Relevant bibliographies by topics / Cognitive integration

Academic literature on the topic 'Cognitive integration'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Cognitive integration"

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Lovelace, Christopher T., and Sarah Partan. "Integrating sensory integration." Trends in Cognitive Sciences 5, no. 2 (February 2001): 48–49. http://dx.doi.org/10.1016/s1364-6613(00)01589-8.

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Hiley-Young, Bruce. "Facilitating Cognitive-Emotional Congruence in Anxiety Disorders During Self-Determined Cognitive Change: An Integrative Model." Journal of Cognitive Psychotherapy 4, no. 2 (January 1990): 225–36. http://dx.doi.org/10.1891/0889-8391.4.2.225.

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The treatment of the multiple dimensions of anxiety requires a multimodal therapy. To facilitate the congruence between cognition and emotion, a synthesis of cognitive restructuring, progressive self-relaxation training, and concentration skills training is presented as an integrative model applied to inpatient Vietnam combat veterans with PTSD (Post-Traumatic Stress Disorder) during the process of self-determined cognitive change. Using a cognitively oriented frame-work, the model provides procedures that identify important propositional beliefs, transform the personal meaning of these beliefs, pair beliefs/self-talk with a state of well-being to facilitate cognitive-emotional congruence, and operationalize beliefs into observable behavior. Emphasis is placed on the rationale, clinical integration, and application of the various components within a cognitively oriented approach.
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Rakic, Vojin. "Integration of cognitive and moral enhancement." Filozofija i drustvo 23, no. 2 (2012): 91–103. http://dx.doi.org/10.2298/fid1202091r.

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I will discuss four major perspectives on cognitive enhancement and morality: 1) cognitive enhancement is morally impermissible because humans are not supposed to alter what God has ordained or nature has shaped; 2) cognitive enhancement is our moral duty, because a cognitively upgraded human is a better human; 3) cognitive enhancement is morally permissible only if it is preceded by moral enhancement; 4) cognitive enhancement is morally permissible only if it is a means to moral enhancement. I shall argue that the first three perspectives are less cogent than the fourth. The fourth perspective integrates cognitive and moral enhancement into one whole. I will denote it by (C+M) E.
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Carter, J. Adam, and Jesper Kallestrup. "Varieties of Cognitive Integration." Noûs 54, no. 4 (May 10, 2019): 867–90. http://dx.doi.org/10.1111/nous.12288.

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Palermos, Spyridon Orestis. "Knowledge and cognitive integration." Synthese 191, no. 8 (December 17, 2013): 1931–51. http://dx.doi.org/10.1007/s11229-013-0383-0.

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Winkelman, Michael. "Shamanism and Cognitive Evolution (with comments)." Cambridge Archaeological Journal 12, no. 1 (April 2002): 71–101. http://dx.doi.org/10.1017/s0959774302000045.

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Shamanic referents in Upper Palaeolithic cave art indicate its pivotal role in the Middle–Upper Palaeolithic transition. Etic models of shamanism derived from cross-cultural research help articulate the shamanic paradigm in cave art and explicate the role of shamanism in this transition. Shamanism is found cross-culturally in hunter-gatherer societies, constituting an ecological and psychosociobiological adaptation that reflects the ritual and cosmology of early modern humans. Shamanism played a role in cognitive and social evolution through production of analogical thought processes, visual symbolism and group-bonding rituals. Universals of shamanism are derived from innate modules, particularly the hominid ‘mimetic controller’ and music and dance. These induced altered states of consciousness, which produce physiological, cognitive, personal and social integration through integrative brain-processing. Shamanic altered states of consciousness have the cross-modal integration characteristic of the emergent features of Palaeolithic thought and facilitated adaptations to the ecological and social changes of the Upper Palaeolithic. Cross-modular integration of innate modules for inferring mental states (mind), and social relations (self/others), and understanding the natural world (classificatory schemas) produced the fundamental forms of trope (metaphor) that underlay analogical representation. These integrations also explain animism (mental and social modules applied to natural domains); totemism (natural module applied to social domain); and guardian spirit relations (natural module applied to self and mental domains).
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Brick Larkin, Gabriella, and Daniel D. Kurylo. "Perceptual Grouping and High-Order Cognitive Ability." Journal of Individual Differences 34, no. 3 (August 1, 2013): 153–58. http://dx.doi.org/10.1027/1614-0001/a000110.

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High-order cognitive functions require the integration of information across functionally related modules. This relationship suggests that cognitive ability is related to the efficiency and processing speed of basic integrative function. In order to examine individual differences for this relationship, we compared standardized tests of intelligence to visual perceptual grouping abilities, which represents a basic process of integration. Sixty participants discriminated perceived grouping of dot patterns based upon similarity in luminance. Psychophysical measurements were made of the functional limits and processing speed of grouping. We assessed cognitive abilities with the Wechsler Abbreviated Scale of Intelligence (WASI) and found that measures of grouping efficiency as well as speed varied considerably across subjects, indicating substantial individual differences at this relatively early level of visual processing. Faster grouping speed was associated with higher scores on all WASI subtests, whereas grouping ability, when not restricted by time, was associated only with the performance IQ components. These results demonstrate an association between a basic integrative function, in which cognitive and motoric factors were minimized, with measures of high-order cognition, which include both verbal and spatial cognitive components.
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Leite, Diego Azevedo. "Neo-mechanistic explanatory integration for cognitive science: the problem of reduction remains." Sofia 8, no. 1 (September 5, 2019): 124–45. http://dx.doi.org/10.47456/sofia.v8i1.23198.

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One of the central aims of the neo-mechanistic framework for the neural and cognitive sciences is to construct a pluralistic integration of scientific explanations, allowing for a weak explanatory autonomy of higher-level sciences, such as cognitive science. This integration involves understanding human cognition as information processing occurring in multi-level human neuro-cognitive mechanisms, explained by multi-level neuro-cognitive models. Strong explanatory neuro-cognitive reduction, however, poses a significant challenge to this pluralist ambition and the weak autonomy of cognitive science derived therefrom. Based on research in current molecular and cellular neuroscience, the framework holds that the best strategy for integrating human neuro-cognitive theories is through direct reductive explanations based on molecular and cellular neural processes. It is my aim to investigate whether the neo-mechanistic framework can meet the challenge. I argue that leading neo-mechanists offer some significant replies; however, they are not able yet to completely remove strong explanatory reductionism from their own framework.
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Yeremenko, T., and I. Lukyanchenko. "Teaching Questioning Speech Acts within Cognitive-Communicative Paradigm: Interdisciplinary Integration." Mìžnarodnij fìlologìčnij časopis 1, no. 11 (December 27, 2019): 122–31. http://dx.doi.org/10.31548/philolog2020.01.122.

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Weiskopf, D. A. "Cognitive Integration: Mind and Cognition Unbounded, by Richard Menary." Mind 119, no. 474 (April 1, 2010): 515–19. http://dx.doi.org/10.1093/mind/fzq038.

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Dissertations / Theses on the topic "Cognitive integration"

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Menary, Richard Anthony. "Cognitive integration." Thesis, King's College London (University of London), 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.430041.

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Sterious, Lindsay A. "Testing the Integrative Psychotherapy Model: An Integration of Psychoanalysis, Cognitive-Behaviorism, and Humanism." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/74.

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The integrated psychotherapy model (IPM) is an insight-oriented, integrative therapeutic approach that weaves psychoanalytic, cognitive-behavioral, and humanistic approaches into a treatment methodology. This model is new and untested; therefore, its therapeutic effectiveness is unknown. The purpose of this study was to measure the treatment effectiveness of IPM using Bell's Object Relations and Reality Testing Inventory, the Constructive Thinking Inventory, and the Working Alliance Inventory. Participants in the study included 19 undergraduate psychology students volunteering for extra credit and 11 clients of counseling psychology graduate students. This quasi-experimental, pretest-posttest, nonequivalent group study involved 9 sessions of IPM for the treatment group and 9 classes in a general psychology course for the comparison group. An analysis of covariance using the pre-post testing of object relations and reality testing, productive and unproductive thinking, and working alliance measured changes in these constructs and determined the therapeutic effectiveness of IPM. Results revealed that there were no differences between the experimental and comparison groups. Although no significant differences were demonstrated when comparing pre and post testing, this study demonstrated that 9 sessions of IPM did not harm those who underwent the treatment; this finding is positive given the need for further research to potentially validate the IPM as a new and effective integrative model for psychotherapy. It is recommended that a similar study be repeated with more seasoned IPM therapists, a longer treatment period, and the focus of change on client symptoms.
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Ghahramani, Zoubin. "Computation and psychophysics of sensorimotor integration." Thesis, Massachusetts Institute of Technology, 1995. http://hdl.handle.net/1721.1/11123.

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Brown, Rachel. "Auditory-motor integration in music performance, learning, and memory." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=119512.

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Auditory-motor skills such as speaking or playing a musical instrument require skill in processing auditory outcomes and performing actions that produce those outcomes. A growing body of evidence suggests that perception and production components of auditory-motor skill are integrated by reciprocal auditory-to-motor and motor-to-auditory interactions. Much remains unknown about how complex auditory sequences map to complex movement sequences such as those required of speech or music performance. Less still is known about how auditory-motor interactions influence the way skilled performers learn and remember novel auditory-motor sequences. The research described in this thesis examined these questions in the context of music performance. Music performance is a common and complex auditory-motor behavior that presents a useful model for examining human auditory-motor capabilities as it requires precise control of both pitch and temporal sequences of events. Three studies examined how auditory-motor interactions influence the way skilled musicians map pitch and temporal sequences to movements and the way musicians learn and remember music. The first study examined how auditory pitch and temporal sequence structure in music engage motor neural networks in auditory-motor interactions (Chapter 2). This study revealed motor networks that are sensitive to both pitch and temporal structure when musicians listen to and subsequently perform music. This finding suggests that the motor system integrates multiple dimensions of auditory sequence structure when performers map auditory sequences to motor sequences. The second study examined how performers use auditory and motor information to learn auditory sequences (Chapter 3). This study revealed that musicians better recognize auditory sequences that they hadlearned while producing them with auditory feedback than while hearing them only, indicating that motor learning facilitates subsequent auditory memory for skilled performers. The third study examined how individual differences in auditory and motor imagery abilities influence the way musicians learn novel music and subsequently remember that music (Chapter 4). This study revealed that auditory imagery abilities help performers learn novel music by compensating for missing sound and reducing sensitivity to interfering information; auditory imagery abilities also help performers recall music during performance with greater temporal regularity. Overall, these results suggest that auditory imagery abilities aid learning and subsequent recall of music differently. Together, these studies illuminate how auditory-motor integration functions in skilled performance and how it contributes to auditory-motor sequence learning and memory.
Certaines habiletés auditivomotrices, telles que parler ou jouer d'un instrument de musique, requièrent des compétences particulières sur les plans du traitement auditif des sons produits et de la production des actions menant à l'émission de ces sons. À cet égard, un nombre croissant de preuves empiriques suggère que les composantes de perception et de production des habiletés auditivomotrices s'incèrent à l'intérieur d'interactions réciproques entre le système auditif et le système moteur. Plusieurs questions concernant la façon dont des séquences auditives complexes s'alignent avec des séquences complexes de mouvements, telles que retrouvées dans la parole ou les performances musicales, demeurent néanmoins irrésolues. Notamment par rapport à la façon dont les interactions entre les systèmes auditif et moteur influencent l'apprentissage et la rétention de nouvelles séquences auditivomotrices chez des executants compétents. Les recherches décrites dans cette thèse visent à aborder ces questions dans le contexte de performances musicales. En effet, étant donné qu'elles requièrent un contrôle précis de la hauteur du son et de la sequence temporelle des événements, les performances musicales sont des comportements auditivomoteurs communs et complexes représentant un modèle avantageux dans l'examen des capacités auditivomotrices. Trois études sont proposées afin d'examiner l'influence des interactions entre les systèmes auditif et moteur sur la façon dont des musiciens compétents alignent la hauteur sonore et les sequences temporelles avec les mouvements requis lors de performances musicales, de même que sur la façon dont ils apprennent et retiennent une séquence musicale. La première étude examine la manière dont la hauteur sonore et la structuretemporelle d'une séquence musicale engagent certains réseaux neuronaux du système moteur sur le plan des interactions auditivomotrices (Chapitre 2). Cette étude révèle que les réseaux du système moteur sont sensibles à l'intensité sonore et à la structure temporelle lorsque des musiciens écoutent et jouent de la musique. Ces résultats suggèrent que le système moteur intègre de multiples dimensions relatives à la structure de la séquence auditive lorsque ces sequences auditives sont alignées avec des séquences motrices lors de performances musicales. La deuxième étude examine l'utilisation des informations auditives et motrices dans l'apprentissage de séquences auditives (Chapitre 3). Cette etude révèle que les musiciens reconnaissent mieux les séquences auditives qu'ils ont eu à apprendre en les jouant avec rétroaction auditive, par rapport à celles qu'ils ont uniquement eu à écouter. Ces résultats indiquent que l'apprentissage moteur facilite la mémorisation d'information auditive chez les exécutants compétents. La troisième étude examine l'influence des différences individuelles sur le plan des habiletés d'imagerie auditive et motrice, sur l'apprentissage de nouvelles séquences musicales et sur le rappel de ces mêmes séquences (Chapitre 4). Cette étude révèle que les habiletés d'imagerie auditive aident les exécutants à apprendre de nouvelles séquences musicales en compensant pour les sons manquants, de même qu'en réduisant l'interférence liée à l'informations non pertinente; les habiletés d'imagerie auditive améliorent également le rappel de séquences musicales lors de performances comportant une plus grande régularitétemporelle. De manière générale, ces résultats suggèrent que les habiletés d'imagerie auditive aident différemment à l'apprentissage de nouvelles sequences musicales et à leur rappel. Ensemble, ces études illustrent le fonctionnement des intégrations auditivomotrices chez les exécutants compétents, ainsi que leur contribution à l'apprentissage et à la mémorisation de séquences auditivomotrices.
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Thomas, Adam J. "Contextual Influences in the Sequential Integration of Speech." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1386004567.

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AndÅ, Hiroshi. "Dynamic reconstruction and integration of 3D structure information." Thesis, Massachusetts Institute of Technology, 1993. http://hdl.handle.net/1721.1/12360.

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Smetters, Diana Kathryn. "Electronic structure and synaptic integration in corical neurons." Thesis, Massachusetts Institute of Technology, 1995. http://hdl.handle.net/1721.1/11887.

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Decker, Scott L. "Confirmatory models of sensory/motor and cognitive constructs." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1233197.

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This study examined the relationship between neuropsychological constructs of sensory-motor functioning and cognitive ability constructs in the Cattell-Horn-Carroll (CHC) (Carroll, 1993) theory. Two studies were conducted For the first study, the Dean-Woodcock Sensory Motor Battery (SMB) (Dean & Woodcock, 1999) was administered to 800 individuals. A factor analysis and a confirmatory factor analysis were used to investigate and develop a factor structure of the SMB. Results from this study suggest sensory and motor tests significantly share common variance and a hierarchical, multifactorial model that included a higher-order factor of both sensory and motor tests best fit the data. The second study examined the SMB model, developed in the first study, in relation to the CHC (Cattell-Horn-Carroll) model of cognitive abilities, as measured by the Woodcock-Johnson Revised Tests of Cognitive Abilities (WJ-R) (McGrew, Werder, & Woodcock, 1991). For this study, the SMB and the WJ-R was administered to 411 individuals. A confirmatory model was tested that included the higher-order factor of the SMB as a broad ability within the CHC model. Results from this analysis suggest the higher order factor of the SMB does have a significant relationship with overall measures of cognitive ability of a similar level to other broad abilities in the CHC model, and significantly improves the fit of CHC model. These results support Roberts, Pallier, and Goffs (1999) argument for the inclusion of an additional broad ability in the CHC taxonomy that represents sensory and motor functioning. Additionally, this study provides empirical support for the utility of including neuropsychological tests of sensory and motor functioning in a comprehensive assessment of cognitive abilities (Dean & Woodcock, 1999). The implications for neuropsychological and psychometric assessment are discussed.
Department of Educational Psychology
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Mengarelli, Flavia <1980&gt. "Integration of cognitive and affective processes in perception and decision-making." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2012. http://amsdottorato.unibo.it/5074/.

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The relationship between emotion and cognition is a topic that raises great interest in research. Recently, a view of these two processes as interactive and mutually influencing each other has become predominant. This dissertation investigates the reciprocal influences of emotion and cognition, both at behavioral and neural level, in two specific fields, such as attention and decision-making. Experimental evidence on how emotional responses may affect perceptual and attentional processes has been reported. In addition, the impact of three factors, such as personality traits, motivational needs and social context, in modulating the influence that emotion exerts on perception and attention has been investigated. Moreover, the influence of cognition on emotional responses in decision-making has been demonstrated. The current experimental evidence showed that cognitive brain regions such as the dorsolateral prefrontal cortex are causally implicated in regulation of emotional responses and that this has an effect at both pre and post decisional stages. There are two main conclusions of this dissertation: firstly, emotion exerts a strong influence on perceptual and attentional processes but, at the same time, this influence may also be modulated by other factors internal and external to the individuals. Secondly, cognitive processes may modulate emotional prepotent responses, by serving a regulative function critical to driving and shaping human behavior in line with current goals.
La relazione tra emozione e cognizione è un argomento che ha suscitato grande interesse nella ricerca. Recentemente, una visione interattiva e di mutua influenza fra questi due processi è diventata predominante. Il presente lavoro di tesi indaga le influenze reciproche di emozione e cognizione, sia a livello comportamentale che neurale, in due specifici settori, quali l'attenzione e i processi decisionali. Nella prima parte, il lavoro presenta evidenze sperimentali di come le emozioni possano influenzare processi cognitivi come quelli percettivi ed attentivi. Allo stesso tempo aggiunge su come alcuni particolare fattori, come la personalità, le esigenze motivazionali del soggetto e il contesto sociale, possano modulare l’influenza che le emozioni esercitano sui processi cognitive in questione. Nella seconda parte é stato investigato l’influsso della cognizione sulle risposte emotive, in particolare durante i processi decisionali. I risultati degli esperimenti mostrano che regioni cerebrali cognitive, come la corteccia prefrontale dorsolaterale, sono implicate in modo causale nella regolazione e nel controllo di risposte emotive automatiche e che cio’ ha un effetto sia in fasi pre-decisionali (formazione della decisione) sia in fasi post-decisionali (cambiamento di preferenze). Due sono le principali conclusioni di questa tesi: in primo luogo, è stato mostrato che l'emozione esercita una forte influenza sui processi percettivi e attentivi, ma che, allo stesso tempo, questa influenza può essere modulata da altri fattori interni ed esterni agli individui. In secondo luogo, è stato mostrato che i processi cognitivi interagiscono con quelli emotivi svolgendo un funzione regolatrice fondamentale per guidare e plasmare il comportamento umano in linea con gli obiettivi correnti degli individui.
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Wang, Fu-Chuan. "An integration of cognitive academic language proficiency and content-based instruction." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2297.

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Books on the topic "Cognitive integration"

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Menary, Richard. Cognitive Integration. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230592889.

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Konrad, Kording, ed. Sensory cue integration. New York: Oxford University Press, 2011.

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Andreas, Demetriou, and American Educational Research Association. Meeting, eds. The Neo-Piagetian theories of cognitive development: Toward an integration. Amsterdam: North-Holland, 1988.

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Ryle, Anthony. Cognitive-analytic therapy: Active participation in change : a new integration in brief psychotherapy. Chichester [England]: Wiley, 1990.

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Attention, representation, and human performance: Integration of cognition, emotion, and motivation. New York: Psychology Press, 2011.

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L, Hammen Constance, ed. Psychological aspects of depression: Toward a cognitive-interpersonal integration. Chichester: J. Wiley, 1992.

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Gotlib, Ian H. Psychological aspects of depression: Toward a cognitive-interpersonal integration. Chicester: Wiley, 1995.

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Emotion science: An integration of cognitive and neuroscientific approaches. New York: Palgrave Macmillan, 2008.

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J, Briggs Leslie, ed. The affective and cognitive domains: Integration for instruction and research. Englewood Cliffs, N.J: Educational Technology Publications, 1986.

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Ferguson, Wee Beth Eva, ed. Motivation: A biosocial and cognitive integration of motivation and emotion. New York: Oxford University Press, 2000.

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Book chapters on the topic "Cognitive integration"

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Menary, Richard. "Cognitive Practices." In Cognitive Integration, 135–71. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230592889_7.

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Menary, Richard. "Introduction." In Cognitive Integration, 1–9. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230592889_1.

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Menary, Richard. "Cognitivism and Internalism." In Cognitive Integration, 10–37. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230592889_2.

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Menary, Richard. "Externalism, Dynamics and the Extended Mind." In Cognitive Integration, 38–60. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230592889_3.

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Menary, Richard. "Defending Cognitive Integration." In Cognitive Integration, 61–76. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230592889_4.

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Menary, Richard. "Cognitive Integration: Embodied Engagements and the Manipulation Thesis." In Cognitive Integration, 77–101. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230592889_5.

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Menary, Richard. "The Evolution of the Hybrid Mind." In Cognitive Integration, 102–34. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230592889_6.

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Menary, Richard. "Development and the Transformation of Cognitive Abilities." In Cognitive Integration, 172–92. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230592889_8.

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Menary, Richard. "Conclusion: Cognitive Webs." In Cognitive Integration, 193. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230592889_9.

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Peterson, James K. "Integration." In Calculus for Cognitive Scientists, 129–40. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-877-9_5.

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Conference papers on the topic "Cognitive integration"

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Silvennoinen, Johanna, and Pertti Saariluoma. "Emotional Information Space in Designing AI Technologies." In Intelligent Human Systems Integration (IHSI 2022) Integrating People and Intelligent Systems. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001057.

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Current and future AI design needs to recognize the intertwined nature of cognition and affect to design more human-like intelligent systems. The majority of current AI design focuses on cognitive information processes and knowledge. However, human action and human-like actions must also consider the emotional aspects of the environment. We present the concept of emotional information space, which incorporates all issues within a certain environment with cognitively appraised affective meanings and the ability to encode these information contents into designing emotionally intelligent technologies.
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Morozova, Yulia. "Cognitive Mapping of Strategic Development in the Agricultural Sector." In Intelligent Human Systems Integration (IHSI 2022) Integrating People and Intelligent Systems. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe100995.

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Planning of agricultural company strategic development requires considering the influence of qualitative factors of a different nature. The problem of finding possible scenarios, identifying the causes of problematic situations and ways of their solution requires formalizing the expert knowledge, which is expressed by qualitative assessments and concepts. Formalization of semi structured scenarios of a company’s strategic development based on expert knowledge is possible using cognitive maps. The article reviews applications of cognitive mapping for decision making in the agricultural sector. The basic qualitative factors influencing strategic development of an agricultural company are revealed. The cognitive map describing strategic development of an agricultural company is presented.
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Ueda, Kimi, Ryuhei Sakamoto, Hirotake Ishii, and Hiroshi Shimoda. "Examining the Mechanism of Concentration on Intellectual Works by Simulation Using Cognitive Architecture." In Intelligent Human Systems Integration (IHSI 2022) Integrating People and Intelligent Systems. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001075.

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In an attempt to examine the mechanism of concentration on intellectual work from the perspective of cognitive processes, some parameters of answering simulation of cognitive tasks using cognitive architecture were optimized to fit actual data of characteristic answering time distributions, and we tried to examine the cognitive processes involved in the changes in answering time. As a result, it was suggested that the variation in the performance index, which indicates the percentage of time spent concentrating on a task during total task conducting time, may be explained by the variation in the probability of starting a break during a task and the probability of resuming a task during a break.
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Huang, Shan, Haiyan Wang, Chengqi Xue, and Shuang Xia. "Icon Similarity Algorithm Based on Skeleton Comparison." In Intelligent Human Systems Integration (IHSI 2022) Integrating People and Intelligent Systems. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe100963.

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Icon plays a crucial role in infographics, which additionally carries essential functions in the human-computer graphical user interface (GUI). However, too similar icon is easy to trigger confusion in the process of using. In this paper, we explored the use of the cognitive rules from global to local based on the theory of topological perception and built a computational discrimination tool from the human perception to describe similarity. Screening out icons that are too similar is the primary purpose of this research to avoid errors in use. We utilized the skeleton algorithm to extract the global features of icons. The optimal subsequence bijection and Hungarian algorithm were used to compare the global skeleton of the icon. Accordingly, the similarity between the icons was calculated. To verify the proposed algorithm, we conducted a subjective cognitive experiment. Participants were asked to rank the similarity of the experimental materials and compare the results with the calculation outcomes. Results demonstrate that the proposed calculation methodology based on skeleton comparison is close to subjective cognition, which can effectively describe the human perception of icon similarity.
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Ruoyu, Hu, Wang Xinyue, Wang Haiyan, and Xue Chengqi. "Cognitive Model for Probability Density Distribution Uncertainty Visualization." In Intelligent Human Systems Integration (IHSI 2022) Integrating People and Intelligent Systems. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe100933.

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Many scholars have conducted research on how to visually express the uncertainty contained in data, so how users recognize and understand these visualizations has become a problem that needs to be explored. This paper studies the user's perception of probability under the triangular distribution and verifies the effectiveness of visualization using lightness gradient. We found that the participant’s perception probability of a test point has a strong correlation with the true value of the probability density of that point.
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Cho, Sumie, Taro Kanno, and Kazuo Furuta. "Simulation of Three-person Cooperation – Effect of Mutual Beliefs on Team Performance." In Intelligent Human Systems Integration (IHSI 2022) Integrating People and Intelligent Systems. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001056.

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Many human factor studies have explored the cognitive and behavioral factors that affect team performance via verbal protocol and behavioral analyses. As the measurements used in these studies only focused on observable data, there is a fundamental limitation to understanding cognitive mechanisms. Computer simulation is an alternative method for exploring the cognitive aspects of human factors in team cooperation. In this study, we employed an extended mutual belief model to develop an agent-based simulation for a three-person team cooperation. This model describes the cognitive processes in a team of three or more. The results indicate that communication that is generated by mutual beliefs worked effectively and enhanced team performance. Our simulation method can potentially address the limitations of conventional human factor methods by exploring the cognitive aspects of team cooperation.
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Ma, Xiangyu, He Wang, Min Yan, Michael K. Y. Wong, and Wenhao Zhang. "Bayesian Model for Multisensory Integration and Segregation." In 2019 Conference on Cognitive Computational Neuroscience. Brentwood, Tennessee, USA: Cognitive Computational Neuroscience, 2019. http://dx.doi.org/10.32470/ccn.2019.1230-0.

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Karvonen, Antero, Olli Kuusisto, and Pertti Saariluoma. "Cognitive Mimetics for Designing Intelligent Industrial Systems: Case Next-Generation Diary." In Intelligent Human Systems Integration (IHSI 2022) Integrating People and Intelligent Systems. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe100992.

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A key problem with intelligent industrial processes is that the relevant systems, such as digital twins or cyber–physical systems, require knowledge to perform their operations. Currently, much of that knowledge is in the human domain; it is largely tacit and shared informally. Here, we sketch out an idea for an intelligent industrial diary, building on the concepts of cognitive mimetics and human digital twins and focusing on ontology-related aspects of the system. We ask how human knowledge and knowledge of humans can be captured and operationalized to provide the necessary currency and basis for intelligent technology and its design. Our idea is derived from empirical research on the concept of a “next-generation diary” for pulp mills. The broader idea is that intelligent industrial diaries could become a key focal point for accumulating the knowledge needed for intelligent technology, thereby embodying the main ideas in cognitive mimetics.
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Song, Meishu, Emilia Parada-Cabaleiro, Zijiang Yang, Xin Jing, Kazumasa Togami, Kun Qian*, Björn W. Schuller, and Yoshiharu Yamamoto. "Parallelising 2D-CNNs and Transformers: A Cognitive-based approach for Automatic Recognition of Learners’ English Proficiency." In Intelligent Human Systems Integration (IHSI 2022) Integrating People and Intelligent Systems. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001000.

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Learning English as a foreign language requires an extensive use of cognitive capacity, memory, and motor skills in order to orally express one’s thoughts in a clear manner. Current speech recognition intelligence focuses on recognising learners’ oral proficiency from fluency, prosody, pronunciation, and grammar’s perspectives. However, the capacity of clearly and naturally expressing an idea is a high-level cognitive behaviour which can hardly be represented by these detailed and segmental dimensions, which indeed do not fulfil English learners and teachers’ requirements. This work aims to utilise the state-of-the-art deep learning techniques to recognise English speaking proficiency at a cognitive level, i. e., a learner’s ability to clearly organise their own thoughts when expressing an idea in English as a foreign language. For this, we collected the “Oral English for Japanese Learners” Dataset (OEJL-DB), a corpus of recordings by 82 students of a Japanese high school expressing their ideas in English towards 5 different topics. Annotations concerning the clarity of learners’ thoughts are given by 5 English teachers according to 2 classes: clear and unclear. In total, the dataset includes 7.6 hours of audio data with an average length for each oral English presentation of66 seconds. As initial cognitive-based method to identify learners’ speaking proficiency, we propose an architecture based on the parallelization of CNNs and Transformers. With the strengthening of the CNNs in spatial feature representation and the Transformer in sequence encoding, we achieve a 89.4% accuracy and 87.6%. Unweighted Average Recall (UAR), results which outperform those from the ResNet architectures (89.2 % accuracy and 86.3 % UAR). Our promising outcomes reveal that speech intelligence can be efficiently applied to “grasp” high level cognitive behaviours, a new area of research which seems to have a great potential for further investigation.
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Waskom, Michael, and Roozbeh Kiani. "Decision-making through evidence integration at long timescales." In 2018 Conference on Cognitive Computational Neuroscience. Brentwood, Tennessee, USA: Cognitive Computational Neuroscience, 2018. http://dx.doi.org/10.32470/ccn.2018.1058-0.

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Reports on the topic "Cognitive integration"

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Seales, W. B. Surgical Technology Integration with Tools for Cognitive Human Factors (STITCH). Fort Belvoir, VA: Defense Technical Information Center, October 2010. http://dx.doi.org/10.21236/ada613870.

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Seales, W. B. Surgical Technology Integration with Tools for Cognitive Human Factors (STITCH). Fort Belvoir, VA: Defense Technical Information Center, October 2007. http://dx.doi.org/10.21236/ada633142.

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Seales, W. B. Surgical Technology Integration with Tools for Cognitive Human Factors (STITCH). Fort Belvoir, VA: Defense Technical Information Center, October 2008. http://dx.doi.org/10.21236/ada633144.

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Stine, Jr, and James E. Exploration of Nanometer Cognitive Reasoning Very Large Scale Integration (VLSI) Computer Architecures. Fort Belvoir, VA: Defense Technical Information Center, April 2012. http://dx.doi.org/10.21236/ada560043.

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Brenner, Teresa, Kathleen Sheehan, Winfred Arthur, Bennett Jr., and Jr Winston. Behavioral and Cognitive Task Analysis Integration For Assessing Individual and Team Work Activities. Fort Belvoir, VA: Defense Technical Information Center, January 1998. http://dx.doi.org/10.21236/ada362265.

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Donchin, Emanuel. Towards an Integration of the Non-Invasive Methodologies of Cognitive Neuroscience: The Eleventh Carmel Workshop. Fort Belvoir, VA: Defense Technical Information Center, September 1990. http://dx.doi.org/10.21236/ada228945.

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Siebke, Christian, Maximilian Bäumler, Madlen Ringhand, Marcus Mai, Felix Elrod, and Günther Prokop. Report on integration of the stochastic traffic simulation. Technische Universität Dresden, 2021. http://dx.doi.org/10.26128/2021.246.

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As part of the AutoDrive project, the OpenPASS framework is used to develop a cognitive-stochastic traffic flow simulation for urban intersection scenarios described in deliverable D1.14. This framework was adapted and further developed. The deliverable D5.13 deals with the construction of the stochastic traffic simulation. At this point of the process, the theoretical design aspects of D4.20 are implemented. D5.13 explains the operating principles of the different modules. This includes the foundations, boundary conditions, and mathematical theory of the traffic simulation.
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Vaughan, Barry D. Soldier-in-the-Loop Target Acquisition Performance Prediction Through 2001: Integration of Perceptual and Cognitive Models. Fort Belvoir, VA: Defense Technical Information Center, July 2006. http://dx.doi.org/10.21236/ada451392.

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Hogan, C. M., Robert A. Van Houten, and Nina La. Integration of Architecture for Behavior and Cognitive Modeling (ABCM) With the Joint Conflict and Tactical Simulation (JCATS). Fort Belvoir, VA: Defense Technical Information Center, April 2003. http://dx.doi.org/10.21236/ada473158.

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Sampson, James P., Debra S. Osborn, Emily Bullock-Yowell, Janet G. Lenz, Gary W. Peterson, Robert C. Reardon, V. Casey Dozier, Stephen J. Leierer, Seth C. W. Hayden, and Denise E. Saunders. An Introduction to Cognitive Information Processing Theory, Research, and Practice. Florida State University Libraries, August 2020. http://dx.doi.org/10.33009/fsu.1593091156.

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The primary purpose of this paper is to introduce essential elements of cognitive information processing (CIP) theory, research, and practice as they existed at the time of this writing. The introduction that follows describes the nature of career choices and career interventions, and the integration of theory, research, and practice. After the introduction, the paper continues with three main sections that include CIP theory related to vocational behavior, research related to vocational behavior and career intervention, and CIP theory related to career interventions. The first main section describes CIP theory, including the evolution of CIP theory, the nature of career problems, theoretical assumptions, the pyramid of information processing domains, the CASVE Cycle, and the use of the pyramid and CASVE cycle. The second main section describes CIP theory-based research in examining vocational behavior and establishing evidence-based practice for CIP theory-based career interventions. The third main section describes CIP theory related to career intervention practice, including theoretical assumptions, readiness for career decision making, readiness for career intervention, the differentiated service delivery model, and critical ingredients of career interventions. The paper concludes with regularly updated sources of information on CIP theory.
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