Relevant bibliographies by topics / Cognitive processes

Academic literature on the topic 'Cognitive processes'

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Published: 4 June 2021
Last updated: 25 May 2024

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Journal articles on the topic "Cognitive processes"

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Zbrishchak, Svetlana G. "CONCEPTUAL MANAGEMENT: COGNITIVE PROCESSES, COGNITIVE STRUCTURES, COGNITIVE STYLE." SOFT MEASUREMENTS AND COMPUTING 7/2, no. 68 (2023): 31–39. http://dx.doi.org/10.36871/2618-9976.2023.07-2.004.

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The conceptualization of managerial activity is due to the complexity of the modern environment. The basic concepts of cognitive activity are considered: mental representations, cognitive processes, cognitive structures, cognitive style. It is shown that conceptual management is based on the concepts of "shared understanding" and "shared sensemaking", which are formed within the framework Managerial and Organizational Cognition as a model of collective perception and representation of the internal and external environment of the organization.
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Kornfeld, Alfred D. "Researching cognitive processes." American Psychologist 52, no. 2 (1997): 178–79. http://dx.doi.org/10.1037/0003-066x.52.2.178.

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Révész, Andrea. "Exploring task-based cognitive processes." TASK / Journal on Task-Based Language Teaching and Learning 1, no. 2 (December 16, 2021): 266–88. http://dx.doi.org/10.1075/task.21017.rev.

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Abstract This paper argues that TBLT researchers should dedicate more effort to investigating the cognitive processes in which L2 learners engage during task work to facilitate theory-construction and to inform pedagogical practices. To help achieve this, a review follows of various subjective (questionnaires, interviews, think-aloud/stimulated recall protocols) and objective (dual-task methodology, keystroke-logging, eye-tracking) methods that are available to TBLT researchers to examine cognitive processes underlying task-based performance. The paper concludes that, to obtain a more valid understanding of task-generated cognitive processes, it is best to combine various methods to overcome the limitations of each. Finally, some methodological recommendations are provided for future cognitively-oriented TBLT research.
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Cavanagh, Patrick. "The cognitive impenetrability of cognition." Behavioral and Brain Sciences 22, no. 3 (June 1999): 370–71. http://dx.doi.org/10.1017/s0140525x99272020.

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Cognitive impenetrability is really two assertions: (1) perception and cognition have access to different knowledge bases; and (2) perception does not use cognitive-style processes. The first leads to the unusual corollary that cognition is itself cognitively impenetrable. The second fails when it is seen to be the claim that reasoning is available only in conscious processing.
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Davou, Bettina, and Marie-Ange Widdershoven-Zervakis. "Effects of mourning on cognitive processes." Educational and Child Psychology 21, no. 3 (2004): 61–76. http://dx.doi.org/10.53841/bpsecp.2004.21.3.61.

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The death of a person significant in one’s life is above everything else a break in attachment. Attachment, as defined by Bowlby (1971, 1975, 1981), is not only a bond of evolutionary significance but also the context within which emotional, cognitive and interpersonal development occurs. Recent research from several academic fields (e.g. developmental, clinical, cognitive and educational) has shown how closely linked these processes are, so that a break in attachment affects them all. Inevitably, the loss of a significant person has an effect on learning, especially if we see learning as based on human interactions, emotion and cognition. Drawing on recent theories and research, in this paper we attempt to explain how the emotions accompanying loss may affect cognition. By use of two clinical examples, we aim to show how both the cognitive and the emotional state of the child may be expressed in the context of a therapeutic relationship.
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Jurayeva, Mokhinur S. "CHILDREN OF PRESCHOOL AGE DEVELOP COGNITIVE PROCESSES AND CRITICAL COGNITION AND DEVELOP EFFECTIVE REFLEXIVE ACTIVITIES." Oriental Journal of Education 02, no. 01 (May 1, 2022): 130–36. http://dx.doi.org/10.37547/supsci-oje-02-01-20.

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In ontogenesis, the period from 3 to 7 years is the age period of the kindergarten. Taking into account that there are very rapid qualitative changes in the psychology of preschool children, it is possible to divide the pre-school age into 3 periods (3-4 years), the junior preschool period (4-5 years), the junior kindergarten period (6-7 years), and the senior kindergarten period into 6-7 years. The child in the process of development begins a relationship with the world of subjects and phenomena created by the generation of personality. The child actively mastered and mastered all the achievements that humanity has achieved. Basically, from this period, the independent activity of the child begins to intensify. The education given to children of kindergarten age is a period of mastering their complex movements, formation of elementary hygiene, cultural and labor skills, development of speech and formation of the R with the first bud of social morality and aesthetic taste.
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Oklander, Boris, and Moshe Sidi. "On cognitive processes in cognitive radio networks." Wireless Networks 20, no. 2 (June 9, 2013): 319–30. http://dx.doi.org/10.1007/s11276-013-0555-3.

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Tryon, Warren W. "Cognitive Processes in Cognitive and Pharmacological Therapies." Cognitive Therapy and Research 33, no. 6 (May 6, 2009): 570–84. http://dx.doi.org/10.1007/s10608-009-9243-0.

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Gafarova, Z. Z., M. A. Bozorova, Sh Sh Jumayeva, L. I. Idiyeva, and L. U. Radjabova. "Synchronous Translation – a Complex Set of Cognitive Processes." International Journal of Psychosocial Rehabilitation 24, no. 1 (January 31, 2020): 403–7. http://dx.doi.org/10.37200/ijpr/v24i1/pr200143.

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Furs, L. A. "COGNITION AND COGNITIVE DYNAMICS." Voprosy Kognitivnoy Lingvistiki, no. 3 (2021): 52–58. http://dx.doi.org/10.20916/1812-3228-2021-3-52-58.

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The article considers the principle of cognitive dynamics in the knowledge construction. This principle underlies various modification processes during the processing of knowledge by human consciousness and emphasizes the processuality of his mental activity. The procedural nature of cognitive dynamics is provided by a person’s ability to process knowledge on the basis of associative links and patterns of cause-and-effect relationships. This principle is associated with the procedural function of metamemory and is activated when there is a complication of the structures of static declarative knowledge. The procedural function is represented by the metonymic, metaphorical and metaphtonymic construction of knowledge. In turn, the metaphtonymic model is characterized by metonymic or metaphorical expansion. The operation of the principle of cognitive dynamics is illustrated by examples when a lexeme implements a secondary function in a context, when a linguistic unit is used as a part of a phraseological unit, as well as in the processes of modifying the categorial meaning of a verb and in the course of constructing evaluative knowledge represented by a syntactic construction. It also takes place in the construction of a polymodal text. The processes of cognitive dynamism reflect the features of a person’s cognitive operations to process knowledge transmitted in communication. They reveal the connection of language with perception, memory, thinking, human experience, which, in turn, allows to show the specificity of human cognitive activity, which is not accessible to direct observation. In general, the configuration of knowledge as a result of cognitive dynamism is a complex process regulated by both cognitive and metacognitive parameters.
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Dissertations / Theses on the topic "Cognitive processes"

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Street, C. N. H. "Lie detection : cognitive processes." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/1414942/.

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How do we make decisions when we are uncertain? In more real-world settings there is often a vast array of information available to guide the decision, from an understanding of the social situation, to prior beliefs and experience, to information available in the current environment. Yet much of the research into uncertain decision-making has typically studied the process by isolating it from this rich source of information that decision-makers usually have available to them. This thesis takes a different approach. To explore how decisions are made under uncertainty in more real-world settings, this thesis considers how raters decide if someone is lying or telling the truth. Because people are skilled liars, there is little information available to make a definitive decision. How do raters negotiate the ambiguous environment to reach a decision? Raters show a truth bias, which is to say they judge statements as truthful more often than they are so. Recent research has begun to consider dual process theories, suggesting there are two routes for processing information. They claim the truth bias results from an error-prone processing route, but that a more effortful and analytical processing route may overcome it. I will generate a set of testable hypotheses that arise from the dual process position and show that the theory does not stand up to the test. The truth bias can be better explained as resulting from a single process that attempts to make the most 3 informed guess despite being uncertain. To make the informed guess, raters come to rely on context-relevant information when the behaviour of the speaker is not sufficiently diagnostic. An adaptive decision maker position is advocated. I propose the truth bias is an emergent property of making the best guess. That is, in a different context where speakers may be expected to lie, a bias towards disbelieving should be seen. I argue context-dependency is key to understanding decision-making under uncertainty.
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Dutra, Elaine Cristina Pereira. "Tradução e Cognição: Interfaces." Universidade Federal do Espírito Santo, 2009. http://repositorio.ufes.br/handle/10/3704.

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Made available in DSpace on 2016-08-29T15:08:39Z (GMT). No. of bitstreams: 1 tese_3445_Dissertaçao Elaine Cristina.pdf: 743699 bytes, checksum: 9b19ed3419d6f5559fcdf04807508a1b (MD5) Previous issue date: 2009-03-31
A presente pesquisa procura elencar os estudos da tradução relacionando-os aos campos da psicologia, antropologia, biologia, linguística cognitiva e literatura. Nosso objetivo é o de demonstrar a relação que existe entre a teoria do protótipo e a tradução. Ao início, explicitamos as correntes teóricas que versam sobre aquisição e aprendizagem de primeira e segunda línguas, bilinguismo, formação do tradutor, tipos de tradução, competências linguísticas relacionadas à tradução. O texto aborda e relaciona os processos psicológicos cognitivos ao ato de traduzir: introspecção, percepção, abstração, memória, pensamento, conceptualização. Apresentamos os papéis do efeito prototípico e da equivalência tradutiva, relacionando-os e conceituando-os, concluindo que há níveis de equivalência mais ou menos aceitáveis (efeito de gradiência/ prototípico) segundo o julgamento do tradutor e que há traços invariáveis (protótipos) que são percebidos e perpetuados por leitores e tradutores. Para corroborar a hipótese, analisamos textos traduzidos, buscando o efeito e a presença do protótipo e concluímos que este é o de maior ocorrência, o que reflete a rede de construções conceituais que norteia os processos de pensamento e de memória do tradutor.
This research attempts to relate translation studies to psychology, anthropology, biology, cognitive linguistics and literature. Our objective is to demonstrate the relationship between the theory of prototype and translation. To do so, we discuss the current theoretical focus on the acquisition and learning of the first and second languages, bilingualism, the training of the translator, types of translation, and the linguistic competence related to translation. We also present the psychological cognitive processes in the act of translate: introspection, perception, abstraction, memory, thought, conceptualizing. We present the role of the prototype effect and of equivalence in translation, relating them and evaluating them, concluding that there are levels of equivalence more or less acceptable (gradient effect / prototypical) according to the judgment of the translator and that there are invariable lines (prototypes) that are perceived and perpetuated by readers and translators. So as to corroborate with the hypothesis, we analyze translated texts, seeking the effect and the presence of the prototype and we conclude that the basic level is of the highest occurrence, and reflects the net of constructions that guide the translator’s thought and memory.
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Reyes, Gabriel. "Introspection of complex cognitive processes." Thesis, Paris 6, 2015. http://www.theses.fr/2015PA066566/document.

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Au cours de la dernière décennie, un grand effort a été réalisé en sciences cognitives afin de comprendre comment les individus accèdent à leurs propres produits cognitifs. Cette thèse étudie les contenus mentaux qui sont accessibles par l´introspection. Le premier projet étudie la possibilité d´accéder de manière introspective à des processus cognitifs complexes, dans le contexte d´une tâche de recherche visuelle. Le second projet approfondit les résultats du premier projet. Dans cette étude, nous avons mis en place un stimulus préconscient pour altérer le processus de recherche visuelle. Tout de suite après, nous avons réuni des rapports introspectifs dans l´objectif d´évaluer le degré de sensibilité des participants afin de détecter cette altération. Les résultats des deux projets convergent vers trois idées principales : 1) l´introspection est capable d´accéder à des processus cognitifs ; 2) l´introspection est perméable à différentes sources d´information sous-jacentes à la tâche expérimentale ; 3) Telles sources d’information sont possible d’être contrôlées expérimentalement. Le troisième projet étend les résultats obtenus dans le projet 1 et 2 à un autre domaine cognitif : la mémoire de travail. L´étude montre que l´introspection peut accéder avec succès à la nature du processus cognitif déployé. Le quatrième projet étudie un facteur individuel qui peut altérer la précision d´un rapport introspectif : la réactivité biologique au stress. Les résultats ont indiqué que les individus à haute réactivité au stress ont un pauvre accès introspectif. La présente thèse constitue une première approche à l´architecture fonctionnelle du rapport introspectif
In the last decade, there has been a huge effort in cognitive science devoted to the understanding of how individuals access their own cognitive productions. This thesis investigates which mental contents are accessible by introspection. Four experimental projects were developed. The first project investigates the possibility to introspectively access and discriminate complex cognitive processes in the context of a visual search paradigm (serial searches vs. parallel searches). The second project refines the results of the first project. We used a pre-conscious visual cue to alter a visual search, and collected introspective data showing that participants were sensitive to this alteration. The results in both projects converge on three main ideas: 1) introspection is capable of accessing complex cognitive processes; 2) introspection is permeable to different sources of information underlying the experimental task; 3) the focus of introspection can be experimentally controlled during a simple cognitive task. The third project extends the results evidenced in projects 1 and 2 to another domain: working memory. The study shows that introspection can successfully access the type of cognitive process engaged during memory recovery (serial access to information vs. parallel access). Lastly, the fourth project investigates an individual factor that might alter the precision of introspective reports: biological reactivity to stress. Results indicated that individuals with high reactivity to stress have a poorer introspective access of their mental states. The present thesis presents a first systematic account of the functional architecture of introspective report
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Rypma, Bart. "Spatial cognitive processes and aging." Diss., Georgia Institute of Technology, 1994. http://hdl.handle.net/1853/31054.

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Nixon, Philip D. "The cerebellum and cognitive processes." Thesis, University of Oxford, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299224.

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Stopa, Lusia Aldona. "Cognitive processes in social anxiety." Thesis, University of Oxford, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.308811.

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Hepburn, Slivia. "Cognitive processes underlying suicidal ideation." Thesis, University of Oxford, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.437008.

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Ball, Linden John. "Cognitive processes in engineering design." Thesis, University of Plymouth, 1990. http://hdl.handle.net/10026.1/674.

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The central aim of the current research programme was to gain an understanding of the cognitive processes involved in engineering design. Since little previous empirical research has investigated this domain, two major exploratory studies were undertaken here. Study One monitored seven final-year students tackling extended design projects. Diary and interview data were used to construct detailed design behaviour graphs that decomposed activities into structured representations reflecting the goals and subgoals that were pursued. Study Two involved individual observation (using video) of six professional engineers "thinking-aloud" as they tackled a small-scale design problem in a laboratory setting. A taxonomic scheme was developed to classify all verbal protocol units and other observable behaviours. In interpreting the data extensive use was made of theoretical concepts (e. g. schemas and mental models) deriving from current research on human problem solving and thinking. Evidence indicated that the engineers studied had many similar methods of working which could be described at a high level of abstraction in terms of a common "design schema". A central aspect of this schema was a problem reduction strategy which was used to break down complex design problems into more manageable subproblems. The data additionally revealed certain differences in design strategy between engineers' solution modelling activities and also showed up tendencies toward error and suboptimal performance. In this latter respect a particularly common tendency was for designers to "satisfice", that is to focus exclusively on initial solution concepts rather than comparing alternatives with the aim of optimising choices. The general implications of the present findings are discussed in relation to both the training of design skills and the development of intelligent computer systems to aid or automate the design process. A final, smaller scale of experimental study is also reported which investigated the possibility of improving design processes via subtle interventions aimed at imposing greater structure on design behaviours.
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Ormerod, T. C. "Cognitive processes in logic programming." Thesis, University of Sunderland, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382171.

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Cuppini, Cristiano <1977&gt. "Mathematical models of cognitive processes." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2009. http://amsdottorato.unibo.it/1690/1/Cuppini_Cristiano_tesi.pdf.

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The research activity carried out during the PhD course was focused on the development of mathematical models of some cognitive processes and their validation by means of data present in literature, with a double aim: i) to achieve a better interpretation and explanation of the great amount of data obtained on these processes from different methodologies (electrophysiological recordings on animals, neuropsychological, psychophysical and neuroimaging studies in humans), ii) to exploit model predictions and results to guide future research and experiments. In particular, the research activity has been focused on two different projects: 1) the first one concerns the development of neural oscillators networks, in order to investigate the mechanisms of synchronization of the neural oscillatory activity during cognitive processes, such as object recognition, memory, language, attention; 2) the second one concerns the mathematical modelling of multisensory integration processes (e.g. visual-acoustic), which occur in several cortical and subcortical regions (in particular in a subcortical structure named Superior Colliculus (SC)), and which are fundamental for orienting motor and attentive responses to external world stimuli. This activity has been realized in collaboration with the Center for Studies and Researches in Cognitive Neuroscience of the University of Bologna (in Cesena) and the Department of Neurobiology and Anatomy of the Wake Forest University School of Medicine (NC, USA). PART 1. Objects representation in a number of cognitive functions, like perception and recognition, foresees distribute processes in different cortical areas. One of the main neurophysiological question concerns how the correlation between these disparate areas is realized, in order to succeed in grouping together the characteristics of the same object (binding problem) and in maintaining segregated the properties belonging to different objects simultaneously present (segmentation problem). Different theories have been proposed to address these questions (Barlow, 1972). One of the most influential theory is the so called “assembly coding”, postulated by Singer (2003), according to which 1) an object is well described by a few fundamental properties, processing in different and distributed cortical areas; 2) the recognition of the object would be realized by means of the simultaneously activation of the cortical areas representing its different features; 3) groups of properties belonging to different objects would be kept separated in the time domain. In Chapter 1.1 and in Chapter 1.2 we present two neural network models for object recognition, based on the “assembly coding” hypothesis. These models are networks of Wilson-Cowan oscillators which exploit: i) two high-level “Gestalt Rules” (the similarity and previous knowledge rules), to realize the functional link between elements of different cortical areas representing properties of the same object (binding problem); 2) the synchronization of the neural oscillatory activity in the γ-band (30-100Hz), to segregate in time the representations of different objects simultaneously present (segmentation problem). These models are able to recognize and reconstruct multiple simultaneous external objects, even in difficult case (some wrong or lacking features, shared features, superimposed noise). In Chapter 1.3 the previous models are extended to realize a semantic memory, in which sensory-motor representations of objects are linked with words. To this aim, the network, previously developed, devoted to the representation of objects as a collection of sensory-motor features, is reciprocally linked with a second network devoted to the representation of words (lexical network) Synapses linking the two networks are trained via a time-dependent Hebbian rule, during a training period in which individual objects are presented together with the corresponding words. Simulation results demonstrate that, during the retrieval phase, the network can deal with the simultaneous presence of objects (from sensory-motor inputs) and words (from linguistic inputs), can correctly associate objects with words and segment objects even in the presence of incomplete information. Moreover, the network can realize some semantic links among words representing objects with some shared features. These results support the idea that semantic memory can be described as an integrated process, whose content is retrieved by the co-activation of different multimodal regions. In perspective, extended versions of this model may be used to test conceptual theories, and to provide a quantitative assessment of existing data (for instance concerning patients with neural deficits). PART 2. The ability of the brain to integrate information from different sensory channels is fundamental to perception of the external world (Stein et al, 1993). It is well documented that a number of extraprimary areas have neurons capable of such a task; one of the best known of these is the superior colliculus (SC). This midbrain structure receives auditory, visual and somatosensory inputs from different subcortical and cortical areas, and is involved in the control of orientation to external events (Wallace et al, 1993). SC neurons respond to each of these sensory inputs separately, but is also capable of integrating them (Stein et al, 1993) so that the response to the combined multisensory stimuli is greater than that to the individual component stimuli (enhancement). This enhancement is proportionately greater if the modality-specific paired stimuli are weaker (the principle of inverse effectiveness). Several studies have shown that the capability of SC neurons to engage in multisensory integration requires inputs from cortex; primarily the anterior ectosylvian sulcus (AES), but also the rostral lateral suprasylvian sulcus (rLS). If these cortical inputs are deactivated the response of SC neurons to cross-modal stimulation is no different from that evoked by the most effective of its individual component stimuli (Jiang et al 2001). This phenomenon can be better understood through mathematical models. The use of mathematical models and neural networks can place the mass of data that has been accumulated about this phenomenon and its underlying circuitry into a coherent theoretical structure. In Chapter 2.1 a simple neural network model of this structure is presented; this model is able to reproduce a large number of SC behaviours like multisensory enhancement, multisensory and unisensory depression, inverse effectiveness. In Chapter 2.2 this model was improved by incorporating more neurophysiological knowledge about the neural circuitry underlying SC multisensory integration, in order to suggest possible physiological mechanisms through which it is effected. This endeavour was realized in collaboration with Professor B.E. Stein and Doctor B. Rowland during the 6 months-period spent at the Department of Neurobiology and Anatomy of the Wake Forest University School of Medicine (NC, USA), within the Marco Polo Project. The model includes four distinct unisensory areas that are devoted to a topological representation of external stimuli. Two of them represent subregions of the AES (i.e., FAES, an auditory area, and AEV, a visual area) and send descending inputs to the ipsilateral SC; the other two represent subcortical areas (one auditory and one visual) projecting ascending inputs to the same SC. Different competitive mechanisms, realized by means of population of interneurons, are used in the model to reproduce the different behaviour of SC neurons in conditions of cortical activation and deactivation. The model, with a single set of parameters, is able to mimic the behaviour of SC multisensory neurons in response to very different stimulus conditions (multisensory enhancement, inverse effectiveness, within- and cross-modal suppression of spatially disparate stimuli), with cortex functional and cortex deactivated, and with a particular type of membrane receptors (NMDA receptors) active or inhibited. All these results agree with the data reported in Jiang et al. (2001) and in Binns and Salt (1996). The model suggests that non-linearities in neural responses and synaptic (excitatory and inhibitory) connections can explain the fundamental aspects of multisensory integration, and provides a biologically plausible hypothesis about the underlying circuitry.
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Books on the topic "Cognitive processes"

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Malim, Tony. Cognitive Processes. London: Macmillan Education UK, 1994. http://dx.doi.org/10.1007/978-1-349-13133-4.

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1932-, Bourne Lyle Eugene, ed. Cognitive processes. 2nd ed. Englewood Cliffs, N.J: Prentice-Hall, 1986.

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Moser, Ulrich, and Ilka von Zeppelin, eds. Cognitive -Affective Processes. Berlin, Heidelberg: Springer Berlin Heidelberg, 1991. http://dx.doi.org/10.1007/978-3-642-84499-7.

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Ohta, Nobuo, Colin M. MacLeod, and Bob Uttl, eds. Dynamic Cognitive Processes. Tokyo: Springer Tokyo, 2005. http://dx.doi.org/10.1007/b139064.

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K, Estes William, Healy Alice F, Kosslyn Stephen Michael 1948-, and Shiffrin Richard M, eds. From learning processes to cognitive processes. Hillsdale, N.J: L. Erlbaum, 1992.

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Bieber, Irving. Cognitive psychoanalysis: Cognitive processes in psychopathology. Northvale, N.J: J. Aronson, 1995.

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Chizuko, Izawa, ed. Current issues in cognitive processes. Hillsdale, N.J: L. Erlbaum, 1989.

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Crocker, Matthew W., and Jörg Siekmann, eds. Resource-Adaptive Cognitive Processes. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-540-89408-7.

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Domaneschi, Filippo. Presuppositions and Cognitive Processes. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-57942-3.

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Hayes, John R. Cognitive processes in creativity. Berkeley, CA: Center for the Study of Writing, 1990.

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Book chapters on the topic "Cognitive processes"

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Martin-Rodilla, Patricia. "Cognitive Processes." In Digging into Software Knowledge Generation in Cultural Heritage, 123–25. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-69188-6_8.

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Chung, Christie, and Ziyong Lin. "Cognitive Processes." In Encyclopedia of Gerontology and Population Aging, 1–5. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-69892-2_1091-1.

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Borghini, Gianluca, Pietro Aricò, Gianluca Di Flumeri, and Fabio Babiloni. "Cognitive Processes." In Biosystems & Biorobotics, 57–70. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58598-7_4.

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Chung, Christie, and Ziyong Lin. "Cognitive Processes." In Encyclopedia of Gerontology and Population Aging, 1067–71. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-22009-9_1091.

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Pöchhacker, Franz. "Cognitive Processes." In Introducing Interpreting Studies, 117–35. 3rd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003186472-9.

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Malim, Tony. "Attentional Processes." In Cognitive Processes, 11–34. London: Macmillan Education UK, 1994. http://dx.doi.org/10.1007/978-1-349-13133-4_2.

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Malim, Tony. "Memory Processes." In Cognitive Processes, 89–136. London: Macmillan Education UK, 1994. http://dx.doi.org/10.1007/978-1-349-13133-4_4.

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Malim, Tony. "Introduction to Cognitive Processes." In Cognitive Processes, 1–10. London: Macmillan Education UK, 1994. http://dx.doi.org/10.1007/978-1-349-13133-4_1.

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Malim, Tony. "Perception." In Cognitive Processes, 35–88. London: Macmillan Education UK, 1994. http://dx.doi.org/10.1007/978-1-349-13133-4_3.

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Malim, Tony. "Thinking and Language." In Cognitive Processes, 137–79. London: Macmillan Education UK, 1994. http://dx.doi.org/10.1007/978-1-349-13133-4_5.

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Conference papers on the topic "Cognitive processes"

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Murphy, Alexander R., Bryan C. Watson, Megan E. Tomko, Ethan C. Hilton, and Julie S. Linsey. "A Review of Design-Related Literature Concerning Cognitive Processes, Prototyping Strategies, and Modeling Processes." In ASME 2021 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/detc2021-66994.

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Abstract In industry and academia, designers and engineers use prototyping at various stages in the design process to evaluate progress, archive process, assess viability, and communicate mental models to a team. Cognitive processes not only play a huge role during the design process, but also have causal relationships with various prototyping strategies. However, these causal relationships are not well understood in the design field. This paper presents a review of design-field literature related to cognitive processes, prototyping strategies, and modeling processes to identify literature consensus, consolidate experimental results, and expose gaps in the literature. After analysis of the literature, Fixation, Team Cognition, Iterative Prototyping, and Rapid Prototyping are the most well researched areas, especially when compared to their effects on cognitive processes. Sunk Cost, Requirement Relaxation, and Expertise are areas that could be better understood. The relationships between relevant cognitive processes, prototyping strategies, and modeling processes are consolidated into a data visualization that invites researchers and novices alike to explore the field of design in a fresh way that could spark new research endeavors or provoke interest in the field. This literature review and analysis reveals trends in design research through a novel approach with an emphasis on cognition, as well as provides a consolidated cannon of work that gives a sense of what has already been done on these topics and what is still left to explore.
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Backsanskiy, Oleg. "COGNITIVE PROCESSES OF EDUCATION." In XV International interdisciplinary congress "Neuroscience for Medicine and Psychology". LLC MAKS Press, 2019. http://dx.doi.org/10.29003/m312.sudak.ns2019-15/78-79.

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F. da Costa, Pedro, Sebastian Popescu, Robert Leech, and Romy Lorenz. "Elucidating Cognitive Processes Using LSTMs." In 2019 Conference on Cognitive Computational Neuroscience. Brentwood, Tennessee, USA: Cognitive Computational Neuroscience, 2019. http://dx.doi.org/10.32470/ccn.2019.1201-0.

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Pu, Qiumei, Ouyang Lin, and Siyao Fu. "Adopting semantic language in agent communication processes." In Cognitive Computing (ICCI-CC). IEEE, 2011. http://dx.doi.org/10.1109/coginf.2011.6016179.

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Lanzagorta, Marco O., Robert O. Rosenberg, and Greg Trafton. "Cognitive processes in scientific visualization." In Photonics West 2001 - Electronic Imaging, edited by Bernice E. Rogowitz and Thrasyvoulos N. Pappas. SPIE, 2001. http://dx.doi.org/10.1117/12.429528.

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Ivashkina, Valery. "QUANTUM BIOLOGY OF COGNITIVE PROCESSES." In XVII INTERNATIONAL INTERDISCIPLINARY CONGRESS NEUROSCIENCE FOR MEDICINE AND PSYCHOLOGY. LCC MAKS Press, 2021. http://dx.doi.org/10.29003/m2139.sudak.ns2021-17/163-164.

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Sun, Ganyun, Shengji Yao, and Juan A. Carretero. "Evaluating Cognitive Efficiency by Measuring Information Contained in Designers’ Cognitive Processes." In ASME 2013 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/detc2013-13628.

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Cognitive efficiency describes how individuals optimize limited mental resources to achieve improvements in learning and problem-solving. Research on expert performance and expertise has shown that expert designers structure the organization of cognitive actions more efficiently than novices. However, cognitive efficiency in engineering design processes has not been well studied because of technical limitations at the neurological level and lack of quantitative methods for analyzing information contained in designers’ cognitive processes at the performance level. The purpose of this study is to introduce Kolmogorov complexity to measure information contained in the changes of sketches generated by designers. The Kolmogorov complexity of each design move is calculated by the number of cognitive actions and transitions between different levels of information processing. In this study, sketches and verbal protocols generated by 15 participants were analyzed. Cognitive efficiency was determined by the quality of design outcomes and the expenditure of mental effort. The results indicate that Kolmogorov complexity is negatively related to cognitive efficiency; the higher the Kolmogorov complexity, the lower the cognitive efficiency.
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Bonar, Jeff, Saj-Nicole Joni, Barry Kurtz, and Dave Scanlan. "Cognitive processes in programming (panel session)." In the sixteenth SIGCSE technical symposium, Chair Laurie Werth. New York, New York, USA: ACM Press, 1985. http://dx.doi.org/10.1145/323287.323408.

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Putze, Felix, Jutta Hild, Akane Sano, Enkelejda Kasneci, Erin Solovey, and Tanja Schultz. "Modeling Cognitive Processes from Multimodal Signals." In ICMI '18: INTERNATIONAL CONFERENCE ON MULTIMODAL INTERACTION. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3242969.3265861.

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Yingxu Wang. "On autonomous computing and cognitive processes." In Proceedings of the Third IEEE International Conference on Cognitive Informatics, 2004. IEEE, 2004. http://dx.doi.org/10.1109/coginf.2004.1327454.

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Reports on the topic "Cognitive processes"

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Bernheim, B. Douglas, and Antonio Rangel. Addiction and Cue-Conditioned Cognitive Processes. Cambridge, MA: National Bureau of Economic Research, November 2002. http://dx.doi.org/10.3386/w9329.

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Kosslyn, Stephen M. DURIP - Computational Modeling of Cognitive Processes. Fort Belvoir, VA: Defense Technical Information Center, March 1990. http://dx.doi.org/10.21236/ada219934.

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Соловйов, Володимир Миколайович, Наталя Володимирівна Моісеєнко, and Олена Юріївна Тарасова. Complexity theory and dynamic characteristics of cognitive processes. Springer, January 2020. http://dx.doi.org/10.31812/123456789/4143.

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The features of modeling of the cognitive component of social and humanitarian systems have been considered. An example of using entropy multiscale, multifractal, recurrence and network complexity measures has shown that these and other synergetic models and methods allow us to correctly describe the quantitative differences of cognitive systems. The cognitive process is proposed to be regarded as a separate implementation of an individual cognitive trajectory, which can be represented as a time series and to investigate its static and dynamic features by the methods of complexity theory. Prognostic possibilities of the complex systems theory will allow to correct the corresponding pedagogical technologies. It has been proposed to track and quantitatively describe the cognitive trajectory using specially transformed computer games which can be used to test the processual characteristics of thinking.
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Ackerman, Phillip L. Cognitive Modeling and Task Analysis: Basic Processes and Individual Differences. Fort Belvoir, VA: Defense Technical Information Center, November 1999. http://dx.doi.org/10.21236/ada375949.

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Hutchins, Susan G., and Tony Kendall. Analysis of Team Communications to Understand Cognitive Processes used During Team Collaboration. Fort Belvoir, VA: Defense Technical Information Center, June 2010. http://dx.doi.org/10.21236/ada525252.

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Bullock, Theodore H. Comparative Analytical Study of Evoked and Event Related Potentials as Correlates of Cognitive Processes. Fort Belvoir, VA: Defense Technical Information Center, December 1992. http://dx.doi.org/10.21236/ada261388.

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Bullock, Theodore H., and Erol Basar. Comparative Analytical Study of Evoked and Event Related Potentials as Correlates of Cognitive Processes. Fort Belvoir, VA: Defense Technical Information Center, July 1990. http://dx.doi.org/10.21236/ada226331.

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Doane, Stephanie. New Measures of Complex Cognitive Abilities: Relating Memory Processes to Aviation Flight Situation Awareness Abilities. Fort Belvoir, VA: Defense Technical Information Center, June 2003. http://dx.doi.org/10.21236/ada416315.

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McGee, Steven, Amanda Durik, and Jess Zimmerman. The Impact of Text Genre on Science Learning in an Authentic Science Learning Environment. The Learning Partnership, April 2015. http://dx.doi.org/10.51420/conf.2015.2.

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A gap exists between research on learning and research on interest. Cognitive researchers rarely consider motivational processes, and interest researchers rarely consider cognitive process. However, it is essential to consider both since achievement and interest are in fact intertwined. In this paper we (1) discuss a theoretical model that intertwines cognitive and interest development, (2) describe how that model informed the development of educational materials, and (3) report on the results of the cognitive components of a randomized research study examining the impact of text genre on learning and interest. In our prior analyses, we examined the effects of text characteristics (i.e., narrative or expository genre) on situational interest. We found that students with higher levels of prior individual interest preferred the narrative versions of text whereas students with lower levels of prior individual interest preferred the expository versions of text. In this paper, we examine the impact of text characteristics on student learning. The results of this research showed that contrary to prior research, there was no significant difference in comprehension based on text characteristics. These results provide evidence that is possible to differentiate instruction based students' prior interest without sacrificing learning outcomes.
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Adeniran, Adedeji, Sixtus C. Onyekwere, Anthony Okon, Julius Atuhurra, Rastee Chaudhry, and Michelle Kaffenberger. Instructional Alignment in Nigeria using the Surveys of Enacted Curriculum. Research on Improving Systems of Education (RISE), September 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/143.

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Systematic, quantitative evidence on education system coherence is limited. Prior research has indicated alignment of instructional components, such as curriculum standards, assessments, and teachers’ instruction, is important for children’s learning. This study uses the Surveys of Enacted Curriculum methodology to investigate alignment of instructional components in Nigeria's primary education system. The study analyzes curriculum standards, national exams, and classroom instructional content for mathematics and English language across all six primary-level grades. We find that key foundational mathematics and English language skills are covered by all three components, with some notable omissions on the end-of-cycle English language exams. All three components give high emphasis to the low cognitive demand processes of ‘memorize’ ‘perform’, and ‘demonstrate’, and give very low emphasis to the more demanding cognitive processes of ‘analyze’ and ‘apply to non-routine situations’. Both the curriculum standards and classroom instruction depict a slow pace of content progression across grades, manifested through broad but shallow content coverage. The high alignment suggests the potential for a well-functioning education system, however, low student performance in mathematics and English language exams suggest otherwise. The findings suggest the Nigerian primary education system may be operating in a low-achieving equilibrium in which the system is aligned for low levels of cognitive demand and student mastery.
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