Academic literature on the topic 'Expanding Knowledge in Psychology and Cognitive Sciences'

The traditional concept of the teaching staff continually is expanding and changing not only in the content but in the methodology and in the forms of learning as well because of the permanent change of the social conditions and the advancement of the science and technology. The teacher is a mediator of the knowledge and a key person who realizes the reforms and the teaching processes into practice and that is why the present and the future requires from the teacher qualified, expert and fundamental pedagogical knowledge .The competences and the skills as a changeable category mainly recognized and focused on the enrichment and the personal development of someone who learns, besides the initial education implies flexibility as well. Even more it implies improvement of the skills and the knowledge according to the given time frame periods and life conditions by the science and the technology development. During the teachers’ initial education there is a need of expanding their pedagogical skills and competences in order the pedagogical function to be fulfilled in a modern world using the foreign language in the teaching process as a tool for an entry to new resources and innovative techniques of studying.In the paper there is a presentation of a short comparison of the teachers’ competences in the English linguistic speaking areas and in Macedonia through comparing the educational programs of the higher faculty institutions and colleges.We will present their attitudes and opinions in terms of the level of the acquired competences in the initial education. The results are to be used in the professional improvement of the teaching competences of the English language and other subject teachers during their initial education. The research implemented with the teachers in the schools led to the conclusion that there is an immense need of expanding the teachers’ competences during their initial education.

This study investigates the effectiveness of the serious game like2be, which has been developed to support the individual career orientation process of adolescents by broadening their occupational horizon. In this paper, we present results from an intervention study with n = 809 adolescents in Swiss schools at the lower secondary education level. To analyze the extent to which cognitive, affective, and motivational factors are stimulated and what influence they have on expanding knowledge about occupations (measured learning outcome), we applied confirmatory factor analysis, multiple linear regression, and a structural equation model. The results indicate that the stimulation of cognitive processes through serious gaming has a statistically significant impact on learning outcome, although such factors as enjoyment, flow experience, or self-perceived benefits in playing like2be did not significantly impact gain in knowledge about occupations.

The article traces the application of the PER MA model in the innovative STE M subject Space Research. The design of educational solutions takes into account modern trends in the development of „soft skills“ and an integrated set of knowledge aimed at identifying and solving problems in the micro- (individual) and macro (global) context of the individual and the community in a period of dynamic digitalization and robotization of personal and social parameters and their consolidation into business intelligent systems (BIS ). The content design for the STE M subject Space Research is based on the PER MA model in positive psychology and presents the ways in which it is realized through: an integrated learning approach, combined with a set of hardware and software solutions that ensure the realization of goals, expanding the parameters of personal development of students and setting new challenges for learning and mental (cognitive and emotional) growth.

El consumo de alcohol se considera un problema de salud pública en la mayoría de sociedades. La investigación sobre procesos cognitivos implícitos y la conducta adictiva se ha expandido enormemente durante la última década. El conocimiento de los procesos implícitos ofrece una visión diferente frente a los tradicionales enfoques cognitivos que explicaban las conductas adictivas, ya que suponen que el comportamiento a menudo no es resultado de una decisión reflexionada que tenga en cuenta los pros y los contras conocidos por el individuo. En este trabajo pretendemos validar una herramienta en idioma español para poder identificar las actitudes positivas y negativas hacia el alcohol a nivel implícito del procesamiento en una población de estudiantes de la Universidad Técnica de Ambato. Existe una novedosa y sugerente línea de investigación en esta área, pero todos los instrumentos utilizados se han desarrollado en lengua inglesa. La importancia de validar una herramienta gratuita y libre en español que permita evaluar a nivel implícito las actitudes (positivas o negativas) asociadas al alcohol facilitará la detección temprana de jóvenes en riesgo, así como desarrollar campañas de prevención de alcohol eficaces. En definitiva, ofrecer una herramienta de libre distribución a la carrera de Psicología de la UTA, eficaz para crear y/o adaptar una tarea estándar de actitud implícita (TAI) para medir procesos cognitivos automáticos. El empleo de este tipo de tareas implícitas suponen un avance para el estudio de las ciencias humanas y se adscriben a novedosas líneas de investigación en el campo de las adicciones. Palabras clave: Alcohol, salud, prevención, procesos cognitivos implícitos, conducta adictiva, herramienta libre psicología, test de asociación implícita, TAI, validación, actitud, desafío, expectativa, dependencia y prevención ABSTRACT: Alcohol consumption is considered a public health problem in most societies. Research on implicit cognitive processes and addic- tive behaviors has increased significantly in the last decade. The knowledge of implicit processes provides a different perspective compared to traditional cognitive approaches to explain addictive behaviors, since they assume that human behavior is not the result of a reflexive decision that considers the pros and cons. In this work, we aim to validate a tool in Spanish to identify the positive and negative attitudes towards the alcohol at an implicit processing level for a population of students at the Technical University of Ambato (UTA). There exists a new and appealing research line at this area, but all the tools were developed in English language. The interest in validating our new free tool in Spanish to evaluate at an implicit level the attitude (i.e. positive or negative) towards alcohol will make easy the early detection of young population at risk. Moreover, it will also help with the development of effective prevention campaigns. In short, we aim in providing this effective free tool to create and/or adapt a standard implicit attitude task (TAI) to measure automatic cognitive processes, to the degree of Psychology in the UTA. The application of this type of task mean a new research line related with addictions and also represents advancement in the study of Social Sciences. Keywords: Alcohol, health, prevention, implicit cognitive processes, addictive behavior, psychology free tool, validation, attitu- de, expectancy challenge, Implicit Association Test (IAT), implicit cognition, mediation, dependency, and prevention.

Purpose This paper aims to share key ideas forwarded in the five-book series focused on the Intelligent Social Change Journey (ISCJ) reflecting the latest research in the Consciousness Series supported by the Mountain Quest Institute and collaborators. This review is based on five separate books released as Part I (Laying the Groundwork), Part II (Learning from the Past), Part III (Learning in the Present), Part IV (Co-Creating the Future) and Part V (Living the Future) of The Profundity and Bifurcation of Change. Design/methodology/approach Reflecting the consilience approach taken by this in-depth research, the review of ideas provided in this paper tap into a deep array of research in knowledge and learning, with specific reference to recent neuroscience understanding that is emerging, and looks to psychology, physics, cell biology, systems and complexity, cognitive theory, social theory and spirituality for their contributions. The five books are heavily referenced (look to the larger work for these references) and, considering the individual as an intelligent complex adaptive learning system (Bennet et al., 2015b), entangle materials from science to philosophy, facts to psychology, management to poetry and words to pictures. This much shorter review can only partially represent this approach. Findings At this point in the history of humanity ? in the midst of a conscious expansion of our human capacity and understanding ? the rules are changing. As we move away from predictable patterns susceptible to logic, we are increasingly reliant on our ?gut? instinct, an internal sense of knowing that can tap into the intuitional plane. Yet, this knowing can only serve us if we ?know? what to do with it, how to act. Development of our mental faculties is essential to acting. We are on a developmental journey of the body, mind and heart, moving from the heaviness of cause-and-effect linear extrapolations, to the fluidity of co-evolving with our environment, to the lightness of breathing our thought and feelings into reality. Grounded in development of our mental faculties, these are phase changes, each building on and expanding previous learning in our movement toward intelligent activity. Originality/value This review lays the groundwork for the ISCJ, exploring consciousness through the lens of the cause-and-effect logic of Phase 1 (Learning from the Past), the co-evolving of Phase 2 (Learning in the Present) and the creative leap of Phase 3 (Co-Creating the Future). This research connects the expansion of consciousness to development of the human knowledge system.

Introduction. In recent years, teachers of most technical and natural sciences faculties find the level of freshmen starting a course of higher mathematics insuf-ficient to comprehend the basics of logical constructions. It is difficult for students to clearly realize that, for example, they should learn to prove a statement as a theorem or give a counter-example; in mathematics there are such terms as necessary and sufficient conditions, cause and effect; the system of equations and their totality are dif-ferent things; the properties of mathematical objects are subject of study; solving inequalities or equations requires understanding but not mechanical memorization. All these semantic subtleties make up the concept of mathematical culture based on clear logic reasoning and conclusion. Logical thinking is required in most activities, from business to programming. The relevance of the research is caused by the neces-sity to create a new educational environment free from such negative facts that some students have a low level of mathematical knowledge, skills and abilities; they are enable to independently acquire new mathematical knowledge and skills; their experience in mathematical, communicative and cognitive activity, necessary for a successful future career, is insufficient. International and Ukrainian scientists in the field of pedagogy and psychology diversely studied the problems of intellectual development and mathematical culture of students. (Jean Piaget , Jerome Seymour BrunerLev Vygotsky, Yuriy Hilbukh, Leonid Zankov, Vasilii Davydov, Daniil Elkonin, G.S. Kostiuk, Z.I. Kalmykova, N.O. Menchynska, S. L.Rubinstein, V.F. Palamarchuk, N.F.Talysina etc).The purpose of the articleis to generalize the pedagog-ical essence of mathematical culture, determine the place and role of mathematical education in the formation of students' mathematical culture, study pedagogical pre-requisites and specific technologies of its formation while teaching mathematics and determine conditions for crea-tion of the culture of mathematical language. The methods of analysis, comparison, explication, ab-straction are used in the study. Results. The development of mathematical culture of students involves a number of stages: formation of the student as a subject of educational mathematical activity; awareness of the mathematical education value; creating a holistic view of mathematical activity of the student; understanding mathematical learning materials; reflection of the general structure of mathematical activity in the educational activity; mathematical language acquisition, ability to correctly express and explain operations, ability to use mathematical signs and symbols; gaining under-standing of mathematical modeling as a mathematical method of reality cognition; mastering the system of mathematical concepts, general methods of operations; intellectual and spiritual development of students, includ-ing the development of mathematical thinking, meeting the requirements of modern information society, the develop-ment of children's motivation, creativity, research skills. The culture of mathematical language can only devel-op if the student has a sufficiently strong scientific base that allows him not to concentrate on thinking about the scientific accuracy of a story but to focus on how to speak. Originality. The Internet provides lots of opportunities to develop mathematical culture and present information of different nature: 1) mathematical information for com-pulsory learning i.e. comprehensible knowledge, filled with personal meaning should become a student's acqui-sition; 2) mathematical information for expanding ideas about the subject i.e. elements of logic, combinatorics, probability theory; 3) background information plays an important role in acquiring information, realizing its value, and creating the interest and need to study mathematics.Conclusions. The level of mathematical culture of stu-dents significantly increases under condition of taking nto account the leading ideas of modern international and Ukrainian psychological and pedagogical science about intellectual development of the personality; theoreti-cal substantiation of the content of students' mathemati-cal culture; working out a science-based approach to the technology of development of mathematical qualities of the personality when studying mathematics. In order to improve the culture of mathematical lan-guage, it is necessary to increase the classroom time for the development of oral language skills; allocate 10-15 minutes for oral questioning at every lesson; organize home test papers with an oral performance report in the form of an interview; conduct credit tests orally. Such forms of work contribute to the development of students' mathematical language

Cognitive and Behavioral Rehabilitation: From Neurobiology to Clinical Practice. Jennie Ponsford (Ed.). 2004. New York: Guilford Press. 366 pp., $50.00 (HB).The World Health Organization estimates that approximately 90 million people, or 1.5% of the world population, are in need of rehabilitation services at any given point in time (WHO, 2003). Many of these individuals are at risk for long-term disability due to brain injury and disease. They range from the young, who increasingly survive early brain insults, to older adults, whose independence and every day functioning may be threatened by the onset of neurologic impairments. As medical advances improve survival rates and longevity, the number of those in need of cognitive and behavioral rehabilitation services to enhance functioning is likely to grow. This situation raises pressing questions, such as, who will get better with what rehabilitation treatment, and why?

WHY SCIENCE AND FAITH BELONG TOGETHER: Stories of Mutual Enrichment by Malcolm A. Jeeves. Eugene, OR: Cascade Books, 2021. 294 pages. Paperback; $35.00. ISBN: 9781725286191. *Many sense tension between modern science and Christian faith. Malcolm Jeeves, however, intends to show how the two are quite complementary. As Emeritus Professor (University of St. Andrews), past-President of the Royal Society of Edinburgh, Fellow of both the Academy of Medical Sciences and the British Psychological Society, and a prolific author in the arena of science and faith, he is supremely qualified to write this book. *The Preface reveals his motives: emails from distraught students despairing over a faith that seems incompatible with modern science, and polls showing the mass exodus of young people from faith for the same reason. The emails come from those appealing desperately to believing experts for help to hang on to faith, while the polls represent those making the opposite choice by voting with their feet. Scripture has much longer roots than modern science: the written texts go back two or three millennia, and the oral traditions underlying them another several millennia, whereas modern science is very new. So, when these two divinely inspired searches for truth seem to come into conflict, the tendency for some is to favor the tried-and-true, whereas others feel it necessary to favor what is seen as the "new-and-improved." Jeeves's goal is to show how these two books actually complement one another even when they appear to conflict. *The book is divided into three sections. The first looks at how science and cultural changes seem to keep shrinking and changing God, while introducing new alternative gods. God had long been the explanation for many previously unanswerable questions (the origin of the universe and of life, for example), but as modern science made more and more discoveries and filled in knowledge gaps, God grew smaller and smaller. At the same time, changes in societal values prompted some to re-define God to conform to more modern thinking. Essentially, we started making God in our own image using insights gleaned through science (psychology, psychoanalysis [pp. 35–38]) and theology (Augustine, Aquinas, Jonathan Edwards, Karl Rahner [pp. 38–41]). A plethora of substitute gods came into view, chief of which is technology. Social media and the internet seemed to facilitate the erosion of belief. However, Jeeves closes out this section looking at how science and technology can also expand our view of God. From studies of the very small (including DNA and the genetic code) to the very large (the known universe expanding from an estimated radius of 100,000 light years in 1917 to the present day estimate of 46 billion light years), there is now greater reason to be in awe of the Creator God. *The second section explores five major questions: (1) human origins; (2) human nature; (3) miracles of nature; (4) healing miracles; and (5) the nature of faith. For each, there is a pair of chapters: one subtitled "evidence from scripture," and a complementary chapter subtitled "evidence from science." Those subtitles might be misconstrued to imply that evidence would be proffered to explain or answer the question. Sometimes, that is the case. More often, distinct lines of evidence are cited to raise thought-provoking questions, provide divergent perspectives, add a bit of color or fill gaps, and call for more careful nuancing of the data. They serve more to stimulate questions and reflection than to provide an overview or explanation. I eventually came to see that the two sources of human evidence, when brought together within the mind of the reader, become a three-dimensional stereoscopic hologram. *In chapters 4 and 5, on human origins, Jeeves opens with the challenge, voiced by other secular scientists, that genetics does not explain everything about humanity, such as the emergence of personhood and consciousness, our moral values and ethical sense, and language. Therefore, standard evolutionary theory is too limited in scope and needs a "re-think." Equally true, however, theological explanations of these also need a "re-think." The scientific data clearly shows that humans are not starkly different from other animals, and in fact that it is almost certain that we evolved from them. We humans are, though, much more than genes, tissues, and organs. *In chapters 6 and 7, on human nature, nonscholars (both believing and not) are in nearly unanimous agreement that Christianity is critically tied to substance dualism--the idea that humans comprise a material body and an immaterial soul/spirit. In contrast, many scholars, across the spectra of belief (belief/nonbelief) and knowledge (science/theology/philosophy), see major problems with such dualism. Can science explain the soul? Is the case of a child with nearly normal cognitive abilities but lacking a major proportion of brain mass, evidence for a nonmaterial soul (p. 101)? Does Libet's experiment say anything about free will (p. 102)? If humans do not exhibit categorical differences from animals, how are we created in the image of God? *In chapters 8 and 9 (on miracles of nature), Jeeves asks a number of questions. Do miracle claims constitute proof of God? Is God a divine upholder, or occasional gap filler? Do attempts to explain miracles "[explain] them away" (pp. 140–41)? What exactly do we mean by words such as "miracle" and "supernatural"? What does the Bible mean by "signs" and "wonders"? Is there merit in trying to normalize biblical phenomena that appear to be miraculous, using modern scientific explanations? Or do such attempts only raise other problems? *Chapter 10 addresses healing miracles. If someone claims an experience/event which can be shown to have a probability of one-in-a-million, is that a miracle ... given that those odds predict that roughly 7,500 such events will occur within the present global human population? Do religious people tend to live healthier or longer lives than their secular counterparts? Studies that look at cognitive variables (depression; optimism) might suggest "yes," while those that look at biological variables (cancers; cardiovascular events) say "no" (p. 171). Do prayers become cosmic-vending machines? Do miracle claims stand up to medical/scientific scrutiny? Do they need to? *Chapters 11 and 12 concern the multifaceted nature of faith. Jeeves describes faith as involving "credulity," "intellectual assent," and "the psychological processes involved in the act of believing" (p. 178), and then compares faith with belief, doubt, trust, certainty, action, and discipleship (pp. 178–82). Jeeves recounts fascinating evidence from patients suffering various forms of brain disease (Alzheimer's, Parkinson's), discussing how such biological injuries degrade their enjoyment of faith because they rob them of the ability to focus attention, feel emotion, or keep track of a sermon or a passage of scripture (which, Jeeves points out, is another argument against substance dualism). He also looks at how brain dysfunction affected many well-known people of faith, including Martin Luther, John Bunyan, John Wesley, William Cowper, Gerard Manley Hopkins, Lord Shaftesbury, and Christina Rossetti. *The third section focusses on a central theme in this book: that of God interacting with creation in general, and humans in particular. God does this by creating all things, including humans, in his image (as the divine creator), by constantly upholding that creation through natural laws which he has set in place to maintain it (as the divine sustainer), and by putting off his divinity and embodying himself within creation (divine self-emptying or kenosis). Here, Jeeves unpacks divine kenosis, as well as the evolutionary origins and emergence of kenotic behavior in his creatures (otherwise commonly known as altruism, love, compassion, and empathy). *The book concludes with a valuable resource for self-reflection and group study. For each of the thirteen chapters, he provides a few relevant scripture passages, a variety of short paragraphs to review and reflect upon, a number of specific questions for discussion, and suggestions for further readings (books, articles, web-links). *The book is written at the level of a well-read and informed lay-person. No formal training in science or religion is needed, although a keen interest in both is essential. Overall, I found the book very useful, and I highly recommend it. But actions speak louder than words. My first thought upon reading it was to suggest it to my own church pastor for a small group book study; he read the book, then promptly and convincingly made the sales pitch to our church leaders. *Reviewed by Luke Janssen, Emeritus Professor in the Faculty of Health Sciences, McMaster University, Hamilton, ON.

It has become increasingly important for individuals to understand infections disease, as there has been a tremendous rise in viral and bacterial disease. This research examines systematic misconceptions regarding the characteristics of viruses and bacteria present in individuals previously educated in biological sciences at a college level. 90 pre-nursing students were administered the Knowledge Acquisition Device (KAD) which consists of 100 True/False items that included statements about the possible attributes of four entities: bacteria, virus, amoeba, and protein. Thirty pre-nursing students, who incorrectly stated that viruses were alive, were randomly assigned to three conditions. (1) exposed to information about the ontological nature of viruses, (2) Information about viruses, (3) control. In the condition that addressed the ontological nature of a virus, all of those participants were able to classify viruses correctly as not alive; however any items that required inferences, such as viruses come in male and female forms or viruses breed with each other to make baby viruses were still incorrectly answered by all conditions in the posttest. It appears that functional knowledge, ex. If a virus is alive or dead, or how it is structured, is not enough for an individual to have a full and accurate understanding of viruses. Ontological knowledge information may alter the functional knowledge but underlying inferences remain systematically incorrect.

Piagetian scholars argue that the effect of problem content, e.g., empirical knowledge, should decrease with age. Indeed, they believe that the empirical knowledge cannot affect human problem-solving after individuals approach the formal operation stage. In arguing this point, this study uses an A-AR model to address how empirical knowledge affects the problem-solving process among Taiwanese secondary students. The A-AR model is borrowed from mathematics and the symbols, A, A, and R, represent Assumption, Answering, and Reasoning, respectively. Similar to solving mathematics problems, the A-AR model problems require participants to use the given assumptions by logical reasoning in order to respond to the problems. In this situation, the effect of empirical knowledge on problem-solving is easy to detect. There are three results about human problem-solving found in this study. First, the empirical knowledge still affects human problem-solving at the formal operation stage. Not like the Piagetian scholars' assumption: the effect of empirical knowledge is decreasing with age, this study finds that the effect of empirical knowledge is S-shape. The S-shape is a result of academic training. Second, the academic training, major, shapes human problem-solving strategies. For instance, the 12th grade science students' problem-solving strategy is based on logical reasoning ability by the given assumptions and the same grade social science students' strategy is according of their empirical knowledge. Third, the interference of logical reasoning ability and empirical knowledge is a predictor of the empirical knowledge effect on human problem-solving. The relation between the empirical knowledge and interference can be characterized as: the more negative interference the participants have, the more of the empirical knowledge effect they will have in the next year. This study does not agree with the Piagetian theory about human problem-solving: the effect of empirical knowledge should decrease with age. Indeed, this study argues that the problem content still affects human problem-solving after individuals move into the formal operation stage. The different kinds of academic training---science and social science major---shape human problem-solving strategies into either a logical reasoning base or an empirical knowledge stand, respectively.

Over the last 30 years, organ transplantation has become a common life saving surgery. However, organ transplantation is still limited by a lack of viable organs due to the small number of individuals who sign a donor card or agree to donate their next-of-kin's organs. What has been found to be effective to increase donation rates is to bring donation “closer to home” by using public awareness campaigns, and by increasing the emotional connect between the donor and the recipient. The current study attempted to increase the emotional connection between the donor and the recipient by providing the donor family with general, anonymous demographic information about potential recipients at the time of the request for a next-of-kin's organs. Both the control group ( N = 169) and the experimental group ( N = 162) viewed an educational video about organ donation, followed by a dramatization of an organ procurement coordinator requesting participants to donate their next-of-kin's organs. The dramatization for the experimental group contained general, anonymous demographic information (e.g., age, gender, number of children) about potential recipients. The control group dramatization did not contain any demographic information about potential recipients, which is similar to the actual request process currently used by the organ procurement coordinators. As hypothesized, providing general, anonymous demographic information about potential recipients increased the willingness of the donor family to donate their next-of-kin's organs as measured by a significantly higher score on the experimental group's Willingness to Donate a Next of Kin's Organs Survey. Furthermore, providing recipient information also increased the willingness for the participants of this study to take action towards becoming organ donors. Finally, both groups showed an increase in knowledge about organ donation as well as an increase in positive attitudes and a decrease in negative attitudes toward organ donation. The implications of these results are discussed.

The problem addressed in this study was how knowledge managers facilitated the process of knowledge creation. Researchers identified this area as important because it begins to fill the literature gap in the dynamics surrounding knowledge creation. Using 4 research questions developed from the theory of dynamic organizational knowledge creation, the study investigated how knowledge managers facilitated and supported knowledge creation, promoted knowledge formation, and accounted for knowledge gaps. The theory was selected to provide a framework and an analytical perspective on the process of knowledge creation. A qualitative research design was used to learn from a sample of 12 Chief Knowledge Managers their experiences orchestrating a knowledge management program. In-depth interviews were conducted with each participant, transcribed and imported to NVivo. Data were analyzed using the theory and findings were validated via member checking and triangulation. The results revealed that knowledge managers facilitated knowledge creation by building on social and cultural factors, providing leadership, and incentivizing knowledge sharing. Skills identified for facilitating knowledge creation were future envisioning, change management, interpersonal communication, and culture building. Future research would benefit from studies that focused on the outcomes of knowledge management efforts, the perceptions of organization members to determine if knowledge management efforts facilitated knowledge creation and if knowledge managers follow a specific cognitive learning theory. The social change implications from the present study include strengthening the potential for knowledge creation in organizations, prompting shifts in established paradigms, and fostering trust and expectation from collaboration.

Thesis (Ph.D.)--Antioch University, 2010.
Title from PDF t.p. (viewed March 26, 2010). Advisor: Al Guskin, Ph.D.. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2010."--from the title page. Includes bibliographical references (p. 258-265).

Dissertation (Ph. D.)--University of Akron, Dept. of Psychology, 2009.
"August, 2009." Title from electronic dissertation title page (viewed 9/2/2009) Advisor, Rosalie J. Hall; Committee members, Steven R. Ash, James M. Diefendorff, Paul E. Levy, Robert G. Lord; Department Chair, Paul E. Levy; Dean of the College, Chand Midha; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.

L'extension des limites (boundary extension, Intraub & Richardson, 1989) fait référence à unedistorsion de la mémoire visuo-spatiale survenant suite à la perception de scènes. Celle-ci setraduit par une tendance à surestimer l'étendue de la scène préalablement perçue,l'observateur se remémorant des détails que ne contenait pas la scène originale, mais que lecontexte rend plausible d'inférer. Bien que décrite comme robuste, quelques recherchesmenées ces dernières années en suggèrent la modulation par certaines caractéristiques propresà l'observateur (Mathews & Mackintosh, 2004 ; Munger, Owens, & Conway, 2005).L'ensemble des études présentées ici s'inscrit dans cette lignée, en testant à la fois le rôle desconnaissances préalables - que celles-ci soient relatives à la structure environnante de la scèneperçue, ou qu'il s'agisse de connaissances expertes - et le rôle de la réactivité de l'individu àcertains stimuli de nature émotionnelle. L'ensemble des résultats observés fait état d'unemodulation de l'extension (i.e. réduction, voire annulation) par les facteurs décrits ci-dessus.

Cette thèse porte sur le raisonnement explicatif : quel rôle les explications jouent-elles dans nos inférences, comment guident-elles nos stratégies d'exploration, et comment nous amènent-elles parfois à l'adoption de fausses croyances ? Ces questions théoriques sont motivées par la philosophie du raisonnement, de la connaissance et de la logique. Elles sont traitées avec les méthodes empiriques des sciences cognitives, au moyen d'expériences comportementales qui utilisent des matériaux concrets et réalistes. La thèse commence par analyser la portée descriptive de l'inférence à la meilleure explication, qui a été théorisée en philosophie comme permettant de justifier les croyances dans des contextes non déductifs. Elle examine ensuite l'inférentialisme, une récente sémantique des conditionnels selon laquelle le sens d'un énoncé conditionnel dépend de la relation entre antécédent et conséquent, relation qui peut être notamment de nature déductive, inductive ou abductive. Elle étudie aussi comment d'autres attitudes épistémiques, notamment les décisions de recherche, prennent en compte la qualité explicative des hypothèses examinées. Enfin, elle propose d'expliquer l'attrait des théories du complot par deux sources : la prédisposition de certaines personnes à un mode de pensée complotiste et l'impression de qualité explicative que ces théories sont capables de produire. Sa conclusion, que les considérations explicatives jouent un rôle important dans le raisonnement et la cognition, constitue une avancée pour les domaines de la philosophie et de la psychologie. Elle souligne aussi la fertilité d'une alliance de ces deux disciplines pour la recherche en sciences cognitives
This research investigates how people reason about explanations: what role do they play in people's inferences, how do they guide people's exploration strategies, and how do they sometimes lead them to endorse false beliefs? These theoretical questions are motivated by the philosophy of reasoning, knowledge and logic. They are pursued with the rigorous empirical methods of cognitive science, using behavioral experiments with realistic and concrete materials. The thesis starts with an examination of the empirical adequacy of inference to the best explanation, an explanatory inference rule that philosophers have theorized to provide grounds for warranted belief in non-deductive contexts. Next, it puts inferentialism to the test, a novel semantic of conditionals according to which the interpretation of a conditional depends on the strength of the relationship between antecedent and consequent, which can be deductive, inductive, or abductive in nature. Then, it considers how other epistemic attitudes, and in particular pursuit decisions, take into account the explanatory quality of the hypotheses being investigated. Finally, it develops an account of belief in conspiracy theories that proposes two types of sources for their appeal: people's predisposition to conspiracist ideation and the explanatory virtues that these theories appear to exhibit. The finding that explanatory considerations play an important role in reasoning and cognition contributes both to the philosophical and psychological literatures; it also emphasizes how fruitful an alliance between these two fields can prove for research in cognitive science

La these se compose de quatre parties. Dans la premiere partie, nous esquissons le contexte theorique et historique dans lequel se situe le probleme de la conscience. Dans le premier chapitre, il s'agit de donner un apercu de l'arriere-plan conceptuel et methodologique qui contribue a definir les problemes que nous allons poser. Dans le deuxieme chapitre, nous presentons plus specifiquement les theses et les arguments qui plaident en faveur de l'existence des proprietes phenomenales de la conscience. Dans le troisieme chapitre, nous examinons quelques projets de naturalisation de la conscience proposes dans le cadre des neurosciences. Nous montrons de quelle maniere ces theories sont susceptibles de contribuer a la comprehension des processus conscients, ainsi que leurs limites explicatives. Dans la deuxieme partie de la these, nous affrontons les problemes conceptuels lies a l'ambiguite des notions de qualia et de conscience phenomenale, telles qu'elles ont ete formulees par les philosophes de l'esprit. Dans le quatrieme chapitre, nous presentons de nombreux cas de dissociations entre connaissance implicite et connaissance explicite qui justifient sur le plan empirique la distinction conceptuelle entre la conscience d'acces et la conscience phenomenale. Un autre phenomene, dit impression de savoir, nous semble illustrer la realite psychologique de ces deux types de conscience. Dans le cinquieme chapitre, notre critique s'adresse a la theorie d'ordre superieur de la conscience. Dans la troisieme partie, nous exposons notre conception modulariste de la conscience phenomenale. Dans le sixieme chapitre, nous proposons l'idee selon laquelle les proprietes phenomenales relevent de dispositifs modulaires specialises dans le traitement de l'information perceptive et proprioceptive. Dans le septieme chapitre, nous abordons le probleme des relations entre intentionnalite et conscience. En tant que re
The thesis is composed of four parts. In the first part, i present the theoretical and historical framework of the problem of consciousness. In the first chapter, an overview of the conceptual and methodological background is given in order to define the problems i shall raise. In the second chapter, i set out the hypothesis and the arguments in favor of the existence of phenomenal properties of consciousness. The third chapter exams some projects of naturalisation of consciousness proposed by neuroscience. I show how, and to what extent, such theories can help understanding of conscious processes. In the second part of the thesis, i deal with the conceptual problems due to the ambiguity of the notions of "qualia" and of "phenomenal consciousness", such as those put forward by philosophers of mind. In the fourth chapter, i present several cases of dissociation between implicit and explicit knowledge which empirically justify the conceptual distinction between cognitive consciousness and phenomenal consciousness. The phenomenon named "feeling of knowing", seems to suggest the psychological reality of these two types of consciousness. In chapter 5, i critique the high-order theory of consciousness. In the third part, i put forward a modularist conception of phenomenal consciousness. The sixth chapter deals with the idea according to which phenomenal properties depend on a modular device specialised in the processing of perceptual and proprioceptual information. Chapter 7 is focused on intentionality and consciousness

The distinction between technical and contextual performance is widely recognized in the Industrial/Organization Psychology literature (Sackett & Lievens, 2008). Less well-understood are the causal antecedents of performance in these domains and how those antecedents relate to each other. Motowidlo, Borman, and Schmit (1997) proposed that technical performance is determined largely by cognitive ability, which acts through the mediator technical knowledge to influence technical performance. They also proposed that contextual performance is mainly determined by personality traits and that these traits influence contextual performance via the mediating variable contextual knowledge. Although prior research has examined some of the causal antecedents proposed by Motowidlo et al. (1997), no study has examined these four variables simultaneously, in addition to gathering information about performance criteria in the two domains. This study examined these six variables in a sample of medical students. In keeping with the verbiage used in the medical literature, students' contextual knowledge is referred to as professional knowledge and their contextual performance is referred to as professional performance. Medical students (N = 209) beginning their third year at the University of Texas Medical School at Houston completed measures of professional knowledge and the Big Five personality traits and consented to have their MCAT scores (a proxy for cognitive ability) and their first- and second-year course grades (grade point average; a measure of their technical knowledge) gathered for this investigation. Performance criteria consisted of attending physicians' ratings of students' professional and technical performance during their clinical rotations. Rotations were grouped according to whether they fell into the domain of Primary Care or the Specialties. Notable findings are summarized by a path analytic model. Agreeableness exerted a causal influence on professional knowledge (β = .38) and Primary Care professional performance (β = .14). Extraversion causally affected professional knowledge (β = -.22). Professional knowledge accounted for variance in Primary Care professional (β = .19) and technical performance (β = .22). Openness to experience and conscientiousness influenced technical knowledge (β's -.19 and .25). Cognitive ability was directly related to technical knowledge (β = .43) and Specialties professional (β = -.21) and technical performance (β = -.19). Technical knowledge was related to Primary Care professional (β = .32) and technical performance (β = .42) and also Specialties professional (β = .46) and technical performance (β = .57). Results generally suggest that separate causal paths underlie performance in Primary Care and the Specialties, respectively.

How do the sciences of mind and brain—neuroscience, psychology, cognitive science, and artificial intelligence (AI)—stand in relation to each other in the 21st century? This chapter proposes that despite our knowledge expanding at ever-accelerating rates, our understanding of the relationship between mind and brain is, in some important sense, becoming less and less. An increasing explanatory gap can only be bridged by a multi-tiered and integrated theoretical framework that recognizes the value of developing explanations at different levels, combining these into cross-level integrated theories, and directly contributing to new technologies that improve the human condition. Development of technologies that instantiate principles gleaned from the study of the mind and brain, or biomimetic technologies, is a key part of the validation process for scientific theories of mind and brain. We call this strategy for the integration of science and engineering a Living Machines approach. Following this path can lead not only to better science, and useful engineering, but also a richer view of human experience and of relationships between science, engineering, and art.

Humans constantly search for and use information to solve a wide range of problems related to survival, social interactions, and learning. While it is clear that curiosity and the drive for knowledge occupies a central role in defining what being human means to ourselves, where does this desire to know the unknown come from? What is its purpose? And how does it operate? These are some of the core questions this book seeks to answer by showcasing new and exciting research on human information-seeking. The volume brings together perspectives from leading researchers at the cutting edge of the cognitive sciences, working on human brains and behavior within psychology, computer science, and neuroscience. These vital connections between disciplines will continue to lead to further breakthroughs in our understanding of human cognition.

The monograph reflects the problems of Russian psycholinguistics from the moment of its inception in Russia to the present day and presents its main directions that are currently developing. In addition, theoretical developments and practical results obtained in the framework of different directions and research centers are described in a concise form. The task of the book is to reflect, as far as it is possible in one edition, firstly, the history of the formation of Russian psycholinguistics; secondly, its methodology and developed methods; thirdly, the results obtained in different research centers and directions in different regions of Russia; fourthly, to outline the main directions of the further development of Russian psycholinguistics. There is no doubt that in the theoretical, methodological and applied aspects, the main problems and the results of their development by Russian psycholinguistics have no analogues in world linguistics and psycholinguistics, or are represented by completely original concepts and methods. We have tried to show this uniqueness of the problematics and the methodological equipment of Russian psycholinguistics in this book. The main role in the formation of Russian psycholinguistics was played by the Moscow psycholinguistic school of A.A. Leontyev. It still defines the main directions of Russian psycholinguistics. Russian psycholinguistics (the theory of speech activity - TSA) is based on the achievements of Russian psychology: a cultural-historical approach to the analysis of mental phenomena L.S. Vygotsky and the system-activity approach of A.N. Leontyev. Moscow is the most "psycholinguistic region" of Russia - INL RAS, Moscow State University, Moscow State Linguistic University, RUDN, Moscow State Pedagogical University, Moscow State Pedagogical University, Sechenov University, Moscow State University and other Moscow universities. Saint Petersburg psycholinguists have significant achievements, especially in the study of neurolinguistic problems, ontolinguistics. The most important feature of Russian psycholinguistics is the widespread development of psycholinguistics in the regions, the emergence of recognized psycholinguistic research centers - St. Petersburg, Tver, Saratov, Perm, Ufa, Omsk, Novosibirsk, Voronezh, Yekaterinburg, Kursk, Chelyabinsk; psycholinguistics is represented in Cherepovets, Ivanovo, Volgograd, Vyatka, Kaluga, Krasnoyarsk, Irkutsk, Vladivostok, Abakan, Maikop, Barnaul, Ulan-Ude, Yakutsk, Syktyvkar, Armavir and other cities; in Belarus - Minsk, in Ukraine - Lvov, Chernivtsi, Kharkov, in the DPR - Donetsk, in Kazakhstan - Alma-Ata, Chimkent. Our researchers work in Bulgaria, Hungary, Vietnam, China, France, Switzerland. There are Russian psycholinguists in Canada, USA, Israel, Austria and a number of other countries. All scientists from these regions and countries have contributed to the development of Russian psycholinguistics, to the development of psycholinguistic theory and methods of psycholinguistic research. Their participation has not been forgotten. We tried to present the main Russian psycholinguists in the Appendix - in the sections "Scientometrics", "Monographs and Manuals" and "Dissertations", even if there is no information about them in the Electronic Library and RSCI. The principles of including scientists in the scientometric list are presented in the Appendix. Our analysis of the content of the resulting monograph on psycholinguistic research in Russia allows us to draw preliminary conclusions about some of the distinctive features of Russian psycholinguistics: 1. cultural-historical approach to the analysis of mental phenomena of L.S.Vygotsky and the system-activity approach of A.N. Leontiev as methodological basis of Russian psycholinguistics; 2. theoretical nature of psycholinguistic research as a characteristic feature of Russian psycholinguistics. Our psycholinguistics has always built a general theory of the generation and perception of speech, mental vocabulary, linked specific research with the problems of ontogenesis, the relationship between language and thinking; 3. psycholinguistic studies of speech communication as an important subject of psycholinguistics; 4. attention to the psycholinguistic analysis of the text and the development of methods for such analysis; 5. active research into the ontogenesis of linguistic ability; 6. investigation of linguistic consciousness as one of the important subjects of psycholinguistics; 7. understanding the need to create associative dictionaries of different types as the most important practical task of psycholinguistics; 8. widespread use of psycholinguistic methods for applied purposes, active development of applied psycholinguistics. The review of the main directions of development of Russian psycholinguistics, carried out in this monograph, clearly shows that the direction associated with the study of linguistic consciousness is currently being most intensively developed in modern Russian psycholinguistics. As the practice of many years of psycholinguistic research in our country shows, the subject of study of psycholinguists is precisely linguistic consciousness - this is a part of human consciousness that is responsible for generating, understanding speech and keeping language in consciousness. Associative experiments are the core of most psycholinguistic techniques and are important both theoretically and practically. The following main areas of practical application of the results of associative experiments can be outlined. 1. Education. Associative experiments are the basis for constructing Mind Maps, one of the most promising tools for systematizing knowledge, assessing the quality, volume and nature of declarative knowledge (and using special techniques and skills). Methods based on smart maps are already widely used in teaching foreign languages, fast and deep immersion in various subject areas. 2. Information search, search optimization. The results of associative experiments can significantly improve the quality of information retrieval, its efficiency, as well as adaptability for a specific person (social group). When promoting sites (promoting them in search results), an associative experiment allows you to increase and improve the quality of the audience reached. 3. Translation studies, translation automation. An associative experiment can significantly improve the quality of translation, take into account intercultural and other social characteristics of native speakers. 4. Computational linguistics and automatic word processing. The results of associative experiments make it possible to reveal the features of a person's linguistic consciousness and contribute to the development of automatic text processing systems in a wide range of applications of natural language interfaces of computer programs and robotic solutions. 5. Advertising. The use of data on associations for specific words, slogans and texts allows you to predict and improve advertising texts. 6. Social relationships. The analysis of texts using the data of associative experiments makes it possible to assess the tonality of messages (negative / positive moods, aggression and other characteristics) based on user comments on the Internet and social networks, in the press in various projections (by individuals, events, organizations, etc.) from various social angles, to diagnose the formation of extremist ideas. 7. Content control and protection of personal data. Associative experiments improve the quality of content detection and filtering by identifying associative fields in areas subject to age restrictions, personal information, tobacco and alcohol advertising, incitement to ethnic hatred, etc. 8. Gender and individual differences. The data of associative experiments can be used to compare the reactions (and, in general, other features of thinking) between men and women, different social and age groups, representatives of different regions. The directions for the further development of Russian psycholinguistics from the standpoint of the current state of psycholinguistic science in the country are seen by us, first of all:  in the development of research in various areas of linguistic consciousness, which will contribute to the development of an important concept of speech as a verbal model of non-linguistic consciousness, in which knowledge revealed by social practice and assigned by each member of society during its inculturation is consolidated for society and on its behalf;  in the expansion of the problematics, which is formed under the influence of the growing intercultural communication in the world community, which inevitably involves the speech behavior of natural and artificial bilinguals in the new object area of psycholinguistics;  in using the capabilities of national linguistic corpora in the interests of researchers studying the functioning of non-linguistic and linguistic consciousness in speech processes;  in expanding research on the semantic perception of multimodal texts, the scope of which has greatly expanded in connection with the spread of the Internet as a means of communication in the life of modern society;  in the inclusion of the problems of professional communication and professional activity in the object area of psycholinguistics in connection with the introduction of information technologies into public practice, entailing the emergence of new professions and new features of the professional ethos;  in the further development of the theory of the mental lexicon (identifying the role of different types of knowledge in its formation and functioning, the role of the word as a unit of the mental lexicon in the formation of the image of the world, as well as the role of the natural / internal metalanguage and its specificity in speech activity);  in the broad development of associative lexicography, which will meet the most diverse needs of society and cognitive sciences. The development of associative lexicography may lead to the emergence of such disciplines as associative typology, associative variantology, associative axiology;  in expanding the spheres of applied use of psycholinguistics in social sciences, sociology, semasiology, lexicography, in the study of the brain, linguodidactics, medicine, etc. This book is a kind of summarizing result of the development of Russian psycholinguistics today. Each section provides a bibliography of studies on the relevant issue. The Appendix contains the scientometrics of leading Russian psycholinguists, basic monographs, psycholinguistic textbooks and dissertations defended in psycholinguistics. The content of the publications presented here is convincing evidence of the relevance of psycholinguistic topics and the effectiveness of the development of psycholinguistic problems in Russia.

This chapter explores connections that there might be between relative deprivation theory in psychology, strategic deterrence theory, the economic theory of opportunity costs, and of the juridical theory of legal fiction. It describes the variety of uses of counterfactual reasoning in its broadest sense, whether they be discrete or, on the contrary, clearly demonstrated within the framework of subdisciplines. Embracing a vast body of work in the social sciences should help to measure their intensity and apprehend possible transfers of knowledge across disciplines. The chapter highlights the realm of the counterfactual and possible futures that poses in its own way the problem of disciplinary boundaries, especially the role of history within the milieu of the other human sciences. Psychologists and cognitive scientists study what they term “counterfactual thinking,” which they say is one form of reasoning among others.

In this theoretical review paper, the authors discuss five important issues about the science of cyber behavior as a field of scientific research. First, they argue that the science of cyber behavior as a field of research is entering its adolescence after growing from its childhood, but before spearheading into its adulthood. The paper reviews the current understanding of human behavior in general and state that behavior sciences have generated extensive knowledge about human behavior theoretically, empirically, and methodologically across multiple disciplines. Next, the authors focus on cyber communication as an example to illustrate current knowledge about various types of cyber behaviors. They showcase exemplary research programs on cyber behavior in four disciplines of behavioral sciences, social psychology, cognitive psychology, communication studies, and sociology. Finally, the paper outlines future research programs in five major directions for further development of the field. Taking the opportunity to commemorate the inaugural issue of the International Journal of Cyber Behavior, Psychology and Learning, the authors attempt to draw the first sketch of the science of cyber behavior from the perspective of history of science.

In this theoretical review paper, the authors discuss five important issues about the science of cyber behavior as a field of scientific research. First, they argue that the science of cyber behavior as a field of research is entering its adolescence after growing from its childhood, but before spearheading into its adulthood. The paper reviews the current understanding of human behavior in general and state that behavior sciences have generated extensive knowledge about human behavior theoretically, empirically, and methodologically across multiple disciplines. Next, the authors focus on cyber communication as an example to illustrate current knowledge about various types of cyber behaviors. They showcase exemplary research programs on cyber behavior in four disciplines of behavioral sciences, social psychology, cognitive psychology, communication studies, and sociology. Finally, the paper outlines future research programs in five major directions for further development of the field. Taking the opportunity to commemorate the inaugural issue of the International Journal of Cyber Behavior, Psychology and Learning, the authors attempt to draw the first sketch of the science of cyber behavior from the perspective of history of science.

This chapter describes the largest historical, theoretical, and methodological claims of Passion’s Fictions: that in the early modern period a rhetoric of the passions destabilized a received faculty psychology, only to be itself absorbed into new natural histories of the passions; that the concept of passion in the early modern period was crucially shaped by rhetoric, with its account of passion as a situated, worlded, object-oriented mode of cognition; that the rhetoric of the passions centered on an account of narrative as a mode of the knowledge of the passions in their world-bound particularity; that rhetoric also shaped emerging forms of literary production, from Shakespeare’s drama to the rise of the novel; and that literary studies needs to attend to the active role of its own material in the history of the psychology of the passions. The chapter also situates the arguments made in Passion’s Fictions with respect to a series of related areas of inquiry: the history of emotion; affect theory; cognitive cultural studies; the history of philosophy; and the history of science. Overall, it aims to show the intimate links between literature and the sciences of soul and mind through the whole period from 1500 to 1800, and it makes the case that literary history is a crucial territory for investigating changing ways of thinking about the passions, not just in the rarefied space of philosophical and scientific debate but also in broader areas of discourse and culture.

Visualization and spatial reasoning are integral to developing an understanding of contemporary sciences. They form the basis for understanding a wide variety of topics across science, mathematics and engineering, including molecular structures, topologies, motion and forces, and manufacturing processes. Within engineering, it can be argued that challenging and time consuming topics such as kinematics can be better taught by faculty, and hence better understood and appreciated by students, by advancing our understanding of human visualization and spatial reasoning and using this knowledge to develop computer-based visualization instruction in ways that maximize their effectiveness. The achievement of such a goal will require importing proven extant theories from other fields such as psychology, education, engineering and computer science. This paper presents the results of one such effort for teaching engineering kinematics. The motivation for this work can be found in cognitive science literature, where motion comprehension has been identified and studied as a mental task. Accordingly, a major task in doing this work involved the study of cognitive models of motion comprehension, and identifying key stages present in them. Mapping such key stages in motion comprehension on to kinematics domain, this paper presents the framework for the visual comprehension based pedagogical approach to kinematics. A web-based gear-trains tutor has been developed to demonstrate this concept. Results from the tests on a controlled population of engineering students are presented and the efficacy of a visual comprehension based approach as an instructional tool is discussed.