cognitive theory framework: Topics by Science.gov

Sample records for cognitive theory framework

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 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.
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
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…
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…
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…
A Systematic Review Exploring the Social Cognitive Theory of Self-Regulation as a Framework for Chronic Health Condition Interventions

PubMed Central

Tougas, Michelle E.; Hayden, Jill A.; McGrath, Patrick J.; Huguet, Anna; Rozario, Sharlene

2015-01-01

Background Theory is often recommended as a framework for guiding hypothesized mechanisms of treatment effect. However, there is limited guidance about how to use theory in intervention development. Methods We conducted a systematic review to provide an exemplar review evaluating the extent to which use of theory is identified and incorporated within existing interventions. We searched electronic databases PubMed, PsycINFO, CENTRAL, and EMBASE from inception to May 2014. We searched clinicaltrials.gov for registered protocols, reference lists of relevant systematic reviews and included studies, and conducted a citation search in Web of Science. We included peer-reviewed publications of interventions that referenced the social cognitive theory of self-regulation as a framework for interventions to manage chronic health conditions. Two reviewers independently assessed articles for eligibility. We contacted all authors of included studies for information detailing intervention content. We describe how often theory mechanisms were addressed by interventions, and report intervention characteristics used to address theory. Results Of 202 articles that reported using the social cognitive theory of self-regulation, 52% failed to incorporate self-monitoring, a main theory component, and were therefore excluded. We included 35 interventions that adequately used the theory framework. Intervention characteristics were often poorly reported in peer-reviewed publications, 21 of 35 interventions incorporated characteristics that addressed each of the main theory components. Each intervention addressed, on average, six of eight self-monitoring mechanisms, two of five self-judgement mechanisms, and one of three self-evaluation mechanisms. The self-monitoring mechanisms ‘Feedback’ and ‘Consistency’ were addressed by all interventions, whereas the self-evaluation mechanisms ‘Self-incentives’ and ‘External rewards’ were addressed by six and four interventions, respectively. The present review establishes that systematic review is a feasible method of identifying use of theory as a conceptual framework for existing interventions. We identified the social cognitive theory of self-regulation as a feasible framework to guide intervention development for chronic health conditions. PMID:26252889
A Longitudinal Examination of Adolescent Career Planning and Exploration Using a Social Cognitive Career Theory Framework

ERIC Educational Resources Information Center

Rogers, Mary E.; Creed, Peter A.

2011-01-01

This study used social cognitive career theory (Lent, Brown, & Hackett, 1994), as a framework to investigate predictors of career choice actions, operationalised as career planning and career exploration. The model was tested cross-sectionally and longitudinally with 631 high school students enrolled in Grades 10-12. Students completed measures of…
Parallel Distributed Processing at 25: further explorations in the microstructure of cognition.

PubMed

Rogers, Timothy T; McClelland, James L

2014-08-01

This paper introduces a special issue of Cognitive Science initiated on the 25th anniversary of the publication of Parallel Distributed Processing (PDP), a two-volume work that introduced the use of neural network models as vehicles for understanding cognition. The collection surveys the core commitments of the PDP framework, the key issues the framework has addressed, and the debates the framework has spawned, and presents viewpoints on the current status of these issues. The articles focus on both historical roots and contemporary developments in learning, optimality theory, perception, memory, language, conceptual knowledge, cognitive control, and consciousness. Here we consider the approach more generally, reviewing the original motivations, the resulting framework, and the central tenets of the underlying theory. We then evaluate the impact of PDP both on the field at large and within specific subdomains of cognitive science and consider the current role of PDP models within the broader landscape of contemporary theoretical frameworks in cognitive science. Looking to the future, we consider the implications for cognitive science of the recent success of machine learning systems called "deep networks"-systems that build on key ideas presented in the PDP volumes. Copyright © 2014 Cognitive Science Society, Inc.
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.
Construct Definition Using Cognitively Based Evidence: A Framework for Practice

ERIC Educational Resources Information Center

Ketterlin-Geller, Leanne R.; Yovanoff, Paul; Jung, EunJu; Liu, Kimy; Geller, Josh

2013-01-01

In this article, we highlight the need for a precisely defined construct in score-based validation and discuss the contribution of cognitive theories to accurately and comprehensively defining the construct. We propose a framework for integrating cognitively based theoretical and empirical evidence to specify and evaluate the construct. We apply…
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.
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…
Immediate survival focus: synthesizing life history theory and dual process models to explain substance use.

PubMed

Richardson, George B; Hardesty, Patrick

2012-01-01

Researchers have recently applied evolutionary life history theory to the understanding of behaviors often conceived of as prosocial or antisocial. In addition, researchers have applied cognitive science to the understanding of substance use and used dual process models, where explicit cognitive processes are modeled as relatively distinct from implicit cognitive processes, to explain and predict substance use behaviors. In this paper we synthesized these two theoretical perspectives to produce an adaptive and cognitive framework for explaining substance use. We contend that this framework provides new insights into the nature of substance use that may be valuable for both clinicians and researchers.
The functional-cognitive meta-theoretical framework: Reflections, possible clarifications and how to move forward.

PubMed

Barnes-Holmes, Dermot; Hussey, Ian

2016-02-01

The functional-cognitive meta-theoretical framework has been offered as a conceptual basis for facilitating greater communication and cooperation between the functional/behavioural and cognitive traditions within psychology, thus leading to benefits for both scientific communities. The current article is written from the perspective of two functional researchers, who are also proponents of the functional-cognitive framework, and attended the "Building Bridges between the Functional and Cognitive Traditions" meeting at Ghent University in the summer of 2014. The article commences with a brief summary of the functional approach to theory, followed by our reflections upon the functional-cognitive framework in light of that meeting. In doing so, we offer three ways in which the framework could be clarified: (a) effective communication between the two traditions is likely to be found at the level of behavioural observations rather than effects or theory, (b) not all behavioural observations will be deemed to be of mutual interest to both traditions, and (c) observations of mutual interest will be those that serve to elaborate and extend existing theorising in the functional and/or cognitive traditions. The article concludes with a summary of what we perceive to be the strengths and weaknesses of the framework, and a suggestion that there is a need to determine if the framework is meta-theoretical or is in fact a third theoretical approach to doing psychological science. © 2015 International Union of Psychological Science.
Toward a computational framework for cognitive biology: Unifying approaches from cognitive neuroscience and comparative cognition

NASA Astrophysics Data System (ADS)

Fitch, W. Tecumseh

2014-09-01

Progress in understanding cognition requires a quantitative, theoretical framework, grounded in the other natural sciences and able to bridge between implementational, algorithmic and computational levels of explanation. I review recent results in neuroscience and cognitive biology that, when combined, provide key components of such an improved conceptual framework for contemporary cognitive science. Starting at the neuronal level, I first discuss the contemporary realization that single neurons are powerful tree-shaped computers, which implies a reorientation of computational models of learning and plasticity to a lower, cellular, level. I then turn to predictive systems theory (predictive coding and prediction-based learning) which provides a powerful formal framework for understanding brain function at a more global level. Although most formal models concerning predictive coding are framed in associationist terms, I argue that modern data necessitate a reinterpretation of such models in cognitive terms: as model-based predictive systems. Finally, I review the role of the theory of computation and formal language theory in the recent explosion of comparative biological research attempting to isolate and explore how different species differ in their cognitive capacities. Experiments to date strongly suggest that there is an important difference between humans and most other species, best characterized cognitively as a propensity by our species to infer tree structures from sequential data. Computationally, this capacity entails generative capacities above the regular (finite-state) level; implementationally, it requires some neural equivalent of a push-down stack. I dub this unusual human propensity "dendrophilia", and make a number of concrete suggestions about how such a system may be implemented in the human brain, about how and why it evolved, and what this implies for models of language acquisition. I conclude that, although much remains to be done, a neurally-grounded framework for theoretical cognitive science is within reach that can move beyond polarized debates and provide a more adequate theoretical future for cognitive biology.
Toward a computational framework for cognitive biology: unifying approaches from cognitive neuroscience and comparative cognition.

PubMed

Fitch, W Tecumseh

2014-09-01

Progress in understanding cognition requires a quantitative, theoretical framework, grounded in the other natural sciences and able to bridge between implementational, algorithmic and computational levels of explanation. I review recent results in neuroscience and cognitive biology that, when combined, provide key components of such an improved conceptual framework for contemporary cognitive science. Starting at the neuronal level, I first discuss the contemporary realization that single neurons are powerful tree-shaped computers, which implies a reorientation of computational models of learning and plasticity to a lower, cellular, level. I then turn to predictive systems theory (predictive coding and prediction-based learning) which provides a powerful formal framework for understanding brain function at a more global level. Although most formal models concerning predictive coding are framed in associationist terms, I argue that modern data necessitate a reinterpretation of such models in cognitive terms: as model-based predictive systems. Finally, I review the role of the theory of computation and formal language theory in the recent explosion of comparative biological research attempting to isolate and explore how different species differ in their cognitive capacities. Experiments to date strongly suggest that there is an important difference between humans and most other species, best characterized cognitively as a propensity by our species to infer tree structures from sequential data. Computationally, this capacity entails generative capacities above the regular (finite-state) level; implementationally, it requires some neural equivalent of a push-down stack. I dub this unusual human propensity "dendrophilia", and make a number of concrete suggestions about how such a system may be implemented in the human brain, about how and why it evolved, and what this implies for models of language acquisition. I conclude that, although much remains to be done, a neurally-grounded framework for theoretical cognitive science is within reach that can move beyond polarized debates and provide a more adequate theoretical future for cognitive biology. Copyright © 2014. Published by Elsevier B.V.
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)
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.
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…

Aspects of Theories, Frameworks and Paradigms in Mathematics Education Research

ERIC Educational Resources Information Center

Stoilescu, Dorian

2016-01-01

This article discusses major theoretical debates and paradigms from the last decades in general education and their specific influences in mathematics education contexts. Behaviourism, cognitive science, constructivism, situated cognition, critical theory, place-based learning, postmodernism and poststructuralism and their significant aspects in…
Brain activity and cognition: a connection from thermodynamics and information theory

PubMed Central

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. PMID:26136709
Mediation, moderation, and context: Understanding complex relations among cognition, affect, and health behaviour.

PubMed

Kiviniemi, Marc T; Ellis, Erin M; Hall, Marissa G; Moss, Jennifer L; Lillie, Sarah E; Brewer, Noel T; Klein, William M P

2018-01-01

Researchers have historically treated cognition and affect as separate constructs in motivating health behaviour. We present a framework and empirical evidence for complex relations between cognition and affect in predicting health behaviour. Main Outcome, Design and Results: First, affect and cognition can mediate each other's relation to health behaviour. Second, affect and cognition can moderate the other's impact. Third, context can change the interplay of affect and cognition. Fourth, affect and cognition may be indelibly fused in some psychological constructs (e.g. worry, anticipated regret and reactance). These four propositions in our framework are not mutually exclusive. Examination of the types of complex relations described here can benefit theory development, empirical testing of theories and intervention design. Doing so will advance the understanding of mechanisms involved in regulation of health behaviours and the effectiveness of interventions to change health behaviours.
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.
Preventing information overload: cognitive load theory as an instructional framework for teaching pharmacology.

PubMed

Kaylor, Sara K

2014-02-01

Nursing students are challenged by content-laden curricula and learning environments that emphasize testing outcomes. Likewise, educators are challenged to support student-centered learning in a manner that encourages students to connect and act upon their personal motivations. This article describes the use of cognitive load theory (CLT) as an instructional design framework for an undergraduate pharmacology for nursing course. Guided by the principles of CLT, four instructional strategies were used in this course: (a) opening review activities, (b) providing students with lecture notes, (c) a "Top Five" prototype approach, and (d) deciphering "Need to Knows" from "Nice to Knows." Instructional style and strategies received positive student feedback and were found to promote a student-centered environment and active learning. On the basis of this feedback, cognitive load theory may be a successful and effective framework for undergraduate pharmacology and other nursing courses, thus assisting students and educators alike in overcoming obstacles imposed on learning environments. Copyright 2014, SLACK Incorporated.
The Influence of Non-Epistemic Features of Settings on Epistemic Cognition

ERIC Educational Resources Information Center

Kawasaki, Jarod N.; DeLiema, David J.; Sandoval, William A.

2014-01-01

Situated theories of learning recognize the rules, tools, goals, and communities within which activities develop. Similarly, situated theories of epistemic cognition recognize that individuals' ideas about knowledge are tentative and dependent on particular contexts. In this study, we bring these frameworks together and qualitatively examine how…
The Theory behind the Theory in DCT and SCDT: A Response to Rigazio-DiGilio.

ERIC Educational Resources Information Center

Terry, Linda L.

1994-01-01

Responds to previous article by Rigazio-DiGilio on Developmental Counseling and Therapy and Systemic Cognitive-Developmental Therapy as two integrative models that unify individual, family, and network treatment within coconstructive-developmental framework. Discusses hidden complexities in cognitive-developmental ecosystemic integration and…
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
Reconstructing constructivism: causal models, Bayesian learning mechanisms, and the theory theory.

PubMed

Gopnik, Alison; Wellman, Henry M

2012-11-01

We propose a new version of the "theory theory" grounded in the computational framework of probabilistic causal models and Bayesian learning. Probabilistic models allow a constructivist but rigorous and detailed approach to cognitive development. They also explain the learning of both more specific causal hypotheses and more abstract framework theories. We outline the new theoretical ideas, explain the computational framework in an intuitive and nontechnical way, and review an extensive but relatively recent body of empirical results that supports these ideas. These include new studies of the mechanisms of learning. Children infer causal structure from statistical information, through their own actions on the world and through observations of the actions of others. Studies demonstrate these learning mechanisms in children from 16 months to 4 years old and include research on causal statistical learning, informal experimentation through play, and imitation and informal pedagogy. They also include studies of the variability and progressive character of intuitive theory change, particularly theory of mind. These studies investigate both the physical and the psychological and social domains. We conclude with suggestions for further collaborative projects between developmental and computational cognitive scientists.
Perry and Piaget: Theoretical Framework for Effective College Course Development.

ERIC Educational Resources Information Center

Mellon, Constance A.; Sass, Edmund

1981-01-01

Discusses the relationship between Piaget's theory of cognitive development and Perry's theory of intellectual and ethical development, and recommends a framework for their application in course design. Involving students in examining not only course content, but also their beliefs and reasoning patterns, is recommended as a route for improving…
Perceptual Inference and Autistic Traits

ERIC Educational Resources Information Center

Skewes, Joshua C; Jegindø, Else-Marie; Gebauer, Line

2015-01-01

Autistic people are better at perceiving details. Major theories explain this in terms of bottom-up sensory mechanisms or in terms of top-down cognitive biases. Recently, it has become possible to link these theories within a common framework. This framework assumes that perception is implicit neural inference, combining sensory evidence with…
Volition Completes the Puzzle: Development and Evaluation of an Integrative Trait Model of Self-Regulated Learning

ERIC Educational Resources Information Center

Dörrenbächer, Laura; Perels, Franziska

2015-01-01

Most self-regulated learning theories are imbedded within a social-cognitive framework and comprise cognitive, metacognitive and motivational components. Nevertheless, these theories partly neglect volition, which is necessary for implementing learning intentions. Therefore, the present study is frontline as it aimed to integrate volition within a…
Second Language Teacher Development through CALL Practice: The Emergence of Teachers' Agency

ERIC Educational Resources Information Center

Kitade, Keiko

2015-01-01

A growing number of studies examining second language (L2) teacher education from the perspective of sociocultural theory, in particular the activity theory framework (Engeström, 1999), show that transformations in teachers' cognition and practice can be fostered through negotiation of sociocultural and cognitive dissonance in their teaching…
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
Cognitive Frames of Reference and Strategic Thinking

DTIC Science & Technology

1991-04-05

Elliot Jaques and T. 0. Jacobs, whose Stratified Systems Theory (SST) links leadership requirements to organizational functions. SST emphasizes the...reverse if necessary and identify by block number) Using Stratified Systems Theory and the research on expertise as a conceptual framework, this study...Stratified Systems Theory and the research on expertise as a conceptual framework, this study explored the differences in the structure and content of the
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.
SHELFS: A Proactive Method for Managing Safety Issues

DTIC Science & Technology

2001-01-01

grounded theory of human cognition: the cultural -historical theory , of Vygotsky , Luria and Leontev (for a review see Cole, 1996). Recently, several authors...with the other process components. We elaborated the model on the base of the cultural - historical approach (Cole, 1996) and their recent version known...as distributed cognition theory (Norman, 1993) and used the SHEL model as a conceptual framework for developing the method and the tools, Paper
Cognitive Style: Individual Differences.

ERIC Educational Resources Information Center

Saracho, Olivia N.

1989-01-01

A literature review describes several dimensions of cognitive styles in an effort to illustrate individual stylistic differences. Discusses the field dependence-independence dimension, taking into account age, sex, and cultural differences. Suggests that cognitive style theory needs to be structured in a broader theoretical framework. (NH)

Argumentation, Dialogue Theory, and Probability Modeling: Alternative Frameworks for Argumentation Research in Education

ERIC Educational Resources Information Center

Nussbaum, E. Michael

2011-01-01

Toulmin's model of argumentation, developed in 1958, has guided much argumentation research in education. However, argumentation theory in philosophy and cognitive science has advanced considerably since 1958. There are currently several alternative frameworks of argumentation that can be useful for both research and practice in education. These…
Parent, psycho-social, and household factors associated with urban children's active commuting to school

USDA-ARS?s Scientific Manuscript database

Active commuting to school (ACS), i.e. walking or cycling to school, has been proposed as a method to increase physical activity. Few studies have examined children's ACS using the framework of behavior change theory. This study used social cognitive theory as the framework. The objective of this st...
Parent, psycho-social, and household factors associated with children's active commuting to school

USDA-ARS?s Scientific Manuscript database

Active commuting to school (ACS), i.e. walking or cycling to school, has been associated with higher levels of physical activity. Few studies have examined children's ACS using the framework of behavior change theory. This study used social cognitive theory as the framework. To examine the relations...
A Social Cognitive Learning Theory of Homophobic Aggression among Adolescents

ERIC Educational Resources Information Center

Prati, Gabriele

2012-01-01

The current study used social cognitive theory as a framework to investigate self-reported homophobic aggressive behavior at school. Participants included 863 students of 49 classes, enrolled in Grades 9-13 in 10 Italian public high schools. The results from the multilevel mediation model (1-2-1) showed that class-level homophobic attitudes toward…
Hearing Impairment and Cognitive Energy: The Framework for Understanding Effortful Listening (FUEL).

PubMed

Pichora-Fuller, M Kathleen; Kramer, Sophia E; Eckert, Mark A; Edwards, Brent; Hornsby, Benjamin W Y; Humes, Larry E; Lemke, Ulrike; Lunner, Thomas; Matthen, Mohan; Mackersie, Carol L; Naylor, Graham; Phillips, Natalie A; Richter, Michael; Rudner, Mary; Sommers, Mitchell S; Tremblay, Kelly L; Wingfield, Arthur

2016-01-01

The Fifth Eriksholm Workshop on "Hearing Impairment and Cognitive Energy" was convened to develop a consensus among interdisciplinary experts about what is known on the topic, gaps in knowledge, the use of terminology, priorities for future research, and implications for practice. The general term cognitive energy was chosen to facilitate the broadest possible discussion of the topic. It goes back to who described the effects of attention on perception; he used the term psychic energy for the notion that limited mental resources can be flexibly allocated among perceptual and mental activities. The workshop focused on three main areas: (1) theories, models, concepts, definitions, and frameworks; (2) methods and measures; and (3) knowledge translation. We defined effort as the deliberate allocation of mental resources to overcome obstacles in goal pursuit when carrying out a task, with listening effort applying more specifically when tasks involve listening. We adapted Kahneman's seminal (1973) Capacity Model of Attention to listening and proposed a heuristically useful Framework for Understanding Effortful Listening (FUEL). Our FUEL incorporates the well-known relationship between cognitive demand and the supply of cognitive capacity that is the foundation of cognitive theories of attention. Our FUEL also incorporates a motivation dimension based on complementary theories of motivational intensity, adaptive gain control, and optimal performance, fatigue, and pleasure. Using a three-dimensional illustration, we highlight how listening effort depends not only on hearing difficulties and task demands but also on the listener's motivation to expend mental effort in the challenging situations of everyday life.
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
Human Cognition and a Pile of Sand: A Discussion on Serial Correlations and Self-Organized Criticality

ERIC Educational Resources Information Center

Wagenmakers, Eric-Jan; Farrell, Simon; Ratcliff, Roger

2005-01-01

Recently, G. C. Van Orden, J. G. Holden, and M. T. Turvey (2003) proposed to abandon the conventional framework of cognitive psychology in favor of the framework of nonlinear dynamical systems theory. Van Orden et al. presented evidence that "purposive behavior originates in self-organized criticality" (p. 333). Here, the authors show that Van…
Design-Grounded Assessment: A Framework and a Case Study of Web 2.0 Practices in Higher Education

ERIC Educational Resources Information Center

Ching, Yu-Hui; Hsu, Yu-Chang

2011-01-01

This paper synthesis's three theoretical perspectives, including sociocultural theory, distributed cognition, and situated cognition, into a framework to guide the design and assessment of Web 2.0 practices in higher education. In addition, this paper presents a case study of Web 2.0 practices. Thirty-seven online graduate students participated in…
Teaching Empathy: A Framework Rooted in Social Cognitive Neuroscience and Social Justice

ERIC Educational Resources Information Center

Gerdes, Karen E.; Segal, Elizabeth A.; Jackson, Kelly F.; Mullins, Jennifer L.

2011-01-01

We propose that a targeted and structured explication of empathy is a useful, if not essential, foundation for social work theory and practice. We outline a social work framework for empathy, one that is rooted in an interdisciplinary context, emphasizes recent findings in the field of social cognitive neuroscience, and yet is embedded in a social…
Cybersemiotics: a transdisciplinary framework for information studies.

PubMed

Brier, S

1998-04-01

This paper summarizes recent attempts by this author to create a transdisciplinary, non-Cartesian and non-reductionistic framework for information studies in natural, social, and technological systems. To confront, in a scientific way, the problems of modern information technology where phenomenological man is dealing with socially constructed texts in algorithmically based digital bit-machines we need a theoretical framework spanning from physics over biology and technological design to phenomenological and social production of signification and meaning. I am working with such pragmatic theories as second order cybernetics (coupled with autopolesis theory), Lakoffs biologically oriented cognitive semantics, Peirce's triadic semiotics, and Wittgenstein's pragmatic language game theory. A coherent synthesis of these theories is what the cybersemiotic framework attempts to accomplish.
The brain may know more than cognitive theory can tell us: a reply to Ted Parks.

PubMed

Dresp, B; Spillmann, L

2001-01-01

In reply to Parks' interpretation of Rock's cognitive theory of illusory figures, we maintain our point of view that such a theory has limited heuristic and explanatory power because it fails to predict subjects' responses in psychophysical tasks. As a result, the theoretical framework defended by Parks is not appropriate for suggesting candidate mechanisms of brain-behaviour function that could underly the phenomenal emergence of such figures.
Supporting productive thinking: The semiotic context for Cognitive Systems Engineering (CSE).

PubMed

Flach, John

2017-03-01

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

PubMed

Kapogiannis, Dimitrios; Barbey, Aron K; Su, Michael; Zamboni, Giovanna; Krueger, Frank; Grafman, Jordan

2009-03-24

We propose an integrative cognitive neuroscience framework for understanding the cognitive and neural foundations of religious belief. Our analysis reveals 3 psychological dimensions of religious belief (God's perceived level of involvement, God's perceived emotion, and doctrinal/experiential religious knowledge), which functional MRI localizes within networks processing Theory of Mind regarding intent and emotion, abstract semantics, and imagery. Our results are unique in demonstrating that specific components of religious belief are mediated by well-known brain networks, and support contemporary psychological theories that ground religious belief within evolutionary adaptive cognitive functions.
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
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.
Anxiety and Threat-Related Attention: Cognitive-Motivational Framework and Treatment.

PubMed

Mogg, Karin; Bradley, Brendan P

2018-03-01

Research in experimental psychopathology and cognitive theories of anxiety highlight threat-related attention biases (ABs) and underpin the development of a computer-delivered treatment for anxiety disorders: attention-bias modification (ABM) training. Variable effects of ABM training on anxiety and ABs generate conflicting research recommendations, novel ABM training procedures, and theoretical controversy. This article summarises an updated cognitive-motivational framework, integrating proposals from cognitive models of anxiety and attention, as well as evidence of ABs. Interactions between motivational salience-driven and goal-directed influences on multiple cognitive processes (e.g., stimulus evaluation, inhibition, switching, orienting) underlie anxiety and the variable manifestations of ABs (orienting towards and away from threat; threat-distractor interference). This theoretical analysis also considers ABM training as cognitive skill training, describes a conceptual framework for evaluating/developing novel ABM training procedures, and complements network-based research on reciprocal anxiety-cognition relationships. Copyright © 2018 The Authors. Published by Elsevier Ltd.. All rights reserved.
Decomposing dendrophilia. 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)

Honing, Henkjan; Zuidema, Willem

2014-09-01

The future of cognitive science will be about bridging neuroscience and behavioral studies, with essential roles played by comparative biology, formal modeling, and the theory of computation. Nowhere will this integration be more strongly needed than in understanding the biological basis of language and music. We thus strongly sympathize with the general framework that Fitch [1] proposes, and welcome the remarkably broad and readable review he presents to support it.
A Little Logic Goes a Long Way: Basing Experiment on Semantic Theory in the Cognitive Science of Conditional Reasoning

ERIC Educational Resources Information Center

Stenning, Keith; van Lambalgen, Michiel

2004-01-01

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

PubMed

Scheibehenne, Benjamin; Rieskamp, Jörg; Wagenmakers, Eric-Jan

2013-01-01

Many theories of human cognition postulate that people are equipped with a repertoire of strategies to solve the tasks they face. This theoretical framework of a cognitive toolbox provides a plausible account of intra- and interindividual differences in human behavior. Unfortunately, it is often unclear how to rigorously test the toolbox framework. How can a toolbox model be quantitatively specified? How can the number of toolbox strategies be limited to prevent uncontrolled strategy sprawl? How can a toolbox model be formally tested against alternative theories? The authors show how these challenges can be met by using Bayesian inference techniques. By means of parameter recovery simulations and the analysis of empirical data across a variety of domains (i.e., judgment and decision making, children's cognitive development, function learning, and perceptual categorization), the authors illustrate how Bayesian inference techniques allow toolbox models to be quantitatively specified, strategy sprawl to be contained, and toolbox models to be rigorously tested against competing theories. The authors demonstrate that their approach applies at the individual level but can also be generalized to the group level with hierarchical Bayesian procedures. The suggested Bayesian inference techniques represent a theoretical and methodological advancement for toolbox theories of cognition and behavior.
Effects of the Physical Environment on Cognitive Load and Learning: Towards a New Model of Cognitive Load

ERIC Educational Resources Information Center

Choi, Hwan-Hee; van Merriënboer, Jeroen J. G.; Paas, Fred

2014-01-01

Although the theoretical framework of cognitive load theory has acknowledged a role for the learning environment, the specific characteristics of the physical learning environment that could affect cognitive load have never been considered, neither theoretically nor empirically. In this article, we argue that the physical learning environment, and…

Concepts as Semantic Pointers: A Framework and Computational Model

ERIC Educational Resources Information Center

Blouw, Peter; Solodkin, Eugene; Thagard, Paul; Eliasmith, Chris

2016-01-01

The reconciliation of theories of concepts based on prototypes, exemplars, and theory-like structures is a longstanding problem in cognitive science. In response to this problem, researchers have recently tended to adopt either hybrid theories that combine various kinds of representational structure, or eliminative theories that replace concepts…
Reconstructing constructivism: Causal models, Bayesian learning mechanisms and the theory theory

PubMed Central

Gopnik, Alison; Wellman, Henry M.

2012-01-01

We propose a new version of the “theory theory” grounded in the computational framework of probabilistic causal models and Bayesian learning. Probabilistic models allow a constructivist but rigorous and detailed approach to cognitive development. They also explain the learning of both more specific causal hypotheses and more abstract framework theories. We outline the new theoretical ideas, explain the computational framework in an intuitive and non-technical way, and review an extensive but relatively recent body of empirical results that supports these ideas. These include new studies of the mechanisms of learning. Children infer causal structure from statistical information, through their own actions on the world and through observations of the actions of others. Studies demonstrate these learning mechanisms in children from 16 months to 4 years old and include research on causal statistical learning, informal experimentation through play, and imitation and informal pedagogy. They also include studies of the variability and progressive character of intuitive theory change, particularly theory of mind. These studies investigate both the physical and psychological and social domains. We conclude with suggestions for further collaborative projects between developmental and computational cognitive scientists. PMID:22582739
Translating theory into practice: integrating the affective and cognitive learning dimensions for effective instruction in engineering education

NASA Astrophysics Data System (ADS)

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

2014-03-01

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

ERIC Educational Resources Information Center

Verma, Satish

A summary of an Extension Education dissertation on a study to develop a framework of curriculum and learning theory features, to determine needs of Extension agents, and to show its application to dairy science is presented. Tyler's rationale for deriving educational objectives (curriculum theory) and Bloom's taxonomy of cognitive behavior…
Thinking graphically: Connecting vision and cognition during graph comprehension.

PubMed

Ratwani, Raj M; Trafton, J Gregory; Boehm-Davis, Deborah A

2008-03-01

Task analytic theories of graph comprehension account for the perceptual and conceptual processes required to extract specific information from graphs. Comparatively, the processes underlying information integration have received less attention. We propose a new framework for information integration that highlights visual integration and cognitive integration. During visual integration, pattern recognition processes are used to form visual clusters of information; these visual clusters are then used to reason about the graph during cognitive integration. In 3 experiments, the processes required to extract specific information and to integrate information were examined by collecting verbal protocol and eye movement data. Results supported the task analytic theories for specific information extraction and the processes of visual and cognitive integration for integrative questions. Further, the integrative processes scaled up as graph complexity increased, highlighting the importance of these processes for integration in more complex graphs. Finally, based on this framework, design principles to improve both visual and cognitive integration are described. PsycINFO Database Record (c) 2008 APA, all rights reserved
Understanding the distributed cognitive processes of intensive care patient discharge.

PubMed

Lin, Frances; Chaboyer, Wendy; Wallis, Marianne

2014-03-01

To better understand and identify vulnerabilities and risks in the ICU patient discharge process, which provides evidence for service improvement. Previous studies have identified that 'after hours' discharge and 'premature' discharge from ICU are associated with increased mortality. However, some of these studies have largely been retrospective reviews of various administrative databases, while others have focused on specific aspects of the process, which may miss crucial components of the discharge process. This is an ethnographic exploratory study. Distributed cognition and activity theory were used as theoretical frameworks. Ethnographic data collection techniques including informal interviews, direct observations and collecting existing documents were used. A total of 56 one-to-one interviews were conducted with 46 participants; 28 discharges were observed; and numerous documents were collected during a five-month period. A triangulated technique was used in both data collection and data analysis to ensure the research rigour. Under the guidance of activity theory and distributed cognition theoretical frameworks, five themes emerged: hierarchical power and authority, competing priorities, ineffective communication, failing to enact the organisational processes and working collaboratively to optimise the discharge process. Issues with teamwork, cognitive processes and team members' interaction with cognitive artefacts influenced the discharge process. Strategies to improve shared situational awareness are needed to improve teamwork, patient flow and resource efficiency. Tools need to be evaluated regularly to ensure their continuous usefulness. Health care professionals need to be aware of the impact of their competing priorities and ensure discharges occur in a timely manner. Activity theory and distributed cognition are useful theoretical frameworks to support healthcare organisational research. © 2013 John Wiley & Sons Ltd.
The Entertainment-Education Strategy in Sexual Assault Prevention: A Comparison of Theoretical Foundations and a Test of Effectiveness in a College Campus Setting.

PubMed

Hust, Stacey J T; Adams, Paula M; Willoughby, Jessica Fitts; Ren, Chunbo; Lei, Ming; Ran, Weina; Marett, Emily Garrigues

2017-09-01

Among the existing sexual assault prevention efforts on college campuses, few use mass communication strategies designed to simultaneously entertain and educate. Although many entertainment-education efforts are guided by social cognitive theory, other theories may be useful in entertainment-education design. Previous research has found that social cognitive theory and social norms theory can successfully influence participants' perceived norms and efficacy related to sexual assault reduction; however, whether such results can be replicated in a naturalistic setting and the extent to which the guiding theoretical foundation may influence outcomes remain unknown. We used a pre- and posttest field experiment with college students in residence halls to assess how different theoretical foundations may influence effects. Over the course of a semester, the participants viewed eight mini-magazines developed using (1) social cognitive theory, (2) social norms theory, (3) a combination of both theoretical frameworks, or (4) a control condition with no sexual assault prevention messaging. Participants in the combined content condition had greater levels of self-efficacy related to sexual assault prevention and more accurate norm perceptions. There were also effects for the mini-magazines developed with only one theoretical framework. Overall, we found that multiple theories can effectively guide entertainment-education message development.
Cognitive Science.

ERIC Educational Resources Information Center

Cocking, Rodney R.; Mestre, Jose P.

The focus of this paper is on cognitive science as a model for understanding the application of human skills toward effective problem-solving. Sections include: (1) "Introduction" (discussing information processing framework, expert-novice distinctions, schema theory, and learning process); (2) "Application: The Expert-Novice…
Early Childhood.

ERIC Educational Resources Information Center

Peters, Donald L.; Willis, Sherry L.

This book summarizes theory and discusses major issues pertaining to child development in the early childhood years. Chapter I provides an introduction to the conceptual framework and major theories of child development. Chapter II deals with motor, sensory, and perceptual development. Chapter III focuses on the cognitive-developmental theory of…
The Computational and Neural Basis of Cognitive Control: Charted Territory and New Frontiers

ERIC Educational Resources Information Center

Botvinick, Matthew M.; Cohen, Jonathan D.

2014-01-01

Cognitive control has long been one of the most active areas of computational modeling work in cognitive science. The focus on computational models as a medium for specifying and developing theory predates the PDP books, and cognitive control was not one of the areas on which they focused. However, the framework they provided has injected work on…
Cognitive and Non-Cognitive Influences on Pre-Health College Students' Advising Utilization

ERIC Educational Resources Information Center

O'Mealia, Melinda M.

2017-01-01

The purpose of this research effort was to examine the Rutgers University pre-health students' advising utilization and the association of advising to medical school admission, for 2012-2016. A variety of variables allied with the Social Cognitive Career Theory and advising practice shaped the examination framework. Specifically, the researcher…
Cognitive Load Imposed by Ultrasound-Facilitated Teaching Does Not Adversely Affect Gross Anatomy Learning Outcomes

ERIC Educational Resources Information Center

Jamniczky, Heather A.; Cotton, Darrel; Paget, Michael; Ramji, Qahir; Lenz, Ryan; McLaughlin, Kevin; Coderre, Sylvain; Ma, Irene W. Y.

2017-01-01

Ultrasonography is increasingly used in medical education, but its impact on learning outcomes is unclear. Adding ultrasound may facilitate learning, but may also potentially overwhelm novice learners. Based upon the framework of cognitive load theory, this study seeks to evaluate the relationship between cognitive load associated with using…
Computational rationality: linking mechanism and behavior through bounded utility maximization.

PubMed

Lewis, Richard L; Howes, Andrew; Singh, Satinder

2014-04-01

We propose a framework for including information-processing bounds in rational analyses. It is an application of bounded optimality (Russell & Subramanian, 1995) to the challenges of developing theories of mechanism and behavior. The framework is based on the idea that behaviors are generated by cognitive mechanisms that are adapted to the structure of not only the environment but also the mind and brain itself. We call the framework computational rationality to emphasize the incorporation of computational mechanism into the definition of rational action. Theories are specified as optimal program problems, defined by an adaptation environment, a bounded machine, and a utility function. Such theories yield different classes of explanation, depending on the extent to which they emphasize adaptation to bounds, and adaptation to some ecology that differs from the immediate local environment. We illustrate this variation with examples from three domains: visual attention in a linguistic task, manual response ordering, and reasoning. We explore the relation of this framework to existing "levels" approaches to explanation, and to other optimality-based modeling approaches. Copyright © 2014 Cognitive Science Society, Inc.
Reconstructing Constructivism: Causal Models, Bayesian Learning Mechanisms, and the Theory Theory

ERIC Educational Resources Information Center

Gopnik, Alison; Wellman, Henry M.

2012-01-01

We propose a new version of the "theory theory" grounded in the computational framework of probabilistic causal models and Bayesian learning. Probabilistic models allow a constructivist but rigorous and detailed approach to cognitive development. They also explain the learning of both more specific causal hypotheses and more abstract framework…
Towards a Quantum Theory of Humour

NASA Astrophysics Data System (ADS)

Gabora, Liane; Kitto, Kirsty

2016-12-01

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

PubMed

Rogers, Mary E; Creed, Peter A

2011-02-01

This study used social cognitive career theory (Lent, Brown, & Hackett, 1994), as a framework to investigate predictors of career choice actions, operationalised as career planning and career exploration. The model was tested cross-sectionally and longitudinally with 631 high school students enrolled in Grades 10-12. Students completed measures of self-efficacy, outcome expectations, goals, supports and personality. Results of the hierarchical regression analyses indicated strong support for self-efficacy and goals predicting career planning and exploration across all grades at T1, and predicting change in career planning and exploration from T1 to T2. Whilst support for pathways among other predictor variables (personality, contextual influences and biographic variables) to choice actions was found, these pathways varied across grades at T1, and also from T1 to T2. Implications for social cognitive career theory, career counselling practice and future research are discussed. Copyright Â© 2010 The Association for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.
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.
Theoretical framework to study exercise motivation for breast cancer risk reduction.

PubMed

Wood, Maureen E

2008-01-01

To identify an appropriate theoretical framework to study exercise motivation for breast cancer risk reduction among high-risk women. An extensive review of the literature was conducted to gather relevant information pertaining to the Health Promotion Model, self-determination theory, social cognitive theory, Health Belief Model, Transtheoretical Model, theory of planned behavior, and protection motivation theory. An iterative approach was used to summarize the literature related to exercise motivation within each theoretical framework. Protection motivation theory could be used to examine the effects of perceived risk and self-efficacy in motivating women to exercise to facilitate health-related behavioral change. Evidence-based research within a chosen theoretical model can aid practitioners when making practical recommendations to reduce breast cancer risk.
A Framework for Re-thinking Learning in Science from Recent Cognitive Science Perspectives

NASA Astrophysics Data System (ADS)

Tytler, Russell; Prain, Vaughan

2010-10-01

Recent accounts by cognitive scientists of factors affecting cognition imply the need to reconsider current dominant conceptual theories about science learning. These new accounts emphasize the role of context, embodied practices, and narrative-based representation rather than learners' cognitive constructs. In this paper we analyse data from a longitudinal study of primary school children's learning to outline a framework based on these contemporary accounts and to delineate key points of difference from conceptual change perspectives. The findings suggest this framework provides strong theoretical and practical insights into how children learn and the key role of representational negotiation in this learning. We argue that the nature and process of conceptual change can be re-interpreted in terms of the development of students' representational resources.
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

The cognitive and social development of the child.

PubMed

Newton, J T; Harrison, V

2005-01-01

The social and psychological development of children from birth to adolescence is described using the framework of Jean Piaget's theory of cognitive development. This theory proposes that children's understanding of the world proceeds through four broad stages, with each stage demonstrating an increasingly sophisticated understanding of concepts and how they can be used. The relevance of this development for children's understanding of oral health, disease and dental care is discussed.
Learning Theory Foundations of Simulation-Based Mastery Learning.

PubMed

McGaghie, William C; Harris, Ilene B

2018-06-01

Simulation-based mastery learning (SBML), like all education interventions, has learning theory foundations. Recognition and comprehension of SBML learning theory foundations are essential for thoughtful education program development, research, and scholarship. We begin with a description of SBML followed by a section on the importance of learning theory foundations to shape and direct SBML education and research. We then discuss three principal learning theory conceptual frameworks that are associated with SBML-behavioral, constructivist, social cognitive-and their contributions to SBML thought and practice. We then discuss how the three learning theory frameworks converge in the course of planning, conducting, and evaluating SBML education programs in the health professions. Convergence of these learning theory frameworks is illustrated by a description of an SBML education and research program in advanced cardiac life support. We conclude with a brief coda.
The mind-body relationship in psychotherapy: grounded cognition as an explanatory framework.

PubMed

Leitan, Nuwan D; Murray, Greg

2014-01-01

As a discipline, psychology is defined by its location in the ambiguous space between mind and body, but theories underpinning the application of psychology in psychotherapy are largely silent on this fundamental metaphysical issue. This is a remarkable state of affairs, given that psychotherapy is typically a real-time meeting between two embodied agents, with the goal of facilitating behavior change in one party. The overarching aim of this paper is to problematize the mind-body relationship in psychotherapy in the service of encouraging advances in theory and practice. The paper briefly explores various psychotherapeutic approaches to help explicate relationships between mind and body from these perspectives. Themes arising from this analysis include a tendency toward dualism (separation of mind and body from the conceptualization of human functioning), exclusivism (elimination of either mind or body from the conceptualization of human functioning), or mind-body monism (conceptualization of mind and body as a single, holistic system). We conclude that the literature, as a whole, does not demonstrate consensus, regarding the relationship between mind and body in psychotherapy. We then introduce a contemporary, holistic, psychological conceptualization of the relationship between mind and body, and argue for its potential utility as an organizing framework for psychotherapeutic theory and practice. The holistic approach we explore, "grounded cognition," arises from a long philosophical tradition, is influential in current cognitive science, and presents a coherent empirically testable framework integrating subjective and objective perspectives. Finally, we demonstrate how this "grounded cognition" perspective might lead to advances in the theory and practice of psychotherapy.
Theory Learning as Stochastic Search in the Language of Thought

ERIC Educational Resources Information Center

Ullman, Tomer D.; Goodman, Noah D.; Tenenbaum, Joshua B.

2012-01-01

We present an algorithmic model for the development of children's intuitive theories within a hierarchical Bayesian framework, where theories are described as sets of logical laws generated by a probabilistic context-free grammar. We contrast our approach with connectionist and other emergentist approaches to modeling cognitive development. While…
A reassessment of the angler specialization concept

Treesearch

Chad P. Dawson; Robert Buerger; Miklos Gratzer

1992-01-01

The angler specialization concept was reviewed and compared to other theoretical frameworks that are more based in multi-determinate behavioral approaches and cognitive processes. Personal investment theory and expectancy theory are suggested as more theoretically appropriate to measure angler specialization.
Confronting Social Injustice: Cognitive Dissonance and Civic Development in Higher Education Service-Learning

ERIC Educational Resources Information Center

Rogers, Leslie Cohen

2012-01-01

This qualitative, insider account of student civic development in a university service-learning course has two primary goals. One is to propose frameworks for describing the process of civic development of service-learning students that are situated in theories of civic identity, cognitive development, and cognitive dissonance. The other is to…
A Mixed Methods Approach to Investigating Cognitive Load and Cognitive Presence in an Online and Face-to-Face College Algebra Course

ERIC Educational Resources Information Center

Mills, Jodi Jean

2016-01-01

Most research on Cognitive Load Theory (Sweller, 1988) has uncovered many instructional design considerations for learning complex tasks. Additionally, the Community of Inquiry (Garrison, Anderson, & Archer, 2000) framework describes many of the learning experiences in online education. A gap existed in the literature for investigating…
The Influence of Momentary Goal Structures

ERIC Educational Resources Information Center

Zaleski, Diana Janet

2010-01-01

Adolescents' cognition is influenced by a dynamic educational environment. Studies examining the influence of schools, classrooms, and teachers often overlook the momentary variation found in these environments and the effect this variation has on student cognition. Using an achievement goal theory framework, this study examined the momentary…
Conceptual Change, History, and Science Stories.

ERIC Educational Resources Information Center

Stinner, Arthur; Williams, Harvey

1993-01-01

Science teachers implementing educational research findings must choose between instructional prescriptions from Piaget's theory of cognitive development and from alternative conceptual frameworks theory. Contextual teaching using large context problems or science stories addresses both. The paper outlines a program that designs historically based…
A practitioner's guide to persuasion: an overview of 15 selected persuasion theories, models and frameworks.

PubMed

Cameron, Kenzie A

2009-03-01

To provide a brief overview of 15 selected persuasion theories and models, and to present examples of their use in health communication research. The theories are categorized as message effects models, attitude-behavior approaches, cognitive processing theories and models, consistency theories, inoculation theory, and functional approaches. As it is often the intent of a practitioner to shape, reinforce, or change a patient's behavior, familiarity with theories of persuasion may lead to the development of novel communication approaches with existing patients. This article serves as an introductory primer to theories of persuasion with applications to health communication research. Understanding key constructs and general formulations of persuasive theories may allow practitioners to employ useful theoretical frameworks when interacting with patients.
Perception and Cognition Are Largely Independent, but Still Affect Each Other in Systematic Ways: Arguments from Evolution and the Consciousness-Attention Dissociation

PubMed Central

Montemayor, Carlos; Haladjian, Harry H.

2017-01-01

The main thesis of this paper is that two prevailing theories about cognitive penetration are too extreme, namely, the view that cognitive penetration is pervasive and the view that there is a sharp and fundamental distinction between cognition and perception, which precludes any type of cognitive penetration. These opposite views have clear merits and empirical support. To eliminate this puzzling situation, we present an alternative theoretical approach that incorporates the merits of these views into a broader and more nuanced explanatory framework. A key argument we present in favor of this framework concerns the evolution of intentionality and perceptual capacities. An implication of this argument is that cases of cognitive penetration must have evolved more recently and that this is compatible with the cognitive impenetrability of early perceptual stages of processing information. A theoretical approach that explains why this should be the case is the consciousness and attention dissociation framework. The paper discusses why concepts, particularly issues concerning concept acquisition, play an important role in the interaction between perception and cognition. PMID:28174551
Enriching the Theoretical Horizons of Phenomenography, Variation Theory and Learning Studies

ERIC Educational Resources Information Center

Dahlin, Bo

2007-01-01

The aim of this article is to introduce some theoretical frameworks which may develop the research going on within phenomenography and variation theory. Central concepts from the epistemological and cognitive theories of Charles S. Peirce, Niklas Luhmann and Margaret Boden are presented and their implications for phenomenography and variation…
Intuition, Introspection and Observation in Linguistic Inquiry

ERIC Educational Resources Information Center

Willems, Klaas

2012-01-01

This article explores the relationship between intuition, introspection and the observation of naturally occurring utterances in linguistic inquiry. Its focus is on the problems that this relationship poses in cognitive approaches to semantics and case theory within the framework of Cognitive Grammar. Given the increasing commitment of linguistics…
Learning in Physics by Doing Laboratory Work: Towards a New Conceptual Framework

ERIC Educational Resources Information Center

Danielsson, Anna Teresia; Linder, Cedric

2009-01-01

Drawing on a study that explores university students' experiences of doing laboratory work in physics, this article outlines a proposed conceptual framework for extending the exploration of the gendered experience of learning. In this framework situated cognition and post-structural gender theory are merged together. By drawing on data that aim at…
Towards Careful Practices for Automated Linguistic Analysis of Group Learning

ERIC Educational Resources Information Center

Howley, Iris; Rosé, Carolyn Penstein

2016-01-01

The multifaceted nature of collaborative learning environments necessitates theory to investigate the cognitive, motivational, and relational dimensions of collaboration. Several existing frameworks include aspects related to each of these three. This article explores the capability of multi-dimensional frameworks for analysis of collaborative…
Toward a cognitive-affective model of goal-setting in rehabilitation: is self-regulation theory a key step?

PubMed

Siegert, Richard J; McPherson, Kathryn M; Taylor, William J

2004-10-21

The aim of this article is to argue that self-regulation theory might offer a useful model for clinical practice, theory-building and empirical research on goal-setting in rehabilitation. Relevant literature on goal-setting and motivation in rehabilitation is considered and some problematic issues for current practice and future research are highlighted. Carver and Scheier's self-regulation theory and its application to rehabilitation research is examined. It is argued that self-regulation theory offers a robust theoretical framework for goal-setting and one in which the salient concepts of motivation and emotion are prominent. Self-regulation theory offers a potentially useful heuristic framework for rehabilitation research.
Anatomy by whole body dissection: a focus group study of students' learning experience.

PubMed

Burgess, Annette; Ramsey-Stewart, George

2015-01-01

The social construction of knowledge within medical education is essential for learning. Students' interactions within groups and associated learning artifacts can meaningfully impact learning. Situated cognition theory poses that knowledge, thinking, and learning are located in experience. In recent years, there has been a reported decline in time spent on anatomy by whole body dissection (AWBD) within medical programs. However, teaching by surgeons in AWBD provides unique opportunities for students, promoting a deeper engagement in learning. In this study, we apply situated cognition theory as a conceptual framework to explore students' perceptions of their learning experience within the 2014 iteration of an 8-week elective AWBD course. At the end of the course, all students (n=24) were invited to attend one of three focus groups. Framework analysis was used to code and categorize data into themes. In total, 20/24 (83%) students participated in focus groups. Utilizing situated cognition theory as a conceptual framework, we illustrate students' learning experiences within the AWBD course. Students highlighted opportunities to create and reinforce their own knowledge through active participation in authentic dissection tasks; guidance and clinical context provided by surgeons as supervisors; and the provision of an inclusive learning community. Situated cognition theory offers a valuable lens through which to view students' learning experience in the anatomy dissection course. By doing so, the importance of providing clinical relevance to medical teaching is highlighted. Additionally, the value of having surgeons teach AWBD and the experience they share is illustrated. The team learning course design, with varying teaching methods and frequent assessments, prompting student-student and student-teacher interaction, was also beneficial for student learning.
Frameworks for Examining Comprehension and Discourse: An Overview.

ERIC Educational Resources Information Center

Carey, Robert F.; Smith, Sharon L.

Overviews of schema theory, which focuses on the cognitive operations engaged in by the reader, and discourse analysis, which focuses on structural characteristics of the text itself, are presented in this paper. The first section explains the notion of cognitive schemata (patterns of expectations that are applied to incoming information) and…
The Intrapsychics of Gender: A Model of Self-Socialization

ERIC Educational Resources Information Center

Tobin, Desiree D.; Menon, Meenakshi; Menon, Madhavi; Spatta, Brooke C.; Hodges, Ernest V. E.; Perry, David G.

2010-01-01

This article outlines a model of the structure and the dynamics of gender cognition in childhood. The model incorporates 3 hypotheses featured in different contemporary theories of childhood gender cognition and unites them under a single theoretical framework. Adapted from Greenwald et al. (2002), the model distinguishes three constructs: gender…
Being Mean: Children's Gendered Perceptions of Peer Teasing

ERIC Educational Resources Information Center

Bosacki, Sandra; Harwood, Debra; Sumaway, Corina

2012-01-01

Recent research suggests that social cognition may play a role in the connections among gendered experiences of teasing within the grade school classroom. Within the framework of social-cognitive developmental theory, this qualitative research study investigates how gender may influence young children's experiences and perception of teasing within…

Testing Adaptive Toolbox Models: A Bayesian Hierarchical Approach

ERIC Educational Resources Information Center

Scheibehenne, Benjamin; Rieskamp, Jorg; Wagenmakers, Eric-Jan

2013-01-01

Many theories of human cognition postulate that people are equipped with a repertoire of strategies to solve the tasks they face. This theoretical framework of a cognitive toolbox provides a plausible account of intra- and interindividual differences in human behavior. Unfortunately, it is often unclear how to rigorously test the toolbox…
A Social Learning Model of Adolescent Contraceptive Behavior.

ERIC Educational Resources Information Center

Balassone, Mary Lou

1991-01-01

Research findings and theories regarding adolescent contraceptive use are reviewed to propose an alternative framework relying on social learning theory. Environmental context, cognitive influences, and behavior execution constraints are suggested as the foundation for contraceptive behaviors. The behavioral skills teenagers need to use birth…
Teaching Melodic Dictation in Advanced Placement Music Theory

ERIC Educational Resources Information Center

Paney, Andrew S.; Buonviri, Nathan O.

2014-01-01

In this study approaches to teaching melodic dictation skills used by Advanced Placement (AP) Music Theory teachers were examined. Twelve high school teachers from four states were interviewed. Four themes emerged from the interview transcripts: cognitive frameworks, processing strategies, rhythm, and course design. Participants generally…
Assessment of Evaluation Frameworks for Design of a Sexual Risk Prevention Game for Black Adolescent Girls.

PubMed

Sockolow, Paulina; Joppa, Meredith; Zhu, Jichen

2018-01-01

Adolescent sexual risk behavior (SRB), a major public health problem affects urban Black adolescent girls increasing their health disparities and risks for sexually transmitted infections. Collaborating with these adolescents, we designed a game for smartphones that incorporates elements of trauma-informed care and social cognitive theory to reduce SRB. Game researchers promote use of a comprehensive, multipurpose framework for development and evaluation of games for health applications. Our first game development step was framework selection and measurable health outcomes identification. Literature search identified two health game frameworks, both incorporating pedagogical theory, learning theory, and gaming requirements. Arnab used the IM + LM-GM framework to develop and implement a game in a school intervention program. Yusoff's framework was developed for use during game design. We investigated concordance and discordance between our SRB game design characteristics and each framework's components. Findings indicated Arnab's framework was sufficiently comprehensive to guide development of our game and outcome measure selection.
Activity Theory as a Framework for Designing the Model of College English Listening

ERIC Educational Resources Information Center

Zhang, Jianfeng

2014-01-01

Activity theory signifies that activities are at the centre of human behaviour and it has been used to study cognitive process in many fields. Nowadays, college English listening learning is time-consuming but less effective in China, so enhancing the performance of listening instruction is a very hot topic. Theoretically, activity theory is able…
Why formal learning theory matters for cognitive science.

PubMed

Fulop, Sean; Chater, Nick

2013-01-01

This article reviews a number of different areas in the foundations of formal learning theory. After outlining the general framework for formal models of learning, the Bayesian approach to learning is summarized. This leads to a discussion of Solomonoff's Universal Prior Distribution for Bayesian learning. Gold's model of identification in the limit is also outlined. We next discuss a number of aspects of learning theory raised in contributed papers, related to both computational and representational complexity. The article concludes with a description of how semi-supervised learning can be applied to the study of cognitive learning models. Throughout this overview, the specific points raised by our contributing authors are connected to the models and methods under review. Copyright © 2013 Cognitive Science Society, Inc.
An Energy-Efficient Game-Theory-Based Spectrum Decision Scheme for Cognitive Radio Sensor Networks

PubMed Central

Salim, Shelly; Moh, Sangman

2016-01-01

A cognitive radio sensor network (CRSN) is a wireless sensor network in which sensor nodes are equipped with cognitive radio. In this paper, we propose an energy-efficient game-theory-based spectrum decision (EGSD) scheme for CRSNs to prolong the network lifetime. Note that energy efficiency is the most important design consideration in CRSNs because it determines the network lifetime. The central part of the EGSD scheme consists of two spectrum selection algorithms: random selection and game-theory-based selection. The EGSD scheme also includes a clustering algorithm, spectrum characterization with a Markov chain, and cluster member coordination. Our performance study shows that EGSD outperforms the existing popular framework in terms of network lifetime and coordination overhead. PMID:27376290
An Energy-Efficient Game-Theory-Based Spectrum Decision Scheme for Cognitive Radio Sensor Networks.

PubMed

Salim, Shelly; Moh, Sangman

2016-06-30

A cognitive radio sensor network (CRSN) is a wireless sensor network in which sensor nodes are equipped with cognitive radio. In this paper, we propose an energy-efficient game-theory-based spectrum decision (EGSD) scheme for CRSNs to prolong the network lifetime. Note that energy efficiency is the most important design consideration in CRSNs because it determines the network lifetime. The central part of the EGSD scheme consists of two spectrum selection algorithms: random selection and game-theory-based selection. The EGSD scheme also includes a clustering algorithm, spectrum characterization with a Markov chain, and cluster member coordination. Our performance study shows that EGSD outperforms the existing popular framework in terms of network lifetime and coordination overhead.
Selectivity in associative learning: a cognitive stage framework for blocking and cue competition phenomena

PubMed Central

Boddez, Yannick; Haesen, Kim; Baeyens, Frank; Beckers, Tom

2014-01-01

Blocking is the most important phenomenon in the history of associative learning theory: for over 40 years, blocking has inspired a whole generation of learning models. Blocking is part of a family of effects that are typically termed “cue competition” effects. Common amongst all cue competition effects is that a cue-outcome relation is poorly learned or poorly expressed because the cue is trained in the presence of an alternative predictor or cause of the outcome. We provide an overview of the cognitive processes involved in cue competition effects in humans and propose a stage framework that brings these processes together. The framework contends that the behavioral display of cue competition is cognitively construed following three stages that include (1) an encoding stage, (2) a retention stage, and (3) a performance stage. We argue that the stage framework supports a comprehensive understanding of cue competition effects. PMID:25429280
Evaluating ecommerce websites cognitive efficiency: an integrative framework based on data envelopment analysis.

PubMed

Lo Storto, Corrado

2013-11-01

This paper presents an integrative framework to evaluate ecommerce website efficiency from the user viewpoint using Data Envelopment Analysis (DEA). This framework is inspired by concepts driven from theories of information processing and cognition and considers the website efficiency as a measure of its quality and performance. When the users interact with the website interfaces to perform a task, they are involved in a cognitive effort, sustaining a cognitive cost to search, interpret and process information, and experiencing either a sense of satisfaction or dissatisfaction for that. The amount of ambiguity and uncertainty, and the search (over-)time during navigation that they perceive determine the effort size - and, as a consequence, the cognitive cost amount - they have to bear to perform their task. On the contrary, task performing and result achievement provide the users with cognitive benefits, making interaction with the website potentially attractive, satisfying, and useful. In total, 9 variables are measured, classified in a set of 3 website macro-dimensions (user experience, site navigability and structure). The framework is implemented to compare 52 ecommerce websites that sell products in the information technology and media market. A stepwise regression is performed to assess the influence of cognitive costs and benefits that mostly affect website efficiency. Copyright © 2013 Elsevier Ltd and The Ergonomics Society. All rights reserved.
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.
Designing and Evaluating Representations to Model Pedagogy

ERIC Educational Resources Information Center

Masterman, Elizabeth; Craft, Brock

2013-01-01

This article presents the case for a theory-informed approach to designing and evaluating representations for implementation in digital tools to support Learning Design, using the framework of epistemic efficacy as an example. This framework, which is rooted in the literature of cognitive psychology, is operationalised through dimensions of fit…
Group typicality, group loyalty and cognitive development.

PubMed

Patterson, Meagan M

2014-09-01

Over the course of childhood, children's thinking about social groups changes in a variety of ways. Developmental Subjective Group Dynamics (DSGD) theory emphasizes children's understanding of the importance of conforming to group norms. Abrams et al.'s study, which uses DSGD theory as a framework, demonstrates the social cognitive skills underlying young elementary school children's thinking about group norms. Future research on children's thinking about groups and group norms should explore additional elements of this topic, including aspects of typicality beyond loyalty. © 2014 The British Psychological Society.
Decision-making theories and their usefulness to the midwifery profession both in terms of midwifery practice and the education of midwives.

PubMed

Jefford, Elaine; Fahy, Kathleen; Sundin, Deborah

2011-06-01

What are the strengths and limitations of existing Decision-Making Theories as a basis for guiding best practice clinical decision-making within a framework of midwifery philosophy? Each theory is compared in relation with how well they provide a teachable framework for midwifery clinical reasoning that is consistent with midwifery philosophy. Hypothetico-Deductive Theory, from which medical clinical reasoning is based; intuitive decision-making; Dual Processing Theory; The International Confederation of Midwives Clinical Decision-Making Framework; Australian Nursing and Midwifery Council Midwifery Practice Decisions Flowchart and Midwifery Practice. Best practice midwifery clinical Decision-Making Theory needs to give guidance about: (i) effective use of cognitive reasoning processes; (ii) how to include contextual and emotional factors; (iii) how to include the interests of the baby as an integral part of the woman; (iv) decision-making in partnership with woman; and (v) how to recognize/respond to clinical situations outside the midwife's legal/personal scope of practice. No existing Decision-Making Theory meets the needs of midwifery. Medical clinical reasoning has a good contribution to make in terms of cognitive reasoning processes. Two limitations of medical clinical reasoning are its reductionistic focus and privileging of reason to the exclusion of emotional and contextual factors. Hypothetico-deductive clinical reasoning is a necessary but insufficient condition for best practice clinical decision-making in midwifery. © 2011 Blackwell Publishing Asia Pty Ltd.
"Setting up for the Next Big Thing": Undergraduate Women Engineering Students' Postbaccalaureate Career Decisions

ERIC Educational Resources Information Center

Smith, Kathleen N.; Gayles, Joy Gaston

2017-01-01

Using social cognitive career theory and the cognitive information processing model as frameworks, in this constructivist case study we examined the career-related experiences and decisions of 10 women engineering undergraduate seniors who accepted full-time positions. From the data analysis 3 major themes emerged: critical undergraduate…
Processing Speed and Executive Functions in Cognitive Aging: How to Disentangle Their Mutual Relationship?

ERIC Educational Resources Information Center

Albinet, Cedric T.; Boucard, Geoffroy; Bouquet, Cedric; Audiffren, Michel

2012-01-01

The processing-speedtheory and the prefrontal-executivetheory are competing theories of cognitive aging. Here we used a theoretically and methodologically-driven framework to investigate the relationships among measures classically used to assess these two theoretical constructs. Twenty-eight young adults (18-32 years) and 39 healthy older adults…
Systematizing Web Search through a Meta-Cognitive, Systems-Based, Information Structuring Model (McSIS)

ERIC Educational Resources Information Center

Abuhamdieh, Ayman H.; Harder, Joseph T.

2015-01-01

This paper proposes a meta-cognitive, systems-based, information structuring model (McSIS) to systematize online information search behavior based on literature review of information-seeking models. The General Systems Theory's (GST) prepositions serve as its framework. Factors influencing information-seekers, such as the individual learning…
Readers Building Fictional Worlds: Visual Representations, Poetry and Cognition

ERIC Educational Resources Information Center

Giovanelli, Marcello

2017-01-01

This article explores the complex nature of the literature classroom by drawing on the cognitive linguistic framework "Text World Theory" to examine the teacher's role as facilitator and mediator of reading. Specifically, the article looks at how one teacher used visual representations as a way of allowing students to engage in a more…
Intelligence Assessment: Gardner Multiple Intelligence Theory as an Alternative

ERIC Educational Resources Information Center

Almeida, Leandro S.; Prieto, Maria Dolores; Ferreira, Aristides I.; Bermejo, Maria Rosario; Ferrando, Mercedes; Ferrandiz, Carmen

2010-01-01

In the multiple intelligence framework, newer and more contextualized cognitive tasks are suggested as alternative to more traditional psychometric tests. The purpose of this article is to examine whether or not these two types of instruments converge into a general factor of cognitive performance. Thus, the Battery of General and Differential…

Some Technical Implications of Distributed Cognition on the Design on Interactive Learning Environments.

ERIC Educational Resources Information Center

Dillenbourg, Pierre

1996-01-01

Maintains that diagnosis, explanation, and tutoring, the functions of an interactive learning environment, are collaborative processes. Examines how human-computer interaction can be improved using a distributed cognition framework. Discusses situational and distributed knowledge theories and provides a model on how they can be used to redesign…
Theoretical approaches to lightness and perception.

PubMed

Gilchrist, Alan

2015-01-01

Theories of lightness, like theories of perception in general, can be categorized as high-level, low-level, and mid-level. However, I will argue that in practice there are only two categories: one-stage mid-level theories, and two-stage low-high theories. Low-level theories usually include a high-level component and high-level theories include a low-level component, the distinction being mainly one of emphasis. Two-stage theories are the modern incarnation of the persistent sensation/perception dichotomy according to which an early experience of raw sensations, faithful to the proximal stimulus, is followed by a process of cognitive interpretation, typically based on past experience. Like phlogiston or the ether, raw sensations seem like they must exist, but there is no clear evidence for them. Proximal stimulus matches are postperceptual, not read off an early sensory stage. Visual angle matches are achieved by a cognitive process of flattening the visual world. Likewise, brightness (luminance) matches depend on a cognitive process of flattening the illumination. Brightness is not the input to lightness; brightness is slower than lightness. Evidence for an early (< 200 ms) mosaic stage is shaky. As for cognitive influences on perception, the many claims tend to fall apart upon close inspection of the evidence. Much of the evidence for the current revival of the 'new look' is probably better explained by (1) a natural desire of (some) subjects to please the experimenter, and (2) the ease of intuiting an experimental hypothesis. High-level theories of lightness are overkill. The visual system does not need to know the amount of illumination, merely which surfaces share the same illumination. This leaves mid-level theories derived from the gestalt school. Here the debate seems to revolve around layer models and framework models. Layer models fit our visual experience of a pattern of illumination projected onto a pattern of reflectance, while framework models provide a better account of illusions and failures of constancy. Evidence for and against these approaches is reviewed.
Abilities and Affordances: Factors Influencing Successful Child-Tablet Communication

ERIC Educational Resources Information Center

Dubé, Adam K.; McEwen, Rhonda N.

2017-01-01

Using Luhmann's communication theory and affordance theories, we develop a framework to examine how kindergarten-grade 2 students interact with tablet computers. We assessed whether cognitive ability and device configuration influence how successfully children use tablet computers. We found that children's limited ability to direct their cognitive…
Mental Space Theory and Misunderstanding

ERIC Educational Resources Information Center

Liu, Hui; Gao, Yueqin

2010-01-01

This essay attempts to conduct an explanatory research on MIS within the framework of mental space theory to demonstrate the cognitive operating process of MIS in people's social interaction and explore the deep causes lying behind the phenomenon. By text analysis, the author elaborates on the generating process of MIS, thus tracing cognitive…
Barrows' Integration of Cognitive and Clinical Psychology in PBL Tutor Guidelines

ERIC Educational Resources Information Center

McCaughan, Kareen

2013-01-01

Scholars have noted PBL is consistent with John Dewey's educational theories and with constructivist philosophies. This paper explores the similarities between the assumptions within Howard Barrows' principles for the PBL tutor's actions with Dewey's theories that address teacher behaviors and with Carl Rogers's conceptual frameworks that support…
Influences on Preservice Teacher Socialization: A Qualitative Study

ERIC Educational Resources Information Center

Marks, Melissa J.

2007-01-01

This qualitative two-year study traces the changes in beliefs and actions of four preservice teachers through the final two years of their university education program. Dialectical Theory of Socialization and Cognitive Dissonance Theory provide the theoretical framework. The findings show that three main factors affect the transfer of learning…
The Functional Role of the Periphery in Emotional Language Comprehension

PubMed Central

Havas, David A.; Matheson, James

2013-01-01

Language can impact emotion, even when it makes no reference to emotion states. For example, reading sentences with positive meanings (“The water park is refreshing on the hot summer day”) induces patterns of facial feedback congruent with the sentence emotionality (smiling), whereas sentences with negative meanings induce a frown. Moreover, blocking facial afference with botox selectively slows comprehension of emotional sentences. Therefore, theories of cognition should account for emotion-language interactions above the level of explicit emotion words, and the role of peripheral feedback in comprehension. For this special issue exploring frontiers in the role of the body and environment in cognition, we propose a theory in which facial feedback provides a context-sensitive constraint on the simulation of actions described in language. Paralleling the role of emotions in real-world behavior, our account proposes that (1) facial expressions accompany sudden shifts in wellbeing as described in language; (2) facial expressions modulate emotional action systems during reading; and (3) emotional action systems prepare the reader for an effective simulation of the ensuing language content. To inform the theory and guide future research, we outline a framework based on internal models for motor control. To support the theory, we assemble evidence from diverse areas of research. Taking a functional view of emotion, we tie the theory to behavioral and neural evidence for a role of facial feedback in cognition. Our theoretical framework provides a detailed account that can guide future research on the role of emotional feedback in language processing, and on interactions of language and emotion. It also highlights the bodily periphery as relevant to theories of embodied cognition. PMID:23750145
A Multilevel Conceptual Framework to Understand the Role of Food Insecurity on Antiretroviral Therapy Adherence in Low-Resource Settings: From Theory to Practice

PubMed Central

Masa, Rainier; Chowa, Gina

2018-01-01

The objective of this study was to describe a multilevel conceptual framework to understand the role of food insecurity on antiretroviral therapy adherence. The authors illustrated an example of how they used the multilevel framework to develop an intervention for poor people living with HIV in a rural and low-resource community. The framework incorporates intra-personal, interpersonal, and structural-level theories of understanding and changing health behaviors. The framework recognizes the role of personal, social, and environmental factors on cognition and behavior, with particular attention to ways in which treatment adherence is enabled or prevented by structural conditions, such as food insecurity. PMID:28368779
Advances in cognitive theory and therapy: the generic cognitive model.

PubMed

Beck, Aaron T; Haigh, Emily A P

2014-01-01

For over 50 years, Beck's cognitive model has provided an evidence-based way to conceptualize and treat psychological disorders. The generic cognitive model represents a set of common principles that can be applied across the spectrum of psychological disorders. The updated theoretical model provides a framework for addressing significant questions regarding the phenomenology of disorders not explained in previous iterations of the original model. New additions to the theory include continuity of adaptive and maladaptive function, dual information processing, energizing of schemas, and attentional focus. The model includes a theory of modes, an organization of schemas relevant to expectancies, self-evaluations, rules, and memories. A description of the new theoretical model is followed by a presentation of the corresponding applied model, which provides a template for conceptualizing a specific disorder and formulating a case. The focus on beliefs differentiates disorders and provides a target for treatment. A variety of interventions are described.
Achieving Optimal Best: Instructional Efficiency and the Use of Cognitive Load Theory in Mathematical Problem Solving

ERIC Educational Resources Information Center

Phan, Huy P.; Ngu, Bing H.; Yeung, Alexander S.

2017-01-01

We recently developed the "Framework of Achievement Bests" to explain the importance of effective functioning, personal growth, and enrichment of well-being experiences. This framework postulates a concept known as "optimal achievement best," which stipulates the idea that individuals may, in general, strive to achieve personal…
Towards Developing a Theoretical Framework for Measuring Public Sector Managers' Career Success

ERIC Educational Resources Information Center

Rasdi, Roziah Mohd; Ismail, Maimunah; Uli, Jegak; Noah, Sidek Mohd

2009-01-01

Purpose: The purpose of this paper is to develop a theoretical framework for measuring public sector managers' career success. Design/methodology/approach: The theoretical foundation used in this study is social cognitive career theory. To conduct a literature search, several keywords were identified, i.e. career success, objective and subjective…
Neuroanatomical Distribution of Five Semantic Components of Verbs: Evidence from fMRI

ERIC Educational Resources Information Center

Kemmerer, David; Castillo, Javier Gonzalez; Talavage, Thomas; Patterson, Stephanie; Wiley, Cynthia

2008-01-01

The Simulation Framework, also known as the Embodied Cognition Framework, maintains that conceptual knowledge is grounded in sensorimotor systems. To test several predictions that this theory makes about the neural substrates of verb meanings, we used functional magnetic resonance imaging (fMRI) to scan subjects' brains while they made semantic…
eEducation: Interdisciplinary Crossroads. Research Paper: Connecting Technology to Teaching and Learning.

ERIC Educational Resources Information Center

Micken, Kathleen S.; Cutting, Alan C.

This paper presents the framework used in implementing "Marketing on the Web," an interdisciplinary course that integrates marketing and technology strategies, with an approach that is grounded in cognitive psychology and in constructionist theory. Though applied at the undergraduate level, the framework may be adapted to primary through graduate…
Focusing on the Complexity of Emotion Issues in Academic Learning: A Dynamical Component Systems Approach

ERIC Educational Resources Information Center

Eynde, Peter Op 't; Turner, Jeannine E.

2006-01-01

Understanding the interrelations among students' cognitive, emotional, motivational, and volitional processes is an emergening focus in educational psychology. A dynamical, component systems theory of emotions is presented as a promising framework to further unravel these complex interrelations. This framework considers emotions to be a process…
Toward a Holistic Framework for Moral Education

ERIC Educational Resources Information Center

Clarken, Rodney H.

2007-01-01

Society is in turmoil that can be termed a moral crisis the result of dogmatic materialistic worldviews. A more holistic framework for moral development based on the tripartite theory that considers cognitive, affective and conative domains and capacities is presented along with some guiding principles as an answer to the needs of the modern…
The mind-body relationship in psychotherapy: grounded cognition as an explanatory framework

PubMed Central

Leitan, Nuwan D.; Murray, Greg

2014-01-01

As a discipline, psychology is defined by its location in the ambiguous space between mind and body, but theories underpinning the application of psychology in psychotherapy are largely silent on this fundamental metaphysical issue. This is a remarkable state of affairs, given that psychotherapy is typically a real-time meeting between two embodied agents, with the goal of facilitating behavior change in one party. The overarching aim of this paper is to problematize the mind–body relationship in psychotherapy in the service of encouraging advances in theory and practice. The paper briefly explores various psychotherapeutic approaches to help explicate relationships between mind and body from these perspectives. Themes arising from this analysis include a tendency toward dualism (separation of mind and body from the conceptualization of human functioning), exclusivism (elimination of either mind or body from the conceptualization of human functioning), or mind–body monism (conceptualization of mind and body as a single, holistic system). We conclude that the literature, as a whole, does not demonstrate consensus, regarding the relationship between mind and body in psychotherapy. We then introduce a contemporary, holistic, psychological conceptualization of the relationship between mind and body, and argue for its potential utility as an organizing framework for psychotherapeutic theory and practice. The holistic approach we explore, “grounded cognition,” arises from a long philosophical tradition, is influential in current cognitive science, and presents a coherent empirically testable framework integrating subjective and objective perspectives. Finally, we demonstrate how this “grounded cognition” perspective might lead to advances in the theory and practice of psychotherapy. PMID:24904486
Computational Grounded Cognition: a new alliance between grounded cognition and computational modeling

PubMed Central

Pezzulo, Giovanni; Barsalou, Lawrence W.; Cangelosi, Angelo; Fischer, Martin H.; McRae, Ken; Spivey, Michael J.

2013-01-01

Grounded theories assume that there is no central module for cognition. According to this view, all cognitive phenomena, including those considered the province of amodal cognition such as reasoning, numeric, and language processing, are ultimately grounded in (and emerge from) a variety of bodily, affective, perceptual, and motor processes. The development and expression of cognition is constrained by the embodiment of cognitive agents and various contextual factors (physical and social) in which they are immersed. The grounded framework has received numerous empirical confirmations. Still, there are very few explicit computational models that implement grounding in sensory, motor and affective processes as intrinsic to cognition, and demonstrate that grounded theories can mechanistically implement higher cognitive abilities. We propose a new alliance between grounded cognition and computational modeling toward a novel multidisciplinary enterprise: Computational Grounded Cognition. We clarify the defining features of this novel approach and emphasize the importance of using the methodology of Cognitive Robotics, which permits simultaneous consideration of multiple aspects of grounding, embodiment, and situatedness, showing how they constrain the development and expression of cognition. PMID:23346065
Creative Practices Embodied, Embedded, and Enacted in Architectural Settings: Toward an Ecological Model of Creativity.

PubMed

Malinin, Laura H

2015-01-01

Memoires by eminently creative people often describe architectural spaces and qualities they believe instrumental for their creativity. However, places designed to encourage creativity have had mixed results, with some found to decrease creative productivity for users. This may be due, in part, to lack of suitable empirical theory or model to guide design strategies. Relationships between creative cognition and features of the physical environment remain largely uninvestigated in the scientific literature, despite general agreement among researchers that human cognition is physically and socially situated. This paper investigates what role architectural settings may play in creative processes by examining documented first person and biographical accounts of creativity with respect to three central theories of situated cognition. First, the embodied thesis argues that cognition encompasses both the mind and the body. Second, the embedded thesis maintains that people exploit features of the physical and social environment to increase their cognitive capabilities. Third, the enaction thesis describes cognition as dependent upon a person's interactions with the world. Common themes inform three propositions, illustrated in a new theoretical framework describing relationships between people and their architectural settings with respect to different cognitive processes of creativity. The framework is intended as a starting point toward an ecological model of creativity, which may be used to guide future creative process research and architectural design strategies to support user creative productivity.
Creative Practices Embodied, Embedded, and Enacted in Architectural Settings: Toward an Ecological Model of Creativity

PubMed Central

Malinin, Laura H.

2016-01-01

Memoires by eminently creative people often describe architectural spaces and qualities they believe instrumental for their creativity. However, places designed to encourage creativity have had mixed results, with some found to decrease creative productivity for users. This may be due, in part, to lack of suitable empirical theory or model to guide design strategies. Relationships between creative cognition and features of the physical environment remain largely uninvestigated in the scientific literature, despite general agreement among researchers that human cognition is physically and socially situated. This paper investigates what role architectural settings may play in creative processes by examining documented first person and biographical accounts of creativity with respect to three central theories of situated cognition. First, the embodied thesis argues that cognition encompasses both the mind and the body. Second, the embedded thesis maintains that people exploit features of the physical and social environment to increase their cognitive capabilities. Third, the enaction thesis describes cognition as dependent upon a person’s interactions with the world. Common themes inform three propositions, illustrated in a new theoretical framework describing relationships between people and their architectural settings with respect to different cognitive processes of creativity. The framework is intended as a starting point toward an ecological model of creativity, which may be used to guide future creative process research and architectural design strategies to support user creative productivity. PMID:26779087
Online Interaction Quality among Adult Learners: The Role of Sense of Belonging and Perceived Learning Benefits

ERIC Educational Resources Information Center

Diep, Nguyet A.; Cocquyt, Celine; Zhu, Chang; Vanwing, Tom

2017-01-01

The present study employs social cognitive theory (SCT) and social capital as the guiding frameworks to explain online interaction quality among learners in a blended learning program (N = 179). Capturing performance expectancy by perceived learning benefits and online interaction quality with nuanced cognitive measures, the study aims to validate…

Revisiting a Cognitive Framework for Test Design: Applications for a Computerized Perceptual Speed Test.

ERIC Educational Resources Information Center

Alderton, David L.

This paper highlights the need for a systematic, content aware, and theoretically-based approach to test design. The cognitive components approach is endorsed, and is applied to the development of a computerized perceptual speed test. Psychometric literature is reviewed and shows that: every major multi-factor theory includes a clerical/perceptual…
A Framework to Categorize Students as Learners Based on their Cognitive Practices while Learning Differential Equations and Related Concepts

ERIC Educational Resources Information Center

Raychaudhuri, Debasree

2013-01-01

There are numerous theories that offer cognitive processes of students of mathematics, all documenting various ways to describe knowledge acquisition leading to successful transitions from one stage to another, be it characterized by Dubinsky's encapsulation, Sfard's reification or Piaget's equilibration. We however are interested in the following…
The Effects of Positive and Negative Mood on Cognition and Motivation in Multimedia Learning Environment

ERIC Educational Resources Information Center

Liew, Tze Wei; Tan, Su-Mae

2016-01-01

The Cognitive-Affective Theory of Learning with Media framework posits that the multimedia learning process is mediated by the learner's mood. Recent studies have shown that positive mood has a facilitating effect on multimedia learning. Though literature has shown that negative mood encourages an individual to engage in a more systematic,…
Can a Self-Efficacy-Based Intervention Decrease Burnout, Increase Engagement, and Enhance Performance? A Quasi-Experimental Study

ERIC Educational Resources Information Center

Breso, Edgar; Schaufeli, Wilmar; Salanova, Marisa

2011-01-01

Using the Social Cognitive Theory as a theoretical framework, this study evaluated a 4-month, individual cognitive-behavioral intervention program to decrease burnout and increase self-efficacy, engagement, and performance among university students. The main objective of the intervention was to decrease the anxiety the students coped with before…
The Science of Numbers: Does Language Help or Hinder?

ERIC Educational Resources Information Center

Calude, Andreea S.

2011-01-01

This paper examines Roy Harris' discussion of number and the language of science in his book "History, Science and the Limits of Language" in light of recent work in cognitive linguistics. While many of his points are valid, linguistic theory has since addressed some of these concerns by formulating usage-based, cognitive frameworks to explore and…
Cognitive Processes and Learner Strategies in the Acquisition of Motor Skills

DTIC Science & Technology

1978-12-01

children: Capacity or processing deficits? Memory and Cognition, 1976, 4, 559-S72. Craik , F. I. M., & Lockhart , R. S. Levels of processing : A framework...learning and memory research. In F. I. M. Craik & L. S. Cermak (Eds.), Levels of processing and theories of memory. Hillsdale, N. J.: Erlbaum, 1978...functions. Cognitive activities are described at a highly theoretical (technical) level as well as in a pragmatic manner. Differences in processing
Multi-Tiered System of Support: Best Differentiation Practices for English Language Learners in Tier 1

ERIC Educational Resources Information Center

Izaguirre, Cecilia

2017-01-01

Purpose: This qualitative case study explored the best practices of differentiation of Tier 1 instruction within a multi-tiered system of support for English Language Learners who were predominately Spanish speaking. Theoretical Framework: The zone of proximal development theory, cognitive theory, and the affective filter hypothesis guided this…
Am I Wearing the Right Hat? Navigating Professional Relationships between Parent-Teachers and Their Colleagues

ERIC Educational Resources Information Center

Lipsky, Eliana; Friedman, Ilana Dvorin; Harkema, Rebecca

2017-01-01

Utilizing organizational role theory and cognitive role theory as a theoretical framework, this phenomenological study examined the experience of parent-teachers and colleague-teachers in small educational settings and their perceptions of these dynamic relationships and potential areas of conflict. Findings highlighted perceived strengths, yet…
An Examination of the Role of Attachment and Efficacy in Life Satisfaction

ERIC Educational Resources Information Center

Wright, Stephen L.; Perrone, Kristin M.

2010-01-01

The study examined interrelationships between attachment, social self-efficacy, career decision-making self-efficacy, and life satisfaction. Social cognitive career theory and attachment theory were integrated to provide a framework for this study. A conceptual model was proposed and tested to determine if social self-efficacy and career decision…
Developing Physically Literacy in K-12 Physical Education through Achievement Goal Theory

ERIC Educational Resources Information Center

Liu, Jiling; Xiang, Ping; Lee, Jihye; Li, Weidong

2017-01-01

The goal of physical education is to instill physical literacy within students. As an important motivation framework, achievement goal theory has been widely used to understand and explain students' cognitive, affective, and behavioral outcomes. In this paper, we reviewed studies examining achievement goals and outcomes in K-12 physical education…
Media, Digital Technology and Learning in Sport: A Critical Response to Hodkinson, Biesta and James

ERIC Educational Resources Information Center

Enright, Eimear; Gard, Michael

2016-01-01

Background: In their 2008 paper, Hodkinson, Biesta and James draw on the sociological theories of Pierre Bourdieu to construct what they claim is a "holistic" theoretical framework for understanding learning. While not an attempt to dissolve the long-standing opposition between "cognitive" and "situated" theories, the…
A Complex Systems Framework for Research on Leadership and Organizational Dynamics in Academic Libraries

ERIC Educational Resources Information Center

Gilstrap, Donald L.

2009-01-01

This article provides a historiographical analysis of major leadership and organizational development theories that have shaped our thinking about how we lead and administrate academic libraries. Drawing from behavioral, cognitive, systems, and complexity theories, this article discusses major theorists and research studies appearing over the past…
Clinical overview: a framework for analysis.

PubMed

Bossen, Claus; Jensen, Lotte G

2013-01-01

In this presentation, we investigate concepts and theories for analysing how healthcare professionals achieve overview of patient cases. By 'overview' we mean the situation in which a healthcare professional with sufficient certainty and in concrete situations knows how to proceed based on available information upon a patient. Achieving overview is central for the efficient and safe use of healthcare IT systems, and for the realization of the potential improvements of healthcare that are behind investments in such systems. We focus on the theories of decision-making, sensemaking, narratives, ethnomethodology and distributed cognition. Whereas decision-making theory tend to be sequential and normative, we find the concept of 'functional deployment' in sensemaking theory, 'emplotment' in narrative theory, the focus on 'members' methods' in ethnomethodology and the inclusion of 'computational artifacts' in distributed cognition helpful.
Positive outcome expectancy mediates the relationship between social influence and Internet addiction among senior high-school students.

PubMed

Lin, Min-Pei; Wu, Jo Yung-Wei; Chen, Chao-Jui; You, Jianing

2018-06-28

Background and aims Based on the foundations of Bandura's social cognitive theory and theory of triadic influence (TTI) theoretical framework, this study was designed to examine the mediating role of positive outcome expectancy of Internet use in the relationship between social influence and Internet addiction (IA) in a large representative sample of senior high-school students in Taiwan. Methods Using a cross-sectional design, 1,922 participants were recruited from senior high schools throughout Taiwan using both stratified and cluster sampling, and a comprehensive survey was administered. Results Structural equation modeling and bootstrap analyses results showed that IA severity was significantly and positively predicted by social influence, and fully mediated through positive outcome expectancy of Internet use. Discussion and conclusions The results not only support Bandura's social cognitive theory and TTI framework, but can also serve as a reference to help educational agencies and mental health organizations design programs and create policies that will help in the prevention of IA among adolescents.
The Bayesian boom: good thing or bad?

PubMed Central

Hahn, Ulrike

2014-01-01

A series of high-profile critiques of Bayesian models of cognition have recently sparked controversy. These critiques question the contribution of rational, normative considerations in the study of cognition. The present article takes central claims from these critiques and evaluates them in light of specific models. Closer consideration of actual examples of Bayesian treatments of different cognitive phenomena allows one to defuse these critiques showing that they cannot be sustained across the diversity of applications of the Bayesian framework for cognitive modeling. More generally, there is nothing in the Bayesian framework that would inherently give rise to the deficits that these critiques perceive, suggesting they have been framed at the wrong level of generality. At the same time, the examples are used to demonstrate the different ways in which consideration of rationality uniquely benefits both theory and practice in the study of cognition. PMID:25152738
Evolution in Mind: Evolutionary Dynamics, Cognitive Processes, and Bayesian Inference.

PubMed

Suchow, Jordan W; Bourgin, David D; Griffiths, Thomas L

2017-07-01

Evolutionary theory describes the dynamics of population change in settings affected by reproduction, selection, mutation, and drift. In the context of human cognition, evolutionary theory is most often invoked to explain the origins of capacities such as language, metacognition, and spatial reasoning, framing them as functional adaptations to an ancestral environment. However, evolutionary theory is useful for understanding the mind in a second way: as a mathematical framework for describing evolving populations of thoughts, ideas, and memories within a single mind. In fact, deep correspondences exist between the mathematics of evolution and of learning, with perhaps the deepest being an equivalence between certain evolutionary dynamics and Bayesian inference. This equivalence permits reinterpretation of evolutionary processes as algorithms for Bayesian inference and has relevance for understanding diverse cognitive capacities, including memory and creativity. Copyright © 2017 Elsevier Ltd. All rights reserved.
A competency framework for colonoscopy training derived from cognitive task analysis techniques and expert review.

PubMed

Zupanc, Christine M; Burgess-Limerick, Robin; Hill, Andrew; Riek, Stephan; Wallis, Guy M; Plooy, Annaliese M; Horswill, Mark S; Watson, Marcus O; Hewett, David G

2015-12-01

Colonoscopy is a difficult cognitive-perceptual-motor task. Designing an appropriate instructional program for such a task requires an understanding of the knowledge, skills and attitudes underpinning the competency required to perform the task. Cognitive task analysis techniques provide an empirical means of deriving this information. Video recording and a think-aloud protocol were conducted while 20 experienced endoscopists performed colonoscopy procedures. "Cued-recall" interviews were also carried out post-procedure with nine of the endoscopists. Analysis of the resulting transcripts employed the constant comparative coding method within a grounded theory framework. The resulting draft competency framework was modified after review during semi-structured interviews conducted with six expert endoscopists. The proposed colonoscopy competency framework consists of twenty-seven skill, knowledge and attitude components, grouped into six categories (clinical knowledge; colonoscope handling; situation awareness; heuristics and strategies; clinical reasoning; and intra- and inter-personal). The colonoscopy competency framework provides a principled basis for the design of a training program, and for the design of formative assessment to gauge progress towards attaining the knowledge, skills and attitudes underpinning the achievement of colonoscopy competence.
When the Native Is Also a Non-Native: "Retrodicting" the Complexity of Language Teacher Cognition

ERIC Educational Resources Information Center

Aslan, Erhan

2015-01-01

The impact of native (NS) and non-native speaker (NNS) identities on second or foreign language teachers' cognition and practices in the classroom has mainly been investigated in ESL/EFL contexts. Using complexity theory as a framework, this case study attempts to fill the gap in the literature by presenting a foreign language teacher in the…
The Effects of Mother-Child Mediated Learning Strategies on Psychological Resilience and Cognitive Modifiability of Boys with Learning Disability

ERIC Educational Resources Information Center

Tzuriel, David; Shomron, Vered

2018-01-01

Background: The theoretical framework of the current study is based on mediated learning experience (MLE) theory, which is similar to the scaffolding concept. The main question of the current study was to what extent mother-child MLE strategies affect psychological resilience and cognitive modifiability of boys with learning disability (LD).…
A Social Cognitive Approach to Understanding Engineering Career Interest and Expectations among Underrepresented Students in School-Based Clubs

ERIC Educational Resources Information Center

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

2016-01-01

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

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.
Impacts of Worldview, Implicit Assumptions, Biases, and Groupthink on Israeli Operational Plans in 1973

DTIC Science & Technology

2013-05-23

is called worldview. It determines how individuals interpret everything. In his book, Toward a Theory of Cultural Linguistics, Gary Palmer explains...person to person and organization to organization. Although analytical frameworks provide a common starting 2Gary B. Palmer, Toward A Theory of Cultural...this point, when overwhelmed, that planners reach out to theory and make determinations based on implicit assumptions and unconscious cognitive biases
"¡Cocinar Para Su Salud!" Development of a Culturally Based Nutrition Education Curriculum for Hispanic Breast Cancer Survivors Using a Theory-Driven Procedural Model

ERIC Educational Resources Information Center

Aycinena, Ana Corina; Jennings, Kerri-Ann; Gaffney, Ann Ogden; Koch, Pamela A.; Contento, Isobel R.; Gonzalez, Monica; Guidon, Ela; Karmally, Wahida; Hershman, Dawn; Greenlee, Heather

2017-01-01

We developed a theory-based dietary change curriculum for Hispanic breast cancer survivors with the goal of testing the effects of the intervention on change in dietary intake of fruits/vegetables and fat in a randomized, clinical trial. Social cognitive theory and the transtheoretical model were used as theoretical frameworks to structure…
Cognitive Hypnotherapy as a Transdiagnostic Protocol for Emotional Disorders.

PubMed

Alladin, Assen; Amundson, Jon

2016-01-01

This article describes cognitive hypnotherapy (CH), an integrative treatment that provides an evidence-based framework for synthesizing clinical practice and research. CH combines hypnotherapy with cognitive-behavior therapy in the management of emotional disorders. This blended version of clinical practice meets criteria for an assimilative model of integrative psychotherapy, which incorporates both theory and empirical findings. Issues related to (a) additive effect of hypnosis in treatment, (b) transdiagnostic consideration, and (c) unified treatment protocols in the treatment of emotional disorders are considered in light of cognitive hypnotherapy.
Cognitive theory and brain fact: Insights for the future of cognitive neuroscience. 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)

Bowling, Daniel

2014-09-01

A central challenge in neuroscience is to understand the relationship between the mechanistic operation of the nervous system and the psychological phenomena we experience everyday (e.g., perception, memory, attention, emotion, and consciousness). Supported by revolutionary advances in technology, knowledge of neural mechanisms has grown dramatically over recent decades, but with few exceptions our understanding of how these mechanisms relate to psychological phenomena remains poor.
Using the Theory of Successful Intelligence as a Framework for Developing Assessments in AP Physics

ERIC Educational Resources Information Center

Stemler, Steven E.; Sternberg, Robert J.; Grigorenko, Elena L.; Jarvin, Linda; Sharpes, Kirsten

2009-01-01

A new test of Advanced Placement Physics, explicitly designed to balance both content and cognitive-processing skills, was developed using Sternberg's theory of successful intelligence. The test was administered to 281 AP Physics students from 10 schools during the 2006-2007 school year. Six empirically distinguishable profiles of strengths and…
A Flow Theory Perspective on Learner Motivation and Behavior in Distance Education

ERIC Educational Resources Information Center

Liao, Li-Fen

2006-01-01

Motivating learners to continue to study and enjoy learning is one of the critical factors in distance education. Flow theory is a useful framework for studying the individual experience of learning through using computers. In this study, I examine students' emotional and cognitive responses to distance learning systems by constructing two models…
A framework to categorize students as learners based on their cognitive practices while learning differential equations and related concepts

NASA Astrophysics Data System (ADS)

Raychaudhuri, Debasree

2013-12-01

There are numerous theories that offer cognitive processes of students of mathematics, all documenting various ways to describe knowledge acquisition leading to successful transitions from one stage to another, be it characterized by Dubinsky's encapsulation, Sfard's reification or Piaget's equilibration. We however are interested in the following question. Who succeeds at making the leap and can we describe the attributes that set them apart from the ones that do not? In this article, we offer a framework to categorize students as learners based on their individual approaches towards learning concepts in differential equations and related concepts - as demonstrated by their efforts to resolve a conflict, conserve and rebuild their cognitive structures.
Cognitive Foundry v. 3.0 (OSS)

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

Basilico, Justin; Dixon, Kevin; McClain, Jonathan

2009-11-18

The Cognitive Foundry is a unified collection of tools designed for research and applications that use cognitive modeling, machine learning, or pattern recognition. The software library contains design patterns, interface definitions, and default implementations of reusable software components and algorithms designed to support a wide variety of research and development needs. The library contains three main software packages: the Common package that contains basic utilities and linear algebraic methods, the Cognitive Framework package that contains tools to assist in implementing and analyzing theories of cognition, and the Machine Learning package that provides general algorithms and methods for populating Cognitive Frameworkmore » components from domain-relevant data.« less
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.
Direct and mediated effects of language and cognitive skills on comprehension of oral narrative texts (listening comprehension) for children.

PubMed

Kim, Young-Suk Grace

2016-01-01

We investigated component language and cognitive skills of oral language comprehension of narrative texts (i.e., listening comprehension). Using the construction-integration model of text comprehension as an overarching theoretical framework, we examined direct and mediated relations of foundational cognitive skills (working memory and attention), foundational language skills (vocabulary and grammatical knowledge), and higher-order cognitive skills (inference, theory of mind, and comprehension monitoring) to listening comprehension. A total of 201 first grade children in South Korea participated in the study. Structural equation modeling results showed that listening comprehension is directly predicted by working memory, grammatical knowledge, inference, and theory of mind and is indirectly predicted by attention, vocabulary, and comprehension monitoring. The total effects were .46 for working memory, .07 for attention, .30 for vocabulary, .49 for grammatical knowledge, .31 for inference, .52 for theory of mind, and .18 for comprehension monitoring. These results suggest that multiple language and cognitive skills make contributions to listening comprehension, and their contributions are both direct and indirect. Copyright © 2015 Elsevier Inc. All rights reserved.
Social energy exchange theory for postpartum depression.

PubMed

Posmontier, Bobbie; Waite, Roberta

2011-01-01

Postpartum depression (PPD), a significant health problem affecting about 19.4% of postpartum women worldwide, may result in long-term cognitive and behavior problems in children, spousal depression, widespread family dysfunction, and chronic and increasingly severe maternal depression. Although current theoretical frameworks provide a rich context for studying PPD,none provides a framework that specifically addresses the dynamic relationship of the inner personal experience with the social and cultural context of PPD. The authors propose the social energy exchange theory for postpartum depression to understand how PPD impedes this dynamic relationship and suggest it as a theoretical framework for the study of interventions that would target intra- and interpersonal disturbance within the social and cultural context.
Information processing and dynamics in minimally cognitive agents.

PubMed

Beer, Randall D; Williams, Paul L

2015-01-01

There has been considerable debate in the literature about the relative merits of information processing versus dynamical approaches to understanding cognitive processes. In this article, we explore the relationship between these two styles of explanation using a model agent evolved to solve a relational categorization task. Specifically, we separately analyze the operation of this agent using the mathematical tools of information theory and dynamical systems theory. Information-theoretic analysis reveals how task-relevant information flows through the system to be combined into a categorization decision. Dynamical analysis reveals the key geometrical and temporal interrelationships underlying the categorization decision. Finally, we propose a framework for directly relating these two different styles of explanation and discuss the possible implications of our analysis for some of the ongoing debates in cognitive science. Copyright © 2014 Cognitive Science Society, Inc.
Applying cognitive acuity theory to the development and scoring of situational judgment tests.

PubMed

Leeds, J Peter

2017-11-09

The theory of cognitive acuity (TCA) treats the response options within items as signals to be detected and uses psychophysical methods to estimate the respondents' sensitivity to these signals. Such a framework offers new methods to construct and score situational judgment tests (SJT). Leeds (2012) defined cognitive acuity as the capacity to discern correctness and distinguish between correctness differences among simultaneously presented situation-specific response options. In this study, SJT response options were paired in order to offer the respondent a two-option choice. The contrast in correctness valence between the two options determined the magnitude of signal emission, with larger signals portending a higher probability of detection. A logarithmic relation was found between correctness valence contrast (signal stimulus) and its detectability (sensation response). Respondent sensitivity to such signals was measured and found to be related to the criterion variables. The linkage between psychophysics and elemental psychometrics may offer new directions for measurement theory.
Cognitive Theory within the Framework of an Information Processing Model and Learning Hierarchy: Viable Alternative to the Bloom-Mager System.

ERIC Educational Resources Information Center

Stahl, Robert J.

This review of the current status of the human information processing model presents the Stahl Perceptual Information Processing and Operations Model (SPInPrOM) as a model of how thinking, memory, and the processing of information take place within the individual learner. A related system, the Domain of Cognition, is presented as an alternative to…
Posters that foster cognition in the classroom: Multimedia theory applied to educational posters

NASA Astrophysics Data System (ADS)

Hubenthal, M.; O'Brien, T.; Taber, J.

2011-12-01

Despite a decline in popularity within U.S. society, posters continue to hold a prominent place within middle and high school science classrooms. Teachers' demand for posters is largely satisfied by governmental and non-profit science organizations' education and public outreach (EPO) efforts. Here, posters are produced and disseminated as both tangible products resulting from the organization's research, and instruments to communicate scientific content to teachers and students. This study investigates the taken-for-granted good of posters through a survey/interview of science teachers who received sample posters at professional development workshops. The design of sample EPO posters were also examined for their implied, underlying assumptions about learning and their alignment to the setting of the classroom, which is unique for the genera of posters. Based on this analysis we found that rates of poster use were as low as 43% and that many EPO posters fail to achieve their potential as an instructional instrument. As a result, many EPO posters are relegated to merely a collection of pretty pictures on the wall. Leveraging existing research in both cognition and the cognitive theory of Multimedia learning, we propose a design framework for educational posters that is likely to activate students' attention, catalyze cognitive processing, provide a framework to guide students' construction of knowledge, and connect to extended learning through live or web-based exploration of phenomenon. While work to examine the implications of this framework is still on-going, we present a prototype poster and supporting website developed using the framework as a guide, as well as results from focus group discussions with classroom practitioners regarding the prototype poster and its potential in the classroom.
In the Rearview Mirror: Social Skill Development in Deaf Youth, 1990-2015.

PubMed

Cawthon, Stephanie W; Fink, Bentley; Schoffstall, Sarah; Wendel, Erica

2018-01-01

Social skills are a vehicle by which individuals negotiate important relationships. The present article presents historical data on how social skills in deaf students were conceptualized and studied empirically during the period 1990-2015. Using a structured literature review approach, the researchers coded 266 articles for theoretical frameworks used and constructs studied. The vast majority of articles did not explicitly align with a specific theoretical framework. Of the 37 that did, most focused on socioemotional and cognitive frameworks, while a minority drew from frameworks focusing on attitudes, developmental theories, or ecological systems theory. In addition, 315 social-skill constructs were coded across the data set; the majority focused on socioemotional functioning. Trends in findings across the past quarter century and implications for research and practice are examined.
A knowledge-based system for prototypical reasoning

NASA Astrophysics Data System (ADS)

Lieto, Antonio; Minieri, Andrea; Piana, Alberto; Radicioni, Daniele P.

2015-04-01

In this work we present a knowledge-based system equipped with a hybrid, cognitively inspired architecture for the representation of conceptual information. The proposed system aims at extending the classical representational and reasoning capabilities of the ontology-based frameworks towards the realm of the prototype theory. It is based on a hybrid knowledge base, composed of a classical symbolic component (grounded on a formal ontology) with a typicality based one (grounded on the conceptual spaces framework). The resulting system attempts to reconcile the heterogeneous approach to the concepts in Cognitive Science with the dual process theories of reasoning and rationality. The system has been experimentally assessed in a conceptual categorisation task where common sense linguistic descriptions were given in input, and the corresponding target concepts had to be identified. The results show that the proposed solution substantially extends the representational and reasoning 'conceptual' capabilities of standard ontology-based systems.
[The theory of multiple intelligences: a suitable neurocognitive context for the neuropsychological hypotheses on the factors and mechanisms of superiority].

PubMed

Sierra-Fitzgerald, O; Quevedo-Caicedo, J

The aim of this article is to relate two theories regarding the structure of the human mind. We suggest that the theory of multiple intelligences, a neurocognitive theory of the psychologist Howard Garnerd provides a suitable context for theoretical understanding and validation of the hypothesis of the pathology of superiority, a neuropsychological hypothesis formulated by the neuropsychologists Norman Geschwind and Albert Galaburda. Similarly, we show that, apart from being a context, the first theory enriches the second. We review the essential elements of both theories together with the arguments for them so that the reader may judge for himself. Similarly we review the factors determining intelligence; the association between neuropathology and intellectual dysfunction, general and specific, and the new directions in the understanding of human cognition. We propose to consider the first theory as a fertile ambit and broad methodological framework for investigation in neuropsychology. This simultaneously shows the relevance of including neuropsychological investigation in broader cognitive and neuropsychological theories and models.
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.

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…
The Shortened Raven Standard Progressive Matrices: Item Response Theory-Based Psychometric Analyses and Normative Data

ERIC Educational Resources Information Center

Van der Elst, Wim; Ouwehand, Carolijn; van Rijn, Peter; Lee, Nikki; Van Boxtel, Martin; Jolles, Jelle

2013-01-01

The purpose of the present study was to evaluate the psychometric properties of a shortened version of the Raven Standard Progressive Matrices (SPM) under an item response theory framework (the one- and two-parameter logistic models). The shortened Raven SPM was administered to N = 453 cognitively healthy adults aged between 24 and 83 years. The…
The Effect of Teacher's Assistance on Malaysian Rural Learners' Writing Self-Efficacy: A Case Study

ERIC Educational Resources Information Center

Jalaluddin, Ilyana; Yunus, Melor Md.; Yamat, Hamidah

2011-01-01

The purpose of the study is to explore the Malaysian rural learners' self-efficacy in writing after assistance given by a teacher. The social cognitive theory and socio-cultural theory are used as the theoretical framework to pursue the discussion on the effects of teacher's assistance on learners' writing self-efficacy. A case study approach is…
Understanding "Together and Apart": A Case Study of Edward's Explorations at Nursery

ERIC Educational Resources Information Center

Arnold, Cath

2009-01-01

Edward was one of 58 children studied by workers and parents as part of a study on Well-being and Resilience at the Pen Green Nursery. Within the larger study, eight children were studied in greater depth in order to explore connections between cognitive and emotional development. Schematic theory and attachment theory were used as frameworks for…
Beliefs of Pre-Service Teachers toward Competitive Activities and the Effect on Implementation and Planning for Physical Education Classes

ERIC Educational Resources Information Center

Bernstein, Eve; Herman, Ariela M.; Lysniak, Ulana

2013-01-01

The Theory of Reasoned Action (TRA) is the framework for this study. TRA, or attitude theory, suggests that teachers' affect and cognition or knowledge may influence how an individual interprets an activity (Ajzen, 2005). Attitudes may affect teachers' perceptions and beliefs about PE, and these perceptions and beliefs may affect how teachers…
Dimensions and psychology of peer teaching in medical education.

PubMed

Ten Cate, Olle; Durning, Steven

2007-09-01

Peer teaching, an educational arrangement in which one student teaches one or more fellow students, is applied in several forms in medical education. A number of authors have linked peer teaching to theories of education and psychology. Yet no comprehensive overview of what theory can offer to understand dynamics of peer teaching has been previously provided. A framework is designed to categorize forms of peer teaching, distinguishing three dimensions: distance in stage of education, formality of the educational setting and size of the group taught. Theories are categorized in two dimensions: theories that explain benefits of peer teaching from a cognitive versus a social-psychological perspective, and theories that explain benefits for peer learners versus peer teachers. Both dimensional frameworks help to clarify why and in what conditions peer teaching may help students to learn.
Les Sciences Physiques À L'école Maternelle: Un Cadre Sociocognitif Pour La Construction Des Connaissances ET/OU LE Développement Des Activités Didactiques

NASA Astrophysics Data System (ADS)

Ravanis, Konstantinos

2005-05-01

NATURAL SCIENCES IN KINDERGARTEN: A SOCIO-COGNITIVE FRAMEWORK FOR LEARNING AND TEACHING - The present study presents a socio-cognitive framework for the construction of the scientific knowledge of natural phenomena among pre-school children and for the development of science activities at kindergarten. It involves elements from theories of social interaction; social psychology of development and cognitive functioning; and research in natural-science teaching methods which acknowledge the importance and fundamental role of social interaction in the development of cognitive operations and learning. The study also presents some of the more significant results of the research carried out on different aspects of this topic. The discussion unfolded here supports the hypothesis that the construction of natural-scientific knowledge at the pre-school age and corresponding scholastic activities are necessary and effective.
Implications of Information Theory for Computational Modeling of Schizophrenia

PubMed Central

Wibral, Michael; Phillips, William A.

2017-01-01

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. PMID:29601053
Simulating motivated cognition

NASA Technical Reports Server (NTRS)

Gevarter, William B.

1991-01-01

A research effort to develop a sophisticated computer model of human behavior is described. A computer framework of motivated cognition was developed. Motivated cognition focuses on the motivations or affects that provide the context and drive in human cognition and decision making. A conceptual architecture of the human decision-making approach from the perspective of information processing in the human brain is developed in diagrammatic form. A preliminary version of such a diagram is presented. This architecture is then used as a vehicle for successfully constructing a computer program simulation Dweck and Leggett's findings that relate how an individual's implicit theories orient them toward particular goals, with resultant cognitions, affects, and behavior.
Cognitive niches: an ecological model of strategy selection.

PubMed

Marewski, Julian N; Schooler, Lael J

2011-07-01

How do people select among different strategies to accomplish a given task? Across disciplines, the strategy selection problem represents a major challenge. We propose a quantitative model that predicts how selection emerges through the interplay among strategies, cognitive capacities, and the environment. This interplay carves out for each strategy a cognitive niche, that is, a limited number of situations in which the strategy can be applied, simplifying strategy selection. To illustrate our proposal, we consider selection in the context of 2 theories: the simple heuristics framework and the ACT-R (adaptive control of thought-rational) architecture of cognition. From the heuristics framework, we adopt the thesis that people make decisions by selecting from a repertoire of simple decision strategies that exploit regularities in the environment and draw on cognitive capacities, such as memory and time perception. ACT-R provides a quantitative theory of how these capacities adapt to the environment. In 14 simulations and 10 experiments, we consider the choice between strategies that operate on the accessibility of memories and those that depend on elaborate knowledge about the world. Based on Internet statistics, our model quantitatively predicts people's familiarity with and knowledge of real-world objects, the distributional characteristics of the associated speed of memory retrieval, and the cognitive niches of classic decision strategies, including those of the fluency, recognition, integration, lexicographic, and sequential-sampling heuristics. In doing so, the model specifies when people will be able to apply different strategies and how accurate, fast, and effortless people's decisions will be.
The Role of the Self in Smoking Initiation and Smoking Cessation: A Review and Blueprint for Research at the Intersection of Social-Cognition and Health

PubMed Central

Shadel, William G.; Cervone, Daniel

2010-01-01

The self-concept is recognized as important to both smoking initiation and cessation. However, most of extant research has viewed the self-concept as a static, monolithic construct. It has not drawn on contemporary social-cognitive theories of the self-concept, which view the self-concept as a dynamic, multi-faceted cognitive structure that regulates behavior in context. This paper discusses a contemporary social cognitive framework that can be used to understand the role of the self-concept in smoking. PMID:21765799
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.
What neuropsychology tells us about human tool use? The four constraints theory (4CT): mechanics, space, time, and effort.

PubMed

Osiurak, François

2014-06-01

Our understanding of human tool use comes mainly from neuropsychology, particularly from patients with apraxia or action disorganization syndrome. However, there is no integrative, theoretical framework explaining what these neuropsychological syndromes tell us about the cognitive/neural bases of human tool use. The goal of the present article is to fill this gap, by providing a theoretical framework for the study of human tool use: The Four Constraints Theory (4CT). This theory rests on two basic assumptions. First, everyday tool use activities can be formalized as multiple problem situations consisted of four distinct constraints (mechanics, space, time, and effort). Second, each of these constraints can be solved by the means of a specific process (technical reasoning, semantic reasoning, working memory, and simulation-based decision-making, respectively). Besides presenting neuropsychological evidence for 4CT, this article shall address epistemological, theoretical and methodological issues I will attempt to resolve. This article will discuss how 4CT diverges from current cognitive models about several widespread hypotheses (e.g., notion of routine, direct and automatic activation of tool knowledge, simulation-based tool knowledge).
Treatment of Depression From a Self-Regulation Perspective: Basic Concepts and Applied Strategies in Self-System Therapy.

PubMed

Strauman, Timothy J; Eddington, Kari M

2017-02-01

Self-regulation models of psychopathology provide a theory-based, empirically supported framework for developing psychotherapeutic interventions that complement and extend current cognitive-behavioral models. However, many clinicians are only minimally familiar with the psychology of self-regulation. The aim of the present manuscript is twofold. First, we provide an overview of self-regulation as a motivational process essential to well-being and introduce two related theories of self-regulation which have been applied to depression. Second, we describe how self-regulatory concepts and processes from those two theories have been translated into psychosocial interventions, focusing specifically on self-system therapy (SST), a brief structured treatment for depression that targets personal goal pursuit. Two randomized controlled trials have shown that SST is superior to cognitive therapy for depressed clients with specific self-regulatory deficits, and both studies found evidence that SST works in part by restoring adaptive self-regulation. Self-regulation-based psychotherapeutic approaches to depression hold significant promise for enhancing treatment efficacy and ultimately may provide an individualizable framework for treatment planning.
Incorporating coping into an expectancy framework for explaining drinking behaviour.

PubMed

Hasking, Penelope A; Oei, Tian P S

2008-01-01

Expectancy Theory has offered much in the way of understanding alcohol use and abuse, and has contributed greatly to prevention and treatment initiatives. However although many cognitive-behavioural treatment approaches are based on expectancy constructs, such as outcome expectancies and self-efficacy, high relapse rates imply that expectancy theory may be too narrow in scope, and that additional variables need to be examined if a comprehensive understanding of drinking behaviour, and better treatment outcomes, are to be achieved. We suggest that the coping strategies an individual employs present one such set of variables that have largely been neglected from an expectancy framework. Although coping skills training is routinely used in prevention and treatment of alcohol problems, coping research has suffered from a poor theoretical framework. In this paper we review the existing research relating expectancies, self-efficacy and coping to drinking behaviour and propose a model which explains both social and dependent drinking, by incorporating coping into an expectancy theory framework. We also outline research and clinical implications of the proposed model.
Cognitive Load and Self-Determination Theories Applied to E-Learning: Impact on Students' Participation and Academic Performance.

PubMed

de Araujo Guerra Grangeia, Tiago; de Jorge, Bruno; Franci, Daniel; Martins Santos, Thiago; Vellutini Setubal, Maria Silvia; Schweller, Marcelo; de Carvalho-Filho, Marco Antonio

2016-01-01

Emergency clerkships expose students to a stressful environment that require multiple tasks, which may have a direct impact on cognitive load and motivation for learning. To address this challenge, Cognitive Load Theory and Self Determination Theory provided the conceptual frameworks to the development of a Moodle-based online Emergency Medicine course, inspired by real clinical cases. Three consecutive classes (2013-2015) of sixth-year medical students (n = 304) participated in the course, during a curricular and essentially practical emergency rotation. "Virtual Rounds" provided weekly virtual patients in narrative format and meaningful schemata to chief complaints, in order to simulate real rounds at Emergency Unit. Additional activities such as Extreme Decisions, Emergency Quiz and Electrocardiographic challenge offered different views of emergency care. Authors assessed student´s participation and its correlation with their academic performance. A survey evaluated students´ opinions. Students graduating in 2015 answered an online questionnaire to investigate cognitive load and motivation. Each student produced 1965 pageviews and spent 72 hours logged on. Although Clinical Emergency rotation has two months long, students accessed the online course during an average of 5.3 months. Virtual Rounds was the most accessed activity, and there was positive correlations between the number of hours logged on the platform and final grades on Emergency Medicine. Over 90% of students felt an improvement in their clinical reasoning and considered themselves better prepared for rendering Emergency care. Considering a Likert scale from 1 (minimum load) to 7 (maximum load), the scores for total cognitive load were 4.79±2.2 for Virtual Rounds and 5.56±1.96 for real medical rounds(p<0,01). A real-world inspired online course, based on cognitive and motivational conceptual frameworks, seems to be a strong tool to engage students in learning. It may support them to manage the cognitive challenges involved in clinical care and increase their motivation for learning.
Cognitive Load and Self-Determination Theories Applied to E-Learning: Impact on Students' Participation and Academic Performance

PubMed Central

de Araujo Guerra Grangeia, Tiago; de Jorge, Bruno; Franci, Daniel; Martins Santos, Thiago; Vellutini Setubal, Maria Silvia; Schweller, Marcelo; de Carvalho-Filho, Marco Antonio

2016-01-01

Background Emergency clerkships expose students to a stressful environment that require multiple tasks, which may have a direct impact on cognitive load and motivation for learning. To address this challenge, Cognitive Load Theory and Self Determination Theory provided the conceptual frameworks to the development of a Moodle-based online Emergency Medicine course, inspired by real clinical cases. Methods Three consecutive classes (2013–2015) of sixth-year medical students (n = 304) participated in the course, during a curricular and essentially practical emergency rotation. “Virtual Rounds” provided weekly virtual patients in narrative format and meaningful schemata to chief complaints, in order to simulate real rounds at Emergency Unit. Additional activities such as Extreme Decisions, Emergency Quiz and Electrocardiographic challenge offered different views of emergency care. Authors assessed student´s participation and its correlation with their academic performance. A survey evaluated students´ opinions. Students graduating in 2015 answered an online questionnaire to investigate cognitive load and motivation. Results Each student produced 1965 pageviews and spent 72 hours logged on. Although Clinical Emergency rotation has two months long, students accessed the online course during an average of 5.3 months. Virtual Rounds was the most accessed activity, and there was positive correlations between the number of hours logged on the platform and final grades on Emergency Medicine. Over 90% of students felt an improvement in their clinical reasoning and considered themselves better prepared for rendering Emergency care. Considering a Likert scale from 1 (minimum load) to 7 (maximum load), the scores for total cognitive load were 4.79±2.2 for Virtual Rounds and 5.56±1.96 for real medical rounds(p<0,01). Conclusions A real-world inspired online course, based on cognitive and motivational conceptual frameworks, seems to be a strong tool to engage students in learning. It may support them to manage the cognitive challenges involved in clinical care and increase their motivation for learning. PMID:27031859
Situativity theory: a perspective on how participants and the environment can interact: AMEE Guide no. 52.

PubMed

Durning, Steven J; Artino, Anthony R

2011-01-01

Situativity theory refers to theoretical frameworks which argue that knowledge, thinking, and learning are situated (or located) in experience. The importance of context to these theories is paramount, including the unique contribution of the environment to knowledge, thinking, and learning; indeed, they argue that knowledge, thinking, and learning cannot be separated from (they are dependent upon) context. Situativity theory includes situated cognition, situated learning, ecological psychology, and distributed cognition. In this Guide, we first outline key tenets of situativity theory and then compare situativity theory to information processing theory; we suspect that the reader may be quite familiar with the latter, which has prevailed in medical education research. Contrasting situativity theory with information processing theory also serves to highlight some unique potential contributions of situativity theory to work in medical education. Further, we discuss each of these situativity theories and then relate the theories to the clinical context. Examples and illustrations for each of the theories are used throughout. We will conclude with some potential considerations for future exploration. Some implications of situativity theory include: a new way of approaching knowledge and how experience and the environment impact knowledge, thinking, and learning; recognizing that the situativity framework can be a useful tool to "diagnose" the teaching or clinical event; the notion that increasing individual responsibility and participation in a community (i.e., increasing "belonging") is essential to learning; understanding that the teaching and clinical environment can be complex (i.e., non-linear and multi-level); recognizing that explicit attention to how participants in a group interact with each other (not only with the teacher) and how the associated learning artifacts, such as computers, can meaningfully impact learning.
A learning theory account of depression.

PubMed

Ramnerö, Jonas; Folke, Fredrik; Kanter, Jonathan W

2015-06-11

Learning theory provides a foundation for understanding and deriving treatment principles for impacting a spectrum of functional processes relevant to the construct of depression. While behavioral interventions have been commonplace in the cognitive behavioral tradition, most often conceptualized within a cognitive theoretical framework, recent years have seen renewed interest in more purely behavioral models. These modern learning theory accounts of depression focus on the interchange between behavior and the environment, mainly in terms of lack of reinforcement, extinction of instrumental behavior, and excesses of aversive control, and include a conceptualization of relevant cognitive and emotional variables. These positions, drawn from extensive basic and applied research, cohere with biological theories on reduced reward learning and reward responsiveness and views of depression as a heterogeneous, complex set of disorders. Treatment techniques based on learning theory, often labeled Behavioral Activation (BA) focus on activating the individual in directions that increase contact with potential reinforcers, as defined ideographically with the client. BA is considered an empirically well-established treatment that generalizes well across diverse contexts and populations. The learning theory account is discussed in terms of being a parsimonious model and ground for treatments highly suitable for large scale dissemination. © 2015 Scandinavian Psychological Associations and John Wiley & Sons Ltd.
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.

Information processing, computation, and cognition.

PubMed

Piccinini, Gualtiero; Scarantino, Andrea

2011-01-01

Computation and information processing are among the most fundamental notions in cognitive science. They are also among the most imprecisely discussed. Many cognitive scientists take it for granted that cognition involves computation, information processing, or both - although others disagree vehemently. Yet different cognitive scientists use 'computation' and 'information processing' to mean different things, sometimes without realizing that they do. In addition, computation and information processing are surrounded by several myths; first and foremost, that they are the same thing. In this paper, we address this unsatisfactory state of affairs by presenting a general and theory-neutral account of computation and information processing. We also apply our framework by analyzing the relations between computation and information processing on one hand and classicism, connectionism, and computational neuroscience on the other. We defend the relevance to cognitive science of both computation, at least in a generic sense, and information processing, in three important senses of the term. Our account advances several foundational debates in cognitive science by untangling some of their conceptual knots in a theory-neutral way. By leveling the playing field, we pave the way for the future resolution of the debates' empirical aspects.
The Buffering Effect of Mindfulness on Abusive Supervision and Creative Performance: A Social Cognitive Framework.

PubMed

Zheng, Xiaoming; Liu, Xin

2017-01-01

Our research draws upon social cognitive theory and incorporates a regulatory approach to investigate why and when abusive supervision influences employee creative performance. The analyses of data from multiple time points and multiple sources reveal that abusive supervision hampers employee self-efficacy at work, which in turn impairs employee creative performance. Further, employee mindfulness buffers the negative effects of abusive supervision on employee self-efficacy at work as well as the indirect effects of abusive supervision on employee creative performance. Our findings have implications for both theory and practice. Limitations and directions for future research are also discussed.
The Buffering Effect of Mindfulness on Abusive Supervision and Creative Performance: A Social Cognitive Framework

PubMed Central

Zheng, Xiaoming; Liu, Xin

2017-01-01

Our research draws upon social cognitive theory and incorporates a regulatory approach to investigate why and when abusive supervision influences employee creative performance. The analyses of data from multiple time points and multiple sources reveal that abusive supervision hampers employee self-efficacy at work, which in turn impairs employee creative performance. Further, employee mindfulness buffers the negative effects of abusive supervision on employee self-efficacy at work as well as the indirect effects of abusive supervision on employee creative performance. Our findings have implications for both theory and practice. Limitations and directions for future research are also discussed. PMID:28955285
Viewing clinical research career development through the lens of social cognitive career theory.

PubMed

Bakken, Lori L; Byars-Winston, Angela; Wang, Min-Fen

2006-02-01

Issues such as, over commitment, insufficient time, and lack of funding, threaten physicians' entry and sustainability in a research career pathway. Social cognitive career theory is presented as a conceptual framework to critically examine the limitations of the National Institutes of Health's (NIH) efforts to promote the career development of physician-scientists. Special attention is given to the unique challenges of promoting this career pathway for women and underrepresented minorities. The authors propose enhanced recommendations for the career development of physician-scientists and research questions for future studies and program development aimed at advancing the nation's efforts to promote clinical research.
Mind-wandering, cognition, and performance: a theory-driven meta-analysis of attention regulation.

PubMed

Randall, Jason G; Oswald, Frederick L; Beier, Margaret E

2014-11-01

The current meta-analysis accumulates empirical findings on the phenomenon of mind-wandering, integrating and interpreting findings in light of psychological theories of cognitive resource allocation. Cognitive resource theory emphasizes both individual differences in attentional resources and task demands together to predict variance in task performance. This theory motivated our conceptual and meta-analysis framework by introducing moderators indicative of task-demand to predict who is more likely to mind-wander under what conditions, and to predict when mind-wandering and task-related thought are more (or less) predictive of task performance. Predictions were tested via a random-effects meta-analysis of correlations obtained from normal adult samples (k = 88) based on measurement of specified episodes of off-task and/or on-task thought frequency and task performance. Results demonstrated that people with fewer cognitive resources tend to engage in more mind-wandering, whereas those with more cognitive resources are more likely to engage in task-related thought. Addressing predictions of resource theory, we found that greater time-on-task-although not greater task complexity-tended to strengthen the negative relation between cognitive resources and mind-wandering. Additionally, increases in mind-wandering were generally associated with decreases in task performance, whereas increases in task-related thought were associated with increased performance. Further supporting resource theory, the negative relation between mind-wandering and performance was more pronounced for more complex tasks, though not longer tasks. Complementarily, the positive association between task-related thought and performance was stronger for more complex tasks and for longer tasks. We conclude by discussing implications and future research directions for mind-wandering as a construct of interest in psychological research. (PsycINFO Database Record (c) 2014 APA, all rights reserved).
Modeling Student Choice of STEM Fields of Study: Testing a Conceptual Framework of Motivation, High School Learning, and Postsecondary Context of Support. WISCAPE Working Paper

ERIC Educational Resources Information Center

Wang, Xueli

2012-01-01

This study draws upon social cognitive career theory and higher education literature to propose and test a conceptual framework for understanding the selection of postsecondary STEM fields of study by recent high school graduates who attend four-year institutions. Results suggest that high school math achievement, exposure to math and science…
The artful mind meets art history: toward a psycho-historical framework for the science of art appreciation.

PubMed

Bullot, Nicolas J; Reber, Rolf

2013-04-01

Research seeking a scientific foundation for the theory of art appreciation has raised controversies at the intersection of the social and cognitive sciences. Though equally relevant to a scientific inquiry into art appreciation, psychological and historical approaches to art developed independently and lack a common core of theoretical principles. Historicists argue that psychological and brain sciences ignore the fact that artworks are artifacts produced and appreciated in the context of unique historical situations and artistic intentions. After revealing flaws in the psychological approach, we introduce a psycho-historical framework for the science of art appreciation. This framework demonstrates that a science of art appreciation must investigate how appreciators process causal and historical information to classify and explain their psychological responses to art. Expanding on research about the cognition of artifacts, we identify three modes of appreciation: basic exposure to an artwork, the artistic design stance, and artistic understanding. The artistic design stance, a requisite for artistic understanding, is an attitude whereby appreciators develop their sensitivity to art-historical contexts by means of inquiries into the making, authorship, and functions of artworks. We defend and illustrate the psycho-historical framework with an analysis of existing studies on art appreciation in empirical aesthetics. Finally, we argue that the fluency theory of aesthetic pleasure can be amended to meet the requirements of the framework. We conclude that scientists can tackle fundamental questions about the nature and appreciation of art within the psycho-historical framework.
Stages of Ethical Reasoning and Moral Norms of Carib Youths

ERIC Educational Resources Information Center

Gorsuch, Richard L.; Barnes, M. Louise

1973-01-01

Ethical development was investigated in a cross-cultural context by examining both the cognitive structure of ethical reasoning and the content of perceived moral norms in black Carib boys of British Honduras in the framework of stage theory. (Author/JM)
Advancing the Assessment of Personality Pathology With the Cognitive-Affective Processing System.

PubMed

Huprich, Steven K; Nelson, Sharon M

2015-01-01

The Cognitive-Affective Processing System (CAPS) is a dynamic and expansive model of personality proposed by Mischel and Shoda (1995) that incorporates dispositional and processing frameworks by considering the interaction of the individual and the situation, and the patterns of variation that result. These patterns of cognition, affect, and behavior are generally defined through the use of if … then statements, and provide a rich understanding of the individual across varying levels of assessment. In this article, we describe the CAPS model and articulate ways in which it can be applied to conceptualizing and assessing personality pathology. We suggest that the CAPS model is an ideal framework that integrates a number of current theories of personality pathology, and simultaneously overcomes a number of limits that have been empirically identified in the past.
Cognitive continuum theory in interprofessional healthcare: A critical analysis.

PubMed

Parker-Tomlin, Michelle; Boschen, Mark; Morrissey, Shirley; Glendon, Ian

2017-07-01

Effective clinical decision making is among the most important skills required by healthcare practitioners. Making sound decisions while working collaboratively in interprofessional healthcare teams is essential for modern healthcare planning, successful interventions, and patient care. The cognitive continuum theory (CCT) is a model of human judgement and decision making aimed at orienting decision-making processes. CCT has the potential to improve both individual health practitioner, and interprofessional team understanding about, and communication of, clinical decision-making processes. Examination of the current application of CCT indicates that this theory could strengthen interprofessional team clinical decision making (CDM). However, further research is needed before extending the use of this theoretical framework to a wider range of interprofessional healthcare team processes. Implications for research, education, practice, and policy are addressed.
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
"I Want to Walk with My Moko." The Application of Social Cognitive Theory in the Creation of a Diabetes Prevention Documentary with New Zealand Māori.

PubMed

Farmer, Alison; Edgar, Timothy; Gage, Jeffrey; Kirk, Ray

2018-01-01

Type 2 diabetes is almost three times more prevalent in the indigenous people of New Zealand (Māori) than non-Māori. Despite the high rate of diabetes there is a low level of diabetes knowledge and awareness in the Māori community. Several studies of Māori health identify a need for new health communication approaches to diabetes prevention in order to reduce the gap between Māori and non-Māori disease rates. We applied a Community-Based Participatory Research (CBPR) framework and behavioral theory to create a culturally appropriate documentary for Māori at risk for type 2 diabetes. We discuss how we utilized Bandura's social cognitive theory to provide a culturally sensitive theoretical basis for behavior change messaging. We outline why social cognitive theory was a culturally appropriate foundation and describe the role of the community in shaping the documentary messaging. A culture-centered approach utilizing participatory methodologies and culturally sensitive behavioral change theory might serve as a model for creating health communication resources in collaboration with other indigenous communities.
Human Cognition and a Pile of Sand: A Discussion on Serial Correlations and Self-Organized Criticality

PubMed Central

Wagenmakers, Eric-Jan; Farrell, Simon; Ratcliff, Roger

2005-01-01

Recently, G. C. Van Orden, J. G. Holden, and M. T. Turvey (2003) proposed to abandon the conventional framework of cognitive psychology in favor of the framework of nonlinear dynamical systems theory. Van Orden et al. presented evidence that “purposive behavior originates in self-organized criticality” (p. 333). Here, the authors show that Van Orden et al.’s analyses do not test their hypotheses. Further, the authors argue that a confirmation of Van Orden et al.’s hypotheses would not have constituted firm evidence in support of their framework. Finally, the absence of a specific model for how self-organized criticality produces the observed behavior makes it very difficult to derive testable predictions. The authors conclude that the proposed paradigm shift is presently unwarranted. PMID:15702966
Thinking Graphically: Connecting Vision and Cognition during Graph Comprehension

ERIC Educational Resources Information Center

Ratwani, Raj M.; Trafton, J. Gregory; Boehm-Davis, Deborah A.

2008-01-01

Task analytic theories of graph comprehension account for the perceptual and conceptual processes required to extract specific information from graphs. Comparatively, the processes underlying information integration have received less attention. We propose a new framework for information integration that highlights visual integration and cognitive…
Influencing Republicans' and Democrats' attitudes toward Obamacare: Effects of imagined vicarious cognitive dissonance on political attitudes.

PubMed

Cooper, Joel; Feldman, Lauren A; Blackman, Shane F

2018-04-16

The field of experimental social psychology is appropriately interested in using novel theoretical approaches to implement change in the social world. In the current study, we extended cognitive dissonance theory by creating a new framework of social influence: imagined vicarious dissonance. We used the framework to influence attitudes on an important and controversial political attitude: U.S. citizens' support for the Affordable Care Act (ACA). 36 Republicans and 84 Democrats were asked to imagine fellow Republicans and Democrats, respectively, making attitude discrepant statements under high and low choice conditions about support for the ACA. The data showed that vicarious dissonance, established by imagining a group member make a counterattitudinal speech under high-choice conditions (as compared to low-choice conditions), resulted in greater support for the Act by Republicans and marginally diminished support by Democrats. The results suggest a promising role for the application of vicarious dissonance theory to relevant societal issues and for further understanding the relationship of dissonance and people's identification with their social groups.
Transportation into narrative worlds: implications for entertainment media influences on tobacco use.

PubMed

Green, Melanie C; Clark, Jenna L

2013-03-01

A growing body of research suggests that smoking portrayals in movies influence adolescent tobacco use. However, the mechanism for this influence remains unclear. The aim of this paper is to provide an overview of research on narrative transportation theory, particularly as applied to movies and smoking. We propose that this theory can provide a valuable framework for guiding research on the role of entertainment media in smoking and other addictive behaviors. We review empirical work on transportation theory and highlight the psychological mechanisms underlying transportation effects. 'Transportation into narrative worlds' refers to cognitive, emotional and imagery engagement into a narrative (including movies and entertainment media). We link this work with research on the effects of movie smoking. Research suggests that individuals who are more highly transported into narratives show greater attitude, belief and behavior change. Transportation effects work through reducing counterarguing, creating connections (identification and liking) with characters and increasing perceptions of realism and emotional involvement. We propose several future directions and research challenges for applying a transportation framework to the issue of entertainment media effects on smoking and tobacco disparities. Understanding factors contributing to transportation may provide a more nuanced view of who will be affected by movie smoking, and understanding the psychological processes underlying narrative persuasion may guide intervention efforts. Narrative transportation theory suggests that individuals' cognitive, emotional and imagery immersion in a narrative is a key mechanism of attitude, belief and behavior change. This theory provides a potentially generative and psychologically grounded framework for increasing knowledge about the boundary conditions and processes underlying the effects of entertainment media on tobacco use. © 2012 The Authors, Addiction © 2012 Society for the Study of Addiction.
Perception and motivation in face recognition: a critical review of theories of the Cross-Race Effect.

PubMed

Young, Steven G; Hugenberg, Kurt; Bernstein, Michael J; Sacco, Donald F

2012-05-01

Although humans possess well-developed face processing expertise, face processing is nevertheless subject to a variety of biases. Perhaps the best known of these biases is the Cross-Race Effect--the tendency to have more accurate recognition for same-race than cross-race faces. The current work reviews the evidence for and provides a critical review of theories of the Cross-Race Effect, including perceptual expertise and social cognitive accounts of the bias. The authors conclude that recent hybrid models of the Cross-Race Effect, which combine elements of both perceptual expertise and social cognitive frameworks, provide an opportunity for theoretical synthesis and advancement not afforded by independent expertise or social cognitive models. Finally, the authors suggest future research directions intended to further develop a comprehensive and integrative understanding of biases in face recognition.
Integrating social capital theory, social cognitive theory, and the technology acceptance model to explore a behavioral model of telehealth systems.

PubMed

Tsai, Chung-Hung

2014-05-07

Telehealth has become an increasingly applied solution to delivering health care to rural and underserved areas by remote health care professionals. This study integrated social capital theory, social cognitive theory, and the technology acceptance model (TAM) to develop a comprehensive behavioral model for analyzing the relationships among social capital factors (social capital theory), technological factors (TAM), and system self-efficacy (social cognitive theory) in telehealth. The proposed framework was validated with 365 respondents from Nantou County, located in Central Taiwan. Structural equation modeling (SEM) was used to assess the causal relationships that were hypothesized in the proposed model. The finding indicates that elderly residents generally reported positive perceptions toward the telehealth system. Generally, the findings show that social capital factors (social trust, institutional trust, and social participation) significantly positively affect the technological factors (perceived ease of use and perceived usefulness respectively), which influenced usage intention. This study also confirmed that system self-efficacy was the salient antecedent of perceived ease of use. In addition, regarding the samples, the proposed model fitted considerably well. The proposed integrative psychosocial-technological model may serve as a theoretical basis for future research and can also offer empirical foresight to practitioners and researchers in the health departments of governments, hospitals, and rural communities.
Integrating Social Capital Theory, Social Cognitive Theory, and the Technology Acceptance Model to Explore a Behavioral Model of Telehealth Systems

PubMed Central

Tsai, Chung-Hung

2014-01-01

Telehealth has become an increasingly applied solution to delivering health care to rural and underserved areas by remote health care professionals. This study integrated social capital theory, social cognitive theory, and the technology acceptance model (TAM) to develop a comprehensive behavioral model for analyzing the relationships among social capital factors (social capital theory), technological factors (TAM), and system self-efficacy (social cognitive theory) in telehealth. The proposed framework was validated with 365 respondents from Nantou County, located in Central Taiwan. Structural equation modeling (SEM) was used to assess the causal relationships that were hypothesized in the proposed model. The finding indicates that elderly residents generally reported positive perceptions toward the telehealth system. Generally, the findings show that social capital factors (social trust, institutional trust, and social participation) significantly positively affect the technological factors (perceived ease of use and perceived usefulness respectively), which influenced usage intention. This study also confirmed that system self-efficacy was the salient antecedent of perceived ease of use. In addition, regarding the samples, the proposed model fitted considerably well. The proposed integrative psychosocial-technological model may serve as a theoretical basis for future research and can also offer empirical foresight to practitioners and researchers in the health departments of governments, hospitals, and rural communities. PMID:24810577
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.

Information processing, computation, and cognition

PubMed Central

Scarantino, Andrea

2010-01-01

Computation and information processing are among the most fundamental notions in cognitive science. They are also among the most imprecisely discussed. Many cognitive scientists take it for granted that cognition involves computation, information processing, or both – although others disagree vehemently. Yet different cognitive scientists use ‘computation’ and ‘information processing’ to mean different things, sometimes without realizing that they do. In addition, computation and information processing are surrounded by several myths; first and foremost, that they are the same thing. In this paper, we address this unsatisfactory state of affairs by presenting a general and theory-neutral account of computation and information processing. We also apply our framework by analyzing the relations between computation and information processing on one hand and classicism, connectionism, and computational neuroscience on the other. We defend the relevance to cognitive science of both computation, at least in a generic sense, and information processing, in three important senses of the term. Our account advances several foundational debates in cognitive science by untangling some of their conceptual knots in a theory-neutral way. By leveling the playing field, we pave the way for the future resolution of the debates’ empirical aspects. PMID:22210958
Goal-directed decision making as probabilistic inference: A computational framework and potential neural correlates

PubMed Central

Solway, A.; Botvinick, M.

2013-01-01

Recent work has given rise to the view that reward-based decision making is governed by two key controllers: a habit system, which stores stimulus-response associations shaped by past reward, and a goal-oriented system that selects actions based on their anticipated outcomes. The current literature provides a rich body of computational theory addressing habit formation, centering on temporal-difference learning mechanisms. Less progress has been made toward formalizing the processes involved in goal-directed decision making. We draw on recent work in cognitive neuroscience, animal conditioning, cognitive and developmental psychology and machine learning, to outline a new theory of goal-directed decision making. Our basic proposal is that the brain, within an identifiable network of cortical and subcortical structures, implements a probabilistic generative model of reward, and that goal-directed decision making is effected through Bayesian inversion of this model. We present a set of simulations implementing the account, which address benchmark behavioral and neuroscientific findings, and which give rise to a set of testable predictions. We also discuss the relationship between the proposed framework and other models of decision making, including recent models of perceptual choice, to which our theory bears a direct connection. PMID:22229491
Examining Graphing Calculator Affordances in Learning Pre-Calculus among Undergraduate Students

ERIC Educational Resources Information Center

Nzuki, Francis

2016-01-01

This study examines graphing calculator affordances in learning mathematics among college precalculus students. The study draws from the Cognitive Load Theory (CLT) and the "Intelligent Technology" theoretical framework proposed by Salomon, Perkins, and Globerson (1991). From these perspectives the effects "with" the graphing…
Modeling Initiation into Drug Injection among Street Youth

ERIC Educational Resources Information Center

Roy, Elise; Godin, Gaston; Boudreau, Jean-Francois; Cote, Philippe-Benoit; Denis, Veronique; Haley, Nancy; Leclerc, Pascale; Boivin, Jean-Francois

2011-01-01

This study aimed at examining the predictors of initiation into drug injection among street youth using social cognitive theory framework. A prospective cohort study based on semi-annual interviews was carried out. Psychosocial determinants referred to avoidance of initiation. Other potential predictors were: sociodemographic characteristics,…
Social Cognitive Perspective of Gender Disparities in Undergraduate Physics

ERIC Educational Resources Information Center

Kelly, Angela M.

2016-01-01

This article synthesizes sociopsychological theories and empirical research to establish a framework for exploring causal pathways and targeted interventions for the low representation of women in post-secondary physics. The rationale for this article is based upon disproportionate representation among undergraduate physics majors in the United…
The cognitive apprenticeship theory for the teaching of mathematics in an online 3D virtual environment

NASA Astrophysics Data System (ADS)

Bouta, Hara; Paraskeva, Fotini

2013-03-01

Research spanning two decades shows that there is a continuing development of 3D virtual worlds and investment in such environments for educational purposes. Research stresses the need for these environments to be well-designed and for suitable pedagogies to be implemented in the teaching practice in order for these worlds to be fully effective. To this end, we propose a pedagogical framework based on the cognitive apprenticeship for deriving principles and guidelines to inform the design, development and use of a 3D virtual environment. This study examines how the use of a 3D virtual world facilitates the teaching of mathematics in primary education by combining design principles and guidelines based on the Cognitive Apprenticeship Theory and the teaching methods that this theory introduces. We focus specifically on 5th and 6th grade students' engagement (behavioral, affective and cognitive) while learning fractional concepts over a period of two class sessions. Quantitative and qualitative analyses indicate considerable improvement in the engagement of the students who participated in the experiment. This paper presents the findings regarding students' cognitive engagement in the process of comprehending basic fractional concepts - notoriously hard for students to master. The findings are encouraging and suggestions are made for further research.
Towards a category theory approach to analogy: Analyzing re-representation and acquisition of numerical knowledge.

PubMed

Navarrete, Jairo A; Dartnell, Pablo

2017-08-01

Category Theory, a branch of mathematics, has shown promise as a modeling framework for higher-level cognition. We introduce an algebraic model for analogy that uses the language of category theory to explore analogy-related cognitive phenomena. To illustrate the potential of this approach, we use this model to explore three objects of study in cognitive literature. First, (a) we use commutative diagrams to analyze an effect of playing particular educational board games on the learning of numbers. Second, (b) we employ a notion called coequalizer as a formal model of re-representation that explains a property of computational models of analogy called "flexibility" whereby non-similar representational elements are considered matches and placed in structural correspondence. Finally, (c) we build a formal learning model which shows that re-representation, language processing and analogy making can explain the acquisition of knowledge of rational numbers. These objects of study provide a picture of acquisition of numerical knowledge that is compatible with empirical evidence and offers insights on possible connections between notions such as relational knowledge, analogy, learning, conceptual knowledge, re-representation and procedural knowledge. This suggests that the approach presented here facilitates mathematical modeling of cognition and provides novel ways to think about analogy-related cognitive phenomena.
Towards a category theory approach to analogy: Analyzing re-representation and acquisition of numerical knowledge

PubMed Central

2017-01-01

Category Theory, a branch of mathematics, has shown promise as a modeling framework for higher-level cognition. We introduce an algebraic model for analogy that uses the language of category theory to explore analogy-related cognitive phenomena. To illustrate the potential of this approach, we use this model to explore three objects of study in cognitive literature. First, (a) we use commutative diagrams to analyze an effect of playing particular educational board games on the learning of numbers. Second, (b) we employ a notion called coequalizer as a formal model of re-representation that explains a property of computational models of analogy called “flexibility” whereby non-similar representational elements are considered matches and placed in structural correspondence. Finally, (c) we build a formal learning model which shows that re-representation, language processing and analogy making can explain the acquisition of knowledge of rational numbers. These objects of study provide a picture of acquisition of numerical knowledge that is compatible with empirical evidence and offers insights on possible connections between notions such as relational knowledge, analogy, learning, conceptual knowledge, re-representation and procedural knowledge. This suggests that the approach presented here facilitates mathematical modeling of cognition and provides novel ways to think about analogy-related cognitive phenomena. PMID:28841643
A Framework for Integrating Cultural Factors in Military Modeling and Simulation

DTIC Science & Technology

2006-01-01

how individuals and groups view their surroundings. Here, Beach’s (1990) image theory is used to elucidate the major cultural image questions relevant...10 Figure 3: Beach’s Image Theory for Cultural Knowledge Capture ............................. 13 Figure 4: Cultural Cognition of Peace Symbol...and language to define the rhythms of war, including new methods of deception. The Coalition Forces, led by the USA, are challenged with the daily
What does the interactive brain hypothesis mean for social neuroscience? A dialogue

PubMed Central

Di Paolo, Ezequiel; Adolphs, Ralph

2016-01-01

A recent framework inspired by phenomenological philosophy, dynamical systems theory, embodied cognition and robotics has proposed the interactive brain hypothesis (IBH). Whereas mainstream social neuroscience views social cognition as arising solely from events in the brain, the IBH argues that social cognition requires, in addition, causal relations between the brain and the social environment. We discuss, in turn, the foundational claims for the IBH in its strongest form; classical views of cognition that can be raised against the IBH; a defence of the IBH in the light of these arguments; and a response to this. Our goal is to initiate a dialogue between cognitive neuroscience and enactive views of social cognition. We conclude by suggesting some new directions and emphases that social neuroscience might take. PMID:27069056
What does the interactive brain hypothesis mean for social neuroscience? A dialogue.

PubMed

De Jaegher, Hanne; Di Paolo, Ezequiel; Adolphs, Ralph

2016-05-05

A recent framework inspired by phenomenological philosophy, dynamical systems theory, embodied cognition and robotics has proposed the interactive brain hypothesis (IBH). Whereas mainstream social neuroscience views social cognition as arising solely from events in the brain, the IBH argues that social cognition requires, in addition, causal relations between the brain and the social environment. We discuss, in turn, the foundational claims for the IBH in its strongest form; classical views of cognition that can be raised against the IBH; a defence of the IBH in the light of these arguments; and a response to this. Our goal is to initiate a dialogue between cognitive neuroscience and enactive views of social cognition. We conclude by suggesting some new directions and emphases that social neuroscience might take. © 2016 The Author(s).
Sociocultural Learning Theory in Practice: Implications for Athletic Training Educators

PubMed Central

Peer, Kimberly S.; McClendon, Ronald C.

2002-01-01

Objective: To discuss cognitive and sociocultural learning theory literature related to athletic training instructional and evaluation strategies while providing support for the application of these practices in the didactic and clinical components of athletic training education programs. Data Sources: We searched Educational Resources Information Center (ERIC) and Education Abstracts from 1975–2001 using the key words social cognitive, sociocultural learning theory, constructivism, and athletic training education. Current literature in the fields of educational psychology and athletic training education provides the foundation for applying theory to practice with specific emphasis on the theoretic framework and application of sociocultural learning theory strategies in athletic training education. Data Synthesis: Athletic training educators must have a strong fundamental knowledge of learning theory and a commitment to incorporate theory into educational practice. We integrate literature from both fields to generate practical strategies for using sociocultural learning theory in athletic training education. Conclusions/Recommendations: Social cognitive and sociocultural learning theory advocates a constructive, self-regulated, and goal-oriented environment with the student at the center of the educational process. Although a shift exists in athletic training education toward more active instructional strategies with the implementation of competency-based education, many educational environments are still dominated by traditional didactic instructional methods promoting student passivity. As athletic training education programs strive to increase accountability, educators in the field must critically analyze teaching and evaluation methods and integrate new material to ensure that learning is maximized. PMID:12937534
Techniques for Modeling Human Performance in Synthetic Environments: A Supplementary Review

DTIC Science & Technology

2003-06-01

hours of practice and study is often mentioned (e.g., Simon & Chase, 1973)—the size of the dataset has made it difficult indeed to study real-time...cognition acts as a production system offers a framework for studying the human mind. Theory adds more precision to frameworks, and describes data...stress. If synthetic forces are to be used to test doctrine, the effect of training on expertise must be included. Expert behavior has been studied
From classical psychodynamics to evidence synthesis: the motif of repression and a contemporary understanding of a key mediatory mechanism in psychosis.

PubMed

Fleming, Mick P; Martin, Colin R

2012-06-01

The stress vulnerability model has proven to be a politically important model for two reasons. It has provided the framework that defines a temporal and dynamic process whereby a person's uniquely determined biopsychosocial vulnerability to schizophrenia symptoms interacts with his or her capacity to manage stress and the amount and type of stress experienced in such a way that the person experiences schizophrenia symptoms. Second, the development of this framework promoted the notion of inherited and acquired vulnerability. Implicit was that vulnerability was individually determined and that there was a role for psychosocial factors in the development/maintenance of schizophrenia symptoms. This proved to be a catalyst for the development of studies implicating psychosocial factors in the etiology of schizophrenia symptoms. Studies derived from cognitive-behavioral theories have proven the most successful in identifying thinking patterns, emotional disturbances, and neurocognitive and defensive vulnerability factors inherent in the development of schizophrenia symptoms. Historically, within the psychoanalytic school there has been debate regarding the role of repressive coping mechanisms in schizophrenia development. Psychoanalytic theories have always appeared incapable of providing etiologic explanations of schizophrenia symptoms, with the possible exception of Melanie Klein, than other more salient psychosocial schools. Mechanisms within the process of repressive coping are consistent with evidence and mechanisms supporting the stress vulnerability models and existing cognitive-behavioral theories regarding development of paranoid delusions. These mechanisms are less consistent with social cognitive explanations of schizophrenia symptoms.
A Descriptive Correlational Study of Teacher Participation in Professional Development and Teacher Efficacy

ERIC Educational Resources Information Center

Tupou, Samuel F.

2013-01-01

This study examines teacher efficacy within the context of professional development to understand the relationship between teacher efficacy and teacher collaboration. Two theoretical frameworks framed this teacher efficacy study based on "locus of control" and "social cognitive theory." A 29-item questionnaire was e-mailed to…
Validating for Use and Interpretation: A Mixed Methods Contribution Illustrated

ERIC Educational Resources Information Center

Morell, Linda; Tan, Rachael Jin Bee

2009-01-01

Researchers in the areas of psychology and education strive to understand the intersections among validity, educational measurement, and cognitive theory. Guided by a mixed model conceptual framework, this study investigates how respondents' opinions inform the validation argument. Validity evidence for a science assessment was collected through…
Teaching and Learning Science for Transformative, Aesthetic Experience

ERIC Educational Resources Information Center

Girod, Mark; Twyman, Todd; Wojcikiewicz, Steve

2010-01-01

Drawing from the Deweyan theory of experience (1934, 1938), the goal of teaching and learning for transformative, aesthetic experience is contrasted against teaching and learning from a cognitive, rational framework. A quasi-experimental design was used to investigate teaching and learning of fifth grade science from each perspective across an…
Individual and Class Norms Differentially Predict Proactive and Reactive Aggression: A Functional Analysis

ERIC Educational Resources Information Center

Frey, Karin S.; Higheagle Strong, Zoe; Onyewuenyi, Adaurennaya C.

2017-01-01

Theory and research using a social-information processing framework indicate that reward-focused (proactive) aggression has different social consequences than defense-focused (reactive) aggression. Students use norms that identify expected and socially approved behaviors as guides to their own actions. Differences in social-cognitive processing…
Skill Acquisition in Physical Education: A Speculative Perspective

ERIC Educational Resources Information Center

Smith, Wayne W.

2011-01-01

How we learn motor skills has always been of interest to physical educators. Contemporary conceptual frameworks about motor skill learning draw from earlier behavioral and cognitive psychology learning theories. As a point of departure this paper foregrounds complexity theorizing, arguing that skill is contingent upon the performer's physical and…
Workplace-Based Assessment: Raters' Performance Theories and Constructs

ERIC Educational Resources Information Center

Govaerts, M. J. B.; Van de Wiel, M. W. J.; Schuwirth, L. W. T.; Van der Vleuten, C. P. M.; Muijtjens, A. M. M.

2013-01-01

Weaknesses in the nature of rater judgments are generally considered to compromise the utility of workplace-based assessment (WBA). In order to gain insight into the underpinnings of rater behaviours, we investigated how raters form impressions of and make judgments on trainee performance. Using theoretical frameworks of social cognition and…

The Write Brain: How to Educate and Entertain with Learner-Centered Writing

ERIC Educational Resources Information Center

Iverson, Kathleen M.

2009-01-01

This article presents a conceptual framework for the writing process to facilitate motivation, learning, retention, and knowledge transfer in readers of expository material. Drawing from four well-developed bodies of knowledge--cognitive science, learning theory, technical communication, and creative writing--the author creates a model that allows…
Practitioner Inquiry with Early Program Teacher Candidates

ERIC Educational Resources Information Center

Koomen, Michele Hollingsworth

2016-01-01

This meta-analysis reports on the use of practitioner inquiry (PI) with early program teacher candidates in conjunction with elementary science and math methods courses using cognitive load theory as a theoretical framework. The findings suggest that the teacher candidates enhanced their knowledge of practice within practice across 5 dimensions of…
Temperament Theory and the Study of Cognition-Emotion Interactions across Development

ERIC Educational Resources Information Center

Henderson, Heather A.; Wachs, Theodore D.

2007-01-01

In this paper we review current definitions and measurement approaches used to assess individual differences in children's temperament. We review the neural bases of temperamental reactivity and self-regulation and propose that these constructs provide a framework for examining individual differences and developmental change in emotion-cognition…
Spousal Support and Common Stressors of Nontraditional College Students

ERIC Educational Resources Information Center

Trackey, Rachel Phelps

2014-01-01

The purpose of my study was to expand the existing body of research regarding spousal support needs of nontraditional students. Richard Lazarus's (1999) cognitive contextual stress and coping theory provided the framework for this qualitative, phenomenological, multi-case study. Qualitative themes were (a) "spousal support," (b)…
Motivating Readers: Helping Students Set and Attain Personal Reading Goals

ERIC Educational Resources Information Center

Cabral-Márquez, Consuelo

2015-01-01

The motivational, cognitive, and performance benefits associated with setting goals are presented in light of goal-setting theory. These theoretical principles provide a framework that teachers can use to guide students in setting and pursuing personal reading goals that are proximal, specific, and compatible with students' reading abilities…
Cognitive Processes in University Learning: A Developmental Framework Using Structural Equation Modelling

ERIC Educational Resources Information Center

Phan, Huy P.

2011-01-01

Background: Both achievement goals and study processing strategies theories have been shown to contribute to the prediction of students' academic performance. Existing research studies (Fenollar, Roman, & Cuestas, 2007; Liem, Lau, & Nie, 2008; Simons, Dewitte, & Lens, 2004) amalgamating these two theoretical orientations in different causal models…
Activity Theory Framework and Cognitive Perspectives in Designing Technology-Based Support Systems.

ERIC Educational Resources Information Center

Sheu, Feng-Ru

With the increased demand and interest in electronic performance support systems (EPSS), particularly for supporting knowledge-based problems solving expertise in the information age (Gustafson, 2000; Dickelman, 2000; Kasvi & Vartiainen, 2000), instructional designers are facing a new challenge designing a system that could deliver (or…
Teacher Efficacy: Influence of Principal Leadership Behavior.

ERIC Educational Resources Information Center

Hipp, Kristine A.

This paper presents findings of a study that explored the relationships among principals' leadership behaviors and teacher efficacy in Wisconsin middle schools involved in building-level change efforts. An adaptation of Bandura's social cognitive learning theory of self-efficacy (A. Woolfolk and W. Hoy 1993) provided the theoretical framework.…
Metocognitive Support Accelerates Computer Assisted Learning for Novice Programmers

ERIC Educational Resources Information Center

Rum, Siti Nurulain Mohd; Ismail, Maizatul Akmar

2017-01-01

Computer programming is a part of the curriculum in computer science education, and high drop rates for this subject are a universal problem. Development of metacognitive skills, including the conceptual framework provided by socio-cognitive theories that afford reflective thinking, such as actively monitoring, evaluating, and modifying one's…
Parent Social Networks and Parent Responsibility: Implications for School Leadership

ERIC Educational Resources Information Center

Curry, Katherine A.; Adams, Curt M.

2014-01-01

Family-school partnerships are difficult to initiate and sustain in ways that actually promote student learning, especially in high-poverty communities. This quantitative study was designed to better understand how social forces shape parent responsibility in education. Based on social cognitive theory as the conceptual framework, the…
Prospects for direct social perception: a multi-theoretical integration to further the science of social cognition.

PubMed

Wiltshire, Travis J; Lobato, Emilio J C; McConnell, Daniel S; Fiore, Stephen M

2014-01-01

In this paper we suggest that differing approaches to the science of social cognition mirror the arguments between radical embodied and traditional approaches to cognition. We contrast the use in social cognition of theoretical inference and mental simulation mechanisms with approaches emphasizing a direct perception of others' mental states. We build from a recent integrative framework unifying these divergent perspectives through the use of dual-process theory and supporting social neuroscience research. Our elaboration considers two complementary notions of direct perception: one primarily stemming from ecological psychology and the other from enactive cognition theory. We use this as the foundation from which to offer an account of the informational basis for social information and assert a set of research propositions to further the science of social cognition. In doing so, we point out how perception of the minds of others can be supported in some cases by lawful information, supporting direct perception of social affordances and perhaps, mental states, and in other cases by cues that support indirect perceptual inference. Our goal is to extend accounts of social cognition by integrating advances across disciplines to provide a multi-level and multi-theoretic description that can advance this field and offer a means through which to reconcile radical embodied and traditional approaches to cognitive neuroscience.
Using situated cognition theory in researching student experience of the workplace

NASA Astrophysics Data System (ADS)

Case, Jennifer; Jawitz, Jeff

2004-05-01

It has been proposed that situated cognition theory, in which learning is conceptualized as induction into a community of practice through the activity of legitimate peripheral participation, offers an appropriate theoretical perspective for examining issues of gender in science education. This study critically engages with this proposal by means of an investigation of the vacation work experiences of a group of South African final-year civil and chemical engineering students. Issues of race and gender appeared prominently and spontaneously in focus group and interview data. An analysis of these data using the situated cognition framework allowed for a deeper understanding of these issues and their impact on learning. It was found that access to legitimate peripheral participation was critical for good learning outcomes (associated with positive identity formation) while denial of this access (as sometimes experienced by black and female students) appeared to be related to less effective learning and poor feelings of self-worth.
Developing Dynamic Field Theory Architectures for Embodied Cognitive Systems with cedar.

PubMed

Lomp, Oliver; Richter, Mathis; Zibner, Stephan K U; Schöner, Gregor

2016-01-01

Embodied artificial cognitive systems, such as autonomous robots or intelligent observers, connect cognitive processes to sensory and effector systems in real time. Prime candidates for such embodied intelligence are neurally inspired architectures. While components such as forward neural networks are well established, designing pervasively autonomous neural architectures remains a challenge. This includes the problem of tuning the parameters of such architectures so that they deliver specified functionality under variable environmental conditions and retain these functions as the architectures are expanded. The scaling and autonomy problems are solved, in part, by dynamic field theory (DFT), a theoretical framework for the neural grounding of sensorimotor and cognitive processes. In this paper, we address how to efficiently build DFT architectures that control embodied agents and how to tune their parameters so that the desired cognitive functions emerge while such agents are situated in real environments. In DFT architectures, dynamic neural fields or nodes are assigned dynamic regimes, that is, attractor states and their instabilities, from which cognitive function emerges. Tuning thus amounts to determining values of the dynamic parameters for which the components of a DFT architecture are in the specified dynamic regime under the appropriate environmental conditions. The process of tuning is facilitated by the software framework cedar , which provides a graphical interface to build and execute DFT architectures. It enables to change dynamic parameters online and visualize the activation states of any component while the agent is receiving sensory inputs in real time. Using a simple example, we take the reader through the workflow of conceiving of DFT architectures, implementing them on embodied agents, tuning their parameters, and assessing performance while the system is coupled to real sensory inputs.
Developing Dynamic Field Theory Architectures for Embodied Cognitive Systems with cedar

PubMed Central

Lomp, Oliver; Richter, Mathis; Zibner, Stephan K. U.; Schöner, Gregor

2016-01-01

Embodied artificial cognitive systems, such as autonomous robots or intelligent observers, connect cognitive processes to sensory and effector systems in real time. Prime candidates for such embodied intelligence are neurally inspired architectures. While components such as forward neural networks are well established, designing pervasively autonomous neural architectures remains a challenge. This includes the problem of tuning the parameters of such architectures so that they deliver specified functionality under variable environmental conditions and retain these functions as the architectures are expanded. The scaling and autonomy problems are solved, in part, by dynamic field theory (DFT), a theoretical framework for the neural grounding of sensorimotor and cognitive processes. In this paper, we address how to efficiently build DFT architectures that control embodied agents and how to tune their parameters so that the desired cognitive functions emerge while such agents are situated in real environments. In DFT architectures, dynamic neural fields or nodes are assigned dynamic regimes, that is, attractor states and their instabilities, from which cognitive function emerges. Tuning thus amounts to determining values of the dynamic parameters for which the components of a DFT architecture are in the specified dynamic regime under the appropriate environmental conditions. The process of tuning is facilitated by the software framework cedar, which provides a graphical interface to build and execute DFT architectures. It enables to change dynamic parameters online and visualize the activation states of any component while the agent is receiving sensory inputs in real time. Using a simple example, we take the reader through the workflow of conceiving of DFT architectures, implementing them on embodied agents, tuning their parameters, and assessing performance while the system is coupled to real sensory inputs. PMID:27853431
Social Cognitive Theory and Physical Activity Among Korean Male High-School Students.

PubMed

Lee, Chung Gun; Park, Seiyeong; Lee, Seung Hwan; Kim, Hyunwoo; Park, Ji-Won

2018-02-01

The most critical step in developing and implementing effective physical activity interventions is to understand the determinants and correlates of physical activity, and it is strongly suggested that such effort should be based on theories. The purpose of this study is to test the direct, indirect, and total effect of social cognitive theory constructs on physical activity among Korean male high-school students. Three-hundred and forty-one 10th-grade male students were recruited from a private single-sex high school located in Seoul, South Korea. Structural equation modeling was used to test the expected relationships among the latent variables. The proposed model accounted for 42% of the variance in physical activity. Self-efficacy had the strongest total effect on physical activity. Self-efficacy for being physically active was positively associated with physical activity ( p < .01). Self-efficacy also had positive indirect effects on physical activity through perceived benefits ( p < .05) and goal setting ( p < .01). The results of this study indicated that the social cognitive theory is a useful framework to understand physical activity among Korean male adolescents. Physical activity interventions targeting Korean male high-school students should focus on the major sources of efficacy.
Technology-induced errors. The current use of frameworks and models from the biomedical and life sciences literatures.

PubMed

Borycki, E M; Kushniruk, A W; Bellwood, P; Brender, J

2012-01-01

The objective of this paper is to examine the extent, range and scope to which frameworks, models and theories dealing with technology-induced error have arisen in the biomedical and life sciences literature as indexed by Medline®. To better understand the state of work in the area of technology-induced error involving frameworks, models and theories, the authors conducted a search of Medline® using selected key words identified from seminal articles in this research area. Articles were reviewed and those pertaining to frameworks, models or theories dealing with technology-induced error were further reviewed by two researchers. All articles from Medline® from its inception to April of 2011 were searched using the above outlined strategy. 239 citations were returned. Each of the abstracts for the 239 citations were reviewed by two researchers. Eleven articles met the criteria based on abstract review. These 11 articles were downloaded for further in-depth review. The majority of the articles obtained describe frameworks and models with reference to theories developed in other literatures outside of healthcare. The papers were grouped into several areas. It was found that articles drew mainly from three literatures: 1) the human factors literature (including human-computer interaction and cognition), 2) the organizational behavior/sociotechnical literature, and 3) the software engineering literature. A variety of frameworks and models were found in the biomedical and life sciences literatures. These frameworks and models drew upon and extended frameworks, models and theoretical perspectives that have emerged in other literatures. These frameworks and models are informing an emerging line of research in health and biomedical informatics involving technology-induced errors in healthcare.
A General Instance-Based Learning Framework for Studying Intuitive Decision-Making in a Cognitive Architecture (Open Access, Publisher’s Version)

DTIC Science & Technology

2014-06-19

decision theory (Berger, 1985), and quantum probability theory (Busemeyer, Pothos, Franco, & Trueblood, 2011). Similarly, explanations in the 1 rch in...trengths of associations) are consciously inaccessible and con- titute the implicit knowledge of the model (Gonzalez & Lebiere, 005; Lebiere, Wallach...in memory (Lebiere et al., 2013). It is important to note hat this wholly implicit process is not consciously available to the odel. The second level
Team Modelling: Review of Experimental Scenarios and Computational Models

DTIC Science & Technology

2006-09-01

les auteurs ont réuni et examiné des scénarios ayant servi dans le cadre d’études antérieures sur les équipes, ils ont développé d’importants...cognition, perception, sensation, motor action and knowledge, that embody a principled underlying theory or framework for human information...Processing) integrates Qinetiq’s (POP) model with DRDC’s IP/PCT (Perceptual Control Theory ) models. In particular, the POP/IP model includes the
Blended Interaction Design: A Spatial Workspace Supporting HCI and Design Practice

NASA Astrophysics Data System (ADS)

Geyer, Florian

This research investigates novel methods and techniques along with tool support that result from a conceptual blend of human-computer interaction with design practice. Using blending theory with material anchors as a theoretical framework, we frame both input spaces and explore emerging structures within technical, cognitive, and social aspects. Based on our results, we will describe a framework of the emerging structures and will design and evaluate tool support within a spatial, studio-like workspace to support collaborative creativity in interaction design.
Thinking in Pictures as a cognitive account of autism.

PubMed

Kunda, Maithilee; Goel, Ashok K

2011-09-01

We analyze the hypothesis that some individuals on the autism spectrum may use visual mental representations and processes to perform certain tasks that typically developing individuals perform verbally. We present a framework for interpreting empirical evidence related to this "Thinking in Pictures" hypothesis and then provide comprehensive reviews of data from several different cognitive tasks, including the n-back task, serial recall, dual task studies, Raven's Progressive Matrices, semantic processing, false belief tasks, visual search, spatial recall, and visual recall. We also discuss the relationships between the Thinking in Pictures hypothesis and other cognitive theories of autism including Mindblindness, Executive Dysfunction, Weak Central Coherence, and Enhanced Perceptual Functioning.

Contemporary cybernetics and its facets of cognitive informatics and computational intelligence.

PubMed

Wang, Yingxu; Kinsner, Witold; Zhang, Du

2009-08-01

This paper explores the architecture, theoretical foundations, and paradigms of contemporary cybernetics from perspectives of cognitive informatics (CI) and computational intelligence. The modern domain and the hierarchical behavioral model of cybernetics are elaborated at the imperative, autonomic, and cognitive layers. The CI facet of cybernetics is presented, which explains how the brain may be mimicked in cybernetics via CI and neural informatics. The computational intelligence facet is described with a generic intelligence model of cybernetics. The compatibility between natural and cybernetic intelligence is analyzed. A coherent framework of contemporary cybernetics is presented toward the development of transdisciplinary theories and applications in cybernetics, CI, and computational intelligence.
Knowledge and implicature: modeling language understanding as social cognition.

PubMed

Goodman, Noah D; Stuhlmüller, Andreas

2013-01-01

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

PubMed

Molenaar, Dylan; Tuerlinckx, Francis; van der Maas, Han L J

2015-01-01

A generalized linear modeling framework to the analysis of responses and response times is outlined. In this framework, referred to as bivariate generalized linear item response theory (B-GLIRT), separate generalized linear measurement models are specified for the responses and the response times that are subsequently linked by cross-relations. The cross-relations can take various forms. Here, we focus on cross-relations with a linear or interaction term for ability tests, and cross-relations with a curvilinear term for personality tests. In addition, we discuss how popular existing models from the psychometric literature are special cases in the B-GLIRT framework depending on restrictions in the cross-relation. This allows us to compare existing models conceptually and empirically. We discuss various extensions of the traditional models motivated by practical problems. We also illustrate the applicability of our approach using various real data examples, including data on personality and cognitive ability.
Theory of Planned Behavior in School-Based Adolescent Problem Gambling Prevention: A Conceptual Framework.

PubMed

St-Pierre, Renée A; Temcheff, Caroline E; Derevensky, Jeffrey L; Gupta, Rina

2015-12-01

Given its serious implications for psychological and socio-emotional health, the prevention of problem gambling among adolescents is increasingly acknowledged as an area requiring attention. The theory of planned behavior (TPB) is a well-established model of behavior change that has been studied in the development and evaluation of primary preventive interventions aimed at modifying cognitions and behavior. However, the utility of the TPB has yet to be explored as a framework for the development of adolescent problem gambling prevention initiatives. This paper first examines the existing empirical literature addressing the effectiveness of school-based primary prevention programs for adolescent gambling. Given the limitations of existing programs, we then present a conceptual framework for the integration of the TPB in the development of effective problem gambling preventive interventions. The paper describes the TPB, demonstrates how the framework has been applied to gambling behavior, and reviews the strengths and limitations of the model for the design of primary prevention initiatives targeting adolescent risk and addictive behaviors, including adolescent gambling.
Developing Teaching Self-Efficacy in Research Institutions: A Study of Award-Winning Professors

ERIC Educational Resources Information Center

Morris, David B.; Usher, Ellen L.

2011-01-01

The purpose of this study was to assess the sources of award-wining research professors' (six women; six men) teaching self-efficacy through the framework of Bandura's (1986) social cognitive theory. Semi-structured interviews revealed that mastery experiences and social persuasions were particularly influential sources of self-efficacy and that…
Examining Validity of Sources of Mathematics Self-Efficacy Scale in Turkey

ERIC Educational Resources Information Center

Kandemir, Mehmet Ali; Akbas-Perkmen, Rahile

2017-01-01

The main purpose of the current study is to examine the construct, convergent and discriminant validity of the Sources of Mathematics Self-Efficacy Scale (Usher & Pajares, 2009) in a Turkish sample. Bandura's Social Cognitive Theory (1986) served as the theoretical framework for the current study. According to Bandura (1986), people's…
Barriers and Perceptions of Natural Resource Careers by Minority Students

ERIC Educational Resources Information Center

Haynes, Nia A.; Jacobson, Susan

2015-01-01

Using a framework based on social cognitive career theory, we conducted 38 interviews and four focus groups with college students to identify motivations and barriers faced by underrepresented groups to natural resource careers. Interviews revealed career satisfaction as the most important goal for both natural resource and a comparison of liberal…
Using Piaget's Theory of Cognitive Development to Understand the Construction of Healing Narratives

ERIC Educational Resources Information Center

Cook-Cottone, Catherine P.

2004-01-01

The construction of healing narratives is a framework within which the college counselor can view the progressive development of the counseling process. The level of a client's narrative processing appears to depend on an interaction between experience-specific knowledge and experience-specific emotionality. Implications for college counselors and…
Predictors of Foreign Language Reading Comprehension in a Hypermedia Reading Environment

ERIC Educational Resources Information Center

Akbulut, Yavuz

2008-01-01

This study investigated factors affecting second/foreign language (L2) reading comprehension in a hypermedia environment within the theoretical framework of dual coding and cognitive load theories, and interactive models of L2 reading. The independent variables were reading ability, topic interest, prior topical knowledge, and the number of times…
A Longitudinal Perspective of Early Career Music Teachers: Contexts, Interactions, and Possible Selves

ERIC Educational Resources Information Center

Dabback, William

2018-01-01

The purpose of this multiple case study was to follow the development of three music educators during their student teaching semesters and into the first years of their careers. Possible selves theory provided a framework for exploring the links between cognition, expectations, and motivation. Interviewees negotiated their social and physical…
Do You Hear What I Hear? Overweight Children's Perceptions of Different Physical Activity Settings

ERIC Educational Resources Information Center

Meaney, Karen; Hart, Melanie A.; Griffin, L. Kent

2011-01-01

Social-Cognitive Theory (Bandura, 1986, 1999) served as the framework to explore overweight children's perceptions of different physical activity settings. Participants were children (n = 67) enrolled in an after-school and summer program for overweight African-American and Hispanic-American children from low-income families. To gain insight into…
How Developments in Psychology and Technology Challenge Validity Argumentation

ERIC Educational Resources Information Center

Mislevy, Robert J.

2016-01-01

Validity is the sine qua non of properties of educational assessment. While a theory of validity and a practical framework for validation has emerged over the past decades, most of the discussion has addressed familiar forms of assessment and psychological framings. Advances in digital technologies and in cognitive and social psychology have…
Initial Scale Development of the Contextual Support for Post-Secondary Planning Scales

ERIC Educational Resources Information Center

Ali, Saba Rasheed; Martens, Jessica Kelly; Button, Christopher; Larma, Nicholas C.

2011-01-01

Vocational psychologists and career theorists have articulated the importance of social support in the development of career plans for high school youth. More recently, Lent, Brown, and Hackett carefully articulated the location of contextual supports in the Social Cognitive Career Theory (SCCT) framework. However, there is a paucity of research…
Why Students Choose STEM Majors: Motivation, High School Learning, and Postsecondary Context of Support

ERIC Educational Resources Information Center

Wang, Xueli

2013-01-01

This study draws upon social cognitive career theory and higher education literature to test a conceptual framework for understanding the entrance into science, technology, engineering, and mathematics (STEM) majors by recent high school graduates attending 4-year institutions. Results suggest that choosing a STEM major is directly influenced by…
Reading Other People's Minds through Word and Image

ERIC Educational Resources Information Center

Nikolajeva, Maria

2012-01-01

This article considers how emotions can be conveyed through the interaction of word and image in picturebooks addressed to young readers. The theoretical framework employed in the article develops ideas from cognitive literary theory, adapting it to the specific conditions in which there is a significant difference between the sender's and the…
Metacognitive Awareness of EFL Student Writers in a Chinese ELT Context

ERIC Educational Resources Information Center

Ruan, Zhoulin

2014-01-01

This paper reports on an investigation into metacognitive awareness of Chinese English as a foreign language (EFL) student writers, under a threefold metacognition framework--person, task, and strategy variables, and within the broader domain of cognitive writing theories. Data were collected in a Chinese tertiary English language teaching (ELT)…
Service-Learning and Pre-Service Educators' Cultural Competence for Teaching: An Exploratory Study

ERIC Educational Resources Information Center

Meaney, Karen S.; Bohler, Heidi R.; Kopf, Kelcie; Hernandez, Lesley; Scott, LaTosha S.

2008-01-01

Social-cognitive theory (Bandura, 1986) served as the framework to examine a physical education service-learning program's impact on pre-service educators' cultural competence. Participants included 53 undergraduates enrolled in two sections of Health and Physical Education for Children. The course's service-learning component provided pre-service…
Understanding Career Decision Self-Efficacy: A Meta-Analytic Approach

ERIC Educational Resources Information Center

Choi, Bo Young; Park, Heerak; Yang, Eunjoo; Lee, Seul Ki; Lee, Yedana; Lee, Sang Min

2012-01-01

This study used meta-analysis to investigate the relationships between career decision self-efficacy (CDSE) and its relevant variables. The authors aimed to integrate the mixed results reported by previous empirical studies and obtain a clearer understanding of CDSE's role within the framework of social cognitive career theory (SCCT). For purposes…
Towards a Theory of Psychosocial Development and Fertility Control.

ERIC Educational Resources Information Center

Cvetkovich, George

It is popularly held that the low rate of birth control use among sexually-active American teenagers is primarily due to their immaturity. Many teenagers are commencing their sexual careers prior to acquisition of the social and cognitive abilities demanded by responsible contraceptive use. A general decision-making framework can be used to create…
Culturally Familiar Tasks on Reading Performance and Self-Efficacy of Culturally and Linguistically Diverse Students

ERIC Educational Resources Information Center

Kelley, Heather M.; Siwatu, Kamau Oginga; Tost, Jeremy R.; Martinez, James

2015-01-01

Grounded in the theoretical frameworks of constructivism and social cognitive theory, this study examined utilising culturally responsive pedagogy through a Latino themed reading task with the intention of increasing reading achievement and reading self-efficacy beliefs for culturally and linguistically diverse students. The research was conducted…

Student's Local Top-Up Higher Education Choices

ERIC Educational Resources Information Center

Agbola, Frank W.; Cheng, Calvin

2017-01-01

Making decisions about education choices is challenging and difficult for students. Utilising the theory of reasoned action, we specify and estimate a conceptual framework that captures the cognitive process of decision making of students in choosing top-up higher degrees in Hong Kong. Top-up higher or bachelor's degrees are top-up undergraduate…
Intention, Subjective Norms, and Cancer Screening in the Context of Relational Culture

ERIC Educational Resources Information Center

Pasick, Rena J.; Barker, Judith C.; Otero-Sabogal, Regina; Burke, Nancy J.; Joseph, Galen; Guerra, Claudia

2009-01-01

Research targeting disparities in breast cancer detection has mainly utilized theories that do not account for social context and culture. Most mammography promotion studies have used a conceptual framework centered in the cognitive constructs of intention (commonly regarded as the most important determinant of screening behavior), self-efficacy,…
The Neurobiology of Affect in Language. A Supplement to "Language Learning."

ERIC Educational Resources Information Center

Schumann, John H.

1997-01-01

This document presents a theory of how the psychology and neurobiology of stimulus appraisal influence variability in second language acquisition, and extends the notion of affect developed for second language acquisition to primary language acquisition and to cognition in general. The first chapter lays out a psychological framework that develops…
Instructor Misbehavior and Forgiveness: An Examination of Student Communicative Outcomes in the Aftermath of Instructor Misbehavior

ERIC Educational Resources Information Center

Vallade, Jessalyn I.; Malachowski, Colleen M.

2015-01-01

Using Attribution Theory as a theoretical framework, this study explored the role of forgiveness in impacting student nonverbal responsiveness, out-of-class communication (OCC), and perceptions of cognitive and affective learning following instructor misbehavior. Additionally, the role of instructor nonverbal immediacy was examined. Participants…
The Expertise Reversal Effect Is a Variant of the More General Element Interactivity Effect

ERIC Educational Resources Information Center

Chen, Ouhao; Kalyuga, Slava; Sweller, John

2017-01-01

Within the framework of cognitive load theory, the element interactivity and the expertise reversal effects usually are not treated as closely related effects. We argue that the two effects may be intertwined with the expertise reversal effect constituting a particular example of the element interactivity effect. Specifically, the element…
Preadolescents' Gendered Spiritual Identities and Self-Regulation

ERIC Educational Resources Information Center

Bosacki, Sandra Leanne; Moore, Kelsey; Talwar, Victoria; Park-Saltzman, Jeeseon

2011-01-01

Research suggests that self-control or self-regulation may play a role in the connections among spirituality, health, well-being, and social behavior. Within the framework of social-cognitive developmental theory, we explore the question of how do children and adolescents learn to think of themselves as gendered and spiritual beings within the…
Contextualizing Teacher Efficacy in a High-Performing System: A Research Agenda

ERIC Educational Resources Information Center

Wang, Li-Yi; Li, Jen-Yi; Tan, Liang-See; Lee, Ling

2017-01-01

Drawing from Albert Bandura's social cognitive theory, Tschannen-Moran, Woolfolk Hoy and Hoy (1998) proposed an integrated model of teacher efficacy to aid the understanding of this complex construct. This framework, despite its richness and usefulness in framing teacher efficacy research within the education landscape, is barely examined in the…
Causal Premise Semantics

ERIC Educational Resources Information Center

Kaufmann, Stefan

2013-01-01

The rise of causality and the attendant graph-theoretic modeling tools in the study of counterfactual reasoning has had resounding effects in many areas of cognitive science, but it has thus far not permeated the mainstream in linguistic theory to a comparable degree. In this study I show that a version of the predominant framework for the formal…
Understanding Interscholastic Athletic Administrator Experiences and Challenges: The Importance of Mentoring and Collaboration

ERIC Educational Resources Information Center

Frawley, Liam

2016-01-01

It was not known how 12 full-time public high school interscholastic athletic administrators in southeast New York explained and described how professional mentoring and collaboration influenced their leadership skills. Bandura's social cognitive theory provided the theoretical framework for the study. A purposeful sample was drawn from a…
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.
Culture and cognition in health systems change.

PubMed

Evans, Jenna M; Baker, G Ross; Berta, Whitney; Barnsley, Jan

2015-01-01

Large-scale change involves modifying not only the structures and functions of multiple organizations, but also the mindsets and behaviours of diverse stakeholders. This paper focuses on the latter: the informal, less visible, and often neglected psychological and social factors implicated in change efforts. The purpose of this paper is to differentiate between the concepts of organizational culture and mental models, to argue for the value of applying a shared mental models (SMM) framework to large-scale change, and to suggest directions for future research. The authors provide an overview of SMM theory and use it to explore the dynamic relationship between culture and cognition. The contributions and limitations of the theory to change efforts are also discussed. Culture and cognition are complementary perspectives, providing insight into two different levels of the change process. SMM theory draws attention to important questions that add value to existing perspectives on large-scale change. The authors outline these questions for future research and argue that research and practice in this domain may be best served by focusing less on the potentially narrow goal of "achieving consensus" and more on identifying, understanding, and managing cognitive convergences and divergences as part of broader research and change management programmes. Drawing from both cultural and cognitive paradigms can provide researchers with a more complete picture of the processes by which coordinated action are achieved in complex change initiatives in the healthcare domain.
Human emotion in the brain and the body: Why language matters. Comment on "The quartet theory of human emotions: An integrative and neurofunctional model" by S. Koelsch et al.

NASA Astrophysics Data System (ADS)

Herbert, Cornelia

2015-06-01

What is an Emotion? This question has fascinated scientific research since William James. Despite the fact that a consensus has been reached about the biological origin of emotions, uniquely human aspects of emotions are still poorly understood. One of these blind spots concerns the relationship between emotion and human language. Historically, many theories imply a duality between emotions on the one hand and cognitive functions such as language on the other hand. Especially for symbolic forms of written language and word processing, it has been assumed that semantic information would bear no relation to bodily, affective, or sensorimotor processing (for an overview see Ref. [1]). The Quartet Theory proposed by Koelsch and colleagues [2] could provide a solution to this problem. It offers a novel, integrative neurofunctional model of human emotions which considers language and emotion as closely related. Crucially, language - be it spoken or written - is assumed to "regulate, modulate, and partly initiate" activity in core affective brain systems in accord with physical needs and individual concerns [cf. page 34, line 995]. In this regard, the Quartet Theory combines assumptions from earlier bioinformational theories of emotions [3], contemporary theories of embodied cognition [4], and appraisal theories such as the Component Process Model [5] into one framework, thereby providing a holistic model for the neuroscientific investigation of human emotion processing at the interface of emotion and cognition, mind and body.
Theoretical approaches of online social network interventions and implications for behavioral change: a systematic review.

PubMed

Arguel, Amaël; Perez-Concha, Oscar; Li, Simon Y W; Lau, Annie Y S

2018-02-01

The aim of this review was to identify general theoretical frameworks used in online social network interventions for behavioral change. To address this research question, a PRISMA-compliant systematic review was conducted. A systematic review (PROSPERO registration number CRD42014007555) was conducted using 3 electronic databases (PsycINFO, Pubmed, and Embase). Four reviewers screened 1788 abstracts. 15 studies were selected according to the eligibility criteria. Randomized controlled trials and controlled studies were assessed using Cochrane Collaboration's "risk-of-bias" tool, and narrative synthesis. Five eligible articles used the social cognitive theory as a framework to develop interventions targeting behavioral change. Other theoretical frameworks were related to the dynamics of social networks, intention models, and community engagement theories. Only one of the studies selected in the review mentioned a well-known theory from the field of health psychology. Conclusions were that guidelines are lacking in the design of online social network interventions for behavioral change. Existing theories and models from health psychology that are traditionally used for in situ behavioral change should be considered when designing online social network interventions in a health care setting. © 2016 John Wiley & Sons, Ltd.
Applying Psychological Theories to Promote Long-Term Maintenance of Health Behaviors

PubMed Central

Joseph, Rodney P.; Daniel, Casey L.; Thind, Herpreet; Benitez, Tanya J.; Pekmezi, Dori

2014-01-01

Behavioral health theory provides a framework for researchers to design, implement, and evaluate the effects of health promotion programs. However, limited research has examined theories used in interventions to promote long-term maintenance of health behaviors. The purpose of this review was to evaluate the available literature and identify prominent behavioral health theories used in intervention research to promote maintenance of health behaviors. We reviewed theories used in intervention research assessing long-term maintenance (≥ 6 months post-intervention) of physical activity, weight loss, and smoking cessation. Five prominent behavioral theories were referenced by the 34 studies included in the review: Self-Determination Theory, Theory of Planned Behavior, Social Cognitive Theory, Transtheoretical Model, and Social Ecological Model. Descriptions and examples of applications of these theories are provided. Implications for future research are discussed. PMID:28217036
Prospects for direct social perception: a multi-theoretical integration to further the science of social cognition

PubMed Central

Wiltshire, Travis J.; Lobato, Emilio J. C.; McConnell, Daniel S.; Fiore, Stephen M.

2015-01-01

In this paper we suggest that differing approaches to the science of social cognition mirror the arguments between radical embodied and traditional approaches to cognition. We contrast the use in social cognition of theoretical inference and mental simulation mechanisms with approaches emphasizing a direct perception of others’ mental states. We build from a recent integrative framework unifying these divergent perspectives through the use of dual-process theory and supporting social neuroscience research. Our elaboration considers two complementary notions of direct perception: one primarily stemming from ecological psychology and the other from enactive cognition theory. We use this as the foundation from which to offer an account of the informational basis for social information and assert a set of research propositions to further the science of social cognition. In doing so, we point out how perception of the minds of others can be supported in some cases by lawful information, supporting direct perception of social affordances and perhaps, mental states, and in other cases by cues that support indirect perceptual inference. Our goal is to extend accounts of social cognition by integrating advances across disciplines to provide a multi-level and multi-theoretic description that can advance this field and offer a means through which to reconcile radical embodied and traditional approaches to cognitive neuroscience. PMID:25709572
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]).
Optimization and quantization in gradient symbol systems: a framework for integrating the continuous and the discrete in cognition.

PubMed

Smolensky, Paul; Goldrick, Matthew; Mathis, Donald

2014-08-01

Mental representations have continuous as well as discrete, combinatorial properties. For example, while predominantly discrete, phonological representations also vary continuously; this is reflected by gradient effects in instrumental studies of speech production. Can an integrated theoretical framework address both aspects of structure? The framework we introduce here, Gradient Symbol Processing, characterizes the emergence of grammatical macrostructure from the Parallel Distributed Processing microstructure (McClelland, Rumelhart, & The PDP Research Group, 1986) of language processing. The mental representations that emerge, Distributed Symbol Systems, have both combinatorial and gradient structure. They are processed through Subsymbolic Optimization-Quantization, in which an optimization process favoring representations that satisfy well-formedness constraints operates in parallel with a distributed quantization process favoring discrete symbolic structures. We apply a particular instantiation of this framework, λ-Diffusion Theory, to phonological production. Simulations of the resulting model suggest that Gradient Symbol Processing offers a way to unify accounts of grammatical competence with both discrete and continuous patterns in language performance. Copyright © 2013 Cognitive Science Society, Inc.
Contextual Variability in Personality From Significant–Other Knowledge and Relational Selves

PubMed Central

Andersen, Susan M.; Tuskeviciute, Rugile; Przybylinski, Elizabeth; Ahn, Janet N.; Xu, Joy H.

2016-01-01

We argue that the self is intrinsically embedded in an interpersonal context such that it varies in IF–THEN terms, as the relational self. We have demonstrated that representations of the significant other and the relationship with that other are automatically activated by situational cues and that this activation affects both experienced and expressed aspects of the self and personality. Here, we expand on developments of the IF–THEN cognitive-affective framework of personality system (Mischel and Shoda, 1995), by extending it to the domain of interpersonal relationships at the dyadic level (Andersen and Chen, 2002). Going beyond Mischel’s early research (Mischel, 1968), our framework combines social cognition and learning theory with a learning-based psychodynamic approach, which provides the basis for extensive research on the social-cognitive process of transference and the relational self as it arises in everyday social interactions (Andersen and Cole, 1990), evidence from which contributes to a modern conceptualization of personality that emphasizes the centrality of the situation. PMID:26779051
Contextual Variability in Personality From Significant-Other Knowledge and Relational Selves.

PubMed

Andersen, Susan M; Tuskeviciute, Rugile; Przybylinski, Elizabeth; Ahn, Janet N; Xu, Joy H

2015-01-01

We argue that the self is intrinsically embedded in an interpersonal context such that it varies in IF-THEN terms, as the relational self. We have demonstrated that representations of the significant other and the relationship with that other are automatically activated by situational cues and that this activation affects both experienced and expressed aspects of the self and personality. Here, we expand on developments of the IF-THEN cognitive-affective framework of personality system (Mischel and Shoda, 1995), by extending it to the domain of interpersonal relationships at the dyadic level (Andersen and Chen, 2002). Going beyond Mischel's early research (Mischel, 1968), our framework combines social cognition and learning theory with a learning-based psychodynamic approach, which provides the basis for extensive research on the social-cognitive process of transference and the relational self as it arises in everyday social interactions (Andersen and Cole, 1990), evidence from which contributes to a modern conceptualization of personality that emphasizes the centrality of the situation.
Gestalt psychology: the forgotten paradigm in abnormal psychology.

PubMed

Silverstein, Steven M; Uhlhaas, Peter J

2004-01-01

Gestalt views of psychopathology are almost completely ignored in mainstream psychology and psychiatry. However, a review of available evidence indicates a remarkable consistency between these views and current data from experimental psychopathology and cognitive neuroscience. This consistency is especially pronounced in the area of schizophrenia. In addition, there is a convergence of cognitive and neurobiological evidence regarding the validity of early Gestalt views of both normal brain-behavior relationships and disordered ones, as in schizophrenia. This article reviews some contributions of Gestalt psychology regarding schizophrenia and examines these views in light of more recent findings from cognitive psychology, cognitive neuroscience, and experimental psychopathology. We conclude that Gestalt theory is a viable theoretical framework from which to understand schizophrenia. Specifically, it appears that a breakdown of Gestalt organizational processes may characterize both the cognitive and the brain processes in schizophrenia.

Vygotskian Perspectives on Literacy Research: Constructing Meaning through Collaborative Inquiry. Learning in Doing: Social, Cognitive, and Computational Perspectives.

ERIC Educational Resources Information Center

Lee, Carol D., Ed.; Smagorinsky, Peter, Ed.

In this collection of essays, the authors use Lev Vygotsky's cultural-historical theory of human development to frame their analyses of schooling, with particular emphasis on the ways in which literacy practices are mediated by social interaction and cultural artifacts. The collection extends Vygotsky's cultural-historical theoretical framework to…
Environmental Learning in Regions: A Social Capital Based Approach. The Case of Latvia

ERIC Educational Resources Information Center

Sechi, Guido; Borri, Dino; De Lucia, Caterina; Celmins, Viesturs

2018-01-01

How do people learn about the environment and behave accordingly? What is the cognitive process at the base of this learning mechanism? The present paper is a pilot work investigating the dynamics of individual environmental knowledge on the basis of social capital theory. Using Tsai and Ghoshal's findings, a well known framework widely accepted…
Career Decision-Making and College and Career Access among Recent African Immigrant Students

ERIC Educational Resources Information Center

Wambu, Grace; Hutchison, Brian; Pietrantoni, Zachary

2017-01-01

The number of African immigrant youth in American classrooms is on the rise. School counselors are uniquely positioned to help these students to be college and career ready. Using the Social Cognitive Career Theory framework, this article aims to address the unique career development needs, college and career access challenges faced by African…
Case Study Analysis of the Effect of Contextual Supports and Barriers on African American Students' Persistence in Engineering

ERIC Educational Resources Information Center

Montgomery, Lisa

2009-01-01

Using case study methodology (Stake, 2006), this research examined the environmental influences, or contextual supports and barriers, that were most influential in contributing to African American students' persistence in an engineering major. Social cognitive career theory provides the framework for understanding the role of contextual supports…
The Development of a Collegiate Recovery Program: Applying Social Cognitive Theory within a Social Ecological Framework

ERIC Educational Resources Information Center

Beeson, Eric T.; Whitney, Jennifer M.; Peterson, Holly M.

2017-01-01

Background: Collegiate recovery programs (CRPs) are emerging as a strategy to provide after-care support to students in recovery from substance use disorders (SUDs) at institutions of higher education. CRPs are an innovative strategy for Health Educators to support the personal, academic, and professional goals of students in recovery. Purpose:…
Unresolved Attachment Status and Trauma-Related Symptomatology in Maltreated Adolescents: An Examination of Cognitive Mediators

ERIC Educational Resources Information Center

Joubert, David; Webster, Linda; Hackett, Rachelle Kisst

2012-01-01

Attachment Theory has received increasing interest as a framework allowing for a more refined understanding of the potential consequences of early relational trauma on psychological and social adjustment. Research has provided support for the role of disorganized attachment, both as a sequela of traumatic experiences and as a risk factor for…
Singled Out for Success: A Narrative Inquiry of Single Mothers in the Community College

ERIC Educational Resources Information Center

Bober, Delia A.

2017-01-01

The purpose of this qualitative study was to explore and understand single-mother community college students' perceptions of their ability to succeed. The theoretical framework that guided this research was Bandura's (1977) social cognitive theory concept of self-efficacy, defined as a person's belief in his or her ability to succeed. Given…
Pipelines to Leadership: Aspirations of Executive-Level Community College Leaders to Ascend to the Presidency

ERIC Educational Resources Information Center

Waggoner, Reneau

2016-01-01

One of the challenges facing community colleges in the United States is the looming retirements of executive/senior-level leadership, particularly the president, on a wide scale. This study explored the career aspirations of executive-level leaders within the community college using Social Cognitive Career Theory as the conceptual framework.…
The Role of Cognitive Apprenticeship in Learning Science in a Virtual World

ERIC Educational Resources Information Center

Ramdass, Darshanand

2012-01-01

This article extends the discussion started by Margaret Beier, Leslie Miller, and Shu Wang's (2012) paper, "Science games and the development of possible selves". In this paper, I suggest that a theoretical framework based on a sociocultural theory of learning is critical in learning in a virtual environment. I will discuss relevant research on…
Learning Mathematics in a CAS Environment: The Genesis of a Reflection about Instrumentation and the Dialectics between Technical and Conceptual Work.

ERIC Educational Resources Information Center

Artigue, Michele

2002-01-01

Presents an anthropological approach used in French research and the theory of instrumentation developed in cognitive ergonomics. Shows how these frameworks allow an approach to the educational use of CAS technology, focusing on the unexpected complexity of instrumental genesis, mathematical needs of instrumentation, status of instrumented…
Perceived Social Support and Locus of Control as the Predictors of Vocational Outcome Expectations

ERIC Educational Resources Information Center

Isik, Erkan

2013-01-01

The purpose of this study was to examine the relationships of vocational outcome expectation to social support which is an environmental factor and locus of control which is a personal factor. With this purpose, using Social Cognitive Career Theory as the theoretical framework, 263 undergraduate students completed Vocational Outcome Expectations…
Neuropragmatics: Extralinguistic Pragmatic Ability is Better Preserved in Left-Hemisphere-Damaged Patients than in Right-Hemisphere-Damaged Patients

ERIC Educational Resources Information Center

Cutica, Ilaria; Bucciarelli, Monica; Bara, Bruno G.

2006-01-01

The aim of the present study is to compare the pragmatic ability of right- and left-hemisphere-damaged patients excluding the possible interference of linguistic deficits. To this aim, we study extralinguistic communication, that is communication performed only through gestures. The Cognitive Pragmatics Theory provides the theoretical framework:…
Impact of a Community-Based Prevention Marketing Intervention to Promote Physical Activity among Middle-Aged Women

ERIC Educational Resources Information Center

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

2010-01-01

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…
A Professional Learning Community to Improve Literacy at a Minority Urban High School

ERIC Educational Resources Information Center

McCallum, Salimah A.

2012-01-01

Despite No Child Left Behind legislation, there has been little significant progress in literacy for African American and Hispanic high school students. This issue reflects a failing school system and an urgent need for educational reform in the United States. Using social cognitive theory as the conceptual framework, this qualitative study…
Symptom outcomes important to women with anal incontinence: a conceptual framework.

PubMed

Sung, Vivian W; Rogers, Rebecca G; Bann, Carla M; Arya, Lily; Barber, Matthew D; Lowder, Jerry; Lukacz, Emily S; Markland, Alayne; Siddiqui, Nazema; Wilmot, Amanda; Meikle, Susan F

2014-05-01

To develop a framework that describes the most important symptom outcomes for anal incontinence treatment from the patient perspective. A conceptual framework was developed by the Pelvic Floor Disorders Network based on four semistructured focus groups and confirmed in two sets of 10 cognitive interviews including women with anal incontinence. We explored: 1) patient-preferred terminology for describing anal incontinence symptoms; 2) patient definitions of treatment "success"; 3) importance of symptoms and outcomes in the framework; and 4) conceptual gaps (defined as outcomes not previously identified as important). Sessions were conducted according to grounded theory transcribed, coded, and qualitatively and quantitatively analyzed to identify relevant themes. Content and face validity of the framework were further assessed using cognitive interviews. Thirty-four women participated in focus groups and 20 in cognitive interviews. Overall, 29 (54%) were aged 60 years or older, 42 (78%) were white, and 10 (19%) had a high school degree or less. Two overarching outcome themes were identified: "primary bowel leakage symptoms" and "ancillary bowel symptoms." Subdomains important in primary bowel leakage symptoms included leakage characteristics (symptom frequency, amount of leakage, symptom bother) and conditions when bowel leakage occurs (predictability, awareness, urgency). Subdomains important under ancillary bowel symptoms included emptying disorders (constipation, obstructed defecation, and wiping issues) and discomfort (pain, burning). New outcomes identified included predictability, awareness, wiping issues, and discomfort. Women with anal incontinence desire a wide range of symptom outcomes after treatment. These are captured in our conceptual framework, which can aid clinicians and researchers in assessing anal incontinence. LEVEL OF EVIEDENCE: II.
Reason, emotion and decision-making: risk and reward computation with feeling.

PubMed

Quartz, Steven R

2009-05-01

Many models of judgment and decision-making posit distinct cognitive and emotional contributions to decision-making under uncertainty. Cognitive processes typically involve exact computations according to a cost-benefit calculus, whereas emotional processes typically involve approximate, heuristic processes that deliver rapid evaluations without mental effort. However, it remains largely unknown what specific parameters of uncertain decision the brain encodes, the extent to which these parameters correspond to various decision-making frameworks, and their correspondence to emotional and rational processes. Here, I review research suggesting that emotional processes encode in a precise quantitative manner the basic parameters of financial decision theory, indicating a reorientation of emotional and cognitive contributions to risky choice.
Promoting self-care through symptom management: a theory-based approach for nurse practitioners.

PubMed

Fowler, Christopher; Kirschner, Michelle; Van Kuiken, Debra; Baas, Linda

2007-05-01

To present a theory of illness representation useful in clinical practice along with two case studies as examples of theory implementation. Literature review of relevant theory and associated literature, case studies from clinical practice. An individual asks several questions when experiencing a physical sensation: "Am I sick, stressed, or is this a sign of aging? If I'm sick, is the symptom connected with a disease label?" After asking these questions, the individual develops a cognitive and emotional illness representation that includes the dimensions of identity, cause, consequences, control, and timeline. This representation is guided by personal, cultural, and environmental contexts and determines coping strategies. By assessing the individual's cognitive and emotional representations of the illness, the nurse practitioner (NP) can use the common sense model of illness representation (CSM) to establish interventions and action plans helpful in decreasing distress in the management of symptoms. NPs frequently care for patients who present with very severe symptoms related to their health problem. This becomes a major challenge in effective disease management. Leventhal's CSM can be used as a framework to identify the cognitive and emotional illness representations individuals develop when acute and chronic symptoms are presented. By assessing the individual's cognitive and emotional representations of the illness, the NP will be able to use the CSM to establish interventions and action plans that will be helpful in decreasing the patient's distress in the management of symptoms.
Pediatric HIV disclosure: a process-oriented framework.

PubMed

Cantrell, Kathryn; Patel, Nehali; Mandrell, Belinda; Grissom, Shawna

2013-08-01

As children with vertically transmitted human immunodeficiency virus (HIV) infection live into adulthood, caregivers face the stressful process of informing their children about their infection. Although developmentally guided disclosure of HIV status is widely recommended, there are few specific frameworks to guide caregivers, families, and health care providers through the disclosure process. The authors propose a process-oriented framework for the disclosure of HIV in children and adolescents. This educational framework incorporates Piaget's cognitive development theory in an attempt to disclose and assist children and adolescents in understanding their HIV status. The framework is organized into 10 sequential stages of disclosure and three assessment stages in which health care providers discuss HIV health concepts with the child and caregiver, based on the child's developmental readiness. The described framework can be easily replicated by health care providers in disclosing disease status to children with HIV.
Design and performance frameworks for constructing problem-solving simulations.

PubMed

Stevens, Ron; Palacio-Cayetano, Joycelin

2003-01-01

Rapid advancements in hardware, software, and connectivity are helping to shorten the times needed to develop computer simulations for science education. These advancements, however, have not been accompanied by corresponding theories of how best to design and use these technologies for teaching, learning, and testing. Such design frameworks ideally would be guided less by the strengths/limitations of the presentation media and more by cognitive analyses detailing the goals of the tasks, the needs and abilities of students, and the resulting decision outcomes needed by different audiences. This article describes a problem-solving environment and associated theoretical framework for investigating how students select and use strategies as they solve complex science problems. A framework is first described for designing on-line problem spaces that highlights issues of content, scale, cognitive complexity, and constraints. While this framework was originally designed for medical education, it has proven robust and has been successfully applied to learning environments from elementary school through medical school. Next, a similar framework is detailed for collecting student performance and progress data that can provide evidence of students' strategic thinking and that could potentially be used to accelerate student progress. Finally, experimental validation data are presented that link strategy selection and use with other metrics of scientific reasoning and student achievement.
Design and Performance Frameworks for Constructing Problem-Solving Simulations

PubMed Central

Stevens, Ron; Palacio-Cayetano, Joycelin

2003-01-01

Rapid advancements in hardware, software, and connectivity are helping to shorten the times needed to develop computer simulations for science education. These advancements, however, have not been accompanied by corresponding theories of how best to design and use these technologies for teaching, learning, and testing. Such design frameworks ideally would be guided less by the strengths/limitations of the presentation media and more by cognitive analyses detailing the goals of the tasks, the needs and abilities of students, and the resulting decision outcomes needed by different audiences. This article describes a problem-solving environment and associated theoretical framework for investigating how students select and use strategies as they solve complex science problems. A framework is first described for designing on-line problem spaces that highlights issues of content, scale, cognitive complexity, and constraints. While this framework was originally designed for medical education, it has proven robust and has been successfully applied to learning environments from elementary school through medical school. Next, a similar framework is detailed for collecting student performance and progress data that can provide evidence of students' strategic thinking and that could potentially be used to accelerate student progress. Finally, experimental validation data are presented that link strategy selection and use with other metrics of scientific reasoning and student achievement. PMID:14506505

Interactive learning research: application of cognitive load theory to nursing education.

PubMed

Hessler, Karen L; Henderson, Ann M

2013-06-25

The purpose of this research was to investigate the effectiveness of interactive self-paced computerized case study compared to traditional hand-written paper case study on the outcomes of student knowledge, attitude, and retention of the content delivered. Cognitive load theory (CLT) provided the theoretical framework for the study. A quasi-experimental pre-test post-test design with random group assignment was used to measure by self-report survey student cognitive load and interactivity level of the intervention. Student scores on quizzes in semester 1 and post-test follow-up quizzes in semester 3 were assessed for the intervention's effects on knowledge retention. While no significant statistical differences were found between groups, the students in the interactive case study group rated their case study as more fun and interactive. These students also scored consistently higher on the post-test quiz items in their third semester, showing the viability of using CLT to improve student retention of nursing curricula information.
The neural correlates of cognitive effort in anxiety: effects on processing efficiency.

PubMed

Ansari, Tahereh L; Derakshan, Nazanin

2011-03-01

We investigated the neural correlates of cognitive effort/pre-target preparation (Contingent Negative Variation activity; CNV) in anxiety using a mixed antisaccade task that manipulated the interval between offset of instructional cue and onset of target (CTI). According to attentional control theory (Eysenck et al., 2007) we predicted that anxiety should result in increased levels of compensatory effort, as indicated by greater frontal CNV, to maintain comparable levels of performance under competing task demands. Our results showed that anxiety resulted in faster antisaccade latencies during medium compared with short and long CTIs. Accordingly, high-anxious individuals compared with low-anxious individuals showed greater levels of CNV activity at frontal sites during medium CTI suggesting that they exerted greater cognitive effort and invested more attentional resources in preparation for the task goal. Our results are the first to demonstrate the neural correlates of processing efficiency and compensatory effort in anxiety and are discussed within the framework of attentional control theory. Copyright © 2011 Elsevier B.V. All rights reserved.
A multimodal parallel architecture: A cognitive framework for multimodal interactions.

PubMed

Cohn, Neil

2016-01-01

Human communication is naturally multimodal, and substantial focus has examined the semantic correspondences in speech-gesture and text-image relationships. However, visual narratives, like those in comics, provide an interesting challenge to multimodal communication because the words and/or images can guide the overall meaning, and both modalities can appear in complicated "grammatical" sequences: sentences use a syntactic structure and sequential images use a narrative structure. These dual structures create complexity beyond those typically addressed by theories of multimodality where only a single form uses combinatorial structure, and also poses challenges for models of the linguistic system that focus on single modalities. This paper outlines a broad theoretical framework for multimodal interactions by expanding on Jackendoff's (2002) parallel architecture for language. Multimodal interactions are characterized in terms of their component cognitive structures: whether a particular modality (verbal, bodily, visual) is present, whether it uses a grammatical structure (syntax, narrative), and whether it "dominates" the semantics of the overall expression. Altogether, this approach integrates multimodal interactions into an existing framework of language and cognition, and characterizes interactions between varying complexity in the verbal, bodily, and graphic domains. The resulting theoretical model presents an expanded consideration of the boundaries of the "linguistic" system and its involvement in multimodal interactions, with a framework that can benefit research on corpus analyses, experimentation, and the educational benefits of multimodality. Copyright © 2015.
What Are the Principles That Guide Behaviors in the Operating Room?: Creating a Framework to Define and Measure Performance.

PubMed

Madani, Amin; Vassiliou, Melina C; Watanabe, Yusuke; Al-Halabi, Becher; Al-Rowais, Mohammed S; Deckelbaum, Dan L; Fried, Gerald M; Feldman, Liane S

2017-02-01

To identify the core principles that guide expert intraoperative behaviors and to use these principles to develop a universal framework that defines intraoperative performance. Surgical outcomes are associated with intraoperative cognitive skills. Yet, our understanding of factors that control intraoperative judgment and decision-making are limited. As a result, current methods for training and measuring performance are somewhat subjective-more task rather than procedure-oriented-and usually not standardized. They thus provide minimal insight into complex cognitive processes that are fundamental to patient safety. Cognitive task analyses for 6 diverse surgical procedures were performed using semistructured interviews and field observations to describe the thoughts, behaviors, and actions that characterize and guide expert performance. Verbal data were transcribed, supplemented with content from published literature, coded, thematically analyzed using grounded-theory by 4 independent reviewers, and synthesized into a list of items. A conceptual framework was developed based on 42 semistructured interviews lasting 45 to 120 minutes, 5 expert panels and 51 field observations involving 35 experts, and 135 sources from the literature. Five domains of intraoperative performance were identified: psychomotor skills, declarative knowledge, advanced cognitive skills, interpersonal skills, and personal resourcefulness. Within the advanced cognitive skills domain, 21 themes were perceived to guide the behaviors of surgeons: 18 for surgical planning and error prevention, and 3 for error/injury recognition, rescue, and recovery. The application of these thought patterns was highly case-specific and variable amongst subspecialties, environments, and individuals. This study provides a comprehensive definition of intraoperative expertise, with greater insight into the complex cognitive processes that seem to underlie optimal performance. This framework provides trainees and other nonexperts with the necessary information to use in deliberate practice and the creation of effective thought habits that characterize expert performance. It may help to identify gaps in performance, and to isolate root causes of surgical errors with the ultimate goal of improving patient safety.
How Social Psychological Factors May Modulate Auditory and Cognitive Functioning During Listening.

PubMed

Pichora-Fuller, M Kathleen

2016-01-01

The framework for understanding effortful listening (FUEL) draws on psychological theories of cognition and motivation. In the present article, theories of social-cognitive psychology are related to the FUEL. Listening effort is defined in our consensus as the deliberate allocation of mental resources to overcome obstacles in goal pursuit when carrying out a task that involves listening. Listening effort depends not only on hearing difficulties and task demands but also on the listener's motivation to expend mental effort in challenging situations. Listeners' cost/benefit evaluations involve appraisals of listening demands, their own capacity, and the importance of listening goals. Social psychological factors can affect a listener's actual and self-perceived auditory and cognitive abilities, especially when those abilities may be insufficient to readily meet listening demands. Whether or not listeners experience stress depends not only on how demanding a situation is relative to their actual abilities but also on how they appraise their capacity to meet those demands. The self-perception or appraisal of one's abilities can be lowered by poor self-efficacy or negative stereotypes. Stress may affect performance in a given situation and chronic stress can have deleterious effects on many aspects of health, including auditory and cognitive functioning. Social support can offset demands and mitigate stress; however, the burden of providing support may stress the significant other. Some listeners cope by avoiding challenging situations and withdrawing from social participation. Extending the FUEL using social-cognitive psychological theories may provide valuable insights into how effortful listening could be reduced by adopting health-promoting approaches to rehabilitation.
Cognitive behavioral game design: a unified model for designing serious games

PubMed Central

Starks, Katryna

2014-01-01

Video games have a unique ability to engage, challenge, and motivate, which has led teachers, psychology specialists, political activists and health educators to find ways of using them to help people learn, grow and change. Serious games, as they are called, are defined as games that have a primary purpose other than entertainment. However, it is challenging to create games that both educate and entertain. While game designers have embraced some psychological concepts such as flow and mastery, understanding how these concepts work together within established psychological theory would assist them in creating effective serious games. Similarly, game design professionals have understood the propensity of video games to teach while lamenting that educators do not understand how to incorporate educational principles into game play in a way that preserves the entertainment. Bandura (2006) social cognitive theory (SCT) has been used successfully to create video games that create positive behavior outcomes, and teachers have successfully used Gardner’s (1983) theory of multiple intelligences (MIs) to create engaging, immersive learning experiences. Cognitive behavioral game design is a new framework that incorporates SCT and MI with game design principles to create a game design blueprint for serious games. PMID:24550858
Cognitive behavioral game design: a unified model for designing serious games.

PubMed

Starks, Katryna

2014-01-01

Video games have a unique ability to engage, challenge, and motivate, which has led teachers, psychology specialists, political activists and health educators to find ways of using them to help people learn, grow and change. Serious games, as they are called, are defined as games that have a primary purpose other than entertainment. However, it is challenging to create games that both educate and entertain. While game designers have embraced some psychological concepts such as flow and mastery, understanding how these concepts work together within established psychological theory would assist them in creating effective serious games. Similarly, game design professionals have understood the propensity of video games to teach while lamenting that educators do not understand how to incorporate educational principles into game play in a way that preserves the entertainment. Bandura (2006) social cognitive theory (SCT) has been used successfully to create video games that create positive behavior outcomes, and teachers have successfully used Gardner's (1983) theory of multiple intelligences (MIs) to create engaging, immersive learning experiences. Cognitive behavioral game design is a new framework that incorporates SCT and MI with game design principles to create a game design blueprint for serious games.
From computers to cultivation: reconceptualizing evolutionary psychology.

PubMed

Barrett, Louise; Pollet, Thomas V; Stulp, Gert

2014-01-01

Does evolutionary theorizing have a role in psychology? This is a more contentious issue than one might imagine, given that, as evolved creatures, the answer must surely be yes. The contested nature of evolutionary psychology lies not in our status as evolved beings, but in the extent to which evolutionary ideas add value to studies of human behavior, and the rigor with which these ideas are tested. This, in turn, is linked to the framework in which particular evolutionary ideas are situated. While the framing of the current research topic places the brain-as-computer metaphor in opposition to evolutionary psychology, the most prominent school of thought in this field (born out of cognitive psychology, and often known as the Santa Barbara school) is entirely wedded to the computational theory of mind as an explanatory framework. Its unique aspect is to argue that the mind consists of a large number of functionally specialized (i.e., domain-specific) computational mechanisms, or modules (the massive modularity hypothesis). Far from offering an alternative to, or an improvement on, the current perspective, we argue that evolutionary psychology is a mainstream computational theory, and that its arguments for domain-specificity often rest on shaky premises. We then go on to suggest that the various forms of e-cognition (i.e., embodied, embedded, enactive) represent a true alternative to standard computational approaches, with an emphasis on "cognitive integration" or the "extended mind hypothesis" in particular. We feel this offers the most promise for human psychology because it incorporates the social and historical processes that are crucial to human "mind-making" within an evolutionarily informed framework. In addition to linking to other research areas in psychology, this approach is more likely to form productive links to other disciplines within the social sciences, not least by encouraging a healthy pluralism in approach.
Identifying and applying psychological theory to setting and achieving rehabilitation goals.

PubMed

Scobbie, Lesley; Wyke, Sally; Dixon, Diane

2009-04-01

Goal setting is considered to be a fundamental part of rehabilitation; however, theories of behaviour change relevant to goal-setting practice have not been comprehensively reviewed. (i) To identify and discuss specific theories of behaviour change relevant to goal-setting practice in the rehabilitation setting. (ii) To identify 'candidate' theories that that offer most potential to inform clinical practice. The rehabilitation and self-management literature was systematically searched to identify review papers or empirical studies that proposed a specific theory of behaviour change relevant to setting and/or achieving goals in a clinical context. Data from included papers were extracted under the headings of: key constructs, clinical application and empirical support. Twenty-four papers were included in the review which proposed a total of five theories: (i) social cognitive theory, (ii) goal setting theory, (iii) health action process approach, (iv) proactive coping theory, and (v) the self-regulatory model of illness behaviour. The first three of these theories demonstrated most potential to inform clinical practice, on the basis of their capacity to inform interventions that resulted in improved patient outcomes. Social cognitive theory, goal setting theory and the health action process approach are theories of behaviour change that can inform clinicians in the process of setting and achieving goals in the rehabilitation setting. Overlapping constructs within these theories have been identified, and can be applied in clinical practice through the development and evaluation of a goal-setting practice framework.
Disrupted cortical connectivity theory as an explanatory model for autism spectrum disorders.

PubMed

Kana, Rajesh K; Libero, Lauren E; Moore, Marie S

2011-12-01

Recent findings of neurological functioning in autism spectrum disorder (ASD) point to altered brain connectivity as a key feature of its pathophysiology. The cortical underconnectivity theory of ASD (Just et al., 2004) provides an integrated framework for addressing these new findings. This theory suggests that weaker functional connections among brain areas in those with ASD hamper their ability to accomplish complex cognitive and social tasks successfully. We will discuss this theory, but will modify the term underconnectivity to 'disrupted cortical connectivity' to capture patterns of both under- and over-connectivity in the brain. In this paper, we will review the existing literature on ASD to marshal supporting evidence for hypotheses formulated on the disrupted cortical connectivity theory. These hypotheses are: 1) underconnectivity in ASD is manifested mainly in long-distance cortical as well as subcortical connections rather than in short-distance cortical connections; 2) underconnectivity in ASD is manifested only in complex cognitive and social functions and not in low-level sensory and perceptual tasks; 3) functional underconnectivity in ASD may be the result of underlying anatomical abnormalities, such as problems in the integrity of white matter; 4) the ASD brain adapts to underconnectivity through compensatory strategies such as overconnectivity mainly in frontal and in posterior brain areas. This may be manifested as deficits in tasks that require frontal-parietal integration. While overconnectivity can be tested by examining the cortical minicolumn organization, long-distance underconnectivity can be tested by cognitively demanding tasks; and 5) functional underconnectivity in brain areas in ASD will be seen not only during complex tasks but also during task-free resting states. We will also discuss some empirical predictions that can be tested in future studies, such as: 1) how disrupted connectivity relates to cognitive impairments in skills such as Theory-of-Mind, cognitive flexibility, and information processing; and 2) how connection abnormalities relate to, and may determine, behavioral symptoms hallmarked by the triad of Impairments in ASD. Furthermore, we will relate the disrupted cortical connectivity model to existing cognitive and neural models of ASD. Published by Elsevier B.V.
Disrupted cortical connectivity theory as an explanatory model for autism spectrum disorders

NASA Astrophysics Data System (ADS)

Kana, Rajesh K.; Libero, Lauren E.; Moore, Marie S.

2011-12-01

Recent findings of neurological functioning in autism spectrum disorder (ASD) point to altered brain connectivity as a key feature of its pathophysiology. The cortical underconnectivity theory of ASD (Just et al., 2004) provides an integrated framework for addressing these new findings. This theory suggests that weaker functional connections among brain areas in those with ASD hamper their ability to accomplish complex cognitive and social tasks successfully. We will discuss this theory, but will modify the term underconnectivity to ‘disrupted cortical connectivity’ to capture patterns of both under- and over-connectivity in the brain. In this paper, we will review the existing literature on ASD to marshal supporting evidence for hypotheses formulated on the disrupted cortical connectivity theory. These hypotheses are: 1) underconnectivity in ASD is manifested mainly in long-distance cortical as well as subcortical connections rather than in short-distance cortical connections; 2) underconnectivity in ASD is manifested only in complex cognitive and social functions and not in low-level sensory and perceptual tasks; 3) functional underconnectivity in ASD may be the result of underlying anatomical abnormalities, such as problems in the integrity of white matter; 4) the ASD brain adapts to underconnectivity through compensatory strategies such as overconnectivity mainly in frontal and in posterior brain areas. This may be manifested as deficits in tasks that require frontal-parietal integration. While overconnectivity can be tested by examining the cortical minicolumn organization, long-distance underconnectivity can be tested by cognitively demanding tasks; and 5) functional underconnectivity in brain areas in ASD will be seen not only during complex tasks but also during task-free resting states. We will also discuss some empirical predictions that can be tested in future studies, such as: 1) how disrupted connectivity relates to cognitive impairments in skills such as Theory-of-Mind, cognitive flexibility, and information processing; and 2) how connection abnormalities relate to, and may determine, behavioral symptoms hallmarked by the triad of Impairments in ASD. Furthermore, we will relate the disrupted cortical connectivity model to existing cognitive and neural models of ASD.
Integrating theory and practice to increase scientific workforce diversity: a framework for career development in graduate research training.

PubMed

Byars-Winston, Angela; Gutierrez, Belinda; Topp, Sharon; Carnes, Molly

2011-01-01

Few, if any, educational interventions intended to increase underrepresented minority (URM) graduate students in biological and behavioral sciences are informed by theory and research on career persistence. Training and Education to Advance Minority Scholars in Science (TEAM-Science) is a program funded by the National Institute of General Medical Sciences at the University of Wisconsin-Madison with the twin goals of increasing the number of URM students entering and completing a PhD in BBS and increasing the number of these students who pursue academic careers. A framework for career development in graduate research training is proposed using social cognitive career theory. Based on this framework, TEAM-Science has five core components: 1) mentor training for the research advisor, 2) eight consensus-derived fundamental competencies required for a successful academic career, 3) career coaching by a senior faculty member, 4) an individualized career development plan that aligns students' activities with the eight fundamental competencies, and 5) a strengths, weaknesses, opportunities, and threats personal career analysis. This paper describes the theoretical framework used to guide development of these components, the research and evaluation plan, and early experience implementing the program. We discuss the potential of this framework to increase desired career outcomes for URM graduate trainees in mentored research programs and, thereby, strengthen the effectiveness of such interventions on participants' career behaviors.
Integrating Theory and Practice to Increase Scientific Workforce Diversity: A Framework for Career Development in Graduate Research Training

PubMed Central

Byars-Winston, Angela; Gutierrez, Belinda; Topp, Sharon; Carnes, Molly

2011-01-01

Few, if any, educational interventions intended to increase underrepresented minority (URM) graduate students in biological and behavioral sciences are informed by theory and research on career persistence. Training and Education to Advance Minority Scholars in Science (TEAM-Science) is a program funded by the National Institute of General Medical Sciences at the University of Wisconsin–Madison with the twin goals of increasing the number of URM students entering and completing a PhD in BBS and increasing the number of these students who pursue academic careers. A framework for career development in graduate research training is proposed using social cognitive career theory. Based on this framework, TEAM-Science has five core components: 1) mentor training for the research advisor, 2) eight consensus-derived fundamental competencies required for a successful academic career, 3) career coaching by a senior faculty member, 4) an individualized career development plan that aligns students’ activities with the eight fundamental competencies, and 5) a strengths, weaknesses, opportunities, and threats personal career analysis. This paper describes the theoretical framework used to guide development of these components, the research and evaluation plan, and early experience implementing the program. We discuss the potential of this framework to increase desired career outcomes for URM graduate trainees in mentored research programs and, thereby, strengthen the effectiveness of such interventions on participants’ career behaviors. PMID:22135370
Requirements for psychological models to support design: Towards ecological task analysis

NASA Technical Reports Server (NTRS)

Kirlik, Alex

1991-01-01

Cognitive engineering is largely concerned with creating environmental designs to support skillful and effective human activity. A set of necessary conditions are proposed for psychological models capable of supporting this enterprise. An analysis of the psychological nature of the design product is used to identify a set of constraints that models must meet if they can usefully guide design. It is concluded that cognitive engineering requires models with resources for describing the integrated human-environment system, and that these models must be capable of describing the activities underlying fluent and effective interaction. These features are required in order to be able to predict the cognitive activity that will be required given various design concepts, and to design systems that promote the acquisition of fluent, skilled behavior. These necessary conditions suggest that an ecological approach can provide valuable resources for psychological modeling to support design. Relying heavily on concepts from Brunswik's and Gibson's ecological theories, ecological task analysis is proposed as a framework in which to predict the types of cognitive activity required to achieve productive behavior, and to suggest how interfaces can be manipulated to alleviate certain types of cognitive demands. The framework is described in terms, and illustrated with an example from the previous research on modeling skilled human-environment interaction.
Cognitive systems at the point of care: The CREDO program.

PubMed

Fox, John

2017-04-01

CREDO is a framework for understanding human expertise and for designing and deploying systems that support cognitive tasks like situation and risk assessment, decision-making, therapy planning and workflow management. The framework has evolved through an extensive program of research on human decision-making and clinical practice. It draws on concepts from cognitive science, and has contributed new results to cognitive theory and understanding of human expertise and knowledge-based AI. These results are exploited in a suite of technologies for designing, implementing and deploying clinical services, early versions of which were reported by Das et al. (1997) [9] and Fox and Das (2000) [26]. A practical outcome of the CREDO program is a technology stack, a key element of which is an agent specification language (PROforma: Sutton and Fox (2003) [55]) which has proved to be a versatile tool for designing point of care applications in many clinical specialties and settings. Since software became available for implementing and deploying PROforma applications many kinds of services have been successfully built and trialed, some of which are in large-scale routine use. This retrospective describes the foundations of the CREDO model, summarizes the main theoretical, technical and clinical contributions, and discusses benefits of the cognitive approach. Crown Copyright © 2017. Published by Elsevier Inc. All rights reserved.
Mechanisms for widespread hippocampal involvement in cognition

PubMed Central

Shohamy, Daphna; Turk-Browne, Nicholas B.

2014-01-01

The quintessential memory system in the human brain — the hippocampus and surrounding medial temporal lobe (MTL) — is often treated as a module for the formation of conscious, or declarative memories. However, growing evidence suggests that the hippocampus plays a broader role in memory and cognition and that theories organizing memory into strictly dedicated systems may need to be updated. We first consider the historical evidence for the specialized role of the hippocampus in declarative memory. Then, we describe the serendipitous encounter that motivated this special section, based on parallel research from our labs that suggested a more pervasive contribution of the hippocampus to cognition beyond declarative memory. Finally, we develop a theoretical framework that describes two general mechanisms for how the hippocampus interacts with other brain systems and cognitive processes: the Memory Modulation Hypothesis, in which mnemonic representations in the hippocampus modulate the operation of other systems, and the Adaptive Function Hypothesis, in which specialized computations in the hippocampus are recruited as a component of both mnemonic and non-mnemonic functions. This framework is consistent with an emerging view that the most fertile ground for discovery in cognitive psychology and neuroscience lies at the interface between parts of the mind and brain that have traditionally been studied in isolation. PMID:24246058
Toward a Neuroscience of Adult Cognitive Developmental Theory.

PubMed

Girgis, Fady; Lee, Darrin J; Goodarzi, Amir; Ditterich, Jochen

2018-01-01

Piaget's genetic epistemology has provided the constructivist approach upon which child developmental theories were founded, in that infants are thought to progress through distinct cognitive stages until they reach maturity in their early 20's. However, it is now well established that cognition continues to develop after early adulthood, and several "neo-Piagetian" theories have emerged in an attempt to better characterize adult cognitive development. For example, Kegan's Constructive Developmental Theory (CDT) argues that the thought processes used by adults to construct their reality change over time, and reaching higher stages of cognitive development entails becoming objectively aware of emotions and beliefs that were previously in the realm of the subconscious. In recent years, neuroscience has shown a growing interest in the biological substrates and neural mechanisms encompassing adult cognitive development, because psychological and psychiatric disorders can arise from deficiencies therein. In this article, we will use Kegan's CDT as a framework to discuss adult cognitive development in relation to closely correlated existing constructs underlying social processing, such as the perception of self and others. We will review the functional imaging and electrophysiologic evidence behind two key concepts relating to these posited developmental changes. These include self-related processing, a field that distinguishes between having conscious experiences ("being a self") and being aware of oneself having conscious experiences ("being aware of being a self"); and theory of mind, which is the objective awareness of possessing mental states such as beliefs and desires (i.e., having a "mind") and the understanding that others possess mental states that can be different from one's own. We shall see that cortical midline structures, including the medial prefrontal cortex and cingulate gyrus, as well as the temporal lobe, are associated with psychological tasks that test these models. In addition, we will review computational modeling approaches to cognitive development, and show how mathematical modeling can provide insights into how sometimes continuous changes in the neural processing substrate can give rise to relatively discrete developmental stages. Because deficiencies in adult cognitive development can result in disorders such as autism and depression, bridging the gaps between developmental psychology, neuroscience, and modeling has potential implications for clinical practice. As neuromodulation techniques such as deep brain and transcranial stimulation continue to advance, interfacing with these systems may lead to the emergence of novel investigational methods and therapeutic strategies in adults suffering from developmental disorders.
Piaget's theory of cognitive development may be useful in deciding what to teach and how to teach it.

PubMed

Orr, J

1991-02-01

The author outlines the relevant aspects of Piaget's theory of cognitive development and argues that, far from being restricted to childhood development, the theory has relevance for adult learners. An attempt is made to demonstrate the importance of practice within the educational framework of the student who is learning to become a nurse. It is argued that emphasis should be placed upon the provision of environments which allow the student to practise the schemas which he already possesses in order to provide opportunities for the elaboration of these schemas. Piaget's view that the existence of 'schema is motivation in itself' and the environment is important insofar as it should be geared to 'match' the classroom experiences of the student with the student's ability to respond to them, is outlined; with the contention that the most important means of growth is through action and through operations that the student himself performs on the environment. The author concludes with a note of caution for curriculum planners in a Project 2000 scenario who may promote theory at the expense of practice.
Parental insightfulness and parenting behavior: a two-dimensional analysis of parent contributions to child cognitive outcomes.

PubMed

Gomez, Jessie A; Carter, Alice S; Forbes, Danielle; Gray, Sarah A O

2018-06-01

Utilizing a two-dimensional model of parenting emphasizing both (1) proximity seeking and (2) exploration, consistent with a conceptual framework rooted in attachment theory, the relations between parental insightfulness, observed parenting, and child cognitive outcomes were investigated in a low-income sample of 64 of caregivers and their young 3-5-year-old children. Specifically, observed parental sensitivity (proximity seeking) and intrusiveness (exploration) and parental insightfulness assessed dimensionally to capture Positive Insight and Focus on Child were examined in relation to child cognitive outcomes. Parental intrusiveness was negatively correlated with cognitive performance; however, parental sensitivity was not associated with child cognitive outcomes. Parents' capacity to remain child-focused during the Insightfulness Assessment was negatively correlated with observed intrusiveness and was associated with child cognitive performance. These results suggest unique contributions of dimensions of parental insightfulness and parenting behaviors to child cognitive outcomes - specifically, parents' capacity to remain focused on children's experience during the Insightfulness Assessment and nonintrusive parenting behavior, which may reflect strategies to support children's exploration.
Manipulation of cognitive load variables and impact on auscultation test performance.

PubMed

Chen, Ruth; Grierson, Lawrence; Norman, Geoffrey

2015-10-01

Health profession educators have identified auscultation skill as a learning need for health professional students. This article explores the application of cognitive load theory (CLT) to designing cardiac and respiratory auscultation skill instruction for senior-level undergraduate nursing students. Three experiments assessed student auscultation performance following instructional manipulations of the three primary components of cognitive load: intrinsic, extraneous, and germane load. Study 1 evaluated the impact of intrinsic cognitive load by varying the number of diagnoses learned in one instruction session; Study 2 evaluated the impact of extraneous cognitive load by providing students with single or multiple examples of diagnoses during instruction; and Study 3 evaluated the impact of germane cognitive load by employing mixed or blocked sequences of diagnostic examples to students. Each of the three studies presents results that support CLT as explaining the influence of different types of cognitive processing on auscultation skill acquisition. We conclude with a discussion regarding CLT's usefulness as a framework for education and education research in the health professions.

Career Counseling as an Environmental Support: Exploring Influences on Career Choice, Career Decision-Making Self-Efficacy, and Career Barriers

ERIC Educational Resources Information Center

Makela, Julia Panke

2011-01-01

This study was motivated by concerns regarding the difficult academic and career choices facing today's college students as they navigate higher education and encounter career barriers along their paths. Using Social Cognitive Career Theory (SCCT; Lent, Brown, & Hackett, 1994) as a primary framework, the study sought to understand the role that…
Contribution of Personality to Self-Efficacy and Outcome Expectations in Selecting a High School Major among Adolescents with Learning Disabilities

ERIC Educational Resources Information Center

Brown, Dikla; Cinamon, Rachel Gali

2016-01-01

The current study focuses on the contribution of five personality traits to the development of self-efficacy and outcome expectations regarding selecting a high school major among adolescents with learning disabilities (LD). Social cognitive career theory and the Big Five personality traits model served as the theoretical framework. Participants…
Physical Education Teacher Educator's Perceptions toward and Understanding of K-12 Online Physical Education

ERIC Educational Resources Information Center

Daum, David N.; Woods, Amelia M.

2015-01-01

K-12 online physical education (OLPE) is as an educational opportunity in at least 30 states in the US (NASPE, 2006; 2010; 2012). The purpose of this study was to examine physical education teacher educators' perceptions toward and understanding of K-12 OLPE. Bandura's Social Cognitive Theory (1986) served as the theoretical framework for this…
A Theoretical Model of Concept Learning in Economics. Studies in Economic Education, No. 10. Revised Edition.

ERIC Educational Resources Information Center

Lephardt, Noreen E.; Lephardt, George P.

A paradigm for learning economic concepts based on cognitive development and learning theory is offered as a guideline for teaching and research. Discussion is divided into two sections. The first section establishes the model's theoretical framework, which is based on two propositions. The first of these is that economic knowledge is not a fixed…
The Educational Value of Visual Cues and 3D-Representational Format in a Computer Animation under Restricted and Realistic Conditions

ERIC Educational Resources Information Center

Huk, Thomas; Steinke, Mattias; Floto, Christian

2010-01-01

Within the framework of cognitive learning theories, instructional design manipulations have primarily been investigated under tightly controlled laboratory conditions. We carried out two experiments, where the first experiment was conducted in a restricted system-paced setting and is therefore in line with the majority of empirical studies in the…
The Influence of Self-Efficacy Beliefs and Metacognitive Prompting on Genetics Problem Solving Ability among High School Students in Kenya

ERIC Educational Resources Information Center

Aurah, Catherine Muhonja

2013-01-01

Within the framework of social cognitive theory, the influence of self-efficacy beliefs and metacognitive prompting on genetics problem solving ability among high school students in Kenya was examined through a mixed methods research design. A quasi-experimental study, supplemented by focus group interviews, was conducted to investigate both the…
Consensus Theory in Expert Systems: An Adaptive Inference Framework and Application to Image Understanding

DTIC Science & Technology

1988-12-01

argument schema based on the one devel- oped by Toulmin et al. (1984). In Toulmin’s schema (Figure 4-2), a claim, or 3 conclusion whose merits we are seeking...probability judgment. Cognitive Science, 1985, 9, 309-339. Toulmin , S., Rieke, R., and Janik, A. An introduction to reasoning (2nd Edition). NY
Head and Hand: An Action Approach to Thinking. Occasional Paper No. 3.

ERIC Educational Resources Information Center

Scribner, Sylvia

Much research has focused on cognitive skills in isolation from daily life and from action. However, memory and thinking in daily life are not separate from, but are part of, doing. This study is based on a theoretical framework that encompasses an integrated account of mind in action. This "activity theory" holds that neither mind as such nor…
Establishing and Applying Literature-Based Criteria for Effective Communication of Science to Novices via Introductory Geology Textbooks

ERIC Educational Resources Information Center

Kortz, Karen M.; Grenga, Andrea M.; Smay, Jessica J.

2017-01-01

Textbooks are widely used in higher education by instructors and students. Therefore, it is useful to examine how textbooks present information because textbook design impacts how well students learn from them. This study has two parts. First, within the framework of the cognitive load and dual-coding theories, a set of recommendations based on…
Educational Outcomes for Students with Special Needs: The Impact of Support and Resources on Teachers' Perceptions

ERIC Educational Resources Information Center

Sharpe, Traci Y.

2013-01-01

This article defines a theoretical framework for reviewing factors that affect a teacher's self-efficacy as they work to impact the educational outcomes for students with special needs. Bandura's Social-Cognitive Theory is utilized on the basis that one's belief in his ability to be effective has a direct impact on his effectiveness. This…
A Phenomenological View of Teacher Efficacy as Experienced by Secondary Teachers Engaged in the Process of Instructional Coaching

ERIC Educational Resources Information Center

Snipes, Shaftina Fiesta

2017-01-01

The purpose of this hermeneutic phenomenological was to describe teacher efficacy in the lived experiences of secondary teachers actively engaged in the instructional coaching process. The theoretical framework guiding this study was Albert Bandura's (1992) social cognitive theory as it expounds upon the role efficacy plays in human agency as it…
Examining the Relationship between Career Decision Self-Efficacy, Ethnic Identity, and Academic Self-Concept and Achievement of African American High School Students

ERIC Educational Resources Information Center

Bounds, Patrice Sheri Robinson

2013-01-01

The exploration of African American adolescents' career development has gained increasing attention in light of literature describing various barriers impacting their educational and career development and goals. Social Cognitive Career Theory (SCCT) was used as a theoretical framework to help shed light on the contextual factors that influence…
The role of emotion in decision-making: a cognitive neuroeconomic approach towards understanding sexual risk behavior.

PubMed

Gutnik, Lily A; Hakimzada, A Forogh; Yoskowitz, Nicole A; Patel, Vimla L

2006-12-01

Models of decision-making usually focus on cognitive, situational, and socio-cultural variables in accounting for human performance. However, the emotional component is rarely addressed within these models. This paper reviews evidence for the emotional aspect of decision-making and its role within a new framework of investigation, called neuroeconomics. The new approach aims to build a comprehensive theory of decision-making, through the unification of theories and methods from economics, psychology, and neuroscience. In this paper, we review these integrative research methods and their applications to issues of public health, with illustrative examples from our research on young adults' safe sex practices. This approach promises to be valuable as a comprehensively descriptive and possibly, better predictive model for construction and customization of decision support tools for health professionals and consumers.
[A complexity analysis of Chinese herbal property theory: the multiple formations of herbal property].

PubMed

Jin, Rui; Zhang, Bing

2012-11-01

Chinese herbal property theory (CHPT) is the fundamental characteristic of Chinese materia medica different from modern medicines. It reflects the herbal properties associated with efficacy and formed the early framework of four properties and five flavors in Shennong's Classic of Materia Medica. After the supplement and improvement of CHPT in the past thousands of years, it has developed a theory system including four properties, five flavors, meridian entry, direction of medicinal actions (ascending, descending, floating and sinking) and toxicity. However, because of the influence of philosophy about yin-yang theory and five-phase theory and the difference of cognitive approach and historical background at different times, CHPT became complex. One of the complexity features was the multiple methods for determining herbal property, which might include the inference from herbal efficacy, the thought of Chinese Taoist School and witchcraft, the classification thinking according to manifestations, etc. Another complexity feature was the multiselection associations between herbal property and efficacy, which indicated that the same property could be inferred from different kinds of efficacy. This paper analyzed these complexity features and provided the importance of cognitive approaches and efficacy attributes corresponding to certain herbal property in the study of CHPT.
The role of different types of instrumentality in motivation, study strategies, and performance: know why you learn, so you'll know what you learn!

PubMed

Simons, Joke; Dewitte, Siegfried; Lens, Willy

2004-09-01

Two theories in the field of motivation and achievement, namely the future time perspective theory and goal theory, result in conflicting recommendations for enhancing students' motivation, because of their differential emphasis on the task at hand and on the future consequences of a task. We will present a framework consisting of four types of instrumentality that combines both perspectives. The implications of those different types for goal orientation, motivation, cognitive strategies, study habits and performance are investigated. Participants were a group of 184 first-year nurse students with ages ranging from 18 to 45 years. Questionnaires were administered that measured instrumentality, goal orientation, motivation, deep and surface level learning strategies, study habits, and a manipulation check. At the end of the year, exam scores were collected. The results showed that different types of instrumentality are related differently to the motivational, cognitive and achievement measures. Being internally regulated and perceiving the utility of the courses resulted both in a more adaptive goal orientation and higher intrinsic motivation, which led to the use of more adaptive cognitive strategies and to better study habits, which ultimately enhanced performance. Linking performance to extrinsic rewards and not seeing the utility of the course for the future yielded the opposite pattern. Type of instrumentality has indeed a differential influence on motivational, cognitive, and behavioural variables.
Deontological coherence: A framework for commonsense moral reasoning.

PubMed

Holyoak, Keith J; Powell, Derek

2016-11-01

We review a broad range of work, primarily in cognitive and social psychology, that provides insight into the processes of moral judgment. In particular, we consider research on pragmatic reasoning about regulations and on coherence in decision making, both areas in which psychological theories have been guided by work in legal philosophy. Armed with these essential prerequisites, we sketch a psychological framework for how ordinary people make judgments about moral issues. Based on a literature review, we show how the framework of deontological coherence unifies findings in moral psychology that have often been explained in terms of a grab-bag of heuristics and biases. (PsycINFO Database Record (c) 2016 APA, all rights reserved).
Visual Hybrid Development Learning System (VHDLS) framework for children with autism.

PubMed

Banire, Bilikis; Jomhari, Nazean; Ahmad, Rodina

2015-10-01

The effect of education on children with autism serves as a relative cure for their deficits. As a result of this, they require special techniques to gain their attention and interest in learning as compared to typical children. Several studies have shown that these children are visual learners. In this study, we proposed a Visual Hybrid Development Learning System (VHDLS) framework that is based on an instructional design model, multimedia cognitive learning theory, and learning style in order to guide software developers in developing learning systems for children with autism. The results from this study showed that the attention of children with autism increased more with the proposed VHDLS framework.
Learners' strategies for reconstructing cognitive frameworks and navigating conceptual change from prior conception to consensual genetics knowledge

NASA Astrophysics Data System (ADS)

Parrott, Annette M.

Problem. Science teachers are charged with preparing students to become scientifically literate individuals. Teachers are given curriculum that specifies the knowledge that students should come away with; however, they are not necessarily aware of the knowledge with which the student arrives or how best to help them navigate between the two knowledge states. Educators must be aware, not only of where their students are conceptually, but how their students move from their prior knowledge and naive theories, to scientifically acceptable theories. The understanding of how students navigate this course has the potential to revolutionize educational practices. Methods. This study explored how five 9th grade biology students reconstructed their cognitive frameworks and navigated conceptual change from prior conception to consensual genetics knowledge. The research questions investigated were: (1) how do students in the process of changing their naive science theories to accepted science theories describe their journey from prior knowledge to current conception, and (2) what are the methods that students utilize to bridge the gap between alternate and consensual science conceptions to effect conceptual change. Qualitative and quantitative methods were employed to gather and analyze the data. In depth, semi-structured interviews formed the primary data for probing the context and details of students' conceptual change experience. Primary interview data was coded by thematic analysis. Results and discussion. This study revealed information about students' perceived roles in learning, the role of articulation in the conceptual change process, and ways in which a community of learners aids conceptual change. It was ascertained that students see their role in learning primarily as repeating information until they could add that information to their knowledge. Students are more likely to consider challenges to their conceptual frameworks and be more motivated to become active participants in constructing their knowledge when they are working collaboratively with peers instead of receiving instruction from their teacher. Articulation was found to be instrumental in aiding learners in identifying their alternate conceptions as well as in revisiting, investigating and reconstructing their conceptual frameworks. Based on the assumptions generated, suggestions were offered to inform pedagogical practice in support of the conceptual change process.
Adaptation, expertise, and giftedness: towards an understanding of cortical, subcortical, and cerebellar network contributions.

PubMed

Koziol, Leonard F; Budding, Deborah Ely; Chidekel, Dana

2010-12-01

Current cortico-centric models of cognition lack a cohesive neuroanatomic framework that sufficiently considers overlapping levels of function, from "pathological" through "normal" to "gifted" or exceptional ability. While most cognitive theories presume an evolutionary context, few actively consider the process of adaptation, including concepts of neurodevelopment. Further, the frequent co-occurrence of "gifted" and "pathological" function is difficult to explain from a cortico-centric point of view. This comprehensive review paper proposes a framework that includes the brain's vertical organization and considers "giftedness" from an evolutionary and neurodevelopmental vantage point. We begin by discussing the current cortico-centric model of cognition and its relationship to intelligence. We then review an integrated, dual-tiered model of cognition that better explains the process of adaptation by simultaneously allowing for both stimulus-based processing and higher-order cognitive control. We consider the role of the basal ganglia within this model, particularly in relation to reward circuitry and instrumental learning. We review the important role of white matter tracts in relation to speed of adaptation and development of behavioral mastery. We examine the cerebellum's critical role in behavioral refinement and in cognitive and behavioral automation, particularly in relation to expertise and giftedness. We conclude this integrated model of brain function by considering the savant syndrome, which we believe is best understood within the context of a dual-tiered model of cognition that allows for automaticity in adaptation as well as higher-order executive control.
A framework for understanding outcomes of integrated care programs for the hospitalised elderly

PubMed Central

Hartgerink, Jacqueline M.; Cramm, Jane M.; van Wijngaarden, Jeroen D.H.; Bakker, Ton J.E.M.; Mackenbach, Johan P.; Nieboer, Anna P.

2013-01-01

Introduction Integrated care has emerged as a new strategy to enhance the quality of care for hospitalised elderly. Current models do not provide insight into the mechanisms underlying integrated care delivery. Therefore, we developed a framework to identify the underlying mechanisms of integrated care delivery. We should understand how they operate and interact, so that integrated care programmes can enhance the quality of care and eventually patient outcomes. Theory and methods Interprofessional collaboration among professionals is considered to be critical in integrated care delivery due to many interdependent work requirements. A review of integrated care components brings to light a distinction between the cognitive and behavioural components of interprofessional collaboration. Results Effective integrated care programmes combine the interacting components of care delivery. These components affect professionals’ cognitions and behaviour, which in turn affect quality of care. Insight is gained into how these components alter the way care is delivered through mechanisms such as combining individual knowledge and actively seeking new information. Conclusion We expect that insight into the cognitive and behavioural mechanisms will contribute to the understanding of integrated care programmes. The framework can be used to identify the underlying mechanisms of integrated care responsible for producing favourable outcomes, allowing comparisons across programmes. PMID:24363635

Relating memory to functional performance in normal aging to dementia using hierarchical Bayesian cognitive processing models.

PubMed

Shankle, William R; Pooley, James P; Steyvers, Mark; Hara, Junko; Mangrola, Tushar; Reisberg, Barry; Lee, Michael D

2013-01-01

Determining how cognition affects functional abilities is important in Alzheimer disease and related disorders. A total of 280 patients (normal or Alzheimer disease and related disorders) received a total of 1514 assessments using the functional assessment staging test (FAST) procedure and the MCI Screen. A hierarchical Bayesian cognitive processing model was created by embedding a signal detection theory model of the MCI Screen-delayed recognition memory task into a hierarchical Bayesian framework. The signal detection theory model used latent parameters of discriminability (memory process) and response bias (executive function) to predict, simultaneously, recognition memory performance for each patient and each FAST severity group. The observed recognition memory data did not distinguish the 6 FAST severity stages, but the latent parameters completely separated them. The latent parameters were also used successfully to transform the ordinal FAST measure into a continuous measure reflecting the underlying continuum of functional severity. Hierarchical Bayesian cognitive processing models applied to recognition memory data from clinical practice settings accurately translated a latent measure of cognition into a continuous measure of functional severity for both individuals and FAST groups. Such a translation links 2 levels of brain information processing and may enable more accurate correlations with other levels, such as those characterized by biomarkers.
Anticipatory Eye Movements in Interleaving Templates of Human Behavior

NASA Technical Reports Server (NTRS)

Matessa, Michael

2004-01-01

Performance modeling has been made easier by architectures which package psychological theory for reuse at useful levels of abstraction. CPM-GOMS uses templates of behavior to package at a task level (e.g., mouse move-click, typing) predictions of lower-level cognitive, perceptual, and motor resource use. CPM-GOMS also has a theory for interleaving resource use between templates. One example of interleaving is anticipatory eye movements. This paper describes the use of ACT-Stitch, a framework for translating CPM-GOMS templates and interleaving theory into ACT-R, to model anticipatory eye movements in skilled behavior. The anticipatory eye movements explain performance in a well-practiced perceptual/motor task, and the interleaving theory is supported with results from an eye-tracking experiment.
Ethnic Minority Status, Depression, and Cognitive Failures in Relation to Marital Adjustment in Ethnically Diverse Older Women.

PubMed

Laganá, Luciana; Spellman, Therese; Wakefield, Jennifer; Oliver, Taylor

2011-04-01

The authors investigated the relationship between marital adjustment and ethnic minority status, depressive symptomatology, and cognitive failures among 78 married, community-dwelling, and predominantly non-European-American older women (ages 57-89). Respondents were screened to rule out dementia. Level of depressive symptoms, self-report of cognitive failures, and marital adjustment were obtained. As hypothesized, higher depressive symptomatology and cognitive failures were associated with worse marital adjustment ( p < .05 for both). The same was true for membership in a non-dominant ethnic group, albeit only when ethnic status was considered outside the context of the other two independent variables. These results have clinical implications and fit within the theoretical framework of the socioemotional selectivity theory (Carstensen, 1992) applied to marriage in older age, a conceptualization formulated by Bookwala and Jacobs in 2004.
Religious credence is not factual belief.

PubMed

Van Leeuwen, Neil

2014-12-01

I argue that psychology and epistemology should posit distinct cognitive attitudes of religious credence and factual belief, which have different etiologies and different cognitive and behavioral effects. I support this claim by presenting a range of empirical evidence that religious cognitive attitudes tend to lack properties characteristic of factual belief, just as attitudes like hypothesis, fictional imagining, and assumption for the sake of argument generally lack such properties. Furthermore, religious credences have distinctive properties of their own. To summarize: factual beliefs (i) are practical setting independent, (ii) cognitively govern other attitudes, and (iii) are evidentially vulnerable. By way of contrast, religious credences (a) have perceived normative orientation, (b) are susceptible to free elaboration, and (c) are vulnerable to special authority. This theory provides a framework for future research in the epistemology and psychology of religious credence. Copyright © 2014 Elsevier B.V. All rights reserved.
Construction of a Precursor Model for the Concept of Rolling Friction in the Thought of Preschool Age Children: A Socio-cognitive Teaching Intervention

NASA Astrophysics Data System (ADS)

Ravanis, Konstantinos; Koliopoulos, Dimitris; Boilevin, Jean-Marie

2008-08-01

The aim of this study was to explore the extent to which the characteristics of two teaching interventions can bring about cognitive progress in preschoolers with regard to the factors rolling friction depends on, when it is applied to an object that is freely rolling on a horizontal surface. The study was conducted in three phases: pre-test, teaching intervention, and post-test. Two teaching strategies were compared: one inspired by Piaget’s theory (Piagetian approach) and one inspired by post-Piagetian and Vygotkian assumptions (socio-cognitive approach). A statistically significant difference was found between the pre-test and post-test, providing evidence that the socio-cognitive approach allows for the creation of a more appropriate teaching framework compared to the Piagetian one.
Information flow dynamics in the brain

NASA Astrophysics Data System (ADS)

Rabinovich, Mikhail I.; Afraimovich, Valentin S.; Bick, Christian; Varona, Pablo

2012-03-01

Timing and dynamics of information in the brain is a hot field in modern neuroscience. The analysis of the temporal evolution of brain information is crucially important for the understanding of higher cognitive mechanisms in normal and pathological states. From the perspective of information dynamics, in this review we discuss working memory capacity, language dynamics, goal-dependent behavior programming and other functions of brain activity. In contrast with the classical description of information theory, which is mostly algebraic, brain flow information dynamics deals with problems such as the stability/instability of information flows, their quality, the timing of sequential processing, the top-down cognitive control of perceptual information, and information creation. In this framework, different types of information flow instabilities correspond to different cognitive disorders. On the other hand, the robustness of cognitive activity is related to the control of the information flow stability. We discuss these problems using both experimental and theoretical approaches, and we argue that brain activity is better understood considering information flows in the phase space of the corresponding dynamical model. In particular, we show how theory helps to understand intriguing experimental results in this matter, and how recent knowledge inspires new theoretical formalisms that can be tested with modern experimental techniques.
Culture and the quest for universal principles in moral reasoning.

PubMed

Sachdeva, Sonya; Singh, Purnima; Medin, Douglas

2011-06-01

The importance of including cultural perspectives in the study of human cognition has become apparent in recent decades, and the domain of moral reasoning is no exception. The present review focuses on moral cognition, beginning with Kohlberg's model of moral development which relies heavily on people's justifications for their judgments and then shifting to more recent theories that rely on rapid, intuitive judgments and see justifications as more or less irrelevant to moral cognition. Despite this dramatic shift, analyses of culture and moral decision-making have largely been framed as a quest for and test of universal principles of moral judgment. In this review, we discuss challenges that remain in trying to understand crosscultural variability in moral values and the processes that underlie moral cognition. We suggest that the universalist framework may lead to an underestimation of the role of culture in moral reasoning. Although the field has made great strides in incorporating more and more cultural perspectives in order to understand moral cognition, theories of moral reasoning still do not allow for substantial variation in how people might conceptualize the domain of the moral. The processes that underlie moral cognition may not be a human universal in any simple sense, because moral systems may play different roles in different cultures. We end our review with a discussion of work that remains to be done to understand cultural variation in the moral domain.
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.
Development and Validation of Two Instruments Measuring Intrinsic, Extraneous, and Germane Cognitive Load.

PubMed

Klepsch, Melina; Schmitz, Florian; Seufert, Tina

2017-01-01

Cognitive Load Theory is one of the most powerful research frameworks in educational research. Beside theoretical discussions about the conceptual parts of cognitive load, the main challenge within this framework is that there is still no measurement instrument for the different aspects of cognitive load, namely intrinsic, extraneous, and germane cognitive load. Hence, the goal of this paper is to develop a differentiated measurement of cognitive load. In Study 1 ( N = 97), we developed and analyzed two strategies to measure cognitive load in a differentiated way: (1) Informed rating: We trained learners in differentiating the concepts of cognitive load, so that they could rate them in an informed way. They were asked then to rate 24 different learning situations or learning materials related to either high or low intrinsic, extraneous, or germane load. (2) Naïve rating: For this type of rating of cognitive load we developed a questionnaire with two to three items for each type of load. With this questionnaire, the same learning situations had to be rated. In the second study ( N = between 65 and 95 for each task), we improved the instrument for the naïve rating. For each study, we analyzed whether the instruments are reliable and valid, for Study 1, we also checked for comparability of the two measurement strategies. In Study 2, we conducted a simultaneous scenario based factor analysis. The informed rating seems to be a promising strategy to assess the different aspects of cognitive load, but it seems not economic and feasible for larger studies and a standardized training would be necessary. The improved version of the naïve rating turned out to be a useful, feasible, and reliable instrument. Ongoing studies analyze the conceptual validity of this measurement with up to now promising results.
The Relational Impact of Multiple Sclerosis: An Integrative Review of the Literature Using a Cognitive Analytic Framework.

PubMed

Blundell Jones, Joanna; Walsh, Sue; Isaac, Claire

2017-12-01

This integrative literature review uses cognitive analytic therapy (CAT) theory to examine the impact of a chronic illness, multiple sclerosis (MS), on relationships and mental health. Electronic searches were conducted in six medical and social science databases. Thirty-eight articles met inclusion criteria, and also satisfied quality criteria. Articles revealed that MS-related demands change care needs and alter relationships. Using a CAT framework, the MS literature was analysed, and five key patterns of relating to oneself and to others were identified. A diagrammatic formulation is proposed that interconnects these patterns with wellbeing and suggests potential "exits" to improve mental health, for example, assisting families to minimise overprotection. Application of CAT analysis to the literature clarifies relational processes that may affect mental health among individuals with MS, which hopefully will inform how services assist in reducing unhelpful patterns and improve coping. Further investigation of the identified patterns is needed.
Developing a framework for qualitative engineering: Research in design and analysis of complex structural systems

NASA Technical Reports Server (NTRS)

Franck, Bruno M.

1990-01-01

The research is focused on automating the evaluation of complex structural systems, whether for the design of a new system or the analysis of an existing one, by developing new structural analysis techniques based on qualitative reasoning. The problem is to identify and better understand: (1) the requirements for the automation of design, and (2) the qualitative reasoning associated with the conceptual development of a complex system. The long-term objective is to develop an integrated design-risk assessment environment for the evaluation of complex structural systems. The scope of this short presentation is to describe the design and cognition components of the research. Design has received special attention in cognitive science because it is now identified as a problem solving activity that is different from other information processing tasks (1). Before an attempt can be made to automate design, a thorough understanding of the underlying design theory and methodology is needed, since the design process is, in many cases, multi-disciplinary, complex in size and motivation, and uses various reasoning processes involving different kinds of knowledge in ways which vary from one context to another. The objective is to unify all the various types of knowledge under one framework of cognition. This presentation focuses on the cognitive science framework that we are using to represent the knowledge aspects associated with the human mind's abstraction abilities and how we apply it to the engineering knowledge and engineering reasoning in design.
¡Cocinar Para Su Salud! Development of a Culturally Based Nutrition Education Curriculum for Hispanic Breast Cancer Survivors Using a Theory-Driven Procedural Model.

PubMed

Aycinena, Ana Corina; Jennings, Kerri-Ann; Gaffney, Ann Ogden; Koch, Pamela A; Contento, Isobel R; Gonzalez, Monica; Guidon, Ela; Karmally, Wahida; Hershman, Dawn; Greenlee, Heather

2017-02-01

We developed a theory-based dietary change curriculum for Hispanic breast cancer survivors with the goal of testing the effects of the intervention on change in dietary intake of fruits/vegetables and fat in a randomized, clinical trial. Social cognitive theory and the transtheoretical model were used as theoretical frameworks to structure curriculum components using the Nutrition Education DESIGN Procedure. Formative assessments were conducted to identify facilitators and barriers common to Hispanic women and test the degree of difficulty and appropriateness of program materials. Focus groups provided valuable insight and informed preimplementation modifications to the dietary program. The result was a systematically planned, evidence-based, culturally tailored dietary intervention for Hispanic breast cancer survivors, ¡Cocinar Para Su Salud! (Cook for Your Health!). The methodology described here may serve as a framework for the development of future dietary interventions among diverse and minority populations. Short- and long-term study results will be reported elsewhere.
A Unified Multi-Functional Dynamic Spectrum Access Framework: Tutorial, Theory and Multi-GHz Wideband Testbed

PubMed Central

Qiu, Robert; Guo, Nan; Li, Husheng; Wu, Zhiqiang; Chakravarthy, Vasu; Song, Yu; Hu, Zhen; Zhang, Peng; Chen, Zhe

2009-01-01

Dynamic spectrum access is a must-have ingredient for future sensors that are ideally cognitive. The goal of this paper is a tutorial treatment of wideband cognitive radio and radar—a convergence of (1) algorithms survey, (2) hardware platforms survey, (3) challenges for multi-function (radar/communications) multi-GHz front end, (4) compressed sensing for multi-GHz waveforms—revolutionary A/D, (5) machine learning for cognitive radio/radar, (6) quickest detection, and (7) overlay/underlay cognitive radio waveforms. One focus of this paper is to address the multi-GHz front end, which is the challenge for the next-generation cognitive sensors. The unifying theme of this paper is to spell out the convergence for cognitive radio, radar, and anti-jamming. Moore’s law drives the system functions into digital parts. From a system viewpoint, this paper gives the first comprehensive treatment for the functions and the challenges of this multi-function (wideband) system. This paper brings together the inter-disciplinary knowledge. PMID:22454598
Sensory neural pathways revisited to unravel the temporal dynamics of the Simon effect: A model-based cognitive neuroscience approach.

PubMed

Salzer, Yael; de Hollander, Gilles; Forstmann, Birte U

2017-06-01

The Simon task is one of the most prominent interference tasks and has been extensively studied in experimental psychology and cognitive neuroscience. Despite years of research, the underlying mechanism driving the phenomenon and its temporal dynamics are still disputed. Within the framework of the review, we adopt a model-based cognitive neuroscience approach. We first go over key findings in the literature of the Simon task, discuss competing qualitative cognitive theories and the difficulty of testing them empirically. We then introduce sequential sampling models, a particular class of mathematical cognitive process models. Finally, we argue that the brain architecture accountable for the processing of spatial ('where') and non-spatial ('what') information, could constrain these models. We conclude that there is a clear need to bridge neural and behavioral measures, and that mathematical cognitive models may facilitate the construction of this bridge and work towards revealing the underlying mechanisms of the Simon effect. Copyright © 2017 Elsevier Ltd. All rights reserved.
Actualizing a provider alliance to expand health services access to a low-income urban community.

PubMed

Tataw, David; Bazargan-Hejazi, Shahrzad; James, Frederick W

2011-01-01

Social change to facilitate health care access for vulnerable populations sometimes involves model-driven innovative structures and innovative planning and implementation approaches. This paper described and analyzed the rationale, conceptual framework, program components, and implementation of the South Central Health Care Alliance (SCHCA) implemented in South Los Angeles from January 2002 to December 2004. The program development and implementation was guided by an integrated framework linking the Open Systems Theory, the Social Cognitive Theory, the Health Belief Model, and the Preventive Health Education and Medical Home Project. The performance of the SCHCA as a social system, partnership, and participatory implementation program is also presented. While the SCHCA was found to be a dynamic social system that responded well to contingencies, its performance as a partnership and participatory implementation program was wanting in many respects.
Predictive coding links perception, action, and learning to emotions in music. Comment on "The quartet theory of human emotions: An integrative and neurofunctional model" by S. Koelsch et al.

NASA Astrophysics Data System (ADS)

Gebauer, L.; Kringelbach, M. L.; Vuust, P.

2015-06-01

The review by Koelsch and colleagues [1] offers a timely, comprehensive, and anatomically detailed framework for understanding the neural correlates of human emotions. The authors describe emotion in a framework of four affect systems, which are linked to effector systems, and higher order cognitive functions. This is elegantly demonstrated through the example of music; a realm for exploring emotions in a domain, that can be independent of language but still highly relevant for understanding human emotions [2].
Images of Inherited War: Three American Presidents in Vietnam

DTIC Science & Technology

2011-06-01

Dependent Realism to demonstrate how theoretical advances in modern physical science correlate to cognitive theories in International Relations. We...Quantum Physics and Model-Dependent Realism In his book, The Grand Design, theoretical physicist and cosmologist Stephen Hawking draws on theoretical...exhibited wave-like properties and that existing scientific laws could not account for their behavior. Newtonian physics was “built on a framework
Knowledge, instruction and behavioural change: building a framework for effective eczema education in clinical practice.

PubMed

Thompson, Deryn Lee; Thompson, Murray John

2014-11-01

A discussion on the reasons educational interventions about eczema, by nurses, are successful, with the subsequent development of a theoretical framework to guide nurses to become effective patient educators. Effective child and parent education is the key to successful self-management of eczema. When diagnosed, children and parents should learn to understand the condition through clear explanations, seeing treatment demonstrations and have ongoing support to learn practical skills to control eczema. Dermatology nurses provide these services, but no one has proposed a framework of the concepts underpinning their successful eczema educational interventions. A discussion paper. A literature search of online databases was undertaken utilizing terms 'eczema OR atopic dermatitis', 'education', 'parent', 'nurs*', 'framework', 'knowledge', motivation', in Scopus, CINAHL, Web of Science, Medline and Pubmed. Limits were English language and 2003-2013. The framework can inform discussion on child and parent education, provide a scaffold for future research and guide non-specialist nurses, internationally, in providing consistent patient education about eczema. Founded on an understanding of knowledge, the framework utilizes essential elements of cognitive psychology and social cognitive theory leading to successful self-management of eczema. This framework may prove useful as a basis for future research in child and parent education, globally, in the healthcare community. A framework has been created to help nurses understand the essential elements of the learning processes at the foundation of effective child and parent education. The framework serves to explain the improved outcomes reported in previous nurse-led eczema educational interventions. © 2014 The Authors. Journal of Advanced Nursing Published by John Wiley & Sons Ltd.
Shared mental models of integrated care: aligning multiple stakeholder perspectives.

PubMed

Evans, Jenna M; Baker, G Ross

2012-01-01

Health service organizations and professionals are under increasing pressure to work together to deliver integrated patient care. A common understanding of integration strategies may facilitate the delivery of integrated care across inter-organizational and inter-professional boundaries. This paper aims to build a framework for exploring and potentially aligning multiple stakeholder perspectives of systems integration. The authors draw from the literature on shared mental models, strategic management and change, framing, stakeholder management, and systems theory to develop a new construct, Mental Models of Integrated Care (MMIC), which consists of three types of mental models, i.e. integration-task, system-role, and integration-belief. The MMIC construct encompasses many of the known barriers and enablers to integrating care while also providing a comprehensive, theory-based framework of psychological factors that may influence inter-organizational and inter-professional relations. While the existing literature on integration focuses on optimizing structures and processes, the MMIC construct emphasizes the convergence and divergence of stakeholders' knowledge and beliefs, and how these underlying cognitions influence interactions (or lack thereof) across the continuum of care. MMIC may help to: explain what differentiates effective from ineffective integration initiatives; determine system readiness to integrate; diagnose integration problems; and develop interventions for enhancing integrative processes and ultimately the delivery of integrated care. Global interest and ongoing challenges in integrating care underline the need for research on the mental models that characterize the behaviors of actors within health systems; the proposed framework offers a starting point for applying a cognitive perspective to health systems integration.
Phylogenetic approach to the evolution of color term systems

PubMed Central

Haynie, Hannah J.

2016-01-01

The naming of colors has long been a topic of interest in the study of human culture and cognition. Color term research has asked diverse questions about thought and communication, but no previous research has used an evolutionary framework. We show that there is broad support for the most influential theory of color term development (that most strongly represented by Berlin and Kay [Berlin B, Kay P (1969) (Univ of California Press, Berkeley, CA)]); however, we find extensive evidence for the loss (as well as gain) of color terms. We find alternative trajectories of color term evolution beyond those considered in the standard theories. These results not only refine our knowledge of how humans lexicalize the color space and how the systems change over time; they illustrate the promise of phylogenetic methods within the domain of cognitive science, and they show how language change interacts with human perception. PMID:27849594

Toward an experimental account of argumentation: the case of the slippery slope and the ad hominem arguments

PubMed Central

Lillo-Unglaube, Marco; Canales-Johnson, Andrés; Navarrete, Gorka; Bravo, Claudio Fuentes

2014-01-01

Argumentation is a crucial component of our lives. Although in the absence of rational debate our legal, political, and scientific systems would not be possible, there is still no integrated area of research on the psychology of argumentation. Furthermore, classical theories of argumentation are normative (i.e., the acceptability of an argument is determined by a set of norms or logical rules), which sometimes creates a dissociation between the theories and people’s behavior. We think the current challenge for psychology is to bring together the cognitive and normative accounts of argumentation. In this article, we exemplify this point by analyzing two cases of argumentative structures experimentally studied in the context of cognitive psychology. Specifically, we focus on the slippery slope argument and the ad hominem argument under the frameworks of Bayesian and pragma-dialectics approaches, respectively. We think employing more descriptive and experimental accounts of argumentation would help Psychology to bring closer the cognitive and normative accounts of argumentation with the final goal of establishing an integrated area of research on the psychology of argumentation. PMID:25566112
Toward an experimental account of argumentation: the case of the slippery slope and the ad hominem arguments.

PubMed

Lillo-Unglaube, Marco; Canales-Johnson, Andrés; Navarrete, Gorka; Bravo, Claudio Fuentes

2014-01-01

Argumentation is a crucial component of our lives. Although in the absence of rational debate our legal, political, and scientific systems would not be possible, there is still no integrated area of research on the psychology of argumentation. Furthermore, classical theories of argumentation are normative (i.e., the acceptability of an argument is determined by a set of norms or logical rules), which sometimes creates a dissociation between the theories and people's behavior. We think the current challenge for psychology is to bring together the cognitive and normative accounts of argumentation. In this article, we exemplify this point by analyzing two cases of argumentative structures experimentally studied in the context of cognitive psychology. Specifically, we focus on the slippery slope argument and the ad hominem argument under the frameworks of Bayesian and pragma-dialectics approaches, respectively. We think employing more descriptive and experimental accounts of argumentation would help Psychology to bring closer the cognitive and normative accounts of argumentation with the final goal of establishing an integrated area of research on the psychology of argumentation.
A Case Study: Dual-Process Theories of Higher Cognition-Commentary on Evans & Stanovich (2013).

PubMed

Osman, Magda

2013-05-01

Dual-process theories of higher order cognition (DPTs) have been enjoying much success, particularly since Kahneman's 2002 Nobel prize address and recent book Thinking, Fast and Slow (2009). Historically, DPTs have attempted to provide a conceptual framework that helps classify and predict differences in patterns of behavior found under some circumstances and not others in a host of reasoning, judgment, and decision-making tasks. As evidence has changed and techniques for examining behavior have moved on, so too have DPTs. Killing two birds with one stone, Evans and Stanovich (2013, this issue) respond to five main criticisms of DPTs. Along with addressing each criticism in turn, they set out to clarify the essential defining characteristics that distinguish one form of higher order cognition from the other. The aim of this commentary is to consider the defining characteristics of Type 1 and Type 2 processing that have been proposed and to suggest that the evidence can be taken to support quantitative differences rather than qualitatively distinct processes. © The Author(s) 2013.
A further extension of the Extended Parallel Process Model (E-EPPM): implications of cognitive appraisal theory of emotion and dispositional coping style.

PubMed

So, Jiyeon

2013-01-01

For two decades, the extended parallel process model (EPPM; Witte, 1992 ) has been one of the most widely used theoretical frameworks in health risk communication. The model has gained much popularity because it recognizes that, ironically, preceding fear appeal models do not incorporate the concept of fear as a legitimate and central part of them. As a remedy to this situation, the EPPM aims at "putting the fear back into fear appeals" ( Witte, 1992 , p. 330). Despite this attempt, however, this article argues that the EPPM still does not fully capture the essence of fear as an emotion. Specifically, drawing upon Lazarus's (1991 ) cognitive appraisal theory of emotion and the concept of dispositional coping style ( Miller, 1995 ), this article seeks to further extend the EPPM. The revised EPPM incorporates a more comprehensive perspective on risk perceptions as a construct involving both cognitive and affective aspects (i.e., fear and anxiety) and integrates the concept of monitoring and blunting coping style as a moderator of further information seeking regarding a given risk topic.
Toward an integrative account of social cognition: marrying theory of mind and interactionism to study the interplay of Type 1 and Type 2 processes

PubMed Central

Bohl, Vivian; van den Bos, Wouter

2012-01-01

Traditional theory of mind (ToM) accounts for social cognition have been at the basis of most studies in the social cognitive neurosciences. However, in recent years, the need to go beyond traditional ToM accounts for understanding real life social interactions has become all the more pressing. At the same time it remains unclear whether alternative accounts, such as interactionism, can yield a sufficient description and explanation of social interactions. We argue that instead of considering ToM and interactionism as mutually exclusive opponents, they should be integrated into a more comprehensive account of social cognition. We draw on dual process models of social cognition that contrast two different types of social cognitive processing. The first type (labeled Type 1) refers to processes that are fast, efficient, stimulus-driven, and relatively inflexible. The second type (labeled Type 2) refers to processes that are relatively slow, cognitively laborious, flexible, and may involve conscious control. We argue that while interactionism captures aspects of social cognition mostly related to Type 1 processes, ToM is more focused on those based on Type 2 processes. We suggest that real life social interactions are rarely based on either Type 1 or Type 2 processes alone. On the contrary, we propose that in most cases both types of processes are simultaneously involved and that social behavior may be sustained by the interplay between these two types of processes. Finally, we discuss how the new integrative framework can guide experimental research on social interaction. PMID:23087631
Toward an integrative account of social cognition: marrying theory of mind and interactionism to study the interplay of Type 1 and Type 2 processes.

PubMed

Bohl, Vivian; van den Bos, Wouter

2012-01-01

Traditional theory of mind (ToM) accounts for social cognition have been at the basis of most studies in the social cognitive neurosciences. However, in recent years, the need to go beyond traditional ToM accounts for understanding real life social interactions has become all the more pressing. At the same time it remains unclear whether alternative accounts, such as interactionism, can yield a sufficient description and explanation of social interactions. We argue that instead of considering ToM and interactionism as mutually exclusive opponents, they should be integrated into a more comprehensive account of social cognition. We draw on dual process models of social cognition that contrast two different types of social cognitive processing. The first type (labeled Type 1) refers to processes that are fast, efficient, stimulus-driven, and relatively inflexible. The second type (labeled Type 2) refers to processes that are relatively slow, cognitively laborious, flexible, and may involve conscious control. We argue that while interactionism captures aspects of social cognition mostly related to Type 1 processes, ToM is more focused on those based on Type 2 processes. We suggest that real life social interactions are rarely based on either Type 1 or Type 2 processes alone. On the contrary, we propose that in most cases both types of processes are simultaneously involved and that social behavior may be sustained by the interplay between these two types of processes. Finally, we discuss how the new integrative framework can guide experimental research on social interaction.
Emotion-affected decision making in human simulation.

PubMed

Zhao, Y; Kang, J; Wright, D K

2006-01-01

Human modelling is an interdisciplinary research field. The topic, emotion-affected decision making, was originally a cognitive psychology issue, but is now recognized as an important research direction for both computer science and biomedical modelling. The main aim of this paper is to attempt to bridge the gap between psychology and bioengineering in emotion-affected decision making. The work is based on Ortony's theory of emotions and bounded rationality theory, and attempts to connect the emotion process with decision making. A computational emotion model is proposed, and the initial framework of this model in virtual human simulation within the platform of Virtools is presented.
Use of Theory in Behavior Change Interventions.

PubMed

Bluethmann, Shirley M; Bartholomew, L Kay; Murphy, Caitlin C; Vernon, Sally W

2017-04-01

Theory use may enhance effectiveness of behavioral interventions, yet critics question whether theory-based interventions have been sufficiently scrutinized. This study applied a framework to evaluate theory use in physical activity interventions for breast cancer survivors. The aims were to (1) evaluate theory application intensity and (2) assess the association between extensiveness of theory use and intervention effectiveness. Studies were previously identified through a systematic search, including only randomized controlled trials published from 2005 to 2013, that addressed physical activity behavior change and studied survivors who were <5 years posttreatment. Eight theory items from Michie and Prestwich's coding framework were selected to calculate theory intensity scores. Studies were classified into three subgroups based on extensiveness of theory use (Level 1 = sparse; Level 2 = moderate; and Level 3 = extensive). Fourteen randomized controlled trials met search criteria. Most trials used the transtheoretical model ( n = 5) or social cognitive theory ( n = 3). For extensiveness of theory use, 5 studies were classified as Level 1, 4 as Level 2, and 5 as Level 3. Studies in the extensive group (Level 3) had the largest overall effect size ( g = 0.76). Effects were more modest in Level 1 and 2 groups with overall effect sizes of g = 0.28 and g = 0.36, respectively. Theory use is often viewed as essential to behavior change, but theory application varies widely. In this study, there was some evidence to suggest that extensiveness of theory use enhanced intervention effectiveness. However, there is more to learn about how theory can improve interventions for breast cancer survivors.
Applying learning theories and instructional design models for effective instruction.

PubMed

Khalil, Mohammed K; Elkhider, Ihsan A

2016-06-01

Faculty members in higher education are involved in many instructional design activities without formal training in learning theories and the science of instruction. Learning theories provide the foundation for the selection of instructional strategies and allow for reliable prediction of their effectiveness. To achieve effective learning outcomes, the science of instruction and instructional design models are used to guide the development of instructional design strategies that elicit appropriate cognitive processes. Here, the major learning theories are discussed and selected examples of instructional design models are explained. The main objective of this article is to present the science of learning and instruction as theoretical evidence for the design and delivery of instructional materials. In addition, this article provides a practical framework for implementing those theories in the classroom and laboratory. Copyright © 2016 The American Physiological Society.
An information theory framework for dynamic functional domain connectivity.

PubMed

Vergara, Victor M; Miller, Robyn; Calhoun, Vince

2017-06-01

Dynamic functional network connectivity (dFNC) analyzes time evolution of coherent activity in the brain. In this technique dynamic changes are considered for the whole brain. This paper proposes an information theory framework to measure information flowing among subsets of functional networks call functional domains. Our method aims at estimating bits of information contained and shared among domains. The succession of dynamic functional states is estimated at the domain level. Information quantity is based on the probabilities of observing each dynamic state. Mutual information measurement is then obtained from probabilities across domains. Thus, we named this value the cross domain mutual information (CDMI). Strong CDMIs were observed in relation to the subcortical domain. Domains related to sensorial input, motor control and cerebellum form another CDMI cluster. Information flow among other domains was seldom found. Other methods of dynamic connectivity focus on whole brain dFNC matrices. In the current framework, information theory is applied to states estimated from pairs of multi-network functional domains. In this context, we apply information theory to measure information flow across functional domains. Identified CDMI clusters point to known information pathways in the basal ganglia and also among areas of sensorial input, patterns found in static functional connectivity. In contrast, CDMI across brain areas of higher level cognitive processing follow a different pattern that indicates scarce information sharing. These findings show that employing information theory to formally measured information flow through brain domains reveals additional features of functional connectivity. Copyright © 2017 Elsevier B.V. All rights reserved.
Health education and multimedia learning: educational psychology and health behavior theory (Part 1).

PubMed

Mas, Francisco G Soto; Plass, Jan; Kane, William M; Papenfuss, Richard L

2003-07-01

When health education researchers began to investigate how individuals make decisions related to health and the factors that influence health behaviors, they referred to frameworks shared by educational and learning research. Health education adopted the basic principles of the cognitive revolution, which were instrumental in advancing the field. There is currently a new challenge to confront: the widespread use of new technologies for health education. To better overcome this challenge, educational psychology and instructional technology theory should be considered. Unfortunately, the passion to incorporate new technologies too often overshadows how people learn or, in particular, how people learn through computer technologies. This two-part article explains how educational theory contributed to the early development of health behavior theory, describes the most relevant multimedia learning theories and constructs, and provides recommendations for developing multimedia health education programs and connecting theory and practice.
Applications of operant learning theory to the management of challenging behavior after traumatic brain injury.

PubMed

Wood, Rodger Ll; Alderman, Nick

2011-01-01

For more than 3 decades, interventions derived from learning theory have been delivered within a neurobehavioral framework to manage challenging behavior after traumatic brain injury with the aim of promoting engagement in the rehabilitation process and ameliorating social handicap. Learning theory provides a conceptual structure that facilitates our ability to understand the relationship between challenging behavior and environmental contingencies, while accommodating the constraints upon learning imposed by impaired cognition. Interventions derived from operant learning theory have most frequently been described in the literature because this method of associational learning provides good evidence for the effectiveness of differential reinforcement methods. This article therefore examines the efficacy of applying operant learning theory to manage challenging behavior after TBI as well as some of the limitations of this approach. Future developments in the application of learning theory are also considered.
Ethnic Minority Status, Depression, and Cognitive Failures in Relation to Marital Adjustment in Ethnically Diverse Older Women

PubMed Central

Laganá, Luciana; Spellman, Therese; Wakefield, Jennifer; Oliver, Taylor

2014-01-01

The authors investigated the relationship between marital adjustment and ethnic minority status, depressive symptomatology, and cognitive failures among 78 married, community-dwelling, and predominantly non-European-American older women (ages 57–89). Respondents were screened to rule out dementia. Level of depressive symptoms, self-report of cognitive failures, and marital adjustment were obtained. As hypothesized, higher depressive symptomatology and cognitive failures were associated with worse marital adjustment (p < .05 for both). The same was true for membership in a non-dominant ethnic group, albeit only when ethnic status was considered outside the context of the other two independent variables. These results have clinical implications and fit within the theoretical framework of the socioemotional selectivity theory (Carstensen, 1992) applied to marriage in older age, a conceptualization formulated by Bookwala and Jacobs in 2004. PMID:25632173
On the relative independence of thinking biases and cognitive ability.

PubMed

Stanovich, Keith E; West, Richard F

2008-04-01

In 7 different studies, the authors observed that a large number of thinking biases are uncorrelated with cognitive ability. These thinking biases include some of the most classic and well-studied biases in the heuristics and biases literature, including the conjunction effect, framing effects, anchoring effects, outcome bias, base-rate neglect, "less is more" effects, affect biases, omission bias, myside bias, sunk-cost effect, and certainty effects that violate the axioms of expected utility theory. In a further experiment, the authors nonetheless showed that cognitive ability does correlate with the tendency to avoid some rational thinking biases, specifically the tendency to display denominator neglect, probability matching rather than maximizing, belief bias, and matching bias on the 4-card selection task. The authors present a framework for predicting when cognitive ability will and will not correlate with a rational thinking tendency. (c) 2008 APA, all rights reserved.
Toward a Neuroscience of Adult Cognitive Developmental Theory

PubMed Central

Girgis, Fady; Lee, Darrin J.; Goodarzi, Amir; Ditterich, Jochen

2018-01-01

Piaget's genetic epistemology has provided the constructivist approach upon which child developmental theories were founded, in that infants are thought to progress through distinct cognitive stages until they reach maturity in their early 20's. However, it is now well established that cognition continues to develop after early adulthood, and several “neo-Piagetian” theories have emerged in an attempt to better characterize adult cognitive development. For example, Kegan's Constructive Developmental Theory (CDT) argues that the thought processes used by adults to construct their reality change over time, and reaching higher stages of cognitive development entails becoming objectively aware of emotions and beliefs that were previously in the realm of the subconscious. In recent years, neuroscience has shown a growing interest in the biological substrates and neural mechanisms encompassing adult cognitive development, because psychological and psychiatric disorders can arise from deficiencies therein. In this article, we will use Kegan's CDT as a framework to discuss adult cognitive development in relation to closely correlated existing constructs underlying social processing, such as the perception of self and others. We will review the functional imaging and electrophysiologic evidence behind two key concepts relating to these posited developmental changes. These include self-related processing, a field that distinguishes between having conscious experiences (“being a self”) and being aware of oneself having conscious experiences (“being aware of being a self”); and theory of mind, which is the objective awareness of possessing mental states such as beliefs and desires (i.e., having a “mind”) and the understanding that others possess mental states that can be different from one's own. We shall see that cortical midline structures, including the medial prefrontal cortex and cingulate gyrus, as well as the temporal lobe, are associated with psychological tasks that test these models. In addition, we will review computational modeling approaches to cognitive development, and show how mathematical modeling can provide insights into how sometimes continuous changes in the neural processing substrate can give rise to relatively discrete developmental stages. Because deficiencies in adult cognitive development can result in disorders such as autism and depression, bridging the gaps between developmental psychology, neuroscience, and modeling has potential implications for clinical practice. As neuromodulation techniques such as deep brain and transcranial stimulation continue to advance, interfacing with these systems may lead to the emergence of novel investigational methods and therapeutic strategies in adults suffering from developmental disorders. PMID:29410608
Causal premise semantics.

PubMed

Kaufmann, Stefan

2013-08-01

The rise of causality and the attendant graph-theoretic modeling tools in the study of counterfactual reasoning has had resounding effects in many areas of cognitive science, but it has thus far not permeated the mainstream in linguistic theory to a comparable degree. In this study I show that a version of the predominant framework for the formal semantic analysis of conditionals, Kratzer-style premise semantics, allows for a straightforward implementation of the crucial ideas and insights of Pearl-style causal networks. I spell out the details of such an implementation, focusing especially on the notions of intervention on a network and backtracking interpretations of counterfactuals. Copyright © 2013 Cognitive Science Society, Inc.
Cognitive pathways and historical research.

PubMed

Sutherland, J A

1997-01-01

The nursing literature is replete with articles detailing the logical reasoning processes required by the individual scientist to implement the rigors of research and theory development. Much less attention has been focused on creative and critical thinking as modes for deriving explanations, inferences, and conclusions essential to science as a product. Historical research, as a particular kind of qualitative research, is dependent on and compatible with such mental strategies as logical, creative, and critical thinking. These strategies depict an intellectual framework for the scientist examining archival data and offer a structure for such inquiry. A model for analyzing historical data delineating the cognitive pathways of logical reasoning, creative processing, and critical thinking is proposed.
The emerging conceptualization of groups as information processors.

PubMed

Hinsz, V B; Tindale, R S; Vollrath, D A

1997-01-01

A selective review of research highlights the emerging view of groups as information processors. In this review, the authors include research on processing objectives, attention, encoding, storage, retrieval, processing, response, feedback, and learning in small interacting task groups. The groups as information processors perspective underscores several characteristic dimensions of variability in group performance of cognitive tasks, namely, commonality-uniqueness of information, convergence-diversity of ideas, accentuation-attenuation of cognitive processes, and belongingness-distinctiveness of members. A combination of contributions framework provides an additional conceptualization of information processing in groups. The authors also address implications, caveats, and questions for future research and theory regarding groups as information processors.
Are Older Adults Less Embodied? A Review of Age Effects through the Lens of Embodied Cognition

PubMed Central

Costello, Matthew C.; Bloesch, Emily K.

2017-01-01

Embodied cognition is a theoretical framework which posits that cognitive function is intimately intertwined with the body and physical actions. Although the field of psychology is increasingly accepting embodied cognition as a viable theory, it has rarely been employed in the gerontological literature. However, embodied cognition would appear to have explanatory power for aging research given that older adults typically manifest concurrent physical and mental changes, and that research has indicated a correlative relationship between such changes. The current paper reviews age-related changes in sensory processing, mental representation, and the action-perception relationship, exploring how each can be understood through the lens of embodied cognition. Compared to younger adults, older adults exhibit across all three domains an increased tendency to favor visual processing over bodily factors, leading to the conclusion that older adults are less embodied than young adults. We explore the significance of this finding in light of existing theoretical models of aging and argue that embodied cognition can benefit gerontological research by identifying further factors that can explain the cause of age-related declines. PMID:28289397
Motivations for Social Media Use and Impact on Political Participation in China: A Cognitive and Communication Mediation Approach.

PubMed

Chen, Zhuo; Chan, Michael

2017-02-01

Integrating uses and gratifications theory and the cognitive/communication mediation model: this study examines Chinese students' use of social media and subsequent impact on political participation. An integrative framework is proposed where media use, political expression, and political cognitions (efficacy and knowledge) play important mediating roles between audience motivations and participation. Structural equation analyses showed support for the integrated model. Guidance and social utility motivations exhibited different indirect effects on online and offline participation through social media news, discussion, and political efficacy. Entertainment motivations exhibited no direct or indirect effects. Contrary to expectations and previous literature, surveillance motivations exhibited negative direct and indirect effects on offline participation, which may be attributed to the particular Chinese social and political context. Implications of the findings are discussed.

Children's understanding of treatment in the A&E department.

PubMed

Williams, C

This article focuses on the abilities of a child to understand the treatment given to him/her in an accident and emergency department. Piaget's theory of cognitive development is used as a framework to suggest ways of altering the approach to the child, thus helping to remove possible misunderstandings. This will lead to a reduction in stress and improved care, both for the child and his/her parents.
Learning and Individual Differences: An Ability/Information - Processing Framework for Skill Acquisition

DTIC Science & Technology

1993-03-15

1992, Journal of Applied Psychology ).] This study represented an attempt to extend and test the Ackerman (1988) theory of the cognitive ability...both the physical state of the test -taker (e.g., time-of-day, arousal level; see Revelle, Humphreys, Simon, & Gilliland, 1980) and the psychological ...little consideration in the psychology of individual differences. -. Test directions almost never tell the examinee how to approach the task. Theoretically
Does task-irrelevant colour information create extraneous cognitive load? Evidence from a learning task.

PubMed

Miller, Paul; Hazan-Liran, Batel; Cohen, Danielle

2018-06-01

Previous studies have shown that task-irrelevant information impedes learning by creating extraneous cognitive load. But still open is whether such intrusion reflects a purely semantic phenomenon or whether it also stands for sheer perceptual interference. Using Cognitive Load Theory as a framework, this study aimed to answer this question by examining whether and how task-irrelevant colour information modifies extraneous cognitive load in relation to a new code-learning paradigm. For this purpose, university students were asked to learn, based on an example, associations between colour-related and colour-unrelated words and digits presented in black or in a mismatched ink colour. Evident costs in learning efficacy were found in learning the associations between words and digits for colour-related, but not for colour-unrelated, word stimuli. This suggests that interference by task-irrelevant information in learning stands for a mere semantic conflict. Implications of the findings for extraneous cognitive load on learning efficacy are discussed.
The origins of cognitive vulnerability in early childhood: mechanisms linking early attachment to later depression.

PubMed

Morley, Tara E; Moran, Greg

2011-11-01

This paper examines the theory and research linking attachment relationships to cognitive vulnerability to depression and assesses evidence that early attachment experiences contribute to the development of these cognitive processes. Most research in this area has involved adult participants using self-report measures of both attachment and depressive vulnerabilities and thus cannot convincingly speak to the existence of such a developmental pathway. Several studies, however, have followed individuals from infancy and examined the emergence of self-esteem and responses to failure throughout childhood and adolescence. These studies suggest that early experiences in non-secure attachment relationships place an individual at-risk for developing a cognitive framework that increases their vulnerability to depression following stressful life events. The paper concludes with a discussion of how future research might best explore specific mechanisms through which distinct attachment relationships may lead to divergent developmental pathways sharing the common outcome of cognitive processes that place individuals at risk for depression. Copyright © 2011 Elsevier Ltd. All rights reserved.
The Purpose-Driven Life: Commentary on Kenrick et al. (2010).

PubMed

Ackerman, Joshua M; Bargh, John A

2010-05-01

The resurgence of motivation in social psychology has been a welcome addition to the cognitive revolution, though a theory-based approach to motivational content has remained conspicuously absent. Kenrick, Griskevicius, Neuberg, and Schaller (2010, this issue) dust off Maslow's hierarchy of needs and find this content in the form of evolutionarily inspired, fundamental motives. Their new framework unites functional, developmental, and proximal levels of analysis by showing how these levels complement rather than compete with each other. We highlight what we see as the especially valuable features of this framework and discuss its relevance for research on goal conflict, multigoal priming, and recent studies of goal scaffolding. We also suggest one main tweak to the theoretical foundation presented here that may bear greater empirical fruit. In sum, Kenrick and colleagues have reinvigorated a classic theory by integrating it with a modern understanding of human behavior's evolutionary roots. © The Author(s) 2010.
From conflict management to reward-based decision making: actors and critics in primate medial frontal cortex.

PubMed

Silvetti, Massimo; Alexander, William; Verguts, Tom; Brown, Joshua W

2014-10-01

The role of the medial prefrontal cortex (mPFC) and especially the anterior cingulate cortex has been the subject of intense debate for the last decade. A number of theories have been proposed to account for its function. Broadly speaking, some emphasize cognitive control, whereas others emphasize value processing; specific theories concern reward processing, conflict detection, error monitoring, and volatility detection, among others. Here we survey and evaluate them relative to experimental results from neurophysiological, anatomical, and cognitive studies. We argue for a new conceptualization of mPFC, arising from recent computational modeling work. Based on reinforcement learning theory, these new models propose that mPFC is an Actor-Critic system. This system is aimed to predict future events including rewards, to evaluate errors in those predictions, and finally, to implement optimal skeletal-motor and visceromotor commands to obtain reward. This framework provides a comprehensive account of mPFC function, accounting for and predicting empirical results across different levels of analysis, including monkey neurophysiology, human ERP, human neuroimaging, and human behavior. Copyright © 2013 Elsevier Ltd. All rights reserved.
Social Cognition in Schizophrenia: From Social Stimuli Processing to Social Engagement

PubMed Central

Billeke, Pablo; Aboitiz, Francisco

2013-01-01

Social cognition consists of several skills which allow us to interact with other humans. These skills include social stimuli processing, drawing inferences about others’ mental states, and engaging in social interactions. In recent years, there has been growing evidence of social cognitive impairments in patients with schizophrenia. Apparently, these impairments are separable from general neurocognitive impairments, such as attention, memory, and executive functioning. Moreover, social cognition seems to be a main determinant of functional outcome and could be used as a guide to elaborate new pharmacological and psychological treatments. However, most of these studies focus on individual mechanisms and observational perspectives; only few of them study schizophrenic patients during interactive situations. We first review evidences of social cognitive impairments both in social stimuli processing and in mental state attribution. We focus on the relationship between these functions and both general cognitive impairments and functional outcome. We next review recent game theory approaches to the study of how social engagement occurs in schizophrenic patients. The advantage of using game theory is that game-oriented tasks can assess social decision making in an interactive everyday situation model. Finally, we review proposed theoretical models used to explain social alterations and their underlying biological mechanisms. Based on interactive studies, we propose a framework which takes into account the dynamic nature of social processes. Thus, understanding social skills as a result of dynamical systems could facilitate the development of both basic research and clinical applications oriented to psychiatric populations. PMID:23444313
Conceptual issues in autism spectrum disorders.

PubMed

Gallagher, Shaun; Varga, Somogy

2015-03-01

To provide an update on recent studies concerning social cognition in autism spectrum disorders (ASDs), to compare different theoretical approaches used to interpret empirical data, and to highlight a number of conceptual issues. In regard to social cognition in ASDs, there is an emerging emphasis on early-onset and prolonged sensory-motor problems. Such sensory-motor problems may fit with the theories of social cognition that emphasize the importance of embodied interaction rather than deficits in mindreading, or they may reflect more general aspects of developmental disorders. Different theoretical frameworks offer alternative perspectives on the central characteristics in ASDs and motivate different ways of conceptualizing diagnosis and intervention. Theory-of-mind approaches continue to appeal to false-belief paradigms, and debate continues about the performance of individuals with autism. Likewise, there is continuing debate and renewed skepticism about the role of simulation and deficits in the mirror system in ASDs. Growing evidence concerning sensory-motor problems, specifically disrupted patterns in re-entrant (afferent and proprioceptive) sensory feedback across the autistic spectrum, may not only provide support for more embodied interactive approaches, but also suggests that a single approach is unlikely able to explain all social cognition problems in autism. A pluralist approach understands ASDs as involving a variant range of cascading disrupted processes.
Using a community of inquiry framework to teach a nursing and midwifery research subject: An evaluative study.

PubMed

Mills, Jane; Yates, Karen; Harrison, Helena; Woods, Cindy; Chamberlain-Salaun, Jennifer; Trueman, Scott; Hitchins, Marnie

2016-08-01

Postgraduate nursing students' negative perceptions about a core research subject at an Australian university led to a revision and restructure of the subject using a Communities of Inquiry framework. Negative views are often expressed by nursing and midwifery students about the research process. The success of evidence-based practice is dependent on changing these views. A Community of Inquiry is an online teaching, learning, thinking, and sharing space created through the combination of three domains-teacher presence (related largely to pedagogy), social presence, and cognitive presence (critical thinking). Evaluate student satisfaction with a postgraduate core nursing and midwifery subject in research design, theory, and methodology, which was delivered using a Communities of Inquiry framework. This evaluative study incorporated a validated Communities of Inquiry survey (n=29) and interviews (n=10) and was conducted at an Australian university. Study participants were a convenience sample drawn from 56 postgraduate students enrolled in a core research subject. Survey data were analysed descriptively and interviews were coded thematically. Five main themes were identified: subject design and delivery; cultivating community through social interaction; application-knowledge, practice, research; student recommendations; and technology and technicalities. Student satisfaction was generally high, particularly in the areas of cognitive presence (critical thinking) and teacher presence (largely pedagogy related). Students' views about the creation of a "social presence" were varied but overall, the framework was effective in stimulating both inquiry and a sense of community. The process of research is, in itself, the creation of a "community of inquiry." This framework showed strong potential for use in the teaching of nurse research subjects; satisfaction was high as students reported learning, not simply the theory and the methods of research, but also how to engage in "doing" research by forging professional and intellectual communities. Copyright © 2016 Elsevier Ltd. All rights reserved.
Games and Diabetes: A Review Investigating Theoretical Frameworks, Evaluation Methodologies, and Opportunities for Design Grounded in Learning Theories.

PubMed

Lazem, Shaimaa; Webster, Mary; Holmes, Wayne; Wolf, Motje

2015-09-02

Here we review 18 articles that describe the design and evaluation of 1 or more games for diabetes from technical, methodological, and theoretical perspectives. We undertook searches covering the period 2010 to May 2015 in the ACM, IEEE, Journal of Medical Internet Research, Studies in Health Technology and Informatics, and Google Scholar online databases using the keywords "children," "computer games," "diabetes," "games," "type 1," and "type 2" in various Boolean combinations. The review sets out to establish, for future research, an understanding of the current landscape of digital games designed for children with diabetes. We briefly explored the use and impact of well-established learning theories in such games. The most frequently mentioned theoretical frameworks were social cognitive theory and social constructivism. Due to the limitations of the reported evaluation methodologies, little evidence was found to support the strong promise of games for diabetes. Furthermore, we could not establish a relation between design features and the game outcomes. We argue that an in-depth discussion about the extent to which learning theories could and should be manifested in the design decisions is required. © 2015 Diabetes Technology Society.
Social media: A contextual framework to guide research and practice.

PubMed

McFarland, Lynn A; Ployhart, Robert E

2015-11-01

Social media are a broad collection of digital platforms that have radically changed the way people interact and communicate. However, we argue that social media are not simply a technology but actually represent a context that differs in important ways from traditional (e.g., face-to-face) and other digital (e.g., email) ways of interacting and communicating. As a result, social media is a relatively unexamined type of context that may affect the cognition, affect, and behavior of individuals within organizations. We propose a contextual framework that identifies the discrete and ambient stimuli that distinguish social media contexts from digital communication media (e.g., email) and physical (e.g., face-to-face) contexts. We then use this contextual framework to demonstrate how it changes more person-centered theories of organizational behavior (e.g., social exchange, social contagion, and social network theories). These theoretical insights are also used to identify a number of practical implications for individuals and organizations. This study's major contribution is creating a theoretical understanding of social media features so that future research may proceed in a theory-based, rather than platform-based, manner. Overall, we intend for this article to stimulate and broadly shape the direction of research on this ubiquitous, but poorly understood, phenomenon. (c) 2015 APA, all rights reserved).
Worry amplifies theory-of-mind reasoning for negatively valenced social stimuli in generalized anxiety disorder.

PubMed

Zainal, Nur Hani; Newman, Michelle G

2018-02-01

Theory-of-mind (ToM) is the ability to accurately infer others' thoughts and feelings. In generalized anxiety disorder (GAD), cognitive and emotion regulation theories allude to the plausibility that ToM is conditional on the degree of individuals' state worry, a hallmark symptom. GAD and state worry may interact to predict ToM constructs. However, no experiments have directly tested such interactional hypotheses, and used ToM as a framework to advance understanding of social cognition in GAD. This study therefore aimed to address this gap. 171 participants (69 GAD, 102 Controls) were randomly assigned to either a Worry or Relaxation induction and completed well-validated ToM decoding (Reading the Mind in the Eyes Test) and reasoning (Movie for the Assessment of Social Cognition) tasks. GAD status significantly interacted with state worry to predict accuracy of overall reasoning, cognitive-reasoning, positive-reasoning, and negative-reasoning ToM. Worry, as opposed to relaxation, led sufferers of GAD to display more accurate overall reasoning and cognitive-reasoning ToM than controls, especially for negative signals. Participants with GAD who worried, but not relaxed, were also significantly better than the norm at interpreting negative signals. These findings remained after controlling for gender, executive function, social anxiety, and depressive symptoms. For other ToM abilities, mean scores of persons with and without GAD who either worried or relaxed were normative. The ToM reasoning measure lacked self-reference, and these preliminary findings warrant replication. Theoretical implications, such as the state worry-contingent nature of ToM in GAD, and clinical implications are discussed. Copyright © 2017 Elsevier B.V. All rights reserved.
From computers to cultivation: reconceptualizing evolutionary psychology

PubMed Central

Barrett, Louise; Pollet, Thomas V.; Stulp, Gert

2014-01-01

Does evolutionary theorizing have a role in psychology? This is a more contentious issue than one might imagine, given that, as evolved creatures, the answer must surely be yes. The contested nature of evolutionary psychology lies not in our status as evolved beings, but in the extent to which evolutionary ideas add value to studies of human behavior, and the rigor with which these ideas are tested. This, in turn, is linked to the framework in which particular evolutionary ideas are situated. While the framing of the current research topic places the brain-as-computer metaphor in opposition to evolutionary psychology, the most prominent school of thought in this field (born out of cognitive psychology, and often known as the Santa Barbara school) is entirely wedded to the computational theory of mind as an explanatory framework. Its unique aspect is to argue that the mind consists of a large number of functionally specialized (i.e., domain-specific) computational mechanisms, or modules (the massive modularity hypothesis). Far from offering an alternative to, or an improvement on, the current perspective, we argue that evolutionary psychology is a mainstream computational theory, and that its arguments for domain-specificity often rest on shaky premises. We then go on to suggest that the various forms of e-cognition (i.e., embodied, embedded, enactive) represent a true alternative to standard computational approaches, with an emphasis on “cognitive integration” or the “extended mind hypothesis” in particular. We feel this offers the most promise for human psychology because it incorporates the social and historical processes that are crucial to human “mind-making” within an evolutionarily informed framework. In addition to linking to other research areas in psychology, this approach is more likely to form productive links to other disciplines within the social sciences, not least by encouraging a healthy pluralism in approach. PMID:25161633
Can the REBT theory explain loneliness? Theoretical and clinical applications.

PubMed

Hyland, Philip; McGinty, Gráinne; Karatzias, Thanos; Murphy, Jamie; Vallières, Frédérique; McHugh Power, Joanna

2018-06-05

Loneliness is a common psychological experience affecting a significant minority of the general population. Loneliness may in part be related to the existence of dysfunctional cognitive evaluations. To date, however, loneliness has yet to be explicitly assessed within a cognitive-behavioural theoretical framework. The current study sought to determine the association between negative cognitions, within the context of Rational Emotive Behaviour Therapy (REBT), and the experience of loneliness. A multinational sample of university students (n = 397) completed self-report assessments of rational and irrational beliefs, and loneliness. Structural equation modelling results found that the REBT model of psychopathology, and the REBT model of psychological health, provided satisfactory representations of loneliness, explaining 36% and 23% of variance in loneliness, respectively. Several dysfunctional ("Demandingness", "Catastrophising" and "Self-Downing" beliefs) and functional ("Preferences" and "Self-Acceptance" beliefs) cognitions were directly and indirectly associated with loneliness. These results highlight that cognitions and loneliness are meaningfully related, and indicate that cognitive-behavioural models may be useful in understanding loneliness. More specifically, current results suggest that REBT may offer a viable psychotherapeutic approach to treating loneliness.
Effects of Cognitive Load on Driving Performance: The Cognitive Control Hypothesis.

PubMed

Engström, Johan; Markkula, Gustav; Victor, Trent; Merat, Natasha

2017-08-01

The objective of this paper was to outline an explanatory framework for understanding effects of cognitive load on driving performance and to review the existing experimental literature in the light of this framework. Although there is general consensus that taking the eyes off the forward roadway significantly impairs most aspects of driving, the effects of primarily cognitively loading tasks on driving performance are not well understood. Based on existing models of driver attention, an explanatory framework was outlined. This framework can be summarized in terms of the cognitive control hypothesis: Cognitive load selectively impairs driving subtasks that rely on cognitive control but leaves automatic performance unaffected. An extensive literature review was conducted wherein existing results were reinterpreted based on the proposed framework. It was demonstrated that the general pattern of experimental results reported in the literature aligns well with the cognitive control hypothesis and that several apparent discrepancies between studies can be reconciled based on the proposed framework. More specifically, performance on nonpracticed or inherently variable tasks, relying on cognitive control, is consistently impaired by cognitive load, whereas the performance on automatized (well-practiced and consistently mapped) tasks is unaffected and sometimes even improved. Effects of cognitive load on driving are strongly selective and task dependent. The present results have important implications for the generalization of results obtained from experimental studies to real-world driving. The proposed framework can also serve to guide future research on the potential causal role of cognitive load in real-world crashes.
Towards a neuro-computational account of prism adaptation.

PubMed

Petitet, Pierre; O'Reilly, Jill X; O'Shea, Jacinta

2017-12-14

Prism adaptation has a long history as an experimental paradigm used to investigate the functional and neural processes that underlie sensorimotor control. In the neuropsychology literature, prism adaptation behaviour is typically explained by reference to a traditional cognitive psychology framework that distinguishes putative functions, such as 'strategic control' versus 'spatial realignment'. This theoretical framework lacks conceptual clarity, quantitative precision and explanatory power. Here, we advocate for an alternative computational framework that offers several advantages: 1) an algorithmic explanatory account of the computations and operations that drive behaviour; 2) expressed in quantitative mathematical terms; 3) embedded within a principled theoretical framework (Bayesian decision theory, state-space modelling); 4) that offers a means to generate and test quantitative behavioural predictions. This computational framework offers a route towards mechanistic neurocognitive explanations of prism adaptation behaviour. Thus it constitutes a conceptual advance compared to the traditional theoretical framework. In this paper, we illustrate how Bayesian decision theory and state-space models offer principled explanations for a range of behavioural phenomena in the field of prism adaptation (e.g. visual capture, magnitude of visual versus proprioceptive realignment, spontaneous recovery and dynamics of adaptation memory). We argue that this explanatory framework can advance understanding of the functional and neural mechanisms that implement prism adaptation behaviour, by enabling quantitative tests of hypotheses that go beyond merely descriptive mapping claims that 'brain area X is (somehow) involved in psychological process Y'. Copyright © 2017 The Authors. Published by Elsevier Ltd.. All rights reserved.
Use of Theory in Behavior Change Interventions: An Analysis of Programs to Increase Physical Activity in Posttreatment Breast Cancer Survivors

PubMed Central

Bluethmann, Shirley M.; Bartholomew, L. Kay; Murphy, Caitlin C.; Vernon, Sally W.

2017-01-01

Objective Theory use may enhance effectiveness of behavioral interventions, yet critics question whether theory-based interventions have been sufficiently scrutinized. This study applied a framework to evaluate theory use in physical activity interventions for breast cancer survivors. The aims were to (1) evaluate theory application intensity and (2) assess the association between extensiveness of theory use and intervention effectiveness. Methods Studies were previously identified through a systematic search, including only randomized controlled trials published from 2005 to 2013, that addressed physical activity behavior change and studied survivors who were <5 years posttreatment. Eight theory items from Michie and Prestwich’s coding framework were selected to calculate theory intensity scores. Studies were classified into three subgroups based on extensiveness of theory use (Level 1 = sparse; Level 2 = moderate; and Level 3 = extensive). Results Fourteen randomized controlled trials met search criteria. Most trials used the transtheoretical model (n = 5) or social cognitive theory (n = 3). For extensiveness of theory use, 5 studies were classified as Level 1, 4 as Level 2, and 5 as Level 3. Studies in the extensive group (Level 3) had the largest overall effect size (g = 0.76). Effects were more modest in Level 1 and 2 groups with overall effect sizes of g = 0.28 and g = 0.36, respectively. Conclusions Theory use is often viewed as essential to behavior change, but theory application varies widely. In this study, there was some evidence to suggest that extensiveness of theory use enhanced intervention effectiveness. However, there is more to learn about how theory can improve interventions for breast cancer survivors. PMID:27226430
Quantum Decision Theory in Simple Risky Choices.

PubMed

Favre, Maroussia; Wittwer, Amrei; Heinimann, Hans Rudolf; Yukalov, Vyacheslav I; Sornette, Didier

2016-01-01

Quantum decision theory (QDT) is a recently developed theory of decision making based on the mathematics of Hilbert spaces, a framework known in physics for its application to quantum mechanics. This framework formalizes the concept of uncertainty and other effects that are particularly manifest in cognitive processes, which makes it well suited for the study of decision making. QDT describes a decision maker's choice as a stochastic event occurring with a probability that is the sum of an objective utility factor and a subjective attraction factor. QDT offers a prediction for the average effect of subjectivity on decision makers, the quarter law. We examine individual and aggregated (group) data, and find that the results are in good agreement with the quarter law at the level of groups. At the individual level, it appears that the quarter law could be refined in order to reflect individual characteristics. This article revisits the formalism of QDT along a concrete example and offers a practical guide to researchers who are interested in applying QDT to a dataset of binary lotteries in the domain of gains.
Quantum Decision Theory in Simple Risky Choices

PubMed Central

Favre, Maroussia; Wittwer, Amrei; Heinimann, Hans Rudolf; Yukalov, Vyacheslav I.; Sornette, Didier

2016-01-01

Quantum decision theory (QDT) is a recently developed theory of decision making based on the mathematics of Hilbert spaces, a framework known in physics for its application to quantum mechanics. This framework formalizes the concept of uncertainty and other effects that are particularly manifest in cognitive processes, which makes it well suited for the study of decision making. QDT describes a decision maker’s choice as a stochastic event occurring with a probability that is the sum of an objective utility factor and a subjective attraction factor. QDT offers a prediction for the average effect of subjectivity on decision makers, the quarter law. We examine individual and aggregated (group) data, and find that the results are in good agreement with the quarter law at the level of groups. At the individual level, it appears that the quarter law could be refined in order to reflect individual characteristics. This article revisits the formalism of QDT along a concrete example and offers a practical guide to researchers who are interested in applying QDT to a dataset of binary lotteries in the domain of gains. PMID:27936217
Beyond Markov: Accounting for independence violations in causal reasoning.

PubMed

Rehder, Bob

2018-06-01

Although many theories of causal cognition are based on causal graphical models, a key property of such models-the independence relations stipulated by the Markov condition-is routinely violated by human reasoners. This article presents three new accounts of those independence violations, accounts that share the assumption that people's understanding of the correlational structure of data generated from a causal graph differs from that stipulated by causal graphical model framework. To distinguish these models, experiments assessed how people reason with causal graphs that are larger than those tested in previous studies. A traditional common cause network (Y 1 ←X→Y 2 ) was extended so that the effects themselves had effects (Z 1 ←Y 1 ←X→Y 2 →Z 2 ). A traditional common effect network (Y 1 →X←Y 2 ) was extended so that the causes themselves had causes (Z 1 →Y 1 →X←Y 2 ←Z 2 ). Subjects' inferences were most consistent with the beta-Q model in which consistent states of the world-those in which variables are either mostly all present or mostly all absent-are viewed as more probable than stipulated by the causal graphical model framework. Substantial variability in subjects' inferences was also observed, with the result that substantial minorities of subjects were best fit by one of the other models (the dual prototype or a leaky gate models). The discrepancy between normative and human causal cognition stipulated by these models is foundational in the sense that they locate the error not in people's causal reasoning but rather in their causal representations. As a result, they are applicable to any cognitive theory grounded in causal graphical models, including theories of analogy, learning, explanation, categorization, decision-making, and counterfactual reasoning. Preliminary evidence that independence violations indeed generalize to other judgment types is presented. Copyright © 2018 Elsevier Inc. All rights reserved.

Integrating Cultural Factors in Military Modeling and Simulation: Anecdotal Literature Review and Framework for Application

DTIC Science & Technology

2005-06-01

Remarkably, the Iraqis have used religion and language to define the rhythms of war, including new methods of deception. The Coalition Forces, led by the...to explain socio-cultural factors based on organizational theories . Organizational culture is a concept often used to describe shared corporate...is governed by battle space informational footprints. In this regard, Vygotsky (1978) notes that human cognition and decision- making develops in
Maternal Self-Efficacy in the Home Food Environment: A Qualitative Study among Low-Income Mothers of Nutritionally At-Risk Children in an Urban Area of Jakarta, Indonesia

ERIC Educational Resources Information Center

Kolopaking, Risatianti; Bardosono, Saptawati; Fahmida, Umi

2011-01-01

Objective: To explore the factors that encompass maternal self-efficacy in providing food for the home. Methods: In-depth interviews were conducted with 19 mothers of nutritionally at risk children in an urban area of East Jakarta, Indonesia. This study was based on Social Cognitive Theory, Family Stress Models, and Ecological Frameworks. Data…
Growing Fixed With Age: Lay Theories of Malleability Are Target Age-Specific.

PubMed

Neel, Rebecca; Lassetter, Bethany

2015-11-01

Beliefs about whether people can change ("lay theories" of malleability) are known to have wide-ranging effects on social motivation, cognition, and judgment. Yet rather than holding an overarching belief that people can or cannot change, perceivers may hold independent beliefs about whether different people are malleable-that is, lay theories may be target-specific. Seven studies demonstrate that lay theories are target-specific with respect to age: Perceivers hold distinct, uncorrelated lay theories of people at different ages, and younger targets are considered to be more malleable than older targets. Both forms of target-specificity are consequential, as target age-specific lay theories predict policy support for learning-based senior services and the rehabilitation of old and young drug users. The implications of target age-specific lay theories for a number of psychological processes, the social psychology of aging, and theoretical frameworks of malleability beliefs are discussed. © 2015 by the Society for Personality and Social Psychology, Inc.
Promoting compliance: the patient-provider partnership.

PubMed

Wilson, B M

1995-07-01

Compliance has been defined traditionally in terms of how well a patient follows through with the recommendations of a health care provider. Patient education has often consisted of a one-way communication of provider to patient. This article advocates a multifaceted approach to compliance issues in which patients and health care providers set mutually agreed upon treatment goals. These goals must be consistent with patients' priorities and lifestyles. Patient compliance issues are examined in the context of three theoretical frameworks: (1) the Health-Belief Model, (2) Locus of Control Theory, and (3) Piaget's Theory of Cognitive Development. The insights gained from these models are then used to provide practical suggestions for enhancing compliance.
Emulation as an Integrating Principle for Cognition

PubMed Central

Colder, Brian

2011-01-01

Emulations, defined as ongoing internal representations of potential actions and the futures those actions are expected to produce, play a critical role in directing human bodily activities. Studies of gross motor behavior, perception, allocation of attention, response to errors, interoception, and homeostatic activities, and higher cognitive reasoning suggest that the proper execution of all these functions relies on emulations. Further evidence supports the notion that reinforcement learning in humans is aimed at updating emulations, and that action selection occurs via the advancement of preferred emulations toward realization of their action and environmental prediction. Emulations are hypothesized to exist as distributed active networks of neurons in cortical and sub-cortical structures. This manuscript ties together previously unrelated theories of the role of prediction in different aspects of human information processing to create an integrated framework for cognition. PMID:21660288
Cognitive Style as Environmentally Sensitive Individual Differences in Cognition: A Modern Synthesis and Applications in Education, Business, and Management.

PubMed

Kozhevnikov, Maria; Evans, Carol; Kosslyn, Stephen M

2014-05-01

The key aims of this article are to relate the construct of cognitive style to current theories in cognitive psychology and neuroscience and to outline a framework that integrates the findings on individual differences in cognition across different disciplines. First, we characterize cognitive style as patterns of adaptation to the external world that develop on the basis of innate predispositions, the interactions among which are shaped by changing environmental demands. Second, we show that research on cognitive style in psychology and cross-cultural neuroscience, on learning styles in education, and on decision-making styles in business and management all address the same phenomena. Third, we review cognitive-psychology and neuroscience research that supports the validity of the concept of cognitive style. Fourth, we show that various styles from disparate disciplines can be organized into a single taxonomy. This taxonomy allows us to integrate all the well-documented cognitive, learning, and decision-making styles; all of these style types correspond to adaptive systems that draw on different levels of information processing. Finally, we discuss how the proposed approach might promote greater coherence in research and application in education, in business and management, and in other disciplines. © The Author(s) 2014.
The neural signature of emotional memories in serial crimes.

PubMed

Chassy, Philippe

2017-10-01

Neural plasticity is the process whereby semantic information and emotional responses are stored in neural networks. It is hypothesized that the neural networks built over time to encode the sexual fantasies that motivate serial killers to act should display a unique, detectable activation pattern. The pathological neural watermark hypothesis posits that such networks comprise activation of brain sites that reflect four cognitive components: autobiographical memory, sexual arousal, aggression, and control over aggression. The neural sites performing these cognitive functions have been successfully identified by previous research. The key findings are reviewed to hypothesise the typical pattern of activity that serial killers should display. Through the integration of biological findings into one framework, the neural approach proposed in this paper is in stark contrast with the many theories accounting for serial killers that offer non-medical taxonomies. The pathological neural watermark hypothesis offers a new framework to understand and detect deviant individuals. The technical and legal issues are briefly discussed. Copyright © 2017 Elsevier Ltd. All rights reserved.
Simulating human behavior for national security human interactions.

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

Bernard, Michael Lewis; Hart, Dereck H.; Verzi, Stephen J.

2007-01-01

This 3-year research and development effort focused on what we believe is a significant technical gap in existing modeling and simulation capabilities: the representation of plausible human cognition and behaviors within a dynamic, simulated environment. Specifically, the intent of the ''Simulating Human Behavior for National Security Human Interactions'' project was to demonstrate initial simulated human modeling capability that realistically represents intra- and inter-group interaction behaviors between simulated humans and human-controlled avatars as they respond to their environment. Significant process was made towards simulating human behaviors through the development of a framework that produces realistic characteristics and movement. The simulated humansmore » were created from models designed to be psychologically plausible by being based on robust psychological research and theory. Progress was also made towards enhancing Sandia National Laboratories existing cognitive models to support culturally plausible behaviors that are important in representing group interactions. These models were implemented in the modular, interoperable, and commercially supported Umbra{reg_sign} simulation framework.« less
The role of cognitive apprenticeship in learning science in a virtual world

NASA Astrophysics Data System (ADS)

Ramdass, Darshanand

2012-12-01

This article extends the discussion started by Margaret Beier, Leslie Miller, and Shu Wang's (2012) paper, Science games and the development of possible selves. In this paper, I suggest that a theoretical framework based on a sociocultural theory of learning is critical in learning in a virtual environment. I will discuss relevant research on the application of various components of the sociocultural perspective of learning in classroom environments and the potential for applying them in virtual worlds. I propose that research in science education should explore the processes underlying cognitive apprenticeship and determine how these processes can be used in virtual environments to help students learn science successfully.
Concepts of illness in Icelandic children.

PubMed

Hansdottir, I; Malcarne, V L

1998-06-01

To investigate the development of illness concepts among healthy Icelandic children. Participants were 68 schoolchildren, 6-7, 10-11, and 14-15 years of age, and their parents. Cognitive developmental level and understanding of physical illness were assessed within a Piagetian framework. In addition, illness experience and illness behaviors (Child Illness Behavior Questionnaire) were assessed. Results were consistent with previous studies in that the development of illness concepts among Icelandic children was consistent with Piaget's theory of cognitive development. No relation was found between illness experience and understanding of illness. A more mature understanding of illness was related to willingness to report the onset of illness. The results suggest that findings from previous studies may be generalized to a broader population.
Distracted and confused?: selective attention under load.

PubMed

Lavie, Nilli

2005-02-01

The ability to remain focused on goal-relevant stimuli in the presence of potentially interfering distractors is crucial for any coherent cognitive function. However, simply instructing people to ignore goal-irrelevant stimuli is not sufficient for preventing their processing. Recent research reveals that distractor processing depends critically on the level and type of load involved in the processing of goal-relevant information. Whereas high perceptual load can eliminate distractor processing, high load on "frontal" cognitive control processes increases distractor processing. These findings provide a resolution to the long-standing early and late selection debate within a load theory of attention that accommodates behavioural and neuroimaging data within a framework that integrates attention research with executive function.
Consumer psychology: categorization, inferences, affect, and persuasion.

PubMed

Loken, Barbara

2006-01-01

This chapter reviews research on consumer psychology with emphasis on the topics of categorization, inferences, affect, and persuasion. The chapter reviews theory-based empirical research during the period 1994-2004. Research on categorization includes empirical research on brand categories, goals as organizing frameworks and motivational bases for judgments, and self-based processing. Research on inferences includes numerous types of inferences that are cognitively and/or experienced based. Research on affect includes the effects of mood on processing and cognitive and noncognitive bases for attitudes and intentions. Research on persuasion focuses heavily on the moderating role of elaboration and dual-process models, and includes research on attitude strength responses, advertising responses, and negative versus positive evaluative dimensions.
Computational psychiatry

PubMed Central

Montague, P. Read; Dolan, Raymond J.; Friston, Karl J.; Dayan, Peter

2013-01-01

Computational ideas pervade many areas of science and have an integrative explanatory role in neuroscience and cognitive science. However, computational depictions of cognitive function have had surprisingly little impact on the way we assess mental illness because diseases of the mind have not been systematically conceptualized in computational terms. Here, we outline goals and nascent efforts in the new field of computational psychiatry, which seeks to characterize mental dysfunction in terms of aberrant computations over multiple scales. We highlight early efforts in this area that employ reinforcement learning and game theoretic frameworks to elucidate decision-making in health and disease. Looking forwards, we emphasize a need for theory development and large-scale computational phenotyping in human subjects. PMID:22177032
Development and Validation of Two Instruments Measuring Intrinsic, Extraneous, and Germane Cognitive Load

PubMed Central

Klepsch, Melina; Schmitz, Florian; Seufert, Tina

2017-01-01

Cognitive Load Theory is one of the most powerful research frameworks in educational research. Beside theoretical discussions about the conceptual parts of cognitive load, the main challenge within this framework is that there is still no measurement instrument for the different aspects of cognitive load, namely intrinsic, extraneous, and germane cognitive load. Hence, the goal of this paper is to develop a differentiated measurement of cognitive load. In Study 1 (N = 97), we developed and analyzed two strategies to measure cognitive load in a differentiated way: (1) Informed rating: We trained learners in differentiating the concepts of cognitive load, so that they could rate them in an informed way. They were asked then to rate 24 different learning situations or learning materials related to either high or low intrinsic, extraneous, or germane load. (2) Naïve rating: For this type of rating of cognitive load we developed a questionnaire with two to three items for each type of load. With this questionnaire, the same learning situations had to be rated. In the second study (N = between 65 and 95 for each task), we improved the instrument for the naïve rating. For each study, we analyzed whether the instruments are reliable and valid, for Study 1, we also checked for comparability of the two measurement strategies. In Study 2, we conducted a simultaneous scenario based factor analysis. The informed rating seems to be a promising strategy to assess the different aspects of cognitive load, but it seems not economic and feasible for larger studies and a standardized training would be necessary. The improved version of the naïve rating turned out to be a useful, feasible, and reliable instrument. Ongoing studies analyze the conceptual validity of this measurement with up to now promising results. PMID:29201011
Theory of Mind and social functioning in schizophrenia: correlation with figurative language abnormalities, clinical symptoms and general intelligence.

PubMed

Piovan, Cristiano; Gava, Laura; Campeol, Mara

2016-01-01

Over past few decades, studies displayed Theory of Mind (ToM) as a system, including cognitive and affective features, rather than an unitary process. Within domains defining social cognition, ToM stands for the best predictor of poor social functioning in schizophrenia. The current study aimed to explore competence in ToM tasks, in metaphorical and idiomatic language identification tasks and in a conversational rules observance test, as well as relationship with social functioning, in a group of outpatients suffering from schizophrenia. METHODS.: 30 outpatients diagnosed with schizophrenia and 24 healthy subjects have been recruited. Both groups underwent TIB as premorbid IQ evaluation, PANSS, Theory of Mind Picture Sequencing Task, a metaphors and idiomatic expressions comprehension test and a conversational test. Social functioning was assessed with PSP. Results.Mean values of premorbid IQ showed no significant difference between patients and control group. In ToM and pragmatic competence tasks, differences between groups resulted in high significance, due to patients' lower performance. A correlation between metaphors and idiomatic expressions comprehension and second order false beliefs was detected. PSP showed a correlation with PANSS and cognitive-ToM, whereas leaving aside affective-ToM. Results showed how people affected with schizophrenia, in stable clinical condition, do have clear impairments in ToM and figurative language comprehension assignments. In our theoretical framework, correlation arisen between cognitive-ToM, pragmatic deficits, clinical status and social functioning level suggests usefulness of rehabilitative interventions to recover metacognitive functions and pragmatic abilities, in order to reduce social disability in schizophrenia.
Knowledge, instruction and behavioural change: building a framework for effective eczema education in clinical practice

PubMed Central

Thompson, Deryn Lee; Thompson, Murray John

2014-01-01

Aims A discussion on the reasons educational interventions about eczema, by nurses, are successful, with the subsequent development of a theoretical framework to guide nurses to become effective patient educators. Background Effective child and parent education is the key to successful self-management of eczema. When diagnosed, children and parents should learn to understand the condition through clear explanations, seeing treatment demonstrations and have ongoing support to learn practical skills to control eczema. Dermatology nurses provide these services, but no one has proposed a framework of the concepts underpinning their successful eczema educational interventions. Design A discussion paper. Data Sources A literature search of online databases was undertaken utilizing terms ‘eczema OR atopic dermatitis’, ‘education’, ‘parent’, ‘nurs*’, ‘framework’, ‘knowledge’, motivation’, in Scopus, CINAHL, Web of Science, Medline and Pubmed. Limits were English language and 2003–2013. Implications for Nursing The framework can inform discussion on child and parent education, provide a scaffold for future research and guide non-specialist nurses, internationally, in providing consistent patient education about eczema. Conclusion Founded on an understanding of knowledge, the framework utilizes essential elements of cognitive psychology and social cognitive theory leading to successful self-management of eczema. This framework may prove useful as a basis for future research in child and parent education, globally, in the healthcare community. A framework has been created to help nurses understand the essential elements of the learning processes at the foundation of effective child and parent education. The framework serves to explain the improved outcomes reported in previous nurse-led eczema educational interventions. PMID:25312442
The state of the "state" debate in hypnosis: a view from the cognitive-behavioral perspective.

PubMed

Chaves, J F

1997-07-01

For most of the past 50 years, hypnosis research has been driven by a debate about whether hypnotic phenomena can be best described and understood as the product of an altered state of consciousness. The meanings of some of the pivotal concepts in this debate and the nature of the phenomena that gave rise to them were ambiguous at the outset and led to misconceptions and surplus meanings that have obscured the debate through most of its history. The nature of the posited hypnotic state and its assumed consequences have changed during this period, reflecting the abandonment of untenable versions of hypnotic state theory. Carefully conducted studies in laboratories around the world have refined our understanding of hypnotic phenomena and helped identify the critical variables that interact to elicit them. With the maturation of the cognitive-behavioral perspective and the growing refinement of state conceptions of hypnosis, questions arise whether the state debate is still the axis about which hypnosis research and theory pivots. Although heuristic value of this debate has been enormous, we must guard against the cognitive constraints of our own metaphors and conceptual frameworks.
Tracking the dynamics of divergent thinking via semantic distance: Analytic methods and theoretical implications.

PubMed

Hass, Richard W

2017-02-01

Divergent thinking has often been used as a proxy measure of creative thinking, but this practice lacks a foundation in modern cognitive psychological theory. This article addresses several issues with the classic divergent-thinking methodology and presents a new theoretical and methodological framework for cognitive divergent-thinking studies. A secondary analysis of a large dataset of divergent-thinking responses is presented. Latent semantic analysis was used to examine the potential changes in semantic distance between responses and the concept represented by the divergent-thinking prompt across successive response iterations. The results of linear growth modeling showed that although there is some linear increase in semantic distance across response iterations, participants high in fluid intelligence tended to give more distant initial responses than those with lower fluid intelligence. Additional analyses showed that the semantic distance of responses significantly predicted the average creativity rating given to the response, with significant variation in average levels of creativity across participants. Finally, semantic distance does not seem to be related to participants' choices of their own most creative responses. Implications for cognitive theories of creativity are discussed, along with the limitations of the methodology and directions for future research.
Using Multiple Ways to Investigate Cognitive Load Theory in the Context of Physics Instruction

NASA Astrophysics Data System (ADS)

Zu, Tianlong

Cognitive load theory (CLT) (Sweller 1988, 1998, 2010) provides us a guiding framework for designing instructional materials. CLT differentiates three subtypes of cognitive load: intrinsic, extraneous, and germane cognitive load. The three cognitive loads are theorized based on the number of simultaneously processed elements in working memory. Intrinsic cognitive load depends upon the number of interacting elements in the instructional material that are related to the learning objective. Extraneous cognitive load is the mental resources allocated to processing unnecessary information which does not contribute to learning as caused by non- optimal instructional procedure. It is determined by the number of interacting elements which are not related to learning goal. Both intrinsic and extraneous load vary according to prior knowledge of learners. Germane cognitive load is indirectly related to interacting elements. It represents the cognitive resources deployed for processing intrinsic load, chunking information and constructing and automating schema. Germane cognitive load is related to level of motivation of the learner. Given this triarchic model of cognitive load and their different roles in learning activities, different learning outcomes can be expected depending upon the characteristics of the educational materials, learner characteristics, and instructional setting. In three experiments, we investigated cognitive load theory following different approaches. Given the triarchic nature of cognitive load construct, it is critical to find non- intrusive ways to measure cognitive load. In study one, we replicated and extended a previous landmark study to investigate the use of eye movements related metrics to measure the three kinds of cognitive load independently. We also collected working memory capacity of students using a cognitive operation-span task. Two of the three types of cognitive load (intrinsic and extraneous) were directly manipulated, and the third type of cognitive load (germane) was indirectly ascertained. We found that different eye-movement based parameters were most sensitive to different types of cognitive load. These results indicate that it is possible to monitor the three kinds of cognitive load separately using eye movement parameters. We also compared the up-to-date cognitive load theory model with an alternative model using a multi-level model analysis and we found that Sweller's (2010) up-to-date model is supported by our data. In educational settings, active learning based methodologies such as peer instruction have been shown to be effective in facilitating students' conceptual understanding. In study two, we discussed the effect of peer interaction on conceptual test performance of students from a cognitive load perspective. Based on the literature, a self-reported cognitive load survey was developed to measure each type of cognitive load. We found that a certain level of prior knowledge is necessary for peer interaction to work and that peer interaction is effective mainly through significantly decreasing the intrinsic load experienced by students, even though it may increase the extraneous load. In study three, we compared the effect of guided instruction in the form of worked examples using narrated-animated video solutions and semi-guided instruction using visual cues on students' performance, shift of visual attention during transfer, and extraneous cognitive load during learning. We found that multimedia video solutions can be more effective in promoting transfer performance of learners than visual cues. We also found evidence that guided instruction in the form of multimedia video solutions can decrease extraneous cognitive load of students during learning, more so than semi-guided instruction using visual cues.
A visualization framework for design and evaluation

NASA Astrophysics Data System (ADS)

Blundell, Benjamin J.; Ng, Gary; Pettifer, Steve

2006-01-01

The creation of compelling visualisation paradigms is a craft often dominated by intuition and issues of aesthetics, with relatively few models to support good design. The majority of problem cases are approached by simply applying a previously evaluated visualisation technique. A large body of work exists covering the individual aspects of visualisation design such as the human cognition aspects visualisation methods for specific problem areas, psychology studies and so forth, yet most frameworks regarding visualisation are applied after-the-fact as an evaluation measure. We present an extensible framework for visualisation aimed at structuring the design process, increasing decision traceability and delineating the notions of function, aesthetics and usability. The framework can be used to derive a set of requirements for good visualisation design and evaluating existing visualisations, presenting possible improvements. Our framework achieves this by being both broad and general, built on top of existing works, with hooks for extensions and customizations. This paper shows how existing theories of information visualisation fit into the scheme, presents our experience in the application of this framework on several designs, and offers our evaluation of the framework and the designs studied.

Where am I? Who am I? The Relation Between Spatial Cognition, Social Cognition and Individual Differences in the Built Environment

PubMed Central

Proulx, Michael J.; Todorov, Orlin S.; Taylor Aiken, Amanda; de Sousa, Alexandra A.

2016-01-01

Knowing who we are, and where we are, are two fundamental aspects of our physical and mental experience. Although the domains of spatial and social cognition are often studied independently, a few recent areas of scholarship have explored the interactions of place and self. This fits in with increasing evidence for embodied theories of cognition, where mental processes are grounded in action and perception. Who we are might be integrated with where we are, and impact how we move through space. Individuals vary in personality, navigational strategies, and numerous cognitive and social competencies. Here we review the relation between social and spatial spheres of existence in the realms of philosophical considerations, neural and psychological representations, and evolutionary context, and how we might use the built environment to suit who we are, or how it creates who we are. In particular we investigate how two spatial reference frames, egocentric and allocentric, might transcend into the social realm. We then speculate on how environments may interact with spatial cognition. Finally, we suggest how a framework encompassing spatial and social cognition might be taken in consideration by architects and urban planners. PMID:26903893
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…
Sigmund Freud-early network theories of the brain.

PubMed

Surbeck, Werner; Killeen, Tim; Vetter, Johannes; Hildebrandt, Gerhard

2018-06-01

Since the early days of modern neuroscience, psychological models of brain function have been a key component in the development of new knowledge. These models aim to provide a framework that allows the integration of discoveries derived from the fundamental disciplines of neuroscience, including anatomy and physiology, as well as clinical neurology and psychiatry. During the initial stages of his career, Sigmund Freud (1856-1939), became actively involved in these nascent fields with a burgeoning interest in functional neuroanatomy. In contrast to his contemporaries, Freud was convinced that cognition could not be localised to separate modules and that the brain processes cognition not in a merely serial manner but in a parallel and dynamic fashion-anticipating fundamental aspects of current network theories of brain function. This article aims to shed light on Freud's seminal, yet oft-overlooked, early work on functional neuroanatomy and his reasons for finally abandoning the conventional neuroscientific "brain-based" reference frame in order to conceptualise the mind from a purely psychological perspective.
Quantum Information Biology: From Information Interpretation of Quantum Mechanics to Applications in Molecular Biology and Cognitive Psychology

NASA Astrophysics Data System (ADS)

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

2015-10-01

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

PubMed

Im-Bolter, Nancie; Agostino, Alba; Owens-Jaffray, Keely

2016-09-01

Studies with preschool children have shown that language and executive function are important for theory of mind, but few studies have examined these associations in older children and in an integrative theory-guided manner. The theory of constructive operators was used as a framework to test a model of relations among mental attentional capacity, attentional inhibition, language, executive processes (shifting and updating), and higher order theory of mind in two groups of school-aged children: one in middle childhood (n=226; mean age=8.08years) and the other in early adolescence (n=216; mean age=12.09years). Results revealed a complex model of interrelations between cognitive resources and language in middle childhood that directly and indirectly predicted theory of mind. The model in early adolescence was less complex, however, and highlighted the importance of semantic language and shifting for theory of mind. Our findings suggest not only that contributors to theory of mind change over time but also that they may depend on the maturity level of the theory of mind system being examined. Copyright © 2015 Elsevier Inc. All rights reserved.
Clinical reasoning of junior doctors in emergency medicine: a grounded theory study.

PubMed

Adams, E; Goyder, C; Heneghan, C; Brand, L; Ajjawi, R

2017-02-01

Emergency medicine (EM) has a high case turnover and acuity making it a demanding clinical reasoning domain especially for junior doctors who lack experience. We aimed to better understand their clinical reasoning using dual cognition as a guiding theory. EM junior doctors were recruited from six hospitals in the south of England to participate in semi-structured interviews (n=20) and focus groups (n=17) based on recall of two recent cases. Transcripts were analysed using a grounded theory approach to identify themes and to develop a model of junior doctors' clinical reasoning in EM. Within cases, clinical reasoning occurred in three phases. In phase 1 (case framing), initial case cues and first impressions were predominantly intuitive, but checked by analytical thought and determined the urgency of clinical assessment. In phase 2 (evolving reasoning), non-analytical single cue and pattern recognitions were common which were subsequently validated by specific analytical strategies such as use of red flags. In phase 3 (ongoing uncertainty) analytical self-monitoring and reassurance strategies were used to precipitate a decision regarding discharge. We found a constant dialectic between intuitive and analytical cognition throughout the reasoning process. Our model of clinical reasoning by EM junior doctors illustrates the specific contextual manifestations of the dual cognition theory. Distinct diagnostic strategies are identified and together these give EM learners and educators a framework and vocabulary for discussion and learning about clinical reasoning. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.
Evaluating team decision-making as an emergent phenomenon.

PubMed

Kinnear, John; Wilson, Nick; O'Dwyer, Anthony

2018-04-01

The complexity of modern clinical practice has highlighted the fallibility of individual clinicians' decision-making, with effective teamwork emerging as a key to patient safety. Dual process theory is widely accepted as a framework for individual decision-making, with type 1 processes responsible for fast, intuitive and automatic decisions and type 2 processes for slow, analytical decisions. However, dual process theory does not explain cognition at the group level, when individuals act in teams. Team cognition resulting from dynamic interaction of individuals is said to be more resilient to decision-making error and greater than simply aggregated cognition. Clinicians were paired as teams and asked to solve a cognitive puzzle constructed as a drug calculation. The frequency at which the teams made incorrect decisions was compared with that of individual clinicians answering the same question. When clinicians acted in pairs, 63% answered the cognitive puzzle correctly, compared with 33% of clinicians as individuals, showing a statistically significant difference in performance (χ 2 (1, n=116)=24.329, P<0.001). Based on the predicted performance of teams made up of the random pairing of individuals who had the same propensity to answer as previously, there was no statistical difference in the actual and predicted teams' performance. Teams are less prone to making errors of decision-making than individuals. However, the improved performance is likely to be owing to the effect of aggregated cognition rather than any improved decision-making as a result of the interaction. There is no evidence of team cognition as an emergent and distinct entity. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.
A description of the ABCD organizational structure and communication framework.

PubMed

Auchter, Allison M; Hernandez Mejia, Margie; Heyser, Charles J; Shilling, Paul D; Jernigan, Terry L; Brown, Sandra A; Tapert, Susan F; Dowling, Gayathri J

2018-04-16

The Adolescent Brain Cognitive Development (ABCD) study is designed to be the largest study of brain development and child health in the United States, performing comprehensive assessments of 11,500 children repeatedly for 10 years. An endeavor of this magnitude requires an organized framework of governance and communication that promotes collaborative decision-making and dissemination of information. The ABCD consortium structure, built upon the Matrix Management approach of organizational theory, facilitates the integration of input from all institutions, numerous internal workgroups and committees, federal partners, and external advisory groups to make use of a broad range of expertise to ensure the study's success. Copyright © 2018 Elsevier Ltd. All rights reserved.
Rational and mechanistic perspectives on reinforcement learning.

PubMed

Chater, Nick

2009-12-01

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

PubMed

McCabe, Simon; Daly, Michael

2018-05-07

Terror management theory suggests that following culturally derived scripts for valued behaviour protects people from death concerns, and conversely, not meeting standards for cultural value can weaken this protection, heightening mortality concerns. Using this conceptual framework, we examine (1) how considerations of loss of employment, a source of cultural value for many, relates to the accessibility of death-related cognition, and (2) the moderating role of job market health, and (3) involvement in close relationships. Study 1 found that writing about being unemployed (vs. a control topic) led to greater mortality-related cognition. Study 2 found that considering unemployment heightened death cognition, but only when participants were led to perceive the job market as unhealthy. Finally, Study 3 found that considering unemployment led to greater death cognition, but not for those involved in a close relationship. Findings offer insight into a previously overlooked consequence of unemployment, and factors that may serve a protective function. © 2018 The British Psychological Society.
Construal level as a moderator of the role of affective and cognitive attitudes in the prediction of health-risk behavioural intentions.

PubMed

Carrera, Pilar; Caballero, Amparo; Muñoz, Dolores; González-Iraizoz, Marta; Fernández, Itziar

2014-12-01

In two preliminary control checks it was shown that affective attitudes presented greater abstraction than cognitive attitudes. Three further studies explored how construal level moderated the role of affective and cognitive attitudes in predicting one health-promoting behaviour (exercising) and two risk behaviours (sleep debt and binge drinking). There was a stronger influence of affective attitudes both when participants were in abstract (vs. concrete) mindsets induced by a priming task in Studies 1a and 1b, and when behavioural intentions were formed for the distant (vs. near) future in Study 2. In the case of concrete mindsets, the results were inconclusive; the interaction between construal level and cognitive attitudes was only marginally significant in Study 1b. The present research supports the assertion that in abstract mindsets (vs. concrete mindsets) people use more affective attitudes to construe their behavioural intentions. Practical implications for health promotion are discussed in the framework of construal-level theory. © 2014 The British Psychological Society.
Imbalanced decision hierarchy in addicts emerging from drug-hijacked dopamine spiraling circuit.

PubMed

Keramati, Mehdi; Gutkin, Boris

2013-01-01

Despite explicitly wanting to quit, long-term addicts find themselves powerless to resist drugs, despite knowing that drug-taking may be a harmful course of action. Such inconsistency between the explicit knowledge of negative consequences and the compulsive behavioral patterns represents a cognitive/behavioral conflict that is a central characteristic of addiction. Neurobiologically, differential cue-induced activity in distinct striatal subregions, as well as the dopamine connectivity spiraling from ventral striatal regions to the dorsal regions, play critical roles in compulsive drug seeking. However, the functional mechanism that integrates these neuropharmacological observations with the above-mentioned cognitive/behavioral conflict is unknown. Here we provide a formal computational explanation for the drug-induced cognitive inconsistency that is apparent in the addicts' "self-described mistake". We show that addictive drugs gradually produce a motivational bias toward drug-seeking at low-level habitual decision processes, despite the low abstract cognitive valuation of this behavior. This pathology emerges within the hierarchical reinforcement learning framework when chronic exposure to the drug pharmacologically produces pathologicaly persistent phasic dopamine signals. Thereby the drug hijacks the dopaminergic spirals that cascade the reinforcement signals down the ventro-dorsal cortico-striatal hierarchy. Neurobiologically, our theory accounts for rapid development of drug cue-elicited dopamine efflux in the ventral striatum and a delayed response in the dorsal striatum. Our theory also shows how this response pattern depends critically on the dopamine spiraling circuitry. Behaviorally, our framework explains gradual insensitivity of drug-seeking to drug-associated punishments, the blocking phenomenon for drug outcomes, and the persistent preference for drugs over natural rewards by addicts. The model suggests testable predictions and beyond that, sets the stage for a view of addiction as a pathology of hierarchical decision-making processes. This view is complementary to the traditional interpretation of addiction as interaction between habitual and goal-directed decision systems.
Python scripting in the nengo simulator.

PubMed

Stewart, Terrence C; Tripp, Bryan; Eliasmith, Chris

2009-01-01

Nengo (http://nengo.ca) is an open-source neural simulator that has been greatly enhanced by the recent addition of a Python script interface. Nengo provides a wide range of features that are useful for physiological simulations, including unique features that facilitate development of population-coding models using the neural engineering framework (NEF). This framework uses information theory, signal processing, and control theory to formalize the development of large-scale neural circuit models. Notably, it can also be used to determine the synaptic weights that underlie observed network dynamics and transformations of represented variables. Nengo provides rich NEF support, and includes customizable models of spike generation, muscle dynamics, synaptic plasticity, and synaptic integration, as well as an intuitive graphical user interface. All aspects of Nengo models are accessible via the Python interface, allowing for programmatic creation of models, inspection and modification of neural parameters, and automation of model evaluation. Since Nengo combines Python and Java, it can also be integrated with any existing Java or 100% Python code libraries. Current work includes connecting neural models in Nengo with existing symbolic cognitive models, creating hybrid systems that combine detailed neural models of specific brain regions with higher-level models of remaining brain areas. Such hybrid models can provide (1) more realistic boundary conditions for the neural components, and (2) more realistic sub-components for the larger cognitive models.
Python Scripting in the Nengo Simulator

PubMed Central

Stewart, Terrence C.; Tripp, Bryan; Eliasmith, Chris

2008-01-01

Nengo (http://nengo.ca) is an open-source neural simulator that has been greatly enhanced by the recent addition of a Python script interface. Nengo provides a wide range of features that are useful for physiological simulations, including unique features that facilitate development of population-coding models using the neural engineering framework (NEF). This framework uses information theory, signal processing, and control theory to formalize the development of large-scale neural circuit models. Notably, it can also be used to determine the synaptic weights that underlie observed network dynamics and transformations of represented variables. Nengo provides rich NEF support, and includes customizable models of spike generation, muscle dynamics, synaptic plasticity, and synaptic integration, as well as an intuitive graphical user interface. All aspects of Nengo models are accessible via the Python interface, allowing for programmatic creation of models, inspection and modification of neural parameters, and automation of model evaluation. Since Nengo combines Python and Java, it can also be integrated with any existing Java or 100% Python code libraries. Current work includes connecting neural models in Nengo with existing symbolic cognitive models, creating hybrid systems that combine detailed neural models of specific brain regions with higher-level models of remaining brain areas. Such hybrid models can provide (1) more realistic boundary conditions for the neural components, and (2) more realistic sub-components for the larger cognitive models. PMID:19352442
A Framework for Relating Cognitive to Neural Systems. Cognitive Science Program, Technical Report No. 84-2.

ERIC Educational Resources Information Center

Posner, Michael I.

This paper reviews the aspects of cognitive science that relate best to using electrical and magnetic recording to understand the function of brain systems. It outlines a framework for relating cognitive activities of daily life (typing, reading) to underlying neural systems. The framework uses five levels of analysis: task, elementary operations,…
Generalized Information Theory Meets Human Cognition: Introducing a Unified Framework to Model Uncertainty and Information Search.

PubMed

Crupi, Vincenzo; Nelson, Jonathan D; Meder, Björn; Cevolani, Gustavo; Tentori, Katya

2018-06-17

Searching for information is critical in many situations. In medicine, for instance, careful choice of a diagnostic test can help narrow down the range of plausible diseases that the patient might have. In a probabilistic framework, test selection is often modeled by assuming that people's goal is to reduce uncertainty about possible states of the world. In cognitive science, psychology, and medical decision making, Shannon entropy is the most prominent and most widely used model to formalize probabilistic uncertainty and the reduction thereof. However, a variety of alternative entropy metrics (Hartley, Quadratic, Tsallis, Rényi, and more) are popular in the social and the natural sciences, computer science, and philosophy of science. Particular entropy measures have been predominant in particular research areas, and it is often an open issue whether these divergences emerge from different theoretical and practical goals or are merely due to historical accident. Cutting across disciplinary boundaries, we show that several entropy and entropy reduction measures arise as special cases in a unified formalism, the Sharma-Mittal framework. Using mathematical results, computer simulations, and analyses of published behavioral data, we discuss four key questions: How do various entropy models relate to each other? What insights can be obtained by considering diverse entropy models within a unified framework? What is the psychological plausibility of different entropy models? What new questions and insights for research on human information acquisition follow? Our work provides several new pathways for theoretical and empirical research, reconciling apparently conflicting approaches and empirical findings within a comprehensive and unified information-theoretic formalism. Copyright © 2018 Cognitive Science Society, Inc.
Modeling driver behavior in a cognitive architecture.

PubMed

Salvucci, Dario D

2006-01-01

This paper explores the development of a rigorous computational model of driver behavior in a cognitive architecture--a computational framework with underlying psychological theories that incorporate basic properties and limitations of the human system. Computational modeling has emerged as a powerful tool for studying the complex task of driving, allowing researchers to simulate driver behavior and explore the parameters and constraints of this behavior. An integrated driver model developed in the ACT-R (Adaptive Control of Thought-Rational) cognitive architecture is described that focuses on the component processes of control, monitoring, and decision making in a multilane highway environment. This model accounts for the steering profiles, lateral position profiles, and gaze distributions of human drivers during lane keeping, curve negotiation, and lane changing. The model demonstrates how cognitive architectures facilitate understanding of driver behavior in the context of general human abilities and constraints and how the driving domain benefits cognitive architectures by pushing model development toward more complex, realistic tasks. The model can also serve as a core computational engine for practical applications that predict and recognize driver behavior and distraction.
The cognitive mediation model: factors influencing public knowledge of the H1N1 pandemic and intention to take precautionary behaviors.

PubMed

Ho, Shirley S; Peh, Xianghong; Soh, Veronica W L

2013-01-01

This study uses the cognitive mediation model as the theoretical framework to examine the influence of motivations, communication, and news elaboration on public knowledge of the H1N1 pandemic and the intention to take precautionary behaviors in Singapore. Using a nationally representative random digit dialing telephone survey of 1,055 adult Singaporeans, the authors' results show that the cognitive mediation model can be applied to health contexts, in which motivations (surveillance gratification, guidance, and need for cognition) were positively associated with news attention, elaboration, and interpersonal communication. News attention, elaboration, and interpersonal communication in turn positively influence public knowledge about the H1N1 influenza. In addition, results show that the motivations have significant indirect effects on behavioral intentions, as partially mediated by communication (media attention and interpersonal communication), elaboration, and knowledge. The authors conclude that the cognitive mediation model can be extended to behavioral outcomes, above and beyond knowledge. Implications for theory and practice for health communication were discussed.
[Taxonomic theory for non-classical systematics].

PubMed

Pavlinov, I Ia

2012-01-01

Outlined briefly are basic principles of construing general taxonomic theory for biological systematics considered in the context of non-classical scientific paradigm. The necessity of such kind of theory is substantiated, and some key points of its elaboration are exposed: its interpretation as a framework concept for the partial taxonomic theories in various schools of systematics; elaboration of idea of cognitive situation including three interrelated components, namely subject, object, and epistemic ones; its construing as a content-wisely interpreted quasi-axiomatics, with strong structuring of its conceptual space including demarcation between axioms and inferring rules; its construing as a "conceptual pyramid" of concepts of various levels of generality; inclusion of a basic model into definition of the taxonomic system (classification) regulating its content. Two problems are indicated as fundamental: definition of taxonomic diversity as a subject domain for the systematics as a whole; definition of onto-epistemological status of taxonomic system (classification) in general and of taxa in particular.
Self-organization, free energy minimization, and optimal grip on a field of affordances

PubMed Central

Bruineberg, Jelle; Rietveld, Erik

2014-01-01

In this paper, we set out to develop a theoretical and conceptual framework for the new field of Radical Embodied Cognitive Neuroscience. This framework should be able to integrate insights from several relevant disciplines: theory on embodied cognition, ecological psychology, phenomenology, dynamical systems theory, and neurodynamics. We suggest that the main task of Radical Embodied Cognitive Neuroscience is to investigate the phenomenon of skilled intentionality from the perspective of the self-organization of the brain-body-environment system, while doing justice to the phenomenology of skilled action. In previous work, we have characterized skilled intentionality as the organism's tendency toward an optimal grip on multiple relevant affordances simultaneously. Affordances are possibilities for action provided by the environment. In the first part of this paper, we introduce the notion of skilled intentionality and the phenomenon of responsiveness to a field of relevant affordances. Second, we use Friston's work on neurodynamics, but embed a very minimal version of his Free Energy Principle in the ecological niche of the animal. Thus amended, this principle is helpful for understanding the embeddedness of neurodynamics within the dynamics of the system “brain-body-landscape of affordances.” Next, we show how we can use this adjusted principle to understand the neurodynamics of selective openness to the environment: interacting action-readiness patterns at multiple timescales contribute to the organism's selective openness to relevant affordances. In the final part of the paper, we emphasize the important role of metastable dynamics in both the brain and the brain-body-environment system for adequate affordance-responsiveness. We exemplify our integrative approach by presenting research on the impact of Deep Brain Stimulation on affordance responsiveness of OCD patients. PMID:25161615

Self-organization, free energy minimization, and optimal grip on a field of affordances.

PubMed

Bruineberg, Jelle; Rietveld, Erik

2014-01-01

In this paper, we set out to develop a theoretical and conceptual framework for the new field of Radical Embodied Cognitive Neuroscience. This framework should be able to integrate insights from several relevant disciplines: theory on embodied cognition, ecological psychology, phenomenology, dynamical systems theory, and neurodynamics. We suggest that the main task of Radical Embodied Cognitive Neuroscience is to investigate the phenomenon of skilled intentionality from the perspective of the self-organization of the brain-body-environment system, while doing justice to the phenomenology of skilled action. In previous work, we have characterized skilled intentionality as the organism's tendency toward an optimal grip on multiple relevant affordances simultaneously. Affordances are possibilities for action provided by the environment. In the first part of this paper, we introduce the notion of skilled intentionality and the phenomenon of responsiveness to a field of relevant affordances. Second, we use Friston's work on neurodynamics, but embed a very minimal version of his Free Energy Principle in the ecological niche of the animal. Thus amended, this principle is helpful for understanding the embeddedness of neurodynamics within the dynamics of the system "brain-body-landscape of affordances." Next, we show how we can use this adjusted principle to understand the neurodynamics of selective openness to the environment: interacting action-readiness patterns at multiple timescales contribute to the organism's selective openness to relevant affordances. In the final part of the paper, we emphasize the important role of metastable dynamics in both the brain and the brain-body-environment system for adequate affordance-responsiveness. We exemplify our integrative approach by presenting research on the impact of Deep Brain Stimulation on affordance responsiveness of OCD patients.
Perceptual geometry of space and form: visual perception of natural scenes and their virtual representation

NASA Astrophysics Data System (ADS)

Assadi, Amir H.

2001-11-01

Perceptual geometry is an emerging field of interdisciplinary research whose objectives focus on study of geometry from the perspective of visual perception, and in turn, apply such geometric findings to the ecological study of vision. Perceptual geometry attempts to answer fundamental questions in perception of form and representation of space through synthesis of cognitive and biological theories of visual perception with geometric theories of the physical world. Perception of form and space are among fundamental problems in vision science. In recent cognitive and computational models of human perception, natural scenes are used systematically as preferred visual stimuli. Among key problems in perception of form and space, we have examined perception of geometry of natural surfaces and curves, e.g. as in the observer's environment. Besides a systematic mathematical foundation for a remarkably general framework, the advantages of the Gestalt theory of natural surfaces include a concrete computational approach to simulate or recreate images whose geometric invariants and quantities might be perceived and estimated by an observer. The latter is at the very foundation of understanding the nature of perception of space and form, and the (computer graphics) problem of rendering scenes to visually invoke virtual presence.
[Relational Frame Theory--A Theoretical Framework for Contextual Behavioral Science].

PubMed

Kensche, M; Schweiger, U

2015-07-01

Therapists have to deal with verbal systems and often work with verbal exchange. Therefore, a psychological theory is required, which teaches the therapist how to accomplish this task. The BRT is a theory of human language and cognition that explains how people use their verbal behavior as stimuli in their interrelations and how they act and react, based on the resulting relationships. This behavior is learned very early in the course of language acquisition and functions as a generalized operant. A prerequisite for this is the ability of people to undergo mental simulation. This enables them to construct diverse relational frameworks between individual stimuli. Without relational frameworks, people cannot function. The ability to establish a relational framework is a prerequisite for the formation of rule-governed behavior. Rule-governed behavior economizes complex decision processes, creates interpersonal security and enables dealing with events before they take place. On the other hand, the same properties that enable people to solve problems effectively can also contribute to rigid adherence to rules and experience avoidance. Relational frameworks, once established, outweigh other sources of behavioral regulation. Thus, it can become the basis of psychopathology. Poor contextual control makes it difficult for people to devote flexible, focused and voluntary attention to the present and align their actions with the immediate present. Contextual psychotherapy methods that are based on the BRT start precisely at this point: Targeted establishment of new contingencies in the therapeutic interaction through systematic strengthening of metacognitive mode and through the establishment of new rules that make possible a change in the rule-governed behavior enable undermining of dysfunctional rule-governed behavior and build up desirable behavior. This allows any therapeutic process to be more effective--regardless of the patient's expressed symptoms. © Georg Thieme Verlag KG Stuttgart · New York.
[Relational frame theory - a theoretical framework for contextual behavioral science].

PubMed

Kensche, M; Schweiger, U

2015-05-01

Therapists have to deal with verbal systems and often work with verbal exchange. Therefore, a psychological theory is required, which teaches the therapist how to accomplish this task. The BRT is a theory of human language and cognition that explains how people use their verbal behavior as stimuli in their interrelations and how they act and react, based on the resulting relationships. This behavior is learned very early in the course of language acquisition and functions as a generalized operant. A prerequisite for this is the ability of people to undergo mental simulation. This enables them to construct diverse relational frameworks between individual stimuli. Without relational frameworks, people cannot function. The ability to establish a relational framework is a prerequisite for the formation of rule-governed behavior. Rule-governed behavior economizes complex decision processes, creates interpersonal security and enables dealing with events before they take place. On the other hand, the same properties that enable people to solve problems effectively can also contribute to rigid adherence to rules and experience avoidance. Relational frameworks, once established, outweigh other sources of behavioral regulation. Thus, it can become the basis of psychopathology. Poor contextual control makes it difficult for people to devote flexible, focused and voluntary attention to the present and align their actions with the immediate present. Contextual psychotherapy methods that are based on the BRT start precisely at this point: Targeted establishment of new contingencies in the therapeutic interaction through systematic strengthening of metacognitive mode and through the establishment of new rules that make possible a change in the rule-governed behavior enable undermining of dysfunctional rule-governed behavior and build up desirable behavior. This allows any therapeutic process to be more effective - regardless of the patient's expressed symptoms. © Georg Thieme Verlag KG Stuttgart · New York.
Stanislavsky's system as an enactive guide to embodied cognition?

NASA Astrophysics Data System (ADS)

Clare, Ysabel

2017-01-01

This paper presents a model of the structure of subjective experience derived from the work of Konstantin Stanislavsky, and demonstrates its usefulness as a functional framework of enacted cognitive embodiment by using it to articulate his approach to the process of acting. Research into Stanislavsky's training exercises reveals that they evoke a spatial adpositional conceptualisation of experience. When reflected back onto the practice from which it emerges, this situates the choices made by actors as contributing towards the construction of a stable attention field with which they enter into relationship during performance. It is suggested that the resulting template might clarify conceptual distinctions between practices at the unconscious level, and a brief illustrative comparison between Stanislavsky's and Meisner's practices is essayed. A parallel is drawn throughout with the basic principles of embodied cognition, and correlations found with aspects of Dynamic Field Theory and Wilson's notions of "on-" and "off-line" processing.
False alarms and incorrect rejections in an information security center: correlation with the frequency of incidents.

PubMed

Bruno, Thiers; Abrahão, Julia

2012-01-01

This study examines the actions taken by operators aimed at preventing and combating information security incidents at a banking organization. The work utilizes the theoretical framework of ergonomics and cognitive psychology. The method is workplace ergonomic analysis. Its focus is directed towards examining the cognitive dimension of the work environment with special attention to the occurrence of correlations between variability in incident frequency and the results of sign detection actions. It categorizes 45,142 operator decisions according to the theory of signal detection (Sternberg, 2000). It analyzes the correlation between incident proportions (indirectly associated with the cognitive efforts demanded from the operator) and operator decisions. The study demonstrated the existence of a positive correlation between incident proportions and false positive decisions (false alarms). However, this correlation could not be observed in relation to decisions of the false-negative type (incorrect rejection).
A cognitive perspective on health systems integration: results of a Canadian Delphi study.

PubMed

Evans, Jenna M; Baker, G Ross; Berta, Whitney; Barnsley, Jan

2014-05-19

Ongoing challenges to healthcare integration point toward the need to move beyond structural and process issues. While we know what needs to be done to achieve integrated care, there is little that informs us as to how. We need to understand how diverse organizations and professionals develop shared knowledge and beliefs - that is, we need to generate knowledge about normative integration. We present a cognitive perspective on integration, based on shared mental model theory, that may enhance our understanding and ability to measure and influence normative integration. The aim of this paper is to validate and improve the Mental Models of Integrated Care (MMIC) Framework, which outlines important knowledge and beliefs whose convergence or divergence across stakeholder groups may influence inter-professional and inter-organizational relations. We used a two-stage web-based modified Delphi process to test the MMIC Framework against expert opinion using a random sample of participants from Canada's National Symposium on Integrated Care. Respondents were asked to rate the framework's clarity, comprehensiveness, usefulness, and importance using seven-point ordinal scales. Spaces for open comments were provided. Descriptive statistics were used to describe the structured responses, while open comments were coded and categorized using thematic analysis. The Kruskall-Wallis test was used to examine cross-group agreement by level of integration experience, current workplace, and current role. In the first round, 90 individuals responded (52% response rate), representing a wide range of professional roles and organization types from across the continuum of care. In the second round, 68 individuals responded (75.6% response rate). The quantitative and qualitative feedback from experts was used to revise the framework. The re-named "Integration Mindsets Framework" consists of a Strategy Mental Model and a Relationships Mental Model, comprising a total of nineteen content areas. The Integration Mindsets Framework draws the attention of researchers and practitioners to how various stakeholders think about and conceptualize integration. A cognitive approach to understanding and measuring normative integration complements dominant cultural approaches and allows for more fine-grained analyses. The framework can be used by managers and leaders to facilitate the interpretation, planning, implementation, management and evaluation of integration initiatives.
Real-time tracking of visually attended objects in virtual environments and its application to LOD.

PubMed

Lee, Sungkil; Kim, Gerard Jounghyun; Choi, Seungmoon

2009-01-01

This paper presents a real-time framework for computationally tracking objects visually attended by the user while navigating in interactive virtual environments. In addition to the conventional bottom-up (stimulus-driven) saliency map, the proposed framework uses top-down (goal-directed) contexts inferred from the user's spatial and temporal behaviors, and identifies the most plausibly attended objects among candidates in the object saliency map. The computational framework was implemented using GPU, exhibiting high computational performance adequate for interactive virtual environments. A user experiment was also conducted to evaluate the prediction accuracy of the tracking framework by comparing objects regarded as visually attended by the framework to actual human gaze collected with an eye tracker. The results indicated that the accuracy was in the level well supported by the theory of human cognition for visually identifying single and multiple attentive targets, especially owing to the addition of top-down contextual information. Finally, we demonstrate how the visual attention tracking framework can be applied to managing the level of details in virtual environments, without any hardware for head or eye tracking.
Increasing Bellevue School District's elementary teachers' capacity for teaching inquiry-based science: Using ideas from contemporary learning theory to inform professional development

NASA Astrophysics Data System (ADS)

Maury, Tracy Anne

This Capstone project examined how leaders in the Bellevue School District can increase elementary teachers' capacity for teaching inquiry-based science through the use of professional learning activities that are grounded in ideas from human learning theory. A framework for professional development was constructed and from that framework, a set of professional learning activities were developed as a means to support teacher learning while project participants piloted new curriculum called the Isopod Habitat Challenge. Teachers in the project increased their understanding of the learning theory principles of preconceptions and metacognition. Teachers did not increase their understanding of the principle of learning with understanding, although they did articulate the significance of engaging children in student-led inquiry cycles. Data from the curriculum revision and professional development project coupled with ideas from learning theory, cognition and policy implementation, and learning community literatures suggest Bellevue's leaders can encourage peer-to-peer interaction, link professional development to teachers' daily practice, and capitalize on technology as ways to increase elementary teachers' capacity for teaching inquiry-based science. These lessons also have significance for supporting teacher learning and efficacy in other subject areas and at other levels in the system.
Item response theory - A first approach

NASA Astrophysics Data System (ADS)

Nunes, Sandra; Oliveira, Teresa; Oliveira, Amílcar

2017-07-01

The Item Response Theory (IRT) has become one of the most popular scoring frameworks for measurement data, frequently used in computerized adaptive testing, cognitively diagnostic assessment and test equating. According to Andrade et al. (2000), IRT can be defined as a set of mathematical models (Item Response Models - IRM) constructed to represent the probability of an individual giving the right answer to an item of a particular test. The number of Item Responsible Models available to measurement analysis has increased considerably in the last fifteen years due to increasing computer power and due to a demand for accuracy and more meaningful inferences grounded in complex data. The developments in modeling with Item Response Theory were related with developments in estimation theory, most remarkably Bayesian estimation with Markov chain Monte Carlo algorithms (Patz & Junker, 1999). The popularity of Item Response Theory has also implied numerous overviews in books and journals, and many connections between IRT and other statistical estimation procedures, such as factor analysis and structural equation modeling, have been made repeatedly (Van der Lindem & Hambleton, 1997). As stated before the Item Response Theory covers a variety of measurement models, ranging from basic one-dimensional models for dichotomously and polytomously scored items and their multidimensional analogues to models that incorporate information about cognitive sub-processes which influence the overall item response process. The aim of this work is to introduce the main concepts associated with one-dimensional models of Item Response Theory, to specify the logistic models with one, two and three parameters, to discuss some properties of these models and to present the main estimation procedures.
Memory and Space: Towards an Understanding of the Cognitive Map.

PubMed

Schiller, Daniela; Eichenbaum, Howard; Buffalo, Elizabeth A; Davachi, Lila; Foster, David J; Leutgeb, Stefan; Ranganath, Charan

2015-10-14

More than 50 years of research have led to the general agreement that the hippocampus contributes to memory, but there has been a major schism among theories of hippocampal function over this time. Some researchers argue that the hippocampus plays a broad role in episodic and declarative memory, whereas others argue for a specific role in the creation of spatial cognitive maps and navigation. Although both views have merit, neither provides a complete account of hippocampal function. Guided by recent reviews that attempt to bridge between these views, here we suggest that reconciliation can be accomplished by exploring hippocampal function from the perspective of Tolman's (1948) original conception of a cognitive map as organizing experience and guiding behavior across all domains of cognition. We emphasize recent studies in animals and humans showing that hippocampal networks support a broad range of domains of cognitive maps, that these networks organize specific experiences within the contextually relevant map, and that network activity patterns reflect behavior guided through cognitive maps. These results are consistent with a framework that bridges theories of hippocampal function by conceptualizing the hippocampus as organizing incoming information within the context of a multidimensional cognitive map of spatial, temporal, and associational context. Research of hippocampal function is dominated by two major views. The spatial view argues that the hippocampus tracks routes through space, whereas the memory view suggests a broad role in declarative memory. Both views rely on considerable evidence, but neither provides a complete account of hippocampal function. Here we review evidence that, in addition to spatial context, the hippocampus encodes a wide variety of information about temporal and situational context, about the systematic organization of events in abstract space, and about routes through maps of cognition and space. We argue that these findings cross the boundaries of the memory and spatial views and offer new insights into hippocampal function as a system supporting a broad range of cognitive maps. Copyright © 2015 the authors 0270-6474/15/3513904-08$15.00/0.
Towards a three-dimensional framework of centrally regulated and goal-directed exercise behaviour: a narrative review.

PubMed

Venhorst, Andreas; Micklewright, Dominic; Noakes, Timothy D

2017-08-23

The Central Governor Model (CGM) ignited a paradigm shift from concepts of catastrophic failure towards central regulation of exercise performance. However, the CGM has focused on the central integration of afferent feedback in homeostatic control. Accordingly, it neglected the important role of volitional self-regulatory control and the integration of affective components inherently attached to all physiological cues. Another limitation is the large reliance on the Gestalt phenomenon of perceived exertion. Thus, progress towards a comprehensive multidimensional model of perceived fatigability and exercise regulation is needed. Drawing on Gate Control Theory of pain, we propose a three-dimensional framework of centrally regulated and goal-directed exercise behaviour, which differentiates between sensory, affective and cognitive processes shaping the perceptual milieu during exercise. We propose that: (A) perceived mental strain and perceived physical strain are primary determinants of pacing behaviour reflecting sensory-discriminatory processes necessary to align planned behaviour with current physiological state, (B) core affect plays a primary and mediatory role in exercise and performance regulation, and its underlying two dimensions hedonicity and arousal reflect affective-motivational processes triggering approach and avoidance behaviour, and (C) the mindset-shift associated with an action crisis plays a primary role in volitional self-regulatory control reflecting cognitive-evaluative processes between further goal-pursuit and goal-disengagement. The proposed framework has the potential to enrich theory development in centrally regulated and goal-directed exercise behaviour by emphasising the multidimensional dynamic processes underpinning perceived fatigability and provides a practical outline for investigating the complex interplay between the psychophysiological determinants of pacing and performance during prolonged endurance exercise. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.
Routes of Motivation: Stable Psychological Dispositions Are Associated with Dynamic Changes in Cortico-Cortical Functional Connectivity

PubMed Central

Viola, Vanda; Tosoni, Annalisa; Kruglanski, Arie W.; Galati, Gaspare; Mannetti, Lucia

2014-01-01

The present study provides a neurobiological framework to the theory of epistemic motivation that has been extensively studied for the last three decades in the domain of social cognition. Epistemic motivations affect the way people generate and validate hypotheses, and ultimately form and modify knowledge. Strong dispositional measures such as need for cognitive closure (NCC), the desire for a quick firm answer (any answer) to a question, show gross and stable inter-individual differences. The cognitive mechanisms and neural underpinnings of such differences, however, remain largely unexplored. Here we show that high (compared to low) levels of NCC, measured with need for cognitive closure scale, are associated with reduced online adjustment in cognitive control, as indexed by behavioral conflict adaptation. This behavioral effect is mediated by dynamic changes in cortico-cortical functional connectivity between prefrontal regions involved in conflict monitoring and implementation of cognitive control. In particular, these regions show increased functional connectivity after exposure to conflict in low but not high NCC individuals. These results demonstrate that the level of flexibility of functional cortico-cortical connections can mediate stable psychological dispositions. PMID:24892718
Anticipation: Beyond synthetic biology and cognitive robotics.

PubMed

Nasuto, Slawomir J; Hayashi, Yoshikatsu

2016-10-01

The aim of this paper is to propose that current robotic technologies cannot have intentional states any more than is feasible within the sensorimotor variant of embodied cognition. It argues that anticipation is an emerging concept that can provide a bridge between both the deepest philosophical theories about the nature of life and cognition and the empirical biological and cognitive sciences steeped in reductionist and Newtonian conceptions of causality. The paper advocates that in order to move forward, cognitive robotics needs to embrace new platforms and a conceptual framework that will enable it to pursue, in a meaningful way, questions about autonomy and purposeful behaviour. We suggest that hybrid systems, part robotic and part cultures of neurones, offer experimental platforms where different dimensions of enactivism (sensorimotor, constitutive foundations of biological autonomy, including anticipation), and their relative contributions to cognition, can be investigated in an integrated way. A careful progression, mindful to the deep philosophical concerns but also respecting empirical evidence, will ultimately lead towards unifying theoretical and empirical biological sciences and may offer advancement where reductionist sciences have been so far faltering. Copyright © 2016 The Authors. Published by Elsevier Ireland Ltd.. All rights reserved.
A Scientific Cognitive-Behavioral Model of Tinnitus: Novel Conceptualizations of Tinnitus Distress

PubMed Central

McKenna, Laurence; Handscomb, Lucy; Hoare, Derek J.; Hall, Deborah A.

2014-01-01

The importance of psychological factors in tinnitus distress has been formally recognized for almost three decades. The psychological understanding of why tinnitus can be a distressing condition posits that it becomes problematic when it acquires an emotive significance through cognitive processes. Principle therapeutic efforts are directed at reducing or removing the cognitive (and behavioral) obstacles to habituation. Here, the evidence relevant to a new psychological model of tinnitus is critically reviewed. The model posits that patients’ interpretations of tinnitus and the changes in behavior that result are given a central role in creating and maintaining distress. The importance of selective attention and the possibility that this leads to distorted perception of tinnitus is highlighted. From this body of evidence, we propose a coherent cognitive-behavioral model of tinnitus distress that is more in keeping with contemporary psychological theories of clinical problems (particularly that of insomnia) and which postulates a number of behavioral processes that are seen as cognitively mediated. This new model provides testable hypotheses to guide future research to unravel the complex mechanisms underpinning tinnitus distress. It is also well suited to define individual symptomatology and to provide a framework for the delivery of cognitive-behavioral therapy. PMID:25339938
Cortical Thickness Correlates of Specific Cognitive Performance Accounted for by the General Factor of Intelligence in Healthy Children Aged 6 to 18

PubMed Central

Karama, Sherif; Colom, Roberto; Johnson, Wendy; Deary, Ian J.; Haier, Richard; Waber, Deborah P.; Lepage, Claude; Ganjavi, Hooman; Jung, Rex; Evans, Alan C.

2011-01-01

Prevailing psychometric theories of intelligence posit that individual differences in cognitive performance are attributable to three main sources of variance: the general factor of intelligence (g), cognitive ability domains, and specific test requirements and idiosyncrasies. Cortical thickness has been previously associated with g. In the present study, we systematically analyzed associations between cortical thickness and cognitive performance with and without adjusting for the effects of g in a representative sample of children and adolescents (N = 207, Mean age = 11.8; SD = 3.5; Range = 6 to 18.3 years). Seven cognitive tests were included in a measurement model that identified three first-order factors (representing cognitive ability domains) and one second-order factor representing g. Residuals of the cognitive ability domain scores were computed to represent g-independent variance for the three domains and seven tests. Cognitive domain and individual test scores as well as residualized scores were regressed against cortical thickness, adjusting for age, gender and a proxy measure of brain volume. g and cognitive domain scores were positively correlated with cortical thickness in very similar areas across the brain. Adjusting for the effects of g eliminated associations of domain and test scores with cortical thickness. Within a psychometric framework, cortical thickness correlates of cognitive performance on complex tasks are well captured by g in this demographically representative sample. PMID:21241809
Computational models of music perception and cognition II: Domain-specific music processing

NASA Astrophysics Data System (ADS)

Purwins, Hendrik; Grachten, Maarten; Herrera, Perfecto; Hazan, Amaury; Marxer, Ricard; Serra, Xavier

2008-09-01

In Part I [Purwins H, Herrera P, Grachten M, Hazan A, Marxer R, Serra X. Computational models of music perception and cognition I: The perceptual and cognitive processing chain. Physics of Life Reviews 2008, in press, doi:10.1016/j.plrev.2008.03.004], we addressed the study of cognitive processes that underlie auditory perception of music, and their neural correlates. The aim of the present paper is to summarize empirical findings from music cognition research that are relevant to three prominent music theoretic domains: rhythm, melody, and tonality. Attention is paid to how cognitive processes like category formation, stimulus grouping, and expectation can account for the music theoretic key concepts in these domains, such as beat, meter, voice, consonance. We give an overview of computational models that have been proposed in the literature for a variety of music processing tasks related to rhythm, melody, and tonality. Although the present state-of-the-art in computational modeling of music cognition definitely provides valuable resources for testing specific hypotheses and theories, we observe the need for models that integrate the various aspects of music perception and cognition into a single framework. Such models should be able to account for aspects that until now have only rarely been addressed in computational models of music cognition, like the active nature of perception and the development of cognitive capacities from infancy to adulthood.
A Framework for Examining Teachers' Noticing of Mathematical Cognitive Technologies

ERIC Educational Resources Information Center

Smith, Ryan; Shin, Dongjo; Kim, Somin

2017-01-01

In this paper, we propose the mathematical cognitive technology noticing framework for examining how mathematics teachers evaluate, select, and modify mathematical cognitive technology to use in their classrooms. Our framework is based on studies of professional and curricular noticing and data collected in a study that explored how secondary…
Emotions and Decisions: Beyond Conceptual Vagueness and the Rationality Muddle.

PubMed

Volz, Kirsten G; Hertwig, Ralph

2016-01-01

For centuries, decision scholars paid little attention to emotions: Decisions were modeled in normative and descriptive frameworks with little regard for affective processes. Recently, however, an "emotions revolution" has taken place, particularly in the neuroscientific study of decision making, putting emotional processes on an equal footing with cognitive ones. Yet disappointingly little theoretical progress has been made. The concepts and processes discussed often remain vague, and conclusions about the implications of emotions for rationality are contradictory and muddled. We discuss three complementary ways to move the neuroscientific study of emotion and decision making from agenda setting to theory building. The first is to use reverse inference as a hypothesis-discovery rather than a hypothesis-testing tool, unless its utility can be systematically quantified (e.g., through meta-analysis). The second is to capitalize on the conceptual inventory advanced by the behavioral science of emotions, testing those concepts and unveiling the underlying processes. The third is to model the interplay between emotions and decisions, harnessing existing cognitive frameworks of decision making and mapping emotions onto the postulated computational processes. To conclude, emotions (like cognitive strategies) are not rational or irrational per se: How (un)reasonable their influence is depends on their fit with the environment. © The Author(s) 2015.
Effects of perinatal testosterone on infant health, mother-infant interactions, and infant development.

PubMed

Cho, June; Holditch-Davis, Diane

2014-04-01

Many researchers and health care providers have noticed male vulnerability in infant health, mother-infant interactions, and some infant cognitive development, especially among very low birth weight (VLBW) preterm infants. However, factors beyond gender that could explain these observed differences have not been clear. The purpose of this article is to review the literature on the subject and to introduce a conceptual framework relating these factors. According to gender-difference theories, prenatal exposure to high levels of testosterone may influence infant health and mother-infant interactions by negatively affecting infant cognitive/motor/language development. We constructed a conceptual framework based on the associations among biological (perinatal testosterone), stress-related (perinatal and maternal cortisol), and developmental (infant cognitive/motor/language skills) factors. If research establishes these biological, environmental, and developmental associations in mother-VLBW preterm pairs, the results will highlight the importance of addressing gender differences in nursing research and encourage the development of nursing interventions designed to reduce stress among mothers of VLBW preterm infants, particularly male infants. From a psychobiosocial perspective, combining biophysiological factors such as perinatal testosterone and cortisol with socioenvironmental factors such as the quality of mother-infant interactions and infant temperament may provide a broader view of gender differences in infant health and development.

Generalizing the dynamic field theory of spatial cognition across real and developmental time scales

PubMed Central

Simmering, Vanessa R.; Spencer, John P.; Schutte, Anne R.

2008-01-01

Within cognitive neuroscience, computational models are designed to provide insights into the organization of behavior while adhering to neural principles. These models should provide sufficient specificity to generate novel predictions while maintaining the generality needed to capture behavior across tasks and/or time scales. This paper presents one such model, the Dynamic Field Theory (DFT) of spatial cognition, showing new simulations that provide a demonstration proof that the theory generalizes across developmental changes in performance in four tasks—the Piagetian A-not-B task, a sandbox version of the A-not-B task, a canonical spatial recall task, and a position discrimination task. Model simulations demonstrate that the DFT can accomplish both specificity—generating novel, testable predictions—and generality—spanning multiple tasks across development with a relatively simple developmental hypothesis. Critically, the DFT achieves generality across tasks and time scales with no modification to its basic structure and with a strong commitment to neural principles. The only change necessary to capture development in the model was an increase in the precision of the tuning of receptive fields as well as an increase in the precision of local excitatory interactions among neurons in the model. These small quantitative changes were sufficient to move the model through a set of quantitative and qualitative behavioral changes that span the age range from 8 months to 6 years and into adulthood. We conclude by considering how the DFT is positioned in the literature, the challenges on the horizon for our framework, and how a dynamic field approach can yield new insights into development from a computational cognitive neuroscience perspective. PMID:17716632
The Two-Store Model of Memory: Past Criticisms, Current Status, and Future Directions (Het Twee-Stadia Model van het Geheugen: Terugblik, Huidige Status en Toekomstige Ontwikkelingen)

DTIC Science & Technology

1990-06-01

levels -of- processing " ( Craik & Lockhart , 1972) en de "working memory" (Baddeley & Hitch, 1974) benaderingen deze verschijnselen beter...of storing information in LTS. 2.2 The levels -of- processing framework Craik and Lockhart (1972), in a very influential paper, proposed what they...Cognitive theory. (Vol. 1). (pp. 151-171). Hillsdale, N.J.: Erlbaum. Craik , F.l.M & Lockhart , R.S. (1972). Levels of processing : A frame- work
Incorporating Dispositional Traits into the Treatment of Anorexia Nervosa

PubMed Central

Herzog, David; Moskovich, Ashley; Merwin, Rhonda; Lin, Tammy

2014-01-01

We provide a general framework to guide the development of interventions that aim to address persistent features in eating disorders that may preclude effective treatment. Using perfectionism as an exemplar, we draw from research in cognitive neuroscience regarding attention and reinforcement learning, from learning theory and social psychology regarding vicarious learning and implications for the role modeling of significant others, and from clinical psychology on the importance of verbal narratives as barriers that may influence expectations and shape reinforcement schedules. PMID:21243482
Pattern destabilization and emotional processing in cognitive therapy for personality disorders

PubMed Central

Hayes, Adele M.; Yasinski, Carly

2015-01-01

Clinical trials of treatments for personality disorders can provide a medium for studying the process of therapeutic change with particularly entrenched and self-perpetuating systems and might reveal important principles of system transition. We examined the extent to which maladaptive personality patterns were destabilized in a trial of cognitive therapy personality disorders (CT-PD) and how destabilization was associated with emotional processing and treatment outcomes. Dynamic systems theory was used as a theoretical framework for studying change. Method: Participants were 27 patients diagnosed with Avoidant or Obsessive Compulsive Personality Disorder (AVPD or OCPD), who completed an open trial of CT-PD. Raters coded treatment sessions using a coding system that operationalizes emotional processing, as well as cognitive, affective, behavioral, and somatic components of pathological (negative) and more adaptive (positive) patterns of functioning. Pattern destabilization (dispersion) scores during the early phase of treatment (phase 1: session 1–10) and the schema-focused phase (phase 2: session 11–34) were calculated using a program called GridWare. Results: More pattern destabilization and emotional processing in the schema-focused phase of CT-PD predicted more improvement in personality disorder symptoms and positive pattern strength at the end of treatment, whereas these variables in phase 1 did not predict outcome. Conclusion: In addition to illustrating a quantitative method for studying destabilization and change of patterns of psychopathology, we present findings that are consistent with recent updates of emotional processing theory and with principles from dynamic systems theory. PMID:25755647
Pattern destabilization and emotional processing in cognitive therapy for personality disorders.

PubMed

Hayes, Adele M; Yasinski, Carly

2015-01-01

Clinical trials of treatments for personality disorders can provide a medium for studying the process of therapeutic change with particularly entrenched and self-perpetuating systems and might reveal important principles of system transition. We examined the extent to which maladaptive personality patterns were destabilized in a trial of cognitive therapy personality disorders (CT-PD) and how destabilization was associated with emotional processing and treatment outcomes. Dynamic systems theory was used as a theoretical framework for studying change. Participants were 27 patients diagnosed with Avoidant or Obsessive Compulsive Personality Disorder (AVPD or OCPD), who completed an open trial of CT-PD. Raters coded treatment sessions using a coding system that operationalizes emotional processing, as well as cognitive, affective, behavioral, and somatic components of pathological (negative) and more adaptive (positive) patterns of functioning. Pattern destabilization (dispersion) scores during the early phase of treatment (phase 1: session 1-10) and the schema-focused phase (phase 2: session 11-34) were calculated using a program called GridWare. More pattern destabilization and emotional processing in the schema-focused phase of CT-PD predicted more improvement in personality disorder symptoms and positive pattern strength at the end of treatment, whereas these variables in phase 1 did not predict outcome. In addition to illustrating a quantitative method for studying destabilization and change of patterns of psychopathology, we present findings that are consistent with recent updates of emotional processing theory and with principles from dynamic systems theory.
Breastfeeding initiation: An in-depth qualitative analysis of the perspectives of women and midwives using Social Cognitive Theory.

PubMed

Edwards, M E; Jepson, R G; McInnes, R J

2018-02-01

to explore women's and midwives' expectations, knowledge and experiences of breastfeeding initiation using Social Cognitive Theory. a qualitative study using focus group discussions and individual interviews. Breastfeeding initiation was defined for this study as a process within the first 48hours after birth. Data were analysed using qualitative inductive analysis then further deductive analysis using Social Cognitive Theory (SCT). a purposefully selected sample of primigravid antenatal and postnatal women (n=18) and practising midwives (n=18) from one Health Board area in Scotland. attachment of the baby to the breast at birth was hindered by sleepy babies and the busy unfamiliar hospital environment. These resulted in mothers struggling to maintain their motivation to breastfeed and to develop low self-efficacy. Instinctive attachment was rare. Midwives who considered it was normal for babies to be sleepy and unable to attach or feed at birth did not facilitate instinctive baby behaviour. Midwives sometimes experienced lack of autonomy and environmental circumstances that made women centred care difficult. Furthermore caring for high numbers of women, dependent on their help, resulted in reduced self-efficacy for providing effective breastfeeding support. interviewing both women and midwives specifically about initiation of breastfeeding has allowed for deeper insights into this critical period and enabled a comparison between the data obtained from mothers and midwives. The findings suggest that instinctive attachment is not an expectation of either mothers or midwives and results in a loss of breastfeeding confidence in both. to facilitate initiation there is a need for more research to develop appropriate maternal and midwifery skills, and make changes to the cultural environment in hospitals. Social Cognitive Theory could be used as a framework in both the antenatal and immediate postnatal period to develop strategies and materials to increase women's and midwives' self-efficacy specifically in initiation. Copyright © 2017 Elsevier Ltd. All rights reserved.
Biopsychosocial model in Depression revisited.

PubMed

Garcia-Toro, Mauro; Aguirre, Iratxe

2007-01-01

There are two fundamental etiological perspectives about mental disorders; biomedical and psychosocial. The biopsychosocial model has claimed to integrate these two perspectives in a scientific way, signalling their interconnection and interdependence. To that end, it used a systemic conceptual framework, taking advantage of the possibilities which it offers to establish general principles for diverse systems, independently of their physical, biological or sociological nature. In recent years, drawing on the theory of systems, theories have been developing of the dynamic non-linear systems, applicable to networks of a large quantity of densely interconnected elements (also called complex systems), like the mind or the brain. We believe that this revised systemic conceptual framework can bring integrative ideas to apply to Depression, such as the "binding dysfunction" concept we use in this article. According to this, vulnerability or predisposition to Depression would be associated with the imbalance between activating and inhibiting interactions (between some cognitions and emotions at a mental level, and between certain neuronal groups at a cerebral level). Precipitating factors would imply the increase of the activation level over this pattern of cognitions and emotions, or over those neuronal systems. When stress goes beyond the vulnerability threshold an excessive positive feedback between cognitions and emotions would appear (and between groups of neurons) with insufficient inhibitory control to mitigate it, which would imply a mental/cerebral dissociation in dominions of different level of activation. As a consequence, the generation and dissolution of patterns of cerebral and mental activation will no longer have the dynamism and flexibility that permits an optimal interaction with the environment ("binding dysfunction"). Therefore, our hypothesis is that the person with Depression will suffer at a cerebral level a functional dissociation in neural dominions (some rigidly hyperactive and others rigidly hypoactive) in determined locations, which would be a different combination from those found in other mental disorders. At a mental level, this would correlate with a functional dissociation in several cognitive-emotive dominions; some corresponds to over activated patterns of "depressive" cognitions and emotions that for that reason invade the consciousness frequently, intrusively and repetitively; meanwhile there are other alternative hypoactive emotions and cognitions that do not manage to become powerful enough to avoid the consequent distortion in the communication with the environment.
Assessing Online Collaborative Discourse.

PubMed

Breen, Henny

2015-01-01

This qualitative study using transcript analysis was undertaken to clarify the value of Harasim's Online Collaborative Learning Theory as a way to assess the collaborative process within nursing education. The theory incorporated three phases: (a) idea generating; (b) idea organizing; and (c) intellectual convergence. The transcripts of asynchronous discussions from a 2-week module about disaster nursing using a virtual community were analyzed and formed the data for this study. This study supports the use of Online Collaborative Learning Theory as a framework for assessing online collaborative discourse. Individual or group outcomes were required for the students to move through all three phases of the theory. The phases of the Online Collaborative Learning Theory could be used to evaluate the student's ability to collaborate. It is recommended that group process skills, which have more to do with interpersonal skills, be evaluated separately from collaborative learning, which has more to do with cognitive skills. Both are required for practicing nurses. When evaluated separately, the student learning needs are more clearly delineated. © 2014 Wiley Periodicals, Inc.
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…
Ethical responsibilities in nursing: research findings and issues.

PubMed

Cassidy, V R

1991-01-01

Discussions in the literature assert that nurses are becoming increasingly cognizant of their ethical responsibilities, but that they are often ill prepared to participate in ethical decision making. A review of selected research literature from 1970 to 1987 was undertaken to validate these assertions. A total of 12 studies related to ethical responsibilities was identified in the review; all studies were published between 1980 and 1987. The majority of studies were at the descriptive and exploratory levels and employed Kohlberg's cognitive theory of moral development as their conceptual framework. Significant findings related to educational level and ethical responsibilities were consistent across studies. Findings related to age and clinical experience were mixed; the effects of economic level, religion-religiosity, ethnicity, and other variables on ethical responsibilities were not significant. Issues raised in the light of the existing research include the use of Kohlberg's theory as a conceptual orientation in nursing groups and limited data on the reliability and validity of instruments used in measuring ethical constructs. Recommendations for future research on ethical responsibilities include the validation of Kohlberg's theory for nursing investigations, exploration of other frameworks for developing a multidimensional view of ethical responsibilities, and the use of qualitative research designs.
Using a Systematic Approach and Theoretical Framework to Design a Curriculum for the Shaping Healthy Choices Program.

PubMed

Linnell, Jessica D; Zidenberg-Cherr, Sheri; Briggs, Marilyn; Scherr, Rachel E; Brian, Kelley M; Hillhouse, Carol; Smith, Martin H

2016-01-01

To examine the use of a systematic approach and theoretical framework to develop an inquiry-based, garden-enhanced nutrition curriculum for the Shaping Healthy Choices Program. Curriculum development occurred in 3 steps: identification of learning objectives, determination of evidence of learning, and activity development. Curriculum activities were further refined through pilot-testing, which was conducted in 2 phases. Formative data collected during pilot-testing resulted in improvements to activities. Using a systematic, iterative process resulted in a curriculum called Discovering Healthy Choices, which has a strong foundation in Social Cognitive Theory and constructivist learning theory. Furthermore, the Backward Design method provided the design team with a systematic approach to ensure activities addressed targeted learning objectives and overall Shaping Healthy Choices Program goals. The process by which a nutrition curriculum is developed may have a direct effect on student outcomes. Processes by which nutrition curricula are designed and learning objectives are selected, and how theory and pedagogy are applied should be further investigated so that effective approaches to developing garden-enhanced nutrition interventions can be determined and replicated. Copyright © 2016 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.
Finding an information concept suited for a universal theory of information.

PubMed

Brier, Søren

2015-12-01

The view argued in this article is that if we want to define a universal concept of information covering subjective experiential and meaningful cognition - as well as intersubjective meaningful communication in nature, technology, society and life worlds - then the main problem is to decide, which epistemological, ontological and philosophy of science framework the concept of information should be based on and integrated in. All the ontological attempts to create objective concepts of information result in concepts that cannot encompass meaning and experience of embodied living and social systems. There is no conclusive evidence that the core of reality across nature, culture, life and mind is purely either mathematical, logical or of a computational nature. Therefore the core of the information concept should not only be based only on pure logical or mathematical rationality. We need to include interpretation, signification and meaning construction in our transdisciplinary framework for information as a basic aspect of reality alongside the physical, chemical and molecular biological. Dretske defines information as the content of new, true, meaningful, and understandable knowledge. According to this widely held definition information in a transdisciplinary theory cannot be 'objective', but has to be relativized in relation to the receiver's knowledge, as also proposed by Floridi. It is difficult to produce a quantitative statement independently of a qualitative analysis based on some sort of relation to the human condition as a semiotic animal. I therefore alternatively suggest to build information theories based on semiotics from the basic relations of embodied living systems meaningful cognition and communication. I agree with Peircean biosemiotics that all information must be part of real relational sign-processes manifesting as tokens. Copyright © 2015. Published by Elsevier Ltd.
Grounding principles for inferring agency: Two cultural perspectives.

PubMed

Ojalehto, Bethany L; Medin, Douglas L; García, Salino G

2017-06-01

The present research investigates cultural variation in grounding principles for inferring agency in order to address an important theoretical debate: does cultural diversity in agency concepts reflect an animistic overextension of (universal) folkpsychology, as many have argued, or an alternative theory of folkcommunication based on relational principles? In two experiments, mind perception measures were adapted to assess beliefs concerning the agency of non-animal kinds (plants, abiotic kinds, complex artifacts) among Indigenous Ngöbe adults in Panama and US college students. Agency attributions varied systematically, with Ngöbe ascribing greater agency to non-animal natural kinds and US college participants ascribing greater agency to complex artifacts. Analysis of explanations revealed divergent interpretations of agency as a prototypically human capacity requiring consciousness (US), versus a relational capacity expressed in directed interactions (Ngöbe). Converging measures further illuminated the inferential principles underlying these agency attributions. (1) An experimental relational framing of agency probes facilitated Ngöbe but not US agency attributions. (2) Further analysis showed that three key dimensions of agency attribution (experience, cognition, animacy) are organized differently across cultures. (3) A Bayesian approach to cultural consensus modeling confirmed the presence of two distinct consensus models rather than variations on a single (universal) model. Together, these results indicate that conceptual frameworks for agency differ across US college and Ngöbe communities. We conclude that Ngöbe concepts of agency derive from a distinct theory of folkcommunication based on an ecocentric prototype rather than overextensions of an anthropocentric folkpsychology. These observations suggest that folkpsychology and mind perception represent culture specific frameworks for agency, with significant implications for domain-specificity theory and our understanding of cognitive diversity. Copyright © 2017 Elsevier Inc. All rights reserved.
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
Exploring the Influence of Smallholders' Perceptions Regarding Water Availability on Crop Choice and Water Allocation Through Socio-Hydrological Modeling

NASA Astrophysics Data System (ADS)

Kuil, L.; Evans, T.; McCord, P. F.; Salinas, J. L.; Blöschl, G.

2018-04-01

While it is known that farmers adopt different decision-making behaviors to cope with stresses, it remains challenging to capture this diversity in formal model frameworks that are used to advance theory and inform policy. Guided by cognitive theory and the theory of bounded rationality, this research develops a novel, socio-hydrological model framework that can explore how a farmer's perception of water availability impacts crop choice and water allocation. The model is informed by a rich empirical data set at the household level collected during 2013 in Kenya's Upper Ewaso Ng'iro basin that shows that the crop type cultivated is correlated with water availability. The model is able to simulate this pattern and shows that near-optimal or "satisficing" crop patterns can emerge also when farmers were to make use of simple decision rules and have diverse perceptions on water availability. By focusing on farmer decision making it also captures the rebound effect, i.e., as additional water becomes available through the improvement of crop efficiencies it will be reallocated on the farm instead of flowing downstream, as a farmer will adjust his (her) water allocation and crop pattern to the new water conditions. This study is valuable as it is consistent with the theory of bounded rationality, and thus offers an alternative, descriptive model in addition to normative models. The framework can be used to understand the potential impact of climate change on the socio-hydrological system, to simulate and test various assumptions regarding farmer behavior and to evaluate policy interventions.
A cognitive taxonomy of medical errors.

PubMed

Zhang, Jiajie; Patel, Vimla L; Johnson, Todd R; Shortliffe, Edward H

2004-06-01

Propose a cognitive taxonomy of medical errors at the level of individuals and their interactions with technology. Use cognitive theories of human error and human action to develop the theoretical foundations of the taxonomy, develop the structure of the taxonomy, populate the taxonomy with examples of medical error cases, identify cognitive mechanisms for each category of medical error under the taxonomy, and apply the taxonomy to practical problems. Four criteria were used to evaluate the cognitive taxonomy. The taxonomy should be able (1) to categorize major types of errors at the individual level along cognitive dimensions, (2) to associate each type of error with a specific underlying cognitive mechanism, (3) to describe how and explain why a specific error occurs, and (4) to generate intervention strategies for each type of error. The proposed cognitive taxonomy largely satisfies the four criteria at a theoretical and conceptual level. Theoretically, the proposed cognitive taxonomy provides a method to systematically categorize medical errors at the individual level along cognitive dimensions, leads to a better understanding of the underlying cognitive mechanisms of medical errors, and provides a framework that can guide future studies on medical errors. Practically, it provides guidelines for the development of cognitive interventions to decrease medical errors and foundation for the development of medical error reporting system that not only categorizes errors but also identifies problems and helps to generate solutions. To validate this model empirically, we will next be performing systematic experimental studies.
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.
Dual coding: a cognitive model for psychoanalytic research.

PubMed

Bucci, W

1985-01-01

Four theories of mental representation derived from current experimental work in cognitive psychology have been discussed in relation to psychoanalytic theory. These are: verbal mediation theory, in which language determines or mediates thought; perceptual dominance theory, in which imagistic structures are dominant; common code or propositional models, in which all information, perceptual or linguistic, is represented in an abstract, amodal code; and dual coding, in which nonverbal and verbal information are each encoded, in symbolic form, in separate systems specialized for such representation, and connected by a complex system of referential relations. The weight of current empirical evidence supports the dual code theory. However, psychoanalysis has implicitly accepted a mixed model-perceptual dominance theory applying to unconscious representation, and verbal mediation characterizing mature conscious waking thought. The characterization of psychoanalysis, by Schafer, Spence, and others, as a domain in which reality is constructed rather than discovered, reflects the application of this incomplete mixed model. The representations of experience in the patient's mind are seen as without structure of their own, needing to be organized by words, thus vulnerable to distortion or dissolution by the language of the analyst or the patient himself. In these terms, hypothesis testing becomes a meaningless pursuit; the propositions of the theory are no longer falsifiable; the analyst is always more or less "right." This paper suggests that the integrated dual code formulation provides a more coherent theoretical framework for psychoanalysis than the mixed model, with important implications for theory and technique. In terms of dual coding, the problem is not that the nonverbal representations are vulnerable to distortion by words, but that the words that pass back and forth between analyst and patient will not affect the nonverbal schemata at all. Using the dual code formulation, and applying an investigative methodology derived from experimental cognitive psychology, a new approach to the verification of interpretations is possible. Some constructions of a patient's story may be seen as more accurate than others, by virtue of their linkage to stored perceptual representations in long-term memory. We can demonstrate that such linking has occurred in functional or operational terms--through evaluating the representation of imagistic content in the patient's speech.
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.

Some links on this page may take you to non-federal websites. Their policies may differ from this site.