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Academic literature on the topic 'Divergence cognitive'

Author: Grafiati

Published: 25 May 2024

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Journal articles on the topic "Divergence cognitive"

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Man, Na, Kechao Wang, and Lin Liu. "Using Computer Cognitive Atlas to Improve Students' Divergent Thinking Ability." Journal of Organizational and End User Computing 33, no. 6 (November 2021): 1–16. http://dx.doi.org/10.4018/joeuc.20211101.oa25.

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Human society has entered the era of intelligence. Social development in the era of intelligence has spawned a large number of intelligent applications. Intelligent applications have put forward unprecedented requirements on the level of cognitive intelligence of machines, and the realization of machine cognitive intelligence depends on knowledge map technology. Divergent thinking is an important part of thinking and an important indicator for measuring innovative thinking. The research in this article found that after the experiment, the associated probabilities of the F values of fluency, flexibility, uniqueness, semantic divergence, graphical divergence, and problem divergence were 0.389, 0.442, 0.594, 0.267, 0.319, and 0.478, which were all greater than the significance level of 0.05, That is, the divergent thinking ability of the experimental group has been significantly improved. The results of this study show that the use of computer cognitive maps can improve students' divergent thinking ability.

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Atabek-Yigit, Elif. "Can cognitive structure outcomes reveal cognitive styles? A study on the relationship between cognitive styles and cognitive structure outcomes on the subject of chemical kinetics." Chemistry Education Research and Practice 19, no. 3 (2018): 746–54. http://dx.doi.org/10.1039/c8rp00018b.

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Determination of the relationship between individuals’ cognitive styles and cognitive structure outcomes was the main aim of this study. Sixty-six participants were enrolled in the study and their cognitive styles were determined by using the Hidden Figure Test (for their field dependent/independent dimension of cognitive style) and the Convergent/Divergent Test (for their convergence/divergence dimension of cognitive style). An open-ended questionnaire was formed in order to determine participants’ cognitive structure outcomes. The study topic was chosen as chemical kinetics since it is one of the most difficult topics in chemistry according to many students and also there is limited study in the literature on this topic. Key concepts about chemical kinetics were selected and given to the participants and they were asked to write a text by using the given concepts. A flow map technique was used to reveal participants’ cognitive structure outcomes. According to the findings of this study, it can be said that field independent participants tended to be divergent thinkers while field dependents tended to be convergent thinkers. Also, strong positive relationships between participants’ field dependency/independency and some cognitive structure outcomes (extent and richness) were found. That is, field independents tended to have more extended and richer cognitive structure outcomes. However, the convergence/divergence dimension of cognitive style did not show any correlation with cognitive structure outcomes.

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Liang, Xiao. "A Note on Divergences." Neural Computation 28, no. 10 (October 2016): 2045–62. http://dx.doi.org/10.1162/neco_a_00878.

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In many areas of neural computation, like learning, optimization, estimation, and inference, suitable divergences play a key role. In this note, we study the conjecture presented by Amari ( 2009 ) and find a counterexample to show that the conjecture does not hold generally. Moreover, we investigate two classes of [Formula: see text]-divergence (Zhang, 2004 ), weighted f-divergence and weighted [Formula: see text]-divergence, and prove that if a divergence is a weighted f-divergence, as well as a Bregman divergence, then it is a weighted [Formula: see text]-divergence. This result reduces in form to the main theorem established by Amari ( 2009 ) when [Formula: see text] [Formula: see text].

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Amari, Shun-ichi, Ryo Karakida, Masafumi Oizumi, and Marco Cuturi. "Information Geometry for Regularized Optimal Transport and Barycenters of Patterns." Neural Computation 31, no. 5 (May 2019): 827–48. http://dx.doi.org/10.1162/neco_a_01178.

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We propose a new divergence on the manifold of probability distributions, building on the entropic regularization of optimal transportation problems. As Cuturi ( 2013 ) showed, regularizing the optimal transport problem with an entropic term is known to bring several computational benefits. However, because of that regularization, the resulting approximation of the optimal transport cost does not define a proper distance or divergence between probability distributions. We recently tried to introduce a family of divergences connecting the Wasserstein distance and the Kullback-Leibler divergence from an information geometry point of view (see Amari, Karakida, & Oizumi, 2018 ). However, that proposal was not able to retain key intuitive aspects of the Wasserstein geometry, such as translation invariance, which plays a key role when used in the more general problem of computing optimal transport barycenters. The divergence we propose in this work is able to retain such properties and admits an intuitive interpretation.

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Thuc, Kieu-Xuan, and In-Soo Koo. "A Kullback-Leiber Divergence-based Spectrum Sensing for Cognitive Radio Systems." Journal of Korean Society for Internet Information 13, no. 1 (February 29, 2012): 1–6. http://dx.doi.org/10.7472/jksii.2012.13.1.1.

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Yamada, Makoto, Taiji Suzuki, Takafumi Kanamori, Hirotaka Hachiya, and Masashi Sugiyama. "Relative Density-Ratio Estimation for Robust Distribution Comparison." Neural Computation 25, no. 5 (May 2013): 1324–70. http://dx.doi.org/10.1162/neco_a_00442.

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Divergence estimators based on direct approximation of density ratios without going through separate approximation of numerator and denominator densities have been successfully applied to machine learning tasks that involve distribution comparison such as outlier detection, transfer learning, and two-sample homogeneity test. However, since density-ratio functions often possess high fluctuation, divergence estimation is a challenging task in practice. In this letter, we use relative divergences for distribution comparison, which involves approximation of relative density ratios. Since relative density ratios are always smoother than corresponding ordinary density ratios, our proposed method is favorable in terms of nonparametric convergence speed. Furthermore, we show that the proposed divergence estimator has asymptotic variance independent of the model complexity under a parametric setup, implying that the proposed estimator hardly overfits even with complex models. Through experiments, we demonstrate the usefulness of the proposedapproach.

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WANG, QIAN. "From Divergence to Convergence: Towards Integration of Cognitive Linguistics and Critical Discourse Analysis in Political Discourse." Advances in Social Sciences Research Journal 6, no. 11 (December 3, 2019): 401–11. http://dx.doi.org/10.14738/assrj.611.7442.

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The social turn of cognitive linguistics and cognitive turn of critical discourse analysis breed the opportunity for cognitive linguistics and critical discourse analysis to develop towards a more converging path that integrates both cognitive and social dimensions of language. As known, political discourse is intrinsically persuasive and always informs a power relation with attempts to achieve effectiveness of persuasion. This paper argues that both approaches (Cognitive Linguistics and CDA) are concerned with surfaced evidence of implicit ideologies hidden behind political discourse, so the integration of CL and CDA could extend the research scope for both paradigms on one hand, and provide more powerful explanatory tools to augment our understanding of the intertwined relations between language, cognition and society on the other.

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Couture, S. M., D. L. Penn, M. Losh, R. Adolphs, R. Hurley, and J. Piven. "Comparison of social cognitive functioning in schizophrenia and high functioning autism: more convergence than divergence." Psychological Medicine 40, no. 4 (August 12, 2009): 569–79. http://dx.doi.org/10.1017/s003329170999078x.

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BackgroundIndividuals with schizophrenia and individuals with high-functioning autism (HFA) seem to share some social, behavioral and biological features. Although marked impairments in social cognition have been documented in both groups, little empirical work has compared the social cognitive functioning of these two clinical groups.MethodForty-four individuals with schizophrenia, 36 with HFA and 41 non-clinical controls completed a battery of social cognitive measures that have been linked previously to specific brain regions.ResultsThe results indicate that the individuals with schizophrenia and HFA were both impaired on a variety of social cognitive tasks relative to the non-clinical controls, but did not differ from one another. When individuals with schizophrenia were divided into negative symptom and paranoid subgroups, exploratory analyses revealed that individuals with HFA may be more similar, in terms of the pattern of social cognition impairments, to the negative symptom group than to the paranoia group.ConclusionsOur findings provide further support for similarities in social cognition deficits between HFA and schizophrenia, which have a variety of implications for future work on gene–brain–behavior relationships.

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Treichler, Emily B. H., Michael L. Thomas, Andrew W. Bismark, William C. Hochberger, Melissa Tarasenko, John Nungaray, Lauren Cardoso, et al. "Divergence of subjective and performance-based cognitive gains following cognitive training in schizophrenia." Schizophrenia Research 210 (August 2019): 215–20. http://dx.doi.org/10.1016/j.schres.2018.12.034.

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Kopcsó, Krisztina, and András Láng. "Regulated Divergence: Textual Patterns, Creativity and Cognitive Emotion Regulation." Creativity Research Journal 29, no. 2 (April 3, 2017): 218–23. http://dx.doi.org/10.1080/10400419.2017.1303318.

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Dissertations / Theses on the topic "Divergence cognitive"

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Etemad, S. "Cognitive science, linguistics and philosophy of science : an inquiry into their connection and divergence." Thesis, Brunel University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.304235.

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Khambete, Surendra S. "MANAGING RATIONAL DIVERGENCE: TESTING THE EFFECTS OF A COGNITIVE BEHAVIORAL THERAPY (CBT) TECHNIQUE ON COLLABORATIVE VERSUS COMPETITIVE BEHAVIORS IN A GAME THEORETIC SETTING." Case Western Reserve University School of Graduate Studies / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=case1606306856751918.

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Blons, Estelle. "Dynamiques individuelles et collectives de la complexité de signaux physiologiques en situation de stress induit." Thesis, Bordeaux, 2020. http://www.theses.fr/2020BORD0152.

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Les études récentes en santé humaine supposent un lien de causalité entre la complexité des systèmes de contrôle psychophysiologique et la complexité des biosignaux qu’ils émettent. Le travail mené dans le cadre de cette thèse illustre ce principe en s’appuyant sur une démarche interdisciplinaire, combinant physiologie, psychologie et traitement du signal. Il vise à étudier les dynamiques des signaux physiologiques émis par l’Homme, en réponse à un stress induit en situation individuelle ou collective. Le stress étant un processus multifactoriel qui dépend de la perception et de l’interprétation d’une situation donnée par un individu, l’étude des signaux physiologiques est combinée à l’évaluation de caractéristiques psychologiques contextuelles et dispositionnelles. En particulier, nous nous intéressons aux régulations cardiaques qui sont analysées à partir des séries temporelles définies par les durées successives des intervalles RR. Des approches statistiques temporelles, fréquentielles ou non-linéaires sont utilisées afin d’étudier les capacités d’adaptation des individus confrontés à différentes situations de tâches cognitives associées ou non à des facteurs stressants. Il s’agit d’extraire des signatures caractéristiques des régulations centrales et autonomes, au repos ou dans différentes situations expérimentales. Dans ce travail, un intérêt particulier est accordé à l’entropie multi-échelles afin d’évaluer la complexité des signaux, une complexité induite par les interconnexions existant entre structures corticales, sous-corticales et régulations autonomes cardiaques. Nous proposons également d’analyser les signaux collectés durant les différentes situations expérimentales, en comparant deux à deux leurs densités de probabilité à partir de la divergence de Kullback-Leibler, et en particulier d’une estimation de l'incrément asymptotique de la divergence de Kullback-Leibler. Les résultats obtenus mettent en évidence que l’étude des signaux cardiaques peut permettre d’appréhender l’état psychophysiologique d’un individu lorsqu’il est confronté à des situations de tâches cognitives et de stress. Des différences d’états apparaissent non seulement à l’échelle individuelle, mais également à l’échelle collective, lorsque l’individu n’est pas directement confronté aux stimuli stressants mais que le stress est de nature empathique. Enfin, deux applications sont réalisées. Nous montrons que la complexité des signaux cardiaques, altérée chez des personnes stressées au travail, peut être améliorée par un entraînement à la cohérence cardiaque. Nous appliquons également les méthodes de traitement du signal à l’étude de la régulation posturale. L’ensemble de nos résultats renforcent l’intérêt du monitoring de l’humain en matière de santé
Recent studies in human health assume a causal link between the complexity of psychophysiological control systems and the complexity of their resulting biosignals. This PhD illustrates the aforementioned principle by relying on an interdisciplinary approach, combining physiology, psychology and signal processing. The dynamics of human output physiological signals are studied in response to induced stress in individual or collective situations. The objective is to extract individual signatures depicting the central and autonomic regulations at rest or in different experimental situations. Since stress is a multifactorial process depending on the individual perception and interpretation of a situation, the study of physiological signals is combined with the evaluation of psychological contextual and dispositional characteristics. We focus our attention on cardiac regulations which are analysed from the time series defined by the successive durations of the RR intervals. Statistical signal processing methods, either temporal, frequency or non-linear, are used to study the adaptive capacities of individuals facing different situations of cognitive tasks associated or not with stressors. A particular interest is given to multiscale entropy to assess the complexity of signals, which makes it possible to consider the interconnections existing between cortical, subcortical structures and autonomic cardiac regulations. The probability density functions of recorded cardiac signals along each different experimental situation are compared two by two by using the Kullback-Leibler divergence, and in particular the estimate of the asymptotic increment of the divergence of Kullback-Leibler. The results show that studying cardiac signals allows to discriminate the psychophysiological state of an individual when facing either cognitive tasks or stressful situations. Psychophysiological state differences emerge during stress, not only at an individual level, but also at a collective one, for which the subject is not directly confronted with stressful stimuli. The stress is therefore empathic. Two experimental applications are carried out from our results. First, we show that the cardiac complexity, which is altered in people stressed at work, can be improved by cardiac coherence biofeedback training. Second, signal processing methods are also used to the study of postural regulation. Overall, our results strengthen the interest of human monitoring in health

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Shah, Javaid Ali. "Antecedents and outcomes of cognitive dissonance at the workplace : a cultural and work ethics perspective." Electronic Thesis or Diss., Aix-Marseille, 2021. http://theses.univ-amu.fr.lama.univ-amu.fr/211021_SHAH_621gfg248i625xxhjh811ezrhb_TH.pdf.

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Les employés sont confrontés à plusieurs situations où ils ressentent le décalage entre leurs croyances et leurs comportements, ce qui crée un sentiment de détresse, impactant leur prise de décision et leurs comportements au travail. Cette étude visait à acquérir des connaissances approfondies sur la dissonance cognitive du point de vue de divers employés. La première qualitative explique les antécédents et les effets possibles de la dissonance cognitive, en analysant 30 semi-entretiens d'employés d'universités, de banques et de multinationales. La deuxième étude a examiné les relations entre la dissonance cognitive et la satisfaction au travail, l'intention de départ, la performance au travail et le comportement voice des employés. Il a analysé l'effet médiateur de l'éthique du travail dans ces relations, analysant 304 réponses du Pakistan. Les résultats ont également révélé que l'éthique du travail était un médiateur important dans les relations hypothétiques. La troisième étude a analysé les relations entre la dissonance cognitive sur le comportement au travail des employés et les attitudes dans les deux cultures nationales. Les données ont été recueillies auprès de 538 répondants de divers secteurs. Les résultats de l'analyse de régression hiérarchique ont trouvé des relations significatives. Une analyse plus poussée a montré que les salariés français étaient plus enclins à l'intention de départ. Leurs comportements voice ont eu un effet moins négatif dans les situations dissonantes que ceux des employés pakistanais. Cependant, deux hypothèses concernant l'effet modérateur de la culture sur la satisfaction au travail et le rendement au travail n'ont pas été acceptées
Employees face several situations where they feel the discrepancy between their beliefs and behaviors, which create a distressful feeling, impacting their decision-making and work behaviors. This study focused on gaining in-depth knowledge about cognitive dissonance from various employees’ viewpoints. The first qualitative part explains antecedents and effects of cognitive dissonance, analyzing 30 semi-interviews of employees of universities, banks, and MNCs. The second study investigated the relationships between Cognitive dissonance and job satisfaction, turnover intention, job performance, and employee voice behavior. It analyzed the mediating effect of work ethics in these relationships, analyzing 304 responses from Pakistan. Regression analysis results found significant associations between cognitive dissonance and the dependent variables. Results also found work ethics to be a significant mediator in the hypothesized relationships. The third study analyzed the relationships between Cognitive dissonance on employees’ work behavior and attitudes in two national cultures. The data were collected from 538 respondents from various sectors in France and Pakistan. Hierarchical regression analysis results found significant relationships between cognitive dissonance and employee voice behavior, job satisfaction, job performance, and turnover intention. Further analysis showed that the French employees were more prone to turnover intention. Their voice behaviors had a less negative effect in dissonant situations than those of Pakistani employees. However, two hypotheses regarding the moderating effect of culture on job satisfaction and job performance were not accepted

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Boutin, Nathalie. "La psychothérapie des psychoses : similitudes et divergences entre les thérapies d'inspiration psychanalytique et cognitive comportementale." Thèse, Université du Québec à Trois-Rivières, 2014. http://depot-e.uqtr.ca/7381/1/030768962.pdf.

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Huret, Anne-France. "Etude des différences cognitives liées à l'âge en fonction du niveau de l'habileté créative des personnes." Phd thesis, Université Nice Sophia Antipolis, 2013. http://tel.archives-ouvertes.fr/tel-00922711.

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Cette étude vise à décrire les différences liées à l'âge sur le plan cognitif en fonction du niveau de l'habileté créative des personnes. Sachant que le vieillissement normal est accompagné d'un déclin cognitif, celles-ci présentent-elles un vieillissement plus favorable c'est-à-dire des effets de l'âge moins prononcés sur le plan cognitif ? L'indice de " créativité " nécessite plus de stimulation cognitive qu'un indicateur de " stimulation classique " tel que les mots croisés, la lecture et met en jeu aussi des aspects motivationnels qui pourraient multiplier le caractère stimulant de l'activité créative d'où son intérêt pour cette recherche. Pour cela, chaque participant est évalué selon différentes mesures cognitives (mémoire de travail, raisonnement, vocabulaire et vitesse de traitement). La créativité a été évalué à l'aide des épreuves de créativité les plus courantes qui sont les tests de pensée divergente et les épreuves d'insight.

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Bujak, Keith R. "A framework of passive-active-constructive study techniques: a divergence between assigned and reported behaviors." Thesis, Georgia Institute of Technology, 2010. http://hdl.handle.net/1853/37125.

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An educational framework proposed by Chi (2009) aims to link overt study activities with outcomes via the underlying cognitive processes experienced by learners. Activities are classified along a continuum of passive, active, and constructive . Overt activities--¬such as reading, highlighting, and self-explaining--are grouped according to the hypothesized cognitive processes they engage. The framework posits that constructive activities yield the best learning, passive yield the poorest, and active is somewhere in between. Although these hypotheses are not supported by this experiment, there is evidence to suggest that college students employ study techniques that go beyond what they are asked to do. Also, the content of the text to be studied is potentially an important factor for determining the type of studying learners do regardless of what they are asked to do. In sum, although the framework is supported by many other studies, there might be additional variables that need to be considered when implementing this framework.

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Lewis, Carine. "The relationship between improvisation and cognition." Thesis, University of Hertfordshire, 2012. http://hdl.handle.net/2299/8890.

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“After the group had played [improvisation] game[s]…colours became brighter, people and spaces seem of a different size, focus is sharper. Our normal thinking dulls perception…” Keith Johnstone (1979, pg. 131) Improvisation is considered to be both the process and product of creativity. It involves the creation of new ideas, on the spur of the moment that are novel and unplanned. Spontaneity, the ability to do something on the spot with no prior preparation is seen as a key element of improvisation and distinction in relation to creativity. The process of improvisation involves thinking in different ways and as a result, could influence our thought processes. It is important to note here that while we are interested in the process of improvisation, it is only possible to measure this through the product. The product is therefore seen as a direct outcome of the process of thinking that occurs during improvisation. It has been suggested that improvisation could relate to cognitive processes (Karakelle, 2009; Schmidt, Goforth & Drew, 1975; Scott, Harris & Rothe, 2001). This program of research therefore aims to identify the cognitive changes in relation to the process of improvisation. This is measured by looking at cognitive tasks pre and post improvisation. Several studies were therefore conducted investigating the effects of improvisation on various cognitive abilities, with a focus on differences between divergent and convergent thinking; (i) the Effect of Verbal Improvisation on Mood, Creativity and Cognition; (ii) verbal improvisation in relation to divergent and convergent thinking; (iii) dance improvisation in relation to divergent and convergent thinking; (iv) Divergent thinking; Differences among expert and novice improvisers and (v) length of Treatment; Cognitive effects following a shorter improvisation treatment length. As a result of the above experiments, results were extended to a clinical sample of Parkinson’s disease. An extensive investigation was also carried out investigating the scoring of method of the Alternative Uses Task (AUT; Guilford, 1957b). Furthermore, the level of cognitive load as a result of improvisation was investigated by observing gesture in improvisation. Taken together, results showed that after a series of verbal improvisation activities, participants improved in scores of divergent thinking tasks. However, this was not observed in scores of convergent thinking tasks. Issues surrounding reliability of the scoring method of the AUT were also discussed. However, this did not affect the consistency of the results observed in this program of research. A theory of schemas was applied to the process of improvisation as a result of the cognitive changes that occured, such that improvisation helps people think in more original and flexible ways by improving access to schemas and working memory.

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Alexander, Kim Darwin. "Effects of instruction in creative problem solving on cognition, creativity, and satisfaction among ninth grade students in an introduction to world agricultural science and technology course." Texas A&M University, 2003. http://hdl.handle.net/1969.1/5881.

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The use of Creative Problem Solving (CPS) as an instructional strategy to increase the creativity levels of students across all levels of the curriculum is currently a popular topic of investigation. Curriculum content and the underlying objectives that are presented to students in public schools have been the subject of close scrutiny since school accountability became a hot topic during the 1980's. However, despite all the efforts to improve student productivity through a well defined curriculum, and possibly because of the increased emphasis on student accountability to reflect that student improvement, concern for the apparent declining creativity levels among students appears to be growing. The purpose of this dissertation was to compare conventional instructional methodologies with those of creative problem solving. It was hypothesized that students' low, high, and total cognition levels, overall creativity levels, and satisfaction with instructional methodologies, improve as a result of instruction through creative problem solving strategies. By improving the levels of creativity within students, they will be better equipped to deal with the complex types of problems the future will present. This study utilized an experimental, posttest only, control group design. Participants were ninth grade students (n=20) who were enrolled in an Introduction to World Agricultural and Science Technology I course. Posttests were administered to measure low, high, and total levels cognition at the conclusion of the course. For this measure of the dependent variable, a forty question (10 true/false, 25 multiple choice, and 5 short answer) test was administered. Pretests and posttests were administered to measure student creativity. A standardized Torrance Test of Creative Thinking (TTCT) was used as the measure of the dependent variable of creativity. Pretests, mid-tests, and posttests were used to measure student satisfaction. A satisfaction instrument developed by Brashears (2004) was used for the measurement of clarity, delivery, content, and total satisfaction as the dependent measure of satisfaction. These instruments were used to measure the five research hypotheses of the study. Results of the study did not support the hypotheses that significant differences exist between creative problem solving and traditional instructional strategies, as they pertain to student cognition, creativity, and satisfaction. However, although not significant, possibly due to the small sample size, upon closer examination of group means, one can detect definite patterns of greater mean score gains among the CPS group over the traditional group in cognition, creativity, and satisfaction. Based on these findings, this researcher suggests that replications of this study be performed with larger sample sizes in different curriculum areas to further perpetuate the integration of creative problem solving strategies as an effective instructional strategy for all age groups and in all areas of the curriculum.

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Filippi, Sarah. "Stratégies optimistes en apprentissage par renforcement." Phd thesis, Ecole nationale supérieure des telecommunications - ENST, 2010. http://tel.archives-ouvertes.fr/tel-00551401.

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Cette thèse traite de méthodes « model-based » pour résoudre des problèmes d'apprentissage par renforcement. On considère un agent confronté à une suite de décisions et un environnement dont l'état varie selon les décisions prises par l'agent. Ce dernier reçoit tout au long de l'interaction des récompenses qui dépendent à la fois de l'action prise et de l'état de l'environnement. L'agent ne connaît pas le modèle d'interaction et a pour but de maximiser la somme des récompenses reçues à long terme. Nous considérons différents modèles d'interactions : les processus de décisions markoviens, les processus de décisions markoviens partiellement observés et les modèles de bandits. Pour ces différents modèles, nous proposons des algorithmes qui consistent à construire à chaque instant un ensemble de modèles permettant d'expliquer au mieux l'interaction entre l'agent et l'environnement. Les méthodes dites « model-based » que nous élaborons se veulent performantes tant en pratique que d'un point de vue théorique. La performance théorique des algorithmes est calculée en terme de regret qui mesure la différence entre la somme des récompenses reçues par un agent qui connaîtrait à l'avance le modèle d'interaction et celle des récompenses cumulées par l'algorithme. En particulier, ces algorithmes garantissent un bon équilibre entre l'acquisition de nouvelles connaissances sur la réaction de l'environnement (exploration) et le choix d'actions qui semblent mener à de fortes récompenses (exploitation). Nous proposons deux types de méthodes différentes pour contrôler ce compromis entre exploration et exploitation. Le premier algorithme proposé dans cette thèse consiste à suivre successivement une stratégie d'exploration, durant laquelle le modèle d'interaction est estimé, puis une stratégie d'exploitation. La durée de la phase d'exploration est contrôlée de manière adaptative ce qui permet d'obtenir un regret logarithmique dans un processus de décision markovien paramétrique même si l'état de l'environnement n'est que partiellement observé. Ce type de modèle est motivé par une application d'intérêt en radio cognitive qu'est l'accès opportuniste à un réseau de communication par un utilisateur secondaire. Les deux autres algorithmes proposés suivent des stratégies optimistes : l'agent choisit les actions optimales pour le meilleur des modèles possibles parmi l'ensemble des modèles vraisemblables. Nous construisons et analysons un tel algorithme pour un modèle de bandit paramétrique dans un cas de modèles linéaires généralisés permettant ainsi de considérer des applications telles que la gestion de publicité sur internet. Nous proposons également d'utiliser la divergence de Kullback-Leibler pour la construction de l'ensemble des modèles vraisemblables dans des algorithmes optimistes pour des processus de décision markoviens à espaces d'états et d'actions finis. L'utilisation de cette métrique améliore significativement le comportement de des algorithmes optimistes en pratique. De plus, une analyse du regret de chacun des algorithmes permet de garantir des performances théoriques similaires aux meilleurs algorithmes de l'état de l'art.

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Books on the topic "Divergence cognitive"

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Etemad, Shapour. Cognitive science, linguistics and philosophy of science: An inquiry into their connection and divergence. Uxbridge: Brunel University, 1985.

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Arguments and icons: The cognitive, social, and historical implications of divergent modes of religiosity. Oxford: Oxford University Press, 2000.

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Conference, Ontario Educational Research Council. [Papers presented at the 31st Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 8-9, 1989]. [Toronto, ON: s.n.], 1989.

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Conference, Ontario Educational Research Council. [Papers presented at the 30th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1988]. [Toronto, ON: s.n.], 1988.

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Ontario Educational Research Council. Conference. [Papers presented at the 32nd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 7-8, 1990]. [Ontario: s.n.], 1990.

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Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. [Toronto, ON: s.n.], 1994.

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Ontario Educational Research Council. Conference. [Papers presented at the 34th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 4 - 5, 1992]. [Ontario: s.n.], 1992.

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Ontario Educational Research Council. Conference. [Papers presented at the 35th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 3-4, 1993]. [Toronto, Ont: s.n, 1993.

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Ontario Educational Research Council. Conference. [Papers presented at the 28th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, Dec. 1986]. [Toronto, ON: s.n.]., 1986.

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Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. [Ontario: s.n.], 1991.

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Book chapters on the topic "Divergence cognitive"

1

Lee, Robert. "Entrepreneurial Newcomers and Cognitive Divergence in Bridging Structures." In The Social Capital of Entrepreneurial Newcomers, 99–106. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-59820-2_7.

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Smyth, Nancy J., and A. Desmond Poole. "EMDR and cognitive-behavior therapy: Exploring convergence and divergence." In EMDR as an integrative psychotherapy approach: Experts of diverse orientations explore the paradigm prism., 151–80. Washington: American Psychological Association, 2002. http://dx.doi.org/10.1037/10512-006.

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Núñez, Pablo, Jesús Poza, Carlos Gómez, Víctor Rodríguez-González, Saúl José Ruiz-Gómez, Aarón Maturana-Candelas, and Roberto Hornero. "Characterizing Non-stationarity in Alzheimer’s Disease and Mild Cognitive Impairment by Means of Kullback-Leibler Divergence." In Converging Clinical and Engineering Research on Neurorehabilitation III, 574–78. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01845-0_115.

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Soares da Silva, Augusto. "Convergence et divergence entre le portugais européen et le portugais du Brésil: un projet de sociolexicologie cognitive." In XXVe CILPR Congrès International de Linguistique et de Philologie Romanes, edited by Maria Iliescu, Heidi Siller-Runggaldier, and Paul Danler, 4–243. Berlin, New York: De Gruyter, 2010. http://dx.doi.org/10.1515/9783110231922.4-243.

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Singh, Abhishek. "Niche Divergence." In Encyclopedia of Animal Cognition and Behavior, 1–3. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-47829-6_84-1.

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Singh, Abhishek. "Niche Divergence." In Encyclopedia of Animal Cognition and Behavior, 4664–66. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-319-55065-7_84.

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Gautam, Pallavi. "Divergent Evolution." In Encyclopedia of Animal Cognition and Behavior, 1–8. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-47829-6_501-1.

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Gautam, Pallavi. "Divergent Evolution." In Encyclopedia of Animal Cognition and Behavior, 2072–79. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-319-55065-7_501.

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Runco, Mark A. "Divergent Thinking as Creative Cognition." In The Routledge International Handbook of Creative Cognition, 3–16. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003009351-2.

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Eder, Jens. "Collateral Emotions: Political Web Videos and Divergent Audience Responses." In Cognitive Theory and Documentary Film, 183–203. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90332-3_11.

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Conference papers on the topic "Divergence cognitive"

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Sztaho, David, and Istvan Valalik. "Speech Fluency Measurement of Patients with Parkinson’s Disease by Forward-Backward Divergence Segmentation." In 2019 10th IEEE International Conference on Cognitive Infocommunications (CogInfoCom). IEEE, 2019. http://dx.doi.org/10.1109/coginfocom47531.2019.9090001.

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"A Divergence from Randomness Framework of WordNet Synsets’ Distribution for Word Sense Disambiguation." In The 3rd International Workshop on Natural Language Understanding and Cognitive Science. SciTePress - Science and and Technology Publications, 2006. http://dx.doi.org/10.5220/0002499700710080.

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Poza, Jesus, Carlos Gomez, Maria Garcia, Alejandro Bachiller, Alberto Fernandez, and Roberto Hornero. "Analysis of spontaneous MEG activity in mild cognitive impairment and Alzheimer's disease using Jensen's divergence." In 2014 36th Annual International Conference of the IEEE Engineering in Medicine and Biology Society (EMBC). IEEE, 2014. http://dx.doi.org/10.1109/embc.2014.6943886.

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Sasaki, Hiromasa, Takeo Kato, and Hideyoshi Yanagisawa. "Novelty index for curved surface using KL divergence and its effectiveness on industrial products." In 9th International Conference on Kansei Engineering and Emotion Research (KEER2022). Kansei Engineering and Emotion Research (KEER), 2022. http://dx.doi.org/10.5821/conference-9788419184849.54.

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It is said that the relationship between “novelty” and hedonic response is expressed as an inverse U-shape. The latest studies about perception emphasize “novelty” as a factor of emotion and quantify “novelty” by assessing the difference in amount of information using Kullback-Leibler (KL) divergence. In this study, we proposed a novelty index of closed surfaces using KL divergence focusing on their curvatures. To calculate novelty index, we firstly calculated Gaussian curvature of each vertex in the shape. Then, we defined occurrence probability distribution which represents probability that a vertex has a certain curvature. The KL divergence expresses the difference between the occurrence probability distributions of the standard shape and the target shape. To confirm the effectiveness of the proposed index, we conducted the cognitive experiment using the shape samples of an automobile generated by particle swarm optimization method. The coefficient of determination between the proposed index and sensory evaluation values of “difference” were very high which support the applicability of the index. Furthermore, the consideration of location information increased the correlation with sensory evaluation. This suggests the possibility to evaluate an industrial design requirement quantitatively and contributes to develop the automatic shape generation in product design.

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Namura, Saki, Taro Kanno, Kazuo Furuta, Yingting Chen, and Daichi Mitsuhashi. "Exploring quantitative indicators for monitoring resilient team cognition." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002052.

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Many human factors researchers have explored the cognitive and behavioral factors that affect team performance through behavioral and verbal protocol analyses. These studies primarily used qualitative analyses of observable behaviors and utterances, which makes it difficult to capture the dynamic and resilient team cooperation process directly. Therefore, it is necessary to develop quantitative indicators or measures to assess dynamic processes in team behavior and communication. Once such appropriate indicators or measures are developed, we can compare the performance of different teams quantitatively and find the features of team cognition that support good performance. In the study of complex problem solving, several studies calculated the entropies of utterances from the results of a qualitative analysis of team communication to detect phase changes in complex problem solving (Wiltshire and Butner, 2017). In addition to entropy, this study calculates the Kullback–Leibler divergence (KL) of utterances in segments for the entire team process to identify dynamic features and irregular segments in team communication. We applied the information theory to quantify the features of utterances in segments for the entire team process to find dynamic features and irregular segments in team communication. We analyzed the utterance data of a three-person team working on a task that required dynamic role assignment and collaboration. We first analyzed the turn-taking and communication contents and then visualized them using recurrence plots to visually find sequential patterns. We then calculated the Kullback–Leibler divergence (KL) and plotted it with sliding windows to analyze the dynamic features in team communication. The results showed that the bias of the content increased with disturbances, which suggests that the proposed indices can be used to capture speech distortions caused by external disturbances.

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Chaudhari, Ashish M., Ilias Bilionis, and Jitesh H. Panchal. "Similarity in Engineering Design: A Knowledge-Based Approach." In ASME 2019 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/detc2019-98272.

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Abstract Similarity assessment is a cognitive activity that pervades engineering design practice, research, and education. There has been a significant effort in understanding similarity in cognitive science, and some recent efforts on quantifying the similarity of design problems in the engineering design community. However, there is a lack of approaches for measuring similarity in engineering design that embody the characteristics identified in cognitive science, and accounts for the nature of design activities, particularly in the embodiment design phase where scientific knowledge plays a significant role. To address this gap, we present an approach for measuring the similarity among design problems. The approach consists of (i) modeling knowledge using probabilistic graphical models, (ii) modeling the functional mapping between design characteristics and the performance measures relevant in a particular context, and (iii) modeling the dissimilarity using KL-divergence in the performance space. We illustrate the approach using an example of a parametric shaft design for fatigue, which is typically a part of mechanical engineering design curricula, and test the validity of the approach using an experiment study involving 167 student subjects. The results indicate that the proposed approach can capture the well-documented characteristics of similarity, including directionality, context dependence, individual-specificity, and its dynamic nature. The approach is general enough that it can be extended further for assessing the similarity of design problems for analogical design, for assessing the similarity of experimental design tasks to real design settings, and for evaluating the similarity between design problems in educational settings.

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Mozzaquatro, Patricia Mariotto, Fábio Teixeira Franciscato, Patric da Silva Ribeiro, and Roseclea Duarte Medina. "Ambiente Virtual de Aprendizagem Móvel adaptado aos diferentes estilos cognitivos utilizando Hipermídia Adaptativa." In Workshop de Informática na Escola. Sociedade Brasileira de Computação - SBC, 2010. http://dx.doi.org/10.5753/wie.2010.25398.

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Este artigo apresenta a adaptação do ambiente virtual de aprendizagem Mobile Learning Engine Moodle aos diferentes estilos cognitivos utilizando a hipermídia adaptativa. A validação do sistema foi realizada em duas turmas onde foi ministrado o Curso sobre Softwares Educativos. Os materiais e atividades foram apresentados de acordo com os quatro Estilos cognitivos que mais se destacaram: Holista, Serialista, Divergente e Reflexivo. Os resultados inferidos mostraram que o AVA adaptado influenciou positivamente no processo de aprendizagem dos alunos e consequentemente na sua estrutura cognitiva.

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Milovanovic, Julie, Mo Hu, Tripp Shealy, and John Gero. "Evolution of Brain Network Connectivity in the Prefrontal Cortex During Concept Generation Using Brainstorming for a Design Task." In ASME 2020 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/detc2020-22563.

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Abstract The research results presented in this paper explore the temporal changes in central regions of the prefrontal cortex (PFC) during design brainstorming. Design mobilizes a range of cognitive processes such as problem analysis and framing, concept generation, decision-making, visual reasoning and creative problem solving. Concept generation is supported by an iteration of divergent and convergent thinking. The process of brainstorming focuses primarily on divergent thinking. Measurement techniques from neuroscience were used to quantify neurocognitive activation during concept generation using brainstorming during a design task. Correlations in brain activation were used with graph theory to describe brain network connectivity and present the temporal evolution of network centrality in the PFC during brainstorming. The results reveal shifts of network centrality between the right, medial, and left PFC, suggesting possible shifts in the dominant cognitive functions between divergent and convergent thinking during design brainstorming. The alternations of centrality and connectivity between hemispheres provides a consistent mapping with the theory of dual reasoning process in prior design cognition studies. This empirical study with ten graduate engineering students offers initial results to further explore connections between brain network connectivity and cognitive processes when brainstorming during a design task. It provides new evidence to examine existing theories of design.

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Feather, Jenelle, Guillaume Leclerc, Aleksander Ma ̨dry, and Josh H. McDermott. "Model metamers illuminate divergences between biological and artificial neural networks." In 2022 Conference on Cognitive Computational Neuroscience. San Francisco, California, USA: Cognitive Computational Neuroscience, 2022. http://dx.doi.org/10.32470/ccn.2022.1147-0.

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Jung, Heejung, Aryan Yazdanpanah, Alireza Soltani, and Tor Wager. "Divergent effects of expectations on behavior and brain." In 2023 Conference on Cognitive Computational Neuroscience. Oxford, United Kingdom: Cognitive Computational Neuroscience, 2023. http://dx.doi.org/10.32470/ccn.2023.1161-0.

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Reports on the topic "Divergence cognitive"

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Berlin, Noémie, Jan Dul, Marco Gazel, Louis Lévy-Garboua, and Todd Lubart. Creative Cognition as a Bandit Problem. CIRANO, May 2023. http://dx.doi.org/10.54932/anre7929.

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This paper characterizes creative cognition as a multi-armed bandit problem involving a trade-off between exploration and exploitation in sequential decisions from experience taking place in novel uncertain environments. Creative cognition implements an efficient learning process in this kind of dynamic decision. Special emphasis is put on the optimal sequencing of divergent and convergent behavior by showing that divergence must be inhibited at one point to converge toward creative behavior so that excessive divergence is counterproductive. We test this hypothesis in two behavioral experiments, using both novel and well-known tasks and precise measures of individual differences in creative potential in middle and high school students. Results in both studies confirmed that a task-dependent mix of divergence and convergence predicted high performance in a production task and better satisfaction in a consumption task, but exclusively in novel uncertain environments. These predictions were maintained after controlling for gender, personality, incentives, and other factors. As hypothesized, creative cognition was shown to be necessary for high performance under the appropriate conditions. However, it was not necessary for getting high grades in a traditional school system.

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