Journal articles: 'Cognitive distance'

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Ankomah, Paul K., and John L. Crompton. "Tourism cognitive distance." Annals of Tourism Research 19, no. 2 (January 1992): 323–42. http://dx.doi.org/10.1016/0160-7383(92)90084-3.

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Hanyu, Kazunori, and Yukio Itsukushima. "Cognitive Distance of Stairways." Environment and Behavior 27, no. 4 (July 1995): 579–91. http://dx.doi.org/10.1177/0013916595274007.

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Baujard, Corinne, and Eric Lahargoue. "Cognitive Organizations and Distance Learning." Journal of Information Technology and Application in Education 3, no. 2 (2014): 84. http://dx.doi.org/10.14355/jitae.2014.0302.05.

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Bertiz, Yasemin, and Aslıhan Kocaman Karoğlu. "Distance Education Students’ Cognitive Flexibility Levels and Distance Education Motivations." International Journal of Research in Education and Science 6, no. 4 (September 19, 2020): 638. http://dx.doi.org/10.46328/ijres.v6i4.1022.

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This study was conducted to examine the relationship between distance education students’ cognitive flexibility levels and their distance education motivations. In the study, cognitive flexibility levels and distance education motivations were also investigated in terms of several variables (gender, age, computer and internet usage time, time spent weekly in distance learning environment and frequency of participation to synchronized classes). The participants of the study consisted of 615 students enrolled in the Turkish Language course which is carried out at a private university in Istanbul. Cognitive Flexibility Scale (Altunkol, 2011) and e-Learning Motivation Survey (Yıldırım, 2012) were employed for data collection. Study results revealed that there is a low level of positive relationship between cognitive flexibility levels of distance education students and their distance education motivations. Time spent in distance learning environment and the frequency of participation to synchronized classes are found as the factors that affect students’ distance education motivation. Computer usage time is found as the only factor that affects students’ cognitive flexibility level. There is not a significant relationship found between gender, age and internet usage time for cognitive flexibility and distance education motivation.

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Laasch, Craig. "Cognitive Strategies and Long-Distance Running." Imagination, Cognition and Personality 14, no. 4 (June 1995): 317–32. http://dx.doi.org/10.2190/ukg1-7w12-66a5-7aq7.

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Long-distance runners utilize either a dissociative cognitive strategy, an associative cognitive strategy, or a combination of both of these strategies, one at a time, at various times while training or racing. Although research findings have indicated that these athletes are able to switch between these two strategies depending on their given running situation, no explanation has been offered as to how this switching is achieved. This article suggests that runners use automaticity and parallel processing in order to accomplish this function. The use of association and dissociation for running-induced pain tolerance is also addressed.

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Nooteboom, Bart, Wim Van Haverbeke, Geert Duysters, Victor Gilsing, and Ad van den Oord. "Optimal cognitive distance and absorptive capacity." Research Policy 36, no. 7 (September 2007): 1016–34. http://dx.doi.org/10.1016/j.respol.2007.04.003.

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Rousseau, Ronald, Raf Guns, A. I. M. Jakaria Rahman, and Tim C. E. Engels. "Measuring cognitive distance between publication portfolios." Journal of Informetrics 11, no. 2 (May 2017): 583–94. http://dx.doi.org/10.1016/j.joi.2017.03.001.

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Nooteboom, Bart, Wim Vanhaverbeke, Geert Duysters, Victor Gilsing, and Ad Van Den Oord. "OPTIMAL COGNITIVE DISTANCE AND ABSORPTIVE CAPACITY." Academy of Management Proceedings 2005, no. 1 (August 2005): L1—L6. http://dx.doi.org/10.5465/ambpp.2005.18783564.

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Wuyts, Stefan, Massimo G. Colombo, Shantanu Dutta, and Bart Nooteboom. "Empirical tests of optimal cognitive distance." Journal of Economic Behavior & Organization 58, no. 2 (October 2005): 277–302. http://dx.doi.org/10.1016/j.jebo.2004.03.019.

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Aguilar-Arguello, Samuel, Daniel Gerhard, and Ximena J. Nelson. "Distance assessment of detours by jumping spiders." Current Zoology 66, no. 3 (September 10, 2019): 263–73. http://dx.doi.org/10.1093/cz/zoz044.

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Abstract To take an indirect route (detour) in order to reach a specific target requires complex cognitive processes. Yet more demanding, from the cognitive point of view, is when the goal is only visible at the beginning of the detour. In spiders from the family Salticidae, vision is a key sensory modality mediating navigation and prey search. Their acute vision allows them to perform complicated detours, possibly as a consequence of the multitude of potential routes in their typically complex 3-dimensional habitats. We used a 4-route choice test, in which routes differed in being either short or long and in the presence or absence of a lure of a prey item, to investigate route assessment in 2 salticid species, Trite planiceps and Marpissa marina. Although both species showed evidence of motivation to follow lured-routes, judging by the number of times they re-oriented toward them while detouring, we found that Trite chose short routes in preference to long routes, but did not prefer the lured-routes. In contrast, Marpissa exhibited random route choice, although it oriented toward lured-routes more often than control routes (lure absent). Our results suggest that decision-making processes about which route to take occurs before embarking on a route, but this is cognitively challenging. Spiders exhibited cognitive limitations in which the lack of visibility of the goal affected success. However, the severity of cognitive limitations depended on species. We suggest that variability in spatial ability across the Salticidae may be related to the habitat complexity inhabited by each species.

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Herron, Stephen, and Sydney Salmon. "A review of distance cognitive–behavioural therapy." Journal of Telemedicine and Telecare 8, no. 2 (August 10, 2002): 118. http://dx.doi.org/10.1258/135763302320302307.

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Myers, Susan R. "Senior Leader Cognitive Development Through Distance Education." American Journal of Distance Education 22, no. 2 (May 14, 2008): 110–22. http://dx.doi.org/10.1080/08923640802039057.

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Bhat, Raghuram B., and Jerome N. Sanes. "Cognitive Channels Computing Action Distance and Direction." Journal of Neuroscience 18, no. 18 (September 15, 1998): 7566–80. http://dx.doi.org/10.1523/jneurosci.18-18-07566.1998.

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Acar, Oguz Ali, and Jan van den Ende. "Knowledge Distance, Cognitive-Search Processes, and Creativity." Psychological Science 27, no. 5 (March 25, 2016): 692–99. http://dx.doi.org/10.1177/0956797616634665.

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Kalyuga, Slava. "Interactive distance education: a cognitive load perspective." Journal of Computing in Higher Education 24, no. 3 (June 19, 2012): 182–208. http://dx.doi.org/10.1007/s12528-012-9060-4.

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Herron, Stephen, and Sydney Salmon. "A Review of Distance Cognitive—Behavioural Therapy." Journal of Telemedicine and Telecare 8, no. 2_suppl (January 2002): 118. http://dx.doi.org/10.1177/1357633x020080s253.

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Ankomah, Paul K., John L. Crompton, and Dwayne Baker. "Influence of cognitive distance in vacation choice." Annals of Tourism Research 23, no. 1 (January 1996): 138–50. http://dx.doi.org/10.1016/0160-7383(95)00054-2.

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Li, Shanshan, Hong Chen, Xinru Huang, Congmei Hou, and Feiyu Chen. "Chinese Public Response to Occupational Safety and Health Problems—A Study Based on Psychological Distance." International Journal of Environmental Research and Public Health 16, no. 11 (May 31, 2019): 1944. http://dx.doi.org/10.3390/ijerph16111944.

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Background: The effective governance of occupational safety and health problems is inseparable from public participation and response. Methods: Based on the perspective of psychological distance, this paper adopted a quadratic response surface regression analysis method to investigate cognitive, emotional, expected and behavioral distances to occupational safety and health topics and their corresponding responses. Results: As demonstrated by the data statistics and response surface regression analysis results for 2386 valid samples, the relatively close psychological distance dimensions of the public with regard to occupational safety and health problems indicated the high endogenous tendency of the public to pay attention to occupational safety and health problems. The consistency between public cognitive and emotional distance with regard to occupational safety and health presented a “progressive decrease” in response towards behavioral distance, whereas the consistency between cognitive and expected distance reflected “convex” changes towards behavioral distance. Finally, the consistency between emotional and expected distance generally presented a “progressive increase” response towards behavioral distance. Conclusions: This research provides information regarding the public awareness of and response to occupational safety and health issues and how to promote occupational safety and health issues in order to improve them.

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Bacigalupo, Felix, and Steven J. Luck. "The Allocation of Attention and Working Memory in Visual Crowding." Journal of Cognitive Neuroscience 27, no. 6 (June 2015): 1180–93. http://dx.doi.org/10.1162/jocn_a_00771.

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When the distance between a visual target and nearby flankers falls below a critical distance, target discrimination declines precipitously. This is called “crowding.” Many researchers have proposed that selective attention plays a role in crowding. However, although some research has examined the effects of directing attention toward versus away from the targets, no previous research has assessed how attentional allocation varies as a function of target–flanker distance in crowding. Here, we used ERPs to assess the operation of attention during crowding, focusing on the attention-related N2pc component. We used a typical crowding task in which participants were asked to report the category (vowel/consonant) of a lateralized target letter flanked by distractor letters at different distances. We tested the hypothesis that attention fails when the target–flanker distance becomes too small for attention to operate effectively. Consistent with this hypothesis, we found that N2pc amplitude was maximal at intermediate target–flanker distances and decreased substantially when crowding became severe. In addition, we examined the sustained posterior contralateral negativity (SPCN), which reflects the amount of information being maintained in working memory. Unlike the N2pc component, the SPCN increased in amplitude at small target–flanker distances, suggesting that observers stored information about the target and flankers in working memory when attention failed to select the target. Together, the N2pc and SPCN results suggest that attention and working memory play distinctive roles in crowding: Attention operates to minimize interference from the flankers at intermediate target–flanker distances, whereas working memory may be recruited when attention fails to select the target at small target–flanker distances.

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Crabtree, Darryl A., and Mary P. Crabtree. "Transfer of Sensory-Integration Training." Perceptual and Motor Skills 64, no. 2 (April 1987): 643–49. http://dx.doi.org/10.2466/pms.1987.64.2.643.

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96 university students participated in one of six treatments to assess whether training to make cross-modal or intramodal matches of one linear-movement distance would transfer to other distances. Three groups received unimodal training (vision, audition, or kinesthesis) and three groups received multimodal Training (all combinations of vision, audition, and kinesthesis) to make kinesthetic matches of one common linear-movement distance. All subjects were subsequently tested on kinesthetic matches of novel distances both shorter and longer than the training distance. A multivariate analysis of variance and Bonferroni contrasts indicated that cross-modal matching was enhanced by multimodal experience but only for distances shorter than the training distance. It was speculated that transferring to distances shorter than a training distance might involve processes different from those used to transfer to distances longer than the training distance.

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Säisä, Jouko, Anita Svensson-Gärling, Tommy Gärling, and Erik Lindberg. "Intraurban Cognitive Distance: The Relationship between Judgments of Straight-Line Distances, Travel Distances, and Travel Times." Geographical Analysis 18, no. 2 (September 3, 2010): 167–74. http://dx.doi.org/10.1111/j.1538-4632.1986.tb00090.x.

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Keil, Julian, Annika Korte, Dennis Edler, Denise O‘Meara, and Frank Dickmann. "Changes of Locomotion Speed Affect Distance Estimations in Virtual Reality." Proceedings of the ICA 4 (December 3, 2021): 1–5. http://dx.doi.org/10.5194/ica-proc-4-57-2021.

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Abstract. Modern Virtual Reality (VR) applications often use artificial locomotion to allow users to travel distances within VR space that exceed the available space used to transfer real-world and real-time motion into the virtual environment. The locomotion speed is usually not fixed and can be selected dynamically by the user. Due to motion adaptation effects, variations of locomotion speed could affect how distances in VR are perceived. In the context of cartographic VR applications aimed to experience and communicate spatial information, such effects on distance perception could be problematic, because they might lead to distortions in cognitive representations of space acquired via interaction with VR environments. By conducting a VR-based distance estimation study, we demonstrate how changes of artificial locomotion speed affect distance estimations in VR. Increasing locomotion speeds after letting users adapt to a lower locomotion speed led to lower distance estimations and decreasing locomotion speeds led to higher distance estimations. These findings should sensitize VR developers to consider the choice of applied locomotion techniques when a developed VR application is supposed to communicate distance information or to support the acquisition of a cognitive representation of geographic space.

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Ivaneko, Yuliia. "Modern Methods of Organizing Independent Cognitive Activity of Students in Terms of Distance Learning." Collection of Research Papers "Problems of Modern Psychology", no. 53 (July 13, 2021): 102–25. http://dx.doi.org/10.32626/2227-6246.2021-53.102-125.

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Fainshmidt, Stav, George O. White, and Carole Cangioni. "Legal Distance, Cognitive Distance, and Conflict Resolution in International Business Intellectual Property Disputes." Journal of International Management 20, no. 2 (June 2014): 188–200. http://dx.doi.org/10.1016/j.intman.2013.03.008.

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Walmsley, D. J., and J. M. Jenkins. "Cognitive Distance: A Neglected lssue in Travel Behavior." Journal of Travel Research 31, no. 1 (July 1992): 24–29. http://dx.doi.org/10.1177/004728759203100106.

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Ankomah, Paul K., John L. Crompton, and Dwayne A. Baker. "A Study of Pleasure Travelers' Cognitive Distance Assessments." Journal of Travel Research 34, no. 2 (October 1995): 12–18. http://dx.doi.org/10.1177/004728759503400204.

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Hanyu, Kazunori, and Yukio Itsukushima. "Cognitive Distance of Stairways: A Multi‐stairway Investigation." Scandinavian Journal of Psychology 41, no. 1 (March 2000): 63–70. http://dx.doi.org/10.1111/1467-9450.00172.

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Crompton, John L., and Seong-Seop Kim. "The influence of cognitive distance in vacation choice." Annals of Tourism Research 28, no. 2 (January 2001): 512–15. http://dx.doi.org/10.1016/s0160-7383(00)00036-0.

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Nebus, James, and Sokol Celo. "Cognitive biases in the perceptions of country distance." Journal of International Management 26, no. 3 (September 2020): 100774. http://dx.doi.org/10.1016/j.intman.2020.100774.

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Mon-Williams, M., and James R. Tresilian. "The size-distance paradox is a cognitive phenomenon." Experimental Brain Research 126, no. 4 (June 2, 1999): 578–82. http://dx.doi.org/10.1007/s002210050766.

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Maurice-Baumont, Catherine, and Isabelle Derognat. "Fuzzy linguistic and metric formalizations of cognitive distance." Fuzzy Sets and Systems 68, no. 2 (December 1994): 141–56. http://dx.doi.org/10.1016/0165-0114(94)90041-8.

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Hashim, Rugayah, Hashim Ahmad, and Nor 'Aini Ahmad. "Evaluation of andragogy: cognitive engagement of distance learners." International Journal of Technology Enhanced Learning 3, no. 3 (2011): 322. http://dx.doi.org/10.1504/ijtel.2011.040228.

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Muffato, Veronica, Laura Miola, Francesca Pazzaglia, and Chiara Meneghetti. "Map Learning in Aging Individuals: The Role of Cognitive Functioning and Visuospatial Factors." Brain Sciences 11, no. 8 (August 3, 2021): 1033. http://dx.doi.org/10.3390/brainsci11081033.

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Aging coincides with a decline in map learning ability, but it is unclear to what extent different aspects of the mental representation are susceptible. The present study aimed to investigate knowledge about landmarks, their positions and distances (categorical and distance relations, respectively) in relation to aging as well as cognitive functioning (measured with the Montreal Cognitive Assessment [MoCA]), visuospatial abilities, and self-reported wayfinding inclinations. Thirty young adults and 60 older adults (30 aged 63–74 and 30 aged 75–86) learned a map, freely recalled the landmarks and performed a map drawing task (considering the number of landmarks missing, position accuracy and distance accuracy). Before that, older participants were also assessed regarding their general cognitive functioning (MoCA) and a series of visuospatial measures. The results show age-related differences among adults in recalling landmarks and in both categorical and distance relations, with a worsening of performance of old-olds only in the former. Older adults’ MoCA score related to accuracy in the three measures, and an additional role of spatial anxiety was found for distance accuracy. Above and beyond the age-related decline, the quality of older people’s spatial mental representation is related to higher general cognitive level and lower spatial anxiety.

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Liberman, Nira, and Yaacov Trope. "Traversing psychological distance." Trends in Cognitive Sciences 18, no. 7 (July 2014): 364–69. http://dx.doi.org/10.1016/j.tics.2014.03.001.

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Watt, S. J., I. R. L. Davies, P. T. Sowden, and L. Davies. "Far Distance Perception." Perception 26, no. 1_suppl (August 1997): 39. http://dx.doi.org/10.1068/v970166.

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Determining how people perceive distance is a central issue in the study of visual perception. Whilst near-distance perception has been extensively researched, far-distance perception has received little attention. We review the literature and illustrate key points with new data, focusing on analysis of available information/cues, degree of accuracy, measurement procedures, perceptual/cognitive influences, and geometry of perceived space. Analysis of available cues suggests that under natural viewing there is sufficient information for veridical distance perception. However, distance judgements are inaccurate and vary with mode of measurement (eg absolute vs relative judgements). Inaccuracy includes compression of distance. This has been modelled with the use of different geometries—most commonly power functions. Exponents often average 1.0 but this conceals considerable individual variation (in our data individual exponents ranged from 0.5 to over 1.0). Further, even for averaged exponents values vary between 0.8 and 1.25, as a function of viewing conditions, experimental method, and of the relative contribution of cognitive and perceptual factors. Evidence suggests that distance is encoded at an ordinal level, but for many practical tasks the final judgement must be metric (eg range finding) and this transformation is error-prone (in our data numerical estimates could be a factor of 10 out). Further, many natural judgements require perception of the full layout of the scene (including exocentric distances) rather than the more commonly investigated perception of egocentric distance. Evidence suggests that training based on practice with feedback produces some improvement in accuracy, but this is highly context-specific.

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Goukasian, Naira, Shai Porat, Anna Blanken, David Avila, Dimitar Zlatev, Sona Hurtz, Kristy S. Hwang, et al. "Cognitive Correlates of Hippocampal Atrophy and Ventricular Enlargement in Adults with or without Mild Cognitive Impairment." Dementia and Geriatric Cognitive Disorders Extra 9, no. 2 (August 13, 2019): 281–93. http://dx.doi.org/10.1159/000490044.

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We analyzed structural magnetic resonance imaging data from 58 cognitively normal and 101 mild cognitive impairment subjects. We used a general linear regression model to study the association between cognitive performance with hippocampal atrophy and ventricular enlargement using the radial distance method.Bilateral hippocampal atrophy was associated with baseline and longitudinal memory performance. Left hippocampal atrophy predicted longitudinal decline in visuospatial function. The multidomain ventricular analysis did not reveal any significant predictors.

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Kovyazina, M., E. Rasskazova, N. Varako, and S. Enikolopov. "Pictorial Representation of Illness and Self-Measure as an Instrument for Diagnostic of Illness Representation in youth with Ultra-High risk for Psychosis." European Psychiatry 41, S1 (April 2017): s795. http://dx.doi.org/10.1016/j.eurpsy.2017.01.1530.

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IntroductionPictorial representation of illness and self-measure (PRISM) was developed as screening tool assessing implicit reaction to somatic illnesses. Conclusion is based on comparisons of the positions of illness-related (“Illness” and major symptoms) and unrelated (“Me”, “Family”, “Work/study”) objects on the list.ObjectivesDue to its easiness and implicitness PRISM could be promising addition to illness representation questionnaires in mental illnesses.Aim was to reveal validity of the PRISM in youth with ultra-high risk for psychosis.MethodsEighty-one male patients 16–25 years old meeting criteria of ultra-high risk for psychosis; preliminary diagnoses of mood disorders 34, personality disorders 26, schizotypal disorder 21 patients) filled PRISM, beck cognitive insight scale, symptom checklist 90-r, illness perception questionnaire, quality of life and enjoyment questionnaire and happiness scale.ResultsAccording to hierarchical regression, conditional “Self-Illness” distance (after control for mean distances on the list) was related to less psychopathological complaints, lower subjective illness severity and emotional representations, higher treatment control and better quality of life. “Self-symptoms” distance was related to better cognitive insight, lower emotional representations and consequences and moderated the relationship between “Self-Illness” distance and appraisals of illness length and dynamic.ConclusionsConditional “Self-Illness” distance in PRISM could reflect cognitive appraisal of illness based on symptoms and related to life satisfaction while “Self-Symptoms” distance reflects merely emotional reaction based on cognitive insight.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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Sosnich, Yuliia, Karolina Reida, Tetiana Dehtiarenko, Oleksandr Kolyshkin, Yurii Kosenko, and Iryna Omelchenko. "Education of children under conditions of distance learning with cognitive development disorder: psychological and pedagogical aspects." LAPLAGE EM REVISTA 7, no. 3B (September 16, 2021): 68–78. http://dx.doi.org/10.24115/s2446-6220202173b1487p.68-78.

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The aim of the research is to identify the psychological and pedagogical principles of distance learning for children with cognitive development disorder in primary school. During the exploratory and empirical research, it was observed that the actual conditions of distance learning for pupils with cognitive development disorder cover the categories as follows: ZOOM is the most common method of distance learning; distance learning is more difficult to manage; distance learning is more stressful compared to face-to-face training. The triads of psychological and pedagogical fundamentals for organizing distance learning have been formalized, namely: the name and content of the component of educational activity, psychological - correctional objectives, and techniques used in distance learning. The features of the course of cognitive processes in the context of the psychological and pedagogical principles of organizing distance learning for children of primary school age with cognitive development disorder have been revealed.

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Vesković, Ana, Marija Čolić, Nenad Janković, and Marija Regodić. "A comparative analysis of state anxiety and coping in sprint and middle-and long-distance runners." Fizicka kultura 74, no. 2 (2020): 184–93. http://dx.doi.org/10.5937/fizkul74-32871.

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Competitive anxiety and coping with competitive stress determine successful athletic performance in important ways. The first goal of this study was to investigate the intensity and potential differences in state anxiety (somatic and cognitive) and self-confidence between sprinters and middleand long-distance runners, as well as to compare their use of coping strategies and/ or coping dimensions. The second goal was to define which coping strategies runners use most frequently in general. The third aim was to examine if there is a relationship between competitive anxiety and coping dimensions in runners. A sample of 52 runners, 44.2% sprinters and 55.8% long-distance runners, (Mage = 24.25; Msp.exp .= 9.78) completed the SCAI-2 and CICS. Compared to middleand long-distance runners, sprinters scored higher on somatic and cognitive anxiety and lower on self-confidence. In total, runners most frequently use task-oriented coping strategies. There are no differences between sprinters and middleand long-distance runners in coping dimensions and strategies except in mental distraction, which is more frequently used by middleand long-distance runners. Task-oriented coping was positively related to self-confidence and negatively to cognitive anxiety. Disengagement-oriented coping is positively related to both somatic and cognitive anxiety and negatively to self-confidence. The study results highlight the possible directions for further research and provide a basis for several practical recommendations.

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Griskevica, Inguna, and Martins Iltners. "RELATIONSHIP BETWEEN ACADEMIC SELF-EFFICACY AND COGNITIVE LOAD FOR STUDENTS IN DISTANCE LEARNING." Education. Innovation. Diversity. 1, no. 2 (May 26, 2021): 31–40. http://dx.doi.org/10.17770/eid2021.1.5426.

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The COVID-19 global pandemic has forced the education process worldwide to change its form to distance learning. This empirical study contributes to recently limited knowledge about the remote learning process. The study aimed to determine how academic self-efficacy is related to subjective cognitive load to predict achievement results in different forms of distance learning. The research method used was a quasi-experimental pilot study. The research questions were: (1) What is the relationship between academic self-efficacy, subjective cognitive load, and achievement results in teacher-directed distance learning? (2) What is the relationship between academic self-efficacy, subjective cognitive load, and achievement in student-directed distance learning? (3) What is the difference between teacher-directed and student self-directed distance learning settings regarding relationships between academic self-efficacy, subjective cognitive load, and achievement results? The measurement of academic self-efficacy and subjective cognitive load in the context of task assessment results were compared in different distance learning settings in two independent groups of 9th graders. The results suggest a significant relationship between subjective cognitive load and achievement results in student self-directed but non-significant between all variables in teacher-directed distance learning settings. In contrast, settings themselves demonstrated no influence on any measured factors.

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Drakopoulos, Georgios, Andreas Kanavos, Phivos Mylonas, and Panagiotis Pintelas. "Extending Fuzzy Cognitive Maps with Tensor-Based Distance Metrics." Mathematics 8, no. 11 (October 31, 2020): 1898. http://dx.doi.org/10.3390/math8111898.

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Cognitive maps are high level representations of the key topological attributes of real or abstract spatial environments progressively built by a sequence of noisy observations. Currently such maps play a crucial role in cognitive sciences as it is believed this is how clusters of dedicated neurons at hippocampus construct internal representations. The latter include physical space and, perhaps more interestingly, abstract fields comprising of interconnected notions such as natural languages. In deep learning cognitive graphs are effective tools for simultaneous dimensionality reduction and visualization with applications among others to edge prediction, ontology alignment, and transfer learning. Fuzzy cognitive graphs have been proposed for representing maps with incomplete knowledge or errors caused by noisy or insufficient observations. The primary contribution of this article is the construction of cognitive map for the sixteen Myers-Briggs personality types with a tensor distance metric. The latter combines two categories of natural language attributes extracted from the namesake Kaggle dataset. To the best of our knowledge linguistic attributes are separated in categories. Moreover, a fuzzy variant of this map is also proposed where a certain personality may be assigned to up to two types with equal probability. The two maps were evaluated based on their topological properties, on their clustering quality, and on how well they fared against the dataset ground truth. The results indicate a superior performance of both maps with the fuzzy variant being better. Based on the findings recommendations are given for engineers and practitioners.

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Dopkins, Stephen, and Jesse Sargent. "Measuring Cognitive Distance in the Network Representations of Texts." American Journal of Psychology 121, no. 2 (July 1, 2008): 273. http://dx.doi.org/10.2307/20445461.

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Lloyd, Robert. "The Estimation of Distance and Direction from Cognitive Maps." American Cartographer 16, no. 2 (January 1989): 109–22. http://dx.doi.org/10.1559/152304089783875415.

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Saintsing, David E., Charles L. Richman, and Donald B. Bergey. "Effects of three cognitive strategies on long-distance running." Bulletin of the Psychonomic Society 26, no. 1 (July 1988): 34–36. http://dx.doi.org/10.3758/bf03334853.

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Dopkins, Stephen. "Text representations as reflected in patterns of cognitive distance." Memory & Cognition 25, no. 1 (January 1997): 72–95. http://dx.doi.org/10.3758/bf03197286.

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Kim, Kyungyul. "A Cognitive Approach to Grammatical Distance in Language Use." Studies in Linguistics 57 (October 31, 2020): 141–70. http://dx.doi.org/10.17002/sil..57.202010.141.

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Filiou, Despoina, and Silvia Massini. "Industry cognitive distance in alliances and firm innovation performance." R&D Management 48, no. 4 (August 17, 2017): 422–37. http://dx.doi.org/10.1111/radm.12283.

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Montello, Daniel R. "The measurement of cognitive distance: Methods and construct validity." Journal of Environmental Psychology 11, no. 2 (June 1991): 101–22. http://dx.doi.org/10.1016/s0272-4944(05)80071-4.

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Anderson, Terry, and Jon Dron. "Three generations of distance education pedagogy." International Review of Research in Open and Distributed Learning 12, no. 3 (March 25, 2011): 80. http://dx.doi.org/10.19173/irrodl.v12i3.890.

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Abstract:

This paper defines and examines three generations of distance education pedagogy. Unlike earlier classifications of distance education based on the technology used, this analysis focuses on the pedagogy that defines the learning experiences encapsulated in the learning design. The three generations of cognitive-behaviourist, social constructivist, and connectivist pedagogy are examined, using the familiar community of inquiry model (Garrison, Anderson, & Archer, 2000) with its focus on social, cognitive, and teaching presences. Although this typology of pedagogies could also be usefully applied to campus-based education, the need for and practice of openness and explicitness in distance education content and process makes the work especially relevant to distance education designers, teachers, and developers. The article concludes that high-quality distance education exploits all three generations as determined by the learning content, context, and learning expectations.

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Foley, John M. "Binocular distance perception: Egocentric distance tasks." Journal of Experimental Psychology: Human Perception and Performance 11, no. 2 (1985): 133–49. http://dx.doi.org/10.1037/0096-1523.11.2.133.

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Journal articles on the topic 'Cognitive distance'

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