Dissertations / Theses on the topic 'Cognitive theory'
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Winter, Kathy A. "Cognitive emotion theory, cognitive appraisals, core themes, and individual differences." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ58166.pdf.
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Brazas, Michael L. "Cognitive load theory and programmed instruction." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001011.
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Khateeb, Majeda Education Faculty of Arts & Social Sciences UNSW. "Cognitive load theory and mathematics education." Publisher:University of New South Wales. Education, 2008. http://handle.unsw.edu.au/1959.4/42635.
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Cognitive load theory uses the immense size of human long-term memory and the significantly limited capacity of working memory to design instructional methods. Five basic principles: information store principle, borrowing and reorganizing principle, randomness as genesis principle, narrow limits of change principle, and environmental linking and organizing principle explain the cognitive basics of this theory. The theory differentiates between three major types of cognitive load: extraneous load that is caused by instructional strategies, intrinsic cognitive load that results from a high element interactivity material and germane load that is concerned with activities leading to learning. Instructional methods designed in accordance with cognitive load theory rely heavily on the borrowing and reorganizing principle, rather than on the randomness as genesis principle to reduce the imposed cognitive load. As learning fractions incorporates high element interactivity, a high intrinsic cognitive load is imposed. Therefore, learning fractions was studied in the experiments of this thesis. Knowledge held in long-term memory can be used to reduce working memory load via the environmental linking and organizing principle. It can be suggested that if fractions are presented using familiar objects, many of the interacting elements that constitute a fraction might be embedded in stored knowledge and so can be treated as a single element by working memory. Thus, familiar context can be used to reduce cognitive load and so facilitate learning. In a series of randomized, controlled experiments, evidence was found to argue for a contextual effect. The first three experiments of this thesis were designed to test the main hypothesis that presenting students with worked examples concerning fractions would enhance learning if a real-life context was used rather than a geometric context. This hypothesis was tested using both a visual and a word-based format and was supported by the results. The last two experiments were intended to test the context effect using either worked examples or problem solving. The results supported the validity of the previous hypothesis using both instructional methods. Overall, the thesis sheds some light on the advantages of using familiar objects when mastering complex concepts in mathematics.
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Owens, Paul School of English UNSW. "Cognitive load theory and music instruction." Awarded by:University of New South Wales. School of English, 2005. http://handle.unsw.edu.au/1959.4/22994.
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Cognitive load theory assumes that effective instructional design is subject to the mechanisms that underpin our cognitive architecture and that understanding is constrained by the processing capacity of a limited working memory. This thesis reports the results of six experiments that applied the principles of cognitive load theory to the investigation of instructional design in music. Across the six experiments conditions differed by modality (uni or dual) and/or the nature of presentation (integrated or adjacent; simultaneous or successive). In addition, instructional formats were comprised of either two or three sources of information (text, auditory musical excerpts, musical notation). Participants were academically able Year 7 students with some previous musical experience. Following instructional interventions, students were tested using auditory and/or written problems; in addition, subjective ratings and efficiency measures were used as indicators of mental load. Together, Experiments 1 and 2 demonstrated the benefits of both dual-modal (dual-modality effect) and physically integrated formats over the same materials presented as adjacent and discrete information sources (split-attention effect), confirming the application of established cognitive load effects within the domain of music. Experiment 3 compared uni-modal formats, consisting of auditory rather than visual materials, with their dual-modal counterparts. Although some evidence for a modality effect was associated with simultaneous presentations, the uni-modal format was clearly superior when the same materials were delivered successively. Experiment 4 compared three cognitively efficient instructional formats in which either two or three information sources were studied. There was evidence that simultaneously processing all three sources overwhelmed working memory, whereas an overlapping design that delayed the introduction of the third source facilitated understanding. Experiments 5 and 6 varied the element interactivity of either two- or three- source formats and demonstrated the negative effects of splitting attention between successively presented instructional materials. Theoretical implications extend cognitive load principles to both the domain of music and across a range of novel instructional formats; future research into auditory only formats and the modality effect is suggested. Recommendations for instructional design highlight the need to facilitate necessary interactions between mutually referring musical elements and to maintain intrinsic cognitive load within working memory capacity.
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Sung, John Junghoon. "Cognitive semantics of molecular genetics : toward a unified cognitive semantic theory." Thesis, University of Sussex, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.442429.
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Northern, Jebediah J. "Anxiety and Cognitive Performance: A Test of Predictions Made by Cognitive Interference Theory and Attentional Control Theory." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1276557720.
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Parrillo, Susan M. "Adjudicating the Simulation Theory/Theory Theory Debate (With Especial Attention to the Case of Autism Spectrum Disorders)." Thesis, State University of New York at Albany, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10102273.
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Philosophers, cognitive scientists and developmental psychologists largely agree that we understand mental states and use them to explain and predict the behaviors of ourselves and of others (i.e. we ‘mindread’) by using a cognitive capacity known as the theory of mind (henceforth, ‘ToM’). However, a question remains as to what, exactly, underpins the ToM ability thereby allowing us such great accuracy in our first-person and third-person reports. My dissertation is an adjudication of the ongoing debate between two competing theories, each of which claims to have the best explanation of ToM. These two theories of ToM are known as the theory-theory (henceforth, the ‘TT’) and the simulation theory (henceforth, the ‘ST’). Because it is thought by cognitive developmental psychologists that autism spectrum disorders (henceforth, ‘ASD’) result from a ToM impairment or deficit, I pay especial attention to the case of ASD, using the features of the disorder, to adjudicate the debate. I suggest that the particular deficits and talents associated with ASD provide reasons to favor the ST over the TT in general and to favor an account of the ST that includes introspection over an account of the ST that excludes it.
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Combrink, Aneri. "Cognitive development in planning theory / A. Combrink." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4564.
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This study reconsiders cognitive development in planning theory, in order to expose the underlying cognitive framework through which academics communicate in planning literature. A cognitive framework develops over time and through experience within the minds of theorists and readers of planning theory. This framework forms the basis for orientation and interpretation of planning literature by the reader. This is illustrated by describing the various perspectives within planning theory and the connotations they have with different levels of theorising. The different perspectives involve the nature thereof, the history and its political conviction, underpinned by ideology. The different levels of theorising involve a framework which descends from thinking through to implementation and consists of a philosophical–, meta–theoretical– and a technical (tools) level. The problem is that the concept of a developed cognitive framework is rarely discussed in a constructive manner in planning literature. This proves to be the cause of confusion for students and other readers whom have not yet developed their own cognitive framework. An incomplete framework causes misconceptions from existing literature for example: the purpose of Faludi's book Planning Theory (1973). A discussion of this framework by academics could explain unresolved debates such as the substance and procedural debate and the normative theory versus the positive theory debate. The application of this framework proves that the political conflict in planning theory literature such as the more rational perspectives versus the more socio–political perspectives could be more constructive. Therefore this study argues that a cognitive framework could be determined by the general perspectives in planning literature together with different levels of theorising, and should become a constructive part of planning theory (debate) and education. Furthermore this study argues that if all perspectives are allowed to develop fully (non–competitive and attaining all different levels of theorising), connotations could be made on a meta–theoretical level to provide a proper cross range description of planning and provide a proper basis for comparison and would lead to more relevant and constructive debate(s).Thesis (M.Art. et Scien. (Town and Regional Planning))--North-West University, Potchefstroom Campus, 2011.
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Bowers, J. M. "Schema theory and memory." Thesis, University of Cambridge, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.383077.
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Elnourani, Mohamed. "COGNITIVE RADIO AND GAME THEORY : OVERVIEW AND SIMULATION." Thesis, Blekinge Tekniska Högskola, Avdelningen för signalbehandling, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-5646.
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This thesis aims to clearly describe the cognitive radio and its components and operations. Moreover, it aims on describing the expected outcome from the most common techniques that are proposed for use in cognitive radios. In addition, it describes the basic principles of game theory and some simple game models that can be used to analyze the efficiency of the optimization algorithms. Furthermore, it investigates the use of load balancing algorithm and genetic algorithm in optimizing the decision making operation in cognitive radios. Matlab software simulations were carried out and the results show the promising benefit of using those two algorithms along with game theory in optimizing the dynamic spectrum allocation process.
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Jankowska, Gierus Bogumila. "Learning with visual representations through cognitive load theory." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104827.
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This study examined two different strategies of learning with diagrams: drawing diagrams while learning or learning from pre-constructed diagrams. One hundred ninety six junior high school students were randomly placed in a condition either to draw while learning about how airplanes fly or to study from pre-constructed diagrams. Before the learning, students' prior knowledge and elaboration strategies were measured. During learning in either condition, students reported their mental effort. Afterwards, students' learning was tested on both a similar task and transfer task. Cook's (2006) theoretical framework, which combines prior knowledge and cognitive load theory on visual representations in science education, was used to analyze the results. Results showed that students' mental effort significantly increased in the drawing condition, yet results on the posttest were mixed. Students did not do better, and sometimes did worse, on the posttest measures when they learned by drawing diagrams versus using pre-constructed diagrams to learn. The exception was that students with low initial prior knowledge did do better. Elaborations strategies did not have an effect on students' achievement or mental effort in either condition.Cette étude a examiné deux stratégies différentes d'apprendre à l'aide des diagrammes: le dessin de diagrammes tout en apprenant ou en apprenant sur la base des diagrammes préconstruits. Cent quatre-vingt-seize étudiants de lycée ont été aléatoirement placés dans une condition où soit ils dessinaient tout en se renseignant sur la façon dont les avions volent ou étudiaient à partir des diagrammes préconstruits. Avant l'étude, les stratégies de connaissance et d'élaboration des étudiants ont été vérifiées. Pendant l'étude sous l'une ou l'autre des conditions, les étudiants signalaient leur effort mental. Suite à cela, l'étude des étudiants est examinée sur une tâche semblable et une tâche de transfert. Cadre théorique de Cook (2006), qui combine la théorie de la connaissance antérieure et de charge cognitive sur les représentations visuelles dans l'éducation de la science, ont été employés pour analyser les résultats. Les résultats ont prouvé que l'effort mental des étudiants a augmenté sensiblement sous condition de dessin, pourtant les résultats sur le post-test étaient mitigés. En règle générale, les étudiants ont fait plus ou moins mauvais sur les mesures de post-test quand ils ont appris en traçant des diagrammes au contraire de l'utilisation des diagrammes préconstruits pour apprendre. Cependant, les étudiants ayant une faible connaissance de base ont mieux exécuté le post-test en traçant leurs propres diagrammes. Les stratégies d'élaborations n'ont pas exercé d' effet sur l'accomplissement ou l'effort mental des étudiants pour chacune des conditions.
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Raoof, Omar. "Game theory for dynamic spectrum sharing cognitive radio." Thesis, Brunel University, 2010. http://bura.brunel.ac.uk/handle/2438/7371.
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‘Game Theory’ is the formal study of conflict and cooperation. The theory is based on a set of tools that have been developed in order to assist with the modelling and analysis of individual, independent decision makers. These actions potentially affect any decisions, which are made by other competitors. Therefore, it is well suited and capable of addressing the various issues linked to wireless communications. This work presents a Green Game-Based Hybrid Vertical Handover Model. The model is used for heterogeneous wireless networks, which combines both dynamic (Received Signal Strength and Node Mobility) and static (Cost, Power Consumption and Bandwidth) factors. These factors control the handover decision process; whereby the mechanism successfully eliminates any unnecessary handovers, reduces delay and overall number of handovers to 50% less and 70% less dropped packets and saves 50% more energy in comparison to other mechanisms. A novel Game-Based Multi-Interface Fast-Handover MIPv6 protocol is introduced in this thesis as an extension to the Multi-Interface Fast-handover MIPv6 protocol. The protocol works when the mobile node has more than one wireless interface. The protocol controls the handover decision process by deciding whether a handover is necessary and helps the node to choose the right access point at the right time. In addition, the protocol switches the mobile nodes interfaces ‘ON’ and ‘OFF’ when needed to control the mobile node’s energy consumption and eliminate power lost of adding another interface. The protocol successfully reduces the number of handovers to 70%, 90% less dropped packets, 40% more received packets and acknowledgments and 85% less end-to-end delay in comparison to other Protocols. Furthermore, the thesis adapts a novel combination of both game and auction theory in dynamic resource allocation and price-power-based routing in wireless Ad-Hoc networks. Under auction schemes, destinations nodes bid the information data to access to the data stored in the server node. The server will allocate the data to the winner who values it most. Once the data has been allocated to the winner, another mechanism for dynamic routing is adopted. The routing mechanism is based on the source-destination cooperation, power consumption and source-compensation to the intermediate nodes. The mechanism dramatically increases the seller’s revenue to 50% more when compared to random allocation scheme and briefly evaluates the reliability of predefined route with respect to data prices, source and destination cooperation for different network settings. Last but not least, this thesis adjusts an adaptive competitive second-price pay-to-bid sealed auction game and a reputation-based game. This solves the fairness problems associated with spectrum sharing amongst one primary user and a large number of secondary users in a cognitive radio environment. The proposed games create a competition between the bidders and offers better revenue to the players in terms of fairness to more than 60% in certain scenarios. The proposed game could reach the maximum total profit for both primary and secondary users with better fairness; this is illustrated through numerical results.
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Brown, Richard James. "An integrative cognitive theory of suggestion and hypnosis." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/1318006/.
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On the basis of a critical review of the literature in chapter one, it is concluded that no existing theory of hypnosis is able to provide a satisfactory account of the entire set of behavioural, cognitive, social and physiological evidence pertaining to the phenomenon. In an attempt to rectify this situation, an integrative conceptual framework amalgamating existing theories of hypnosis into a single model on the basis of contemporary cognitive psychological theory is presented in chapters two and three. According to the model, successfully executed suggestions result from the automatic activation of perceptual and behavioural representations following the receipt of triggers by low level attentional systems. By this view, the process involved in hypnotic and non-hypnotic suggestions are essentially the same; however, it is argued that contextual features and state changes associated with the hypnotic situation are responsible for the increased responsivity to suggestions typically displayed therein. In the following chapters, four studies designed to assess predictions from the model are described. In the first two, the related predictions that suggestibility is positively related to a low level processing predisposition and negatively related to a high level processing predisposition were assessed. Both studies provided support for the first hypothesis although no evidence for the second hypothesis was obtained. the third and fourth studies examined the related hypotheses that hypnosis is associated with (i) a low level processing bias; and (ii) a high level processing inhibition. Neither hypothesis received any significant empirical support. In the final chapter, the results of these studies are discussed with reference to the theoretical framework outlined in the introductory chapters. It is concluded that the model provides a fairly good account of suggestion, although certain revisions are required before an adequate account of hypnosis can be offered. Avenues for future research are explored.
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Sharma, Guarav. "Game Theory and Adaptive Modulation for Cognitive Radios." International Foundation for Telemetering, 2008. http://hdl.handle.net/10150/606210.
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ITC/USA 2008 Conference Proceedings / The Forty-Fourth Annual International Telemetering Conference and Technical Exhibition / October 27-30, 2008 / Town and Country Resort & Convention Center, San Diego, CaliforniaIn a multi-user cognitive radio network, there arises a need for coordination among the network users for efficient utilization of the available electromagnetic spectrum. While adaptive modulation alone helps cognitive radios actively determine the channel quality metric for the next transmission, Game theory combined with an adaptive modulation system helps them achieve mutual coordination among channel users and avoids any possible confusion about transmitting/receiving through a channel in the future. This paper highlights how the concepts of game theory and adaptive modulation can be incorporated in a cognitive radio framework to achieve better communication for telemetry applications.
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Polavin, Nicholas Todd. "Cognitive-Experiential Self-Theory in Jury Decision Making." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1563386792843479.
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Lieberman, Joel David 1967. "Cognitive-experiential self-theory and juror decision-making." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282446.
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Cognitive-experiential self-theory maintains that there are two principal ways of processing information. The first is in a rational mode; the second is in an experiential (emotional) mode. Previous research has demonstrated that when participants are motivated to process information experientially, they tend to rely on heuristic cues in their decision making. However, when participants are motivated to think in a rational mode, they devote greater attention to the information presented to them, and make more accurate decisions. This may have an impact on legal decision making. Attorneys in personal injury trials often attempt to present their case in a manner directed at either rational or emotional processing, under the assumption that emotional jurors will be supportive of the plaintiff while rational jurors will be supportive of the defendant. However, in an attempt to motivate emotional processing attorneys may inadvertently activate heuristic cues that have an impact on juror decision making, such as the defendant attractiveness bias (previous research has demonstrated that attractive defendants receive more lenient sentences than unattractive defendants). The hypothesis that an attractiveness-leniency effect would occur when individuals were in an experiential mode, but not when they were in a rational mode was tested. Mock jurors were put into either an experiential or rational mode through the use of a number of materials and trial evidence. They were then presented with a photograph of a defendant who was either high or low in physical attractiveness. Following this, a transcript of a personal injury trial and relevant jury instructions were presented. Finally, participants rendered verdicts on a number of measures including monetary damages, liability verdicts, and assessments of negligence. The results indicated that an attractiveness-leniency effect was operative when individuals were in an experiential mode, but not when they were in a rational mode. However, this effect appears to be limited to variables that are emotionally oriented, rather than ones that require analytic reasoning. The paper concludes with a discussion of the potential implications of cognitive-experiential self-theory on juror decision making in a variety of related areas.
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Hill, Stephen. "Where is cognition? Towards an embodied, situated, and distributed interactionist theory of cognitive activity." Thesis, University of Canterbury. Psychology, 2000. http://hdl.handle.net/10092/4516.
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In recent years researchers from a variety of cognitive science disciplines have begun to challenge some of the core assumptions of the dominant theoretical framework of cognitivism including the representation-computational view of cognition, the sense-model-plan-act understanding of cognitive architecture, and the use of a formal task description strategy for investigating the organisation of internal mental processes. Challenges to these assumptions are illustrated using empirical findings and theoretical arguments from the fields such as situated robotics, dynamical systems approaches to cognition, situated action and distributed cognition research, and sociohistorical studies of cognitive development. Several shared themes are extracted from the findings in these research programmes including: a focus on agent-environment systems as the primary unit of analysis; an attention to agent-environment interaction dynamics; a vision of the cognizer's internal mechanisms as essentially reactive and decentralised in nature; and a tendency for mutual definitions of agent, environment, and activity. It is argued that, taken together, these themes signal the emergence of a new approach to cognition called embodied, situated, and distributed interactionism. This interactionist alternative has many resonances with the dynamical systems approach to cognition. However, this approach does not provide a theory of the implementing substrate sufficient for an interactionist theoretical framework. It is suggested that such a theory can be found in a view of animals as autonomous systems coupled with a portrayal of the nervous system as a regulatory, coordinative, and integrative bodily subsystem. Although a number of recent simulations show connectionism's promise as a computational technique in simulating the role of the nervous system from an interactionist perspective, this embodied connectionist framework does not lend itself to understanding the advanced 'representation hungry' cognition we witness in much human behaviour. It is argued that this problem can be solved by understanding advanced cognition as the re-use of basic perception-action skills and structures that this feat is enabled by a general education within a social symbol-using environment.
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Eden, Joel Uzi Atwood Michael E. "The distributed cognitive walkthrough : the impact of differences in cognitive theory on usability evaluation /." Philadelphia, Pa. : Drexel University, 2008. http://hdl.handle.net/1860/2823.
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Fuller, Timothy. "Science and Mind: How theory change illuminates ordinary thought." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1343840173.
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Hinman, Nova G. "The Impact of Trait Cognitive Defusion and Cue Elaboration on Chocolate Craving and Cognitive Resources." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1521831497166375.
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Thomas, Ryan William. "Cognitive Networks." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/28319.
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For complex computer networks with many tunable parameters and network performance objectives, the task of selecting the ideal network operating state is difficult. To improve the performance of these kinds of networks, this research proposes the idea of the cognitive network. A cognitive network is a network composed of elements that, through learning and reasoning, dynamically adapt to varying network conditions in order to optimize end-to-end performance. In a cognitive network, decisions are made to meet the requirements of the network as a whole, rather than the individual network components.
We examine the cognitive network concept by first providing a definition and then outlining the difference between it and other cognitive and cross-layer technologies. From this definition, we develop a general, three-layer cognitive network framework, based loosely on the framework used for cognitive radio. In this framework, we consider the possibility of a cognitive process consisting of one or more cognitive elements, software agents that operate somewhere between autonomy and cooperation.
To understand how to design a cognitive network within this framework we identify three critical design decisions that affect the performance of the cognitive network: the selfishness of the cognitive elements, their degree of ignorance, and the amount of control they have over the network. To evaluate the impact of these decisions, we created a metric called the price of a feature, defined as the ratio of the network performance with a certain design decision to the performance without the feature.
To further aid in the design of cognitive networks, we identify classes of cognitive networks that are structurally similar to one another. We examined two of these classes: the potential class and the quasi-concave class. Both classes of networks will converge to Nash Equilibrium under selfish behavior and in the quasi-concave class this equilibrium is both Pareto and globally optimal. Furthermore, we found the quasi-concave class has other desirable properties, reacting well to the absence of certain kinds of information and degrading gracefully under reduced network control.
In addition to these analytical, high level contributions, we develop cognitive networks for two open problems in resource management for self-organizing networks, validating and illustrating the cognitive network approach. For the first problem, a cognitive network is shown to increase the lifetime of a wireless multicast route by up to 125\%. For this problem, we show that the price of selfishness and control are more significant than the price of ignorance. For the second problem, a cognitive network minimizes the transmission power and spectral impact of a wireless network topology under static and dynamic conditions. The cognitive network, utilizing a distributed, selfish approach, minimizes the maximum power in the topology and reduces (on average) the channel usage to within 12\% of the minimum channel assignment. For this problem, we investigate the price of ignorance under dynamic networks and the cost of maintaining knowledge in the network.
Today's computer networking technology will not be able to solve the complex problems that arise from increasingly bandwidth-intensive applications competing for scarce resources. Cognitive networks have the potential to change this trend by adding intelligence to the network. This work introduces the concept and provides a foundation for future investigation and implementation.Ph. D.
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Christopher, Fisher Ryan. "Are people naive probability theorists? An examination of the probability theory + variation model." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1406657670.
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Hewitt, Max R. "Using cognitive load theory to explain the accrual anomaly /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/8810.
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Mills, LeAnn R. "Applying social cognitive career theory to college science majors." [Ames, Iowa : Iowa State University], 2009.
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Avrutin, Sergey. "Psycholinguistic investigations in the theory of reference." Thesis, Massachusetts Institute of Technology, 1994. http://hdl.handle.net/1721.1/11652.
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Tsividis, Pedro A. "Theory-based learning in humans and machines." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/121813.
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Thesis: Ph. D., Massachusetts Institute of Technology, Department of Brain and Cognitive Sciences, 2019Cataloged from PDF version of thesis.
Includes bibliographical references (pages 123-130).
Humans are remarkable in their ability to rapidly learn complex tasks from little experience. Recent successes in Al have produced algorithms that can perform complex tasks well in environments whose simple dynamics are known in advance, as well as models that can learn to perform expertly in unknown environments after a great amount of experience. Despite this, no current AI models are able to learn sufficiently rich and general representations so as to support rapid, human-level learning on new, complex, tasks. This thesis examines some of the epistemic practices, representations, and algorithms that we believe underlie humans' ability to quickly learn about their world and to deploy that understanding to achieve their aims. In particular, the thesis examines humans' ability to effectively query their environment for information that helps distinguish between competing hypotheses (Chapter 2); children's ability to use higher-level amodal features of data to match causes and effects (Chapter 3); and adult human rapid-learning abilities in artificial video-game environments (Chapter 4). The thesis culminates by presenting and testing a model, inspired by human inductive biases and epistemic practices, that learns to perform complex video-game tasks at human levels with human-level amounts of experience (Chapter 5). The model is an instantiation of a more general approach, Theory-Based Reinforcement Learning, which we believe can underlie the development of human-level agents that may eventually learn and act adaptively in the real world.
by Pedro A. Tsividis.
Ph. D.
Ph.D. Massachusetts Institute of Technology, Department of Brain and Cognitive Sciences
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Morrison, Jason Malcolm. "Empathy and theory of mind in schizophrenia and anxiety disorders." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86562.
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This study examined the factors that lead people with schizophrenia to perform poorly on experimental theory of mind (ToM) paradigms. A group with psychosis (n=26) was compared to a group with anxiety disorders (n=27) and a healthy control group (n=25) on two tests of ToM (the Eyes and Hinting tests) and a measure of global empathy (the Empathy Quotient). The psychosis group performed worse than controls on all measures, with negative symptoms as the key negative predictive factor. When divided by remission status, only the non-remitted psychotic group differed from the other two groups on ToM measures. The anxiety group performed worse than controls on the measure of global empathy, and social anxiety was associated with poor performance on ToM and global empathy paradigms. Further research into the role of anxiety in ToM performance is warranted. The role of paradigm and specific psychotic symptoms in ToM performance is discussed.Cette étude a examiné les facteurs qui contribuent au mauvais rendement des individus atteints de schizophrénie dans les paradigmes expérimentaux de la théorie de l'esprit (TdE). Un groupe avec psychose (n = 26) a été comparé à un groupe avec des troubles anxieux (n = 27) et un groupe contrôle en bonne santé (n = 25) avec deux échelles sur la TdE (soit le test des yeux et la tâche d'inférence) ainsi qu'une échelle d'empathie globale (le quotient d'empathie). Le rendement du groupe de psychose a été moindre que le rendement du groupe contrôle sur toutes les échelles, les symptômes négatifs étant déterminants dans ces résultats. Lorsque séparées par statut de rémission, seules les personnes avec symptoms actifs de psychose différaient de deux autres groupes sur les échelles de TdE. Le rendement du groupe des troubles anxieux a été moindre que le rendement du groupe contrôle sur l'échelle de l'empathie globale; l'anxiété sociale étant associée à une mauvaise performance au TdE et aux paradigmes de l'empathie globale. Plus d'études sur le rôle de l'anxiété sur la performance au TdE est nécessaire. Le rôle des paradigmes et des symptômes psychotiques spécifiques sur la performance au TdE est discuté.
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Mahdi, Surya. "Search strategy in product innovation : theory and evidence from agrochemicals." Thesis, University of Sussex, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270717.
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Shon, Aaron P. "Bayesian cognitive models for imitation /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7013.
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Molzhon, Andrea. "Exploring the Influence of Socioeconomic Status on the Executive Function and Theory of Mind Skills of Preschoolers." VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4226.
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Executive function (EF) and theory of mind (ToM) skills develop rapidly during the preschool years and have been found to directly and indirectly contribute to school readiness. Evidence indicates that EF may influence ToM development, though this relation may not be consistent across children from different backgrounds. Additionally, socioeconomic status (SES) has been shown to affect preschoolers’ EF, while the literature is mixed regarding the effects – if any – that SES may have on ToM development. Though the relation between EF and ToM appears robust across the literature, the possible effects of SES on this relation have yet to be fully explored. As children from low-SES homes are more likely to fall behind at the start of school, and this achievement gap is likely to widen through the school years, it is important to understand how the cognitive components that contribute to school readiness develop and are affected by SES so that we may work toward improving preschool education for children across all socioeconomic backgrounds. The primary purpose of the current study was to determine whether SES affected the relation between EF and ToM among urban preschool children (ages 3-5 years) from various SES backgrounds. In addition to examining the EF-ToM relation, relations among SES, general cognitive skills, EF, and ToM, as well as relations among age, EF, and ToM, were examined. Results from correlational and regression analyses indicated that SES was related to EF but not ToM, and that EF was not related to ToM after controlling for age. Inconsistent with the majority of previous findings, the results did not support the hypothesized link between EF and ToM. However, the findings from this study do add support to the large body of literature pertaining to the positive relation between SES and EF, and provide evidence that ToM may be relatively protected from the negative effects of low-SES among preschoolers. Results also support previous reports of large age-related changes in EF and ToM that occur during the preschool years. The implications for preschool development and education are discussed.
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Gamboz, Nadia. "Evaluation of inhibitory processes in cognitive aging." Thesis, University of Essex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324217.
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Feeman, Kelley Laurel. "ADAPTING IMAGINATION: A COGNITIVE THEORY FOR ADAPTING COMICS TO THE STAGE." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1564738881854803.
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Borghetti, Lorraine. "Neural Evidence for the Influence of Communication on Cognitive Processing as Proposed by Quantum Cognition Theory." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1563492110175352.
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Wrigley, Stuart Nicholas. "A theory and computational model of auditory selective attention." Thesis, University of Sheffield, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.269326.
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Kalanick, Julie Lynn. "Helping in the Workplace: A Social Cognitive Perspective." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/26909.
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This study employed an experimental design intended to be an analog to the workplace to examine a person by situation interactive effect on OCBs, which were evaluated as prosocial behaviors. This study also sought to provide initial empirical support for the two-stage social cognitive model of OCBs proposed by Hauenstein and Kalanick (2008). Participants were 194 undergraduates. The study was a 2 (Helpfulness) by 2 (Fairness) design. After completing distracter tasks 1 and 2, participants received either a helpfulness prime or a control prime (task 3). Participants then either experienced either a fair manipulation or an unfair manipulation. Results indicated a distinction between the decision to help and helping effort, which has not been thoroughly examined in literature on OCBs. Results revealed main effects for the helpfulness prime and fairness manipulation on the decision to engage in helping. The nature of these effects was that participants helped more when they were primed with helpfulness and when they experienced fairness. However, once helping commenced, there was an interactive effect between helpfulness and fairness such that the helpfulness prime had a stronger effect on participants treated unfairly. Implications for future research on OCBs are discussed.Ph. D.
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Walmsley, Bradley Desmond. "Using concepts drawn from cognitive theory, setting theory, and activity theory to develop student thinking in technology education classes." Thesis, Griffith University, 2010. http://hdl.handle.net/10072/366896.
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The problem addressed in this thesis is the nature of the technology education classroom teaching and learning environments that promote students’ use of higher-order thinking. The problem is addressed firstly, by examining higher-order thinking in terms of theories of cognitive structures, behaviour settings and learning activity. It is argued that contemporary empirical research is limited in its ability to provide a conceptualisation of higher-order thinking. Therefore, this literature is examined to conceptualise higher-order thinking in terms of a relationship between the internal cognitive structures of a person and their activities within a behaviour setting. Secondly, this thesis examines instructional design in contemporary technology education classrooms to ascertain what is understood regarding teaching, learning, and the promotion of higher-order thinking in technology education classes. It was found that little is known and understood through empirical research regarding the conditions that promote higher-order thinking within technology education classrooms.
It is prescribed through curriculum documentation that students’ participation in technology education learning activities should support their use and development of higher-order thinking. However, it is argued in this thesis that current theories inadequately define higher-order thinking, resulting in technology education teaching and learning that is fashioned by teacher intuition rather than by knowledge gained through empirical research results. Hence, a better understanding of the classroom activities of teachers and students that support students’ use of higher-order thinking is required to inform curriculum development in technology education. Additionally, the knowledge generated through this research may support teaching and learning and the promotion of higher-order thinking in other similar subject areas.
This thesis reports on two studies that investigated technology education classrooms in Australia (Study 1) and America (Study 2) with the aim of interpreting classroom conditions that appeared to be associated with students’ use of higher-order thinking. In both studies, a research approach was adopted that combined quantitative and qualitative methods of investigation. Studies 1and 2 surveyed introductory technology education classes to assess the extent to which the technology education learning environment promoted different types of student thinking. Subsequent qualitative methods of investigation, comprising video analyses and video-stimulated interviews, were used to interpret the classroom activities that encouraged students to think in particular ways. In Study 1, technology education classes in South East Queensland, Australia were video-recorded and teachers and students were interviewed using a video-stimulated technique to interpret the factors that caused students to think differently. In Study 2, technology classes in North Carolina, America were observed using a researcher-generated checklist to interpret the factors that caused students to think differently. The results of these studies across two countries have facilitated the formulation of classroom programs that are advanced as promoting student higher-order thinking in technology education classes.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
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Raylu, Namrata N. "Testing a cognitive behavioural theory and treatment of problem gambling /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18390.pdf.
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Burkes, Kate M. Erland Allen Jeff M. "Applying cognitive load theory to the design of online learning." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3698.
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Berman, Isabel Natalie. "Towards a new reading comprehension test based on cognitive theory /." Access Digital Full Text version, 1985. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10647119.
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Fish, Jonathan C. "How sketches work : a cognitive theory for improved system design." Thesis, Loughborough University, 1996. https://dspace.lboro.ac.uk/2134/7418.
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Evidence is presented that in the early stages of design or composition the mental processes used by artists for visual invention require a different type of support from those used for visualising a nearly complete object. Most research into machine visualisation has as its goal the production of realistic images which simulate the light pattern presented to the retina by real objects. In contrast sketch attributes preserve the results of cognitive processing which can be used interactively to amplify visual thought. The traditional attributes of sketches include many types of indeterminacy which may reflect the artist's need to be "vague". Drawing on contemporary theories of visual cognition and neuroscience this study discusses in detail the evidence for the following functions which are better served by rough sketches than by the very realistic imagery favoured in machine visualising systems. 1. Sketches are intermediate representational types which facilitate the mental translation between descriptive and depictive modes of representing visual thought. 2. Sketch attributes exploit automatic processes of perceptual retrieval and object recognition to improve the availability of tacit knowledge for visual invention. 3. Sketches are percept-image hybrids. The incomplete physical attributes of sketches elicit and stabilise a stream of super-imposed mental images which amplify inventive thought. 4. By segregating and isolating meaningful components of visual experience, sketches may assist the user to attend selectively to a limited part of a visual task, freeing otherwise over-loaded cognitive resources for visual thought. 5. Sequences of sketches and sketching acts support the short term episodic memory for cognitive actions. This assists creativity, providing voluntary control over highly practised mental processes which can otherwise become stereotyped. An attempt is made to unite the five hypothetical functions. Drawing on the Baddeley and Hitch model of working memory, it is speculated that the five functions may be related to a limited capacity monitoring mechanism which makes tacit visual knowledge explicitly available for conscious control and manipulation. It is suggested that the resources available to the human brain for imagining nonexistent objects are a cultural adaptation of visual mechanisms which evolved in early hominids for responding to confusing or incomplete stimuli from immediately present objects and events. Sketches are cultural inventions which artificially mimic aspects of such stimuli in order to capture these shared resources for the different purpose of imagining objects which do not yet exist. Finally the implications of the theory for the design of improved machine systems is discussed. The untidy attributes of traditional sketches are revealed to include cultural inventions which serve subtle cognitive functions. However traditional media have many short-comings which it should be possible to correct with new technology. Existing machine systems for sketching tend to imitate nonselectively the media bound properties of sketches without regard to the functions they serve. This may prove to be a mistake. It is concluded that new system designs are needed in which meaningfully structured data and specialised imagery amplify without interference or replacement the impressive but limited creative resources of the visual brain.
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Poote, Aimee Elizabeth. "Beck's cognitive theory and the role of schemata in depression." Thesis, University of Birmingham, 2013. http://etheses.bham.ac.uk/4485/.
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Volume I includes a systematic literature review which aimed to synthesise and evaluate all research testing the role of early maladaptive schemas or core beliefs in depression as proposed by cognitive theory. The findings neither prove nor disprove the relationship. The empirical paper aimed to test the association between early maladaptive schemas in depression using a cross-sectional questionnaire design with diagnostic interviews. Early maladaptive schemas were associated with depression, did not moderate the relationship between stress and depression but did partially mediated the relationship between life stress (but not diabetes distress) and depressive symptoms. The findings partially support the role of early maladaptive schemas in depression. The executive summary summarises the systematic literature review and the empirical paper for stakeholders. Volume II includes the following clinical practice reports (i) a cognitive behavioural and psychodynamic formulation of obsessive compulsive disorder, (ii) a single-case experimental design evaluation of cognitive behavioural therapy for depression, (iii) an evaluation of compliance to depression guidelines, (iv) a cognitive behavioural formulation and intervention for obsessive compulsive disorder, and (v) an abstract summarising an oral report of cognitive behavioural therapy for social anxiety and traumatic brain injury.
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El-Sadek, Kilany Enas. "Communicative misunderstanding and relevance theory : an empirical cognitive-pragmatic approach." Thesis, University of Newcastle upon Tyne, 2010. http://hdl.handle.net/10443/3113.
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Back, Jonathan. "Predicting the utility of feedback judgements using cognitive load theory." Thesis, Loughborough University, 2003. https://dspace.lboro.ac.uk/2134/34088.
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Results from laboratory testing suggest that user-based relevance feedback can significantly improve retrieval performance. However outside the laboratory, feedback systems are rarely utilised when implemented. This thesis explores why users are often reluctant to provide feedback. Modelling interaction involves reconciling the need for prediction with the seemingly individual-specific effect of information. Information behaviour is guided by heuristics and not by logical analysis or deduction. Heuristics impose assumptions that are used to address a problem in a way that is compatible with an individual's knowledge schemata. This thesis argues that feedback heuristics are influenced by the cognitive load imposed on an individual.
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Beauregard, Philippe. "Beyond cold monsters : a cognitive-affective theory of international leadership." Doctoral thesis, Université Laval, 2019. http://hdl.handle.net/20.500.11794/36238.
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Le leadership est un processus d’influence sociale à travers lequel un acteur qui préconise une position sur un enjeu international entraîne d’autres acteurs à converger vers cette même position. Cette conception du leadership comme un processus de coopération a été négligée dans l’étude de la politique internationale. De plus en plus de faits empiriques révèlent que les États-Unis ne sont pas le seul État qui puisse produire des leaders internationaux, et que les décideurs d’autres États peuvent aussi s’ériger en meneurs. Pourquoi est-ce qu’une personne est motivée à devenir leader? Pourquoi est-ce que les autres acceptent de suivre ce leader, et non quelqu’un d’autre, ou encore choisissent de refuser la position du meneur? Pour expliquer comment le processus de leadership fonctionne, je développe une théorie cognitive-affective du leadership international. Mon argument est que les meneurs ont la volonté de prendre les devants à cause de leurs fortes convictions, et cherchent à persuader les autres acteurs que leur position est représentative de la communauté dont ils font partie. Ceux et celles qui suivent le meneur se rallient à sa position lorsque leurs croyances émotionnelles sont alignées avec celles du leader, lorsque la position et le comportement du leader sont représentatifs de la communauté, et lorsque des mécanismes de persuasion et de résonance émotionnelle les amènent plus près de la position du meneur. Pour vérifier cette théorie, je me concentre sur le processus de leadership entre les puissances transatlantiques : les États-Unis, l’Allemagne, la France, et le Royaume-Uni. J’étudie la coopération entre les décideurs transatlantiques sur des enjeux cruciaux lors de quatre cas de conflits intraétatiques internationalisés: la reconnaissance de la Slovénie, la Croatie et la Bosnie comme États souverains, la médiation pour la paix lors de la guerre entre la Russie et la Géorgie, les sanctions économiques contre la Russie pendant le conflit en Ukraine, et la construction d’une coalition pour réaliser des frappes aériennes contre l’État islamique en Irak et en Syrie.Leadership is a process of social inflence through which an actor advocating for a position on an international issue induces followers to converge on the same position. Leadership in this sense, as a process of cooperation, has been neglected in the study of international politics. An accumulating body of evidence reveals that the United States is not the only state that can produce international leaders, and that policymakers from other states can also take the lead. Why is someone willing to take the lead? Why are other actors willing to follow this leader and not someone else, or just refuse to agree with the leader’s stance? To explain how the leadership process works, I develop a Cognitive-Affective Theory of international leadership. My argument is that leaders are willing to take the lead because of their strong convictions, and seek to persuade their followers that their position is representative of the wider community of which they are part. Followers rally behind the leader when their emotional beliefs align with the leader, when the leader’s position and behavior are representative of the community, and when mechanisms of persuasion and emotional resonance bring them closer to the leader’s position. In order to test this theory, I concentrate on the leadership process among transatlantic powers: the United States, Germany, France, and the United Kingdom. I study the cooperation between transatlantic policymakers on crucial issues that emerged during four cases of internationalized intrastate conflicts: recognition of Slovenia, Croatia and Bosnia as new sovereign states, peace mediation in the war between Russia and Georgia, economic sanctions against Russia during the Ukraine conflict, and construction of a broader coalition conducting air strikes against the Islamic State in Iraq and Syria.
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Ericksen, Julia A. "Women pursuing nontraditional careers: A social cognitive career theory perspective." Cleveland State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=csu1392656839.
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Fung, Sham. "Stochastic Game Theory Applications for Power Management in Cognitive Networks." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1398286269.
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Diaz, Alicia Alina. "Attributional fairness theory : the cognitive precursors of organizational justice judgments /." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486402957197436.
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Burkes, Kate M. Erland. "Applying Cognitive Load Theory to the Design of Online Learning." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3698/.
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The purpose of the study was to investigate the application of cognitive load theory to the design of online instruction. Students in three different courses (N = 146) were measured on both learning performance and perceptions of mental effort to see if there were any statistically significant differences. The study utilized a quasi-experimental posttest-only control group design contrasting modified and unmodified instructional lessons. Both groups were given a posttest to measure knowledge gained from the lesson (cognitive domain of learning) and perceptions of mental effort involved. Independent samples t-tests were used to compare the mean performance scores of the treatment groups (i.e. the sections using redesigned materials) versus the control groups for all three courses. Cohen's d was also computed to determine effect size. Mental effort scores were similarly compared for each group on the overall cognitive load score, for a total of six data points in the study. Of the four hypotheses examined, three (H1, H2, H4) found no statistically significant difference between the experimental and control groups. Negative significance was found between the experimental and control group on the effect of modality (H3). On measures of cognitive load, no statistically significant differences were found.
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Chan, Tak-Shing Thomas. "A cognitive information theory of music : a computational memetics approach." Thesis, Goldsmiths College (University of London), 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.479386.
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Helms, Nicholas Ryan. "A body of suffering reading Shakespeare's tragedies through cognitive theory /." Thesis, [Tuscaloosa, Ala. : University of Alabama Libraries], 2009. http://purl.lib.ua.edu/40.
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