Thematische Bibliographien / Cognitive understanding

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Cognitive understanding“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 21. Februar 2023

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Zeitschriftenartikel zum Thema "Cognitive understanding"

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N. Prokhorova, Olga, und Elena V. Pupynina. „Cognitive mechanisms of understanding locative noun“. Journal of Language and Literature 5, Nr. 3 (30.08.2014): 28–32. http://dx.doi.org/10.7813/jll.2014/5-3/5.

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Laland, Kevin, und Amanda Seed. „Understanding Human Cognitive Uniqueness“. Annual Review of Psychology 72, Nr. 1 (04.01.2021): 689–716. http://dx.doi.org/10.1146/annurev-psych-062220-051256.

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Humanity has regarded itself as intellectually superior to other species for millennia, yet human cognitive uniqueness remains poorly understood. Here, we evaluate candidate traits plausibly underlying our distinctive cognition (including mental time travel, tool use, problem solving, social cognition, and communication) as well as domain generality, and we consider how human cognitive uniqueness may have evolved. We conclude that there are no traits present in humans and absent in other animals that in isolation explain our species’ superior cognitive performance; rather, there are many cognitive domains in which humans possess unusually potent capabilities compared to those found in other species. Humans are flexible cognitive all-rounders, whose proficiency arises through interactions and reinforcement between cognitive domains at multiple scales.
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Wiggett, Donna. „Understanding cognitive development“. Educational Psychology in Practice 32, Nr. 4 (Oktober 2016): 437–38. http://dx.doi.org/10.1080/02667363.2016.1257768.

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Carr, Thomas H. „Understanding Cognitive Science?“ Contemporary Psychology: A Journal of Reviews 35, Nr. 11 (November 1990): 1079–80. http://dx.doi.org/10.1037/030592.

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Jane C. Orcullo, Daisy, und Teo Hui San. „Understanding Cognitive Dissonance in Smoking Behaviour: A Qualitative Study“. International Journal of Social Science and Humanity 6, Nr. 6 (Juni 2016): 481–84. http://dx.doi.org/10.7763/ijssh.2016.v6.695.

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Stöver, Hanna. „Awareness in metaphor understanding“. Review of Cognitive Linguistics 9, Nr. 1 (06.07.2011): 65–82. http://dx.doi.org/10.1075/rcl.9.1.04sto.

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This paper argues that a cognitive account of metaphor comprehension needs to include awareness of metaphoricity in order to fully explain the processes involved. In Relevance Theory as well as in other cognitively oriented approaches, much can be gained by making explicit the difference between conscious and subconscious processing: whether a communicator is aware of an expression’s metaphoricity or not may have an impact on the type of cognitive processing involved. A theoretical investigation is offered which explores the potential role of reflective reasoning in metaphor understanding. The discussion is based on the relevance-theoretic account, which explains the subconscious inferential processes involved. However, it leaves open the question of the potential impact of conscious availability of the tension between literal and figurative meaning, which is reminiscent of domain mappings in Cognitive Linguistics. Within metaphor research, a focus on awareness offers valuable findings for cognitively oriented schools of thought.
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Resko, Barna, Zoltan Petres und Hideki Hashimoto. „2P1-E14 Cognitive Vision Inspired Feature Understanding in Intelligent Space“. Proceedings of JSME annual Conference on Robotics and Mechatronics (Robomec) 2006 (2006): _2P1—E14_1—_2P1—E14_4. http://dx.doi.org/10.1299/jsmermd.2006._2p1-e14_1.

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Boogert, Neeltje J., Joah R. Madden, Julie Morand-Ferron und Alex Thornton. „Measuring and understanding individual differences in cognition“. Philosophical Transactions of the Royal Society B: Biological Sciences 373, Nr. 1756 (13.08.2018): 20170280. http://dx.doi.org/10.1098/rstb.2017.0280.

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Individuals vary in their cognitive performance. While this variation forms the foundation of the study of human psychometrics, its broader importance is only recently being recognized. Explicitly acknowledging this individual variation found in both humans and non-human animals provides a novel opportunity to understand the mechanisms, development and evolution of cognition. The papers in this special issue highlight the growing emphasis on individual cognitive differences from fields as diverse as neurobiology, experimental psychology and evolutionary biology. Here, we synthesize this body of work. We consider the distinct challenges in quantifying individual differences in cognition and provide concrete methodological recommendations. In particular, future studies would benefit from using multiple task variants to ensure they target specific, clearly defined cognitive traits and from conducting repeated testing to assess individual consistency. We then consider how neural, genetic, developmental and behavioural factors may generate individual differences in cognition. Finally, we discuss the potential fitness consequences of individual cognitive variation and place these into an evolutionary framework with testable hypotheses. We intend for this special issue to stimulate researchers to position individual variation at the centre of the cognitive sciences. This article is part of the theme issue ‘Causes and consequences of individual differences in cognitive abilities’.
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Manerko, Larissa. „Towards Understanding of Conceptualisation in Cognitive Terminology“. Lege Artis 1, Nr. 2 (01.12.2016): 129–70. http://dx.doi.org/10.1515/lart-2016-0012.

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Abstract The paper describes the nature of the concept in terminological research introspectively leading to a cognitively grounded framework and usage-based study in cognitive terminology, where conceptualization is revealed on the basis of the dynamic character of human scientific thinking, cognitive systems directly affecting terminological systems and professional discourse, and representing conceptual organization of special knowledge on the basis of linguistic and extra-linguistic factors.
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Small, Brent, Heather Jim, Sarah Eisel und Stacey Scott. „Understanding Cognitive Complaints Among Breast Cancer Survivors“. Innovation in Aging 4, Supplement_1 (01.12.2020): 576. http://dx.doi.org/10.1093/geroni/igaa057.1916.

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Abstract Cancer and its treatment can induce accelerated aging changes in physiological and behavioral processes. In studies of cancer associated cognitive decline, subjective reports of cognitive impairment are often many times greater than performance deficits on objective tests of neurocognitive functioning. In an Ecological Momentary Assessment study of 47 breast cancer patients (M age = 53.3 years), subjective ratings of cognitive performance and the occurrence of memory lapses assessed at the end of day were predicted by cognitive performance and ratings of fatigue and depressed mood throughout the day. Results indicated that poorer subjective cognition was significantly associated with elevated fatigue throughout the day. Slower processing speed, elevated ratings of fatigue, and depressed mood throughout the day were associated with a greater likelihood of memory lapses. Subjective ratings of cognitive deficits are related to objective performance, as well as common quality of life decrements among cancer survivors.
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Dissertationen zum Thema "Cognitive understanding"

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Holder, Barbara E. „Cognition in flight : understanding cockpits as cognitive systems /“. Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 1999. http://wwwlib.umi.com/cr/ucsd/fullcit?p9945784.

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Barnacle, Gemma Elizabeth. „Understanding emotional memory : cognitive factors“. Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/understanding-emotional-memory-cognitive-factors(9b13f29e-169a-4dc5-a835-c5d8d7347ac4).html.

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The term Emotional Enhancement of Memory (EEM) describes the better memory of emotional compared to neutral events. When the EEM effect is measured after a delay the modulation model explains this effect very well, citing preferential consolidation of emotional events as the cause. However, the EEM effect can be observed before consolidation, an inexplicable result for the modulation model. Mediation theory offers an alternative explanation of the EEM effect: cognitive factors at encoding contribute to the immediate EEM (iEEM); namely attention, semantic relatedness, and distinctiveness processing (DP). The current research sought to further elucidate the neural underpinnings of DP – said to occur in ‘mixed’ lists of emotional and neutral stimuli – as a significant contributor to the iEEM. This was measured by comparing immediate free recall memory of emotional and neutral stimuli presented in mixed, and pure lists (emotional or neutral stimuli), using a specially formulated stimulus set which controlled for differential semantic relatedness (SeRENS, Chapter 3).Electroencephalography (EEG) and functional magnetic resonance imaging (fMRI) data provided preliminary evidence of neural encoding correlates of the iEEM (Chapter 4 and 5); data which is not predicted by the modulation model. The behavioural EEM effect found in mixed lists was driven by a reduction in neutral memory relative to pure lists; however neural correlates of this effect were minimal. Conversely, successful mixed list emotional encoding (relative to pure list emotional encoding and neutral encoding) correlated with greater neural activity associated with [bottom-up] attention (in P300 and right supramarginal gyrus) and semantic processing (late positive potential and left anterior superior temporal gyrus; EEG and fMRI evidence respectively); although this did not correlate with behavioural measures of memory. This behaviour-neuroimaging discrepancy can be reconciled when one considers the results of Chapter 6: the crucial iEEM behavioural effect of impaired neutral memory was associated with retroactive interference from proceeding emotional stimuli (especially when relational processing resources were depleted); a neural effect that cannot be captured by the current event-related designs. This suggests that what is captured in the neuroimaging data is the mechanism which drives the retroactive interference at the temporal locus of emotional stimulus onset. These results raise the possibility of two disociable EEM effects: the iEEM effect explained by poor neutral memory due to retroactive interference of proceeding emotional stimuli (mediation theory); and the delayed EEM effect explained by preferential emotional stimulus consolidation (modulation model). These explanations can be unified into one model; however further testing would be required to determine the endurance of cognitive contributions to the EEM effect.
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Whalen, Alexander Crutchfield. „Ampliative understanding“. Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31044.

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Virtue-theoretic accounts of knowledge start by capturing the value of knowledge as an achievement and work from there to develop a full theory of knowledge. But environmental luck, which is compatible with achievements but typically defeats knowledge, introduces some unique challenges for these accounts to overcome. While far from devastating for the virtue-theoretic project, several authors have viewed these worries as an opportunity to shift their focus towards understanding. In the past, understanding has been mostly ignored by epistemologists who considered it to be a psychological state rather than something worth further inquiry. Over the past decade, this view has changed and understanding is quickly becoming a topic of great interest and lively debate. Among the key questions in this debate is the relationship between knowledge and understanding, the role of epistemic luck, and whether understanding has final value as a cognitive achievement. However, the debate is taking place in the absence of a useful theory of understanding that can provide a principled means of addressing these topics. This project aims to help remedy the situation by identifying a kind of understanding, which I call ampliative understanding, that can provide a framework in which the current debate can take place. In staying true to the virtue-theoretic approach, this account of understanding starts by focusing on its value as a cognitive achievement and working from there. On this view, an agent with ampliative understanding will be able to acquire true beliefs in a way that manifests her cognitive abilities. While there are certainly other kinds of understanding that may be of epistemological import, ampliative understanding is able to accommodate our intuitions about the value of understanding and can capture most of the necessary features for understanding that we find in the literature. My hope is that, with the framework of ampliative understanding in place, we can have a debate that is both rigorous and productive.
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Mccoy, Karin Johanna M. „Understanding the transition from normal cognitive aging to mild cognitive impairment“. [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0008421.

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Thesis (Ph.D.)--University of Florida, 2004.
Typescript. Title from title page of source document. Document formatted into pages; contains 162 pages. Includes Vita. Includes bibliographical references.
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Parkin, Lindsay John. „Children's understanding of misrepresentation“. Thesis, University of Sussex, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.260822.

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The introduction provides a theoretical analysis of a conceptual link between the ability to predict action based upon a false belief, and the ability to describe the contents of a misrepresenting representational artefact. This justifies an empirical comparison of these two abilities in three and four year old normally developing children, and high functioning children with autism (those having a Verbal Mental Age greater than four years). The first half of the empirical work describes the development and investigation of two procedures that test non-mental misrepresentation (false models and misleading direction signs). These are compared with performance on established false belief tasks to examine both levels of absolute difficulty, and developmental coincedence in task ability. It is found that there is a strong relationship in normally developing children between the ability to pass a false belief task, and to interpret the contents of a misrepresenting artefact. This close relationship is not found in children with autism, where tasks in the mental domain present greater difficulty than, and are unrelated to, the tasks in the non-mental domain. This suggests that the children with autism do not follow the same conceptual developmental course as normal children. Two subsequent experiments examine the abilities of children with autism in understanding the appearance reality distinction. It is found that this group and normally developing children are better at a colour transformation task than a deceptive objects task. An existing suggestion in the literature that children with autism produce a majority of phenomentist errors was not replicated. Experiment 6 exploited children's good performance on the colour transformation task in a new paradigm to produce a genuinely misrepresenting photograph. This task was of equal difficulty and highly correlated with false belief in the normally developing group. For children with autism this task was easier than and uncorrelated with false belief. These findings are discussed in relation to existing theories of normal development and the condition of autism.
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Biotti, Federica. „Understanding the cognitive mechanisms of developmental prosopagnosia“. Thesis, City, University of London, 2018. http://openaccess.city.ac.uk/21802/.

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Developmental prosopagnosia (DP) is a condition associated with severe difficulties recognising familiar faces, which occurs in individuals with normal intelligence, typical low-level vision, and in the absence of manifest brain injuries. The neuro-cognitive origins of DP are still debated. Cognitive accounts have attributed face recognition deficits to reduced holistic processing of faces (i.e., whereby individual features of faces are integrated into a unified perceptual whole), and mnemonic difficulties, whereby prosopagnosics may be able to form accurate percepts, but are unable to maintain those percepts over time. At the neurological level, differences have been reported in the structural and functional connectivity of occipito-temporal regions which include face selective areas. Chapter 2 of this thesis investigated facial emotion recognition in DP and revealed widespread difficulties recognising facial emotion in individuals with apperceptive profiles of DP (i.e., DPs exhibiting difficulties forming view-invariant structural descriptions of faces at early stages of encoding). Chapter 3 explored body recognition in DP and found evidence of impaired body and object recognition in DP individuals. Moreover, the lack of relationship between observers' object and body recognition performances suggested that body and object recognition impairments in DP may co-occur independently. Chapter 4 investigated the susceptibility to the composite face illusion in two independent samples of individuals with DP and failed to show evidence of diminished composite face effects in both samples. Finally, Chapter 5 considered the contribution of perceptual encoding and short term face memory in DP using a delayed match-to-sample task and found that recognition impairments in prosopagnosics were insensitive to changes in retention interval and viewing angle, supporting an apperceptive characterisation of DP. The implications of these findings for the characterisation of DP and for understanding its underlying cognitive mechanisms, are discussed in Chapter 6.
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Mitchell, P. L. „Young children's understanding of varieties of verbal reference“. Thesis, University of Liverpool, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.378663.

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Graves, Barbara. „A cognitive perspective on expertise in literary understanding“. Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=40131.

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This research presents a psychological investigation of the characteristics of literary reading and the expertise associated with it. Specifically, it examines the kinds of knowledge about discourse which highly skilled readers use to generate a representation of a fictional narrative. At the same time it investigates their informal reasoning and the role that authorial intentions play in their interpretive strategies.
To investigate highly skilled literary readers who are trained to look at texts in multi-dimensional ways, this research applied a cognitive model of literary reading to analyze the readers' verbal protocols in terms of discursive patterns and reasoning strategies.
The findings suggest that as student readers gain knowledge and experience, their developing expertise is demonstrated by their ability to generate knowledge representations of the multiple components of a literary text. The construction of an explicit communicative context, however, is a hallmark of literary expertise and is instrumental in their reasoning since it frames the problem space for their text descriptions. Students, in contrast, appear ambivalent about the author-text relationship.
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Hill, Roslyn. „Young children's understanding of the cognitive verb forget“. Thesis, University of Warwick, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389451.

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Fava, Michelle. „Understanding drawing : a cognitive account of observational process“. Thesis, Loughborough University, 2014. https://dspace.lboro.ac.uk/2134/16404.

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This thesis contributes to theorising observational drawing from a cognitive perspective. Our current understanding of drawing is developing rapidly through artistic and scientific enquiry. However, it remains fragmented because the frames of reference of those modes of enquiry do not coincide. Therefore, the foundations for a truly interdisciplinary understanding of observational drawing are still inceptive. This thesis seeks to add to those foundations by bridging artistic and scientific perspectives on observational process and the cognitive aptitudes underpinning it. The project is based on four case studies of experienced artists drawing processes, with quantitative and qualitative data gathered: timing of eye and hand movements, and artists verbal reports. The data sets are analysed with a generative approach, using behavioural and protocol analysis methods to yield comparative models that describe cognitive strategies for drawing. This forms a grounded framework that elucidates the cognitive activities and competences observational process entails. Cognitive psychological theory is consulted to explain the observed behaviours, and the combined evidence is applied to understanding apparent discrepancies in existing accounts of drawing. In addition, the use of verbal reporting methods in drawing studies is evaluated. The study observes how drawing process involves a segregation of activities that enables efficient use of limited and parametrically constrained cognitive resources. Differing drawing strategies are shown to share common key characteristics; including a staged use of selective visual attention, and the capacity to temporarily postpone critical judgement in order to engage fully in periods of direct perception and action. The autonomy and regularity of those activities, demonstrated by the artists studied, indicate that drawing ability entails tacit self-knowledge concerning the cognitive and perceptual capacities described in this thesis. This thesis presents drawing as a skill that involves strategic use of visual deconstruction, comparison, analogical transfer and repetitive cycles of construction, evaluation and revision. I argue that drawing skill acquisition and transfer can be facilitated by the elucidation of these processes. As such, this framework for describing and understanding drawing is offered to those who seek to understand, learn or teach observational practice, and to those who are taking a renewed interest in drawing as a tool for thought.
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Bücher zum Thema "Cognitive understanding"

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Understanding cognitive science. Malden, Mass: Blackwell, 1998.

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Dawson, Michael R. W. Understanding cognitive science. Malden, Mass: Blackwell, 1998.

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Allen, Claudia Kay. Understanding cognitive performance modes. Ormond Beach, Fl: Allen Conferences, 1995.

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Harris, Don, Hrsg. Engineering Psychology and Cognitive Ergonomics. Understanding Human Cognition. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39360-0.

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5

Greene, Judith. Language understanding: A cognitive approach. Milton Keynes [Buckinghamshire]: Open University Press, 1985.

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Greene, Judith. Language understanding: A cognitive approach. Milton Keynes: Open University Press, 1986.

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Greene, Judith. Language understanding: A cognitive approach. Milton Keynes: Open University Press, 1986.

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8

Mader, Thomas F. Understanding one another: Communicating interpersonally. Dubuque, IA: Wm. C. Brown Publishers, 1990.

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C, Mader Diane, Hrsg. Understanding one another: Communicating interpersonally. 2. Aufl. Dubuque, IA: WCB Brown & Benchmark Publishing, 1992.

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C, Mader Diane, Hrsg. Understanding one another: Communicating interpersonally. 2. Aufl. New York: McGraw-Hill, 1993.

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Buchteile zum Thema "Cognitive understanding"

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Altman, Magda. „Understanding embodiment“. In Human Cognitive Processing, 311–29. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/hcp.24.21alt.

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Pathak, Nishith, und Anurag Bhandari. „Understanding Cognitive APIs“. In IoT, AI, and Blockchain for .NET, 97–124. Berkeley, CA: Apress, 2018. http://dx.doi.org/10.1007/978-1-4842-3709-0_4.

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Sanderson, Penelope. „Understanding Cognitive Work“. In Cognitive Systems Engineering, 99–116. Boca Raton : Taylor & Francis, CRC Press, 2017. | Series:: CRC Press, 2017. http://dx.doi.org/10.1201/9781315572529-6.

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4

Chi, Michelene T. H. „Cognitive understanding levels.“ In Encyclopedia of psychology, Vol. 2., 172–75. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10517-064.

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Porzel, Robert. „The Problem of Understanding“. In Cognitive Technologies, 1–7. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-17396-7_1.

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6

Fernaeus, Ylva, Katherine Isbister, Kia Höök, Jarmo Laaksolahti und Petra Sundström. „Understanding Users and Their Situation“. In Cognitive Technologies, 657–70. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-15184-2_34.

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Gabel, Stewart, Gerald D. Oster und Steven M. Butnik. „Cognitive Measures“. In Understanding Psychological Testing in Children, 65–92. Boston, MA: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4899-0554-3_7.

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Tversky, Barbara. „Cognitive Origins of Graphic Productions“. In Understanding Images, 29–53. New York, NY: Springer New York, 1995. http://dx.doi.org/10.1007/978-1-4613-8380-2_4.

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Skarda, Christine A. „Perception, Connectionism, and Cognitive Science“. In Understanding Origins, 265–71. Dordrecht: Springer Netherlands, 1992. http://dx.doi.org/10.1007/978-94-015-8054-0_14.

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Graesser, Art, und Pam Tipping. „Understanding Texts“. In A Companion to Cognitive Science, 324–30. Oxford, UK: Blackwell Publishing Ltd, 2017. http://dx.doi.org/10.1002/9781405164535.ch24.

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Konferenzberichte zum Thema "Cognitive understanding"

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Ward, Nigel G., und Aleja Vega. „Towards the use of inferred cognitive states in language modeling“. In Understanding (ASRU). IEEE, 2009. http://dx.doi.org/10.1109/asru.2009.5373290.

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Chopra, Anil, Jitender K. Chandel, V. K. Panchal und Suruchi Sinha. „Understanding of cognitive robotics“. In 2014 International Conference on Computing for Sustainable Global Development (INDIACom). IEEE, 2014. http://dx.doi.org/10.1109/indiacom.2014.6828151.

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Johansson, Mikael. „Understanding the Users’ Understanding of Automated Vehicles“. In ECCE 2019: 31st European Conference on Cognitive Ergonomics. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3335082.3335124.

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Massey, L. „A cognitive informatics framework for language understanding“. In Cognitive Computing (ICCI-CC). IEEE, 2011. http://dx.doi.org/10.1109/coginf.2011.6016137.

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Abad, Rita J., Mario H. Ierkic und Eduardo I. Ortiz-Rivera. „Basic understanding of cognitive radar“. In 2016 IEEE ANDESCON. IEEE, 2016. http://dx.doi.org/10.1109/andescon.2016.7836270.

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„Cognitive Dialogue Management“. In 1st International Workshop on Natural Language Understanding and Cognitive Science. SciTePress - Science and and Technology Publications, 2004. http://dx.doi.org/10.5220/0002687100370050.

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Feldman, Jerry A. „Language Understanding and Unified Cognitive Science“. In 6th IEEE International Conference on Cognitive Informatics. IEEE, 2007. http://dx.doi.org/10.1109/coginf.2007.4341866.

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Ogiela, Lidia, Ryszard Tadeusiewicz und Marek R. Ogiela. „Cognitive Informatics in Automatic Pattern Understanding“. In 6th IEEE International Conference on Cognitive Informatics. IEEE, 2007. http://dx.doi.org/10.1109/coginf.2007.4341875.

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Preece, Alun, Federico Cerutti, Dave Braines, Supriyo Chakraborty und Mani Srivastava. „Cognitive computing for coalition situational understanding“. In 2017 IEEE SmartWorld, Ubiquitous Intelligence & Computing, Advanced & Trusted Computed, Scalable Computing & Communications, Cloud & Big Data Computing, Internet of People and Smart City Innovation (SmartWorld/SCALCOM/UIC/ATC/CBDCom/IOP/SCI). IEEE, 2017. http://dx.doi.org/10.1109/uic-atc.2017.8397426.

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Achour, Amel, Marc Le Tallec, Sebastien Saint-Aime, Brigitte Le Pevedic, Jeanne Villaneau, Jean-Yves Antoine und Dominique Duhaut. „EmotiRob: From understanding to cognitive interaction“. In 2008 IEEE International Conference on Mechatronics and Automation (ICMA) (Formerly ICIMA). IEEE, 2008. http://dx.doi.org/10.1109/icma.2008.4798782.

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Berichte der Organisationen zum Thema "Cognitive understanding"

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Boehm-Davis, Deborah A., Wayne D. Gray, Leonard Adelman, Sandra Marshall und Robert Pozos. Understanding and Measuring Cognitive Workload: A Coordinated Multidisciplinary Approach. Fort Belvoir, VA: Defense Technical Information Center, September 2003. http://dx.doi.org/10.21236/ada417743.

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2

Noble, David F. Understanding and Applying the Cognitive Foundations of Effective Teamwork. Fort Belvoir, VA: Defense Technical Information Center, April 2004. http://dx.doi.org/10.21236/ada423380.

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Davenport, Daniel M. Toward an Understanding of the Cognitive Aspects of Data Fusion. Fort Belvoir, VA: Defense Technical Information Center, Dezember 1998. http://dx.doi.org/10.21236/ada385430.

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4

Perusich, Karl, und Michael D. McNeese. Understanding and Modeling Information Dominance in Battle Management: Applications of Fuzzy Cognitive Maps. Fort Belvoir, VA: Defense Technical Information Center, März 1998. http://dx.doi.org/10.21236/ada352913.

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5

dosReis, Susan, Gloria Reeves, Beverly Bulter und C. Daniel Mullins. Understanding Caregiver Preferences for Treating Children with Intellectual and Cognitive Disabilities and a Mental Illness. Patient-Centered Outcomes Research Institute® (PCORI), Oktober 2019. http://dx.doi.org/10.25302/10.2019.me.130601511.

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Hale, Jo M., Daniel C. Schneider, Neil K. Mehta und Mikko Myrskylä. Understanding cognitive impairment in the U.S. through the lenses of intersectionality and (un)conditional cumulative (dis)advantage. Rostock: Max Planck Institute for Demographic Research, November 2022. http://dx.doi.org/10.4054/mpidr-wp-2022-029.

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Cawley, John, James Heckman und Edward Vytlacil. Understanding the Role of Cognitive Ability in Accounting for the Recent Rise in the Economic Return to Education. Cambridge, MA: National Bureau of Economic Research, Januar 1998. http://dx.doi.org/10.3386/w6388.

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Voegele, Janelle. Understanding the Role of Social, Teaching and Cognitive Presence in Hybrid Courses: Student Perspectives on Learning and Pedagogical Implications. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.760.

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Dyulicheva, Yulia Yu, Yekaterina A. Kosova und Aleksandr D. Uchitel. he augmented reality portal and hints usage for assisting individuals with autism spectrum disorder, anxiety and cognitive disorders. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4412.

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The augmented reality applications are effectively applied in education and therapy for people with special needs. We propose to apply the augmented reality portal as a special tool for the teachers to interact with people at the moment when a panic attack or anxiety happens in education process. It is expected that applying the augmented reality portal in education will help students with ASD, ADHD and anxiety disorder to feel safe at discomfort moment and teachers can interact with them. Our application with the augmented reality portal has three modes: for teachers, parents, and users. It gives the ability to organize personalized content for students with special needs. We developed the augmented reality application aimed at people with cognitive disorders to enrich them with communication skills through associations understanding. Applying the augmented reality application and the portal discovers new perspectives for learning children with special needs. The AR portal creates illusion of transition to another environment. It is very important property for children with ADHD because they need in breaks at the learning process to change activity (for example, such children can interact with different 3D models in the augmented reality modes) or environment. The developed AR portal has been tested by a volunteer with ASD (male, 21 years old), who confirmed that the AR portal helps him to reduce anxiety, to feel calm down and relaxed, to switch attention from a problem situation.
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Tare, Medha, Susanne Nobles und Wendy Xiao. Partnerships that Work: Tapping Research to Address Learner Variability in Young Readers. Digital Promise, März 2018. http://dx.doi.org/10.51388/20.500.12265/67.

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Over the past several decades, the student population in the United States has grown more diverse by factors including race, socioeconomic status, primary language spoken at home, and learning differences. At the same time, learning sciences research has advanced our understanding of learner variability and the importance of grounding educational practice and policy in the individual, rather than the fiction of an average student. To address this gap, LVP distills existing research on cognitive, social and emotional, content area, and background Learner Factors that affect learning in various domains, such as reading and math. In conjunction with the development process, LPS researchers worked with ReadWorks to design studies to assess the impact of the newly implemented features on learner outcomes.
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