that there exist domain specific mechanisms within human cognition for encoding and reasoning about mental states. Specialization of these mechanisms may arise from either core cognitive architecture or via the accumulation of expertise in the social domain.

Cognitive Style Mapping at Mt. Hood Community College.

ERIC Educational Resources Information Center

Keyser, John S.

1980-01-01

Describes Mount Hood Community College's experiences using the Modified Hill Model for Cognitive Style Mapping (CSM). Enumerates the nine dimensions of cognitive style assessed by the model. Discusses the value and limitations of CSM, five major checks on the validity of the model, and Mount Hood faculty's involvement with CSM. (AYC)

Concept Maps as Cognitive Visualizations of Writing Assignments

ERIC Educational Resources Information Center

Villalon, Jorge; Calvo, Rafael A.

2011-01-01

Writing assignments are ubiquitous in higher education. Writing develops not only communication skills, but also higher-level cognitive processes that facilitate deep learning. Cognitive visualizations, such as concept maps, can also be used as part of learning activities including as a form of scaffolding, or to trigger reflection by making…

Developments in cognitive neuroscience: I. Conflict, compromise, and connectionism.

PubMed

Westen, Drew; Gabbard, Glen O

2002-01-01

The strength of psychoanalysis has always been its understanding of affect and motivation. Contemporary developments in cognitive neuroscience offer possibilities of integrating sophisticated, experimentally informed models of thought and memory with an understanding of dynamically and clinically meaningful processes. Aspects of contemporary theory and research in cognitive neuroscience are integrated with psychoanalytic theory and technique, particularly theories of conflict and compromise. After a description of evolving models of the mind in cognitive neuroscience, several issues relevant to psychoanalytic theory and practice are addressed. These include the nature of representations, the interaction of cognition and affect, and the mechanisms by which the mind unconsciously forges compromise solutions that best fit multiple cognitive and affective-motivational constraints.

The potential of using quantum theory to build models of cognition.

PubMed

Wang, Zheng; Busemeyer, Jerome R; Atmanspacher, Harald; Pothos, Emmanuel M

2013-10-01

Quantum cognition research applies abstract, mathematical principles of quantum theory to inquiries in cognitive science. It differs fundamentally from alternative speculations about quantum brain processes. This topic presents new developments within this research program. In the introduction to this topic, we try to answer three questions: Why apply quantum concepts to human cognition? How is quantum cognitive modeling different from traditional cognitive modeling? What cognitive processes have been modeled using a quantum account? In addition, a brief introduction to quantum probability theory and a concrete example is provided to illustrate how a quantum cognitive model can be developed to explain paradoxical empirical findings in psychological literature. © 2013 Cognitive Science Society, Inc.

How do they make it look so easy? The expert orienteer's cognitive advantage.

PubMed

Eccles, David W; Arsal, Guler

2015-01-01

Expertise in sport can appear so extraordinary that it is difficult to imagine how "normal" individuals may achieve it. However, in this review, we show that experts in the sport of orienteering, which requires on-foot navigation using map and compass through wild terrain, can make the difficult look easy because they have developed a cognitive advantage. Specifically, they have acquired knowledge of cognitive and behavioural strategies that allow them to circumvent natural limitations on attention. Cognitive strategies include avoiding peaks of demand on attention by distributing the processing of map information over time and reducing the need to attend to the map by simplifying the navigation required to complete a race. Behavioural strategies include reducing the visual search required of the map by physically arranging and rearranging the map display during races. It is concluded that expertise in orienteering can be partly attributed to the circumvention of natural limitations on attention achieved via the employment of acquired cognitive and behavioural strategies. Thus, superior performance in sport may not be the possession of only a privileged few; it may be available to all aspiring athletes.

Modularity, comparative cognition and human uniqueness.

PubMed

Shettleworth, Sara J

2012-10-05

Darwin's claim 'that the difference in mind between man and the higher animals … is certainly one of degree and not of kind' is at the core of the comparative study of cognition. Recent research provides unprecedented support for Darwin's claim as well as new reasons to question it, stimulating new theories of human cognitive uniqueness. This article compares and evaluates approaches to such theories. Some prominent theories propose sweeping domain-general characterizations of the difference in cognitive capabilities and/or mechanisms between adult humans and other animals. Dual-process theories for some cognitive domains propose that adult human cognition shares simple basic processes with that of other animals while additionally including slower-developing and more explicit uniquely human processes. These theories are consistent with a modular account of cognition and the 'core knowledge' account of children's cognitive development. A complementary proposal is that human infants have unique social and/or cognitive adaptations for uniquely human learning. A view of human cognitive architecture as a mosaic of unique and species-general modular and domain-general processes together with a focus on uniquely human developmental mechanisms is consistent with modern evolutionary-developmental biology and suggests new questions for comparative research.

Modularity, comparative cognition and human uniqueness

PubMed Central

Shettleworth, Sara J.

2012-01-01

Darwin's claim ‘that the difference in mind between man and the higher animals … is certainly one of degree and not of kind’ is at the core of the comparative study of cognition. Recent research provides unprecedented support for Darwin's claim as well as new reasons to question it, stimulating new theories of human cognitive uniqueness. This article compares and evaluates approaches to such theories. Some prominent theories propose sweeping domain-general characterizations of the difference in cognitive capabilities and/or mechanisms between adult humans and other animals. Dual-process theories for some cognitive domains propose that adult human cognition shares simple basic processes with that of other animals while additionally including slower-developing and more explicit uniquely human processes. These theories are consistent with a modular account of cognition and the ‘core knowledge’ account of children's cognitive development. A complementary proposal is that human infants have unique social and/or cognitive adaptations for uniquely human learning. A view of human cognitive architecture as a mosaic of unique and species-general modular and domain-general processes together with a focus on uniquely human developmental mechanisms is consistent with modern evolutionary-developmental biology and suggests new questions for comparative research. PMID:22927578

Impact of a community-based prevention marketing intervention to promote physical activity among middle-aged women.

PubMed

Sharpe, Patricia A; Burroughs, Ericka L; Granner, Michelle L; Wilcox, Sara; Hutto, Brent E; Bryant, Carol A; Peck, Lara; Pekuri, Linda

2010-06-01

A physical activity intervention applied principles of community-based participatory research, the community-based prevention marketing framework, and social cognitive theory. A nonrandomized design included women ages 35 to 54 in the southeastern United States. Women (n = 430 preprogram, n = 217 postprogram) enrolled in a 24-week behavioral intervention and were exposed to a media campaign. They were compared to cross-sectional survey samples at pre- (n = 245) and postprogram (n = 820) from the media exposed county and a no-intervention county (n = 234 pre, n = 822 post). Women in the behavioral intervention had statistically significant positive changes on physical activity minutes, walking, park and trail use, knowledge of mapped routes and exercise partner, and negative change on exercise self-efficacy. Media exposed women had statistically significant pre- to postprogram differences on knowledge of mapped routes. No-intervention women had significant pre- to postprogram differences on physical activity minutes, walking, and knowledge of mapped routes.

Evidence-Based Concept Mapping for the Athletic Training Student

ERIC Educational Resources Information Center

Speicher, Timothy E.; Martin, Malissa; Zigmont, Jason

2013-01-01

Context: A concept map is a graphical and cognitive tool that enables learners to link together interrelated concepts using propositions or statements that answer a posed problem. As an assessment tool, concept mapping reveals a learner's research skill proficiency and cognitive processing. Background: The identification and organization of the…

MERINOVA: Meteorological risks as drivers of environmental innovation in agro-ecosystem management

NASA Astrophysics Data System (ADS)

Gobin, Anne; Oger, Robert; Marlier, Catherine; Van De Vijver, Hans; Vandermeulen, Valerie; Van Huylenbroeck, Guido; Zamani, Sepideh; Curnel, Yannick; Mettepenningen, Evi

2013-04-01

The BELSPO funded project 'MERINOVA' deals with risks associated with extreme weather phenomena and with risks of biological origin such as pests and diseases. The major objectives of the proposed project are to characterise extreme meteorological events, assess the impact on Belgian agro-ecosystems, characterise their vulnerability and resilience to these events, and explore innovative adaptation options to agricultural risk management. The project comprises of five major parts that reflect the chain of risks: (i) Hazard: Assessing the likely frequency and magnitude of extreme meteorological events by means of probability density functions; (ii) Impact: Analysing the potential bio-physical and socio-economic impact of extreme weather events on agro-ecosystems in Belgium using process-based modelling techniques commensurate with the regional scale; (iii) Vulnerability: Identifying the most vulnerable agro-ecosystems using fuzzy multi-criteria and spatial analysis; (iv) Risk Management: Uncovering innovative risk management and adaptation options using actor-network theory and fuzzy cognitive mapping techniques; and, (v) Communication: Communicating to research, policy and practitioner communities using web-based techniques. The different tasks of the MERINOVA project require expertise in several scientific disciplines: meteorology, statistics, spatial database management, agronomy, bio-physical impact modelling, socio-economic modelling, actor-network theory, fuzzy cognitive mapping techniques. These expertises are shared by the four scientific partners who each lead one work package. The MERINOVA project will concentrate on promoting a robust and flexible framework by demonstrating its performance across Belgian agro-ecosystems, and by ensuring its relevance to policy makers and practitioners. Impacts developed from physically based models will not only provide information on the state of the damage at any given time, but also assist in understanding the links between different factors causing damage and determining bio-physical vulnerability. Socio-economic impacts will enlarge the basis for vulnerability mapping, risk management and adaptation options. A strong expert and end-user network will be established to help disseminating and exploiting project results to meet user needs.

Behavioural studies of strategic thinking in games.

PubMed

Camerer, Colin F.

2003-05-01

Game theory is a mathematical language for describing strategic interactions, in which each player's choice affects the payoff of other players (where players can be genes, people, companies, nation-states, etc.). The impact of game theory in psychology has been limited by the lack of cognitive mechanisms underlying game-theoretic predictions. 'Behavioural game theory' is a recent approach linking game theory to cognitive science by adding cognitive details about 'social utility functions', theories of limits on iterated thinking, and statistical theories of how players learn and influence others. New directions include the effects of game descriptions on choice ('framing'), strategic heuristics, and mental representation. These ideas will help root game theory more deeply in cognitive science and extend the scope of both enterprises.

Alternative probability theories for cognitive psychology.

PubMed

Narens, Louis

2014-01-01

Various proposals for generalizing event spaces for probability functions have been put forth in the mathematical, scientific, and philosophic literatures. In cognitive psychology such generalizations are used for explaining puzzling results in decision theory and for modeling the influence of context effects. This commentary discusses proposals for generalizing probability theory to event spaces that are not necessarily boolean algebras. Two prominent examples are quantum probability theory, which is based on the set of closed subspaces of a Hilbert space, and topological probability theory, which is based on the set of open sets of a topology. Both have been applied to a variety of cognitive situations. This commentary focuses on how event space properties can influence probability concepts and impact cognitive modeling. Copyright © 2013 Cognitive Science Society, Inc.

Fostering Multimedia Learning with Collaborative Concept Mapping: The Effect of Cognitive Aid on Performance and on Collaboration

ERIC Educational Resources Information Center

Acuña, Santiago Roger; Aymes, Gabriela López; Medrano, Carlos Sergio López

2014-01-01

This paper analyzes the use of collaborative concept maps in multimedia learning tasks. Specifically, the effect of a cognitive aid (providing students a list of main concepts to generate a concept map) on the performance of collaborative concept mapping and on the level of collaboration in this task is discussed. The study was carried out with 57…

Science Education for Women: Situated Cognition, Feminist Standpoint Theory, and the Status of Women in Science

ERIC Educational Resources Information Center

Pinnick, Cassandra L.

2008-01-01

This paper examines the relation between situated cognition theory in science education, and feminist standpoint theory in philosophy of science. It shows that situated cognition is an idea borrowed from a long since discredited philosophy of science. It argues that feminist standpoint theory ought not be indulged as it is a failed challenge to…

Cognitive Load Selectively Interferes with Utilitarian Moral Judgment

PubMed Central

Greene, Joshua D.; Morelli, Sylvia A.; Lowenberg, Kelly; Nystrom, Leigh E.; Cohen, Jonathan D.

2008-01-01

Traditional theories of moral development emphasize the role of controlled cognition in mature moral judgment, while a more recent trend emphasizes intuitive and emotional processes. Here we test a dual-process theory synthesizing these perspectives. More specifically, our theory associates utilitarian moral judgment (approving of harmful actions that maximize good consequences) with controlled cognitive processes and associates non-utilitarian moral judgment with automatic emotional responses. Consistent with this theory, we find that a cognitive load manipulation selectively interferes with utilitarian judgment. This interference effect provides direct evidence for the influence of controlled cognitive processes in moral judgment, and utilitarian moral judgment more specifically. PMID:18158145

Current Cognitive Distortion Theory and Research: An Internalist Approach to Cognition

ERIC Educational Resources Information Center

Gannon, Theresa A.

2009-01-01

This review examines contemporary cognitive distortion theory and research relating to sexual offenders. In particular, this review highlights that researchers--to date--have tended to adopt an internalist approach to sexual offenders' cognition which views offence-supportive cognitive activity as occurring solely within the mind. This review…

Cognitive Apprenticeship in Health Sciences Education: A Qualitative Review

ERIC Educational Resources Information Center

Lyons, Kayley; McLaughlin, Jacqueline E.; Khanova, Julia; Roth, Mary T.

2017-01-01

Cognitive apprenticeship theory emphasizes the process of making expert thinking "visible" to students and fostering the cognitive and meta-cognitive processes required for expertise. The purpose of this review was to evaluate the use of cognitive apprenticeship theory with the primary aim of understanding how and to what extent the…

An Investigation of Attitude Consistency.

ERIC Educational Resources Information Center

Leonard, Wilbert M., II

The author explores some germane implications of cognitive consistency theory. An "affective-cognitive consistency" theory, which specifies the relationship between the affective and cognitive components of the attitude structure, was taken as the theoretical basis of this study. The theory suggests that by knowing what a person values, it should…

Out of our minds: a review of sociocultural cognition theory

NASA Astrophysics Data System (ADS)

Tenenberg, Josh; Knobelsdorf, Maria

2014-01-01

Theories of mind are implicitly embedded in educational research. The predominant theory of mind during the latter half of the twentieth century has focused primarily on the individual mind in isolation, context-free problem-solving and mental representations and reasoning, what we refer to as cognitivism. Over the last two decades, CS Education researchers have begun to incorporate recent research that extends, elaborates and sometimes challenges cognitivism. These theories, which we refer to collectively as sociocultural cognition theory, view minds as cultural products, biologically evolved to be extended by tools, social interaction and embodied interaction in the world. Learning, under this perspective, is viewed as tool-mediated participation in the ongoing practices of cultural communities. In this paper, we pursue three goals. First, we provide a summary of the key principles in sociocultural cognition theory, placing this theory within a historical context with respect to the cognitive theories that it extends and challenges. Second, we integrate across different but related research efforts that all fall under the sociocultural cognition umbrella, using a uniform terminology for describing ideas represented within different discourse communities. And third, we reference a number of canonical sources in sociocultural cognition theory so as to serve as an index into this diverse literature for those wanting to explore further.

The role of domain-general cognitive resources in children's construction of a vitalist theory of biology.

PubMed

Bascandziev, Igor; Tardiff, Nathan; Zaitchik, Deborah; Carey, Susan

2018-08-01

Some episodes of learning are easier than others. Preschoolers can learn certain facts, such as "my grandmother gave me this purse," only after one or two exposures (easy to learn; fast mapping), but they require several years to learn that plants are alive or that the sun is not alive (hard to learn). One difference between the two kinds of knowledge acquisition is that hard cases often require conceptual construction, such as the construction of the biological concept alive, whereas easy cases merely involve forming new beliefs formulated over concepts the child already has (belief revision, a form of knowledge enrichment). We asked whether different domain-general cognitive resources support these two types of knowledge acquisition (conceptual construction and knowledge enrichment that supports fast mapping) by testing 82 6-year-olds in a pre-training/training/post-training study. We measured children's improvement in an episode involving theory construction (the beginning steps of acquisition of the framework theory of vitalist biology, which requires conceptual change) and in an episode involving knowledge enrichment alone (acquisition of little known facts about animals, such as the location of crickets' ears and the color of octopus blood). In addition, we measured children's executive functions and receptive vocabulary to directly compare the resources drawn upon in the two episodes of learning. We replicated and extended previous findings highlighting the differences between conceptual construction and knowledge enrichment, and we found that Executive Functions predict improvement on the Vitalism battery but not on the Fun Facts battery and that Receptive Vocabulary predicts improvement the Fun Facts battery but not on the Vitalism battery. This double dissociation provides new evidence for the distinction between the two types of knowledge acquisition, and bears on the nature of the learning mechanisms involved in each. Copyright © 2018 Elsevier Inc. All rights reserved.

Developing embodied cognition: insights from children’s concepts and language processing

PubMed Central

Wellsby, Michele; Pexman, Penny M.

2014-01-01

Over the past decade, theories of embodied cognition have become increasingly influential with research demonstrating that sensorimotor experiences are involved in cognitive processing; however, this embodied research has primarily focused on adult cognition. The notion that sensorimotor experience is important for acquiring conceptual knowledge is not a novel concept for developmental researchers, and yet theories of embodied cognition often do not fully integrate developmental findings. We propose that in order for an embodied cognition perspective to be refined and advanced as a lifelong theory of cognition, it is important to consider what can be learned from research with children. In this paper, we focus on development of concepts and language processing, and examine the importance of children's embodied experiences for these aspects of cognition in particular. Following this review, we outline what we see as important developmental issues that need to be addressed in order to determine the extent to which language and conceptual knowledge are embodied and to refine theories of embodied cognition. PMID:24904513

Navigation Maps in a Computer-Networked Hypertext Learning System.

ERIC Educational Resources Information Center

Chou, Chien; Lin, Hua

A study of first-year college students (n=121) in Taiwan investigated the effects of navigation maps and learner cognitive styles on performance in searches for information, estimation of course scope, and the development of cognitive maps within a hypertext learning course. Students were tested to determine level of perceptual field dependence…

The Strategic Design Inquiry: A Formal Methodology For Approaching, Designing, Integrating, And Articulating National Strategy

DTIC Science & Technology

2014-04-01

15 Figure 4: Example cognitive map ... map , aligning planning efforts throughout the government. Even after strategy implementation, SDI calls for continuing, iterative learning and...the design before total commitment to it. Capturing this analysis on a cognitive map allows strategists to articulate a design to government

Mapping the Postmodern Turn in Comparative Education.

ERIC Educational Resources Information Center

Liebman, Martin; Paulston, Rolland

This paper advocates the use of cognitive maps by researchers in comparative education. Cognitive maps are defined as "visual imageries depicting on the two dimensional surface of a screen or paper the researcher's perceived application, allocation, or appropriation of social space by social groups at a given time and in a given place." The use of…

Recruitment and Consolidation of Cell Assemblies for Words by Way of Hebbian Learning and Competition in a Multi-Layer Neural Network

PubMed Central

Garagnani, Max; Wennekers, Thomas; Pulvermüller, Friedemann

2009-01-01

Current cognitive theories postulate either localist representations of knowledge or fully overlapping, distributed ones. We use a connectionist model that closely replicates known anatomical properties of the cerebral cortex and neurophysiological principles to show that Hebbian learning in a multi-layer neural network leads to memory traces (cell assemblies) that are both distributed and anatomically distinct. Taking the example of word learning based on action-perception correlation, we document mechanisms underlying the emergence of these assemblies, especially (i) the recruitment of neurons and consolidation of connections defining the kernel of the assembly along with (ii) the pruning of the cell assembly’s halo (consisting of very weakly connected cells). We found that, whereas a learning rule mapping covariance led to significant overlap and merging of assemblies, a neurobiologically grounded synaptic plasticity rule with fixed LTP/LTD thresholds produced minimal overlap and prevented merging, exhibiting competitive learning behaviour. Our results are discussed in light of current theories of language and memory. As simulations with neurobiologically realistic neural networks demonstrate here spontaneous emergence of lexical representations that are both cortically dispersed and anatomically distinct, both localist and distributed cognitive accounts receive partial support. PMID:20396612

Recruitment and Consolidation of Cell Assemblies for Words by Way of Hebbian Learning and Competition in a Multi-Layer Neural Network.

PubMed

Garagnani, Max; Wennekers, Thomas; Pulvermüller, Friedemann

2009-06-01

Current cognitive theories postulate either localist representations of knowledge or fully overlapping, distributed ones. We use a connectionist model that closely replicates known anatomical properties of the cerebral cortex and neurophysiological principles to show that Hebbian learning in a multi-layer neural network leads to memory traces (cell assemblies) that are both distributed and anatomically distinct. Taking the example of word learning based on action-perception correlation, we document mechanisms underlying the emergence of these assemblies, especially (i) the recruitment of neurons and consolidation of connections defining the kernel of the assembly along with (ii) the pruning of the cell assembly's halo (consisting of very weakly connected cells). We found that, whereas a learning rule mapping covariance led to significant overlap and merging of assemblies, a neurobiologically grounded synaptic plasticity rule with fixed LTP/LTD thresholds produced minimal overlap and prevented merging, exhibiting competitive learning behaviour. Our results are discussed in light of current theories of language and memory. As simulations with neurobiologically realistic neural networks demonstrate here spontaneous emergence of lexical representations that are both cortically dispersed and anatomically distinct, both localist and distributed cognitive accounts receive partial support.

Cognitive Vulnerabilities and Depression versus Other Psychopathology Symptoms and Diagnoses in Early Adolescence

ERIC Educational Resources Information Center

Alloy, Lauren B.; Black, Shimrit K.; Young, Mathew E.; Goldstein, Kim E.; Shapero, Benjamin G.; Stange, Jonathan P.; Boccia, Angelo S.; Matt, Lindsey M.; Boland, Elaine M.; Moore, Lauren C.; Abramson, Lyn Y.

2012-01-01

We examined the concurrent associations between multiple cognitive vulnerabilities to depression featured in hopelessness theory, Beck's theory, and response styles theory and depressive symptoms and diagnoses in a sample of early adolescents. We also examined the specificity of these cognitive vulnerabilities to depression versus anxiety and…

Cognitive Dissonance or Revenge? Student Grades and Course Evaluations

ERIC Educational Resources Information Center

Maurer, Trent W.

2006-01-01

I tested 2 competing theories to explain the connection between students' expected grades and ratings of instructors: cognitive dissonance and revenge. Cognitive dissonance theory holds that students who expect poor grades rate instructors poorly to minimize ego threat whereas the revenge theory holds that students rate instructors poorly in an…

Cognitive-Behavioral Theories of Eating Disorders

ERIC Educational Resources Information Center

Williamson, Donald A.; White, Marney A.; York-Crowe, Emily; Stewart, Tiffany M.

2004-01-01

This article presents an integrated cognitive-behavioral theory of eating disorders that is based on hypotheses developed over the past 30 years. The theory is evaluated using a selected review of the eating disorder literature pertaining to cognitive biases, negative emotional reactions, binge eating, compensatory behaviors, and risk factors for…

Developmental and Neurological Implications for Relating Cognition and Affect.

ERIC Educational Resources Information Center

Bart, William M.

Elements of a theory relating cognition and affect are outlined. The theory is heavily based upon neuroscience research regarding the hemispheric lateralization of various cognitive processes and emotions; specific examples are provided. Developmental research on intelligence as well as theories of intrinsic motivation, are also discussed.…

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

A symbolic/subsymbolic interface protocol for cognitive modeling

PubMed Central

Simen, Patrick; Polk, Thad

2009-01-01

Researchers studying complex cognition have grown increasingly interested in mapping symbolic cognitive architectures onto subsymbolic brain models. Such a mapping seems essential for understanding cognition under all but the most extreme viewpoints (namely, that cognition consists exclusively of digitally implemented rules; or instead, involves no rules whatsoever). Making this mapping reduces to specifying an interface between symbolic and subsymbolic descriptions of brain activity. To that end, we propose parameterization techniques for building cognitive models as programmable, structured, recurrent neural networks. Feedback strength in these models determines whether their components implement classically subsymbolic neural network functions (e.g., pattern recognition), or instead, logical rules and digital memory. These techniques support the implementation of limited production systems. Though inherently sequential and symbolic, these neural production systems can exploit principles of parallel, analog processing from decision-making models in psychology and neuroscience to explain the effects of brain damage on problem solving behavior. PMID:20711520

A Workbench for Discovering Task-Specific Theories of Learning

DTIC Science & Technology

1989-03-03

mind (the cognitive architecture) will not be of much use to educators who wish to perform a cognitive task analysis of their subject matter before...analysis packages that can be added to a cognitive architecture, thus creating a ’workbench’ for performing cognitive task analysis . Such tools becomes...learning theories have been. Keywords: Cognitive task analysis , Instructional design, Cognitive modelling, Learning.

Topological Schemas of Cognitive Maps and Spatial Learning.

PubMed

Babichev, Andrey; Cheng, Sen; Dabaghian, Yuri A

2016-01-01

Spatial navigation in mammals is based on building a mental representation of their environment-a cognitive map. However, both the nature of this cognitive map and its underpinning in neural structures and activity remains vague. A key difficulty is that these maps are collective, emergent phenomena that cannot be reduced to a simple combination of inputs provided by individual neurons. In this paper we suggest computational frameworks for integrating the spiking signals of individual cells into a spatial map, which we call schemas. We provide examples of four schemas defined by different types of topological relations that may be neurophysiologically encoded in the brain and demonstrate that each schema provides its own large-scale characteristics of the environment-the schema integrals. Moreover, we find that, in all cases, these integrals are learned at a rate which is faster than the rate of complete training of neural networks. Thus, the proposed schema framework differentiates between the cognitive aspect of spatial learning and the physiological aspect at the neural network level.

Expert Intraoperative Judgment and Decision-Making: Defining the Cognitive Competencies for Safe Laparoscopic Cholecystectomy.

PubMed

Madani, Amin; Watanabe, Yusuke; Feldman, Liane S; Vassiliou, Melina C; Barkun, Jeffrey S; Fried, Gerald M; Aggarwal, Rajesh

2015-11-01

Bile duct injuries from laparoscopic cholecystectomy remain a significant source of morbidity and are often the result of intraoperative errors in perception, judgment, and decision-making. This qualitative study aimed to define and characterize higher-order cognitive competencies required to safely perform a laparoscopic cholecystectomy. Hierarchical and cognitive task analyses for establishing a critical view of safety during laparoscopic cholecystectomy were performed using qualitative methods to map the thoughts and practices that characterize expert performance. Experts with more than 5 years of experience, and who have performed at least 100 laparoscopic cholecystectomies, participated in semi-structured interviews and field observations. Verbal data were transcribed verbatim, supplemented with content from published literature, coded, thematically analyzed using grounded-theory by 2 independent reviewers, and synthesized into a list of items. A conceptual framework was created based on 10 interviews with experts, 9 procedures, and 18 literary sources. Experts included 6 minimally invasive surgeons, 2 hepato-pancreatico-biliary surgeons, and 2 acute care general surgeons (median years in practice, 11 [range 8 to 14]). One hundred eight cognitive elements (35 [32%] related to situation awareness, 47 [44%] involving decision-making, and 26 [24%] action-oriented subtasks) and 75 potential errors were identified and categorized into 6 general themes and 14 procedural tasks. Of the 75 potential errors, root causes were mapped to errors in situation awareness (24 [32%]), decision-making (49 [65%]), or either one (61 [81%]). This study defines the competencies that are essential to establishing a critical view of safety and avoiding bile duct injuries during laparoscopic cholecystectomy. This framework may serve as the basis for instructional design, assessment tools, and quality-control metrics to prevent injuries and promote a culture of patient safety. Copyright © 2015 American College of Surgeons. Published by Elsevier Inc. All rights reserved.

A Study on Situated Cognition: Product Dissection's Effect on Redesign Activities

ERIC Educational Resources Information Center

Grantham, Katie; Okudan Kremer, Gül E.; Simpson, Timothy W.; Ashour, Omar

2013-01-01

Situated cognition theory describes the context of a learning activity's effect on learner's cognition. In this paper, we use situated cognition theory to examine the effect of product dissection on product redesign activities. Two specific research questions are addressed: 1) Does situated cognition, in the form of product dissection, improve…

“Theory of Food” as a Neurocognitive Adaptation

PubMed Central

Allen, John S.

2011-01-01

Human adult cognition emerges over the course of development via the interaction of multiple critical neurocognitive networks. These networks evolved in response to various selection pressures, many of which were modified or intensified by the intellectual, technological, and socio-cultural environments that arose in connection with the evolution of genus Homo. Networks related to language and theory of mind clearly play an important role in adult cognition. Given the critical importance of food to both basic survival and cultural interaction, a “theory of food” (analogous to theory of mind) may represent another complex network essential for normal cognition. I propose that theory of food evolved as an internal, cognitive representation of our diets in our minds. Like other complex cognitive abilities, it relies on complex and overlapping dedicated neural networks that develop in childhood under familial and cultural influences. Normative diets are analogous to first languages in that they are acquired without overt teaching; they are also difficult to change or modify once a critical period in development is passed. Theory of food suggests that cognitive activities related to food may be cognitive enhancers, which could have implications for maintaining healthy brain function in aging. PMID:22262561

"Theory of food" as a neurocognitive adaptation.

PubMed

Allen, John S

2012-01-01

Human adult cognition emerges over the course of development via the interaction of multiple critical neurocognitive networks. These networks evolved in response to various selection pressures, many of which were modified or intensified by the intellectual, technological, and sociocultural environments that arose in connection with the evolution of genus Homo. Networks related to language and theory of mind clearly play an important role in adult cognition. Given the critical importance of food to both basic survival and cultural interaction, a "theory of food" (analogous to theory of mind) may represent another complex network essential for normal cognition. I propose that theory of food evolved as an internal, cognitive representation of our diets in our minds. Like other complex cognitive abilities, it relies on complex and overlapping dedicated neural networks that develop in childhood under familial and cultural influences. Normative diets are analogous to first languages in that they are acquired without overt teaching; they are also difficult to change or modify once a critical period in development is passed. Theory of food suggests that cognitive activities related to food may be cognitive enhancers, which could have implications for maintaining healthy brain function in aging. Copyright © 2012 Wiley Periodicals, Inc.

Beyond Event Segmentation: Spatial- and Social-Cognitive Processes in Verb-to-Action Mapping

ERIC Educational Resources Information Center

Friend, Margaret; Pace, Amy

2011-01-01

The present article investigates spatial- and social-cognitive processes in toddlers' mapping of concepts to real-world events. In 2 studies we explore how event segmentation might lay the groundwork for extracting actions from the event stream and conceptually mapping novel verbs to these actions. In Study 1, toddlers demonstrated the ability to…

Using hazard functions to assess changes in processing capacity in an attentional cuing paradigm.

PubMed

Wenger, Michael J; Gibson, Bradley S

2004-08-01

Processing capacity--defined as the relative ability to perform mental work in a unit of time--is a critical construct in cognitive psychology and is central to theories of visual attention. The unambiguous use of the construct, experimentally and theoretically, has been hindered by both conceptual confusions and the use of measures that are at best only coarsely mapped to the construct. However, more than 25 years ago, J. T. Townsend and F. G. Ashby (1978) suggested that the hazard function on the response time (RT) distribution offered a number of conceptual advantages as a measure of capacity. The present study suggests that a set of statistical techniques, well-known outside the cognitive and perceptual literatures, offers the ability to perform hypothesis tests on RT-distribution hazard functions. These techniques are introduced, and their use is illustrated in application to data from the contingent attentional capture paradigm.

On building a memory evolutive system for application to learning and cognition modeling.

PubMed

de Lima do Rego Monteiro, Julio; Kogler, Joao Eduardo; Ribeiro, Joao Henrique Ranhel; Netto, Marcio Lobo

2010-01-01

We address here aspects of the implementation of a memory evolutive system (MES), based on the model proposed by A. Ehresmann and J. Vanbremeersch (2007), by means of a simulated network of spiking neurons with time dependent plasticity. We point out the advantages and challenges of applying category theory for the representation of cognition, by using the MES architecture. Then we discuss the issues concerning the minimum requirements that an artificial neural network (ANN) should fulfill in order that it would be capable of expressing the categories and mappings between them, underlying the MES. We conclude that a pulsed ANN based on Izhikevich's formal neuron with STDP (spike time-dependent plasticity) has sufficient dynamical properties to achieve these requirements, provided it can cope with the topological requirements. Finally, we present some perspectives of future research concerning the proposed ANN topology.

Precursors of Learning Experiences in Social Cognitive Career Theory

ERIC Educational Resources Information Center

Tokar, David M.; Thompson, Mindi N.; Plaufcan, Melissa R.; Williams, Christine M.

2007-01-01

This study extended the research on Social Cognitive Career Theory (SCCT; [Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. "Journal of Vocational Behavior," 45, 79-122]) by examining the contributions of 3 person inputs (personality, gender, and…

Towards a Sufficient Theory of Transition in Cognitive Development.

ERIC Educational Resources Information Center

Wallace, J. G.

The work reported aims at the construction of a sufficient theory of transition in cognitive development. The method of theory construction employed is computer simulation of cognitive process. The core of the model of transition presented comprises self-modification processes that, as a result of continuously monitoring an exhaustive record of…

What Does God Know? Supernatural Agents' Access to Socially Strategic and Non-Strategic Information

ERIC Educational Resources Information Center

Purzycki, Benjamin G.; Finkel, Daniel N.; Shaver, John; Wales, Nathan; Cohen, Adam B.; Sosis, Richard

2012-01-01

Current evolutionary and cognitive theories of religion posit that supernatural agent concepts emerge from cognitive systems such as theory of mind and social cognition. Some argue that these concepts evolved to maintain social order by minimizing antisocial behavior. If these theories are correct, then people should process information about…

Understanding Knowledge Sharing between IT Professionals--An Integration of Social Cognitive and Social Exchange Theory

ERIC Educational Resources Information Center

Tsai, Ming-Tien; Cheng, Nai-Chang

2012-01-01

The research includes various constructs based on social exchange theory and social cognitive theory. This study mainly explored the relationships among organisational justice, trust, commitment and knowledge-sharing cognition and verified their mediating effects through two variables of trust and commitment. A survey utilising a questionnaire was…

Foundations of Cognitive Theory: A Concise Review.

ERIC Educational Resources Information Center

Grider, Clint

Cognitive-learning theories hold a unique place in history: they explore the depths of the mind from the perspective of process. This paper discusses the history of cognitive-learning theories and how they grew to shape the way one perceives, organizes, stores, and retrieves information. The paper, after providing a definition and synopsis of…

Putting It All Together: Final Comments

DTIC Science & Technology

1988-05-19

about 10 s 0 0 ( Gy @® ®- =@ 10. Intended rationality ( 100 sec and up ) Figure 3: Soar as a unified theory of cognition . task. The problem then...GROUP Herb Simon. unified. theories of cognition ,- cognitive 7science; ac-hitectures; Soar,,,--p-- 19. ABSTRACT (Continue on reverse if necessary’,and...appreciation this paper is supposed to contribute, provide another. And a recent extended reflection by the author on Unified Theories of Cognition (The

The Cognitive Substrate of Subjective Probability

ERIC Educational Resources Information Center

Nilsson, Hakan; Olsson, Henrik; Juslin, Peter

2005-01-01

The prominent cognitive theories of probability judgment were primarily developed to explain cognitive biases rather than to account for the cognitive processes in probability judgment. In this article the authors compare 3 major theories of the processes and representations in probability judgment: the representativeness heuristic, implemented as…

Theory of mind, facial recognition and emotional processing in schizophrenia.

PubMed

Rodríguez Sosa, Juana Teresa; Acosta Ojeda, Miguel; Rodríguez Del Rosario, Luciano

2011-01-01

Social cognition can be understood as "the mental operations underlying social interactions, which include the human ability to perceive the intentions and dispositions of others" (Brothers, 1990). Theory of mind, atributtional style, social perception are involved in social cognition. It is wellknown that social cognition is impaired in individuals with schizophrenia. Recent investigations for social cognition in schizophrenia has showed that there is a relationship among social cognition, neurocognition and psychosocial functioning. The purpose of this article is to provide a review of social cognition in schizophrenia focusing on the deficit in Theory of mind described by Frith and recent neuroimaging studies. In fact neuroimaging research has demonstrated specific brain regions consistently engaged during theory of mind tasks.We also present some of the instruments avalaible to evaluate social cognition and to review and improve the main intervention programs. Social cognition may be an important target for pharmacological and psychosocial treatments in the future. Copyright © 2010 SEP y SEPB. Published by Elsevier Espana. All rights reserved.

Graph theory analysis of complex brain networks: new concepts in brain mapping applied to neurosurgery.

PubMed

Hart, Michael G; Ypma, Rolf J F; Romero-Garcia, Rafael; Price, Stephen J; Suckling, John

2016-06-01

Neuroanatomy has entered a new era, culminating in the search for the connectome, otherwise known as the brain's wiring diagram. While this approach has led to landmark discoveries in neuroscience, potential neurosurgical applications and collaborations have been lagging. In this article, the authors describe the ideas and concepts behind the connectome and its analysis with graph theory. Following this they then describe how to form a connectome using resting state functional MRI data as an example. Next they highlight selected insights into healthy brain function that have been derived from connectome analysis and illustrate how studies into normal development, cognitive function, and the effects of synthetic lesioning can be relevant to neurosurgery. Finally, they provide a précis of early applications of the connectome and related techniques to traumatic brain injury, functional neurosurgery, and neurooncology.

Action generation and action perception in imitation: an instance of the ideomotor principle.

PubMed Central

Wohlschläger, Andreas; Gattis, Merideth; Bekkering, Harold

2003-01-01

We review a series of behavioural experiments on imitation in children and adults that test the predictions of a new theory of imitation. Most of the recent theories of imitation assume a direct visual-to-motor mapping between perceived and imitated movements. Based on our findings of systematic errors in imitation, the new theory of goal-directed imitation (GOADI) instead assumes that imitation is guided by cognitively specified goals. According to GOADI, the imitator does not imitate the observed movement as a whole, but rather decomposes it into its separate aspects. These aspects are hierarchically ordered, and the highest aspect becomes the imitator's main goal. Other aspects become sub-goals. In accordance with the ideomotor principle, the main goal activates the motor programme that is most strongly associated with the achievement of that goal. When executed, this motor programme sometimes matches, and sometimes does not, the model's movement. However, the main goal extracted from the model movement is almost always imitated correctly. PMID:12689376

Beck's cognitive theory and the response style theory of depression in adolescents with and without mild to borderline intellectual disability.

PubMed

Weeland, Martine M; Nijhof, Karin S; Otten, R; Vermaes, Ignace P R; Buitelaar, Jan K

2017-10-01

This study tests the validity of Beck's cognitive theory and Nolen-Hoeksema's response style theory of depression in adolescents with and without MBID. The relationship between negative cognitive errors (Beck), response styles (Nolen-Hoeksema) and depressive symptoms was examined in 135 adolescents using linear regression. The cognitive error 'underestimation of the ability to cope' was more prevalent among adolescents with MBID than among adolescents with average intelligence. This was the only negative cognitive error that predicted depressive symptoms. There were no differences between groups in the prevalence of the three response styles. In line with the theory, ruminating was positively and problem-solving was negatively related to depressive symptoms. Distractive response styles were not related to depressive symptoms. The relationship between response styles, cognitive errors and depressive symptoms were similar for both groups. The main premises of both theories of depression are equally applicable to adolescents with and without MBID. The cognitive error 'Underestimation of the ability to cope' poses a specific risk factor for developing a depression for adolescents with MBID and requires special attention in treatment and prevention of depression. WHAT THIS PAPER ADDS?: Despite the high prevalence of depression among adolescents with MBID, little is known about the etiology and cognitive processes that play a role in the development of depression in this group. The current paper fills this gap in research by examining the core tenets of two important theories on the etiology of depression (Beck's cognitive theory and Nolen-Hoeksema's response style theory) in a clinical sample of adolescents with and without MBID. This paper demonstrated that the theories are equally applicable to adolescents with MBID, as to adolescents with average intellectual ability. However, the cognitive bias 'underestimation of the ability to cope' was the only cognitive error related to depressive symptoms, and was much more prevalent among adolescents with MBID than among adolescents with average intellectual ability. This suggests that underestimating one's coping skills may be a unique risk factor for depression among adolescents with MBID. This knowledge is important in understanding the causes and perpetuating mechanisms of depression in adolescents with MBID, and for the development of prevention- and treatment programs for adolescents with MBID. Copyright © 2017 Elsevier Ltd. All rights reserved.

Equilibrium relations and bipolar cognitive mapping for online analytical processing with applications in international relations and strategic decision support.

PubMed

Zhang, Wen-Ran

2003-01-01

Bipolar logic, bipolar sets, and equilibrium relations are proposed for bipolar cognitive mapping and visualization in online analytical processing (OLAP) and online analytical mining (OLAM). As cognitive models, cognitive maps (CMs) hold great potential for clustering and visualization. Due to the lack of a formal mathematical basis, however, CM-based OLAP and OLAM have not gained popularity. Compared with existing approaches, bipolar cognitive mapping has a number of advantages. First, bipolar CMs are formal logical models as well as cognitive models. Second, equilibrium relations (with polarized reflexivity, symmetry, and transitivity), as bipolar generalizations and fusions of equivalence relations, provide a theoretical basis for bipolar visualization and coordination. Third, an equilibrium relation or CM induces bipolar partitions that distinguish disjoint coalition subsets not involved in any conflict, disjoint coalition subsets involved in a conflict, disjoint conflict subsets, and disjoint harmony subsets. Finally, equilibrium energy analysis leads to harmony and stability measures for strategic decision and multiagent coordination. Thus, this work bridges a gap for CM-based clustering and visualization in OLAP and OLAM. Basic ideas are illustrated with example CMs in international relations.

Have motivation theories guided the development and reform of medical education curricula? A review of the literature.

PubMed

Kusurkar, Rashmi A; Croiset, Gerda; Mann, Karen V; Custers, Eugene; Ten Cate, Olle

2012-06-01

Educational psychology indicates that learning processes can be mapped on three dimensions: cognitive (what to learn), affective or motivational (why learn), and metacognitive regulation (how to learn). In a truly student-centered medical curriculum, all three dimensions should guide curriculum developers in constructing learning environments. The authors explored whether student motivation has guided medical education curriculum developments. The authors reviewed the literature on motivation theory related to education and on medical education curriculum development to identify major developments. Using the Learning-Oriented Teaching model as a framework, they evaluated the extent to which motivation theory has guided medical education curriculum developers. Major developments in the field of motivation theory indicate that motivation drives learning and influences students' academic performance, that gender differences exist in motivational mechanisms, and that the focus has shifted from quantity of motivation to quality of motivation and its determinants, and how they stimulate academic motivation. Major developments in medical curricula include the introduction of standardized and regulated medical education as well as problem-based, learner-centered, integrated teaching, outcome-based, and community-based approaches. These curricular changes have been based more on improving students' cognitive processing of content or metacognitive regulation than on stimulating motivation. Motivational processes may be a substantially undervalued factor in curriculum development. Building curricula to specifically stimulate motivation in students may powerfully influence the outcomes of curricula. The elements essential for stimulating intrinsic motivation in students, including autonomy support, adequate feedback, and emotional support, appear lacking as a primary aim in many curricular plans.

Development of a theory-guided pan-European computer-assisted safer sex intervention.

PubMed

Nöstlinger, Christiana; Borms, Ruth; Dec-Pietrowska, Joanna; Dias, Sonia; Rojas, Daniela; Platteau, Tom; Vanden Berghe, Wim; Kok, Gerjo

2016-12-01

HIV is a growing public health problem in Europe, with men-having-sex-with-men and migrants from endemic regions as the most affected key populations. More evidence on effective behavioral interventions to reduce sexual risk is needed. This article describes the systematic development of a theory-guided computer-assisted safer sex intervention, aiming at supporting people living with HIV in sexual risk reduction. We applied the Intervention Mapping (IM) protocol to develop this counseling intervention in the framework of a European multicenter study. We conducted a needs assessment guided by the information-motivation-behavioral (IMB) skills model, formulated change objectives and selected theory-based methods and practical strategies, i.e. interactive computer-assisted modules as supporting tools for provider-delivered counseling. Theoretical foundations were the IMB skills model, social cognitive theory and the transtheoretical model, complemented by dual process models of affective decision making to account for the specifics of sexual behavior. The counseling approach for delivering three individual sessions was tailored to participants' needs and contexts, adopting elements of motivational interviewing and cognitive-behavioral therapy. We implemented and evaluated the intervention using a randomized controlled trial combined with a process evaluation. IM provided a useful framework for developing a coherent intervention for heterogeneous target groups, which was feasible and effective across the culturally diverse settings. This article responds to the need for transparent descriptions of the development and content of evidence-based behavior change interventions as potential pillars of effective combination prevention strategies. © The Author 2015. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Time-space and cognition-space transformations for transportation network analysis based on multidimensional scaling and self-organizing map

NASA Astrophysics Data System (ADS)

Hong, Zixuan; Bian, Fuling

2008-10-01

Geographic space, time space and cognition space are three fundamental and interrelated spaces in geographic information systems for transportation. However, the cognition space and its relationships to the time space and geographic space are often neglected. This paper studies the relationships of these three spaces in urban transportation system from a new perspective and proposes a novel MDS-SOM transformation method which takes the advantages of the techniques of multidimensional scaling (MDS) and self-organizing map (SOM). The MDS-SOM transformation framework includes three kinds of mapping: the geographic-time transformation, the cognition-time transformation and the time-cognition transformation. The transformations in our research provide a better understanding of the interactions of these three spaces and beneficial knowledge is discovered to help the transportation analysis and decision supports.

A Cognitive Developmental Approach to Social Problem Management.

ERIC Educational Resources Information Center

Watts, Walter J.

The paper reviews L. Kohlberg's theory of moral reasoning and its relationship to cognitive development of children. R. Feuerstein's theories of mediated learning experience (MLE) are reviewed, and remediation for individuals deficient in cognitive functions is addressed. The paper notes the existence of deficient cognitive functions, specifically…

Intercorporeality as a theory of social cognition.

PubMed

Tanaka, Shogo

2015-08-01

The main aim of this article is to revisit Merleau-Ponty's notion of intercorporeality (intercorporéité) and elaborate it as a new theory of social cognition. As is well known, theory of mind has been the central issue in the field of social cognition for more than two decades. In reviewing the basic concepts involved in two major theories (theory theory and simulation theory), I make clear that both theories have been missing the embodied dimension because of their mind-body dualistic supposition. The notion of intercorporeality, in accordance with the recent interaction theory, stresses the role of embodied interactions between the self and the other in the process of social understanding. I develop this notion into two directions and describe the related process of social cognition: one is behavior matching and primordial empathy, the other is interactional synchrony and the sense of mutual understanding. Through these embodied interactions, intersubjective meanings are created and directly shared between the self and the other, without being mediated by mental representations.

50 Years of Cognitive Aging Theory.

PubMed

Anderson, Nicole D; Craik, Fergus I M

2017-01-01

The objectives of this Introduction to the Journal of Gerontology: Psychological Sciences special issue on "50 Years of Cognitive Aging Theory" are to provide a brief overview of cognitive aging research prior to 1965 and to highlight significant developments in cognitive aging theory over the last 50 years. Historical and recent theories of cognitive aging were reviewed, with a particular focus on those not directly covered by the articles included in this special issue. Prior to 1965, cognitive aging research was predominantly descriptive, identifying what aspects of intellectual functioning are affected in older compared with younger adults. Since the mid-1960s, there has been an increasing interest in how and why specific components of cognitive domains are differentially affected in aging and a growing focus on cognitive aging neuroscience. Significant advances have taken place in our theoretical understanding of how and why certain components of cognitive functioning are or are not affected by aging. We also know much more now than we did 50 years ago about the underlying neural mechanisms of these changes. The next 50 years undoubtedly will bring new theories, as well as new tools (e.g., neuroimaging advances, neuromodulation, and technology), that will further our understanding of cognitive aging. © The Author 2016. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Aids to Computer-Based Multimedia Learning.

ERIC Educational Resources Information Center

Mayer, Richard E.; Moreno, Roxana

2002-01-01

Presents a cognitive theory of multimedia learning that draws on dual coding theory, cognitive load theory, and constructivist learning theory and derives some principles of instructional design for fostering multimedia learning. These include principles of multiple representation, contiguity, coherence, modality, and redundancy. (SLD)

Social cognition and aggression in methamphetamine dependence with and without a history of psychosis.

PubMed

Uhlmann, Anne; Ipser, Jonathan C; Wilson, Don; Stein, Dan J

2018-04-01

In substance use and psychotic disorders, socially problematic behaviours, such as high aggression may, in part, be explained by deficits in social cognition skills, like the detection of emotions or intentions in others. The aim of this study was to assess the magnitude of social cognition impairment and its association with aggression in individuals with methamphetamine (MA) dependence, methamphetamine-associated psychosis (MAP), and healthy controls (CTRL). A total of 20 MAP participants, 21 MA-dependent participants without psychosis, and 21 CTRL participants performed a facial morphing emotion recognition task (ERT) across four basic emotions (anger, fear, happiness and sadness) and the reading the mind in the eyes task (RMET), and completed the aggression questionnaire. Both MA-dependent groups showed impairment in social cognition in terms of lower RMET scores relative to CTRL participants (MA; p = .047; MAP: p < .001). Additionally, performance decrements were significantly greater in MAP (p = .040), compared to MA-dependent participants. While deficits in recognising emotional expressions were restricted to anger in the MA group (p = .020), a generalized impairment across all four emotions was observed in MAP (all p ≤ .001). Additionally, both patient groups demonstrated higher levels of aggression than CTRLs, yet no association was found with social cognition. This study supported the notion of deficits in recognising facial emotional expressions and inferring mental states of others in MA dependence, with additional impairments in MAP. Failure to detect an association between social cognitive impairment and aggressive behaviour may implicate independent disturbances of the two phenomena in MA dependence.

Cognitive Implications of Deep Gray Matter Iron in Multiple Sclerosis.

PubMed

Fujiwara, E; Kmech, J A; Cobzas, D; Sun, H; Seres, P; Blevins, G; Wilman, A H

2017-05-01

Deep gray matter iron accumulation is increasingly recognized in association with multiple sclerosis and can be measured in vivo with MR imaging. The cognitive implications of this pathology are not well-understood, especially vis-à-vis deep gray matter atrophy. Our aim was to investigate the relationships between cognition and deep gray matter iron in MS by using 2 MR imaging-based iron-susceptibility measures. Forty patients with multiple sclerosis (relapsing-remitting, n = 16; progressive, n = 24) and 27 healthy controls were imaged at 4.7T by using the transverse relaxation rate and quantitative susceptibility mapping. The transverse relaxation rate and quantitative susceptibility mapping values and volumes (atrophy) of the caudate, putamen, globus pallidus, and thalamus were determined by multiatlas segmentation. Cognition was assessed with the Brief Repeatable Battery of Neuropsychological Tests. Relationships between cognition and deep gray matter iron were examined by hierarchic regressions. Compared with controls, patients showed reduced memory ( P < .001) and processing speed ( P = .02) and smaller putamen ( P < .001), globus pallidus ( P = .002), and thalamic volumes ( P < .001). Quantitative susceptibility mapping values were increased in patients compared with controls in the putamen ( P = .003) and globus pallidus ( P = .003). In patients only, thalamus ( P < .001) and putamen ( P = .04) volumes were related to cognitive performance. After we controlled for volume effects, quantitative susceptibility mapping values in the globus pallidus ( P = .03; trend for transverse relaxation rate, P = .10) were still related to cognition. Quantitative susceptibility mapping was more sensitive compared with the transverse relaxation rate in detecting deep gray matter iron accumulation in the current multiple sclerosis cohort. Atrophy and iron accumulation in deep gray matter both have negative but separable relationships to cognition in multiple sclerosis. © 2017 by American Journal of Neuroradiology.

Preparing Ex-Offenders for Work: Applying the Self-Determination Theory to Social Cognitive Career Counseling

ERIC Educational Resources Information Center

Johnson, Kaprea F.

2013-01-01

Ex-offenders, persons with criminal and limited job histories, are being released into communities every year. Social cognitive career theory (SCCT) focuses on several cognitive-person variables and on the interaction effect with the environment. Conceptually, the author views the integration of SCCT and the self-determination theory as a…

Towards Cognitive Load Theory as Guideline for Instructional Design in Science Education

ERIC Educational Resources Information Center

Meissner, Barbara; Bogner, Franz X.

2013-01-01

We applied cognitive load theory in an heuristic out-of-school science lesson. The lesson comprises experiments concerning major attributes of NaCl and was designed for 5th to 8th grade students. Our interest focused on whether cognitive load theory provides sufficient guidelines for instructional design in the field of heuristic science…

What College Teachers Should Know about Memory: A Perspective from Cognitive Psychology

ERIC Educational Resources Information Center

Miller, Michelle D.

2011-01-01

Cognitive psychology has much to contribute to our understanding of the best ways to promote learning and memory in the college classroom. However, cognitive theory has evolved considerably in recent decades, and it is important for instructors to have an up-to-date understanding of these theories, particularly those--such as memory theories--that…

Big Science, Nano Science?: Mapping the Evolution and Socio-Cognitive Structure of Nanoscience/Nanotechnology Using Mixed Methods

ERIC Educational Resources Information Center

Milojevic, Stasa

2009-01-01

This study examines the development of nanoscience/nanotechnology over a 35 year period (1970-2004) by mapping its social and cognitive structures using social network analysis, bibliometrics and document analysis, and following their changes in time. Mapping is performed based on 580,000 journal articles, 240,000 patents and 53,000 research…

Cognitive Mapping Based on Conjunctive Representations of Space and Movement

PubMed Central

Zeng, Taiping; Si, Bailu

2017-01-01

It is a challenge to build robust simultaneous localization and mapping (SLAM) system in dynamical large-scale environments. Inspired by recent findings in the entorhinal–hippocampal neuronal circuits, we propose a cognitive mapping model that includes continuous attractor networks of head-direction cells and conjunctive grid cells to integrate velocity information by conjunctive encodings of space and movement. Visual inputs from the local view cells in the model provide feedback cues to correct drifting errors of the attractors caused by the noisy velocity inputs. We demonstrate the mapping performance of the proposed cognitive mapping model on an open-source dataset of 66 km car journey in a 3 km × 1.6 km urban area. Experimental results show that the proposed model is robust in building a coherent semi-metric topological map of the entire urban area using a monocular camera, even though the image inputs contain various changes caused by different light conditions and terrains. The results in this study could inspire both neuroscience and robotic research to better understand the neural computational mechanisms of spatial cognition and to build robust robotic navigation systems in large-scale environments. PMID:29213234

The Impact of Cognitive Load Theory on Learning Astronomy

NASA Astrophysics Data System (ADS)

Foster, Thomas M.

2010-01-01

Every student is different, which is the challenge of astronomy education research (AER) and teaching astronomy. This difference also provides the greatest goal for education researchers - our GUT - we need to be able to quantify these differences and provide explanatory and predictive theories to curriculum developers and teachers. One educational theory that holds promise is Cognitive Load Theory. Cognitive Load Theory begins with the well-established fact that everyone's working memory can hold 7 ± 2 unique items. This quirk of the human brain is why phone numbers are 7 digits long. This quirk is also why we forget peoples’ names after just meeting them, leave the iron on when we leave the house, and become overwhelmed as students of new material. Once the intricacies of Cognitive Load are understood, it becomes possible to design learning environments to marshal the resources students have and guide them to success. Lessons learned from Cognitive Load Theory can and should be applied to learning astronomy. Classroom-ready ideas will be presented.

Reducing Resistance to Diversity through Cognitive Dissonance Instruction: Implications for Teacher Education.

ERIC Educational Resources Information Center

McFalls, Elisabeth L.; Cobb-Roberts, Deirdre

2001-01-01

Applied the principals of cognitive dissonance theory to an instructional strategy used to reduce resistance to the idea of white privilege, comparing groups of college students in diversity education courses that did and did not receive supplemental instruction on cognitive dissonance. Incorporating cognitive dissonance theory created an…

Systematic development of a self-help and motivational enhancement intervention to promote sexual health in HIV-positive men who have sex with men.

PubMed

Van Kesteren, Nicole M C; Kok, Gerjo; Hospers, Harm J; Schippers, Jan; De Wildt, Wencke

2006-12-01

The objective of this study was to describe the application of a systematic process-Intervention Mapping-to developing a theory- and evidence-based intervention to promote sexual health in HIV-positive men who have sex with men (MSM). Intervention Mapping provides a framework that gives program planners a systematic method for decision-making in each phase of intervention development. In Step 1, we focused on the improvement of two health-promoting behaviors: satisfactory sexual functioning and safer sexual behavior. These behaviors were then linked with selected personal and external determinants, such as attitudes and social support, to produce a set of proximal program objectives. In Step 2, theoretical methods were identified to influence the proximal program objectives and were translated into practical strategies. Although theoretical methods were derived from various theories, self-regulation theory and a cognitive model of behavior change provided the main framework for selecting the intervention methods. The main strategies chosen were bibliotherapy (i.e., the use of written material to help people solve problems or change behavior) and motivational interviewing. In Step 3, the theoretical methods and practical strategies were applied in a program that comprised a self-help guide, a motivational interviewing session and a motivational interviewing telephone call, both delivered by specialist nurses in HIV treatment centers. In Step 4, implementation was anticipated by developing a linkage group to ensure involvement of program users in the planning process and conducting additional research to understand how to implement our program better. In Step 5, program evaluation was anticipated based on the planning process from the previous Intervention Mapping steps.

Dynamical Systems Theory: Application to Pedagogy

NASA Astrophysics Data System (ADS)

Abraham, Jane L.

Theories of learning affect how cognition is viewed, and this subsequently leads to the style of pedagogical practice that is used in education. Traditionally, educators have relied on a variety of theories on which to base pedagogy. Behavioral learning theories influenced the teaching/learning process for over 50 years. In the 1960s, the information processing approach brought the mind back into the learning process. The current emphasis on constructivism integrates the views of Piaget, Vygotsky, and cognitive psychology. Additionally, recent scientific advances have allowed researchers to shift attention to biological processes in cognition. The problem is that these theories do not provide an integrated approach to understanding principles responsible for differences among students in cognitive development and learning ability. Dynamical systems theory offers a unifying theoretical framework to explain the wider context in which learning takes place and the processes involved in individual learning. This paper describes how principles of Dynamic Systems Theory can be applied to cognitive processes of students, the classroom community, motivation to learn, and the teaching/learning dynamic giving educational psychologists a framework for research and pedagogy.

An Evolutionary Upgrade of Cognitive Load Theory: Using the Human Motor System and Collaboration to Support the Learning of Complex Cognitive Tasks

ERIC Educational Resources Information Center

Paas, Fred; Sweller, John

2012-01-01

Cognitive load theory is intended to provide instructional strategies derived from experimental, cognitive load effects. Each effect is based on our knowledge of human cognitive architecture, primarily the limited capacity and duration of a human working memory. These limitations are ameliorated by changes in long-term memory associated with…

Route planning with transportation network maps: an eye-tracking study.

PubMed

Grison, Elise; Gyselinck, Valérie; Burkhardt, Jean-Marie; Wiener, Jan Malte

2017-09-01

Planning routes using transportation network maps is a common task that has received little attention in the literature. Here, we present a novel eye-tracking paradigm to investigate psychological processes and mechanisms involved in such a route planning. In the experiment, participants were first presented with an origin and destination pair before we presented them with fictitious public transportation maps. Their task was to find the connecting route that required the minimum number of transfers. Based on participants' gaze behaviour, each trial was split into two phases: (1) the search for origin and destination phase, i.e., the initial phase of the trial until participants gazed at both origin and destination at least once and (2) the route planning and selection phase. Comparisons of other eye-tracking measures between these phases and the time to complete them, which depended on the complexity of the planning task, suggest that these two phases are indeed distinct and supported by different cognitive processes. For example, participants spent more time attending the centre of the map during the initial search phase, before directing their attention to connecting stations, where transitions between lines were possible. Our results provide novel insights into the psychological processes involved in route planning from maps. The findings are discussed in relation to the current theories of route planning.

Neural correlates of the divergence of instrumental probability distributions.

PubMed

Liljeholm, Mimi; Wang, Shuo; Zhang, June; O'Doherty, John P

2013-07-24

Flexible action selection requires knowledge about how alternative actions impact the environment: a "cognitive map" of instrumental contingencies. Reinforcement learning theories formalize this map as a set of stochastic relationships between actions and states, such that for any given action considered in a current state, a probability distribution is specified over possible outcome states. Here, we show that activity in the human inferior parietal lobule correlates with the divergence of such outcome distributions-a measure that reflects whether discrimination between alternative actions increases the controllability of the future-and, further, that this effect is dissociable from those of other information theoretic and motivational variables, such as outcome entropy, action values, and outcome utilities. Our results suggest that, although ultimately combined with reward estimates to generate action values, outcome probability distributions associated with alternative actions may be contrasted independently of valence computations, to narrow the scope of the action selection problem.

The poverty of embodied cognition.

PubMed

Goldinger, Stephen D; Papesh, Megan H; Barnhart, Anthony S; Hansen, Whitney A; Hout, Michael C

2016-08-01

In recent years, there has been rapidly growing interest in embodied cognition, a multifaceted theoretical proposition that (1) cognitive processes are influenced by the body, (2) cognition exists in the service of action, (3) cognition is situated in the environment, and (4) cognition may occur without internal representations. Many proponents view embodied cognition as the next great paradigm shift for cognitive science. In this article, we critically examine the core ideas from embodied cognition, taking a "thought exercise" approach. We first note that the basic principles from embodiment theory are either unacceptably vague (e.g., the premise that perception is influenced by the body) or they offer nothing new (e.g., cognition evolved to optimize survival, emotions affect cognition, perception-action couplings are important). We next suggest that, for the vast majority of classic findings in cognitive science, embodied cognition offers no scientifically valuable insight. In most cases, the theory has no logical connections to the phenomena, other than some trivially true ideas. Beyond classic laboratory findings, embodiment theory is also unable to adequately address the basic experiences of cognitive life.

The Poverty of Embodied Cognition

PubMed Central

Goldinger, Stephen D.; Papesh, Megan H.; Barnhart, Anthony S.; Hansen, Whitney A.; Hout, Michael C.

2016-01-01

In recent years, there has been rapidly growing interest in Embodied Cognition, a multifaceted theoretical proposition that (1) cognitive processes are influenced by the body, (2) cognition exists in the service of action, (3) cognition is situated in the environment, and (4) cognition may occur without internal representations. Many proponents view embodied cognition as the next great paradigm shift for cognitive science. In this article, we critically examine the core ideas from embodied cognition, taking a “thought exercise” approach. We first note that the basic principles from embodiment theory are either unacceptably vague (e.g., the premise that perception is influenced by the body) or they offer nothing new (e.g., cognition evolved to optimize survival, emotions affect cognition, perception-action couplings are important). We next suggest that, for the vast majority of classic findings in cognitive science, embodied cognition offers no scientifically valuable insight. In most cases, the theory has no logical connections to the phenomena, other than some trivially true ideas. Beyond classic laboratory findings, embodiment theory is also unable to adequately address the basic experiences of cognitive life. PMID:27282990

Comparative Evaluation of the Cognitive Theories of Piaget and Ausubel.

ERIC Educational Resources Information Center

Nielsen, Loretta A.

Jean Piaget's theory of cognitive development and David Ausubel's assimilation theory of learning are explicated and selected research involving both theories is reviewed in this paper. The two theories are compared on selected dimensions to demonstrate that they are compatible and that, in conjunction with one another, they form a strong…

Design of fuzzy cognitive maps using neural networks for predicting chaotic time series.

PubMed

Song, H J; Miao, C Y; Shen, Z Q; Roel, W; Maja, D H; Francky, C

2010-12-01

As a powerful paradigm for knowledge representation and a simulation mechanism applicable to numerous research and application fields, Fuzzy Cognitive Maps (FCMs) have attracted a great deal of attention from various research communities. However, the traditional FCMs do not provide efficient methods to determine the states of the investigated system and to quantify causalities which are the very foundation of the FCM theory. Therefore in many cases, constructing FCMs for complex causal systems greatly depends on expert knowledge. The manually developed models have a substantial shortcoming due to model subjectivity and difficulties with accessing its reliability. In this paper, we propose a fuzzy neural network to enhance the learning ability of FCMs so that the automatic determination of membership functions and quantification of causalities can be incorporated with the inference mechanism of conventional FCMs. In this manner, FCM models of the investigated systems can be automatically constructed from data, and therefore are independent of the experts. Furthermore, we employ mutual subsethood to define and describe the causalities in FCMs. It provides more explicit interpretation for causalities in FCMs and makes the inference process easier to understand. To validate the performance, the proposed approach is tested in predicting chaotic time series. The simulation studies show the effectiveness of the proposed approach. Copyright © 2010 Elsevier Ltd. All rights reserved.

Moving to higher ground: The dynamic field theory and the dynamics of visual cognition

PubMed Central

Johnson, Jeffrey S.; Spencer, John P.; Schöner, Gregor

2009-01-01

In the present report, we describe a new dynamic field theory that captures the dynamics of visuo-spatial cognition. This theory grew out of the dynamic systems approach to motor control and development, and is grounded in neural principles. The initial application of dynamic field theory to issues in visuo-spatial cognition extended concepts of the motor approach to decision making in a sensori-motor context, and, more recently, to the dynamics of spatial cognition. Here we extend these concepts still further to address topics in visual cognition, including visual working memory for non-spatial object properties, the processes that underlie change detection, and the ‘binding problem’ in vision. In each case, we demonstrate that the general principles of the dynamic field approach can unify findings in the literature and generate novel predictions. We contend that the application of these concepts to visual cognition avoids the pitfalls of reductionist approaches in cognitive science, and points toward a formal integration of brains, bodies, and behavior. PMID:19173013

Distributed Cognition and Distributed Morality: Agency, Artifacts and Systems.

PubMed

Heersmink, Richard

2017-04-01

There are various philosophical approaches and theories describing the intimate relation people have to artifacts. In this paper, I explore the relation between two such theories, namely distributed cognition and distributed morality theory. I point out a number of similarities and differences in these views regarding the ontological status they attribute to artifacts and the larger systems they are part of. Having evaluated and compared these views, I continue by focussing on the way cognitive artifacts are used in moral practice. I specifically conceptualise how such artifacts (a) scaffold and extend moral reasoning and decision-making processes, (b) have a certain moral status which is contingent on their cognitive status, and (c) whether responsibility can be attributed to distributed systems. This paper is primarily written for those interested in the intersection of cognitive and moral theory as it relates to artifacts, but also for those independently interested in philosophical debates in extended and distributed cognition and ethics of (cognitive) technology.

Implicit Theories of Intelligence, Goal Orientation, Cognitive Engagement, and Achievement: A Test of Dweck's Model with Returning to School Adults

ERIC Educational Resources Information Center

Dupeyrat, Caroline; Marine, Claudette

2005-01-01

This study tested and extended Dweck's social-cognitive theory of motivation with adults who deliberately chose to face the challenge of returning to school. We examined the relationships among beliefs (implicit theories) on the nature of intelligence, goal orientation, cognitive engagement in learning, and achievement using path analyses.…

SupportNet for Frontline Behavioral Health Providers

DTIC Science & Technology

2014-06-30

social -cognitive theory perspective ( Bandura , 1997), the proposed website and integrated treatment would enhance the perceived social environmental...Objective 2: We will evaluate the utility of social cognitive theory as a framework for understanding the stress process for military mental health...healthcare providers. SupportNet, based on the theoretical framework of social cognitive theory , utilizes web-based support system with coaching to

Applying Social Cognitive Theory in Coaching Athletes: The Power of Positive Role Models

ERIC Educational Resources Information Center

Connolly, Graeme J.

2017-01-01

The purpose of this article is to help coaches apply specific principles of psychology to the coaching process. More specifically, the work of Albert Bandura and his social cognitive theory form the basis for the article. This article begins with a brief overview of Bandura's social cognitive theory. It then examines four types of behaviors worthy…

The Extended Mind Theory of Cognitive Distortions in Sex Offenders

ERIC Educational Resources Information Center

Ward, Tony

2009-01-01

An innovative theory of the nature of cognition, the extended mind theory (EMT), has emerged recently in the cognitive science literature. According to the EMT, the boundaries of the mind extend beyond the boundaries of skull and skin, into the world beyond. My aim in this paper is to consider the practical implications of the EMT for therapists…

Comparison of Attachment theory and Cognitive-Motivational Structure theory.

PubMed

Malerstein, A J

2005-01-01

Attachment theory and Cognitive-Motivational Structure (CMS) are similar in most respects. They differ primarily in their proposal of when, during development, one's sense of the self and of the outside world are formed. I propose that the theories supplement each other after about age seven years--when Attachment theory's predictions of social function become unreliable, CMS theory comes into play.

Application of the Intervention Mapping protocol to develop Keys, a family child care home intervention to prevent early childhood obesity.

PubMed

Mann, Courtney M; Ward, Dianne S; Vaughn, Amber; Benjamin Neelon, Sara E; Long Vidal, Lenita J; Omar, Sakinah; Namenek Brouwer, Rebecca J; Østbye, Truls

2015-12-10

Many families rely on child care outside the home, making these settings important influences on child development. Nearly 1.5 million children in the U.S. spend time in family child care homes (FCCHs), where providers care for children in their own residences. There is some evidence that children in FCCHs are heavier than those cared for in centers. However, few interventions have targeted FCCHs for obesity prevention. This paper will describe the application of the Intervention Mapping (IM) framework to the development of a childhood obesity prevention intervention for FCCHs Following the IM protocol, six steps were completed in the planning and development of an intervention targeting FCCHs: needs assessment, formulation of change objectives matrices, selection of theory-based methods and strategies, creation of intervention components and materials, adoption and implementation planning, and evaluation planning Application of the IM process resulted in the creation of the Keys to Healthy Family Child Care Homes program (Keys), which includes three modules: Healthy You, Healthy Home, and Healthy Business. Delivery of each module includes a workshop, educational binder and tool-kit resources, and four coaching contacts. Social Cognitive Theory and Self-Determination Theory helped guide development of change objective matrices, selection of behavior change strategies, and identification of outcome measures. The Keys program is currently being evaluated through a cluster-randomized controlled trial The IM process, while time-consuming, enabled rigorous and systematic development of intervention components that are directly tied to behavior change theory and may increase the potential for behavior change within the FCCHs.

Relevance theory: pragmatics and cognition.

PubMed

Wearing, Catherine J

2015-01-01

Relevance Theory is a cognitively oriented theory of pragmatics, i.e., a theory of language use. It builds on the seminal work of H.P. Grice(1) to develop a pragmatic theory which is at once philosophically sensitive and empirically plausible (in both psychological and evolutionary terms). This entry reviews the central commitments and chief contributions of Relevance Theory, including its Gricean commitment to the centrality of intention-reading and inference in communication; the cognitively grounded notion of relevance which provides the mechanism for explaining pragmatic interpretation as an intention-driven, inferential process; and several key applications of the theory (lexical pragmatics, metaphor and irony, procedural meaning). Relevance Theory is an important contribution to our understanding of the pragmatics of communication. © 2014 John Wiley & Sons, Ltd.

Cognitive Psychology and Design Paradigms in the Development of Multimedia Courseware

DTIC Science & Technology

1993-09-01

Cognitive Apprenticeship : Teaching the Crafts of Reading, Writing, and Mathematics ". In Resnick, Lauren B. (Editor) Knowing, Learning , and Instruction , pp... thinking are cognitive processes the designers of interactive learning systems must consider the connection between cognition and the ability of an...should be based on instructional design theory, human factors, and cognitive learning theories. If these elements are not included in a

Management of the Lower St. Croix riverway: the application of cognitive visual mapping and social and resource assessment methods

Treesearch

Robert Becker; William Gates; Bernard J. Niemann Jr.

1979-01-01

This paper provides an overview of methods and results obtained from an extensive social and recreational carrying capacity study conducted for a National Scenic and Recreational Riverway - the Lower St. Croix. The paper also includes preliminary results and illustrations of a cognitive mapping technique for mapping scenic beauty. Over 1000 separate polygons were...

An information theory account of cognitive control.

PubMed

Fan, Jin

2014-01-01

Our ability to efficiently process information and generate appropriate responses depends on the processes collectively called cognitive control. Despite a considerable focus in the literature on the cognitive control of information processing, neural mechanisms underlying control are still unclear, and have not been characterized by considering the quantity of information to be processed. A novel and comprehensive account of cognitive control is proposed using concepts from information theory, which is concerned with communication system analysis and the quantification of information. This account treats the brain as an information-processing entity where cognitive control and its underlying brain networks play a pivotal role in dealing with conditions of uncertainty. This hypothesis and theory article justifies the validity and properties of such an account and relates experimental findings to the frontoparietal network under the framework of information theory.

Comparing Spiritual Development and Cognitive Development.

ERIC Educational Resources Information Center

Love, Patrick G.

2002-01-01

Three spiritual development theories and theorists (i.e., Parks, Fowler, and Helminiak) were compared with traditional cognitive development theory and theorists. The analysis reveals both commonalities between the two sets of theories and unique contributions to an understanding of student development on the part of spiritual development theory.…

Piaget's Theory: A Psychological Critique.

ERIC Educational Resources Information Center

Brown, Geoffrey; Desforges, Charles

The authors offer a detailed and systematic critique of Piaget's theory of cognitive development, examining it in relation to other theories of development. Chapter 1 points out some of the problems in building and evaluating scientific theories and considers contrasting approaches to cognitive development (including those which focus on…

Analysis of cognitive theories in artificial intelligence and psychology in relation to the qualitative process of emotion

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

Semrau, P.

The purpose of this study was to analyze selected cognitive theories in the areas of artificial intelligence (A.I.) and psychology to determine the role of emotions in the cognitive or intellectual processes. Understanding the relationship of emotions to processes of intelligence has implications for constructing theories of aesthetic response and A.I. systems in art. Psychological theories were examined that demonstrated the changing nature of the research in emotion related to cognition. The basic techniques in A.I. were reviewed and the A.I. research was analyzed to determine the process of cognition and the role of emotion. The A.I. research emphasized themore » digital, quantifiable character of the computer and associated cognitive models and programs. In conclusion, the cognitive-emotive research in psychology and the cognitive research in A.I. emphasized quantification methods over analog and qualitative characteristics required for a holistic explanation of cognition. Further A.I. research needs to examine the qualitative aspects of values, attitudes, and beliefs on influencing the creative thinking processes. Inclusion of research related to qualitative problem solving in art provides a more comprehensive base of study for examining the area of intelligence in computers.« less

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.

The maps problem and the mapping problem: Two challenges for a cognitive neuroscience of speech and language

PubMed Central

Poeppel, David

2012-01-01

Research on the brain basis of speech and language faces theoretical and empirical challenges. The majority of current research, dominated by imaging, deficit-lesion, and electrophysiological techniques, seeks to identify regions that underpin aspects of language processing such as phonology, syntax, or semantics. The emphasis lies on localization and spatial characterization of function. The first part of the paper deals with a practical challenge that arises in the context of such a research program. This maps problem concerns the extent to which spatial information and localization can satisfy the explanatory needs for perception and cognition. Several areas of investigation exemplify how the neural basis of speech and language is discussed in those terms (regions, streams, hemispheres, networks). The second part of the paper turns to a more troublesome challenge, namely how to formulate the formal links between neurobiology and cognition. This principled problem thus addresses the relation between the primitives of cognition (here speech, language) and neurobiology. Dealing with this mapping problem invites the development of linking hypotheses between the domains. The cognitive sciences provide granular, theoretically motivated claims about the structure of various domains (the ‘cognome’); neurobiology, similarly, provides a list of the available neural structures. However, explanatory connections will require crafting computationally explicit linking hypotheses at the right level of abstraction. For both the practical maps problem and the principled mapping problem, developmental approaches and evidence can play a central role in the resolution. PMID:23017085

The Concept of the Moral Domain in Moral Foundations Theory and Cognitive Developmental Theory: Horses for Courses?

ERIC Educational Resources Information Center

Maxwell, Bruce; Beaulac, Guillaume

2013-01-01

Moral foundations theory chastises cognitive developmental theory for having foisted on moral psychology a restrictive conception of the moral domain which involves arbitrarily elevating the values of justice and caring. The account of this negative influence on moral psychology, referred to in the moral foundations theory literature as the…

Practising what we preach: using cognitive load theory for workshop design and evaluation.

PubMed

Naismith, Laura M; Haji, Faizal A; Sibbald, Matthew; Cheung, Jeffrey J H; Tavares, Walter; Cavalcanti, Rodrigo B

2015-12-01

Theory-based instructional design is a top priority in medical education. The goal of this Show and Tell article is to present our theory-driven approach to the design of instruction for clinical educators. We adopted cognitive load theory as a framework to design and evaluate a series of professional development workshops that were delivered at local, national and international academic conferences in 2014. We used two rating scales to measure participants' cognitive load. Participants also provided narrative comments as to how the workshops could be improved. Cognitive load ratings from 59 participants suggested that the workshop design optimized learning by managing complexity for different levels of learners (intrinsic load), stimulating cognitive processing for long-term memory storage (germane load), and minimizing irrelevant distracters (extraneous load). Narrative comments could also be classified as representing intrinsic, extraneous, or germane load, which provided specific directions for ongoing quality improvement. These results demonstrate that a cognitive load theory approach to workshop design and evaluation is feasible and useful in the context of medical education.

Assessing Local Knowledge Use in Agroforestry Management with Cognitive Maps

NASA Astrophysics Data System (ADS)

Isaac, Marney E.; Dawoe, Evans; Sieciechowicz, Krystyna

2009-06-01

Small-holder farmers often develop adaptable agroforestry management techniques to improve and diversify crop production. In the cocoa growing region of Ghana, local knowledge on such farm management holds a noteworthy role in the overall farm development. The documentation and analysis of such knowledge use in cocoa agroforests may afford an applicable framework to determine mechanisms driving farmer preference and indicators in farm management. This study employed 12 in-depth farmer interviews regarding variables in farm management as a unit of analysis and utilized cognitive mapping as a qualitative method of analysis. Our objectives were (1) to illustrate and describe agroforestry management variables and associated farm practices, (2) to determine the scope of decision making of individual farmers, and (3) to investigate the suitability of cognitive mapping as a tool for assessing local knowledge use. Results from the cognitive maps revealed an average of 16 ± 3 variables and 19 ± 3 links between management variables in the farmer cognitive maps. Farmer use of advantageous ecological processes was highly central to farm management (48% of all variables), particularly manipulation of organic matter, shade and food crop establishment, and maintenance of a tree stratum as the most common, highly linked variables. Over 85% of variables included bidirectional arrows, interpreted as farm management practices dominated by controllable factors, insofar as farmers indicated an ability to alter most farm characteristics. Local knowledge use on cocoa production revealed detailed indicators for site evaluation, thus affecting farm preparation and management. Our findings suggest that amid multisourced information under conditions of uncertainty, strategies for adaptable agroforestry management should integrate existing and localized management frameworks and that cognitive mapping provides a tool-based approach to advance such a management support system.

Assessing local knowledge use in agroforestry management with cognitive maps.

PubMed

Isaac, Marney E; Dawoe, Evans; Sieciechowicz, Krystyna

2009-06-01

Small-holder farmers often develop adaptable agroforestry management techniques to improve and diversify crop production. In the cocoa growing region of Ghana, local knowledge on such farm management holds a noteworthy role in the overall farm development. The documentation and analysis of such knowledge use in cocoa agroforests may afford an applicable framework to determine mechanisms driving farmer preference and indicators in farm management. This study employed 12 in-depth farmer interviews regarding variables in farm management as a unit of analysis and utilized cognitive mapping as a qualitative method of analysis. Our objectives were (1) to illustrate and describe agroforestry management variables and associated farm practices, (2) to determine the scope of decision making of individual farmers, and (3) to investigate the suitability of cognitive mapping as a tool for assessing local knowledge use. Results from the cognitive maps revealed an average of 16 +/- 3 variables and 19 +/- 3 links between management variables in the farmer cognitive maps. Farmer use of advantageous ecological processes was highly central to farm management (48% of all variables), particularly manipulation of organic matter, shade and food crop establishment, and maintenance of a tree stratum as the most common, highly linked variables. Over 85% of variables included bidirectional arrows, interpreted as farm management practices dominated by controllable factors, insofar as farmers indicated an ability to alter most farm characteristics. Local knowledge use on cocoa production revealed detailed indicators for site evaluation, thus affecting farm preparation and management. Our findings suggest that amid multisourced information under conditions of uncertainty, strategies for adaptable agroforestry management should integrate existing and localized management frameworks and that cognitive mapping provides a tool-based approach to advance such a management support system.

A Reading Attempt of the Urban Memory of Eskisehir Osmangazi University Meselik Campus via Cognitive Mapping

NASA Astrophysics Data System (ADS)

Alptekin, Orkun

2017-10-01

University campuses have a small city view containing basic city functions such as work, accommodation, rest and transportation. They are spaces of social life that occupy large areas, have population density and different activities, change and grow with the cities they live in, and memorize the past accumulations. In this context, it is necessary for campuses to form and protect their own memories like cities. Campus memory is the ability of individuals to keep, maintain and - when necessary- reveal the experiences, sensations, comprehensions gathered from physical environment. "Cognitive mapping" is used to reveal the physical and emotional relationship that individuals make with the city and the individual-city interaction. Cognitive maps are created graphically using verbal and geometric items on paper by remembering these coded urban images. In this study, to determine the urban images belonging to Eskisehir Osmangazi University Meselik Campus, architecture students who have a short period experience of the campus were asked to note the areas they interact with the campus on the cognitive map. Campus memory items are identified by analysing the cognitive maps of the individuals who experienced the campus. In the direction of the obtained data, the campus area was re-read with five basic elements of Lynch: paths, districts, edges, nodes, and landmarks. As a result of these analyses, it is seen that religious structure, which is a large symbolic structure, located next to the main entrance in the settlement and health care facilities defined as landmarks are located in the memory of most of the individuals. Then, paths, nodes, districts, edges and educational buildings are listed respectively in cognitive maps.

Flight School in the Virtual Environment: Capabilities and Risks of Executing a Simulations-Based Flight Training Program

DTIC Science & Technology

2012-05-17

theories work together to explain learning in aviation—behavioral learning theory , cognitive learning theory , constructivism, experiential ...solve problems, and make decisions. Experiential learning theory incorporates both behavioral and cognitive theories .104 This theory harnesses the...34Evaluation of the Effectiveness of Flight School XXI," 7. 106 David A. Kolb , Experiential Learning : Experience as the Source of

Implementing software based on relation frame theory to develop and increase relational cognitive skills

NASA Astrophysics Data System (ADS)

Presti, Giovambattista; Messina, Concetta; Mongelli, Francesca; Sireci, Maria Josè; Collotta, Mario

2017-11-01

Relational Frame Theory is a post-skinnerian theory of language and cognition based on more than thirty years of basic and applied research. It defines language and cognitive skills as an operant repertoire of responses to arbitrarily related stimuli specific, as far as is now known, of the human species. RFT has been proved useful in addressing cognitive barriers to human action in psychotherapy and also improving children skills in reading, IQ testing, and in metaphoric and categorical repertoires. We present a frame of action where RFT can be used in programming software to help autistic children to develop cognitive skills within a developmental vision.

A Review of Computer-Based Human Behavior Representations and Their Relation to Military Simulations

DTIC Science & Technology

2003-08-01

described by Emery and Trist (1960), activity theory introduced by Vygotsky in the 1930s and formalized by Leont’ev (1979) and situated cognition theory by...II-6 B. Adaptive Resonance Theory (ART) .......................................................... II-6 1. Model...II-31 G. Cognitive Complexity Theory (CCT

The Application of Piaget's Theory of Cognitive Development to Education.

ERIC Educational Resources Information Center

Kuhn, Deanna

1979-01-01

The difficulties encountered in attempting to apply Piaget's theory of cognitive development to education reveal ambiguities existing within the theory itself. Research activity by educators and by developmental theoreticians must be integrated in order to achieve either a comprehensive developmental theory or an effective application of it. (CT)

The Relationship of Mentoring on Middle School Girls' Science-Related Attitudes

ERIC Educational Resources Information Center

Clark, Lynette M.

2013-01-01

This quantitative study examined the science-related attitudes of middle school girls who attended a science-focused mentoring program and those of middle school girls who attended a traditional mentoring program. Theories related to this study include social cognitive theory, cognitive development theory, and possible selves' theory. These…

The Role of Self-Determination Theory and Cognitive Evaluation Theory in Home Education

ERIC Educational Resources Information Center

Riley, Gina

2016-01-01

This article explores the theories of Self-Determination, Cognitive Evaluation, and Intrinsic Motivation as it applies to home education. According to Self-Determination Theory, intrinsic motivation is innate. However, the maintenance and enhancement of intrinsic motivation depends upon the social and environmental conditions surrounding the…

Empirical evidence of the effectiveness of concept mapping as a learning intervention for nuclear medicine technology students in a distance learning radiation protection and biology course.

PubMed

Passmore, Gregory G; Owen, Mary Anne; Prabakaran, Krishnan

2011-12-01

Metacognitive learning strategies are based on instructional learning theory, which promotes deep, meaningful learning. Educators in a baccalaureate-level nuclear medicine technology program demonstrated that students enrolled in an online, distance learning section of an introductory radiation protection and radiobiology course performed better when traditional instruction was supplemented with nontraditional metacognitive learning strategies. The metacognitive learning strategy that was used is best known as concept mapping. The concept map, in addition to the standard homework problem assignment and opportunity for question-answer sessions, became the template for misconception identification and remediation interactions between the instructor and the student. The control group relied on traditional homework problems and question-answer sessions alone. Because students in both the "treatment" groups (i.e., students who used concept mapping) and the control group were distance learning students, all personal communications were conducted via e-mail or telephone. The final examination of the course was used to facilitate a quantitative comparison of the performance of students who used concept mapping and the performance of students who did not use concept mapping. The results demonstrated a significantly higher median final examination score for the concept mapping group than for the non-concept mapping group (z = -2.0381, P = 0.0415), with an appropriately large effect size (2.65). Concept mapping is a cognitive learning intervention that effectively enables meaningful learning and is suitable for use in the independent learner-oriented distance learning environments used by some nuclear medicine technology programs.

Neuropsychology and cognitive neuroscience in the fMRI era: A recapitulation of localizationist and connectionist views.

PubMed

Sutterer, Matthew J; Tranel, Daniel

2017-11-01

We highlight the past 25 years of cognitive neuroscience and neuropsychology, focusing on the impact to the field of the introduction in 1992 of functional MRI (fMRI). We reviewed the past 25 years of literature in cognitive neuroscience and neuropsychology, focusing on the relation and interplay of fMRI studies and studies utilizing the "lesion method" in human participants with focal brain damage. Our review highlights the state of localist/connectionist research debates in cognitive neuroscience and neuropsychology circa 1992, and details how the introduction of fMRI into the field at that time catalyzed a new wave of efforts to map complex human behavior to specific brain regions. This, in turn, eventually evolved into many studies that focused on networks and connections between brain areas, culminating in recent years with large-scale investigations such as the Human Connectome Project. We argue that throughout the past 25 years, neuropsychology-and more precisely, the "lesion method" in humans-has continued to play a critical role in arbitrating conclusions and theories derived from inferred patterns of local brain activity or wide-spread connectivity from functional imaging approaches. We conclude by highlighting the future for neuropsychology in the context of an increasingly complex methodological armamentarium. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Dynamic mapping of brain and cognitive control of virtual gameplay (study by functional magnetic resonance imaging).

PubMed

Rezakova, M V; Mazhirina, K G; Pokrovskiy, M A; Savelov, A A; Savelova, O A; Shtark, M B

2013-04-01

Using functional magnetic resonance imaging technique, we performed online brain mapping of gamers, practiced to voluntary (cognitively) control their heart rate, the parameter that operated a competitive virtual gameplay in the adaptive feedback loop. With the default start picture, the regions of interest during the formation of optimal cognitive strategy were as follows: Brodmann areas 19, 37, 39 and 40, i.e. cerebellar structures (vermis, amygdala, pyramids, clivus). "Localization" concept of the contribution of the cerebellum to cognitive processes is discussed.

The Cognitive Spectrum of Transformative Learning

ERIC Educational Resources Information Center

Dix, Michael

2016-01-01

Although different transformative learning theories have been described in the literature, a detailed integrative theory is yet to emerge. I argue that unduly intellectualist assumptions regarding cognition have hampered current understandings and have obscured transformative learning's cognitive and metacognitive essence. Firstly, Mezirow's…

Nothing as Practical as a Good Theory? The Theoretical Basis of HIV Prevention Interventions for Young People in Sub-Saharan Africa: A Systematic Review.

PubMed

Michielsen, Kristien; Chersich, Matthew; Temmerman, Marleen; Dooms, Tessa; Van Rossem, Ronan

2012-01-01

This paper assesses the extent to which HIV prevention interventions for young people in sub-Saharan Africa are grounded in theory and if theory-based interventions are more effective. Three databases were searched for evaluation studies of HIV prevention interventions for youth. Additional articles were identified on websites of international organisations and through searching references. 34 interventions were included; 25 mentioned the use of theory. Social Cognitive Theory was most prominent (n = 13), followed by Health Belief Model (n = 7), and Theory of Reasoned Action/Planned Behaviour (n = 6). These cognitive behavioural theories assume that cognitions drive sexual behaviour. Reporting on choice and use of theory was low. Only three articles provided information about why a particular theory was selected. Interventions used theory to inform content (n = 13), for evaluation purposes (n = 4) or both (n = 7). No patterns of differential effectiveness could be detected between studies using and not using theory, or according to whether a theory informed content, and/or evaluation. We discuss characteristics of the theories that might account for the limited effectiveness observed, including overreliance on cognitions that likely vary according to type of sexual behaviour and other personal factors, inadequately address interpersonal factors, and failure to account for contextual factors.

Nothing as Practical as a Good Theory? The Theoretical Basis of HIV Prevention Interventions for Young People in Sub-Saharan Africa: A Systematic Review

PubMed Central

Michielsen, Kristien; Chersich, Matthew; Temmerman, Marleen; Dooms, Tessa; Van Rossem, Ronan

2012-01-01

This paper assesses the extent to which HIV prevention interventions for young people in sub-Saharan Africa are grounded in theory and if theory-based interventions are more effective. Three databases were searched for evaluation studies of HIV prevention interventions for youth. Additional articles were identified on websites of international organisations and through searching references. 34 interventions were included; 25 mentioned the use of theory. Social Cognitive Theory was most prominent (n = 13), followed by Health Belief Model (n = 7), and Theory of Reasoned Action/Planned Behaviour (n = 6). These cognitive behavioural theories assume that cognitions drive sexual behaviour. Reporting on choice and use of theory was low. Only three articles provided information about why a particular theory was selected. Interventions used theory to inform content (n = 13), for evaluation purposes (n = 4) or both (n = 7). No patterns of differential effectiveness could be detected between studies using and not using theory, or according to whether a theory informed content, and/or evaluation. We discuss characteristics of the theories that might account for the limited effectiveness observed, including overreliance on cognitions that likely vary according to type of sexual behaviour and other personal factors, inadequately address interpersonal factors, and failure to account for contextual factors. PMID:22900155

Cognitive Load Theory, Educational Research, and Instructional Design: Some Food for Thought

ERIC Educational Resources Information Center

de Jong, Ton

2010-01-01

Cognitive load is a theoretical notion with an increasingly central role in the educational research literature. The basic idea of cognitive load theory is that cognitive capacity in working memory is limited, so that if a learning task requires too much capacity, learning will be hampered. The recommended remedy is to design instructional systems…

Examining the Relationships of Different Cognitive Load Types Related to User Interface in Web-Based Instruction

ERIC Educational Resources Information Center

Cheon, Jongpil; Grant, Michael

2012-01-01

This study proposes a new instrument to measure cognitive load types related to user interface and demonstrates theoretical assumptions about different load types. In reconsidering established cognitive load theory, the inadequacies of the theory are criticized in terms of the adaption of learning efficiency score and distinction of cognitive load…

Cognitive Load Theory and the Role of Learner Experience: An Abbreviated Review for Educational Practitioners

ERIC Educational Resources Information Center

Artino, Anthony R., Jr.

2008-01-01

The purpose of this review is to provide educational practitioners with a brief overview of cognitive load theory (CLT) and its major implications for learning. To achieve this objective, the article includes a short description of human cognitive architecture as conceived by cognitive load theorists. Following this overview, the article provides…

A U-shaped Association between Blood Pressure and Cognitive Impairment in Chinese Elderly

PubMed Central

Lv, Yue-Bin; Zhu, Peng-Fei; Yin, Zhao-Xue; Kraus, Virginia Byers; Threapleton, Diane; Chei, Choy-Lye; Brasher, Melanie Sereny; Zhang, Juan; Qian, Han-Zhu; Mao, Chen; Matchar, David Bruce; Luo, Jie-Si; Zeng, Yi; Shi, Xiao-Ming

2017-01-01

Objectives Higher or lower blood pressure may relate to cognitive impairment, while the relationship between blood pressure and cognitive impairment among the elderly is not well-studied. The study objective was to determine whether blood pressure is associated with cognitive impairment in the elderly, and, if so, to accurately describe the association. Design Cross-sectional data from the sixth wave of the Chinese Longitudinal Healthy Longevity Survey (CLHLS) conducted in 2011 Setting Community-based setting in longevity areas in China Participants 7,144 Chinese elderly aged 65 years and older were included in the sample Measures Systolic blood pressures (SBP) and diastolic blood pressures (DBP) were measured, pulse pressure (PP) was calculated as (SBP)-(DBP) and mean arterial pressures (MAP) was calculated as 1/3(SBP) + 2/3(DBP). Cognitive function was assessed via a validated Mini-Mental State Examination (MMSE). Results Based on the results of generalized additive models (GAMs), U-shaped associations were identified between cognitive impairment and SBP, DBP, PP and MAP. The cut-points at which risk for cognitive impairment (MMSE<24) was minimized were determined by quadratic models as 141 mmHg, 85 mmHg, 62 mmHg and 103 mmHg, respectively. In the logistic models, U-shaped associations remained for SBP, DBP, and MAP but not PP. Below the identified cut-points, each 1mmHg decrease in blood pressure corresponded to 0.7%, 1.1%, and 1.1% greater risk in the risk of cognitive impairment, respectively. Above the cut-points, each 1mmHg increase in blood pressure corresponded to 1.2%, 1.8%, and 2.1% greater risk of cognitive impairment for SBP, DBP and MAP, respectively. Conclusion A U-shaped association between blood pressure and cognitive function in an elderly Chinese population was found. Recognition of these instances is important identifying the high-risk population for cognitive impairment and to individualize blood pressure management for cognitive impairment prevention. PMID:28126139

How to Map Theory: Reliable Methods Are Fruitless Without Rigorous Theory.

PubMed

Gray, Kurt

2017-09-01

Good science requires both reliable methods and rigorous theory. Theory allows us to build a unified structure of knowledge, to connect the dots of individual studies and reveal the bigger picture. Some have criticized the proliferation of pet "Theories," but generic "theory" is essential to healthy science, because questions of theory are ultimately those of validity. Although reliable methods and rigorous theory are synergistic, Action Identification suggests psychological tension between them: The more we focus on methodological details, the less we notice the broader connections. Therefore, psychology needs to supplement training in methods (how to design studies and analyze data) with training in theory (how to connect studies and synthesize ideas). This article provides a technique for visually outlining theory: theory mapping. Theory mapping contains five elements, which are illustrated with moral judgment and with cars. Also included are 15 additional theory maps provided by experts in emotion, culture, priming, power, stress, ideology, morality, marketing, decision-making, and more (see all at theorymaps.org ). Theory mapping provides both precision and synthesis, which helps to resolve arguments, prevent redundancies, assess the theoretical contribution of papers, and evaluate the likelihood of surprising effects.

Comparable Rest-related Promotion of Spatial Memory Consolidation in Younger and Older Adults

PubMed Central

Craig, Michael; Wolbers, Thomas; Harris, Mathew A.; Hauff, Patrick; Della Sala, Sergio; Dewar, Michaela

2017-01-01

Flexible spatial navigation depends on cognitive mapping, a function that declines with increasing age. In young adults, a brief period of post-navigation rest promotes the consolidation/integration of spatial memories into accurate cognitive maps. We examined (1) whether rest promotes spatial memory consolidation/integration in older adults and (2) whether the magnitude of the rest benefit changes with increasing age. Young and older adults learned a route through a virtual environment, followed by a 10min delay comprising either wakeful rest or a perceptual task, and a subsequent cognitive mapping task, requiring the pointing to landmarks from different locations. Pointing accuracy was lower in the older than younger adults. However, there was a comparable rest-related enhancement in pointing accuracy in the two age groups. Together our findings suggest that (i) the age-related decline in cognitive mapping cannot be explained by increased consolidation interference in older adults, and (ii) as we grow older rest continues to support the consolidation/integration of spatial memories. PMID:27689512

The Implications of the Cognitive Sciences for the Relation Between Religion and Science Education: The Case of Evolutionary Theory

NASA Astrophysics Data System (ADS)

Blancke, Stefaan; De Smedt, Johan; De Cruz, Helen; Boudry, Maarten; Braeckman, Johan

2012-08-01

This paper discusses the relationship between religion and science education in the light of the cognitive sciences. We challenge the popular view that science and religion are compatible, a view that suggests that learning and understanding evolutionary theory has no effect on students' religious beliefs and vice versa. We develop a cognitive perspective on how students manage to reconcile evolutionary theory with their religious beliefs. We underwrite the claim developed by cognitive scientists and anthropologists that religion is natural because it taps into people's intuitive understanding of the natural world which is constrained by essentialist, teleological and intentional biases. After contrasting the naturalness of religion with the unnaturalness of science, we discuss the difficulties cognitive and developmental scientists have identified in learning and accepting evolutionary theory. We indicate how religious beliefs impede students' understanding and acceptance of evolutionary theory. We explore a number of options available to students for reconciling an informed understanding of evolutionary theory with their religious beliefs. To conclude, we discuss the implications of our account for science and biology teachers.

Use of intervention mapping to adapt a health behavior change intervention for endometrial cancer survivors: the shape-up following cancer treatment program.

PubMed

Koutoukidis, Dimitrios A; Lopes, Sonia; Atkins, Lou; Croker, Helen; Knobf, M Tish; Lanceley, Anne; Beeken, Rebecca J

2018-03-27

About 80% of endometrial cancer survivors (ECS) are overweight or obese and have sedentary behaviors. Lifestyle behavior interventions are promising for improving dietary and physical activity behaviors, but the constructs associated with their effectiveness are often inadequately reported. The aim of this study was to systematically adapt an evidence-based behavior change program to improve healthy lifestyle behaviors in ECS. Following a review of the literature, focus groups and interviews were conducted with ECS (n = 16). An intervention mapping protocol was used for the program adaptation, which consisted of six steps: a needs assessment, formulation of matrices of change objectives, selection of theoretical methods and practical applications, program production, adoption and implementation planning, and evaluation planning. Social Cognitive Theory and Control Theory guided the adaptation of the intervention. The process consisted of eight 90-min group sessions focusing on shaping outcome expectations, knowledge, self-efficacy, and goals about healthy eating and physical activity. The adapted performance objectives included establishment of regular eating, balanced diet, and portion sizes, reduction in sedentary behaviors, increase in lifestyle and organized activities, formulation of a discrepancy-reducing feedback loop for all above behaviors, and trigger management. Information on managing fatigue and bowel issues unique to ECS were added. Systematic intervention mapping provided a framework to design a cancer survivor-centered lifestyle intervention. ECS welcomed the intervention and provided essential feedback for its adaptation. The program has been evaluated through a randomized controlled trial.

Cognitive approaches to emotions.

PubMed

Oatley, Keith; Johnson-Laird, P N

2014-03-01

Cognitive approaches offer clear links between how emotions are thought about in everyday life and how they are investigated psychologically. Cognitive researchers have focused on how emotions are caused when events or other people affect concerns and on how emotions influence processes such as reasoning, memory, and attention. Three representative cognitive theories of emotion continue to develop productively: the action-readiness theory, the core-affect theory, and the communicative theory. Some principles are common to them and divergences can be resolved by future research. Recent explanations have included how emotions structure social relationships, how they function in psychological illnesses, and how they are central to music and fiction. Copyright © 2013 Elsevier Ltd. All rights reserved.

The design of electronic map displays

NASA Technical Reports Server (NTRS)

Aretz, Anthony J.

1991-01-01

This paper presents a cognitive analysis of a pilot's navigation task and describes an experiment comparing a new map display that employs the principle of visual momentum with the two traditional approaches, track-up and north-up. The data show that the advantage of a track-up alignment is its congruence with the egocentered forward view; however, the inconsistency of the rotating display hinders development of a cognitive map. The stability of a north-up alignment aids the acquisition of a cognitive map, but there is a cost associated with the mental rotation of the display to a track-up alignment for tasks involving the ego-centered forward view. The data also show that the visual momentum design captures the benefits and reduces the costs associated with the two traditional approaches.

Destination memory and cognitive theory of mind in normal ageing.

PubMed

El Haj, Mohamad; Raffard, Stéphane; Gély-Nargeot, Marie-Christine

2016-01-01

Destination memory is the ability to remember the destination to which a piece of information has been addressed (e.g., "Did I tell you about the promotion?"). This ability is found to be impaired in normal ageing. Our work aimed to link this deterioration to the decline in theory of mind. Forty younger adults (M age = 23.13 years, SD = 4.00) and 36 older adults (M age = 69.53 years, SD = 8.93) performed a destination memory task. They also performed the False-belief test addressing cognitive theory of mind and the Reading the mind in the eyes test addressing affective theory of mind. Results showed significant deterioration in destination memory, cognitive theory of mind and affective theory of mind in the older adults. The older adults' performance on destination memory was significantly correlated with and predicted by their performance on cognitive theory of mind. Difficulties in the ability to interpret and predict others' mental states are related to destination memory decline in older adults.

A Metatheory for Cognitive Development (or "Piaget is Dead" Revisited).

PubMed

Bjorklund, David F

2018-01-16

In 1997, I argued that with the loss of Piaget's theory as an overarching guide, cognitive development had become disjointed and a new metatheory was needed to unify the field. I suggested developmental biology, particularly evolutionary theory, as a candidate. Here, I examine the increasing emphasis of biology in cognitive development research over the past 2 decades. I describe briefly the emergence of evolutionary developmental psychology and examine areas in which proximal and distal biological causation have been particularly influential. I argue that developmental biology will continue to increasingly influence research and theory in cognitive development and that evolutionary theory is well on its way to becoming a metatheory, not just for cognitive development, but for developmental psychology generally. © 2018 The Authors. Child Development © 2018 Society for Research in Child Development, Inc.

An information theory account of cognitive control

PubMed Central

Fan, Jin

2014-01-01

Our ability to efficiently process information and generate appropriate responses depends on the processes collectively called cognitive control. Despite a considerable focus in the literature on the cognitive control of information processing, neural mechanisms underlying control are still unclear, and have not been characterized by considering the quantity of information to be processed. A novel and comprehensive account of cognitive control is proposed using concepts from information theory, which is concerned with communication system analysis and the quantification of information. This account treats the brain as an information-processing entity where cognitive control and its underlying brain networks play a pivotal role in dealing with conditions of uncertainty. This hypothesis and theory article justifies the validity and properties of such an account and relates experimental findings to the frontoparietal network under the framework of information theory. PMID:25228875

Learning: from association to cognition.

PubMed

Shanks, David R

2010-01-01

Since the very earliest experimental investigations of learning, tension has existed between association-based and cognitive theories. Associationism accounts for the phenomena of both conditioning and "higher" forms of learning via concepts such as excitation, inhibition, and reinforcement, whereas cognitive theories assume that learning depends on hypothesis testing, cognitive models, and propositional reasoning. Cognitive theories have received considerable impetus in regard to both human and animal learning from recent research suggesting that the key illustration of cue selection in learning, blocking, often arises from inferential reasoning. At the same time, a dichotomous view that separates noncognitive, unconscious (implicit) learning from cognitive, conscious (explicit) learning has gained favor. This review selectively describes key findings from this research, evaluates evidence for and against associative and cognitive explanatory constructs, and critically examines both the dichotomous view of learning as well as the claim that learning can occur unconsciously.

The Scientific Value of Cognitive Load Theory: A Research Agenda Based on the Structuralist View of Theories

ERIC Educational Resources Information Center

Gerjets, Peter; Scheiter, Katharina; Cierniak, Gabriele

2009-01-01

In this paper, two methodological perspectives are used to elaborate on the value of cognitive load theory (CLT) as a scientific theory. According to the more traditional critical rationalism of Karl Popper, CLT cannot be considered a scientific theory because some of its fundamental assumptions cannot be tested empirically and are thus not…

Using meta-analytic path analysis to test theoretical predictions in health behavior: An illustration based on meta-analyses of the theory of planned behavior.

PubMed

Hagger, Martin S; Chan, Derwin K C; Protogerou, Cleo; Chatzisarantis, Nikos L D

2016-08-01

Synthesizing research on social cognitive theories applied to health behavior is an important step in the development of an evidence base of psychological factors as targets for effective behavioral interventions. However, few meta-analyses of research on social cognitive theories in health contexts have conducted simultaneous tests of theoretically-stipulated pattern effects using path analysis. We argue that conducting path analyses of meta-analytic effects among constructs from social cognitive theories is important to test nomological validity, account for mediation effects, and evaluate unique effects of theory constructs independent of past behavior. We illustrate our points by conducting new analyses of two meta-analyses of a popular theory applied to health behaviors, the theory of planned behavior. We conducted meta-analytic path analyses of the theory in two behavioral contexts (alcohol and dietary behaviors) using data from the primary studies included in the original meta-analyses augmented to include intercorrelations among constructs and relations with past behavior missing from the original analysis. Findings supported the nomological validity of the theory and its hypotheses for both behaviors, confirmed important model processes through mediation analysis, demonstrated the attenuating effect of past behavior on theory relations, and provided estimates of the unique effects of theory constructs independent of past behavior. Our analysis illustrates the importance of conducting a simultaneous test of theory-stipulated effects in meta-analyses of social cognitive theories applied to health behavior. We recommend researchers adopt this analytic procedure when synthesizing evidence across primary tests of social cognitive theories in health. Copyright © 2016 Elsevier Inc. All rights reserved.

The cognitive atlas: toward a knowledge foundation for cognitive neuroscience.

PubMed

Poldrack, Russell A; Kittur, Aniket; Kalar, Donald; Miller, Eric; Seppa, Christian; Gil, Yolanda; Parker, D Stott; Sabb, Fred W; Bilder, Robert M

2011-01-01

Cognitive neuroscience aims to map mental processes onto brain function, which begs the question of what "mental processes" exist and how they relate to the tasks that are used to manipulate and measure them. This topic has been addressed informally in prior work, but we propose that cumulative progress in cognitive neuroscience requires a more systematic approach to representing the mental entities that are being mapped to brain function and the tasks used to manipulate and measure mental processes. We describe a new open collaborative project that aims to provide a knowledge base for cognitive neuroscience, called the Cognitive Atlas (accessible online at http://www.cognitiveatlas.org), and outline how this project has the potential to drive novel discoveries about both mind and brain.

Using a Virtual Reality Social Network During Awake Craniotomy to Map Social Cognition: Prospective Trial.

PubMed

Bernard, Florian; Lemée, Jean-Michel; Aubin, Ghislaine; Ter Minassian, Aram; Menei, Philippe

2018-06-26

In awake craniotomy, it is possible to temporarily inactivate regions of the brain using direct electrical stimulation, while the patient performs neuropsychological tasks. If the patient shows decreased performance in a given task, the neurosurgeon will not remove these regions, so as to maintain all brain functions. The objective of our study was to describe our experience of using a virtual reality (VR) social network during awake craniotomy and discuss its future applications for perioperative mapping of nonverbal language, empathy, and theory of mind. This was a single-center, prospective, unblinded trial. During wound closure, different VR experiences with a VR headset were proposed to the patient. This project sought to explore interactions with the neuropsychologist's avatar in virtual locations using a VR social network as an available experience. Three patients experienced VR. Despite some limitations due to patient positioning during the operation and the limitation of nonverbal cues inherent to the app, the neuropsychologist, as an avatar, could communicate with the patient and explore gesture communication while wearing a VR headset. With some improvements, VR social networks can be used in the near future to map social cognition during awake craniotomy. ClinicalTrials.gov NCT03010943; https://clinicaltrials.gov/ct2/show/NCT03010943 (Archived at WebCite at http://www.webcitation.org/70CYDil0P). ©Florian Bernard, Jean-Michel Lemée, Ghislaine Aubin, Aram Ter Minassian, Philippe Menei. Originally published in the Journal of Medical Internet Research (http://www.jmir.org), 26.06.2018.

Way-finding in displaced clock-shifted bees proves bees use a cognitive map.

PubMed

Cheeseman, James F; Millar, Craig D; Greggers, Uwe; Lehmann, Konstantin; Pawley, Matthew D M; Gallistel, Charles R; Warman, Guy R; Menzel, Randolf

2014-06-17

Mammals navigate by means of a metric cognitive map. Insects, most notably bees and ants, are also impressive navigators. The question whether they, too, have a metric cognitive map is important to cognitive science and neuroscience. Experimentally captured and displaced bees often depart from the release site in the compass direction they were bent on before their capture, even though this no longer heads them toward their goal. When they discover their error, however, the bees set off more or less directly toward their goal. This ability to orient toward a goal from an arbitrary point in the familiar environment is evidence that they have an integrated metric map of the experienced environment. We report a test of an alternative hypothesis, which is that all the bees have in memory is a collection of snapshots that enable them to recognize different landmarks and, associated with each such snapshot, a sun-compass-referenced home vector derived from dead reckoning done before and after previous visits to the landmark. We show that a large shift in the sun-compass rapidly induced by general anesthesia does not alter the accuracy or speed of the homeward-oriented flight made after the bees discover the error in their initial postrelease flight. This result rules out the sun-referenced home-vector hypothesis, further strengthening the now extensive evidence for a metric cognitive map in bees.

Way-finding in displaced clock-shifted bees proves bees use a cognitive map

PubMed Central

Cheeseman, James F.; Millar, Craig D.; Greggers, Uwe; Lehmann, Konstantin; Pawley, Matthew D. M.; Gallistel, Charles R.; Warman, Guy R.; Menzel, Randolf

2014-01-01

Mammals navigate by means of a metric cognitive map. Insects, most notably bees and ants, are also impressive navigators. The question whether they, too, have a metric cognitive map is important to cognitive science and neuroscience. Experimentally captured and displaced bees often depart from the release site in the compass direction they were bent on before their capture, even though this no longer heads them toward their goal. When they discover their error, however, the bees set off more or less directly toward their goal. This ability to orient toward a goal from an arbitrary point in the familiar environment is evidence that they have an integrated metric map of the experienced environment. We report a test of an alternative hypothesis, which is that all the bees have in memory is a collection of snapshots that enable them to recognize different landmarks and, associated with each such snapshot, a sun-compass–referenced home vector derived from dead reckoning done before and after previous visits to the landmark. We show that a large shift in the sun-compass rapidly induced by general anesthesia does not alter the accuracy or speed of the homeward-oriented flight made after the bees discover the error in their initial postrelease flight. This result rules out the sun-referenced home-vector hypothesis, further strengthening the now extensive evidence for a metric cognitive map in bees. PMID:24889633

Bibliographic Classification Theory and Text Linguistics: Aboutness Analysis, Intertextuality and the Cognitive Act of Classifying Documents.

ERIC Educational Resources Information Center

Beghtol, Clare

1986-01-01

Explicates a definition and theory of "aboutness" and aboutness analysis developed by text linguist van Dijk; explores implications of text linguistics for bibliographic classification theory; suggests the elements that a theory of the cognitive process of classifying documents needs to encompass; and delineates how people identify…

Undergraduates' intentions to take a second language proficiency test: a comparison of predictions from the theory of planned behavior and social cognitive theory.

PubMed

Lin, Bih-Jiau; Chiou, Wen-Bin

2010-06-01

English competency has become essential for obtaining a better job or succeeding in higher education in Taiwan. Thus, passing the General English Proficiency Test is important for college students in Taiwan. The current study applied Ajzen's theory of planned behavior and the notions of outcome expectancy and self-efficacy from Bandura's social cognitive theory to investigate college students' intentions to take the General English Proficiency Test. The formal sample consisted of 425 undergraduates (217 women, 208 men; M age = 19.5 yr., SD = 1.3). The theory of planned behavior showed greater predictive ability (R2 = 33%) of intention than the social cognitive theory (R2 = 7%) in regression analysis and made a unique contribution to prediction of actual test-taking behavior one year later in logistic regression. Within-model analyses indicated that subjective norm in theory of planned behavior and outcome expectancy in social cognitive theory are crucial factors in predicting intention. Implications for enhancing undergraduates' intentions to take the English proficiency test are discussed.

Cattell-Horn-Carroll Cognitive-Achievement Relations: What We Have Learned from the Past 20 Years of Research

ERIC Educational Resources Information Center

McGrew, Kevin S.; Wendling, Barbara J.

2010-01-01

Contemporary Cattell-Horn-Carroll (CHC) theory of cognitive abilities has evolved over the past 20 years and serves as the theoretical foundation for a number of current cognitive ability assessments. CHC theory provides a means by which we can better understand the relationships between cognitive abilities and academic achievement, an important…

Improving the Quality of Online Discussion: The Effects of Strategies Designed Based on Cognitive Load Theory Principles

ERIC Educational Resources Information Center

Darabi, Aubteen; Jin, Li

2013-01-01

This article focuses on heavy cognitive load as the reason for the lack of quality associated with conventional online discussion. Using the principles of cognitive load theory, four online discussion strategies were designed specifically aiming at reducing the discussants' cognitive load and thus enhancing the quality of their online discussion.…

Coordinating Representations

DTIC Science & Technology

2006-04-07

4 COGNITIVE THEORY OF INTERSUBJECTIVITY...adaptive component that is created and that the use of that component improves their performance. 2 Project Summary Objectives Develop cognitive theory of...distributed collaboration among a heterogeneous team of actors. Theory explains how collaborators share a common understanding of their cooperative

The Necessity of Machine Learning and Epistemology in the Development of Categorization Theories: A Case Study in Prototype-Exemplar Debate

NASA Astrophysics Data System (ADS)

Gagliardi, Francesco

In the present paper we discuss some aspects of the development of categorization theories concerning cognitive psychology and machine learning. We consider the thirty-year debate between prototype-theory and exemplar-theory in the studies of cognitive psychology regarding the categorization processes. We propose this debate is ill-posed, because it neglects some theoretical and empirical results of machine learning about the bias-variance theorem and the existence of some instance-based classifiers which can embed models subsuming both prototype and exemplar theories. Moreover this debate lies on a epistemological error of pursuing a, so called, experimentum crucis. Then we present how an interdisciplinary approach, based on synthetic method for cognitive modelling, can be useful to progress both the fields of cognitive psychology and machine learning.

Innovation and design of a web-based pain education interprofessional resource.

PubMed

Lax, Leila; Watt-Watson, Judy; Lui, Michelle; Dubrowski, Adam; McGillion, Michael; Hunter, Judith; Maclennan, Cameron; Knickle, Kerry; Robb, Anja; Lapeyre, Jaime

2011-01-01

The present article describes educational innovation processes and design of a web-based pain interprofessional resource for prelicensure health science students in universities across Canada. Operationalization of educational theory in design coupled with formative evaluation of design are discussed, along with strategies that support collaborative innovation. Educational design was driven by content, theory and evaluation. Pain misbeliefs and teaching points along the continuum from acute to persistent pain were identified. Knowledge-building theory, situated learning, reflection and novel designs for cognitive scaffolding were then employed. Design research principles were incorporated to inform iterative and ongoing design. An authentic patient case was constructed, situated in interprofessional complex care to highlight learning objectives related to pre-operative, postoperative and treatment up to one year, for a surgical cancer patient. Pain mechanisms, assessment and management framed content creation. Knowledge building scaffolds were used, which included video simulations, embedded resources, concurrent feedback, practice-based reflective exercises and commentaries. Scaffolds were refined to specifically support knowledge translation. Illustrative commentaries were designed to explicate pain misbeliefs and best practices. Architecture of the resource was mapped; a multimedia, interactive prototype was created. This pain education resource was developed primarily for individual use, with extensions for interprofessional collective discourse. Translation of curricular content scripts into representation maps supported the collaborative design process by establishing a common visual language. The web-based prototype will be formatively and summatively evaluated to assess pedagogic design, knowledge-translation scaffolds, pain knowledge gains, relevance, feasibility and fidelity of this educational innovation.

Theories of cognitive distortions in sexual offending: what the current research tells us.

PubMed

O Ciardha, Caoilte; Ward, Tony

2013-01-01

Cognitive distortions in sex offenders are specific or general beliefs/attitudes that violate commonly accepted norms of rationality that have been shown to be associated with the onset and maintenance of sexual offending. In this article, we describe the major theories that have been formulated to explain the role of distorted cognition in initiating and maintaining sexual offending. We evaluate each theory in light of a set of theory appraisal criteria and the available empirical research. Finally, we conclude by drawing together the results of this theory evaluation process and highlight the major implications for treatment and future research.

The limits of boundaries: unpacking localization and cognitive mapping relative to a boundary.

PubMed

Zhou, Ruojing; Mou, Weimin

2018-05-01

Previous research (Zhou, Mou, Journal of Experimental Psychology: Learning, Memory and Cognition 42(8):1316-1323, 2016) showed that learning individual locations relative to a single landmark, compared to learning relative to a boundary, led to more accurate inferences of inter-object spatial relations (cognitive mapping of multiple locations). Following our past findings, the current study investigated whether the larger number of reference points provided by a homogeneous circular boundary, as well as less accessible knowledge of direct spatial relations among the multiple reference points, would lead to less effective cognitive mapping relative to the boundary. Accordingly, we manipulated (a) the number of primary reference points (one segment drawn from a circular boundary, four such segments, vs. the complete boundary) available when participants were localizing four objects sequentially (Experiment 1) and (b) the extendedness of each of the four segments (Experiment 2). The results showed that cognitive mapping was the least accurate in the whole boundary condition. However, expanding each of the four segments did not affect the accuracy of cognitive mapping until the four were connected to form a continuous boundary. These findings indicate that when encoding locations relative to a homogeneous boundary, participants segmented the boundary into differentiated pieces and subsequently chose the most informative local part (i.e., the segment closest in distance to one location) as the primary reference point for a particular location. During this process, direct spatial relations among the reference points were likely not attended to. These findings suggest that people might encode and represent bounded space in a fragmented fashion when localizing within a homogeneous boundary.

Effect of Cognitive Style on Learning and Retrieval of Navigational Environments.

PubMed

Boccia, Maddalena; Vecchione, Francesca; Piccardi, Laura; Guariglia, Cecilia

2017-01-01

Field independence (FI) has been found to correlate with a wide range of cognitive processes requiring cognitive restructuring. Cognitive restructuring, that is going beyond the information given by the setting, is pivotal in creating stable mental representations of the environment, the so-called "cognitive maps," and it affects visuo-spatial abilities underpinning environmental navigation. Here we evaluated whether FI, by fostering cognitive restructuring of environmental cues on the basis of an internal frame of reference, affects the learning and retrieval of a novel environment. Fifty-four participants were submitted to the Embedded Figure Test (EFT) for assessing their Cognitive Style (CS) and to the Perspective Taking/Spatial Orientation Test (PTSOT) and the Santa Barbara Sense of Direction Scale (SBSOD) for assessing their spatial perspective taking and orientation skills. They were also required to learn a path in a novel, real environment (route learning, RL), to recognize landmarks of this path among distracters (landmark recognition, LR), to order them (landmark ordering, LO) and to draw the learned path on a map (map drawing, MD). Retrieval tasks were performed both immediately after learning (immediate-retrieval) and the day after (24 h-retrieval). Performances on EFT significantly correlated with the time needed to learn the path, with MD (both in the immediate- and in the 24 h- retrievals), results on LR (in 24-retrieval) and performances on PTSOT. Interestingly, we found that gender interacted with CS on RL (time of learning) and MD. Females performed significantly worse than males only if they were classified as FD, but did not differ from males if they were classified as FI. These results suggest that CS affects learning and retrieval of navigational environment, especially when a map-like representation is required. We propose that CS may be pivotal in forming the cognitive map of the environment, likely due to the higher ability of FI individuals in restructuring environmental cues in a global and flexible long-term representation of the environment.

Cognitive Mapping Tobacco Control Advice for Dentistry: A Dental PBRN Study

ERIC Educational Resources Information Center

Qu, Haiyan; Houston, Thomas K.; Williams, Jessica H.; Gilbert, Gregg H.; Shewchuk, Richard M.

2011-01-01

Objective: To identify facilitative strategies that could be used in developing a tobacco cessation program for community dental practices. Methods: Nominal group technique (NGT) meetings and a card-sort task were used to obtain formative data. A cognitive mapping approach involving multidimensional scaling and hierarchical cluster analysis was…

Using Cognitive Maps to Promote Self-Managed Learning in Online Communities of Inquiry

ERIC Educational Resources Information Center

Peacock, Susi; Cowan, John

2016-01-01

As online learners become more diverse and less well-prepared individually, particular help is required when transitioning into new, online learning environments, requiring engagement in collaborative, community-based educational activities. Cognitive maps provide one tool for tutors to support individuals in navigating the unfamiliar maze of…

Using Brain Electrical Activity Mapping to Diagnose Learning Disabilities.

ERIC Educational Resources Information Center

Torello, Michael, W.; Duffy, Frank H.

1985-01-01

Cognitive neuroscience assumes that measurement of brain electrical activity should relate to cognition. Brain Electrical Activity Mapping (BEAM), a non-invasive technique, is used to record changes in activity from one brain area to another and is 80 to 90 percent successful in classifying subjects as dyslexic or normal. (MT)

Job Seekers' Perceptions of Teleworking: A Cognitive Mapping Approach.

ERIC Educational Resources Information Center

Kerrin, Maire; Hone, Kate

2001-01-01

College students (n=40) and nonstudent job seekers (n=20) rated four dimensions of telework. Results were plotted in cognitive maps. Students preferred office work to telework, citing lack of social interaction. Nonstudents, slightly older and more likely to be parents, slightly preferred telework. Targeting recruitment to account for these…

Quantifying Qualitative Data Using Cognitive Maps

ERIC Educational Resources Information Center

Scherp, Hans-Ake

2013-01-01

The aim of the article is to show how substantial qualitative material consisting of graphic cognitive maps can be analysed by using digital CmapTools, Excel and SPSS. Evidence is provided of how qualitative and quantitative methods can be combined in educational research by transforming qualitative data into quantitative data to facilitate…

Variations in Cognitive Maps: Understanding Individual Differences in Navigation

ERIC Educational Resources Information Center

Weisberg, Steven M.; Schinazi, Victor R.; Newcombe, Nora S.; Shipley, Thomas F.; Epstein, Russell A.

2014-01-01

There are marked individual differences in the formation of cognitive maps both in the real world and in virtual environments (VE; e.g., Blajenkova, Motes, & Kozhevnikov, 2005; Chai & Jacobs, 2010; Ishikawa & Montello, 2006; Wen, Ishikawa, & Sato, 2011). These differences, however, are poorly understood and can be difficult to…

Using Concept Mapping as as Tool for Program Theory Development

ERIC Educational Resources Information Center

Orsi, Rebecca

2011-01-01

The purpose of this methodological study is to explore how well a process called "concept mapping" (Trochim, 1989) can articulate the theory which underlies a social program. Articulation of a program's theory is a key step in completing a sound theory based evaluation (Weiss, 1997a). In this study, concept mapping is used to…

Visual analytics as a translational cognitive science.

PubMed

Fisher, Brian; Green, Tera Marie; Arias-Hernández, Richard

2011-07-01

Visual analytics is a new interdisciplinary field of study that calls for a more structured scientific approach to understanding the effects of interaction with complex graphical displays on human cognitive processes. Its primary goal is to support the design and evaluation of graphical information systems that better support cognitive processes in areas as diverse as scientific research and emergency management. The methodologies that make up this new field are as yet ill defined. This paper proposes a pathway for development of visual analytics as a translational cognitive science that bridges fundamental research in human/computer cognitive systems and design and evaluation of information systems in situ. Achieving this goal will require the development of enhanced field methods for conceptual decomposition of human/computer cognitive systems that maps onto laboratory studies, and improved methods for conducting laboratory investigations that might better map onto real-world cognitive processes in technology-rich environments. Copyright © 2011 Cognitive Science Society, Inc.

Mice haploinsufficient for Map2k7, a gene involved in neurodevelopment and risk for schizophrenia, show impaired attention, a vigilance decrement deficit and unstable cognitive processing in an attentional task: impact of minocycline.

PubMed

Openshaw, R L; Thomson, D M; Penninger, J M; Pratt, J A; Morris, B J

2017-01-01

Members of the c-Jun N-terminal kinase (JNK) family of mitogen-activated protein (MAP) kinases, and the upstream kinase MKK7, have all been strongly linked with synaptic plasticity and with the development of the neocortex. However, the impact of disruption of this pathway on cognitive function is unclear. In the current study, we test the hypothesis that reduced MKK7 expression is sufficient to cause cognitive impairment. Attentional function in mice haploinsufficient for Map2k7 (Map2k7 +/- mice) was investigated using the five-choice serial reaction time task (5-CSRTT). Once stable performance had been achieved, Map2k7 +/- mice showed a distinctive attentional deficit, in the form of an increased number of missed responses, accompanied by a more pronounced decrement in performance over time and elevated intra-individual reaction time variability. When performance was reassessed after administration of minocycline-a tetracycline antibiotic currently showing promise for the improvement of attentional deficits in patients with schizophrenia-signs of improvement in attentional performance were detected. Overall, Map2k7 haploinsufficiency causes a distinctive pattern of cognitive impairment strongly suggestive of an inability to sustain attention, in accordance with those seen in psychiatric patients carrying out similar tasks. This may be important for understanding the mechanisms of cognitive dysfunction in clinical populations and highlights the possibility of treating some of these deficits with minocycline.

Soar: A Unified Theory of Cognition?

ERIC Educational Resources Information Center

Waldrop, M. Mitchell

1988-01-01

Describes an artificial intelligence system known as SOAR that approximates a theory of human cognition. Discusses cognition as problem solving, working memory, long term memory, autonomy and adaptability, and learning from experience as they relate to artificial intelligence generally and to SOAR specifically. Highlights the status of the…

Validity of Beck's Cognitive Theory of Depression with Nonreferred Adolescents.

ERIC Educational Resources Information Center

Moilanen, Donna L.

1995-01-01

Examined Beck's cognitive theory by analyzing relationships between depressive symptomatology and various measures of distorted, negative cognitive processes. Results demonstrated that high school students' greater levels of depressive symptomatology on the Beck Depression Inventory were most significantly associated with higher scores on both the…

Load theory behind the wheel; perceptual and cognitive load effects.

PubMed

Murphy, Gillian; Greene, Ciara M

2017-09-01

Perceptual Load Theory has been proposed as a resolution to the longstanding early versus late selection debate in cognitive psychology. There is much evidence in support of Load Theory but very few applied studies, despite the potential for the model to shed light on everyday attention and distraction. Using a driving simulator, the effect of perceptual and cognitive load on drivers' visual search was assessed. The findings were largely in line with Load Theory, with reduced distractor processing under high perceptual load, but increased distractor processing under high cognitive load. The effect of load on driving behaviour was also analysed, with significant differences in driving behaviour under perceptual and cognitive load. In addition, the effect of perceptual load on drivers' levels of awareness was investigated. High perceptual load significantly increased inattentional blindness and deafness, for stimuli that were both relevant and irrelevant to driving. High perceptual load also increased RTs to hazards. The current study helps to advance Load Theory by illustrating its usefulness outside of traditional paradigms. There are also applied implications for driver safety and roadway design, as the current study suggests that perceptual and cognitive load are important factors in driver attention. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Brain and Cognitive Reserve: Translation via Network Control Theory

PubMed Central

Medaglia, John Dominic; Pasqualetti, Fabio; Hamilton, Roy H.; Thompson-Schill, Sharon L.; Bassett, Danielle S.

2017-01-01

Traditional approaches to understanding the brain’s resilience to neuropathology have identified neurophysiological variables, often described as brain or cognitive “reserve,” associated with better outcomes. However, mechanisms of function and resilience in large-scale brain networks remain poorly understood. Dynamic network theory may provide a basis for substantive advances in understanding functional resilience in the human brain. In this perspective, we describe recent theoretical approaches from network control theory as a framework for investigating network level mechanisms underlying cognitive function and the dynamics of neuroplasticity in the human brain. We describe the theoretical opportunities offered by the application of network control theory at the level of the human connectome to understand cognitive resilience and inform translational intervention. PMID:28104411

A Preliminary Application of Social Cognitive Theory to Nonsuicidal Self-Injury.

PubMed

Hasking, Penelope; Rose, Alyssa

2016-08-01

Researchers have established a relationship between exposure to nonsuicidal self-injury (NSSI), and increased probability of engaging in the behavior, but few have endeavored to explain the mechanisms underlying the relationship. We drew on Social Cognitive Theory to argue that core cognitions, including NSSI outcome expectancies and self-efficacy expectancies, moderate this relationship. We also explored whether knowledge about NSSI and attitudes toward the behavior played a role in this relationship. A sample of 389 university students (73.1 % female, M age = 20.90, SD = 2.36), completed online questionnaires assessing the constructs of interest. Our findings support the application of Social Cognitive Theory to better understanding NSSI, with clear links between expectancies, self-efficacy and NSSI. Further, these cognitions moderated a number of exposure-NSSI relationships. Implications of these findings for theory, research and intervention are discussed.

Graph Theory and Cognition: An Alternative Avenue for Examining Neuropsychological Status in Epilepsy

PubMed Central

Garcia-Ramos, Camille; Lin, Jack J; Kellermann, Tanja S; Bonilha, Leonardo; Prabhakaran, Vivek; Hermann, Bruce P

2016-01-01

The recent revision of the classification of the epilepsies released by the ILAE Commission on Classification and Terminology (2005–2009) has been a major development in the field. Papers in this section of the special issue were charged with examining the relevance of other techniques and approaches to examining, categorizing and classifying cognitive and behavioral comorbidities. In that light, we investigate the applicability of graph theory to understand the impact of epilepsy on cognition compared to controls, and then the patterns of cognitive development in normally developing children which would set the stage for prospective comparisons of children with epilepsy and controls. The overall goal is to examine the potential utility of other analytic tools and approaches to conceptualize the cognitive comorbidities in epilepsy. Given that the major cognitive domains representing cognitive function are interdependent, the associations between the neuropsychological abilities underlying these domains can be referred to as a cognitive network. Therefore, the architecture of this cognitive network can be quantified and assessed using graph theory methods, rendering a novel approach to the characterization of cognitive status. In this article we provide fundamental information about graph theory procedures, followed by application of these techniques to cross-sectional analysis of neuropsychological data in children with epilepsy compared to controls, finalizing with prospective analysis of neuropsychological development in younger and older healthy controls. PMID:27017326

Cyberpsychology: a human-interaction perspective based on cognitive modeling.

PubMed

Emond, Bruno; West, Robert L

2003-10-01

This paper argues for the relevance of cognitive modeling and cognitive architectures to cyberpsychology. From a human-computer interaction point of view, cognitive modeling can have benefits both for theory and model building, and for the design and evaluation of sociotechnical systems usability. Cognitive modeling research applied to human-computer interaction has two complimentary objectives: (1) to develop theories and computational models of human interactive behavior with information and collaborative technologies, and (2) to use the computational models as building blocks for the design, implementation, and evaluation of interactive technologies. From the perspective of building theories and models, cognitive modeling offers the possibility to anchor cyberpsychology theories and models into cognitive architectures. From the perspective of the design and evaluation of socio-technical systems, cognitive models can provide the basis for simulated users, which can play an important role in usability testing. As an example of application of cognitive modeling to technology design, the paper presents a simulation of interactive behavior with five different adaptive menu algorithms: random, fixed, stacked, frequency based, and activation based. Results of the simulation indicate that fixed menu positions seem to offer the best support for classification like tasks such as filing e-mails. This research is part of the Human-Computer Interaction, and the Broadband Visual Communication research programs at the National Research Council of Canada, in collaboration with the Carleton Cognitive Modeling Lab at Carleton University.

Effects of Motion in the Far Peripheral Visual Field on Cognitive Test Performance and Cognitive Load.

PubMed

Bevilacqua, Andy; Paas, Fred; Krigbaum, Genomary

2016-04-01

Cognitive load theory posits that limited attention is in actuality a limitation in working memory resources. The load theory of selective attention and cognitive control sees the interplay between attention and awareness as separate modifying functions that act on working memory. Reconciling the theoretical differences in these two theories has important implications for learning. Thirty-nine adult participants performed a cognitively demanding test, with and without movement in the far peripheral field. Although the results for movement effects on cognitive load in this experiment were not statistically significant, men spent less time on the cognitive test in the peripheral movement condition than in the conditions without peripheral movement. No such difference was found for women. The implications of these results and recommendations for future research that extends the present study are presented. © The Author(s) 2016.

The Neuroscience of Storing and Molding Tool Action Concepts: How "Plastic" is Grounded Cognition?

PubMed

Mizelle, J C; Wheaton, Lewis A

2010-01-01

Choosing how to use tools to accomplish a task is a natural and seemingly trivial aspect of our lives, yet engages complex neural mechanisms. Recently, work in healthy populations has led to the idea that tool knowledge is grounded to allow for appropriate recall based on some level of personal history. This grounding has presumed neural loci for tool use, centered on parieto-temporo-frontal areas to fuse perception and action representations into one dynamic system. A challenge for this idea is related to one of its great benefits. For such a system to exist, it must be very plastic, to allow for the introduction of novel tools or concepts of tool use and modification of existing ones. Thus, learning new tool usage (familiar tools in new situations and new tools in familiar situations) must involve mapping into this grounded network while maintaining existing rules for tool usage. This plasticity may present a challenging breadth of encoding that needs to be optimally stored and accessed. The aim of this work is to explore the challenges of plasticity related to changing or incorporating representations of tool action within the theory of grounded cognition and propose a modular model of tool-object goal related accomplishment. While considering the neuroscience evidence for this approach, we will focus on the requisite plasticity for this system. Further, we will highlight challenges for flexibility and organization of already grounded tool actions and provide thoughts on future research to better evaluate mechanisms of encoding in the theory of grounded cognition.

An Integrated Theory of Prospective Time Interval Estimation: The Role of Cognition, Attention, and Learning

ERIC Educational Resources Information Center

Taatgen, Niels A.; van Rijn, Hedderik; Anderson, John

2007-01-01

A theory of prospective time perception is introduced and incorporated as a module in an integrated theory of cognition, thereby extending existing theories and allowing predictions about attention and learning. First, a time perception module is established by fitting existing datasets (interval estimation and bisection and impact of secondary…

Dark solitons, D-branes and noncommutative tachyon field theory

NASA Astrophysics Data System (ADS)

Giaccari, Stefano; Nian, Jun

2017-11-01

In this paper we discuss the boson/vortex duality by mapping the (3+1)D Gross-Pitaevskii theory into an effective string theory in the presence of boundaries. Via the effective string theory, we find the Seiberg-Witten map between the commutative and the noncommutative tachyon field theories, and consequently identify their soliton solutions with D-branes in the effective string theory. We perform various checks of the duality map and the identification of soliton solutions. This new insight between the Gross-Pitaevskii theory and the effective string theory explains the similarity of these two systems at quantitative level.

Attention, Working Memory, and Long-Term Memory in Multimedia Learning: An Integrated Perspective Based on Process Models of Working Memory

ERIC Educational Resources Information Center

Schweppe, Judith; Rummer, Ralf

2014-01-01

Cognitive models of multimedia learning such as the Cognitive Theory of Multimedia Learning (Mayer 2009) or the Cognitive Load Theory (Sweller 1999) are based on different cognitive models of working memory (e.g., Baddeley 1986) and long-term memory. The current paper describes a working memory model that has recently gained popularity in basic…

Memory and cognitive control in an integrated theory of language processing.

PubMed

Slevc, L Robert; Novick, Jared M

2013-08-01

Pickering & Garrod's (P&G's) integrated model of production and comprehension includes no explicit role for nonlinguistic cognitive processes. Yet, how domain-general cognitive functions contribute to language processing has become clearer with well-specified theories and supporting data. We therefore believe that their account can benefit by incorporating functions like working memory and cognitive control into a unified model of language processing.

Cognitive Style Revisited: Implications for Research in Art Production and Art Criticism.

ERIC Educational Resources Information Center

Lovano-Kerr, Jessie

This paper briefly reviews the concept of cognitive style and then analyzes Witkin's theory on Psychological Differentiation, examining its possible use for research in art education. Cognitive style refers to individual differences in the processes by which knowledge is acquired. According to Witkin's Psychological Differentiation theory,…

Digital Game-Based Learning Supports Student Motivation, Cognitive Success, and Performance Outcomes

ERIC Educational Resources Information Center

Woo, Jeng-Chung

2014-01-01

Traditional multimedia learning is primarily based on the cognitive load concept of information processing theory. Recent digital game-based learning (DGBL) studies have focused on exploring content support for learning motivation and related game characteristics. Motivation, volition, and performance (MVP) theory indicates that cognitive load and…

Graph theory and cognition: A complementary avenue for examining neuropsychological status in epilepsy.

PubMed

Garcia-Ramos, Camille; Lin, Jack J; Kellermann, Tanja S; Bonilha, Leonardo; Prabhakaran, Vivek; Hermann, Bruce P

2016-11-01

The recent revision of the classification of the epilepsies released by the ILAE Commission on Classification and Terminology (2005-2009) has been a major development in the field. Papers in this section of the special issue explore the relevance of other techniques to examine, categorize, and classify cognitive and behavioral comorbidities in epilepsy. In this review, we investigate the applicability of graph theory to understand the impact of epilepsy on cognition compared with controls and, then, the patterns of cognitive development in normally developing children which would set the stage for prospective comparisons of children with epilepsy and controls. The overall goal is to examine the potential utility of this analytic tool and approach to conceptualize the cognitive comorbidities in epilepsy. Given that the major cognitive domains representing cognitive function are interdependent, the associations between neuropsychological abilities underlying these domains can be referred to as a cognitive network. Therefore, the architecture of this cognitive network can be quantified and assessed using graph theory methods, rendering a novel approach to the characterization of cognitive status. We first provide fundamental information about graph theory procedures, followed by application of these techniques to cross-sectional analysis of neuropsychological data in children with epilepsy compared with that of controls, concluding with prospective analysis of neuropsychological development in younger and older healthy controls. This article is part of a Special Issue entitled "The new approach to classification: Rethinking cognition and behavior in epilepsy". Copyright © 2016 Elsevier Inc. All rights reserved.

Optimal Developmental Outcomes for the Child Aged Six to Twelve: Social, Moral, Cognitive, and Emotional Dimensions.

ERIC Educational Resources Information Center

Baker, Kay

2001-01-01

Discusses Montessori theories for development of social, moral, cognitive, and emotional dimensions of the human personality during the second plane of development--age six to puberty--as these theories relate to the theory of optimal experience. (JPB)

NCT and Culture-Conscious Developmental Science

ERIC Educational Resources Information Center

Downing-Wilson, Deborah; Pelaprat, Etienne; Rosero, Ivan; Vadeboncoeur, Jennifer; Packer, Martin; Cole, Michael

2013-01-01

The authors share the belief that there is great potential for developmental science in bringing the ideas of Niche Construction Theory (NCT), as developed in evolutionary biology, into conversation with Vygotskian-inspired theories such as cultural-historical and activity theories, distributed cognition, and embodied cognition, although from…

Image processing and applications based on visualizing navigation service

NASA Astrophysics Data System (ADS)

Hwang, Chyi-Wen

2015-07-01

When facing the "overabundant" of semantic web information, in this paper, the researcher proposes the hierarchical classification and visualizing RIA (Rich Internet Application) navigation system: Concept Map (CM) + Semantic Structure (SS) + the Knowledge on Demand (KOD) service. The aim of the Multimedia processing and empirical applications testing, was to investigating the utility and usability of this visualizing navigation strategy in web communication design, into whether it enables the user to retrieve and construct their personal knowledge or not. Furthermore, based on the segment markets theory in the Marketing model, to propose a User Interface (UI) classification strategy and formulate a set of hypermedia design principles for further UI strategy and e-learning resources in semantic web communication. These research findings: (1) Irrespective of whether the simple declarative knowledge or the complex declarative knowledge model is used, the "CM + SS + KOD navigation system" has a better cognition effect than the "Non CM + SS + KOD navigation system". However, for the" No web design experience user", the navigation system does not have an obvious cognition effect. (2) The essential of classification in semantic web communication design: Different groups of user have a diversity of preference needs and different cognitive styles in the CM + SS + KOD navigation system.

Challenges in the use of treatment to investigate cognition.

PubMed

Nickels, Lyndsey; Rapp, Brenda; Kohnen, Saskia

2015-01-01

The use of data from people with cognitive impairments to inform theories of cognition is an established methodology, particularly in the field of cognitive neuropsychology. However, it is less well known that studies that aim to improve cognitive functioning using treatment can also inform our understanding of cognition. This paper discusses a range of challenges that researchers face when testing theories of cognition and particularly when using treatment as a tool for doing so. It highlights the strengths of treatment methodology for testing causal relations and additionally discusses how generalization of treatment effects can shed light on the nature of cognitive representations and processes. These points are illustrated using examples from the Special Issue of Cognitive Neuropsychology entitled Treatment as a tool for investigating cognition.

On Probability Domains IV

NASA Astrophysics Data System (ADS)

Frič, Roman; Papčo, Martin

2017-12-01

Stressing a categorical approach, we continue our study of fuzzified domains of probability, in which classical random events are replaced by measurable fuzzy random events. In operational probability theory (S. Bugajski) classical random variables are replaced by statistical maps (generalized distribution maps induced by random variables) and in fuzzy probability theory (S. Gudder) the central role is played by observables (maps between probability domains). We show that to each of the two generalized probability theories there corresponds a suitable category and the two resulting categories are dually equivalent. Statistical maps and observables become morphisms. A statistical map can send a degenerated (pure) state to a non-degenerated one —a quantum phenomenon and, dually, an observable can map a crisp random event to a genuine fuzzy random event —a fuzzy phenomenon. The dual equivalence means that the operational probability theory and the fuzzy probability theory coincide and the resulting generalized probability theory has two dual aspects: quantum and fuzzy. We close with some notes on products and coproducts in the dual categories.

Contributions of Dynamic Systems Theory to Cognitive Development

PubMed Central

Spencer, John P.; Austin, Andrew; Schutte, Anne R.

2015-01-01

This paper examines the contributions of dynamic systems theory to the field of cognitive development, focusing on modeling using dynamic neural fields. A brief overview highlights the contributions of dynamic systems theory and the central concepts of dynamic field theory (DFT). We then probe empirical predictions and findings generated by DFT around two examples—the DFT of infant perseverative reaching that explains the Piagetian A-not-B error, and the DFT of spatial memory that explain changes in spatial cognition in early development. A systematic review of the literature around these examples reveals that computational modeling is having an impact on empirical research in cognitive development; however, this impact does not extend to neural and clinical research. Moreover, there is a tendency for researchers to interpret models narrowly, anchoring them to specific tasks. We conclude on an optimistic note, encouraging both theoreticians and experimentalists to work toward a more theory-driven future. PMID:26052181

The motivation for drug abuse treatment: testing cognitive and 12-step theories.

PubMed

Bell, D C; Montoya, I D; Richard, A J; Dayton, C A

1998-11-01

The purpose of this paper is to evaluate two models of behavior change: cognitive theory and 12-step theory. Research subjects were drawn from three separate, but parallel, samples of adults. The first sample consisted of out-of-treatment chronic drug users, the second consisted of drug users who had applied for treatment at a publicly funded multiple-provider drug treatment facility, and the third consisted of drug users who had applied for treatment at an intensive outpatient program for crack cocaine users. Cognitive theory was supported. Study participants applying for drug abuse treatment reported a higher level of perceived problem severity and a higher level of cognitive functioning than out-of-treatment drug users. Two hypotheses drawn from 12-step theory were not supported. Treatment applicants had more positive emotional functioning than out-of-treatment drug users, and one treatment-seeking sample had higher self-esteem.

The Cognitive Atlas: Toward a Knowledge Foundation for Cognitive Neuroscience

PubMed Central

Poldrack, Russell A.; Kittur, Aniket; Kalar, Donald; Miller, Eric; Seppa, Christian; Gil, Yolanda; Parker, D. Stott; Sabb, Fred W.; Bilder, Robert M.

2011-01-01

Cognitive neuroscience aims to map mental processes onto brain function, which begs the question of what “mental processes” exist and how they relate to the tasks that are used to manipulate and measure them. This topic has been addressed informally in prior work, but we propose that cumulative progress in cognitive neuroscience requires a more systematic approach to representing the mental entities that are being mapped to brain function and the tasks used to manipulate and measure mental processes. We describe a new open collaborative project that aims to provide a knowledge base for cognitive neuroscience, called the Cognitive Atlas (accessible online at http://www.cognitiveatlas.org), and outline how this project has the potential to drive novel discoveries about both mind and brain. PMID:21922006

The Map in Our Head Is Not Oriented North: Evidence from a Real-World Environment.

PubMed

Brunyé, Tad T; Burte, Heather; Houck, Lindsay A; Taylor, Holly A

2015-01-01

Like most physical maps, recent research has suggested that cognitive maps of familiar environments may have a north-up orientation. We demonstrate that north orientation is not a necessary feature of cognitive maps and instead may arise due to coincidental alignment between cardinal directions and the built and natural environment. Experiment 1 demonstrated that pedestrians have difficulty pointing north while navigating a familiar real-world environment with roads, buildings, and green spaces oriented oblique to cardinal axes. Instead, north estimates tended to be parallel or perpendicular to roads. In Experiment 2, participants did not demonstrate privileged memory access when oriented toward north while making relative direction judgments. Instead, retrieval was fastest and most accurate when orientations were aligned with roads. In sum, cognitive maps are not always oriented north. Rather, in some real-world environments they can be oriented with respect to environment-specific features, serving as convenient reference systems for organizing and using spatial memory.

GETTING LOST: TOPOGRAPHIC SKILLS IN ACQUIRED AND DEVELOPMENTAL PROSOPAGNOSIA

PubMed Central

Lee, Edison; Pancaroglu, Raika; Burles, Ford; Duchaine, Brad; Iaria, Giuseppe; Barton, Jason J S

2016-01-01

Previous studies report that acquired prosopagnosia is frequently associated with topographic disorientation. Whether this is associated with a specific anatomic subtype of prosopagnosia, how frequently it is seen with the developmental variant, and what specific topographic function is impaired to account for this problem are not known. We studied ten subjects with acquired prosopagnosia from either occipitotemporal or anterior temporal lesions and seven with developmental prosopagnosia. Subjects were given a battery of topographic tests, including house and scene recognition, the road map test, a test of cognitive map formation, and a standardized self-report questionnaire. House and/or scene recognition were frequently impaired after either occipitotemporal or anterior temporal lesions in acquired prosopagnosia. Subjects with occipitotemporal lesions were also impaired in cognitive map formation: an overlap analysis identified right fusiform and parahippocampal gyri as a likely correlate. Only one subject with acquired prosopagnosia had mild difficulty with directional orientation on the road map test. Only one subject with developmental prosopagnosia had difficulty with cognitive map formation, and none were impaired on the other tests. Scores for house and scene recognition correlated most strongly with the results of the questionnaire. We conclude that topographic disorientation in acquired prosopagnosia reflects impaired place recognition, with a contribution from poor cognitive map formation when there is occipitotemporal damage. Topographic impairments are less frequent in developmental prosopagnosia. PMID:26874939

Cognitive-behavioural theories and adherence: Application and relevance in antiretroviral therapy.

PubMed

Adefolalu, Adegoke O

2018-01-01

Adherence in chronic disease conditions is described as the extent to which a person's behaviour corresponds to the prescribed medical advice of the healthcare provider. This is not limited to medication intake only but also includes acts such as following instructions regarding dietary or fluid restrictions and taking medicines at the prescribed times and intervals. Although adherence to antiretroviral therapy (ART) is a predictor of good clinical outcome among HIV-infected persons on ART, it is a major challenge and strict adherence is not very common. This article aims to examine the application and relevance of some cognitive-behavioural theories in antiretroviral therapy adherence. After doing a thorough literature review, contemporary theories of health behaviour at the individual and interpersonal levels referred to as cognitive-behavioural theories were explored. This review highlights some aspects of the cognitive perspective of health behaviour theories as a good theoretical framework that could be used for organising thoughts about adherence and other health behaviours among patients on lifelong treatment such as ART. Key concepts of these theories stipulate that behaviour is mediated by cognition i.e. knowledge and attitude affect the person's action. In addition, cognitive-behavioural theories recognise knowledge alone as being insufficient to produce behavioural change; a person's perception, motivation, skills and social environment are all influential in the process of behavioural change. Prediction of medication adherence is complex, and health-related knowledge and beliefs alone are insufficient to achieve behaviour change, especially in chronic conditions such as HIV/AIDS. However, people can control or influence the events affecting their lives by integrating cognitive, social, and behavioural sub-skills related to beliefs of personal efficacy in performing these skills.

Testing Theory of Planned Behavior and Neo-Socioanalytic Theory models of trait activity, industriousness, exercise social cognitions, exercise intentions, and physical activity in a representative U.S. sample.

PubMed

Vo, Phuong T; Bogg, Tim

2015-01-01

Prior research identified assorted relations between trait and social cognition models of personality and engagement in physical activity. Using a representative U.S. sample (N = 957), the goal of the present study was to test two alternative structural models of the relationships among the extraversion-related facet of activity, the conscientiousness-related facet of industriousness, social cognitions from the Theory of Planned Behavior (perceived behavioral control, affective attitudes, subjective norms, intentions), Social Cognitive Theory (self-efficacy, outcome expectancies), and the Transtheoretical Model (behavioral processes of change), and engagement in physical activity. Path analyses with bootstrapping procedures were used to model direct and indirect effects of trait and social cognition constructs on physical activity through two distinct frameworks - the Theory of Planned Behavior and Neo-Socioanalytic Theory. While both models showed good internal fit, comparative model information criteria showed the Theory-of-Planned-Behavior-informed model provided a better fit. In the model, social cognitions fully mediated the relationships from the activity facet and industriousness to intentions for and engagement in physical activity, such that the relationships were primarily maintained by positive affective evaluations, positive expected outcomes, and confidence in overcoming barriers related to physical activity engagement. The resultant model - termed the Disposition-Belief-Motivation model- is proposed as a useful framework for organizing and integrating personality trait facets and social cognitions from various theoretical perspectives to investigate the expression of health-related behaviors, such as physical activity. Moreover, the results are discussed in terms of extending the application of the Disposition-Belief-Motivation model to longitudinal and intervention designs for physical activity engagement.

Testing Theory of Planned Behavior and Neo-Socioanalytic Theory models of trait activity, industriousness, exercise social cognitions, exercise intentions, and physical activity in a representative U.S. sample

PubMed Central

Vo, Phuong T.; Bogg, Tim

2015-01-01

Prior research identified assorted relations between trait and social cognition models of personality and engagement in physical activity. Using a representative U.S. sample (N = 957), the goal of the present study was to test two alternative structural models of the relationships among the extraversion-related facet of activity, the conscientiousness-related facet of industriousness, social cognitions from the Theory of Planned Behavior (perceived behavioral control, affective attitudes, subjective norms, intentions), Social Cognitive Theory (self-efficacy, outcome expectancies), and the Transtheoretical Model (behavioral processes of change), and engagement in physical activity. Path analyses with bootstrapping procedures were used to model direct and indirect effects of trait and social cognition constructs on physical activity through two distinct frameworks – the Theory of Planned Behavior and Neo-Socioanalytic Theory. While both models showed good internal fit, comparative model information criteria showed the Theory-of-Planned-Behavior-informed model provided a better fit. In the model, social cognitions fully mediated the relationships from the activity facet and industriousness to intentions for and engagement in physical activity, such that the relationships were primarily maintained by positive affective evaluations, positive expected outcomes, and confidence in overcoming barriers related to physical activity engagement. The resultant model – termed the Disposition-Belief-Motivation model– is proposed as a useful framework for organizing and integrating personality trait facets and social cognitions from various theoretical perspectives to investigate the expression of health-related behaviors, such as physical activity. Moreover, the results are discussed in terms of extending the application of the Disposition-Belief-Motivation model to longitudinal and intervention designs for physical activity engagement. PMID:26300811

Do the Modern Neurosciences Call for a New Model of Organizational Cognition?

NASA Astrophysics Data System (ADS)

Seni, Dan Alexander

2012-10-01

Our purpose in this paper is to try to make a significant contribution to the analysis of cognitive capabilities of the organization of active social systems such as the business enterprise by re-examining the concepts of organizational intelligence, organizational memory and organizational learning in light of the findings of modern neuroscience. In fact, in this paper we propose that neuroscience shows that sociocognitivity is for real. In other words, cognition, in the broad sense, is not exclusive to living organisms: Certain kinds of social organizations (e.g. the enterprise) possess elementary cognitive capabilities by virtue of their structure and their functions. The classical theory of organizational cognition is the theory of Artificial Intelligence. We submit that this approach has proven to be false and barren, and that a materialist emergentist neuroscientific approach, in the tradition of Mario Bunge (2003, 2006), leads to a far more fruitful viewpoint, both for theory development and for eventual factual verification. Our proposals for sociocognitivity are based on findings in three areas of modern neuroscience and biopsychology: (1) The theory of intelligence and of intelligent systems; (2) The neurological theory of memory as distributed, hierarchical neuronal systems; (3) The theory of cognitive action in general and of learning in particular. We submit that findings in every one of these areas are applicable to the social organization.

Cognitive deconstruction of parenting in schizophrenia: the role of theory of mind.

PubMed

Mehta, Urvakhsh M; Bhagyavathi, Haralahalli D; Kumar, Channaveerachari Naveen; Thirthalli, Jagadisha; Gangadhar, Bangalore N

2014-03-01

Schizophrenia patients experience impairments across various functional roles. Emotional unresponsiveness and an inability to foster intimacy and display affection may lead to impairments in parenting. A comprehensive cognitive understanding of parenting abilities in schizophrenia has the potential to guide newer treatment strategies. As part of a larger study on functional ability in schizophrenia patients, we attempted a cognitive deconstruction of their parenting ability. Sixty-nine of the 170 patients who participated in a study on social cognition in remitted schizophrenia were parents (mean age of their children: 11.8 ± 6.2 years). They underwent comprehensive assessments for neurocognition, social cognition (theory of mind, emotion processing, social perception and attributional bias), motivation and insight. A rater blind to their cognitive status assessed their social functioning using the Groningen Social Disabilities Schedule. We examined the association of their functional ability (active involvement and affective relationship) in the parental role with their cognitive performance as well as with their level of insight and motivation. Deficits in first- and second-order theory of mind (t = 2.57, p = 0.01; t = 3.2, p = 0.002, respectively), speed of processing (t = 2.37, p = 0.02), cognitive flexibility (t = 2.26, p = 0.02) and motivation (t = 2.64, p = 0.01) had significant association with parental role dysfunction. On logistic regression, second-order theory of mind emerged as a specific predictor of parental role, even after controlling for overall functioning scores sans parental role. Second-order theory of mind deficits are specifically associated with parental role dysfunction of patients with schizophrenia. Novel treatment strategies targeting theory of mind may improve parenting abilities in individuals with schizophrenia.

Left-right compatibility in the processing of trading verbs.

PubMed

Vicario, Carmelo M; Rumiati, Raffaella I

2014-01-01

The research investigating the nature of cognitive processes involved in the representation of economical outcomes is growing. Within this research, the mental accounting model proposes that individuals may well use cognitive operations to organize, evaluate, and keep track of their financial activities (Thaler, 1999). Here we wanted to test this hypothesis by asking to a group of participants to detect a syntax mistake of verbs indicating incoming and going out activities related to economical profit (trading verbs), swapping (swapping verbs) and thinking (thinking verbs). We reported a left-right compatibility for trading verbs (i.e., participants were faster with their right hand while detecting verb referring to a monetary gain with respect to a monetary loss; and faster with their left hand while detecting a monetary loss with respect to a monetary gain). However, this pattern of result was not reported while detecting swapping verbs. Results are discussed taking into account the mental accounting theory as well as to the spatial mapping of valence hypothesis.

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

The Multiple Meanings of Peer Groups in Social Cognitive Mapping

ERIC Educational Resources Information Center

Neal, Jennifer Watling; Neal, Zachary P.

2013-01-01

Social cognitive mapping (SCM) is a common approach to identifying peer groups in developmental research. However, this approach involves three stages that each implies a unique conception of peer group. This article aims to bring conceptual clarity to the identification of peer groups using SCM by demonstrating how the meaning of peer groups…

Design of a Three-Dimensional Cognitive Mapping Approach to Support Inquiry Learning

ERIC Educational Resources Information Center

Chen, Juanjuan; Wang, Minhong; Dede, Chris; Grotzer, Tina A.

2017-01-01

The use of external representations has the potential to facilitate inquiry learning, especially hypothesis generation and reasoning, which typically present difficulties for students. This study describes a novel three-dimensional cognitive mapping (3DCM) approach that supports inquiry learning by allowing learners to combine the information on a…

Representational geometry: integrating cognition, computation, and the brain

PubMed Central

Kriegeskorte, Nikolaus; Kievit, Rogier A.

2013-01-01

The cognitive concept of representation plays a key role in theories of brain information processing. However, linking neuronal activity to representational content and cognitive theory remains challenging. Recent studies have characterized the representational geometry of neural population codes by means of representational distance matrices, enabling researchers to compare representations across stages of processing and to test cognitive and computational theories. Representational geometry provides a useful intermediate level of description, capturing both the information represented in a neuronal population code and the format in which it is represented. We review recent insights gained with this approach in perception, memory, cognition, and action. Analyses of representational geometry can compare representations between models and the brain, and promise to explain brain computation as transformation of representational similarity structure. PMID:23876494

Impairment on theory of mind and empathy in patients with stroke.

PubMed

Yeh, Zai-Ting; Tsai, Chung-Fen

2014-08-01

Impaired social function has been described in patients following stroke. The present study was designed to explore the degree of impairment in the ability to infer mental states in others, or cognitive and affective theory of mind, and empathy, in patients with stroke. A total of 34 patients with stroke were compared to 40 control subjects on tasks testing verbal and non-verbal theory of mind and empathy. Results indicated that patients with stroke were significantly impaired in both cognitive and affective theory of mind, even controlling for basic cognitive function and emotional processing. The patients with right stroke had poorer performance than those with left stroke on the cognitive component of non-verbal theory of mind. On the subscale of cognitive empathy, the right stroke group had poorer performance on perspective-taking than the control group. The right hemisphere may play an important role in decoding non-verbal cues to infer others' minds as well as the processing of empathy, especially the ability of perspective-taking. © 2014 The Authors. Psychiatry and Clinical Neurosciences © 2014 Japanese Society of Psychiatry and Neurology.

Cognitive Load Selectively Interferes with Utilitarian Moral Judgment

ERIC Educational Resources Information Center

Greene, Joshua D.; Morelli, Sylvia A.; Lowenberg, Kelly; Nystrom, Leigh E.; Cohen, Jonathan D.

2008-01-01

Traditional theories of moral development emphasize the role of controlled cognition in mature moral judgment, while a more recent trend emphasizes intuitive and emotional processes. Here we test a dual-process theory synthesizing these perspectives. More specifically, our theory associates utilitarian moral judgment (approving of harmful actions…

The Effect of Thinking Maps on Fifth Grade Science Achievement

NASA Astrophysics Data System (ADS)

Hudson, Darlene

Informational texts, such as those found in science education, have historically been reserved for secondary students. With the increased emphasis on elementary students' academic accountability, these high impact instructional strategies must also be utilized to support subject matter comprehension for younger students. This causal-comparative study, grounded in cognitive learning theory, sought to discover if 2 years of implementation and use of Thinking Maps, a visual tool program, had an effect on student achievement in elementary science as measured by Georgia's statewide assessment known as the Criterion-Referenced Competency Test (CRCT). Achievement data of 2 groups that received Thinking Maps instruction for 2 years was compared to 1 group that did not. An analysis of covariance was used to analyze the assessment data. The findings suggest that the students who did not use Thinking Maps performed significantly better than those who did use Thinking Maps, even though both groups showed positive mean score gains from 2010 to 2012 on the science portion of the CRCT. Limitations of the study, such as the lack of randomization and manipulation of the independent variable, suggest that further research is needed to fairly evaluate the program and its effectiveness. Also, the instructional setting and amount of time used for science instruction in the elementary classroom warrants additional investigation. Findings related to the implementation and use of graphic tools such as Thinking Maps will help school systems choose professional learning opportunities and effective instructional strategies to develop content literacy.

Towards a common framework of grounded action cognition: Relating motor control, perception and cognition.

PubMed

Gentsch, Antje; Weber, Arne; Synofzik, Matthis; Vosgerau, Gottfried; Schütz-Bosbach, Simone

2016-01-01

The relation between motor control and action cognition - including action-related thoughts and action-related perception - has been subject to controversial discussions in the last three decades. During these decades, cognitive neuroscience has been increasingly confronted with a huge variety of different accounts trying to understand and explain the relation between these systems, their interdependencies and the mediating mechanisms by establishing notions such as "internal models", "simulation" or "shared representation". These accounts, however, include a large array of partly overlapping, partly contradictory theories using similar terms for different mechanisms and different terms for similar mechanisms. In the absence of a systematic work-up and comparison, this array of accounts and theories leads to confusion in the field, duplication of experimental work, and unconnected parallelism of theory formation within and between different disciplines. Here we provide a systematic comparison of current models and prospective theories that deal with the relation between cognition, perception and motor control mechanisms. In a second step, we propose "grounded action cognition" as a comprehensive metatheoretical framework which defines different hypothetical possibilities of the relations between these domains, offers systematic insights into current models and theories and last but not least may help to increase comparability of empirical research in the domain of action and action cognition. Copyright © 2015 Elsevier B.V. All rights reserved.

Rational adaptation under task and processing constraints: implications for testing theories of cognition and action.

PubMed

Howes, Andrew; Lewis, Richard L; Vera, Alonso

2009-10-01

The authors assume that individuals adapt rationally to a utility function given constraints imposed by their cognitive architecture and the local task environment. This assumption underlies a new approach to modeling and understanding cognition-cognitively bounded rational analysis-that sharpens the predictive acuity of general, integrated theories of cognition and action. Such theories provide the necessary computational means to explain the flexible nature of human behavior but in doing so introduce extreme degrees of freedom in accounting for data. The new approach narrows the space of predicted behaviors through analysis of the payoff achieved by alternative strategies, rather than through fitting strategies and theoretical parameters to data. It extends and complements established approaches, including computational cognitive architectures, rational analysis, optimal motor control, bounded rationality, and signal detection theory. The authors illustrate the approach with a reanalysis of an existing account of psychological refractory period (PRP) dual-task performance and the development and analysis of a new theory of ordered dual-task responses. These analyses yield several novel results, including a new understanding of the role of strategic variation in existing accounts of PRP and the first predictive, quantitative account showing how the details of ordered dual-task phenomena emerge from the rational control of a cognitive system subject to the combined constraints of internal variance, motor interference, and a response selection bottleneck.

The Effect of Sequence of Instruction on Students' Cognitive Preferences and Recall in the Context of a Problem-Oriented Method of Teaching.

ERIC Educational Resources Information Center

Boreham, N. C.; And Others

1985-01-01

This study investigated the effects of two sequences of instruction--theory-to-application and application-to-theory--on medical students' cognitive preferences in preclinical science teaching. Results indicate that presenting an example of the clinical application of biochemical theory before presenting the theory itself increased students'…

Defining and Measuring Decision-Making for the Management of Trauma Patients.

PubMed

Madani, Amin; Gips, Amanda; Razek, Tarek; Deckelbaum, Dan L; Mulder, David S; Grushka, Jeremy R

Effective management of trauma patients is heavily dependent on sound judgment and decision-making. Yet, current methods for training and assessing these advanced cognitive skills are subjective, lack standardization, and are prone to error. This qualitative study aims to define and characterize the cognitive and interpersonal competencies required to optimally manage injured patients. Cognitive and hierarchical task analyses for managing unstable trauma patients were performed using qualitative methods to map the thoughts, behaviors, and practices that characterize expert performance. Trauma team leaders and board-certified trauma surgeons participated in semistructured interviews that were transcribed verbatim. Data were supplemented with content from published literature and prospectively collected field notes from observations of the trauma team during trauma activations. The data were coded and analyzed using grounded theory by 2 independent reviewers. A framework was created based on 14 interviews with experts (lasting 1-2 hours each), 35 field observations (20 [57%] blunt; 15 [43%] penetrating; median Injury Severity Score 20 [13-25]), and 15 literary sources. Experts included 11 trauma surgeons and 3 emergency physicians from 7 Level 1 academic institutions in North America (median years in practice: 12 [8-17]). Twenty-nine competencies were identified, including 17 (59%) related to situation awareness, 6 (21%) involving decision-making, and 6 (21%) requiring interpersonal skills. Of 40 potential errors that were identified, root causes were mapped to errors in situation awareness (20 [50%]), decision-making (10 [25%]), or interpersonal skills (10 [25%]). This study defines cognitive and interpersonal competencies that are essential for the management of trauma patients. This framework may serve as the basis for novel curricula to train and assess decision-making skills, and to develop quality-control metrics to improve team and individual performance. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Formative use of select-and-fill-in concept maps in online instruction: Implications for students of different learning styles

NASA Astrophysics Data System (ADS)

Kaminski, Charles William

The purpose of this research was to investigate the formative use of Select and Fill-In (SAFI) maps in online instruction and the cognitive, metacognitive, and affective responses of students to their use. In particular, the implications of their use with students of different learning styles was considered. The research question investigated in this qualitative study was: How do students of different learning styles respond to online instruction in which SAFI maps are utilized? This question was explored by using an emergent, collective case study. Each case consisted of community college students who shared a dominant learning style and were enrolled in an online course in environmental studies. Cases in the study were determined using Kolb's Learning Style Inventory (LSI). Seven forms of data were collected during the study. During the first phase of data collection, dominant learning style and background information on student experience with concept mapping and online instruction was determined. In the second phase of data collection, participants completed SAFI maps and quiz items that corresponded to the content of the maps. Achievement data on the map activities and quiz and student responses to a post-SAFI survey and questionnaire were recorded to identify learner cognitive, metacognitive, and affective responses to the tasks. Upon completion of data collection, cases were constructed and compared across learning styles. Cases are presented using the trends, across participants sharing the same dominant learning style, in achievement, behaviors and attitudes as seen in the evidence present in the data. Triangulation of multiple data sources increased reliability and validity, through cross-case analyses, and produced a thick description of the relationship between the cases for each learning style. Evidence suggesting a cognitive response to the SAFI tasks was inconsistent across cases. However, learners with an affinity towards reflective learning activities demonstrated more positive metacognitive and affective responses to the SAFI tasks. This suggests that the contemplation and consideration of relationships expressed in the map requires learners, while completing the SAFI task, to compare their existing cognitive structure with an accepted structure and to reflect on the differences and similarities that may exist. Subsequently, the value of formative online SAFI map use for learners lies within the cognitive process of completing the tasks, not in the construction of an abstract cognitive structure reflecting an accepted structure and organization of concepts suggested by a completed map.

A U-shaped Association Between Blood Pressure and Cognitive Impairment in Chinese Elderly.

PubMed

Lv, Yue-Bin; Zhu, Peng-Fei; Yin, Zhao-Xue; Kraus, Virginia Byers; Threapleton, Diane; Chei, Choy-Lye; Brasher, Melanie Sereny; Zhang, Juan; Qian, Han-Zhu; Mao, Chen; Matchar, David Bruce; Luo, Jie-Si; Zeng, Yi; Shi, Xiao-Ming

2017-02-01

Higher or lower blood pressure may relate to cognitive impairment, whereas the relationship between blood pressure and cognitive impairment among the elderly is not well-studied. The study objective was to determine whether blood pressure is associated with cognitive impairment in the elderly, and, if so, to accurately describe the association. Cross-sectional data from the sixth wave of the Chinese Longitudinal Healthy Longevity Survey (CLHLS) conducted in 2011. Community-based setting in longevity areas in China. A total of 7144 Chinese elderly aged 65 years and older were included in the sample. Systolic blood pressures (SBP) and diastolic blood pressures (DBP) were measured, pulse pressure (PP) was calculated as (SBP) - (DBP) and mean arterial pressures (MAP) was calculated as 1/3(SBP) + 2/3(DBP). Cognitive function was assessed via a validated Mini-Mental State Examination (MMSE). Based on the results of generalized additive models (GAMs), U-shaped associations were identified between cognitive impairment and SBP, DBP, PP, and MAP. The cutpoints at which risk for cognitive impairment (MMSE <24) was minimized were determined by quadratic models as 141 mm Hg, 85 mm Hg, 62 mm Hg, and 103 mm Hg, respectively. In the logistic models, U-shaped associations remained for SBP, DBP, and MAP but not PP. Below the identified cutpoints, each 1-mm Hg decrease in blood pressure corresponded to 0.7%, 1.1%, and 1.1% greater risk in the risk of cognitive impairment, respectively. Above the cutpoints, each 1-mm Hg increase in blood pressure corresponded to 1.2%, 1.8%, and 2.1% greater risk of cognitive impairment for SBP, DBP, and MAP, respectively. A U-shaped association between blood pressure and cognitive function in an elderly Chinese population was found. Recognition of these instances is important in identifying the high-risk population for cognitive impairment and to individualize blood pressure management for cognitive impairment prevention. Copyright © 2016 AMDA – The Society for Post-Acute and Long-Term Care Medicine. All rights reserved.

Blood pressure, brain structure, and cognition: opposite associations in men and women.

PubMed

Cherbuin, Nicolas; Mortby, Moyra E; Janke, Andrew L; Sachdev, Perminder S; Abhayaratna, Walter P; Anstey, Kaarin J

2015-02-01

Research on associations between blood pressure, brain structure, and cognitive function has produced somewhat inconsistent results. In part, this may be due to differences in age ranges studied and because of sex differences in physiology and/or exposure to risk factors, which may lead to different time course or patterns in cardiovascular disease progression. The aim of this study was to investigate the impact of sex on associations between blood pressure, regional cerebral volumes, and cognitive function in older individuals. In this cohort study, brachial blood pressure was measured twice at rest in 266 community-based individuals free of dementia aged 68-73 years who had also undergone a brain scan and a neuropsychological assessment. Associations between mean blood pressure (MAP), regional brain volumes, and cognition were investigated with voxel-wise regression analyses. Positive associations between MAP and regional volumes were detected in men, whereas negative associations were found in women. Similarly, there were sex differences in the brain-volume cognition relationship, with a positive relationship between regional brain volumes associated with MAP in men and a negative relationship in women. In this cohort of older individuals, higher MAP was associated with larger regional volume and better cognition in men, whereas opposite findings were demonstrated in women. These effects may be due to different lifetime risk exposure or because of physiological differences between men and women. Future studies investigating the relationship between blood pressure and brain structure or cognitive function should evaluate the potential for differential sex effects. © American Journal of Hypertension, Ltd 2014. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Mapping correlations between ventricular expansion and CSF amyloid and tau biomarkers in 240 subjects with Alzheimer’s disease, mild cognitive impairment and elderly controls

PubMed Central

Chou, Yi-Yu; Leporé, Natasha; Avedissian, Christina; Madsen, Sarah K.; Parikshak, Neelroop; Hua, Xue; Shaw, Leslie M.; Trojanowski, John Q.; Weiner, Michael W.; Toga, Arthur W.; Thompson, Paul M.

2009-01-01

Automated ventricular mapping with multi-atlas fluid image alignment reveals genetic effects in Alzheimer’s disease, NeuroImage 40(2): 615–630); with this method, we calculated minimal numbers of subjects needed to detect correlations between clinical scores and ventricular maps. We also assessed correlations between emerging CSF biomarkers of Alzheimer’s disease pathology and localizable deficits in the brain, in 80 AD, 80 mild cognitive impairment (MCI), and 80 healthy controls from the Alzheimer’s Disease Neuroimaging Initiative. Six expertly segmented images and their embedded parametric mesh surfaces were fluidly registered to each brain; segmentations were averaged within subjects to reduce errors. Surface-based statistical maps revealed powerful correlations between surface morphology and 4 variables: (1) diagnosis, (2) depression severity, (3) cognitive function at baseline, and (4) future cognitive decline over the following year. Cognitive function was assessed using the mini-mental state exam (MMSE), global and sum-of-boxes clinical dementia rating (CDR) scores, at baseline and 1-year follow-up. Lower CSF Aβ1–42 protein levels, a biomarker of AD pathology assessed in 138 of the 240 subjects, were correlated with lateral ventricular expansion. Using false discovery rate (FDR) methods, 40 and 120 subjects, respectively, were needed to discriminate AD and MCI from normal groups. 120 subjects were required to detect correlations between ventricular enlargement and MMSE, global CDR, sum-of-boxes CDR and clinical depression scores. Ventricular expansion maps correlate with pathological and cognitive measures in AD, and may be useful in future imaging-based clinical trials. PMID:19236926

Can theory of mind deficits be measured reliably in people with mild and moderate Alzheimer's dementia?

PubMed

Choong, Caroline Sm; Doody, Gillian A

2013-01-01

Patients suffering from Alzheimer's dementia develop difficulties in social functioning. This has led to an interest in the study of "theory of mind" in this population. However, difficulty has arisen because the associated cognitive demands of traditional short story theory of mind assessments result in failure per se in this population, making it challenging to test pure theory of mind ability. Simplified, traditional 1st and 2nd order theory of mind short story tasks and a battery of alternative theory of mind cartoon jokes and control slapstick cartoon jokes, without memory components, were administered to 16 participants with mild-moderate Alzheimer's dementia, and 11 age-matched healthy controls. No significant differences were detected between participants with Alzheimer's dementia and controls on the 1st or 2nd order traditional short story theory of mind tasks (p = 0.155 and p = 0.154 respectively). However, in the cartoon joke tasks there were significant differences in performance between the Alzheimer participants and the control group, this was evident for both theory of mind cartoons and the control 'slapstick' jokes. It remains very difficult to assess theory of mind as an isolated phenomenon in populations with global cognitive impairment, such as Alzheimer's dementia, as the tasks used to assess this cognition invariably depend on other cognitive functions. Although a limitation of this study is the small sample size, the results suggest that there is no measurable specific theory of mind deficit in people with Alzheimer's dementia, and that the use of theory of mind representational models to measure social cognitive ability may not be appropriate in this population.

The Theory of Multiple Intelligences: A Case of Missing Cognitive Matter.

ERIC Educational Resources Information Center

Allix, Nicholas M.

2000-01-01

Argues that although Gardner's conception of human cognition, characterized by a set of multiple and distinct cognitive capabilities, is an advance over the narrow conception of IQ, it runs into fundamental difficulties of a methodological kind and is based on a discredited empiricist theory of knowledge which work with artificial neural networks…

Threaded Cognition: An Integrated Theory of Concurrent Multitasking

ERIC Educational Resources Information Center

Salvucci, Dario D.; Taatgen, Niels A.

2008-01-01

The authors propose the idea of threaded cognition, an integrated theory of concurrent multitasking--that is, performing 2 or more tasks at once. Threaded cognition posits that streams of thought can be represented as threads of processing coordinated by a serial procedural resource and executed across other available resources (e.g., perceptual…

Cognitive Adequacy in Structural-Functional Theories of Language

ERIC Educational Resources Information Center

Butler, Christopher S.

2008-01-01

This paper discusses the role played by cognition in three linguistic theories which may be labelled as "structural-functional": Functional (Discourse) Grammar, Role and Reference Grammar and Systemic Functional Grammar. It argues that if we are to achieve true cognitive adequacy, we must go well beyond the grammar itself to include the processes…

Extending Cognitive Load Theory to Incorporate Working Memory Resource Depletion: Evidence from the Spacing Effect

ERIC Educational Resources Information Center

Chen, Ouhao; Castro-Alonso, Juan C.; Paas, Fred; Sweller, John

2018-01-01

Depletion of limited working memory resources may occur following extensive mental effort resulting in decreased performance compared to conditions requiring less extensive mental effort. This "depletion effect" can be incorporated into cognitive load theory that is concerned with using the properties of human cognitive architecture,…

Science Teaching Based on Cognitive Load Theory: Engaged Students, but Cognitive Deficiencies

ERIC Educational Resources Information Center

Meissner, Barbara; Bogner, Franz X.

2012-01-01

To improve science learning under demanding conditions, we designed an out-of-school lesson in compliance with cognitive load theory (CLT). We extracted student clusters based on individual effectiveness, and compared instructional efficiency, mental effort, and persistence of learning. The present study analyses students' engagement. 50.0% of our…

A Schema Theory Account of Some Cognitive Processes in Complex Learning. Technical Report No. 81.

ERIC Educational Resources Information Center

Munro, Allen; Rigney, Joseph W.

Procedural semantics models have diminished the distinction between data structures and procedures in computer simulations of human intelligence. This development has theoretical consequences for models of cognition. One type of procedural semantics model, called schema theory, is presented, and a variety of cognitive processes are explained in…

Defining Features of Moral Sensitivity and Moral Motivation: Pathways to Moral Reasoning in Medical Students

ERIC Educational Resources Information Center

Morton, Kelly R.; Worthley, Joanna S.; Testerman, John K.; Mahoney, Marita L.

2006-01-01

Kohlberg's theory of moral development explores the roles of cognition and emotion but focuses primarily on cognition. Contemporary post-formal theories lead to the conclusion that skills resulting from cognitive-affective integration facilitate consistency between moral judgement and moral behaviour. Rest's four-component model of moral…

Cognitive Dissonance Theory and the Induced-Compliance Paradigm: Concerns for Teaching Religious Studies

ERIC Educational Resources Information Center

Burns, Charlene P. E.

2006-01-01

Cognitive Dissonance Theory and the Induced-Compliance Paradigm pose some interesting questions for those teaching religious studies in publicly funded colleges and universities. Given that religious beliefs can be challenged by the historical-critical study of scriptures, for example, and that the cognitive dissonance generated when this occurs…

Air Mobility Issues 2002. Air Force Jounral of Logistics. Volume 26, Number 1, Spring 2002

DTIC Science & Technology

2002-01-01

referred to as organizations. Three Pillars of Legitimacy Based on a review of institutional theory , Scott suggested a set of institutional domains he...of legitimacy, the cognitive pillar, draws from social psychology and the cognitive school of institutional theory . 17 When measured through the cognit

Assessing Higher-Order Cognitive Constructs by Using an Information-Processing Framework

ERIC Educational Resources Information Center

Dickison, Philip; Luo, Xiao; Kim, Doyoung; Woo, Ada; Muntean, William; Bergstrom, Betty

2016-01-01

Designing a theory-based assessment with sound psychometric qualities to measure a higher-order cognitive construct is a highly desired yet challenging task for many practitioners. This paper proposes a framework for designing a theory-based assessment to measure a higher-order cognitive construct. This framework results in a modularized yet…

Cognitive Load Theory and the Acquisition of Complex Cognitive Skills in the Elderly: Towards an Integrative Framework.

ERIC Educational Resources Information Center

Van Gerven, Pascal W. M.; Paas, Fred G. W. C.; Van Merrienboer, Jeroen J. G.; Schmidt, Henk G.

2000-01-01

Cognitive load (CL) theory suggests minimizing extraneous CL and maximizing germane CL in order not to overload working memory. Instructional design for older adults should therefore include goal-free problems, worked examples, and different modalities and avoid splitting attention and including redundant information. (SK)

Antecedents of Emotions in Elite Athletes: A Cognitive Motivational Relational Theory Perspective

ERIC Educational Resources Information Center

Uphill, Mark A.; Jones, Marc V.

2007-01-01

Cognitive motivational relational theory suggests that cognitive appraisals or core relational themes (a composite summary of appraisal components) represent the proximal determinants of athletes' emotions. Semistructured interviews with 12 current international athletes (1 woman and 11 men) ages 19 to 37 years (M age = 27 years, SD = 6.03),…

Spiking Phineas Gage: A Neurocomputational Theory of Cognitive-Affective Integration in Decision Making

ERIC Educational Resources Information Center

Wagar, Brandon M.; Thagard, Paul

2004-01-01

The authors present a neurological theory of how cognitive information and emotional information are integrated in the nucleus accumbens during effective decision making. They describe how the nucleus accumbens acts as a gateway to integrate cognitive information from the ventromedial prefrontal cortex and the hippocampus with emotional…

Connecting Neuroscience, Cognitive, and Educational Theories and Research to Practice: A Review of Mathematics Intervention Programs

ERIC Educational Resources Information Center

Kroeger, Lori A.; Brown, Rhonda Douglas; O'Brien, Beth A.

2012-01-01

Research Findings: This article describes major theories and research on math cognition across the fields of neuroscience, cognitive psychology, and education and connects these literatures to intervention practices. Commercially available math intervention programs were identified and evaluated using the following questions: (a) Did neuroscience…

Student Teacher Challenges: Using the Cognitive Load Theory as an Explanatory Lens

ERIC Educational Resources Information Center

Moos, Daniel C.; Pitton, Debra

2014-01-01

Cognitive load theory (CLT) can explain the challenges faced by student teachers. This study, guided by the CLT, included 26 pre-service teachers. Participants completed a cognitive load self-report questionnaire and were interviewed at two points during their student teaching. Results revealed that student teachers decreased mental effort related…

Collaborative Learning: Theoretical Foundations and Applicable Strategies to University

ERIC Educational Resources Information Center

Roselli, Nestor D.

2016-01-01

Collaborative learning is a construct that identifies a current strong field, both in face-to-face and virtual education. Firstly, three converging theoretical sources are analyzed: socio-cognitive conflict theory, intersubjectivity theory and distributed cognition theory. Secondly, a model of strategies that can be implemented by teachers to…

Career Goals, Preferences, and Support for Students in Psychology

ERIC Educational Resources Information Center

Miles, Belva A.

2013-01-01

Bandura's (1986) social cognitive theory has been adapted by Lent, Brown, and Hackett (1994) to form social cognitive career theory (SCCT). The theory posits three interlocking steps in academic and career development: interest, choice goal, and choice goal action. Self-efficacy, outcome expectations, barriers, and supports are hypothesized to…

Examining Hypermedia Learning: The Role of Cognitive Load and Self-Regulated Learning

ERIC Educational Resources Information Center

Moos, Daniel

2013-01-01

Distinct theoretical perspectives, Cognitive Load Theory and Self-Regulated Learning (SRL) theory, have been used to examine individual differences the challenges faced with hypermedia learning. However, research has tended to use these theories independently, resulting in less robust explanations of hypermedia learning. This study examined the…

Rethinking the Boundaries of Cognitive Load Theory in Complex Learning

ERIC Educational Resources Information Center

Kalyuga, Slava; Singh, Anne-Marie

2016-01-01

In the traditional framework of cognitive load theory, it is assumed that the acquisition of domain-specific knowledge structures (or schemas) is the only instructional goal, and therefore, the theory is applicable to any instructional task. Accordingly, the basic concepts of intrinsic (productive) and extraneous (unproductive) types of cognitive…

Contributions of Dynamic Systems Theory to Cognitive Development

ERIC Educational Resources Information Center

Spencer, John P.; Austin, Andrew; Schutte, Anne R.

2012-01-01

We examine the contributions of dynamic systems theory to the field of cognitive development, focusing on modeling using dynamic neural fields. After introducing central concepts of dynamic field theory (DFT), we probe empirical predictions and findings around two examples--the DFT of infant perseverative reaching that explains Piaget's A-not-B…

Childhood Stress and Coping: A Review and Cognitive-Developmental Theory.

ERIC Educational Resources Information Center

Hawkins, Raymond C., II

This paper reviews recent empirical and conceptual studies pertaining to stress in childhood and offers an integrative, cognitive-developmental theory for understanding childhood stress and coping. The theory builds upon Hunt's (1979) view of the epigenesis of intrinsic motivation and Block's (1982) formulation of assimilation and accommodation…

Job Search and Social Cognitive Theory: The Role of Career-Relevant Activities

ERIC Educational Resources Information Center

Zikic, Jelena; Saks, Alan M.

2009-01-01

Social cognitive theory was used to explain the relationships between career-relevant activities (environmental and self career exploration, career resources, and training), self-regulatory variables (job search self-efficacy and job search clarity), variables from the Theory of Planned Behavior (job search attitude, subjective norm, job search…

Authentic Leadership, Social Cognitive Theory, and Character Education: The Transforming of Theories Into Practices

ERIC Educational Resources Information Center

Banks, Jerome; Mhunpiew, Nathara

2012-01-01

Character development must balance academic achievement. International school environments are diverse and multicultural settings, containing a learning-focused culture. This investigation constructs the sophisticated elements of authentic leadership and the complexities of the social cognitive theory as factors that produce a practical approach…

From Cognitive-Domain Theory to Assessment Practice

ERIC Educational Resources Information Center

Bennett, Randy E.; Deane, Paul; van Rijn, Peter W.

2016-01-01

This article exemplifies how assessment design might be grounded in theory, thereby helping to strengthen validity claims. Spanning work across multiple related projects, the article first briefly summarizes an assessment system model for the elementary and secondary levels. Next the article describes how cognitive-domain theory and principles are…

Subjective Idealism in Kohlberg's Theory of Moral Development: A Cricital Analysis.

ERIC Educational Resources Information Center

Baribeau, Jacinthe M. C.; Braun, Claude M. J.

1978-01-01

Philosophical tendencies in Kohlberg's cognitive-developmental theory of moral development such as apriorism, absolutism and formalism are unfavorably contrasted with the dialectical categories of historicism, double interactionism and reflection. In logic and epistemology the cognitive-developmental theory is shown to be based on a subjective…

Brief Instrumental School-Based Mentoring for Middle School Students: Theory and Impact

ERIC Educational Resources Information Center

McQuillin, Samuel D.; Lyons, Michael D.

2016-01-01

This study evaluated the efficacy of an intentionally brief school-based mentoring program. This academic goal-focused mentoring program was developed through a series of iterative randomized controlled trials, and is informed by research in social cognitive theory, cognitive dissonance theory, motivational interviewing, and research in academic…

The role of the hippocampus in navigation is memory

PubMed Central

2017-01-01

There is considerable research on the neurobiological mechanisms within the hippocampal system that support spatial navigation. In this article I review the literature on navigational strategies in humans and animals, observations on hippocampal function in navigation, and studies of hippocampal neural activity in animals and humans performing different navigational tasks and tests of memory. Whereas the hippocampus is essential to spatial navigation via a cognitive map, its role derives from the relational organization and flexibility of cognitive maps and not from a selective role in the spatial domain. Correspondingly, hippocampal networks map multiple navigational strategies, as well as other spatial and nonspatial memories and knowledge domains that share an emphasis on relational organization. These observations suggest that the hippocampal system is not dedicated to spatial cognition and navigation, but organizes experiences in memory, for which spatial mapping and navigation are both a metaphor for and a prominent application of relational memory organization. PMID:28148640

Fuzzy cognitive maps for issue identification in a water resources conflict resolution system

NASA Astrophysics Data System (ADS)

Giordano, R.; Passarella, G.; Uricchio, V. F.; Vurro, M.

In water management, conflicts of interests are inevitable due to the variety in quality demands and the number of stakeholders, which are affected in different ways by decisions concerning the use of the resources. Ignoring the differences among interests involved in water resources management and not resolving the emerging conflicts could lead to controversial strategies. In such cases, proposed solutions could generate strong opposition, making these solutions unfeasible. In our contribution, a Community Decision Support System is proposed. Such a system is able to support discussion and collaboration. The system helps participants to structure their problem, to help them learn about possible alternatives, their constraints and implications and to support the participants in the specification of their own preferences. More in detail, the proposed system helps each user in representing and communicating problem perspectives. To reach this aim, cognitive maps are used to capture parts of the stakeholders’ point of view and to enhance negotiation among individuals and organizations. The aim of the negotiation process is to define a shared cognitive map with regard to water management problems. Such a map can be called a water community cognitive map. The system performance has been tested by simulating a real conflict on water resources management that occurred some years ago in a river basin in the south of Italy.

The Effects of Using Concept Mapping for Improving Advanced Level Biology Students' Lower- and Higher-Order Cognitive Skills

NASA Astrophysics Data System (ADS)

Bramwell-Lalor, Sharon; Rainford, Marcia

2014-03-01

This paper reports on teachers' use of concept mapping as an alternative assessment strategy in advanced level biology classes and its effects on students' cognitive skills on selected biology concepts. Using a mixed methods approach, the study employed a pre-test/post-test quasi-experimental design involving 156 students and 8 teachers from intact classes. A researcher-constructed Biology Cognitive Skills Test was used to collect the quantitative data. Qualitative data were collected through interviews and students' personal documents. The data showed that the participants utilized concept mapping in various ways and they described positive experiences while being engaged in its use. The main challenge cited by teachers was the limited time available for more consistent use. The results showed that the use of concept mapping in advanced level biology can lead to learning gains that exceed those achieved in classes where mainly traditional methods are used. The students in the concept mapping experimental groups performed significantly better than their peers in the control group on both the lower-order (F(1) = 21.508; p < .001) and higher-order (F(1) = 42.842, p < .001) cognitive items of the biology test. A mean effect size of .56 was calculated representing the contribution of treatment to the students' performance on the test items.

Social-cognitive theories for predicting physical activity behaviours of employed women with and without young children.

PubMed

Tavares, Leonor S; Plotnikoff, Ronald C; Loucaides, Constantinos

2009-03-01

Chronic disease interventions for women have been understudied in the workplace domain. Understanding the role of cognitions in individual behaviour can help motivate change and suggest directions for achieving improvements in health. The purpose of this study was to identify psychosocial constructs and social-cognitive theories [e.g. Transtheoretical model (TTM), Theory of Planned Behaviour (TPB), Protection Motivation Theory (PMT) and Social Cognitive Theory (SCT)] that are most salient for explaining physical activity behaviour among employed women (n = 1183). Demographic information, and social-cognitive measures related to physical activity, intention and behaviours (e.g. stage of change, energy expenditure) were assessed. A series of multiple regression analyses predicting intention, energy expenditure and stage of change were conducted separately for: (1) women with young children (n = 302), and (2) women without young children (n = 881) for each of the respective social-cognitive theories. Although taken as a whole the results were relatively similar between the two sub-groups of women for each of the socio-cognitive theories examined in this study, differences were observed in the relative contributions of the theoretical constructs between the two sub-groups. Results also indicate that self-efficacy and intention were the strongest predictors of behaviour among both women with and without young children. The explained variances (R(2)) for the theories examined in this study for different sub-groups ranged from 16 to 60%, generally reflecting what has been reported in other studies within the physical activity domain. The results of this study could be useful in guiding future research and in designing physical activity intervention programs for these specific population groups. Integrating approaches of individual lifestyle change while addressing issues related to creating supportive environments for women in various life stages is a suggested strategy for future work in this area.

Imaging episodic memory: implications for cognitive theories and phenomena.

PubMed

Nyberg, L

1999-01-01

Functional neuroimaging studies are beginning to identify neuroanatomical correlates of various cognitive functions. This paper presents results relevant to several theories and phenomena of episodic memory, including component processes of episodic retrieval, encoding specificity, inhibition, item versus source memory, encoding-retrieval overlap, and the picture-superiority effect. Overall, by revealing specific activation patterns, the results provide support for existing theoretical views and they add some unique information which may be important to consider in future attempts to develop cognitive theories of episodic memory.

An Overview of Non-pathological Geroneuropsychology: Implications for Nursing Practice and Research

PubMed Central

Graham, Martha A.; Fazeli, Pariya L.; Heaton, Karen; Moneyham, Linda

2011-01-01

One aspect of successful aging is maintaining cognitive functioning; that includes both subjective cognitive functioning and objective cognitive functioning even in lieu of subtle cognitive deficits that occur with normal, non-pathological aging. Age-related cognitive deficits emerge across several domains including attention, memory, language, speed of processing, executive, and psychomotor, just to name a few. A primary theory explaining such cognitive deficits is cognitive reserve theory; it posits that biological factors such as demyelination and oxidative stress interfere with neuronal communication which eventually produces observable deficits in cognitive functioning. Therefore, it is important to maintain or improve cognitive reserve in order to augment cognitive functioning in later life. This article provides a general overview of the principles of geroneuropsychology along with implications for nursing practice and research. PMID:22210304

[Behavioral phenotypes: cognitive and emotional explanation].

PubMed

Pérez-Alvarez, F; Timoneda-Gallart, C

We present a series of Behavioural phenotypes treated with neurocognitive and neuroemotional procedure. A sample of 26 cases were selected according to qualitative methodology from neuropediatric patients. The method was based on using the PASS theory of intelligence to approach the cognitive problem and the theory of masquerade behaviour as self-defence to solve the emotional problem. Both theories have neurological bases. DN:CAS battery was utilized for assessment of cognitive processes. On the other hand, analysis of cases was carried out doing data analysis with video recorder device. All cases were considered responder cases although in different degree. The responder was defined as the patient which reached better intellectual achievement with respect to cognitive function and which gave up, at least partially, masquerade Behaviour with respect to emotional function. The Behaviour of the Behavioural phenotypes has neurological rationale. The PASS theory and the planning, in particular, supported by prefrontal cortex justifies consistently some behaviours. The masquerade Behaviour theory is explained by the fear emotional response mechanism which means emotion is a cerebral processing with neurological rationale. The Behavioural phenotypes are Behaviours and every Behaviour can be explained by neurological reasons both cognitive and emotional reasons. So, they can be treated by a cognitive and emotional procedure understood in the light of the neurology.

Toward a more embedded/extended perspective on the cognitive function of gestures

PubMed Central

Pouw, Wim T. J. L.; de Nooijer, Jacqueline A.; van Gog, Tamara; Zwaan, Rolf A.; Paas, Fred

2014-01-01

Gestures are often considered to be demonstrative of the embodied nature of the mind (Hostetter and Alibali, 2008). In this article, we review current theories and research targeted at the intra-cognitive role of gestures. We ask the question how can gestures support internal cognitive processes of the gesturer? We suggest that extant theories are in a sense disembodied, because they focus solely on embodiment in terms of the sensorimotor neural precursors of gestures. As a result, current theories on the intra-cognitive role of gestures are lacking in explanatory scope to address how gestures-as-bodily-acts fulfill a cognitive function. On the basis of recent theoretical appeals that focus on the possibly embedded/extended cognitive role of gestures (Clark, 2013), we suggest that gestures are external physical tools of the cognitive system that replace and support otherwise solely internal cognitive processes. That is gestures provide the cognitive system with a stable external physical and visual presence that can provide means to think with. We show that there is a considerable amount of overlap between the way the human cognitive system has been found to use its environment, and how gestures are used during cognitive processes. Lastly, we provide several suggestions of how to investigate the embedded/extended perspective of the cognitive function of gestures. PMID:24795687

Is low cognitive functioning a predictor or consequence of major depressive disorder? A test in two longitudinal birth cohorts.

PubMed

Schaefer, Jonathan D; Scult, Matthew A; Caspi, Avshalom; Arseneault, Louise; Belsky, Daniel W; Hariri, Ahmad R; Harrington, Honalee; Houts, Renate; Ramrakha, Sandhya; Poulton, Richie; Moffitt, Terrie E

2017-11-16

Cognitive impairment has been identified as an important aspect of major depressive disorder (MDD). We tested two theories regarding the association between MDD and cognitive functioning using data from longitudinal cohort studies. One theory, the cognitive reserve hypothesis, suggests that higher cognitive ability in childhood decreases risk of later MDD. The second, the scarring hypothesis, instead suggests that MDD leads to persistent cognitive deficits following disorder onset. We tested both theories in the Dunedin Study, a population-representative cohort followed from birth to midlife and assessed repeatedly for both cognitive functioning and psychopathology. We also used data from the Environmental Risk Longitudinal Twin Study to test whether childhood cognitive functioning predicts future MDD risk independent of family-wide and genetic risk using a discordant twin design. Contrary to both hypotheses, we found that childhood cognitive functioning did not predict future risk of MDD, nor did study members with a past history of MDD show evidence of greater cognitive decline unless MDD was accompanied by other comorbid psychiatric conditions. Our results thus suggest that low cognitive functioning is related to comorbidity, but is neither an antecedent nor an enduring consequence of MDD. Future research may benefit from considering cognitive deficits that occur during depressive episodes from a transdiagnostic perspective.

The grammar of anger: Mapping the computational architecture of a recalibrational emotion.

PubMed

Sell, Aaron; Sznycer, Daniel; Al-Shawaf, Laith; Lim, Julian; Krauss, Andre; Feldman, Aneta; Rascanu, Ruxandra; Sugiyama, Lawrence; Cosmides, Leda; Tooby, John

2017-11-01

According to the recalibrational theory of anger, anger is a computationally complex cognitive system that evolved to bargain for better treatment. Anger coordinates facial expressions, vocal changes, verbal arguments, the withholding of benefits, the deployment of aggression, and a suite of other cognitive and physiological variables in the service of leveraging bargaining position into better outcomes. The prototypical trigger of anger is an indication that the offender places too little weight on the angry individual's welfare when making decisions, i.e. the offender has too low a welfare tradeoff ratio (WTR) toward the angry individual. Twenty-three experiments in six cultures, including a group of foragers in the Ecuadorian Amazon, tested six predictions about the computational structure of anger derived from the recalibrational theory. Subjects judged that anger would intensify when: (i) the cost was large, (ii) the benefit the offender received from imposing the cost was small, or (iii) the offender imposed the cost despite knowing that the angered individual was the person to be harmed. Additionally, anger-based arguments conformed to a conceptual grammar of anger, such that offenders were inclined to argue that they held a high WTR toward the victim, e.g., "the cost I imposed on you was small", "the benefit I gained was large", or "I didn't know it was you I was harming." These results replicated across all six tested cultures: the US, Australia, Turkey, Romania, India, and Shuar hunter-horticulturalists in Ecuador. Results contradict key predictions about anger based on equity theory and social constructivism. Copyright © 2017 Elsevier B.V. All rights reserved.

R2* mapping for brain iron: associations with cognition in normal aging.

PubMed

Ghadery, Christine; Pirpamer, Lukas; Hofer, Edith; Langkammer, Christian; Petrovic, Katja; Loitfelder, Marisa; Schwingenschuh, Petra; Seiler, Stephan; Duering, Marco; Jouvent, Eric; Schmidt, Helena; Fazekas, Franz; Mangin, Jean-Francois; Chabriat, Hugues; Dichgans, Martin; Ropele, Stefan; Schmidt, Reinhold

2015-02-01

Brain iron accumulates during aging and has been associated with neurodegenerative disorders including Alzheimer's disease. Magnetic resonance (MR)-based R2* mapping enables the in vivo detection of iron content in brain tissue. We investigated if during normal brain aging iron load relates to cognitive impairment in region-specific patterns in a community-dwelling cohort of 336 healthy, middle aged, and older adults from the Austrian Stroke Prevention Family Study. MR imaging and R2* mapping in the basal ganglia and neocortex were done at 3T. Comprehensive neuropsychological testing assessed memory, executive function, and psychomotor speed. We found the highest iron concentration in the globus pallidus, and pallidal and putaminal iron was significantly and inversely associated with cognitive performance in all cognitive domains, except memory. These associations were iron load dependent. Vascular brain lesions and brain volume did not mediate the relationship between iron and cognitive performance. We conclude that higher R2*-determined iron in the basal ganglia correlates with cognitive impairment during brain aging independent of concomitant brain abnormalities. The prognostic significance of this finding needs to be determined. Copyright © 2015 Elsevier Inc. All rights reserved.

Control over the strength of connections between modules: a double dissociation between stimulus format and task revealed by Granger causality mapping in fMRI

PubMed Central

Anderson, Britt; Soliman, Sherif; O’Malley, Shannon; Danckert, James; Besner, Derek

2015-01-01

Drawing on theoretical and computational work with the localist dual route reading model and results from behavioral studies, Besner et al. (2011) proposed that the ability to perform tasks that require overriding stimulus-specific defaults (e.g., semantics when naming Arabic numerals, and phonology when evaluating the parity of number words) necessitate the ability to modulate the strength of connections between cognitive modules for lexical representation, semantics, and phonology on a task- and stimulus-specific basis. We used functional magnetic resonance imaging to evaluate this account by assessing changes in functional connectivity while participants performed tasks that did and did not require such stimulus-task default overrides. The occipital region showing the greatest modulation of BOLD signal strength for the two stimulus types was used as the seed region for Granger causality mapping (GCM). Our GCM analysis revealed a region of rostromedial frontal cortex with a crossover interaction. When participants performed tasks that required overriding stimulus type defaults (i.e., parity judgments of number words and naming Arabic numerals) functional connectivity between the occipital region and rostromedial frontal cortex was present. Statistically significant functional connectivity was absent when the tasks were the default for the stimulus type (i.e., parity judgments of Arabic numerals and reading number words). This frontal region (BA 10) has previously been shown to be involved in goal-directed behavior and maintenance of a specific task set. We conclude that overriding stimulus-task defaults requires a modulation of connection strengths between cognitive modules and that the override mechanism predicted from cognitive theory is instantiated by frontal modulation of neural activity of brain regions specialized for sensory processing. PMID:25870571

Using intervention mapping to deconstruct cognitive work hardening: a return-to-work intervention for people with depression.

PubMed

Wisenthal, Adeena; Krupa, Terry

2014-12-12

Mental health related work disability leaves are increasing at alarming rates with depression emerging as the most common mental disorder in the workforce. Treatments are available to alleviate depressive symptoms and associated functional impacts; however, they are not specifically aimed at preparing people to return to work. Cognitive work hardening (CWH) is a novel intervention that addresses this gap in the health care system. This paper presents a theoretical analysis of the components and underlying mechanisms of CWH using Intervention Mapping (IM) as a tool to deconstruct its elements. The cognitive sequelae of depression and their relevance to return-to-work (RTW) are examined together with interpersonal skills and other work-related competencies that affect work ability. IM, a tool typically used to create programs, is used to deconstruct an existing program, namely CWH, into its component parts and link them to theories and models in the literature. CWH has been deconstructed into intervention elements which are linked to program performance objectives through underlying theoretical models. In this way, linkages are made between tools and materials of the intervention and the overall program objective of 'successful RTW for people with depression'. An empirical study of the efficacy of CWH is currently underway which should provide added insight and understanding into this intervention. The application of IM to CWH illustrates the theoretical underpinnings of the treatment intervention and assists with better understanding the linkage between intervention elements and intervention objective. Applying IM to deconstruct an existing program (rather than create a program) presents an alternate application of the IM tool which can have implications for other programs in terms of enhancing understanding, grounding in theoretical foundations, communicating program design, and establishing a basis for program evaluation and improvement.

Twenty years of load theory-Where are we now, and where should we go next?

PubMed

Murphy, Gillian; Groeger, John A; Greene, Ciara M

2016-10-01

Selective attention allows us to ignore what is task-irrelevant and focus on what is task-relevant. The cognitive and neural mechanisms that underlie this process are key topics of investigation in cognitive psychology. One of the more prominent theories of attention is perceptual load theory, which suggests that the efficiency of selective attention is dependent on both perceptual and cognitive load. It is now more than 20 years since the proposal of load theory, and it is a good time to evaluate the evidence in support of this influential model. The present article supplements and extends previous reviews (Lavie, Trends in Cognitive Sciences, 9, 75-82. doi: 10.1016/j.tics.2004.12.004 , 2005, Current Directions in Psychological Science, 19, 143-148. doi: 10.1177/0963721410370295 , 2010) by examining more recent research in what appears to be a rapidly expanding area. The article comprises five parts, examining (1) evidence for the effects of perceptual load on attention, (2) cognitive load, (3) individual differences under load, (4) alternative theories and criticisms, and (5) the future of load theory. We argue that the key next step for load theory will be the application of the model to real-world tasks. The potential benefits of applied attention research are numerous, and there is tentative evidence that applied research would provide strong support for the theory itself, as well as real-world benefits related to activities in which attention is crucial, such as driving and education.

How Do Theories of Cognition and Consciousness in Ancient Indian Thought Systems Relate to Current Western Theorizing and Research?

PubMed Central

Sedlmeier, Peter; Srinivas, Kunchapudi

2016-01-01

Unknown to most Western psychologists, ancient Indian scriptures contain very rich, empirically derived psychological theories that are, however, intertwined with religious and philosophical content. This article represents our attempt to extract the psychological theory of cognition and consciousness from a prominent ancient Indian thought system: Samkhya-Yoga. We derive rather broad hypotheses from this approach that may complement and extend Western mainstream theorizing. These hypotheses address an ancient personality theory, the effects of practicing the applied part of Samkhya-Yoga on normal and extraordinary cognition, as well as different ways of perceiving reality. We summarize empirical evidence collected (mostly without reference to the Indian thought system) in diverse fields of research that allows for making judgments about the hypotheses, and suggest more specific hypotheses to be examined in future research. We conclude that the existing evidence for the (broad) hypotheses is substantial but that there are still considerable gaps in theory and research to be filled. Theories of cognition contained in the ancient Indian systems have the potential to modify and complement existing Western mainstream accounts of cognition. In particular, they might serve as a basis for arriving at more comprehensive theories for several research areas that, so far, lack strong theoretical grounding, such as meditation research or research on aspects of consciousness. PMID:27014150

Modeling Theory of Mind and Cognitive Appraisal with Decision-Theoretic Agents

DTIC Science & Technology

2011-04-07

following key factors: Consistency: People expect, prefer, and are driven to maintain consistency, and avoid cognitive dissonance , be- tween beliefs...Modeling Theory of Mind and Cognitive Appraisal with Decision-Theoretic Agents David V. Pynadath1, Mei Si2, and Stacy C. Marsella1 1Institute for...capacity in appraisal and social emotions, as well as arguing for a uniform process for emotion and cognition . 1 Report Documentation Page Form

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.

Concept maps and nursing theory: a pedagogical approach.

PubMed

Hunter Revell, Susan M

2012-01-01

Faculty seek to teach nursing students how to link clinical and theoretical knowledge with the intent of improving patient outcomes. The author discusses an innovative 9-week concept mapping activity as a pedagogical approach to teach nursing theory in a graduate theory course. Weekly concept map building increased student engagement and fostered theoretical thinking. Unexpectedly, this activity also benefited students through group work and its ability to enhance theory-practice knowledge.

Opening the Black Box of Social Cognitive Mapping

ERIC Educational Resources Information Center

Neal, Zachary P.; Neal, Jennifer Watling

2013-01-01

This article provides Zachary P. Neal and Jennifer Watling Neal's response to Thomas W. Farmer and Hongling Xie's commentary on Neal and Neal's "Multiple Meanings of Peer Groups in Social Cognitive Mapping." Neal and Neal assert that many of Farmer and Xie's comments highlight the motivation behind their original…

Psychologic theories in functional neurologic disorders.

PubMed

Carson, A; Ludwig, L; Welch, K

2016-01-01

In this chapter we review key psychologic theories that have been mooted as possible explanations for the etiology of functional neurologic symptoms, conversion disorder, and hysteria. We cover Freudian psychoanalysis and later object relations and attachment theories, social theories, illness behavior, classic and operant conditioning, social learning theory, self-regulation theory, cognitive-behavioral theories, and mindfulness. Dissociation and modern cognitive neuroscience theories are covered in other chapters in this series and, although of central importance, are omitted from this chapter. Our aim is an overview with the emphasis on breadth of coverage rather than depth. © 2016 Elsevier B.V. All rights reserved.

Development of affective theory of mind across adolescence: disentangling the role of executive functions.

PubMed

Vetter, Nora C; Altgassen, Mareike; Phillips, Louise; Mahy, Caitlin E V; Kliegel, Matthias

2013-01-01

Theory of mind, the ability to understand mental states, involves inferences about others' cognitive (cognitive theory of mind) and emotional (affective theory of mind) mental states. The current study explored the role of executive functions in developing affective theory of mind across adolescence. Affective theory of mind and three subcomponents of executive functions (inhibition, updating, and shifting) were measured. Affective theory of mind was positively related to age, and all three executive functions. Specifically, inhibition explained the largest amount of variance in age-related differences in affective theory of mind.

Cognitive abilities of preschool children: implications for nurses working with young children.

PubMed

Hauck, M R

1991-08-01

To effectively care for well or ill children, nurses must know something about how children think and what they are capable of comprehending. Nurses have traditionally based assumptions about children's cognitive abilities on a surface knowledge of Piaget's theory of cognitive development. Many recent researchers in the field of cognitive development have pointed out limitations in Piaget's theory and offer new ways of conceptualizing the way children think. In this article, I will identify limitations of Piaget's theory as it applies to preschool-aged children. Ideas of researchers using an information processing approach to understanding children's thinking will be described as alternative approaches to the understanding of preschool thought. I prescriptively postulate how research findings concerning cognition have implications for nurses working with young children.

Representational geometry: integrating cognition, computation, and the brain.

PubMed

Kriegeskorte, Nikolaus; Kievit, Rogier A

2013-08-01

The cognitive concept of representation plays a key role in theories of brain information processing. However, linking neuronal activity to representational content and cognitive theory remains challenging. Recent studies have characterized the representational geometry of neural population codes by means of representational distance matrices, enabling researchers to compare representations across stages of processing and to test cognitive and computational theories. Representational geometry provides a useful intermediate level of description, capturing both the information represented in a neuronal population code and the format in which it is represented. We review recent insights gained with this approach in perception, memory, cognition, and action. Analyses of representational geometry can compare representations between models and the brain, and promise to explain brain computation as transformation of representational similarity structure. Copyright © 2013 Elsevier Ltd. All rights reserved.

Load theory of selective attention and cognitive control.

PubMed

Lavie, Nilli; Hirst, Aleksandra; de Fockert, Jan W; Viding, Essi

2004-09-01

A load theory of attention in which distractor rejection depends on the level and type of load involved in current processing was tested. A series of experiments demonstrates that whereas high perceptual load reduces distractor interference, working memory load or dual-task coordination load increases distractor interference. These findings suggest 2 selective attention mechanisms: a perceptual selection mechanism serving to reduce distractor perception in situations of high perceptual load that exhaust perceptual capacity in processing relevant stimuli and a cognitive control mechanism that reduces interference from perceived distractors as long as cognitive control functions are available to maintain current priorities (low cognitive load). This theory resolves the long-standing early versus late selection debate and clarifies the role of cognitive control in selective attention. ((c) 2004 APA, all rights reserved)

Explicit and implicit cognition: a preliminary test of a dual-process theory of cognitive vulnerability to depression.

PubMed

Haeffel, Gerald J; Abramson, Lyn Y; Brazy, Paige C; Shah, James Y; Teachman, Bethany A; Nosek, Brian A

2007-06-01

Two studies were conducted to test a dual-process theory of cognitive vulnerability to depression. According to this theory, implicit and explicit cognitive processes have differential effects on depressive reactions to stressful life events. Implicit processes are hypothesized to be critical in determining an individual's immediate affective reaction to stress whereas explicit cognitions are thought to be more involved in long-term depressive reactions. Consistent with hypotheses, the results of study 1 (cross-sectional; N=237) showed that implicit, but not explicit, cognitions predicted immediate affective reactions to a lab stressor. Study 2 (longitudinal; N=251) also supported the dual-process model of cognitive vulnerability to depression. Results showed that both the implicit and explicit measures interacted with life stress to predict prospective changes in depressive symptoms, respectively. However, when both implicit and explicit predictors were entered into a regression equation simultaneously, only the explicit measure interacted with stress to remain a unique predictor of depressive symptoms over the five-week prospective interval.

What difference reveals about similarity.

PubMed

Sagi, Eyal; Gentner, Dedre; Lovett, Andrew

2012-08-01

Detecting that two images are different is faster for highly dissimilar images than for highly similar images. Paradoxically, we showed that the reverse occurs when people are asked to describe how two images differ--that is, to state a difference between two images. Following structure-mapping theory, we propose that this disassociation arises from the multistage nature of the comparison process. Detecting that two images are different can be done in the initial (local-matching) stage, but only for pairs with low overlap; thus, "different" responses are faster for low-similarity than for high-similarity pairs. In contrast, identifying a specific difference generally requires a full structural alignment of the two images, and this alignment process is faster for high-similarity pairs. We described four experiments that demonstrate this dissociation and show that the results can be simulated using the Structure-Mapping Engine. These results pose a significant challenge for nonstructural accounts of similarity comparison and suggest that structural alignment processes play a significant role in visual comparison. Copyright © 2012 Cognitive Science Society, Inc.

Navigation Patterns and Scent Marking: Underappreciated Contributors to Hippocampal and Entorhinal Spatial Representations?

PubMed

Lebedev, Mikhail A; Pimashkin, Alexey; Ossadtchi, Alexei

2018-01-01

According to the currently prevailing theory, hippocampal formation constructs and maintains cognitive spatial maps. Most of the experimental evidence for this theory comes from the studies on navigation in laboratory rats and mice, typically male animals. While these animals exhibit a rich repertoire of behaviors associated with navigation, including locomotion, head movements, whisking, sniffing, raring and scent marking, the contribution of these behavioral patterns to the hippocampal spatially-selective activity has not been sufficiently studied. Instead, many publications have considered animal position in space as the major variable that affects the firing of hippocampal place cells and entorhinal grid cells. Here we argue that future work should focus on a more detailed examination of different behaviors exhibited during navigation to better understand the mechanism of spatial tuning in hippocampal neurons. As an inquiry in this direction, we have analyzed data from two datasets, shared online, containing recordings from rats navigating in square and round arenas. Our analyses revealed patchy navigation patterns, evident from the spatial maps of animal position, velocity and acceleration. Moreover, grid cells available in the datasets exhibited similar periodicity as the navigation parameters. These findings indicate that activity of grid cells could affect navigation parameters and/or vice versa. Additionally, we speculate that scent marks left by navigating animals could contribute to neuronal responses while rats and mice sniff their environment; the act of sniffing could modulate neuronal discharges even in virtual visual environments. Accordingly, we propose that future experiments should contain additional controls for navigation patterns, whisking, sniffing and maps composed of scent marks.

Science Education for Women: Situated Cognition, Feminist Standpoint Theory, and the Status of Women in Science

NASA Astrophysics Data System (ADS)

Pinnick, Cassandra L.

2008-11-01

This paper examines the relation between situated cognition theory in science education, and feminist standpoint theory in philosophy of science. It shows that situated cognition is an idea borrowed from a long since discredited philosophy of science. It argues that feminist standpoint theory ought not be indulged as it is a failed challenge to traditional philosophy of science. Standpoint theory diverts attention away from the abiding educational and career needs of women in science. In the interest of women in science, and in the interest of science, science educators would do best for their constituencies by a return to feminist philosophy understood as the demand for equal access and a level playing field for women in science and society.

The CAL: cognitive, apperceptive and representative aspects of fashion design - Side note to neuroaesthetic theory

NASA Astrophysics Data System (ADS)

Csanák, Edit

2017-10-01

This article deals with the creative and cognitive process of the creative work from the aspect of fashion design. It is examined through the Cognitive-Apperceptive-Limn process (The CAL), analysing the stages of design work referring to prominent literature, and discussing exciting theories, such the FLOW and the AHA effects are, and the neuro aesthetic theory. Setting them into a new context, the article offers a fresh approach of a designer, rather than a scientific statement based on pragmatic findings. Since theories on artistic performance and creativity can never be enough ‘empirical’, and the process can be never understood enough well…

Cognitive Style Index: Further Investigation of the Factor Structure with an American Student Sample

ERIC Educational Resources Information Center

Backhaus, Kristin; Liff, Joshua P.

2007-01-01

The present study investigates the factor structure of the Cognitive Style Index (CSI), comparing the unitary, bipolar continuum of intuition-analysis, the theory upon which the CSI is predicated, with the two-factor theory of cognitive style. We conducted both confirmatory and exploratory factor analyses on data from a sample of 222 American…

Individual Differences in Executive Function and Central Coherence Predict Developmental Changes in Theory of Mind in Autism

ERIC Educational Resources Information Center

Pellicano, Elizabeth

2010-01-01

There is strong evidence to suggest that individuals with autism show atypicalities in multiple cognitive domains, including theory of mind (ToM), executive function (EF), and central coherence (CC). In this study, the longitudinal relationships among these 3 aspects of cognition in autism were investigated. Thirty-seven cognitively able children…

Using Social Cognitive Theory to Predict Physical Activity and Fitness in Underserved Middle School Children

ERIC Educational Resources Information Center

Martin, Jeffrey J.; McCaughtry, Nate; Flory, Sara; Murphy, Anne; Wisdom, Kimberlydawn

2011-01-01

Few researchers have used social cognitive theory and environment-based constructs to predict physical activity (PA) and fitness in underserved middle-school children. Hence, we evaluated social cognitive variables and perceptions of the school environment to predict PA and fitness in middle school children (N = 506, ages 10-14 years). Using…

The Cognitively Oriented Curriculum: A Framework for Preschool Teachers. Final Report. Volume I of 2 Volumes.

ERIC Educational Resources Information Center

Weikart, David P.; And Others

This report describes the Cognitively Oriented Curriculum based on Piagetian theory which is used in the Perry Preschool Project. The purpose of this long-term project is to help educationally disadvantaged Negro children develop the concepts and abilities necessary for academic success. The Piagetian theory of cognitive development is discussed…

The Role of Falsification in the Development of Cognitive Architectures: Insights from a Lakatosian Analysis

ERIC Educational Resources Information Center

Cooper, Richard P.

2007-01-01

It has been suggested that the enterprise of developing mechanistic theories of the human cognitive architecture is flawed because the theories produced are not directly falsifiable. Newell attempted to sidestep this criticism by arguing for a Lakatosian model of scientific progress in which cognitive architectures should be understood as theories…

A Biblical-Theological Model of Cognitive Dissonance Theory: Relevance for Christian Educators

ERIC Educational Resources Information Center

Bowen, Danny Ray

2012-01-01

The purpose of this content analysis research was to develop a biblical-theological model of Cognitive Dissonance Theory applicable to pedagogy. Evidence of cognitive dissonance found in Scripture was used to infer a purpose for the innate drive toward consonance. This inferred purpose was incorporated into a model that improves the descriptive…

Developing the Therapeutic Potential of Embodied Cognition and Metaphors in Nature-Based Therapy: Lessons from Theory to Practice

ERIC Educational Resources Information Center

Corazon, Sus S.; Schilhab, Theresa S. S.; Stigsdotter, Ulrika K.

2011-01-01

This paper theoretically examines the interplay between cognition and bodily involvement in relation to nature-based therapy and proposes implications for practice. With support from theory within embodied cognition and neuroscientific studies, it is argued that explicit learning is actively supported by bodily involvement with the environment.…

Self-Instructional Module Based on Cognitive Load Theory: A Study on Information Retention among Trainee Teachers

ERIC Educational Resources Information Center

Ong, Chiek Pin; Tasir, Zaidatun

2015-01-01

The aim of the research is to study the information retention among trainee teachers using a self-instructional printed module based on Cognitive Load Theory for learning spreadsheet software. Effective pedagogical considerations integrating the theoretical concepts related to cognitive load are reflected in the design and development of the…

Least Squares Distance Method of Cognitive Validation and Analysis for Binary Items Using Their Item Response Theory Parameters

ERIC Educational Resources Information Center

Dimitrov, Dimiter M.

2007-01-01

The validation of cognitive attributes required for correct answers on binary test items or tasks has been addressed in previous research through the integration of cognitive psychology and psychometric models using parametric or nonparametric item response theory, latent class modeling, and Bayesian modeling. All previous models, each with their…

Cracks in the New Jar: The Limits of Tailored Deterrence

DTIC Science & Technology

2011-03-17

motivated biases, which result from subconscious psychological pressure that distorts perception. Motivated biases differ from cognitive biases...deterrence theory, including the uncertainty and cognitive biases inherent to both intelligence assessments and international relations. While...neglects some of the most important elements of contemporary deterrence theory, including the uncertainty and cognitive biases inherent to both

The Concept of Energy in Psychological Theory. Cognitive Science Program, Technical Report No. 86-2.

ERIC Educational Resources Information Center

Posner, Michael I.; Rothbart, Mary Klevjord

This paper describes a basic framework for integration of computational and energetic concepts in psychological theory. The framework is adapted from a general effort to understand the neural systems underlying cognition. The element of the cognitive system that provides the best basis for attempting to relate energetic and computational ideas is…

Context Processing and Cognitive Control in Children and Young Adults

ERIC Educational Resources Information Center

Lorsbach, Thomas C.; Reimer, Jason F.

2008-01-01

T. S. Braver and colleagues (e.g., T. S. Braver, J. D. Cohen, & D. M. Barch, 2002) have provided a theory of cognitive control that focuses on the role of context processing. According to their theory, an underlying context-processing mechanism is responsible for the cognitive control functions of attention, inhibition, and working memory. In the…

CLASS Challenging Tasks: Using Cognitive Load Theory to Inform the Design of Challenging Mathematical Tasks

ERIC Educational Resources Information Center

Russo, James; Hopkins, Sarah

2017-01-01

This paper outlines a seven-step process for developing problem-solving tasks informed by cognitive load theory. Through an example of a task developed for Year 2 students, we show how this approach can be used to produce challenging mathematical tasks that aim to optimise cognitive load for each student.

Is There Evidence for a Mixture of Processes in Speed-Accuracy Trade-Off Behavior?

PubMed

van Maanen, Leendert

2016-01-01

The speed-accuracy trade-off (SAT) effect refers to the behavioral trade-off between fast yet error-prone respones and accurate but slow responses. Multiple theories on the cognitive mechanisms behind SAT exist. One theory assumes that SAT is a consequence of strategically adjusting the amount of evidence required for overt behaviors, such as perceptual choices. Another theory hypothesizes that SAT is the consequence of the mixture of multiple categorically different cognitive processes. In this paper, these theories are disambiguated by assessing whether the fixed-point property of mixture distributions holds, in both simulations and data. I conclude that, at least for perceptual decision making, there is no evidence for a mixture of different cognitive processes to trade off accuracy of responding for speed. Copyright © 2016 Cognitive Science Society, Inc.

Information Processing Versus Social Cognitive Mediators of Weight Loss in a Podcast-Delivered Health Intervention

ERIC Educational Resources Information Center

Ko, Linda K.; Turner-McGrievy, Gabrielle M.; Campbell, Marci K.

2014-01-01

Podcasting is an emerging technology, and previous interventions have shown promising results using theory-based podcast for weight loss among overweight and obese individuals. This study investigated whether constructs of social cognitive theory and information processing theories (IPTs) mediate the effect of a podcast intervention on weight loss…

Declarative Joint Attention as a Foundation of Theory of Mind

ERIC Educational Resources Information Center

Sodian, Beate; Kristen-Antonow, Susanne

2015-01-01

Theories of social-cognitive development have attributed a foundational role to declarative joint attention. The present longitudinal study of 83 children, who were assessed on a battery of social-cognitive tasks at multiple measurement points from the age of 12 to 50 months, tested a predictive model of theory of mind (false-belief…

Cognitive Type Theory & Learning Style, A Teacher's Guide.

ERIC Educational Resources Information Center

Mamchur, Carolyn

This guide provides a practical explanation of cognitive type theory and learning style that will help teachers meet students' needs and discover their own strengths as teachers and colleagues. The introduction provides an overview of the book from the perspective of a high school classroom teacher. Part One introduces the theory of psychological…

Why the Young Child Has Neither a Theory of Mind nor a Theory of Anything Else.

ERIC Educational Resources Information Center

Gellatly, Angus

1997-01-01

Critiques the metaphor of child-as-theoretician. Argues that comparisons between the cognitive development of an individual and the historical development of a scientific theory are deeply misleading. Further argues that, although there are similarities between children's cognitive enculturation and adults' continuing education, individual…

Metacognitive Load--Useful, or Extraneous Concept? Metacognitive and Self-Regulatory Demands in Computer-Based Learning

ERIC Educational Resources Information Center

Schwonke, Rolf

2015-01-01

Instructional design theories such as the "cognitive load theory" (CLT) or the "cognitive theory of multimedia learning" (CTML) explain learning difficulties in (computer-based) learning usually as a result of design deficiencies that hinder effective schema construction. However, learners often struggle even in well-designed…

The impact of oxytocin administration on brain activity: a systematic review and meta-analysis protocol.

PubMed

Quintana, Daniel S; Outhred, Tim; Westlye, Lars T; Malhi, Gin S; Andreassen, Ole A

2016-11-29

Converging evidence demonstrates the important role of the neuropeptide hormone oxytocin (OT) in human behaviour and cognition. Intranasal OT administration has been shown to improve several aspects of social communication, such as the theory of mind performance and gaze to the eye region, and reduce anxiety and related negative cognitive appraisals. While this early research has demonstrated the potential for intranasal OT to treat psychiatric illnesses characterized by social impairments, the neurobiological mechanisms are not well known. Researchers have used functional magnetic resonance imaging (fMRI) to examine the neural correlates of OT response; however, results have been variable and moderating factors are poorly understood. The aim of this meta-analysis is to synthesize data examining the impact of intranasal OT administration on neural activity. Studies that report fMRI data after intranasal OT administration will be identified. PubMed, Embase, PsycINFO, and Google Scholar databases will be searched as well as the citation lists of retrieved articles. Eligible articles written in English from 2005 onwards will be included in the meta-analysis, and corresponding authors of these papers will be invited to contribute t-maps. Data will be collected from eligible studies for synthesis using Seed-based d Mapping (SDM) or Multi-Level Kernel Density Analysis (MKDA), depending on the number of usable t-maps received. Additionally, publication bias and risk of bias will be assessed. This systematic review and meta-analysis will be the first pre-registered synthesis of data to identify the neural correlates of OT nasal spray response. The identification of brain regions underlying OT's observed effects will help guide future research and better identify treatment targets. PROSPERO CRD42016038781.

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.

Connecting cognition and consumer choice.

PubMed

Bartels, Daniel M; Johnson, Eric J

2015-02-01

We describe what can be gained from connecting cognition and consumer choice by discussing two contexts ripe for interaction between the two fields. The first-context effects on choice-has already been addressed by cognitive science yielding insights about cognitive process but there is promise for more interaction. The second is learning and representation in choice where relevant theories in cognitive science could be informed by consumer choice, and in return, could pose and answer new questions. We conclude by discussing how these two fields of research stand to benefit from more interaction, citing examples of how interfaces of cognitive science with other fields have been illuminating for theories of cognition. Copyright © 2014 Elsevier B.V. All rights reserved.

Participation in recreation and cognitive activities as a predictor of cognitive performance of adults with/without Down syndrome.

PubMed

Lifshitz-Vahav, Hefziba; Shnitzer, Shlomit; Mashal, Nira

2016-09-01

The Cognitive Activity Theory suggests an association between participation in cognitive activities during midlife and cognitive functioning in the short term. We examined the impact of participation in cognitively stimulating activities conveyed during leisure activities on crystallized and fluid tests' performance among adults with intellectual disabilities (ID). Adults (n = 32; chronological age = 25-55) with non-specific ID and with Down syndrome rated the frequency of their participation in leisure activities. Pursuits included more cognitively involving (reading, participating in academic courses) and less cognitively involving (cooking, dancing) activities. Three judges ranked activities according to their cognitive load on a 1 (few cognitive components) to 5 (many cognitive components) points scale. The findings indicate two new scales: cognitively stimulating activities and recreational stimulating activities. The crystallized battery included phonemic fluency, synonyms, idioms, and verbal metaphors. The fluid battery included the Homophone Meaning Generation Test, Metaphoric Triad Test, Novel Metaphors Test, and Trail Making Test. Hierarchal regression with chronological and mental age, recreational, and cognitively stimulating activities indicated that participation in recreational activities contributed significantly to the explained variance of word fluency. Participation in cognitive activities contributed significantly to the explained variance of most of the crystallized and fluid tests. The findings support the Cognitive Activity Theory in populations with ID. The findings also support the Compensation Age Theory: not only endogenous factors (age, etiology, IQ level), but also exogenous factors such as life style determining the cognitive functioning of adults with ID. However, frequency and the cognitive load of the activities influenced their cognitive functioning.

Cognitive vulnerabilities and depression versus other psychopathology symptoms and diagnoses in early adolescence.

PubMed

Alloy, Lauren B; Black, Shimrit K; Young, Mathew E; Goldstein, Kim E; Shapero, Benjamin G; Stange, Jonathan P; Boccia, Angelo S; Matt, Lindsey M; Boland, Elaine M; Moore, Lauren C; Abramson, Lyn Y

2012-01-01

We examined the concurrent associations between multiple cognitive vulnerabilities to depression featured in hopelessness theory, Beck's theory, and response styles theory and depressive symptoms and diagnoses in a sample of early adolescents. We also examined the specificity of these cognitive vulnerabilities to depression versus anxiety and externalizing psychopathology, controlling for co-occurring symptoms and diagnoses. Male and female, Caucasian and African American, 12- to 13-year-old adolescents were assessed in a cross-sectional design. Cognitive vulnerabilities of hopelessness, inferential style, rumination, and self-referent information processing were assessed with self-reports and behavioral tasks. Symptoms and diagnoses of depressive, anxiety, and externalizing disorders were assessed with self-report questionnaires and diagnostic interviews. Hopelessness exhibited the greatest specificity to depressive symptoms and diagnoses, whereas negative inferential styles, rumination, and negative self-referent information processing were associated with both depressive and anxiety symptoms and diagnoses and, in some cases, with externalizing disorders. Consistent with cognitive theories of depression, hopelessness, negative inferential styles, rumination, and negative self-referent information processing were associated with depressive symptoms and diagnoses. However, with the exception of hopelessness, most of the remaining cognitive vulnerabilities were not specific to depression. With further maturation of our sample, these cognitive vulnerabilities may become more specific to depression as cognitive styles further develop and consolidate, the rates of depression increase, and individuals' presentations of psychopathology become more differentiated.

Cognitive Vulnerabilities and Depression versus Other Psychopathology Symptoms and Diagnoses in Early Adolescence

PubMed Central

Alloy, Lauren B.; Black, Shimrit K.; Young, Mathew E.; Goldstein, Kim E.; Shapero, Benjamin G.; Stange, Jonathan P.; Boccia, Angelo S.; Matt, Lindsey M.; Boland, Elaine M.; Moore, Lauren C.; Abramson, Lyn Y.

2012-01-01

Objective We examined the concurrent associations between multiple cognitive vulnerabilities to depression featured in Hopelessness Theory, Beck’s Theory, and Response Styles Theory and depressive symptoms and diagnoses in a sample of early adolescents. We also examined the specificity of these cognitive vulnerabilities to depression versus anxiety and externalizing psychopathology, controlling for co-occurring symptoms and diagnoses. Method Male and female, Caucasian and African-American, 12–13 year old adolescents were assessed in a cross-sectional design. Cognitive vulnerabilities of hopelessness, inferential style, rumination, and self-referent information processing were assessed with self-reports and behavioral tasks. Symptoms and diagnoses of depressive, anxiety, and externalizing disorders were assessed with self-report questionnaires and diagnostic interviews. Results Hopelessness exhibited the greatest specificity to depressive symptoms and diagnoses, whereas negative inferential styles, rumination, and negative self-referent information processing were associated with both depressive and anxiety symptoms and diagnoses and, in some cases, with externalizing disorders. Conclusions Consistent with cognitive theories of depression, hopelessness, negative inferential styles, rumination, and negative self-referent information processing were associated with depressive symptoms and diagnoses. However, with the exception of hopelessness, most of the remaining cognitive vulnerabilities were not specific to depression. With further maturation of our sample, these cognitive vulnerabilities may become more specific to depression as cognitive styles further develop and consolidate, the rates of depression increase, and individuals’ presentations of psychopathology become more differentiated. PMID:22853629

Stagewise cognitive development: an application of catastrophe theory.

PubMed

van der Maas, H L; Molenaar, P C

1992-07-01

In this article an overview is given of traditional methodological approaches to stagewise cognitive developmental research. These approaches are evaluated and integrated on the basis of catastrophe theory. In particular, catastrophe theory specifies a set of common criteria for testing the discontinuity hypothesis proposed by Piaget. Separate criteria correspond to distinct methods used in cognitive developmental research. Such criteria are, for instance, the detection of spurts in development, bimodality of test scores, and increased variability of responses during transitional periods. When a genuine stage transition is present, these criteria are expected to be satisfied. A revised catastrophe model accommodating these criteria is proposed for the stage transition in cognitive development from the preoperational to the concrete operational stage.

Different Patterns of Theory of Mind Impairment in Mild Cognitive Impairment.

PubMed

Moreau, Noémie; Rauzy, Stéphane; Bonnefoi, Bernadette; Renié, Laurent; Martinez-Almoyna, Laurent; Viallet, François; Champagne-Lavau, Maud

2015-01-01

Theory of Mind refers to the ability to infer other’s mental states, their beliefs, intentions, or knowledge. To date, only two studies have reported the presence of Theory of Mind impairment in mild cognitive impairment (MCI). In the present study,we evaluated 20 MCI patients and compared them with 25 healthy control participants using two Theory of Mind tasks. The first task was a false belief paradigm as frequently used in the literature, and the second one was a referential communication task,assessing Theory of Mind in a real situation of interaction and which had never been used before in this population. The results showed that MCI patients presented difficulties inferring another person’s beliefs about reality and attributing knowledge to them in a situation of real-life interaction. Two different patterns of Theory of Mind emerged among the patients. In comparison with the control group, some MCI patients demonstrated impairment only in the interaction task and presented isolated episodicmemory impairment, while others were impaired in both Theory of Mind tasks and presented cognitive impairment impacting both episodic memory and executive functioning. Theory of Mind is thus altered in the very early stages of cognitive impairment even in real social interaction, which could impact precociously relationships in daily life.

Conceptual Spaces of the Immune System.

PubMed

Fierz, Walter

2016-01-01

The immune system can be looked at as a cognitive system. This is often done in analogy to the neuro-psychological system. Here, it is demonstrated that the cognitive functions of the immune system can be properly described within a new theory of cognitive science. Gärdenfors' geometrical framework of conceptual spaces is applied to immune cognition. Basic notions, like quality dimensions, natural properties and concepts, similarities, prototypes, saliences, etc., are related to cognitive phenomena of the immune system. Constraints derived from treating the immune system within a cognitive theory, like Gärdenfors' conceptual spaces, might well prove to be instrumental for the design of vaccines, immunological diagnostic tests, and immunotherapy.

Toward a Unified Sub-symbolic Computational Theory of Cognition

PubMed Central

Butz, Martin V.

2016-01-01

This paper proposes how various disciplinary theories of cognition may be combined into a unifying, sub-symbolic, computational theory of cognition. The following theories are considered for integration: psychological theories, including the theory of event coding, event segmentation theory, the theory of anticipatory behavioral control, and concept development; artificial intelligence and machine learning theories, including reinforcement learning and generative artificial neural networks; and theories from theoretical and computational neuroscience, including predictive coding and free energy-based inference. In the light of such a potential unification, it is discussed how abstract cognitive, conceptualized knowledge and understanding may be learned from actively gathered sensorimotor experiences. The unification rests on the free energy-based inference principle, which essentially implies that the brain builds a predictive, generative model of its environment. Neural activity-oriented inference causes the continuous adaptation of the currently active predictive encodings. Neural structure-oriented inference causes the longer term adaptation of the developing generative model as a whole. Finally, active inference strives for maintaining internal homeostasis, causing goal-directed motor behavior. To learn abstract, hierarchical encodings, however, it is proposed that free energy-based inference needs to be enhanced with structural priors, which bias cognitive development toward the formation of particular, behaviorally suitable encoding structures. As a result, it is hypothesized how abstract concepts can develop from, and thus how they are structured by and grounded in, sensorimotor experiences. Moreover, it is sketched-out how symbol-like thought can be generated by a temporarily active set of predictive encodings, which constitute a distributed neural attractor in the form of an interactive free-energy minimum. The activated, interactive network attractor essentially characterizes the semantics of a concept or a concept composition, such as an actual or imagined situation in our environment. Temporal successions of attractors then encode unfolding semantics, which may be generated by a behavioral or mental interaction with an actual or imagined situation in our environment. Implications, further predictions, possible verification, and falsifications, as well as potential enhancements into a fully spelled-out unified theory of cognition are discussed at the end of the paper. PMID:27445895

Innovation and design of a web-based pain education interprofessional resource

PubMed Central

Lax, Leila; Watt-Watson, Judy; Lui, Michelle; Dubrowski, Adam; McGillion, Michael; Hunter, Judith; MacLennan, Cameron; Knickle, Kerry; Robb, Anja; Lapeyre, Jaime

2011-01-01

INTRODUCTION: The present article describes educational innovation processes and design of a web-based pain interprofessional resource for prelicensure health science students in universities across Canada. Operationalization of educational theory in design coupled with formative evaluation of design are discussed, along with strategies that support collaborative innovation. METHODS: Educational design was driven by content, theory and evaluation. Pain misbeliefs and teaching points along the continuum from acute to persistent pain were identified. Knowledge-building theory, situated learning, reflection and novel designs for cognitive scaffolding were then employed. Design research principles were incorporated to inform iterative and ongoing design. RESULTS: An authentic patient case was constructed, situated in inter-professional complex care to highlight learning objectives related to pre-operative, postoperative and treatment up to one year, for a surgical cancer patient. Pain mechanisms, assessment and management framed content creation. Knowledge building scaffolds were used, which included video simulations, embedded resources, concurrent feedback, practice-based reflective exercises and commentaries. Scaffolds were refined to specifically support knowledge translation. Illustrative commentaries were designed to explicate pain misbeliefs and best practices. Architecture of the resource was mapped; a multimedia, interactive prototype was created. This pain education resource was developed primarily for individual use, with extensions for interprofessional collective discourse. DISCUSSION: Translation of curricular content scripts into representation maps supported the collaborative design process by establishing a common visual language. The web-based prototype will be formatively and summatively evaluated to assess pedagogic design, knowledge-translation scaffolds, pain knowledge gains, relevance, feasibility and fidelity of this educational innovation. PMID:22184552

An Analysis of Prospective Chemistry Teachers' Cognitive Structures through Flow Map Method: The Subject of Oxidation and Reduction

ERIC Educational Resources Information Center

Temel, Senar

2016-01-01

This study aims to analyse prospective chemistry teachers' cognitive structures related to the subject of oxidation and reduction through a flow map method. Purposeful sampling method was employed in this study, and 8 prospective chemistry teachers from a group of students who had taken general chemistry and analytical chemistry courses were…

Effects of Prior Knowledge and Concept-Map Structure on Disorientation, Cognitive Load, and Learning

ERIC Educational Resources Information Center

Amadieu, Franck; van Gog, Tamara; Paas, Fred; Tricot, Andre; Marine, Claudette

2009-01-01

This study explored the effects of prior knowledge (high vs. low; HPK and LPK) and concept-map structure (hierarchical vs. network; HS and NS) on disorientation, cognitive load, and learning from non-linear documents on "the infection process of a retrograde virus (HIV)". Participants in the study were 24 adults. Overall subjective ratings of…

The Effects of Using Concept Mapping for Improving Advanced Level Biology Students' Lower- and Higher-Order Cognitive Skills

ERIC Educational Resources Information Center

Bramwell-Lalor, Sharon; Rainford, Marcia

2014-01-01

This paper reports on teachers' use of concept mapping as an alternative assessment strategy in advanced level biology classes and its effects on students' cognitive skills on selected biology concepts. Using a mixed methods approach, the study employed a pre-test/post-test quasi-experimental design involving 156 students and 8 teachers from…

Reference frames in virtual spatial navigation are viewpoint dependent

PubMed Central

Török, Ágoston; Nguyen, T. Peter; Kolozsvári, Orsolya; Buchanan, Robert J.; Nadasdy, Zoltan

2014-01-01

Spatial navigation in the mammalian brain relies on a cognitive map of the environment. Such cognitive maps enable us, for example, to take the optimal route from a given location to a known target. The formation of these maps is naturally influenced by our perception of the environment, meaning it is dependent on factors such as our viewpoint and choice of reference frame. Yet, it is unknown how these factors influence the construction of cognitive maps. Here, we evaluated how various combinations of viewpoints and reference frames affect subjects' performance when they navigated in a bounded virtual environment without landmarks. We measured both their path length and time efficiency and found that (1) ground perspective was associated with egocentric frame of reference, (2) aerial perspective was associated with allocentric frame of reference, (3) there was no appreciable performance difference between first and third person egocentric viewing positions and (4) while none of these effects were dependent on gender, males tended to perform better in general. Our study provides evidence that there are inherent associations between visual perspectives and cognitive reference frames. This result has implications about the mechanisms of path integration in the human brain and may also inspire designs of virtual reality applications. Lastly, we demonstrated the effective use of a tablet PC and spatial navigation tasks for studying spatial and cognitive aspects of human memory. PMID:25249956

Reference frames in virtual spatial navigation are viewpoint dependent.

PubMed

Török, Agoston; Nguyen, T Peter; Kolozsvári, Orsolya; Buchanan, Robert J; Nadasdy, Zoltan

2014-01-01

Spatial navigation in the mammalian brain relies on a cognitive map of the environment. Such cognitive maps enable us, for example, to take the optimal route from a given location to a known target. The formation of these maps is naturally influenced by our perception of the environment, meaning it is dependent on factors such as our viewpoint and choice of reference frame. Yet, it is unknown how these factors influence the construction of cognitive maps. Here, we evaluated how various combinations of viewpoints and reference frames affect subjects' performance when they navigated in a bounded virtual environment without landmarks. We measured both their path length and time efficiency and found that (1) ground perspective was associated with egocentric frame of reference, (2) aerial perspective was associated with allocentric frame of reference, (3) there was no appreciable performance difference between first and third person egocentric viewing positions and (4) while none of these effects were dependent on gender, males tended to perform better in general. Our study provides evidence that there are inherent associations between visual perspectives and cognitive reference frames. This result has implications about the mechanisms of path integration in the human brain and may also inspire designs of virtual reality applications. Lastly, we demonstrated the effective use of a tablet PC and spatial navigation tasks for studying spatial and cognitive aspects of human memory.

Lost in Second Life: Virtual Embodiment and Language Learning via Multimodal Communication

ERIC Educational Resources Information Center

Pasfield-Neofitou, Sarah; Huang, Hui; Grant, Scott

2015-01-01

Increased recognition of the role of the body and environment in cognition has taken place in recent decades in the form of new theories of embodied and extended cognition. The growing use of ever more sophisticated computer-generated 3D virtual worlds and avatars has added a new dimension to these theories of cognition. Both developments provide…

Social Cognitive Career Theory and the Prediction of Interests and Choice Goals in the Computing Disciplines

ERIC Educational Resources Information Center

Lent, Robert W.; Lopez, Antonio M., Jr.; Lopez, Frederick G.; Sheu, Hung-Bin

2008-01-01

We tested the fit of the social cognitive choice model [Lent, R.W., Brown, S.D., & Hackett, G. (1994). "Toward a unifying social cognitive theory of career and academic interest, choice, and performance [Monograph]." "Journal of Vocational Behavior," 45, 79-122] to the data across gender, educational level, and type of university among students in…

Perceptual-cognitive skills and performance in orienteering.

PubMed

Guzmán, José F; Pablos, Ana M; Pablos, Carlos

2008-08-01

The goal was analysis of the perceptual-cognitive skills associated with sport performance in orienteering in a sample of 22 elite and 17 nonelite runners. Variables considered were memory, basic orienteering techniques, map reading, symbol knowledge, map-terrain-map identification, and spatial organisation. A computerised questionnaire was developed to measure the variables. The reliability of the test (agreement between experts) was 90%. Findings suggested that competence in performing basic orienteering techniques efficiently was a key variable differentiating between the elite and the nonelite athletes. The results are discussed in comparison with previous studies.

An Axiomatic Theory of Cognition and Writing.

ERIC Educational Resources Information Center

Grunig, James E.; And Others

Noting that although a great deal of empirical research has been done to investigate the writing rules commonly taught, this paper points out that no one has yet constructed a deep theory of the relationship between cognition and writing that confirms the writing rules and explains how they work. The paper then uses theories and research in the…

Obesity Intervention Programs among Adolescents Using Social Cognitive Theory: A Systematic Literature Review

ERIC Educational Resources Information Center

Bagherniya, Mohammad; Taghipour, Ali; Sharma, Manoj; Sahebkar, Amirhossein; Contento, Isobel R.; Keshavarz, Seyed Ali; Mostafavi Darani, Firoozeh; Safarian, Mohammad

2018-01-01

Social cognitive theory (SCT) is a well-known theory for designing nutrition education and physical activity programs for adolescents. This systematic review aimed to evaluate the efficacy of intervention studies based on SCT in reducing or preventing overweight and obesity in adolescents. An electronic literature search in PubMed-Medline, Web of…

Implications of Information Theory for Computational Modeling of Schizophrenia.

PubMed

Silverstein, Steven M; Wibral, Michael; Phillips, William A

2017-10-01

Information theory provides a formal framework within which information processing and its disorders can be described. However, information theory has rarely been applied to modeling aspects of the cognitive neuroscience of schizophrenia. The goal of this article is to highlight the benefits of an approach based on information theory, including its recent extensions, for understanding several disrupted neural goal functions as well as related cognitive and symptomatic phenomena in schizophrenia. We begin by demonstrating that foundational concepts from information theory-such as Shannon information, entropy, data compression, block coding, and strategies to increase the signal-to-noise ratio-can be used to provide novel understandings of cognitive impairments in schizophrenia and metrics to evaluate their integrity. We then describe more recent developments in information theory, including the concepts of infomax, coherent infomax, and coding with synergy, to demonstrate how these can be used to develop computational models of schizophrenia-related failures in the tuning of sensory neurons, gain control, perceptual organization, thought organization, selective attention, context processing, predictive coding, and cognitive control. Throughout, we demonstrate how disordered mechanisms may explain both perceptual/cognitive changes and symptom emergence in schizophrenia. Finally, we demonstrate that there is consistency between some information-theoretic concepts and recent discoveries in neurobiology, especially involving the existence of distinct sites for the accumulation of driving input and contextual information prior to their interaction. This convergence can be used to guide future theory, experiment, and treatment development.

Brain activity and cognition: a connection from thermodynamics and information theory.

PubMed

Collell, Guillem; Fauquet, Jordi

2015-01-01

The connection between brain and mind is an important scientific and philosophical question that we are still far from completely understanding. A crucial point to our work is noticing that thermodynamics provides a convenient framework to model brain activity, whereas cognition can be modeled in information-theoretical terms. In fact, several models have been proposed so far from both approaches. A second critical remark is the existence of deep theoretical connections between thermodynamics and information theory. In fact, some well-known authors claim that the laws of thermodynamics are nothing but principles in information theory. Unlike in physics or chemistry, a formalization of the relationship between information and energy is currently lacking in neuroscience. In this paper we propose a framework to connect physical brain and cognitive models by means of the theoretical connections between information theory and thermodynamics. Ultimately, this article aims at providing further insight on the formal relationship between cognition and neural activity.

Threaded cognition: an integrated theory of concurrent multitasking.

PubMed

Salvucci, Dario D; Taatgen, Niels A

2008-01-01

The authors propose the idea of threaded cognition, an integrated theory of concurrent multitasking--that is, performing 2 or more tasks at once. Threaded cognition posits that streams of thought can be represented as threads of processing coordinated by a serial procedural resource and executed across other available resources (e.g., perceptual and motor resources). The theory specifies a parsimonious mechanism that allows for concurrent execution, resource acquisition, and resolution of resource conflicts, without the need for specialized executive processes. By instantiating this mechanism as a computational model, threaded cognition provides explicit predictions of how multitasking behavior can result in interference, or lack thereof, for a given set of tasks. The authors illustrate the theory in model simulations of several representative domains ranging from simple laboratory tasks such as dual-choice tasks to complex real-world domains such as driving and driver distraction. (c) 2008 APA, all rights reserved

A Lifespan Perspective on Embodied Cognition.

PubMed

Loeffler, Jonna; Raab, Markus; Cañal-Bruland, Rouwen

2016-01-01

Since its infancy embodied cognition research has fundamentally changed our understanding of how action, perception, and cognition relate to and interact with each other. Ideas from different schools of thought have led to controversial theories and a unifying framework is still being debated. In this perspective paper, we argue that in order to improve our understanding of embodied cognition and to take significant steps toward a comprehensive framework, a lifespan approach is mandatory. Given that most established theories have been developed and tested in the adult population, which is characterized by relatively robust and stable sensorimotor and cognitive abilities, we deem it questionable whether embodied cognition effects found in this population are representative for different life stages such as childhood or the elderly. In contrast to adulthood, childhood is accompanied by a rapid increase of sensorimotor and cognitive skills, and the old age by a decline of such capacities. Hence, sensorimotor and cognitive capacities, as well as their interactions, are more fragile at both extremes of the lifespan, thereby offering a unique window into the emergence of embodied cognition effects and age-related differences therein. A lifespan approach promises to make a major contribution toward a unifying and comprehensive theory of embodied cognition that is valid across the lifespan and 'gets better with age.'

A Lifespan Perspective on Embodied Cognition

PubMed Central

Loeffler, Jonna; Raab, Markus; Cañal-Bruland, Rouwen

2016-01-01

Since its infancy embodied cognition research has fundamentally changed our understanding of how action, perception, and cognition relate to and interact with each other. Ideas from different schools of thought have led to controversial theories and a unifying framework is still being debated. In this perspective paper, we argue that in order to improve our understanding of embodied cognition and to take significant steps toward a comprehensive framework, a lifespan approach is mandatory. Given that most established theories have been developed and tested in the adult population, which is characterized by relatively robust and stable sensorimotor and cognitive abilities, we deem it questionable whether embodied cognition effects found in this population are representative for different life stages such as childhood or the elderly. In contrast to adulthood, childhood is accompanied by a rapid increase of sensorimotor and cognitive skills, and the old age by a decline of such capacities. Hence, sensorimotor and cognitive capacities, as well as their interactions, are more fragile at both extremes of the lifespan, thereby offering a unique window into the emergence of embodied cognition effects and age-related differences therein. A lifespan approach promises to make a major contribution toward a unifying and comprehensive theory of embodied cognition that is valid across the lifespan and ‘gets better with age.’ PMID:27313562

A Network Neuroscience of Human Learning: Potential To Inform Quantitative Theories of Brain and Behavior

PubMed Central

Bassett, Danielle S.; Mattar, Marcelo G.

2017-01-01

Humans adapt their behavior to their external environment in a process often facilitated by learning. Efforts to describe learning empirically can be complemented by quantitative theories that map changes in neurophysiology to changes in behavior. In this review we highlight recent advances in network science that offer a sets of tools and a general perspective that may be particularly useful in understanding types of learning that are supported by distributed neural circuits. We describe recent applications of these tools to neuroimaging data that provide unique insights into adaptive neural processes, the attainment of knowledge, and the acquisition of new skills, forming a network neuroscience of human learning. While promising, the tools have yet to be linked to the well-formulated models of behavior that are commonly utilized in cognitive psychology. We argue that continued progress will require the explicit marriage of network approaches to neuroimaging data and quantitative models of behavior. PMID:28259554

A Network Neuroscience of Human Learning: Potential to Inform Quantitative Theories of Brain and Behavior.

PubMed

Bassett, Danielle S; Mattar, Marcelo G

2017-04-01

Humans adapt their behavior to their external environment in a process often facilitated by learning. Efforts to describe learning empirically can be complemented by quantitative theories that map changes in neurophysiology to changes in behavior. In this review we highlight recent advances in network science that offer a sets of tools and a general perspective that may be particularly useful in understanding types of learning that are supported by distributed neural circuits. We describe recent applications of these tools to neuroimaging data that provide unique insights into adaptive neural processes, the attainment of knowledge, and the acquisition of new skills, forming a network neuroscience of human learning. While promising, the tools have yet to be linked to the well-formulated models of behavior that are commonly utilized in cognitive psychology. We argue that continued progress will require the explicit marriage of network approaches to neuroimaging data and quantitative models of behavior. Copyright © 2017 Elsevier Ltd. All rights reserved.

The tractable cognition thesis.

PubMed

Van Rooij, Iris

2008-09-01

The recognition that human minds/brains are finite systems with limited resources for computation has led some researchers to advance the Tractable Cognition thesis: Human cognitive capacities are constrained by computational tractability. This thesis, if true, serves cognitive psychology by constraining the space of computational-level theories of cognition. To utilize this constraint, a precise and workable definition of "computational tractability" is needed. Following computer science tradition, many cognitive scientists and psychologists define computational tractability as polynomial-time computability, leading to the P-Cognition thesis. This article explains how and why the P-Cognition thesis may be overly restrictive, risking the exclusion of veridical computational-level theories from scientific investigation. An argument is made to replace the P-Cognition thesis by the FPT-Cognition thesis as an alternative formalization of the Tractable Cognition thesis (here, FPT stands for fixed-parameter tractable). Possible objections to the Tractable Cognition thesis, and its proposed formalization, are discussed, and existing misconceptions are clarified. 2008 Cognitive Science Society, Inc.

Building theories of knowledge translation interventions: use the entire menu of constructs.

PubMed

Brehaut, Jamie C; Eva, Kevin W

2012-11-22

In the ongoing effort to develop and advance the science of knowledge translation (KT), an important question has emerged around how theory should inform the development of KT interventions. Efforts to employ theory to better understand and improve KT interventions have until recently mostly involved examining whether existing theories can be usefully applied to the KT context in question. In contrast to this general theory application approach, we propose a 'menu of constructs' approach, where individual constructs from any number of theories may be used to construct a new theory. By considering the entire menu of available constructs, rather than limiting choice to the broader level of theories, we can leverage knowledge from theories that would never on their own provide a complete picture of a KT intervention, but that nevertheless describe components or mechanisms relevant to it. We can also avoid being forced to adopt every construct from a particular theory in a one-size-fits-all manner, and instead tailor theory application efforts to the specifics of the situation. Using audit and feedback as an example KT intervention strategy, we describe a variety of constructs (two modes of reasoning, cognitive dissonance, feed forward, desirable difficulties and cognitive load, communities of practice, and adaptive expertise) from cognitive and educational psychology that make concrete suggestions about ways to improve this class of intervention. The 'menu of constructs' notion suggests an approach whereby a wider range of theoretical constructs, including constructs from cognitive theories with scope that makes the immediate application to the new context challenging, may be employed to facilitate development of more effective KT interventions.

Intercorporeality and aida: Developing an interaction theory of social cognition

PubMed Central

Tanaka, Shogo

2017-01-01

The aim of this article is to develop an interaction theory (IT) of social cognition. The central issue in the field of social cognition has been theory of mind (ToM), and there has been debate regarding its nature as either theory-theory or as simulation theory. Insights from phenomenology have brought a second-person perspective based on embodied interactions into the debate, thereby forming a third position known as IT. In this article, I examine how IT can be further elaborated by drawing on two phenomenological notions—Merleau-Ponty’s intercorporeality and Kimura’s aida. Both of these notions emphasize the sensory-motor, perceptual, and non-conceptual aspects of social understanding and describe a process of interpersonal coordination in which embodied interaction gains autonomy as an emergent system. From this perspective, detailed and nuanced social understanding is made possible through the embodied skill of synchronizing with others. PMID:28626341

Intercorporeality and aida: Developing an interaction theory of social cognition.

PubMed

Tanaka, Shogo

2017-06-01

The aim of this article is to develop an interaction theory (IT) of social cognition. The central issue in the field of social cognition has been theory of mind (ToM), and there has been debate regarding its nature as either theory-theory or as simulation theory. Insights from phenomenology have brought a second-person perspective based on embodied interactions into the debate, thereby forming a third position known as IT. In this article, I examine how IT can be further elaborated by drawing on two phenomenological notions-Merleau-Ponty's intercorporeality and Kimura's aida . Both of these notions emphasize the sensory-motor, perceptual, and non-conceptual aspects of social understanding and describe a process of interpersonal coordination in which embodied interaction gains autonomy as an emergent system. From this perspective, detailed and nuanced social understanding is made possible through the embodied skill of synchronizing with others.

Toward a Relationship Perspective on Aggression among Schoolchildren: Integrating Social Cognitive and Interdependence Theories

PubMed Central

Card, Noel A.

2011-01-01

The traditional psychological approach of studying aggression among schoolchildren in terms of individual differences in aggression and in victimization has been valuable in identifying prevalence rates, risk, and consequences of involvement in aggression. However, it is argued that a focus on aggressor-victim relationships is warranted based on both conceptual and empirical grounds. Such a shift in focus requires modification and integration of existing theories of aggression, and this paper integrates social cognitive theory and interdependence theory to suggest a new, interdependent social cognitive theory of aggression. Specifically, this paper identifies points of overlap and different foci between these theories, and it illustrates their integration through a proposed model of the emergence of aggressor-victim interactions and relationships. The paper concludes that expanding consideration to include aggressor-victim relationships among schoolchildren offers considerable theoretical, empirical, and intervention opportunities. PMID:26985397

Resonant Cholinergic Dynamics in Cognitive and Motor Decision-Making: Attention, Category Learning, and Choice in Neocortex, Superior Colliculus, and Optic Tectum.

PubMed

Grossberg, Stephen; Palma, Jesse; Versace, Massimiliano

2015-01-01

Freely behaving organisms need to rapidly calibrate their perceptual, cognitive, and motor decisions based on continuously changing environmental conditions. These plastic changes include sharpening or broadening of cognitive and motor attention and learning to match the behavioral demands that are imposed by changing environmental statistics. This article proposes that a shared circuit design for such flexible decision-making is used in specific cognitive and motor circuits, and that both types of circuits use acetylcholine to modulate choice selectivity. Such task-sensitive control is proposed to control thalamocortical choice of the critical features that are cognitively attended and that are incorporated through learning into prototypes of visual recognition categories. A cholinergically-modulated process of vigilance control determines if a recognition category and its attended features are abstract (low vigilance) or concrete (high vigilance). Homologous neural mechanisms of cholinergic modulation are proposed to focus attention and learn a multimodal map within the deeper layers of superior colliculus. This map enables visual, auditory, and planned movement commands to compete for attention, leading to selection of a winning position that controls where the next saccadic eye movement will go. Such map learning may be viewed as a kind of attentive motor category learning. The article hereby explicates a link between attention, learning, and cholinergic modulation during decision making within both cognitive and motor systems. Homologs between the mammalian superior colliculus and the avian optic tectum lead to predictions about how multimodal map learning may occur in the mammalian and avian brain and how such learning may be modulated by acetycholine.

Resonant Cholinergic Dynamics in Cognitive and Motor Decision-Making: Attention, Category Learning, and Choice in Neocortex, Superior Colliculus, and Optic Tectum

PubMed Central

Grossberg, Stephen; Palma, Jesse; Versace, Massimiliano

2016-01-01

Freely behaving organisms need to rapidly calibrate their perceptual, cognitive, and motor decisions based on continuously changing environmental conditions. These plastic changes include sharpening or broadening of cognitive and motor attention and learning to match the behavioral demands that are imposed by changing environmental statistics. This article proposes that a shared circuit design for such flexible decision-making is used in specific cognitive and motor circuits, and that both types of circuits use acetylcholine to modulate choice selectivity. Such task-sensitive control is proposed to control thalamocortical choice of the critical features that are cognitively attended and that are incorporated through learning into prototypes of visual recognition categories. A cholinergically-modulated process of vigilance control determines if a recognition category and its attended features are abstract (low vigilance) or concrete (high vigilance). Homologous neural mechanisms of cholinergic modulation are proposed to focus attention and learn a multimodal map within the deeper layers of superior colliculus. This map enables visual, auditory, and planned movement commands to compete for attention, leading to selection of a winning position that controls where the next saccadic eye movement will go. Such map learning may be viewed as a kind of attentive motor category learning. The article hereby explicates a link between attention, learning, and cholinergic modulation during decision making within both cognitive and motor systems. Homologs between the mammalian superior colliculus and the avian optic tectum lead to predictions about how multimodal map learning may occur in the mammalian and avian brain and how such learning may be modulated by acetycholine. PMID:26834535

Topological Schemas of Memory Spaces.

PubMed

Babichev, Andrey; Dabaghian, Yuri A

2018-01-01

Hippocampal cognitive map-a neuronal representation of the spatial environment-is widely discussed in the computational neuroscience literature for decades. However, more recent studies point out that hippocampus plays a major role in producing yet another cognitive framework-the memory space-that incorporates not only spatial, but also non-spatial memories. Unlike the cognitive maps, the memory spaces, broadly understood as "networks of interconnections among the representations of events," have not yet been studied from a theoretical perspective. Here we propose a mathematical approach that allows modeling memory spaces constructively, as epiphenomena of neuronal spiking activity and thus to interlink several important notions of cognitive neurophysiology. First, we suggest that memory spaces have a topological nature-a hypothesis that allows treating both spatial and non-spatial aspects of hippocampal function on equal footing. We then model the hippocampal memory spaces in different environments and demonstrate that the resulting constructions naturally incorporate the corresponding cognitive maps and provide a wider context for interpreting spatial information. Lastly, we propose a formal description of the memory consolidation process that connects memory spaces to the Morris' cognitive schemas-heuristic representations of the acquired memories, used to explain the dynamics of learning and memory consolidation in a given environment. The proposed approach allows evaluating these constructs as the most compact representations of the memory space's structure.

The systematic development of ROsafe: an intervention to promote STI testing among vocational school students.

PubMed

Wolfers, Mireille; de Zwart, Onno; Kok, Gerjo

2012-05-01

This article describes the development of ROsafe, an intervention to promote sexually transmitted infection (STI) testing at vocational schools in the Netherlands. Using the planning model of intervention mapping (IM), an educational intervention was designed that consisted of two lessons, an Internet site, and sexual health services at the school sites. IM is a stepwise approach for theory- and evidence-based development and implementation of interventions. It includes six steps: needs assessment, specification of the objectives in matrices, selection of theoretical methods and practical strategies, program design, implementation planning, and evaluation. The processes and outcomes that are performed during Steps 1 to 4 of IM are presented, that is, literature review and qualitative and quantitative research in needs assessment, leading to the definition of the desired behavioral outcomes and objectives. The matrix of change objectives for STI-testing behavior is presented, and then the development of theory into program is described, using examples from the program. Finally, the planning for implementation and evaluation is discussed. The educational intervention used methods that were derived from the social cognitive theory, the elaboration likelihood model, the persuasive communication matrix, and theories about risk communication. Strategies included short movies, discussion, knowledge quiz, and an interactive behavioral self-test through the Internet.

Neural Decoding and "Inner" Psychophysics: A Distance-to-Bound Approach for Linking Mind, Brain, and Behavior.

PubMed

Ritchie, J Brendan; Carlson, Thomas A

2016-01-01

A fundamental challenge for cognitive neuroscience is characterizing how the primitives of psychological theory are neurally implemented. Attempts to meet this challenge are a manifestation of what Fechner called "inner" psychophysics: the theory of the precise mapping between mental quantities and the brain. In his own time, inner psychophysics remained an unrealized ambition for Fechner. We suggest that, today, multivariate pattern analysis (MVPA), or neural "decoding," methods provide a promising starting point for developing an inner psychophysics. A cornerstone of these methods are simple linear classifiers applied to neural activity in high-dimensional activation spaces. We describe an approach to inner psychophysics based on the shared architecture of linear classifiers and observers under decision boundary models such as signal detection theory. Under this approach, distance from a decision boundary through activation space, as estimated by linear classifiers, can be used to predict reaction time in accordance with signal detection theory, and distance-to-bound models of reaction time. Our "neural distance-to-bound" approach is potentially quite general, and simple to implement. Furthermore, our recent work on visual object recognition suggests it is empirically viable. We believe the approach constitutes an important step along the path to an inner psychophysics that links mind, brain, and behavior.

Neuropsychological correlates of theory of mind in patients with early Parkinson's disease.

PubMed

Santangelo, Gabriella; Vitale, Carmine; Trojano, Luigi; Errico, Domenico; Amboni, Marianna; Barbarulo, Anna Maria; Grossi, Dario; Barone, Paolo

2012-01-01

The theory of mind is the ability to attribute mental states to oneself and others and to understand that others have beliefs, desires and intentions different from one's own. The aim of the study was to explore the neuropsychological correlates of theory of mind in patients affected by early Parkinson's disease (PD). Thirty-three PD patients and 33 age-, sex-, and education-matched control subjects underwent the Frontal Assessment Battery, as well as tasks assessing "cognitive" and "affective" theory of mind, and memory abilities; questionnaires evaluating behavioral disorders and quality of life were also administrated. Although the 2 groups did not differ on neuropsychological tasks, PD patients' performance on tasks assessing cognitive and affective theory of mind was significantly worse than controls. Moreover, PD patients had more behavioral disorders and worse quality of life than controls. After covarying for behavioral and quality of life scores, the differences between patients and controls on theory of mind tasks remained significant. "Cognitive" theory of mind was associated with Frontal Assessment Battery score and 2 domains of quality of life scale, whereas "affective" theory of mind scores correlated only with behavioral scales such as the Frontal Behavioral Inventory and Apathy Evaluation Scale. The results demonstrate that both affective and cognitive aspects of theory of mind are simultaneously impaired in early PD and suggest that deficits in the 2 subcomponents of theory of mind may be linked to dysfunction of different frontosubcortical circuitries in early PD. Copyright © 2011 Movement Disorder Society.

Effective use of multimedia presentations to maximize learning within high school science classrooms

NASA Astrophysics Data System (ADS)

Rapp, Eric

This research used an evidenced-based experimental 2 x 2 factorial design General Linear Model with Repeated Measures Analysis of Covariance (RMANCOVA). For this analysis, time served as the within-subjects factor while treatment group (i.e., static and signaling, dynamic and signaling, static without signaling, and dynamic without signaling) served as the between-subject independent variable. Three dependent variables were used to assess learner outcomes: (a) a 14 multiple-choice pre and post-test to measure knowledge retention, (b) a pre and post-test concept map to measure synthesis and structure of knowledge, and (c) four questions based on a Likert scale asking students to rank the cognitive difficulty of understanding four aspects of the animation they engaged in. A mental rotations test was used in the pretest conditions to establish a control and used as a covariate. The treatment contained a four minute and 53 second animation that served as an introductory multimedia presentation explaining the gravitational effects of the moon and sun on the earth. These interactions occur at predictable times and are responsible for creating the tidal effects experienced on Earth. There were 99 volunteer high school participants enrolled in science classes randomly assigned to one of four treatment conditions. The research was conducted to determine how motion and the principle of signaling, established in The Cognitive Theory of Multimedia Learning affected precollege learners. The experiment controlled for modality, segmenting, temporal contiguity, redundancy, and navigational control. Results of the RMANCOVA indicated statistical significance for the within subjects effect: over time for all participants, with time and knowledge retention measured from the multiple-choice results, and in the category quality of concepts represented in the concept map analysis. However, there were no significant differences in the between groups analysis for knowledge retention based on the multiple-choice assessment, or among groups over time in the concept map variables number of concepts, levels, and quality of concepts. Additionally, when measuring cognitive difficulty when learning from the animations, no significant differences were measured.

Systematicity and a Categorical Theory of Cognitive Architecture: Universal Construction in Context

PubMed Central

Phillips, Steven; Wilson, William H.

2016-01-01

Why does the capacity to think certain thoughts imply the capacity to think certain other, structurally related, thoughts? Despite decades of intensive debate, cognitive scientists have yet to reach a consensus on an explanation for this property of cognitive architecture—the basic processes and modes of composition that together afford cognitive capacity—called systematicity. Systematicity is generally considered to involve a capacity to represent/process common structural relations among the equivalently cognizable entities. However, the predominant theoretical approaches to the systematicity problem, i.e., classical (symbolic) and connectionist (subsymbolic), require arbitrary (ad hoc) assumptions to derive systematicity. That is, their core principles and assumptions do not provide the necessary and sufficient conditions from which systematicity follows, as required of a causal theory. Hence, these approaches fail to fully explain why systematicity is a (near) universal property of human cognition, albeit in restricted contexts. We review an alternative, category theory approach to the systematicity problem. As a mathematical theory of structure, category theory provides necessary and sufficient conditions for systematicity in the form of universal construction: each systematically related cognitive capacity is composed of a common component and a unique component. Moreover, every universal construction can be viewed as the optimal construction in the given context (category). From this view, universal constructions are derived from learning, as an optimization. The ultimate challenge, then, is to explain the determination of context. If context is a category, then a natural extension toward addressing this question is higher-order category theory, where categories themselves are the objects of construction. PMID:27524975

Systematicity and a Categorical Theory of Cognitive Architecture: Universal Construction in Context.

PubMed

Phillips, Steven; Wilson, William H

2016-01-01

Why does the capacity to think certain thoughts imply the capacity to think certain other, structurally related, thoughts? Despite decades of intensive debate, cognitive scientists have yet to reach a consensus on an explanation for this property of cognitive architecture-the basic processes and modes of composition that together afford cognitive capacity-called systematicity. Systematicity is generally considered to involve a capacity to represent/process common structural relations among the equivalently cognizable entities. However, the predominant theoretical approaches to the systematicity problem, i.e., classical (symbolic) and connectionist (subsymbolic), require arbitrary (ad hoc) assumptions to derive systematicity. That is, their core principles and assumptions do not provide the necessary and sufficient conditions from which systematicity follows, as required of a causal theory. Hence, these approaches fail to fully explain why systematicity is a (near) universal property of human cognition, albeit in restricted contexts. We review an alternative, category theory approach to the systematicity problem. As a mathematical theory of structure, category theory provides necessary and sufficient conditions for systematicity in the form of universal construction: each systematically related cognitive capacity is composed of a common component and a unique component. Moreover, every universal construction can be viewed as the optimal construction in the given context (category). From this view, universal constructions are derived from learning, as an optimization. The ultimate challenge, then, is to explain the determination of context. If context is a category, then a natural extension toward addressing this question is higher-order category theory, where categories themselves are the objects of construction.

Testing the utility of three social-cognitive models for predicting objective and self-report physical activity in adults with type 2 diabetes.

PubMed

Plotnikoff, Ronald C; Lubans, David R; Penfold, Chris M; Courneya, Kerry S

2014-05-01

Theory-based interventions to promote physical activity (PA) are more effective than atheoretical approaches; however, the comparative utility of theoretical models is rarely tested in longitudinal designs with multiple time points. Further, there is limited research that has simultaneously tested social-cognitive models with self-report and objective PA measures. The primary aim of this study was to test the predictive ability of three theoretical models (social cognitive theory, theory of planned behaviour, and protection motivation theory) in explaining PA behaviour. Participants were adults with type 2 diabetes (n = 287, 53.8% males, mean age = 61.6 ± 11.8 years). Theoretical constructs across the three theories were tested to prospectively predict PA behaviour (objective and self-report) across three 6-month time intervals (baseline-6, 6-12, 12-18 months) using structural equation modelling. PA outcomes were steps/3 days (objective) and minutes of MET-weighted PA/week (self-report). The mean proportion of variance in PA explained by these models was 6.5% for objective PA and 8.8% for self-report PA. Direct pathways to PA outcomes were stronger for self-report compared with objective PA. These theories explained a small proportion of the variance in longitudinal PA studies. Theory development to guide interventions for increasing and maintaining PA in adults with type 2 diabetes requires further research with objective measures. Theory integration across social-cognitive models and the inclusion of ecological levels are recommended to further explain PA behaviour change in this population. Statement of contribution What is already known on this subject? Social-cognitive theories are able to explain partial variance for physical activity (PA) behaviour. What does this study add? The testing of three theories in a longitudinal design over 3, 6-month time intervals. The parallel use and comparison of both objective and self-report PA measures in testing these theories. © 2013 The British Psychological Society.

The Scope of Usage-Based Theory

PubMed Central

Ibbotson, Paul

2013-01-01

Usage-based approaches typically draw on a relatively small set of cognitive processes, such as categorization, analogy, and chunking to explain language structure and function. The goal of this paper is to first review the extent to which the “cognitive commitment” of usage-based theory has had success in explaining empirical findings across domains, including language acquisition, processing, and typology. We then look at the overall strengths and weaknesses of usage-based theory and highlight where there are significant debates. Finally, we draw special attention to a set of culturally generated structural patterns that seem to lie beyond the explanation of core usage-based cognitive processes. In this context we draw a distinction between cognition permitting language structure vs. cognition entailing language structure. As well as addressing the need for greater clarity on the mechanisms of generalizations and the fundamental units of grammar, we suggest that integrating culturally generated structures within existing cognitive models of use will generate tighter predictions about how language works. PMID:23658552

Links Among Cognitive Empathy, Theory of Mind, and Affective Perspective Taking by Young Children.

PubMed

Bensalah, Leïla; Caillies, Stéphanie; Anduze, Marion

2016-01-01

The authors investigated the development of the affective, cognitive, and behavioral components of empathy in preschoolers, specifically examining how cognitive empathy is linked to theory of mind and affective perspective taking. Participants were 158 children aged 4-6 years. They listened to narratives and then answered questions about the protagonists' emotions. The affective component was probed with the question, "How do you feel seeing the little girl/boy?"; the cognitive component with the question, "Why do you feel [emotion shared with the character]?"; and the behavioral one with the question, "What would you do if you were next to the little boy/girl [experiencing an emotional scenario]?" Results revealed a developmental sequence in the self-focused attribution of cognitive empathy, and a trend toward a developmental sequence for behavioral empathy, which underwent a slight linear increase between 4 and 6 years old. Affective empathy remained stable. More interestingly, they showed that cognitive empathy is linked to both theory of mind and affective perspective taking.

Verbal Reasoning

DTIC Science & Technology

1992-08-31

Psicologia , 4(3), 183-198. 94 Guyote, M.J. and Sternberg, R.J. (1981). A transitive-chain theory of syllogistic reasoning. Cognitive Psychology, 13(4), 461...personal connections. Journal of Social Psychology, 20, 39-59. Newell, A. (1990). Unified Theories of Cognition. Cambridge, Massachusetts: Harvard

Social Cognition: David Elkind's Theory of Adolescent Egocentrism.

ERIC Educational Resources Information Center

Muuss, Rolf E.

1982-01-01

Discusses the concept of egocentrism and its relation to cognitive development. Describes the major stages of egocentrism: sensori-motor, preoperational, concrete operational, and adolescent egocentrism. Focuses on research support for the theory of adolescent egocentrism. Discusses educational implications. (RC)

[Establishment and practice of traditional Chinese medicine property cognitive model based on three elements].

PubMed

Zhang, Bing; Jin, Rui; Huang, Jianmei; Liu, Xiaoqing; Xue, Chunmiao; Lin, Zhijian

2012-08-01

Traditional Chinese medicine (TCM) property theory is believed to be a key and difficult point of basic theory studies of TCM. Complex concepts, components and characteristics of TCM property have long puzzled researchers and urged them to develop new angles and approaches. In the view of cognitive science, TCM property theory is a cognitive process of storing, extracting, rebuilding and summarizing the sensory information about TCMs and their effects during the medical practice struggling against diseases under the guidance of traditional Chinese philosophical thinking. The cognitive process of TCM property has particular cognitive elements and strategies. Taking into account clinical application characteristics of TCMs, this study defines the particular cognitive elements. In the combination of research methods of modern chemistry, biology and mathematics, and on the basis early-stage work for five years, we have built a TCM property cognition model based on three elements and practiced with drugs with pungent and hot properties as example, in the hope of interpreting TCM properties with modern science and providing thoughts for the nature of medical properties and instruction for rational clinical prescription.

Chern-Simons expectation values and quantum horizons from loop quantum gravity and the Duflo map.

PubMed

Sahlmann, Hanno; Thiemann, Thomas

2012-03-16

We report on a new approach to the calculation of Chern-Simons theory expectation values, using the mathematical underpinnings of loop quantum gravity, as well as the Duflo map, a quantization map for functions on Lie algebras. These new developments can be used in the quantum theory for certain types of black hole horizons, and they may offer new insights for loop quantum gravity, Chern-Simons theory and the theory of quantum groups.

Against Strong Ethical Parity: Situated Cognition Theses and Transcranial Brain Stimulation

PubMed Central

Heinrichs, Jan-Hendrik

2017-01-01

According to a prominent suggestion in the ethics of transcranial neurostimulation the effects of such devices can be treated as ethically on par with established, pre-neurotechnological alterations of the mind. This parity allegedly is supported by situated cognition theories showing how external devices can be part of a cognitive system. This article will evaluate this suggestion. It will reject the claim, that situated cognition theories support ethical parity. It will however point out another reason, why external carriers or modifications of the mental might come to be considered ethically on par with internal carriers. Section “Why Could There Be Ethical Parity between Neural Tissue and External Tools?” presents the ethical parity theses between external and internal carriers of the mind as well as neurotechnological alterations and established alterations. Section “Extended, Embodied, Embedded: Situated Cognition as a Relational Thesis” will elaborate the different situated cognition approaches and their relevance for ethics. It will evaluate, whether transcranial stimulation technologies are plausible candidates for situated cognition theses. Section “On the Ethical Relevance of Situated Cognition Theses” will discuss criteria for evaluating whether a cognitive tool is deeply embedded with a cognitive system and apply these criteria to transcranial brain stimulation technologies. Finally it will discuss the role diverse versions of situated cognition theory can play in the ethics of altering mental states, especially the ethics of transcranial brain stimulation technologies. PMID:28443008

Against Strong Ethical Parity: Situated Cognition Theses and Transcranial Brain Stimulation.

PubMed

Heinrichs, Jan-Hendrik

2017-01-01

According to a prominent suggestion in the ethics of transcranial neurostimulation the effects of such devices can be treated as ethically on par with established, pre-neurotechnological alterations of the mind. This parity allegedly is supported by situated cognition theories showing how external devices can be part of a cognitive system. This article will evaluate this suggestion. It will reject the claim, that situated cognition theories support ethical parity. It will however point out another reason, why external carriers or modifications of the mental might come to be considered ethically on par with internal carriers. Section "Why Could There Be Ethical Parity between Neural Tissue and External Tools?" presents the ethical parity theses between external and internal carriers of the mind as well as neurotechnological alterations and established alterations. Section "Extended, Embodied, Embedded: Situated Cognition as a Relational Thesis" will elaborate the different situated cognition approaches and their relevance for ethics. It will evaluate, whether transcranial stimulation technologies are plausible candidates for situated cognition theses. Section "On the Ethical Relevance of Situated Cognition Theses" will discuss criteria for evaluating whether a cognitive tool is deeply embedded with a cognitive system and apply these criteria to transcranial brain stimulation technologies. Finally it will discuss the role diverse versions of situated cognition theory can play in the ethics of altering mental states, especially the ethics of transcranial brain stimulation technologies.

Theory of Mind, Emotion Recognition and Social Perception in Individuals at Clinical High Risk for Psychosis: findings from the NAPLS-2 cohort.

PubMed

Barbato, Mariapaola; Liu, Lu; Cadenhead, Kristin S; Cannon, Tyrone D; Cornblatt, Barbara A; McGlashan, Thomas H; Perkins, Diana O; Seidman, Larry J; Tsuang, Ming T; Walker, Elaine F; Woods, Scott W; Bearden, Carrie E; Mathalon, Daniel H; Heinssen, Robert; Addington, Jean

2015-09-01

Social cognition, the mental operations that underlie social interactions, is a major construct to investigate in schizophrenia. Impairments in social cognition are present before the onset of psychosis, and even in unaffected first-degree relatives, suggesting that social cognition may be a trait marker of the illness. In a large cohort of individuals at clinical high risk for psychosis (CHR) and healthy controls, three domains of social cognition (theory of mind, facial emotion recognition and social perception) were assessed to clarify which domains are impaired in this population. Six-hundred and seventy-five CHR individuals and 264 controls, who were part of the multi-site North American Prodromal Longitudinal Study, completed The Awareness of Social Inference Test , the Penn Emotion Recognition task , the Penn Emotion Differentiation task , and the Relationship Across Domains , measures of theory of mind, facial emotion recognition, and social perception, respectively. Social cognition was not related to positive and negative symptom severity, but was associated with age and IQ. CHR individuals demonstrated poorer performance on all measures of social cognition. However, after controlling for age and IQ, the group differences remained significant for measures of theory of mind and social perception, but not for facial emotion recognition. Theory of mind and social perception are impaired in individuals at CHR for psychosis. Age and IQ seem to play an important role in the arising of deficits in facial affect recognition. Future studies should examine the stability of social cognition deficits over time and their role, if any, in the development of psychosis.

Influence of Social Cognitive and Gender Variables on Technological Academic Interest among Spanish High-School Students: Testing Social Cognitive Career Theory

ERIC Educational Resources Information Center

Rodríguez, Carmen; Inda, Mercedes; Fernández, Carmen Mª

2016-01-01

This study tested social cognitive career theory (SCCT) in the technological domain with 2,359 high-school students in Asturias (Spain). Path analyses were run to determine the influence of gender on the SCCT model and to explain the influence of personal (emotional state, gender-role attitudes), contextual (perceived social supports and…

Cognitive Behavioral Theories Used to Explain Injection Risk Behavior among Injection Drug Users: A Review and Suggestions for the Integration of Cognitive and Environmental Models

ERIC Educational Resources Information Center

Wagner, Karla Dawn; Unger, Jennifer B.; Bluthenthal, Ricky N.; Andreeva, Valentina A.; Pentz, Mary Ann

2010-01-01

Injection drug users (IDUs) are at risk for HIV and viral hepatitis, and risky injection behavior persists despite decades of intervention. Cognitive behavioral theories (CBTs) are commonly used to help understand risky injection behavior. The authors review findings from CBT-based studies of injection risk behavior among IDUs. An extensive…

Do Actions Speak Louder than Words? A Comparative Perspective on Implicit versus Explicit Meta-Cognition and Theory of Mind

ERIC Educational Resources Information Center

Couchman, Justin J.; Beran, Michael J.; Coutinho, Mariana V. C.; Boomer, Joseph; Zakrzewski, Alexandria; Church, Barbara; Smith, J. David

2012-01-01

Research in non-human animal (hereafter, animal) cognition has found strong evidence that some animal species are capable of meta-cognitively monitoring their mental states. They know when they know and when they do not know. In contrast, animals have generally not shown robust theory of mind (ToM) capabilities. Comparative research uses methods…

Some Challenges in the Empirical Investigation of Conceptual Mappings and Embodied Cognition in Science Education: Commentary on Dreyfus, Gupta and Redish; and Close and Scherr

ERIC Educational Resources Information Center

Núñez, Rafael

2015-01-01

The last couple of decades have seen an enormous development in the study of embodied cognition through the investigation of conceptual mappings, such as conceptual metaphor and conceptual blending. Initially, this progress was achieved at a theoretical level, and more recently through empirical research in basic science--from psycholinguistics,…

Domains and naïve theories.

PubMed

Gelman, Susan A; Noles, Nicholaus S

2011-09-01

Human cognition entails domain-specific cognitive processes that influence memory, attention, categorization, problem-solving, reasoning, and knowledge organization. This article examines domain-specific causal theories, which are of particular interest for permitting an examination of how knowledge structures change over time. We first describe the properties of commonsense theories, and how commonsense theories differ from scientific theories, illustrating with children's classification of biological and nonbiological kinds. We next consider the implications of domain-specificity for broader issues regarding cognitive development and conceptual change. We then examine the extent to which domain-specific theories interact, and how people reconcile competing causal frameworks. Future directions for research include examining how different content domains interact, the nature of theory change, the role of context (including culture, language, and social interaction) in inducing different frameworks, and the neural bases for domain-specific reasoning. WIREs Cogni Sci 2011 2 490-502 DOI: 10.1002/wcs.124 This article is categorized under: Psychology > Reasoning and Decision Making. Copyright © 2010 John Wiley & Sons, Ltd.

Explaining the black-white gap in cognitive test scores: Toward a theory of adverse impact.

PubMed

Cottrell, Jonathan M; Newman, Daniel A; Roisman, Glenn I

2015-11-01

In understanding the causes of adverse impact, a key parameter is the Black-White difference in cognitive test scores. To advance theory on why Black-White cognitive ability/knowledge test score gaps exist, and on how these gaps develop over time, the current article proposes an inductive explanatory model derived from past empirical findings. According to this theoretical model, Black-White group mean differences in cognitive test scores arise from the following racially disparate conditions: family income, maternal education, maternal verbal ability/knowledge, learning materials in the home, parenting factors (maternal sensitivity, maternal warmth and acceptance, and safe physical environment), child birth order, and child birth weight. Results from a 5-wave longitudinal growth model estimated on children in the NICHD Study of Early Child Care and Youth Development from ages 4 through 15 years show significant Black-White cognitive test score gaps throughout early development that did not grow significantly over time (i.e., significant intercept differences, but not slope differences). Importantly, the racially disparate conditions listed above can account for the relation between race and cognitive test scores. We propose a parsimonious 3-Step Model that explains how cognitive test score gaps arise, in which race relates to maternal disadvantage, which in turn relates to parenting factors, which in turn relate to cognitive test scores. This model and results offer to fill a need for theory on the etiology of the Black-White ethnic group gap in cognitive test scores, and attempt to address a missing link in the theory of adverse impact. (c) 2015 APA, all rights reserved).

Language and Cognition Interaction Neural Mechanisms

PubMed Central

Perlovsky, Leonid

2011-01-01

How language and cognition interact in thinking? Is language just used for communication of completed thoughts, or is it fundamental for thinking? Existing approaches have not led to a computational theory. We develop a hypothesis that language and cognition are two separate but closely interacting mechanisms. Language accumulates cultural wisdom; cognition develops mental representations modeling surrounding world and adapts cultural knowledge to concrete circumstances of life. Language is acquired from surrounding language “ready-made” and therefore can be acquired early in life. This early acquisition of language in childhood encompasses the entire hierarchy from sounds to words, to phrases, and to highest concepts existing in culture. Cognition is developed from experience. Yet cognition cannot be acquired from experience alone; language is a necessary intermediary, a “teacher.” A mathematical model is developed; it overcomes previous difficulties and leads to a computational theory. This model is consistent with Arbib's “language prewired brain” built on top of mirror neuron system. It models recent neuroimaging data about cognition, remaining unnoticed by other theories. A number of properties of language and cognition are explained, which previously seemed mysterious, including influence of language grammar on cultural evolution, which may explain specifics of English and Arabic cultures. PMID:21876687

More similarities than differences in contemporary theories of social development?: a plea for theory bridging.

PubMed

Leaper, Campbell

2011-01-01

Many contemporary theories of social development are similar and/or share complementary constructs. Yet, there have been relatively few efforts toward theoretical integration. The present chapter represents a call for increased theory bridging. The problem of theoretical fragmentation in psychology is reviewed. Seven highlighted reasons for this predicament include differences between behavioral sciences and other sciences, theoretical paradigms as social identities, the uniqueness assumption, information overload, field fixation, linguistic fragmentation, and few incentives for theoretical integration. Afterward, the feasibility of theoretical synthesis is considered. Finally, some possible directions are proposed for theoretical integration among five contemporary theories of social and gender development: social cognitive theory, expectancy-value theory, cognitive-developmental theory, gender schema theory, and self-categorization theory.

Work Identity Theory: How College-Educated Adults Developed the Cognitive Mechanism to Define Who They Are at Work

ERIC Educational Resources Information Center

Jones, Samuel

2017-01-01

In this research, I used a mixed-methods approach employing both autobiographical reasoning and psychometric instruments through a survey design to explore how the four cognitive mechanisms of Work Identity Theory (WIT) were developed in 754 college-educated participants' lives. WIT is a vocational identity theory, which posits that, four…