Academic literature on the topic 'Cognitives process'
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Journal articles on the topic "Cognitives process"
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Kurniawati, Destriana, Ahmad Fauzi, Rini Budiharti, and Fairusy F. Haryani. "Experimental Discovery Learning Model and TPACK-based Problem-Based Learning Supported Media Moodle Reviewed from Student Process Science Skills." Jurnal Penelitian Pendidikan IPA 9, no. 10 (2023): 8526–32. http://dx.doi.org/10.29303/jppipa.v9i10.5107.
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The research aims to find out whether or not there are: differences in the impact of the use of learning models discovery learning and problem-based learning supported by media Moodle on cognitive abilities; differences in the influence of students with high and low science process skills on cognitional capabilities; and interactions between learning models discovery learning and problem-based learning with the level of skills of science processes against cognitives on sound wave materials with the research subject being students of class XI SMAN 1 Surakarta teaching 2022–2023. The method used is the experimental method with a 2x2 factorial design. The data collection techniques used are the science process skills lift and the cognitive ability test of the learners. The data obtained was then analyzed using a two-way ANAVA test with cell frequencies not equal to the conclusion. It can be concluded that: there are differences in the impact of the use of discovery learning and problem-based learning supported by Moodle on cognitive abilities (Fobs = 18.606 > F0.05;1;67 = 3.98); there is a difference in the influence of learners who have high science process skills and low science process abilities on cognition abilities (Fobs = 15.65 > F0.05;1;67 = 3.98); and there is no interaction between the influences of learning models using discovery learning and problem-based learning in cognition (Fobs = 3.514 < F0.05;1;67 = 3.98).
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Vetiana, Gautama Veri, and Alfy Mamduh Nuruddin. "Al-Ikhtibaar Limahaarat al-Qira'ah Fii Ta'liim al-Lughat al-'Arabiyyat." Tsaqofiya : Jurnal Pendidikan Bahasa dan Sastra Arab 3, no. 1 (2021): 92–104. http://dx.doi.org/10.21154/tsaqofiya.v3i1.69.
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The evaluation in learning process is an essential tool in the educational, and we couldn’t do without it. Carry out this evaluation in order to get input or update in the process and educational goals. Student learning outcomes are not limited to cognitives aspect, but also includes three aspect such cognitive, emotional and psychological which the teacher is evaluating these aspect. In the evaluation process, teachers are expected to understand the reality of learning and its results and classify the result, even evaluation tools. One such tool is a test. This test is held to evaluate the student an defind out the extent of his mastery, the extent of his progress and where he is in relation to his peers, This test has different types, its use varies according to needs and situation. Among these tests is the reading test, this test requires student proficiency in reading comprehension to answer the following questions. Therefore, have to teacher understands the steps in developing the test properly to achieve the desired goals in the evaluation process.
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Belleau, Hélène. "L'hébergement institutionnel d'un parent âgé ayant des pertes cognitives." Canadian Journal on Aging / La Revue canadienne du vieillissement 26, no. 4 (2007): 329–41. http://dx.doi.org/10.3138/cja.26.4.329.
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ABSTRACTThis study examines the decision of institutionalizing an elderly parent suffering from cognitive impairments and the various people involved in this process: the elderly person, the informal caregiver, certain family members and health and social service professionals. Based on a qualitative analysis of interviews conducted with 16 elderly people and their family networks, this study reveals the importance of considering the point of view of everyone involved. The results show that one of the main reasons behind the decision to institutionalize an elderly person is the appearance of disturbing behaviours related to his or her cognitive impairments. Diverse strategies used by family members and health and social service professionals in order to bring about the institutionalization of an elderly person when he or she is opposed to it are presented as well as the ethical dilemmas this raises. We conclude with a presentation of research and intervention recommendations.
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Afriyani, Tika. "PENGARUH MODEL PEMBELAJARAN DISCOVERY LEARNING DISERTAI MEDIA GAMBAR TERHADAP KOGNITIF SISWA SMAN 1 KOTO XI TARUSAN." Ta'dib 21, no. 2 (2018): 99. http://dx.doi.org/10.31958/jt.v21i2.1048.
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Based on the preliminary studies at SMAN 1 Koto XI Tarusan, it was found that the lack of interest and motivation caused the students less active in the learning process. In addition, the teacher’s teaching model and media were not appropriate, especially within human circulatory system material that made the student learning outcomes still under the Minimum Completion Criteria (KKM). This study aims at figuring out the effectiveness of Discovery Learning Model Plus Pictures on students’ cognitives at class XI students of SMAN 1 Koto XI Tarusan.This is an experimental research with the population class XI 2017/2018 academic year. The sampling method uses purposive sampling; class XI IPA1 as experimental class, and class XI IPA3 as control class. The instrument used in cognitive assessment is the final test with multuple choices. Based on the results of the study, the cognitive results of the experimental class were 81.05 and the control class was 77.39. From this study, it can be concluded that the application of the Discovery Learning learning model plus images influences the cognitive of class XI students of SMAN 1 Koto XI Tarusan
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Gamoneda Lanza, Amelia. "Desaprendizaje e inestabilidad. Perspectivas para una teoría cognitiva de la lectura poética." Signa: Revista de la Asociación Española de Semiótica 28 (June 28, 2019): 105. http://dx.doi.org/10.5944/signa.vol28.2019.25043.
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La lectura poética explora técnicas que rescatan procesos cognitivos básicos y aún no automatizados que todo aprendizaje lector activa. Asimismo, la lectura poética sostiene e incentiva los estados de inestabilidad cognitiva por los que ha de pasar cualquier proceso mental. Se configuran así estrategias cognitivas de desaprendizaje de automatismos y de irresolución de interpretaciones que tienen como resultado el extrañamiento y la complejidad, y que se analizarán en el contexto de un poema de Baudelaire.This poetic reading explores techniques which rediscover basic cognitive processes which up to now have not been automated and which all readers draw upon. At the same time, the poetic reading sustains and incentivizes the state of cognitive instability through which every mental process passes. In this way the article shows cognitive strategies of unlearning of methods already learned and strategies of maintaining irreconcilable interpretations which result in estrangement and complexity, and which will be analyzed in the context of a poem by Baudelaire.
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Tareva, Elena, Elena Porshneva, and Indira Abdulmianova. "The Didactics Of Ffl At The Crossroads Of Cognitive Linguistics And Discursive Language." Chuzhdoezikovo Obuchenie-Foreign Language Teaching 48, no. 3 (2021): 241–54. http://dx.doi.org/10.53656/for21.32dida.
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The interdisciplinary aspect of Language teaching allows it to always remain in the active phase of its development. This communication aims to analyze the variants of coexistence of the acquired knowledge of several sciences in the organization of the teaching of modern languages. The authors study the epistemological origins of the current processes guiding the functioning of the teaching of French as a foreign language, analyze key concepts, which emergence is due to the combination of ideas from different fields, and share experiences of teaching French based on the interaction of avant-garde approaches. The recourse to the theory of language activity, cognitive and discursive sciences, emerged in this new anthropocentric paradigm where the learner is placed at the center of the educational process, reshapes the methodological pillars of the didactics of FFL, namely its object, its objectives. , its content and methods. At the same time, these areas offer tools for building a language teaching system best suited to current axiological values.
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McAskill, Ashley. "Approche atypique avec Les Muses de Montréal: radicaliser la place des artistes handicapés au Québec." Canadian Journal of Disability Studies 6, no. 2 (2017): 132. http://dx.doi.org/10.15353/cjds.v6i2.353.
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Les Muses est une école située à Montréal offrant l’un des seuls programmes de formation professionnelle au Canada pour les artistes ayant un handicap intellectuel. Durant l'hiver et le printemps 2015, j'ai travaillé avec Les Muses pour explorer la complexité de leur formation créative, en particulier comment les différences cognitives et physiques sont prises en charge et valorisées dans la salle de classe. Mon intérêt pour ce processus était double: a) comprendre de quelles manières le handicap était présenté comme étant esthétiquement productif, et b) le genre de legs artistiques que les étudiants de Les Muses laissent dans le monde des arts de la scène québécois. En utilisant mon travail sur le terrain, cet article porte sut l’«approche atypique » soit la manière dont Les Muses utilise le handicap comme un outil créatif et significatif dans la classe pour s'assurer que tous les élèves participent au maximum et de la manière artistique la plus stimulante possible. J’ai choisi le mot «atypique» pour refléter le mouvement actuel au Québec qui reconnaît la valeur artistique importante des artistes non conventionnels que sont ceux et celles qui ont des différences cognitives et physiques. Les Muses, located in Montréal, Québec, is one of Canada's only professional performance training programs for developmentally disabled artists. During the winter and spring of 2015, I worked with Les Muses to explore the complexities of their creative training, in particular how different cognitive styles and physicalities are supported and valued in the classroom. My interest in this process was two fold: a) to understand in what ways disability was being presented as aesthetically productive, and b) the kind of artistic legacies students from Les Muses are leaving in the Quebec performance industry. Using parts of my fieldwork, this article discusses in what ways Les Muses uses disability as a creatively meaningful tool in the classroom-- something of which I will deem the "atypique approah"--to ensure all students are participating in the fullest and most artistically engaging way possible. I choose the word "atypique" to reflect the current movement in Québec that is calling forth the important artistic value of cognitively and physically unconventional artists.
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Ardhoyo, Novalia Agung Wardjito, Sunarto Sunarto, and Hifni Alifahmi. "Penerapan Metode Analytical Hierarchy Process Dalam Komunikasi Pemasaran Pada Era New Wave Marketing." Jurnal Pustaka Komunikasi 6, no. 2 (2023): 294–308. http://dx.doi.org/10.32509/pustakom.v6i2.2969.
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The world is currently entering the Big Data era. Organizations take advantage of this moment and make it a tool for strategic business maneuvers. As was done by the modern Primago Islamic boarding school. All Primago marketing communication activities are mediated by social media. However, until now there is no formula model for setting priorities for their digital marketing communication activities. So the purpose of this research is (1) to find the priority model of choice in marketing communication activities through digital Primago. (2) To find the factors to be considered in designing an integrated digital marketing communication strategy for Primago. Theories that form the basis include Computer Mediated Communication, Information Integration Theory and the concept of Integrated Marketing Communications. The method used is a combination of quantitative and qualitative. The research results obtained are (1) The priority model of choice in designing Primago's digital marketing communication strategy is first managing the Website, simultaneously managing Facebook and Instagram, third managing YouTube and lastly is TikTok. (2) Factors to be considered in designing an integrated digital marketing communication strategy for Primago in building netizen cognitives response include Accessible, Affordable, Connectivity, Costumize and Real Time Measurement.
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Muñoz-Catalán, M. Cinta, Nuria Climent, José Carrillo, and Luis Carlos Contreras. "<p>Cognitive processes associated with the professional development of the mathematics teacher</p>." PNA. Revista de Investigación en Didáctica de la Matemática 4, no. 3 (2010): 87–97. http://dx.doi.org/10.30827/pna.v4i3.6165.
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This paper proposes a model of professional development based on Sfard’s stages of interiorisation, condensation and reification, which highlights the teacher’s cognitive processes. The model is applied to the case study of a primary teacher participating in a collaborative project for professional development. This adaptation of Sfard’s stages proves to be of special value when interpreting the process of the teacher’s professional development from a cognitive perspective. Procesos cognitivos asociados al desarrollo profesional del profesor de matemáticas Este artículo propone un modelo de desarrollo profesional que pone de relieve los procesos cognitivos del profesor, en relación con las fases de interiorización, condensación y cosificación del trabajo de Sfard. El modelo se aplica al caso de una maestra que participa en un proyecto colaborativo de desarrollo profesional. La adaptación de las fases de Sfard se muestra valiosa para interpretar el proceso de desarrollo profesional de la maestra desde una perspectiva cognitiva. Handle: http://hdl.handle.net/10481/3509Nº de citas en WOS (2017): 1 (Citas de 2º orden, 0)Nº de citas en SCOPUS (2017); 1 (Citas de 2º orden, 1)
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Al Bloushi, Bashayer Jassim, and Anwar Al Shuraiaan. "Product Approach and Process Approach and Their Significance to Teaching Writing in TESOL and How They are Utilized in ELT Classes." International Journal of English Language Teaching 12, no. 3 (2024): 7–22. http://dx.doi.org/10.37745/ijelt.13/vol12n3722.
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The main aim of this article is to focus on the two different kinds of writing approaches in ELT classes and exhibit the differences between the two approaches. The article embarks on identifying both approaches, the product approach and the process approach. The author explains when they became popular besides which approach is currently more fashionable. Besides the author explains what a typical product/process approach writing lesson looks like. It shows a clear diagram of how a process writing isconducted in class with eight different stages. It also explains the four stages of the product approach. This Article also elaborates on how these two approaches are used in class and what each of these approaches focuses on while working on them. The two methods are different than each other the author shows the pros and cons of both approaches and how they are effective in classrooms. In addition, this article shows how other teachers adapted the approaches to fit their teaching conditions. The article later mentions several cognitives and what real writers do, how the real writers compose in real situations and it also shows at what stage of the writing process can teachers help writers. The article also clearly states the aims of both approaches and provides examples of how each approach is used. The author suggests harnessing the needed approach depending on the student’s level in class.
Dissertations / Theses on the topic "Cognitives process"
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Puechbroussou, Benjamin. "Psychologie positive et processus cognitifs dans le traitement de la dépression." Electronic Thesis or Diss., Université de Lille (2022-....), 2024. http://www.theses.fr/2024ULILH065.
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Ce travail de thèse explore les processus cognitifs qui sous-tendent l'efficacité des interventions de psychologie positive dans le traitement du trouble dépressif majeur. Pour cela, quatre études ont été menées pour identifier ces processus et comprendre comment ils contribuent à la réduction de la symptomatologie dépressive. La première étude a comparé l'efficacité de deux entraînements d'une semaine basés sur l'activation comportementale et la psychologie positive. Les participants ont été divisés en deux groupes : l'un a reçu un entraînement à l'activation comportementale basé sur la psychologie positive, tandis que l'autre a reçu un entraînement à l'activation comportementale basé sur la pratique d'une activité physique. Les résultats ont montré une diminution significative de la symptomatologie dépressive dans les deux groupes, mais sans différence entre les deux groupes. Cela suggère que l'efficacité de l'entraînement dépend peut-être de facteurs autres que la théorie sous-jacente. La deuxième étude a testé l'effet d'un protocole ciblant les réseaux de la mémoire associative et l'accessibilité des souvenirs en mémoire autobiographique. Les participants ont été divisés en deux groupes : l'un a reçu un entraînement à la remémoration de souvenirs positifs, tandis que l'autre a reçu un entraînement de contrôle. Les résultats ont montré une diminution significative de la symptomatologie dépressive et une augmentation de l'accessibilité des souvenirs dans le groupe expérimental. Cela suggère que la remémoration de souvenirs positifs peut être un moyen efficace de réduire la symptomatologie dépressive. La troisième étude a évalué l'effet d'un protocole de remémoration de souvenirs positifs basé sur des exercices de visualisation inspirés de l'hypnose Ericksonienne. Les participants ont été divisés en deux groupes : l'un a reçu un entraînement quotidien d'une semaine à la remémoration de souvenirs positifs, tandis que l'autre a reçu un entraînement de relaxation. Les résultats ont montré une diminution significative de la symptomatologie dépressive et une augmentation de l'accessibilité des souvenirs dans le groupe expérimental. Cela suggère que la remémoration de souvenirs positifs peut être un moyen efficace de réduire la symptomatologie dépressive et d'améliorer la mémoire autobiographique. La quatrième étude a mesuré l'effet d'une réalisation quotidienne d'un carnet de gratitude. Les participants ont été divisés en deux groupes : l'un a reçu un carnet de gratitude, tandis que l'autre a reçu un carnet de contrôle. Les résultats ont montré une diminution significative de la symptomatologie dépressive et une augmentation de l'accessibilité des souvenirs dans le groupe expérimental. Cela suggère que la pratique de la gratitude peut être un moyen efficace de réduire la symptomatologie dépressive et d'améliorer la mémoire autobiographique. Dans la suite de notre thèse, nous comparons l'efficacité de ces différents protocoles en intergroupe et en intragroupe. Nous discutons ensuite les perspectives expérimentales et cliniques que ces recherches permettent. Enfin nous proposons une illustration clinique des différents entrainements présentés dans ces études. Si nos travaux ont permis de commencer à enrichir la réflexion et la compréhension de certains mécanismes d'action des entrainements de psychologie positive, dont certains apparaissent à même d'expliquer une partie importante de leur efficacité, ils soulignent aussi la nécessité primordiale pour les chercheurs et les cliniciens de mener des recherches et réflexions approfondies sur les processus mis en œuvre dans les thérapeutiques qu'ils proposent à leurs patients. La recherche actuelle sur les processus sous-tendant les différences au sein de la psychologie est, en effet, d'une importance capitale car cette démarche scientifique concourt à une pratique éclairée de cette discipline, en tentant d'unir toujours davantage science et conscience<br>This thesis explores the cognitive processes that underlie the effectiveness of positive psychology interventions in the treatment of major depressive disorder. To achieve this, four studies were conducted to identify these processes and understand how they contribute to the reduction of depressive symptoms. The first study compared the effectiveness of two one-week training programs based on behavioral activation and positive psychology. Participants were divided into two groups: one received a behavioral activation training program based on positive psychology, while the other received a behavioral activation training program based on physical activity. The results showed a significant reduction in depressive symptoms in both groups, but without a difference between the two groups. This suggests that the effectiveness of the training may depend on factors other than the underlying theory. The second study tested the effect of a protocol targeting associative memory networks and autobiographical memory accessibility. Participants were divided into two groups: one received a training program focused on recalling positive memories, while the other received a control training program. The results showed a significant reduction in depressive symptoms and an increase in autobiographical memory accessibility in the experimental group. This suggests that recalling positive memories may be an effective way to reduce depressive symptoms. The third study evaluated the effect of a protocol for recalling positive memories based on exercises inspired by Ericksonian hypnosis. Participants were divided into two groups: one received a daily one-week training program focused on recalling positive memories, while the other received a relaxation training program. The results showed a significant reduction in depressive symptoms and an increase in autobiographical memory accessibility in the experimental group. This suggests that recalling positive memories may be an effective way to reduce depressive symptoms and improve autobiographical memory. The fourth study measured the effect of a daily gratitude journaling program. Participants were divided into two groups: one received a gratitude journal, while the other received a control journal. The results showed a significant reduction in depressive symptoms and an increase in autobiographical memory accessibility in the experimental group. This suggests that practicing gratitude may be an effective way to reduce depressive symptoms and improve autobiographical memory. In the conclusion of our thesis, we compare the effectiveness of these different protocols in both between-group and within-group analyses. We then discuss the experimental and clinical implications of these findings. Finally, we propose a clinical illustration of the different training programs presented in these studies. If our work has allowed us to begin enriching the reflection and understanding of certain mechanisms of action of positive psychology training programs, which appear to explain a significant part of their effectiveness, it also highlights the primary need for researchers and clinicians to conduct in-depth research and reflection on the processes involved in the therapies they propose to their patients. The current research on the processes underlying differences within psychology is, indeed, of great importance, as this scientific approach contributes to a more enlightened practice of this discipline, by attempting to unite science and conscience even more closely
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Infurchia, Claudia. "La mémoire entre neurosciences cognitives et psychanalyse : les destins de la perception." Thesis, Lyon 2, 2010. http://www.theses.fr/2010LYO20060.
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L’étude de la mémoire, du point de vue de son fonctionnement et de ses troubles, entre neurosciences cognitives et psychanalyse, avec comme maillon intermédiaire la psychologie développementale, permet une lecture d’éléments entrant en résonance les uns avec les autres ainsi qu’une matière composite propre à enrichir l’ensemble de ces disciplines. Il ne s’agit pas d’effectuer un amalgame de concepts dont la source est différente, mais de saisir comment des analogies entre ces concepts peuvent créer un nouvel espace pour une compréhension des processus de représentation et de façon corollaire pour une compréhension des processus de la mémoire. Pour entrer dans le champ des troubles de la mémoire, cette étude met en évidence deux fils rouges, la désarticulation du système perception-conscience en tant qu’elle est la signature des phénomènes psychiques dans lesquels prédomine un amorçage perceptif et l’émotion en tant qu’elle est un processus dont l’aboutissement conduit à la création des représentations de choses. Celles-ci marquent l’entrée du moi naissant dans une temporalité primaire, nécessaire à la future mémoire des souvenirs dont le développement est plus tardif au niveau des processus cérébraux. D’un point de vue psychique, la seule maturité cérébrale n’est pas suffisante pour la production des souvenirs, leur entrée dans le champ de la conscience passe par des conditions d’admissibilité de l’affect, encore faut-il qu’une représentation de l’affect ait été produite. Des hypothèses de travail sous-tendent l’élaboration de trois cas cliniques. Elles sont fondées sur la nécessité de la présence empathique de l’objet maternel primaire dans les états précoces de la psyché, afin de soutenir l’œuvre des processus de représentation et conséquemment celle des processus mnésiques. A contrario, son absence lors des situations de détresse éprouvées par l’enfant comporte le risque d’une atteinte portée aux processus de représentation et le risque de la production d’une mémoire demeurant sous l’emprise de stases émotionnelles<br>The study of memory, regarding how it works and its disorders, between cognitive neuroscience and psychoanalysis, added to the intermediate link of developmental psychology, enables to read elements which start to resonance one with another and also offers composite material helping to enhance both these disciplins. This doesn’t mean making an amalgam of concepts from different origins, but to grasp how the analogies between these concepts can create a new approach in order to understand the process of representation and consequently to understand the process of memory. To enter the field of memory disorders, this study follows two red lines, the dislocation of the perception-conscience system as being the signature of psychic phenomena dominated by a perceptual priming and emotion as the process ending up in thing representations. These are the signs of the ego being born in primary temporality, a necessity for the future capacity to remember which is a cerebral process appearing later. From the psychological point of view, cerebral maturity is not solely required in order to produce recollections, their entry into the field of consciousness requires the possibility of acceptance of affect, gathering that the representation of affect has been produced. Working hypothesis are entwined with three clinical cases. They are grounded on the need for the empathic presence of the primary maternal object in the initial states of the psyche, in order to underline the work of the process of representation and, consequently, those of the memory process. On the contrary, if it is missing when the child is distressed, there is a risk of interference with the representation process and the risk of producing a memory in the grip of emotional stasis
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Lhuillier, Antoine. "Bundling : une technique de réduction d'occultation par agrégation visuelle et son application à l'étude de la maladie d'Alzheimer." Thesis, Toulouse 3, 2017. http://www.theses.fr/2017TOU30307/document.
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Le big data est un challenge majeur de la visualisation ; l'augmentation du nombre de données à visualiser augmente la densité et l'occultation des graphes et il devient difficile de distinguer les éléments qui le compose. Pour résoudre ce challenge, plusieurs techniques de visualisation se focalisent sur la simplification visuelle ; parmi elles, l'agrégation visuelle (bundling) permet l'agrégation des liens pour créer des zones de fortes densités au profit d'espaces plus clairsemés faisant ainsi émerger des structures visuelles. Cette thèse s'efforce à faire le trait d'union entre la complexité technique des algorithmes de bundling et les utilisateurs finaux. Dans un premier temps, nous avons formalisé l'espace de design des techniques de bundling afin d'améliorer la compréhension des chercheurs et des utilisateurs. Notre formalisation se fonde sur une taxonomie centrée utilisateur organisant l'ensemble des techniques d'agrégation en fonction des données d'entrée. Ensuite, à partir d'une définition formelle du bundling, nous proposons un modèle générique décrivant l'ensemble des étapes usuelles des algorithmes de bundling et montrons comment les techniques existantes implémentent chaque étape. Enfin, à travers une analyse des tâches, nous exposons des cas d'utilisation avérés. Notre analyse de l'espace des techniques de bundling nous a montré les limites actuelles du bundling quant au traitement de grande quantité de données tant en terme de rapidité de calcul qu'en terme de taille des jeux de données. Ainsi, nous avons résolu ces limites en introduisant une nouvelle technique plus rapide et sans limitation de taille : FFTEB (Fast Fourier Transform Edge Bundling Technique). Notre technique déplace le processus d'agrégation de l'espace pixelaire vers l'espace spectral. Enfin, grâce à un processus de transfert des données, FFTEB résout les problèmes de taille de jeux de données. En dernier lieu, dans le cadre d'une application à la maladie d'Alzheimer, cette thèse démontre l'efficacité des techniques de bundling comme outil d'exploration visuelle. Dans le contexte d'une étude nationale sur la maladie d'Alzheimer, nous avons focalisé notre recherche sur l'analyse de la représentation mentale de l'espace géographique chez les personnes âgées. Nous montrons que l'utilisation du bundling pour comparer les cartes mentales des populations démentes et non-démentes a permis à des neuropsychologues de formuler de nouvelles hypothèses sur l'évolution de la maladie d'Alzheimer. Ces nouvelles hypothèses nous ont permis de montrer l'émergence d'un potentiel marqueur de la maladie près de douze ans avant que les patients ne soient diagnostiqués comme atteints de cette maladie<br>Dense and complex data visualizations suffer from occluded items, which hinders insight retrieval. This is especially the case for very large graph or trails set. To address cluttering issues, several techniques propose to visually simplify the representation, often meeting scalability and computational speed limits. Among them, bundling techniques provide a visual simplification of node-link diagrams by spatially grouping similar items. This thesis strives to bridge the gap between the technical complexity of bundling techniques and the end-point user. The first aim of this thesis was to improve the understanding of graph and trail bundling techniques as a clutter reduction method for node-link diagrams of large data-set. To do so, we created a data-based taxonomy that organizes bundling methods on the type of data they work on. From this thorough review and based on a formal definition of path bundling, we propose a unified framework that describes the typical steps of bundling algorithms in terms of high-level operations and show how existing methods classes implement these steps. In addition, we propose a description of tasks that bundling aims to address and demonstrate them through a wide set of applications. Although many techniques exist, handling large data-sets and selectively bundling paths based on attributes is still a challenge. To answer the scalability and computational speed issues of bundling techniques, we propose a new technique which improves both. For this, we shift the bundling process from the image to the spectral space, thereby increasing computational limits. We address the later by proposing a streaming scheme allowing bundling of extremely large data-sets. Finally, as an application domain, we studied how bundling can be used as an efficient visualization technique for societal health challenges. In the context of a national study on Alzheimer disease, we focused our research on the analysis of the mental representation of geographical space for elderly people. We show that using bundling to compare the cognitive maps of dement and non-dement subjects helped neuro-psychologist to formulate new hypotheses on the evolution of Alzheimer disease. These new hypotheses led us to discover a potential marker of the disease years before the actual diagnosis
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Canto, Cristina. "Descendência japonesa e o bom desempenho em matemática: uma reflexão sobre as causas." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-02032009-151542/.
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O bom desempenho dos descendentes de japoneses em matemática não é novidade para a maioria das pessoas. As interpretações sobre as causas desse resultado podem, no entanto, ser divergentes. Com a intenção de desmistificar algumas concepções sobre tal tema iniciamos esta pesquisa. Para fundamentar tal intenção, buscamos inicialmente um levantamento de dados estatísticos que caracterizassem nosso ponto de partida, recorrendo aos bancos de dados de instituições responsáveis pelos vestibulares de duas das maiores universidades públicas do país a USP e a UNESP (respectivamente, a FUVEST e a VUNESP). Tal levantamento confirmou amplamente a sensação inicial, no que se refere ao desempenho diferenciado dos descendentes de japoneses. A partir daí, partimos em busca dos motivos que poderiam justificar os fatos observados. Nossa hipótese foi a de que os fatores culturais envolvidos seriam decisivos na interpretação de tal desempenho. Mesmo tendo tal perspectiva como ponto de partida, transitamos por variados territórios, em que a discussão sobre características genéticas ou inatas se fazia presente, amealhando argumentos que justificassem a hipótese inicial. Em tal busca, Keith Devlin e seu livro O Gene da Matemática desempenharam um papel fundamental. Tendo por base os fatos apresentados nesse livro, perceberemos também que não se trata de desconsiderar as capacidades biológicas inatas, e sim de entender que, no caso da aprendizagem de matemática, tais capacidades são partilhadas por todos os seres humanos, de modo análogo ao que ocorre com a competência para aprender a língua materna. Voltando-nos então para a discussão sobre a influência da cultura sobre o processo cognitivo, buscamos entender o modo como os elementos culturais influenciam a valorização da educação, favorecendo especificamente a relação entre os estudantes e a matemática. Em sua vida escolar no Japão, ou transcendendo fronteiras, como no caso dos descendentes de japoneses que vivem no Brasil os alunos educados segundo tais princípios desenvolvem sentimentos e relações afetivas favoráveis com a escola, revelando uma grande influência da cultura na formação pessoal. Na história do Japão, buscamos o modo como certos fatores, como a fragilidade geográfica e os parcos recursos naturais, foram importantes elementos que contribuíram para a valorização da educação. No caso específico dos descendentes nipo-brasileiros, podemos perceber que alguns elementos culturais originais, como o respeito à hierarquia, a ética do débito, a religiosidade, que aparecem fortemente na constituição do ser japonês, apesar de transformados pela assimilação de traços característicos da cultura brasileira, ainda apresentam resíduos importantes em seus descendentes. Complementarmente, um novo fator aparece fortemente como motivador dos alunos descendentes de japoneses, no Brasil: a busca da ascensão econômica, e conseqüentemente profissional, por meio da educação faz com que esses alunos atuem com bastante empenho em prol desse projeto de vida. Tais sentimentos impulsionam os alunos no sentido de valorizar o esforço, a vontade, a dedicação ao enfrentarem as naturais dificuldades encontradas em seu percurso escolar. Concluímos nosso percurso com a expectativa de haver evidenciado o peso decisivo dos elementos culturais na interpretação dos resultados diferenciados obtidos entre nós pelos descendentes de japoneses.<br>The good performance of Japanese descendents in mathematics is not new to most of the people. Nevertheless, the interpretations about the causes of this result can be divergent. We start this research in order to demystify some conceptions about this theme. To base this intention, at first we looked for a collection of statistical data that characterized our starting point, we fell back upon the data banks of institutions responsible for the entrance examinations of the two largest public universities in the country USP and UNESP (FUVEST and VUNESP, respectively). Such collection widely confirmed the initial sensation regarding the differentiated performance of the Japanese descendents. From this, we started the search for the reasons that could justify the facts observed. Our hypothesis was that the cultural factors involved would be decisive in the interpretation of such collection. Even having such perspective as starting point, we moved through varied territories where the discussion about the genetic or innate characteristics was present, building arguments that justified the initial hypothesis. In such search, Keith Devlin and his book The Math Gene performed a fundamental role. Having as base the facts presented in this book, we will also realize that it is not the question to disregard the innate biological capacities but to understand that in the case of the mathematics learning, such capacities are present in all human beings, in an analogue way to what occurs with the competence to learn the mother tongue. Turning to the discussion about the culture influence on the cognitive process, we tried to understand the way how the cultural elements influence the valorization of the education, promoting, specifically, the relationship between students and the mathematics. In their school life in Japan, or overseas, as the case of the Japanese descendents who live in Brazil the students educated according to such principles develop feelings and favorable affective relations with the school, revealing a great influence of the culture in the personal upbringing. In the history of Japan, we searched the way how certain factors, as the geographical fragility and the scarce natural resources were important elements that contributed to valorization of the education. In the specific case of the Nipo-Brazilian descendents, we can apprehend that some original cultural elements, such respect to the hierarchy, the debt ethics, the religious disposition which strongly appear in the constitution of the Japanese being, despite changed by the assimilation of characteristic traits of the Brazilian culture, they still present important remnants from their descendents. As a complement, a new factor appears strongly as motivation of the Japanese descendent students, in Brazil: the search of economic ascension, and consequently, professional, by means of education make these students act with much devotion on this project of life. Such feelings stimulate the students in the sense of value the effort, the will, the dedication when facing the natural difficulties found in his school life. We concluded our study with the expectative of having shown clearly the decisive weight of cultural elements in the interpretation of the differentiated results obtained among us by the Japanese descendents.
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Seki, Hélio Yasuki. "Um estudo interdisciplinar da maturidade corporativa para adoção de projetos tecnologicamente viáveis." Pontifícia Universidade Católica de São Paulo, 2009. https://tede2.pucsp.br/handle/handle/18232.
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Previous issue date: 2009-04-14<br>The term maturity is used in psychology, sociology, biology, technology and other
areas of human knowledge. However, a definition related to contemporary needs, in
terms of paradigm ruptures that move in the intersections from the Knowledge Age to
the Awareness Age, is the focus of this research. In contemporary times, the thinking
being , whose thinking ability makes them different from other beings, becomes the
main agent to be researched. Consequently, we tried to reach what this research called
Corporate Maturity. Departing from the result that was presented in the surveys carried
out by the Project Management Institute PMI (an international non-profit entity
pioneer in the congregation of professionals of areas related to project management),
that there were high levels of failure in technologically feasible projects we tried to
find out the relationship between maturity and failure . The immaturity of the
thinking being has been defined as the catalyst of the failure experienced by the
organizations.
Through an interdisciplinary approach, an emerging theory based on the Grounded
Theory methodology is suggested, a research methodology over the qualitative
paradigm, known as empirical data founded theory. Data were extracted from field
work in multiple cases and through the software NVIVO, which consolidated their
categorization and saturation and permitted the outlining of a possible emerging
theory.
Hopefully this paper will help new ones to come up, considering the retraction of the
failure rate in the adoption of technologically feasible projects.<br>O termo maturidade é utilizado na psicologia, na sociologia, na biologia, na
tecnologia e outras áreas do conhecimento humano. Entretanto, uma definição atinente
às necessidades contemporâneas, no que diz respeito ao rompimento dos paradigmas
que trafegam nas intersecções da era do conhecimento para a era da consciência, é o
foco desta pesquisa. No contemporâneo, o "ser pensante", cuja capacidade de pensar o
diferencia de outros seres, torna-se o principal agente a ser pesquisado. Por
conseguinte, procurou-se chegar ao que esta pesquisa denomina maturidade
Corporativa. Partindo-se do fator altos índices de insucesso em projetos
tecnologicamente viáveis apresentadas nas pesquisas realizadas pelo Project
Management Institute - PMI, entidade internacional sem fins lucrativos e pioneiros na
congregação de profissionais de áreas relacionadas à gerência de projetos, buscou-se a
relação entre a maturidade e insucesso . Definiu-se a "imaturidade" do ser
pensante, como o catalisador do insucesso experimentado pelas organizações.
Por meio de uma abordagem interdisciplinar, sugere-se uma teoria emergente baseada
no método Grounded Theory, um método de pesquisa sob o paradigma qualitativo,
conhecida como teoria fundamentada em dados empíricos. Os dados foram extraídos
de pesquisa de campo em casos múltiplos e, através do software NVIVO, o qual
alicerçou a categorização e a saturação dos mesmos que permitiu o delineamento de
uma possível teoria emergente.
Espera-se que, com esta pesquisa, novas venham a surgir, tendo em vista a retração do
índice de insucesso na adoção de projetos tecnologicamente viáveis
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Lacombe, Octavio. "Diagramas digitais: pensamento e gênese da arquitetura mediada por tecnologias numéricas." Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/16/16136/tde-09082006-143023/.
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Esta tese procura compreender o papel da mediação das tecnologias numéricas nos procedimentos (pensamento e gênese) da arquitetura. Parte do pressuposto que o suporte digital, espaço virtual e interativo para a criação do projeto, é conseqüência da evolução gradual dessas tecnologias no fluxo contínuo das transformações culturais. Entendendo esse fluxo como processo, localiza na segunda metade do século XX a emergência de uma nova racionalidade apoiada nos termos relação, sistema e organização no lugar dos termos modernos função, estrutura e ordem. O pensamento diagramático, a analogia e o dialógico e experimental priom (material/procedimento) caracterizam procedimentos que, assumindo diferentes configurações, possibilitam o reconhecimento de uma arquitetura maquínica.<br>The thesis intend to understand the mediation of the numerical technologies on architectural procedures (thought and gênesis). It supposes that the digital support as a virtual and interactive space for design is resulting of a gradual evolution of these technologies undergoing through the continuous flux of cultural transformations. It locates at the XX century second half the emergence of a new racionality based on the terms relation, system and organization replacing the modern concepts of function, structure and order. Diagrammatic thought, analogy and the experimental and dialogical priom (material/procedure), enable the recognition of a machinic architeture.
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Batista, ?lvaro da Costa. "Aus?ncia do pai ao longo do desenvolvimento ontogen?tico e indicadores de desconto de futuro: uma contribui??o da psicologia evolucionista." Universidade Federal do Rio Grande do Norte, 2010. http://repositorio.ufrn.br:8080/jspui/handle/123456789/17306.
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Previous issue date: 2010-08-28<br>Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior<br>The new Evolutionary Psychology (E. P.) paradigm has been trying to understand how the human
beings make their decisions over time regarding the most diverse variables, always bearing in mind
that such a cognitive process is due to a complex natural selection process that occurred millions of
years ago. One of the main topics discussed by this new paradigm is the issue of parental
investment, i.e., the care the parents provide to an offspring at the expense of the investment into a
new one. The present work sought to integrate these two topics, trying to understand how some
variables modulate the process of decision making in a sample of the city of Natal, Rio Grande do
Norte state. It was investigated the hypothesis that the presence of both parents, along the individual
development, could signal a more favorable environment, providing clues to the individual that he
could assume a competitive position at the socio-biological market. His decisions, therefore, could
be guided by long-term investments with aims to obtain more robust rewards. On the contrary,
those who has suffered for some moment the absence of one the parents could develop theirselves
in a not so competitive way, starting to choose immediate benefits - but lesser ones -, since the
future would be less predictable due to their worse development conditions. This study involved
152 individuals from three higher education institutions, one of them being public and the others
being private ones. In the results found, there was no difference between children of coupled
parents and children of deceased or divorced parents concerning discount rates. The levels of
hopelessness did not affect the discount rates of children of single parents when compared to
children of coupled parents. Not having one of the parents because of divorce made the child to tend
to present lower scores in the domain of social relations of WHOQOL - Bref, whilst the absence of
the father by death made the scores lower in the domain of environment. The results indicate that
loosing one of the parents along the development influences the individual's quality of life
perception, but the measurement method of future discounting rates by means of financial choices is
not sensitive to this variation<br>O novo paradigma da Psicologia Evolucionista (P.E.) vem tentando compreender como os seres
humanos tomam suas decis?es ao longo do tempo levando em conta as mais diversas vari?veis,
tendo sempre em mente que tal processo cognitivo ? tribut?rio de um complexo processo de sele??o
natural ocorrido nos milh?es de anos que se passaram. Um dos principais temas discutidos por este
novo paradigma ? a quest?o do investimento parental, ou seja, o cuidado fornecido pelos pais a
uma prole ?s custas do investimento em outra. O presente trabalho buscou integrar esses dois temas,
tentando compreender como algumas vari?veis modulam o processo de tomada de decis?es de uma
amostra do munic?pio de Natal, Estado do Rio Grande do Norte. Investigou-se a hip?tese de que a
presen?a de ambos os pais, ao longo de desenvolvimento individual, poderia sinalizar um ambiente
mais favor?vel, fornecendo ao sujeito pistas de que ele pode assumir uma posi??o competitiva no
mercado s?cio-biol?gico. Suas decis?es, portanto, poderiam ser pautadas pelo investimento de
longo prazo com vistas ? obten??o de recompensas mais robustas. Ao contr?rio, aquele que em
algum momento sofreu a aus?ncia de um dos pais poderia se desenvolver de modo n?o t?o
competitivo, passando a escolher benef?cios imediatos, por?m menores, uma vez que o futuro lhe
seria menos previs?vel devido ?s suas piores condi??es de desenvolvimento. Neste estudo
participaram 152 sujeitos oriundos de tr?s Institui??es de Ensino Superior, sendo uma p?blica e
duas privadas. Pelos resultados encontrados n?o houve diferen?a entre filhos de pais unidos e filhos
de pais separados ou falecidos no que concerne ?s taxas de desconto. Os n?veis de desesperan?a
tamb?m n?o influenciaram as taxas de desconto dos filhos de pais separados nem dos filhos de pais
falecidos, quando comparados aos filhos de pais unidos. N?o ter um dos pais por motivo de
separa??o fez com que o filho tendesse a apresentar escores mais baixos no dom?nio das rela??es
sociais do WHOQOL Bref e quando o pai estava ausente por motivo de falecimento os escores
foram mais baixos no dom?nio de meio ambiente. Os resultados indicam que perder um dos pais ao
longo do desenvolvimento influencia a percep??o de qualidade de vida do sujeito, mas o m?todo de
mensura??o de taxa de desconto de futuro por meio de escolhas financeiras n?o ? sens?vel a essa
varia??o
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González-André, María del Carmen. "Del cos viscut al cos representat. Correlació entre acció, representació i cognició." Doctoral thesis, Universitat Autònoma de Barcelona, 2020. http://hdl.handle.net/10803/671123.
Full textAbstract:
La psicomotricitat s’ha anat construint, des de les aportacions de la medicina i la neuropsicologia, com una disciplina que busca crear un entorn adient per atendre als infants dins d’un espai que afavoreix l’acompanyament del seu itinerari maduratiu des de la vivència del seu cos i des del moviment.
Amb independència de les línies d’abordatge i del camp concret d’actuació, són moltes i molt variades les contribucions a partir de les quals s’ha anat construint aquesta disciplina (Lapierre (1977); Aucouturier (1977); Muniáin (1977); Le Bouch (1984); Franc (1993); Berruezo (2000); Arnaiz et al., (2001); Serrabona (2002); Martínez-Mínguez et al., (2017)).
Per la seva vinculació amb aquesta Tesi, hem cregut necessari centrar-nos en les aportacions de Lapierre i Aucouturier (1985). Aquests autors han destacat la importància de l’acompanyament i la consideració de la dimensió afectiva i fantasmàtica de l’infant en les sessions de psicomotricitat, proporcionant, d’aquesta manera, un dispositiu mitjançant el qual l’adult articula estratègies pedagògiques respecte a aquesta intervenció en l’àmbit educatiu.
Tanmateix, és l’obra d’Aucouturier (2004) la que ens ha servit com a marc específic del nostre treball. Efectivament, és dins la Pràctica Psicomotriu d’Aucoutourier (PPA) que s’ha situat la nostra recerca. Concretament, hem volgut explorar la correlació existent entre la fase de representació, entesa com el moment en el qual es mobilitzen les emocions i els afectes, i la millora dels processos cognitius en infants de tres anys.
D’altra banda, el doble paper de l’autora (com a psicomotricista i com a investigadora) ens va fer optar pel paradigma ecològic per a la recerca sobre la pròpia pràctica, en un intent d’explorar els efectes reals de la pràctica educativa tal com succeeix a la sala de psicomotricitat.
Així, es va optar per situar la recerca en el centre a on exercia com a psicomotricista l’autora (una escola concertada del centre de Barcelona). Més concretament, el programa de psicomotricitat del nivell de P3 durant el curs 2017-2018 va ser l’escenari a on es va aplicar un disseny quasiexperimental en el que cadascun dels tres grups classe (A, B i C) va constituir-se com a grup experimental independent, segons el criteri que s’explica més endavant. A partir d’aquí, a l’inici del curs (i fent funcions de pretest) es va passar la Bateria Cognitiva del Test de Merrill-Palmer, que es va repetir (com a posttest) al final del període docent. Durant les dinou setmanes que van separar aquests dos moments, es va desenvolupar el programa d’intervenció, que consistia en la aplicació del programa de psicomotricitat pels tres grups. Aquest programa es va desenvolupar de manera idèntica, amb l’excepció de la freqüència amb la qual es va dur a terme la fase de representació: 0%, 50% i 100% als grups A, B i C respectivament.
De manera paral·lela i per poder disposar de dades qualitatives, es va dur a terme una bitàcola de representacions que va recollir i organitzar tots els productes realitzats durant les fases de representació. Igualment, i per tal de tenir constància del desenvolupament de les sessions i dels incidents crítics que es poguessin haver generat, es va elaborar un diari de sessions.
Els resultats obtinguts mitjançant els diferents instruments semblen indicar que una freqüència del 100% en la realització de la representació a les sessions de psicomotricitat, ha tingut efectes positius, tant sobre bona part dels processos cognitius, com sobre la qualitat de les representacions fetes i el seu grau de correspondència amb la realitat.<br>La psicomotricidad se ha ido construyendo, desde las aportaciones de la medicina y la neuropsicología, como una disciplina que busca crear un entorno adecuado para atender a los niños dentro de un espacio que favorece el acompañamiento de su itinerario madurativo desde la vivencia de su cuerpo y desde el movimiento.
Con independencia de las líneas de abordaje y del campo concreto de actuación, son muchas y muy variadas las contribuciones a partir de las que se ha ido construyendo esta disciplina (Lapierre (1977); Aucouturier (1977); Muniáin (1977) ; Le Bouch (1984); Franco (1993); Berruezo (2000); Arnaiz et al., (2001); Serrabona (2002); Martínez-Mínguez et al., (2017)).
Por su vinculación a esta Tesis, hemos creído necesario centrarnos en las aportaciones de Lapierre y Aucouturier (1985). Estos autores han destacado la importancia del acompañamiento y la consideración de la dimensión afectiva y fantasmática del niño en las sesiones de psicomotricidad, proporcionando, de esta manera, un dispositivo mediante el cual el adulto articula estrategias pedagógicas respecto a esta intervención en el ámbito educativo.
Sin embargo, es la obra de Aucouturier (2004) la que nos ha servido como marco específico de nuestro trabajo. Efectivamente, es en la Práctica Psicomotriz de Aucoutourier (PPA) que se ha situado nuestra investigación. Concretamente, hemos querido explorar la correlación existente entre la fase de representación, entendida como el momento en el que se movilizan las emociones y los afectos, y la mejora de los procesos cognitivos en niños de tres años.
Por otro lado, el doble papel de la autora (como psicomotricista y como investigadora) nos hizo optar por el paradigma ecológico para la investigación sobre la propia práctica, en un intento de explorar los efectos reales de la práctica educativa tal como sucede en la sala de psicomotricidad.
Así, se optó por situar la investigación en el centro dónde ejercía como psicomotricista la autora (una escuela concertada del centro de Barcelona). Más concretamente, el programa de psicomotricidad del nivel de P3 durante el curso 2017 hasta 2018 fue el escenario donde se aplicó un diseño cuasiexperimental en el que cada uno de los tres grupos clase (A, B y C) se constituyó como grupo experimental independiente, según el criterio que se explica más adelante. A partir de aquí, al inicio del curso (y haciendo funciones de pre-test) se pasó la Batería Cognitiva del Test de Merrill-Palmer, que se repitió (como post-test) al final del periodo docente. Durante las diecinueve semanas que separar estos dos momentos, se desarrolló el programa de intervención, que consistía en la aplicación del programa de psicomotricidad para los tres grupos. Este programa se desarrolló de manera idéntica, con la excepción de la frecuencia con la que se llevó a cabo la fase de representación: 0%, 50% y 100% a los grupos A, B y C respectivamente.
De manera paralela y para poder disponer de datos cualitativos, se llevó a cabo una bitácora de representaciones en la que se recogió y se organizaron todos los productos realizados durante las fases de representación. Igualmente, y para tener constancia del desarrollo de las sesiones y los incidentes críticos que pudieran haberse generado, se elaboró un diario de sesiones.
Los resultados obtenidos mediante los diferentes instrumentos parecen indicar que una frecuencia del 100% en la realización de la representación en las sesiones de psicomotricidad, ha tenido efectos positivos, tanto sobre buena parte de los procesos cognitivos, como sobre la calidad de las representaciones hechas y el su grado de correspondencia con la realidad.<br>Psychomotricity has been built, from the contributions of medicine and neuropsychology, as a discipline that seeks to create a suitable environment to care for children within a space that favors the accompaniment of their journey of maturity from the experience of their body and movement.
Independently of the lines of approach and the specific field of action, there are many and very varied contributions from which this discipline has been built (Lapierre (1977); Aucouturier (1977); Muniáin (1977) ; Le Bouch (1984); Franco (1993); Berruezo (2000); Arnaiz et al., (2001); Serrabona (2002); Martínez-Minguez et al., (2017)).
Because of their link to this Thesis, we have thought necessary to focus on the contributions of Lapierre and Aucouturier (1985). These authors have highlighted the importance of accompaniment and the consideration of the affective and phantasmatic dimension of the child in psychomotricity sessions, providing, in this way, a device through which the adult articulates pedagogical strategies with respect to this intervention in the educational field.
However, it is the work of Aucouturier (2004) that has served as the specific framework for our work. Indeed, it is in Aucoutourier’s Psychomotor Practice (PPA) that our research has been situated. Specifically, we wanted to explore the correlation between the representation phase, understood as the moment when emotions and affects are mobilised, and the improvement of cognitive processes in three-year-old children.
On the other hand, the author’s double role (as a psychomotorist and as a researcher) made us opt for the ecological paradigm for researching practice itself, in an attempt to explore the real effects of educational practice as it happens in the psychomotor room.
Thus, we chose to situate the research in the centre where the author worked as a psychomotricist (a state-subsidised school in the centre of Barcelona). More specifically, the psychomotricity programme at P3 level during the 2017 to 2018 academic year was the setting where a quasi-experimental design was applied in which each of the three class groups (A, B and C) was constituted as an independent experimental group, according to the criteria explained below. From here, at the beginning of the course (and doing pre-test functions) the Cognitive Battery of the Merrill-Palmer Test was passed, which was repeated (as a post-test) at the end of the teaching period. During the nineteen weeks that separate these two moments, the intervention programme was developed, which consisted of the application of the Psychomotricity programme for the three groups. This programme was developed in an identical way, with the exception of the frequency with which the representation phase was carried out: 0%, 50% and 100% to groups A, B and C respectively.
In parallel and in order to have qualitative data, a representation log was carried out in which all the products made during the representation phases were collected and organized. Likewise, and in order to have a record of the development of the sessions and the critical incidents that may have been generated, a session diary was drawn up.
The results obtained by means of the different instruments seem to indicate that a frequency of 100% in the performance of the representation in the psychomotricity sessions has had positive effects, both on a good part of the cognitive processes, as well as on the quality of the representations made and their degree of correspondence with reality.
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Lucena, Edzana Roberta Ferreira da Cunha Vieira. "Análise da relação entre a capacidade cognitiva e a ocorrência dos vieses cognitivos da representatividade no julgamento." reponame:Repositório Institucional da UnB, 2015. http://dx.doi.org/10.26512/2015.02.T.18232.
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Tese (doutorado)—Universidade de Brasília, Universidade Federal da Paraíba, Universidade Federal do Rio Grande do Norte, Programa Multi-Institucional e Inter-Regional de Pós-Graduação em Ciências Contábeis, 2015.<br>Submitted by Albânia Cézar de Melo (albania@bce.unb.br) on 2015-04-30T16:04:01Z
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2015_EdzanaRobertaFerreiraCunhaVieiraLucena.pdf: 3168079 bytes, checksum: 58face1b469339d13ab9268a91dd2d21 (MD5)<br>Esta pesquisa tem como o objetivo investigar a influência da capacidade cognitiva na incidência dos vieses cognitivos gerados pela heurística da representatividade. Em função desse alcance, foi realizado um estudo do tipo levantamento, por meio de um questionário, com um total de 43 questões, o qual contou com uma amostra válida de 1.064 respondentes, entre estudantes de graduação em Ciências Contábeis e contabilistas, dos quais 52,7% são do sexo do masculino, 48,3% possuem graduação completa, especialização, mestrado ou doutorado e 70% residem na região Nordeste do Brasil. Como resultado tem-se que 38,1% dos respondentes apresentam uma baixa capacidade cognitiva, 42,5% demonstram
média capacidade cognitiva e 19,2% apresentam alta capacidade cognitiva. Quanto à sensibilidade dos participantes aos vieses cognitivos (quais sejam: insensibilidade à taxa base, insensibilidade ao tamanho da amostra, chance de equívocos, equívocos na regressão, ilusão de validade e insensibilidade à previsibilidade),
identificou-se que, para mais de 60% da amostra, há incidência de todos esses
vieses no processo de julgamento e tomada de decisão e que a capacidade cognitiva influencia apenas na incidência dos vieses insensibilidade à taxa base e ilusão de validade. Em se tratando da provável interferência decorrente dos diferentes níveis de instrução em que se situam os sujeitos pesquisados, atestou-se
essa implicação pela variação de médias relativas aos vieses insensibilidade à taxa base e insensibilidade ao tamanho da amostra. Registro mais incisivo faz-se em
relação à diferença de gênero, que, por si só, não impactou de maneira significativa
apenas nas médias do viés insensibilidade à previsibilidade. A região do país
influenciou diferentemente os vieses insensibilidade à taxa base e ilusão de
validade. Foi encontrada diferença entre as médias do viés insensibilidade à taxa
base e ilusão de validade nos grupos com baixa, média e alta capacidade cognitiva,
indicando que quanto menor a capacidade cognitiva, maior a sensibilidade do
respondente ao viés, corroborando o referencial teórico.<br>This research has as objective to investigate the influence of the cognitive ability in the incidence of the cognitive biases generated by the heuristic of
representativeness. To achieve it, a study of the survey type was conducted through
a questionnaire with a total of 43 questions, which featured a valid sample of 1064 respondents, among undergraduate students in Accounting and accountants, of
which 52.7 % male, 48.3% have an undergraduate degree, specialization, master’s or doctoral degree and 70% live in Northeastern Brazil. As a result it considers that 405 (38.1%) respondents have a low cognitive ability, 452 (42.5%) have average cognitive ability and 207 (19.2%) have high cognitive ability. As for the sensitivity of the participants to the cognitive biases insensitivity to base rate, insensitivity to sample size, misconceptions of chance, misconceptions of regression, illusion of validity and insensitivity to predictability, it was identified that for more than 60% of
the sample, there is an incidence of all in the judgment and making process. The
cognitive ability influence only in the incidence of biases insensitivity to base rate and illusion of validity. In terms of the different levels of education of the respondents, it was verified a difference of averages in biases insensitivity to base rate and insensitivity to sample size in the different levels of education. Gender didn’t impact significantly only in biases insensitivity to predictability. The region of the country influenced differently to biases insensitivity to base rate and illusion of validity. It was
found a difference between the biases insensitivity to base rate and illusion of validity in the groups with low, average and high cognitive ability, indicating that the lower the cognitive ability, the greater the sensitivity of the bias respondent, confirming the theoretical framework.
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Kliegl, Reinhold, Ulrich Mayr, and R. T. Krampe. "Process dissociations in cognitive aging." Universität Potsdam, 1995. http://opus.kobv.de/ubp/volltexte/2010/4042/.
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One undisputed finding of cognitive aging research is that the two main clusters of intellectual abilities, fluid and crystallized abilities, exhibit differential age-related trends. Healthy older adults perform less well than young adults on almost any task that requires fast responses or taps the fluid or mechanical aspects of intelligence; they show much less of a decline, if any at all, in tasks requiring the access of their crystallized knowledge (Baltes, 1987; Horn, 1970). These age-differential trends are the prototype of what we will refer to as a process dissociation. We will show how process dissociations can be established within the domain of fluid intelligence that pass more stringent tests than is customary in experimental research on cognitive aging.
Books on the topic "Cognitives process"
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J, Wener Michael, and Schuster Christof, eds. Statistical and process models for cognitive neuroscience and aging. Lawrence Erlbaum, 2006.
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R, Gleitman Lila, and NetLibrary Inc, eds. An invitation to cognitive science: Thinking. 2nd ed. MIT Press, 1995.
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N, Osherson Daniel, and Gleitman Lila R, eds. An invitation to cognitive science. 2nd ed. MIT Press, 1995.
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J, Simon Tony, and Halford Graeme S, eds. Developing cognitive competence: New approaches to process modeling. L. Erlbaum, 1995.
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G, Lister Richard, and Weingartner Herbert, eds. Perspectives on cognitive neuroscience. Oxford University Press, 1991.
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1956-, Segal Zindel V., ed. Interpersonal process in cognitive therapy. Basic Books, 1990.
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1956-, Segal Zindel V., ed. Interpersonal process in cognitive therapy. Jason Aronson, 1996.
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D, Cohen Jonathan, and Schooler Jonathan W, eds. Scientific approaches to consciousness. L. Erlbaum Associates, 1997.
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Szadzińska, Ewa. Podstawy poznawcze procesu kształcenia: Cognitive bases of the educational process = Kognitive Grundlagen des Ausbildungsprozesses. Wydawnictwo Uniwersytetu Śląskiego, 2012.
Find full textBook chapters on the topic "Cognitives process"
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Yen, John, Robert F. Erbacher, Chen Zhong, and Peng Liu. "Cognitive Process." In Advances in Information Security. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11391-3_7.
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Yanhong, Wu. "Cognitive Process." In The ECPH Encyclopedia of Psychology. Springer Nature Singapore, 2024. https://doi.org/10.1007/978-981-97-7874-4_903.
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Dobson, Keith S. "The therapy process." In Cognitive therapy. American Psychological Association, 2012. http://dx.doi.org/10.1037/17334-004.
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Dobson, Keith S. "Cognitive therapy process." In Psychotherapy theories and techniques: A reader. American Psychological Association, 2014. http://dx.doi.org/10.1037/14295-008.
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Kaye, Joseph Jofish, Jarmo Laaksolahti, Kia Höök, and Katherine Isbister. "The Design and Evaluation Process." In Cognitive Technologies. Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-15184-2_33.
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Hvelplund, Kristian Tangsgaard. "Cognitive efficiency in translation." In Reembedding Translation Process Research. John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/btl.128.08hve.
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Malim, Tony. "Introduction to Cognitive Processes." In Cognitive Processes. Macmillan Education UK, 1994. http://dx.doi.org/10.1007/978-1-349-13133-4_1.
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Malim, Tony. "Attentional Processes." In Cognitive Processes. Macmillan Education UK, 1994. http://dx.doi.org/10.1007/978-1-349-13133-4_2.
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Malim, Tony. "Perception." In Cognitive Processes. Macmillan Education UK, 1994. http://dx.doi.org/10.1007/978-1-349-13133-4_3.
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Malim, Tony. "Memory Processes." In Cognitive Processes. Macmillan Education UK, 1994. http://dx.doi.org/10.1007/978-1-349-13133-4_4.
Full textConference papers on the topic "Cognitives process"
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Rambelli, Giulia, Emmanuele Chersoni, Philippe Blache, and Alessandro Lenci. "Compositionality as an Analogical Process: Introducing ANNE." In Proceedings of the Workshop on Cognitive Aspects of the Lexicon. Association for Computational Linguistics, 2022. http://dx.doi.org/10.18653/v1/2022.cogalex-1.10.
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Lucena, Daniel Araújo de, Isabel Dillmann Nunes, Rivanilson Da Silva Rodrigues, and Danyel Rocha de Oliveira Souza. "Adaptações em atividades de Pensamento Computacional para estimulação cognitiva em idosos." In Simpósio Brasileiro de Informática na Educação. Sociedade Brasileira de Computação, 2020. http://dx.doi.org/10.5753/cbie.sbie.2020.1533.
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O envelhecimento é um processo que geralmente conduz a perda de capacidades cognitivas, entretanto há um apelo social para que sejam oferecidas condições de manter-se cognitivamente saudável, mesmo na senescência. Este artigo conecta o Pensamento Computacional à estimulação cognitiva por meio de atividades desplugadas que foram adaptadas ao público idoso. A partir de uma pesquisa de estimulação cognitiva, constatou-se que a intervenção baseada em atividades desplugadas de Pensamento Computacional produziu estatisticamente uma melhoria de desempenho superior ao treino cognitivo elaborado por um psicólogo.
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Correa-Ghisays, Patricia, Joan Vicent Sánchez-Ortí, Vicent Balanzá-Martínez, Joan Vila-Francés, and Rafael Tabarés Seisdedos. "Neuroplasticidad y deterioro cognitivo en trastornos mentales graves desde un enfoque neuropsicológico." In 22° Congreso de la Sociedad Española de Patología Dual (SEPD) 2020. SEPD, 2020. http://dx.doi.org/10.17579/sepd2020p004.
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La neuroplasticidad se puede definir como la capacidad del sistema nervioso para responder a estímulos intrínsecos o extrínsecos reorganizando su estructura, función y conexiones. El avance en la compresión de este tipo de conectividad y los mecanismos de adaptación del sistema nervioso, desde las moléculas hasta las conexiones sinápticas, las redes neuronales y el comportamiento humano, ha ido generando una nueva perspectiva en la investigación del funcionamiento cerebral y sus mecanismos de recuperación de regeneración. En los últimos años, los investigadores han buscado mecanismos subyacentes a esta capacidad, identificando posibles factores epigenéticos, biomarcadores y algunos procesos cognitivos relacionados, con el fin de determinar diagnósticos eficaces, prevención y pronóstico de la enfermedad y desarrollar terapias más potentes para mejorar el funcionamiento cognitivo y social, y la calidad de vida de las personas afectadas por trastornos mentales graves (TMG) como el trastorno depresivo mayor (TDM), el trastorno bipolar (TB) y la esquizofrenia (EZ), y el de otras con enfermedades crónicas que cursan con deterioro cognitivo como la diabetes mellitus tipo 2 (DMT2). Se han identificado terapias prometedoras, intervenciones neurofarmacéuticas y estimulación cerebral, que permiten optimizar el funcionamiento de estas personas, sin embargo, su eficacia para estimular la capacidad neuroplástica como tal o impedir su deterioro, sigue siendo muy limitada. La memoria, el aprendizaje, y funciones ejecutivas como la memoria de trabajo, la velocidad de procesamiento de la información y la flexibilidad cognitiva son dominios cognitivos que posibilitan que el ser humano pueda hacer cambios en su organismo para adaptarse a un entorno variable, por tanto se les podría relacionar directamente con la neuroplasticidad humana. Por esto, los nuevos métodos para evaluar y estimular la neuroplasticidad humana, además de la identificación e intervención sobre marcadores y mecanismos biológicos, deberían incluir en sus protocolos aquellos procesos cognitivos que dependen de la experiencia. El objetivo general de este trabajo fue describir la neuroplasticidad de personas con DMT2, TDM, TB, y EZ, en comparación con controles sanos (CS), desde un enfoque neuropsicológico, por medio de la evaluación de funciones cognitivas asociadas directamente a la neuroplasticidad humana como la memoria, el aprendizaje y la flexibilidad cognitiva. Se incluyeron 135 participantes: 30 con EZ, 41 con TB y 34 con TDM de acuerdo con los criterios del DSM-5 y un grupo de 30 CS; los cuales fueron evaluados en dos momentos distintos a lo largo de un año de seguimiento. Además de evaluar el estado clínico y el funcionamiento social, se utilizó una amplia batería para evaluar el funcionamiento cognitivo, seleccionando para los análisis las variables de interés: 1) Memoria (inmediata, a corto plazo y a largo plazo) evaluada con el TAVEC, 2) Aprendizaje evaluado con el subtest Dígitos-Directo del Wais-III y la variable V3-RI-AT del TAVEC; 3) Funciones ejectivas: a) Memoria de trabajo evaluada con el subtest Dígitos-Inverso del Wais-III y el TMT-B, b) Velocidad de procesamiento evaluada con el subtes Clave de Números del Wais-III y el TMT-A, c) Flexibilidad cognitiva evaluada con el WCST. Los resultados mostraron un funcionamiento cognitivo superior en el grupo de CS, permaneciendo estable en ambos momentos. Los grupos con diagnóstico de TMG tuvieron puntuaciones más bajas que los CS, con pocas diferencias significativas entre ellos. En la mayoría de las variables, las personas con TB y con EZ tuvieron puntuaciones medias similares, en comparación con las de las personas con TDM; estos hallazgos se mantienen a lo largo del tiempo. Se puede concluir que existe evidencia para sugerir que las funciones cognitivas asociadas a la neuroplasticidad se preservan a lo largo del tiempo en una población normal, mientras que en las personas adultas diagnosticadas con TMG se presenta un deterioro cognitivo estable, relacionado con una menor neuroplasticidad, y se comporta de manera similar e inferior en los grupos diagnosticados con EZ y BD que en personas con TDM.
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Calpin, Nicole, and Jessica Menold. "The Cognitive Costs of Design Tasks: The Evolution of Cognitive Load in Design and Its Relationship With Design Outcomes." In ASME 2022 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/detc2022-89995.
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Abstract Problem solving can be a cognitively intensive undertaking; as design is characterized by ambiguity and unknowns, design problems in particular can be cognitively expensive. Few studies examine the evolution of cognitive load during the engineering design process and the linkages between sub-dimensions of cognitive load and design task outcomes. To address this issue, the goal of this work is to establish a relationship between cognitive load, design task, and design outcomes. Twenty participants were recruited to perform a design task where their mental workload was recorded at each stage of the design process. Their ideation and prototype outcomes were then evaluated to determine if there is a relationship between cognitive load, design task, and design outcomes. Results suggest that there is a significant difference in cognitive load experienced by the designer during each stage of the design process and while cognitive load is correlated with idea generation design outcomes, it may not be tied to prototyping design outcomes.
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Souza, Adriana, and Diamantino Freitas. "A Fala Sintetizada de Expressões Matemáticas: Um Estudo para melhoria do Processo Cognitivo do Estudante com Deficiência Visual." In Simpósio Brasileiro de Informática na Educação. Sociedade Brasileira de Computação - SBC, 2022. http://dx.doi.org/10.5753/sbie.2022.225721.
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A fala sintetizada de conteúdos matemáticos ainda apresenta desafios para estudantes que fazem uso dos leitores de tela, entre os quais podemos citar, as pausas inadequadas e as longas saídas auditivas, o que dificulta a memorização desse tipo de conteúdo. Nesse estudo realizamos dois experimentos com o objetivo de identificar e analisar processos capazes de reduzir a sobrecarga cognitiva da fala sintetizada de expressões matemáticas codificadas em MathML. O primeiro experimento visou verificar as dificuldades encontradas pelos estudantes com deficiência visual, além de analisar um modelo de pausas proposto. O segundo experimento buscou compreender os processos cognitivos para memorização de expressões matemáticas, através da técnica de rastreamento ocular de pessoas videntes. Embora alguns resultados não tenham sido conclusivos, a pesquisa mostrouse relevante, pois aponta direções que podem minimizar a carga mental e, consequentemente melhorar o processo cognitivo do estudante na leitura de expressões matemáticas.
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Merlin, Silvia, Maira Oliveira, Luciana Cassimiro, et al. "FOLLOW UP OF THE PERSONALITY CHARACTERISTICS AND COGNITIVE EVOLUTION OF ELDERLY PEOPLE IN LONGITUDINAL FOLLOW-UP." In XIII Meeting of Researchers on Alzheimer's Disease and Related Disorders. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1980-5764.rpda068.
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Background: Some psychological and personality characteristics of individuals, seem to determine behavioral patterns that are associated with better health throughout life and, consequently, prevent the progression of early cognitive changes to dementia. Objective: Identify factors that interfere in the evolution of cognitive disorders. Methods: Volunteers were evaluated clinically and for personality characteristics and neuropsychological testing. Follow-up occurred over two years from the initial assessment, and participants’ cognitive categories were re-analyzed every six months to observe variation in the same. Results: Of the 102 subjects, 65 remained at follow-up. The sample was composed predominantly of women (65%), white (74%), with a mean age of 78 (±7.5) years and 12 (±4.8) years of education. Throughout the process, 23% of cognitively normal 15% of subjective cognitive decline, and 27% of non-amnestic mild cognitive impairment individuals worsened cognitively. In the same period, 15% of the non-amnestic mild cognitive impairment and 31% of the amnestic mild cognitive impairment improved in cognitive ratings. Observed that older ages present greater cognitive worsening, and that very low indices of the personality trait Openness present associations with cognitive worsening. Conclusion: The factors most associated with cognitive change in this group of elderly people were age and aspects of openness of personality that are associated with cognitive reserve.
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"DEMENCIA PRECOZ Y ALCOHOL. A PROPÓSITO DE UN CASO." In 23° Congreso de la Sociedad Española de Patología Dual (SEPD) 2021. SEPD, 2021. http://dx.doi.org/10.17579/sepd2021p051v.
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1. Objetivos Describir la afectación cognitiva y psicopatológica en paciente con historia de trastorno por consumo de alcohol. 2. Material y métodos: Presentamos el caso de un paciente varón de 58 años con antecedentes de enolismo en seguimiento en Salud Mental desde hace ocho años. El principal motivo de consulta es la aparición y persistencia de alteraciones sensoperceptivas en forma de microzoopsias y sensaciones de llamada por parte de su padre fallecido referidas como pseudoalucinaciones auditivas. Todo ello se traduce en una gran resonancia afectiva con alto nivel de angustia. En las sucesivas consultas, comienzan a evidenciarse cambios cognitivos, psicomotrices y conductuales. Se objetiva afectación de la velocidad del pensamiento y atención, síndrome amnésico y afectación de funciones prefrotanles. Con todo esto, se decide solicitar TAC y RMN que revelaron un aumento de espacios extra-axiales de predominio frontal bilateral, mayores a los correspondientes a su edad. Se decide incluir al paciente en protocolo de estudio para descartar una fase prodrómica de deterioro cognitivo degenerativo primario tipo Alzheimer. El paciente fue finalmente diagnosticado de deterioro cognitivo subcortical tipo frontal, probablemente asociado a consumo de alcohol previo. 3. Resultados y conclusiones El abuso de alcohol puede inducir un amplio rango de desórdenes psicopatológicos que parecen remitir con la abstinencia. En la literatura se ha descrito, principalmente, afectación en las áreas fronto-temporales, afectando las funciones ejecutivas (control ejecutivo, solución de problemas, razonamiento verbal y no verbal, flexibilidad cognitiva) y la memoria (memoria de trabajo y prospectiva). El proceso de recuperación puede llevar varios años, especialmente en los pacientes alcohólicos de más edad, los cuales es frecuente que no alcancen niveles normales de funcionamiento cognitivo.
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Hubig, Lisa, and Andreas Jonen. "Cognitive-oriented Risk Evaluation." In The International Symposium on the Analytic Hierarchy Process. Creative Decisions Foundation, 2007. http://dx.doi.org/10.13033/isahp.y2007.011.
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Freitas Pessanha, Kethelyn, and Roney Costa Louvain Filho. "Alterações Auditivas: impacto na cognição e memória." In Semana Científica da Faculdade de Medicina de Campos. Faculdade de Medicina de Campos, 2023. http://dx.doi.org/10.29184/anaisscfmc.v22023p23.
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A capacidade de aprendizado do ser humano é diretamente influenciada pelos principais sentidos como visão, audição, paladar, olfato e tato, pois são através deles que obtêm-se informações do mundo externo, as quais são transformadas em moléculas que serão processadas pelo córtex cerebral. O sistema de audição e equilíbrio é um importante componente presente no corpo humano que atua na comunicação, socialização e aprendizado. (Harvey, 2019). As ondas sonoras ao atingirem o tímpano, fazem-no vibrar, estimulando liberação de potências evocados, potenciais elétricos que serão propagados até o córtex, onde haverá percepção e interpretação do conteúdo ouvido. A percepção auditiva, assim como processo de fala é essencial para linguagem, manuseamento de dos recursos cognitivos e interação social. Desse modo, a alteração auditiva, prejudica comunicação, propriocepção e consequentemente o aprendizado, que por sua vez está relacionado com os vários tipos de memória e o processo de transdução dos sentidos na consolidação da memória. O presente estudo possui intuito de analisar o impacto das alterações auditivas demarcadas na audiometria nas funções cognitivas e consolidação de memória nos pacientes atendidos no Hospital Plantadores de Cana, Sociedade Portuguesa Beneficência de Campos e Clinica Otocampos no primeiro semestre de 2023. O estudo, de delineamento transversal e descritivo, foi realizado no Hospital Plantadores de Cana (HPC), Sociedade Portuguesa Beneficência de Campos e Clinica Otocampos, no município de Campos dos Goytacazes, com aplicação de instrumentos de avaliação cognitiva, Montreal Cognitive Assessment (MOCA) e Digit Symbol Substitution Test (DSST) no período de 25 de abril de 2023 a 12 de julho de 2023, e aprovado pelo Comitê de Ética em Pesquisa da Faculdade de Medicina de Campos CAAE 72995717.9.0000.5244, bem como Projeto aprovado no CNPq n° 66201222.5.0000.5244. Foram incluídos na pesquisa pacientes de 18-70 anos atendidos pelo setor de otorrinolaringologia e submetidos a audiometria. Foram excluídos aqueles que não preencheram por completo os questionários ou que optaram por não participar do estudo. As análises das variáveis sociodemográficas e clínico-patológicas foram realizadas através de proporções e médias, utilizando gráficos e tabelas, com auxílio de programa estatístico. Diante a aplicação dos testes cognitivos e correlação com resultados audiométricos, 83,3% possuem queixas auditivas, 53,33% alterações na audiometria e 63,3% no teste MOCA., sendo mais prevalente em mulheres. O resultado alterado de MOCA não foi associado estatisticamente com a audiometria alterada (OR: 1,71; IC95% 0,34-8,68; p= 0,51). Porém, a média do MOCA é menor nos pacientes com audiometria alterada (Media) comparado com o grupo com audiometria normal (media) (p< 0,021829). Sendo necessário, mais estudos sobre essa correla- ção. A distribuição das variáveis foi analisada por histograma e teste de Normalidade Shapiro-Wilk, resultando em p-value de 0,7013. Para a comparação entre as amostras independentes, foi utilizado o teste t de Student para as variáveis contínuas com distribuição normal. Portanto, o estudo mostra que os pacientes com audiometria alterada possuiam menor pontuação nos testes cognitivos do que os pacientes com exame normal. No entanto, diante do número amostral limitado, é necessário maior investigação sobre essa possível correlação entre perda auditiva e disfunção cognitiva.
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KRIVORUCHKO, A. I. "GEOMETRICAL REPRESENTATION OF TRANSLATION PROCESS: TO THE PROBLEM STATEMENT." In СЛОВО, ВЫСКАЗЫВАНИЕ, ТЕКСТ В КОГНИТИВНОМ, ПРАГМАТИЧЕСКОМ И КУЛЬТУРОЛОГИЧЕСКОМ АСПЕКТАХ. Chelyabinsk State University Publishing House, 2024. http://dx.doi.org/10.47475/9785727119631_424.
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The article provides the idea of a new approach application to the analysis of the translation process – the geometry of translation as a topologically and cognitively structured, formalized space, which has its own elements, properties, features of both a universal and unique nature. The purpose of the study is to further study the process of translation as a verbal and mental activity in the perspective of modern cognitive translation studies. The article is a review of theoretical background of the problem. As preliminary results, we intend to consider the possibilities of geometric parameterization of translation activity in the framework of written scientific communication, such as complete coincidence / partial coincidence / divergence of the geometrics of the model-source as an invariant-construct and of the model-target, based on the source, and restored by the translator.
Reports on the topic "Cognitives process"
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Soloviev, Vladimir, Natalia Moiseienko, and Olena Tarasova. Modeling of cognitive process using complexity theory methods. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3609.
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The features of modeling of the cognitive component of social and humanitarian systems have been considered. An example of using multiscale, multifractal 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.
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Hwang, Chanmi G., and Ling Zhang. Applying Cognitive Operations in Collaborative Apparel Design Process. Iowa State University. Library, 2019. http://dx.doi.org/10.31274/itaa.8380.
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Rodrigues, Fabiano de Abreu. O QI desenvolve a cognição. CPAH REDAÇÃO, 2023. http://dx.doi.org/10.56238/cpahciencia-009.
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A cognição e a inteligência são conceitos que têm sido amplamente estudados em diversas áreas do conhecimento, incluindo a psicologia, a neurociência e a educação. A cognição é um processo complexo e multifacetado que envolve a aquisição, o armazenamento, a recuperação e o uso de informações. Ela pode ser influenciada por diversos fatores, como a experiência, a educação, a idade, a saúde e o ambiente em que o indivíduo vive. A inteligência, por sua vez, é uma capacidade geral que permite ao indivíduo aprender, compreender, adaptar-se e resolver problemas de forma eficaz, assim como a lógica e a criatividade. Ela pode ser medida por meio de testes padronizados, como o teste de QI (quociente de inteligência). No entanto, é importante destacar que o QI é uma medida de inteligência que não necessariamente tem interferência cognitiva e pode ser influenciado por diversos fatores, como o ambiente cultural e educacional em que o indivíduo foi criado, a saúde mental e física, a genética e outros aspectos. Uma pessoa pode ter alto QI e baixa capacidade cognitiva por diversos fatores. Seja genético ou transtornos como TDAH - Transtorno Déficit de Atenção e Hiperatividade, autismo, entre outros. Ou seja, devemos compreender que inteligência e capacidade cognitiva são coisas distintas. Pensando em números de QI através de testes de Inteligência, quanto maior a pontuação, maior a capacidade do indivíduo desenvolver a sua cognição a depender, claro, do ambiente onde foi criado desde a gestação, alimentação, educação, hábitos e experiência de vida. Os desafios são um grande aliado da neuroplasticidade cerebral para um melhor desenvolvimento cerebral. A neuroplasticidade cerebral é um conceito importante para entender o desenvolvimento cognitivo e a capacidade de aprendizagem ao longo da vida. Ela se refere à capacidade do cérebro de se adaptar e mudar em resposta à experiência, à aprendizagem e a outros estímulos. A plasticidade cerebral pode ser influenciada por diversos fatores, como o envelhecimento, a educação, a prática e a estimulação intelectual. Os desafios e as atividades cognitivamente exigentes são importantes para promover a neuroplasticidade cerebral e o desenvolvimento cognitivo. Mas a neuroplasticidade também pode ser eficaz no desenvolvimento da inteligência lógica, relacionada ao córtex pré-frontal no cérebro que serve de precursor para o desenvolvimento cognitivo. Estudos têm mostrado que o treinamento de memória, atenção e resolução de problemas, pode melhorar o desempenho cognitivo e da inteligência em indivíduos saudáveis e em pessoas com transtornos cognitivos e neurológicos. Em suma, a cognição e a inteligência são conceitos complexos e interconectados que são influenciados por diversos fatores. O desenvolvimento cognitivo e a capacidade de aprendizagem ao longo da vida podem ser promovidos por meio de atividades exigentes e estímulos que promovam a neuroplasticidade cerebral.
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Young, Michael J. A Cognitive Architecture for Human Performance Process Model Research. Defense Technical Information Center, 1992. http://dx.doi.org/10.21236/ada261040.
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Bernheim, B. Douglas, and Antonio Rangel. Addiction and Cue-Conditioned Cognitive Processes. National Bureau of Economic Research, 2002. http://dx.doi.org/10.3386/w9329.
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Kosslyn, Stephen M. DURIP - Computational Modeling of Cognitive Processes. Defense Technical Information Center, 1990. http://dx.doi.org/10.21236/ada219934.
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Rosenbluth, David. Resource Analysis of Cognitive Process Flow Used to Achieve Autonomy. Defense Technical Information Center, 2016. http://dx.doi.org/10.21236/ad1006453.
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De Pablo, José María, and Sofía Gana. Meta-Neuropsy Salud mental y metacognición: análisis desde una perspectiva transdiagnóstica. Universidad del Desarrollo. IBEM, 2024. https://doi.org/10.52611/11447/9507.
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En los procesos de toma de decisiones la metacognición tiene un rol fundamental, en tanto un proceso asociado al monitoreo y control de los propios procesos cognitivos. Existen diversos elementos que influyen sobre los procesos metacognitivos, siendo relevante considerar, entre otras cosas, la característica del estímulo, la experiencia y la información que tiene el sujeto, e incluso su contexto de salud mental. Respecto de la relación entre metacognición y salud mental, la evidencia muestra diferencias significativas en medidas de sensibilidad y sesgo metacognitivo, particularmente desde líneas de investigación que se enmarcan en una clasificación transdiagnóstica de los cuadros de salud mental.
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Соловйов, Володимир Миколайович, Наталя Володимирівна Моісеєнко, and Олена Юріївна Тарасова. Complexity theory and dynamic characteristics of cognitive processes. Springer, 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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Idrisova, Zh V., M. V. Vagapova, and S. Kh Alikhadzhiev. ACTIVATION OF COGNITIVE ACTIVITIES OF FUTURE BACHELORS IN THE EDUCATIONAL PROCESS. Ljournal, 2019. http://dx.doi.org/10.18411/4525-7575-3575-54254.
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