Journal articles on the topic 'Expanding Knowledge in Psychology and Cognitive Sciences'
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Panev, Violeta, and Aneta Barakoska. "THE NEED OF STRENGTHENING THE PEDAGOGICAL COMPETENCES IN TEACHING FROM THE ENGLISH TEACHERS’ PERSPECTIVE." International Journal of Cognitive Research in Science, Engineering and Education 3, no. 1 (June 20, 2015): 43–50. http://dx.doi.org/10.23947/2334-8496-2015-3-1-43-50.
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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.
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Keller, Christopher, Anna K. Döring, and Elena Makarova. "Factors Influencing the Effectiveness of Serious Gaming in the Field of Vocational Orientation." Education Sciences 13, no. 1 (December 23, 2022): 16. http://dx.doi.org/10.3390/educsci13010016.
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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.
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Nenov, Mihail, Sevil Ivanova, Greta Stoyanova, and Tanya Srebreva. "APPLICATION OF THE PERMA MODEL IN AN INNOVATIVE STEM SUBJECT – SPACE RESEARCH." Education and Technologies Journal 12, no. 1 (August 1, 2021): 128–32. http://dx.doi.org/10.26883/2010.211.3112.
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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.
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P´erez, María G., Nancy Betancourt, Maria Provencio, and Christian Gallardo. "MEDICIÓN DE LAS ACTITUDES IMPLÍCITAS ASOCIADAS AL CONSUMO DE ALCOHOL EN LOS JÓVENES UNIVERSITARIOS." Investigación y Desarrollo 5, no. 1 (October 3, 2022): 67–76. http://dx.doi.org/10.31243/id.v5.2013.33.
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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
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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.
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Bennet, Alex, David Bennet, Arthur Shelley, Theresa Bullard, and John Lewis. "The intelligent social change journey." VINE Journal of Information and Knowledge Management Systems 47, no. 2 (May 8, 2017): 265–300. http://dx.doi.org/10.1108/vjikms-03-2017-0012.
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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.
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KHODAKOVSKA, Olena, and Svitlana USTYCHENKO. "THE DEVELOPMENT OF MATHEMATICAL CULTURE OF STUDENTS AS A COMPONENT OF PROFESSIONAL COMPETENCE." Cherkasy University Bulletin: Pedagogical Sciences, no. 2 (2020): 131–36. http://dx.doi.org/10.31651/2524-2660-2020-2-131-136.
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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
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Langford, Simon. "Knowledge judgements and cognitive psychology." Synthese 197, no. 8 (July 19, 2018): 3245–59. http://dx.doi.org/10.1007/s11229-018-1880-y.
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Higgins, E. Tory. "Expanding the Law of Cognitive Structure Activation: The Role of Knowledge Applicability." Psychological Inquiry 2, no. 2 (April 1991): 192–93. http://dx.doi.org/10.1207/s15327965pli0202_22.
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Farmer, Janet E. "Expanding the Paradigm of Rehabilitation Sciences." Journal of the International Neuropsychological Society 11, no. 4 (July 2005): 501–2. http://dx.doi.org/10.1017/s1355617705230497.
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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?
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Jeeves, Malcolm A. "Why Science and Faith Belong Together: Stories of Mutual Enrichment." Perspectives on Science and Christian Faith 74, no. 1 (March 2022): 58–59. http://dx.doi.org/10.56315/pscf3-22jeeves.
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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.
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Bosco, Frank A. "Accumulating Knowledge in the Organizational Sciences." Annual Review of Organizational Psychology and Organizational Behavior 9, no. 1 (January 21, 2022): 441–64. http://dx.doi.org/10.1146/annurev-orgpsych-012420-090657.
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In some fields, research findings are rigorously curated in a common language and made available to enable future use and large-scale, robust insights. Organizational researchers have begun such efforts [e.g., metaBUS ( http://metabus.org/ )] but are far from the efficient, comprehensive curation seen in areas such as cognitive neuroscience or genetics. This review provides a sample of insights from research curation efforts in organizational research, psychology, and beyond—insights not possible by even large-scale, substantive meta-analyses. Efforts are classified as either science-of-science research or large-scale, substantive research. The various methods used for information extraction (e.g., from PDF files) and classification (e.g., using consensus ontologies) is reviewed. The review concludes with a series of recommendations for developing and leveraging the available corpus of organizational research to speed scientific progress.
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Fahmi Aajami, Raghad. "A Cognitive Linguistics Study of the Conceptual Derivation of Word Meaning." Arab World English Journal 11, no. 4 (December 15, 2020): 223–35. http://dx.doi.org/10.24093/awej/vol11no4.15.
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To maintain understanding, usage, and interrelations of English vocabularies by Iraqi second language learners (L2) is a challenging mission. In the current study, the cognitive linguistic theory of domains by Langacker (1987) is adopted to provide new horizons in learning vocabulary and qualify Iraqi students with a deep knowledge analysis of the meanings of lexical concepts. This paper aims to test the validity of expanding the English language vocabulary for second language learners from Iraq through domains theory. It also attempts to find how the domains theory supports L2 learners in identifying meanings related to lexical concepts. Accordingly, an experimental study is conducted on fifty-eight university students of the second year level from the University of Baghdad, Iraq. The pre and post-tests are analyzed by using the Editor for the Statistical Package for Social Sciences (SPSS). The results show the following: First, a progression of more than (0.05≤) is discovered in terms of students' understanding of the interrelationships between lexical concepts. Second, a new vision is dealt with to connect lexical concepts with their meanings according to the focus of the speakers using Langacker's theory. Third, domains theory (profile/ base organization, active zone, and the perceptual basis for knowledge representation) has proven effective in expanding Iraqi students' treatment and perception of semantic domains of English lexical concepts precisely.
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Alduais, Ahmed, Ammar Al-Khawlani, Shrouq Almaghlouth, and Hind Alfadda. "Cognitive Linguistics: Analysis of Mapping Knowledge Domains." Journal of Intelligence 10, no. 4 (October 24, 2022): 93. http://dx.doi.org/10.3390/jintelligence10040093.
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Language acquisition, processing, comprehension, and production encompass a complex mechanism. Particularly, the mechanisms by which we make sense of language, including perception, conceptualization, and processing, have been controversial topics among cognitive linguists and researchers in cognitive sciences. Cognitive processes such as attention, thought, perception, and memory play a significant role in meaningful human communication. This study aimed to apply the science mapping method to detect and visualize emerging trends and patterns in literature pertaining to cognitive linguistics. In order to accomplish this, eight bibliometric and eight scientometric indicators were used in conjunction with CiteSpace 5.8.R3 and VOSviewer 1.6.18 for scientometric analysis and data visualisation. The data were collected and triangulated from three databases, including 2380 from Scopus, 1732 from WOS, and 9911 from Lens from 1969 to 2022. Among the findings were the visualization of eight bibliometric indicators regarding the knowledge production size of cognitive linguistics based on year, country, university, journal, publisher, research area, authors, and cited documents. Second, we presented scientometric indicators with regard to cognitive linguistics development, including the most important authors in the field, co-citation networks, citation networks, sigma metrics to detect works with potential citation growth, and clusters to group related topics to cognitive linguistics. We conclude the study by emphasizing that cognitive linguistics has evolved from the micro level where it focused on studying cognitive aspects of language in relation to time, language, and modality dimensions, to the macro level, which examines cognitive processes and their relationship to the construction of meaningful communication using both sensation and perception.
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Reed, Stephen. "Building Bridges Between AI and Cognitive Psychology." AI Magazine 40, no. 2 (June 24, 2019): 17–28. http://dx.doi.org/10.1609/aimag.v40i2.2853.
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My goal in this article is to encourage greater integration of the fields of AI and cognitive psychology by reviewing work on shared interests. I begin with examples that link my early research related to AI with my current efforts to organize knowledge in the cognitive sciences. I then describe how cognitive psychologists have contributed to the methods explained in the book The Master Algorithm: How the Ultimate Learning Machine Will Remake Our World (Domingos, 2015), including how these methods can be combined. The final section discusses three benefits of building bridges: using computational models in AI as theoretical models in cognitive psychology, solving joint computational problems, and facilitating the interactions between people and machines.
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Hart, Trevor A. "The Role of Cognitive-Behavioral Therapy in Behavioral Medicine: Introduction to the Special Issue." Journal of Cognitive Psychotherapy 24, no. 4 (November 2010): 243–45. http://dx.doi.org/10.1891/0889-8391.24.4.243.
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Behavioral medicine focuses on assessment, treatment, and prevention of medical problems and promotion of health, using the behavioral sciences (e.g., International Society of Behavioral Medicine). Behavioral medicine is strongly rooted in cognitive-behavioral therapy (CBT) both historically and in its use of CBT theories and techniques. The articles from the present special issue present the relation between cognition and behavior in both basic research and intervention studies. These articles extend the role of CBT into medical and public health settings, thereby expanding the ability of CBT therapists to help patients with medical problems and those who are at high risk for developing medical problems.
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Dubois, Daniele. "Identity and autonomy of psychology in cognitive sciences: Some remarks from language processing and knowledge representation." World Futures 42, no. 1-2 (November 1994): 71–78. http://dx.doi.org/10.1080/02604027.1994.9972499.
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Ismafairus Abd Hamid, Aini, Jafri Malin Abdullah, and Norsiah Fauzan. "The Future of Cognitive Neuroscience." International Journal of Engineering & Technology 7, no. 3.22 (August 8, 2018): 1. http://dx.doi.org/10.14419/ijet.v7i3.22.17111.
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Cognitive neuroscience is an interdisciplinary area focusing on the application of neuroscience knowledge in areas such as neuroimaging studies, computer science, psychology, marketing, business, general and special education, social sciences, engineering, biology, learning science, health, etcetra. It is a new emerging field that may help Malaysia in the move towards 2050 for the development of economic, improve levels of knowledge and education, intensify healthcare, enhance people’s well-being and expand network collaboration. Academicians, scientists, industry and educators must concentrate on the application cognitive neuroscience in their field of studies. There is a lack of neuroscientists in these fields, and concentrated efforts must come from the top down as well as the bottom up. We need to bring brain and mind sciences and neuroscience to a reputable level that will improve physical and mental health and increase creativity and innovation in Malaysia: A national institute to amalgamate the creative and innovative mind, behaviour, and brain sciences and neuroscience must be established.
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Liu, Bin, and Jing Wang. "Influence and Analysis of the Language and Cultural Ecological Environment in the Cognitive Process of English Writing." Journal of Environmental and Public Health 2022 (August 16, 2022): 1–9. http://dx.doi.org/10.1155/2022/3883459.
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Language and culture ecological environment introduces ecological theory into language and culture research, expanding the horizon of language research. The influence of language and cultural, ecological environment on English writing covers many aspects. The cognitive process of English writing involves preparation before writing, self-monitoring during writing, and self-reflection after writing. Therefore, the use of metacognition and other strategies in the cognitive process of English writing is the key to improving the cognitive level of English writing. Under the guidance of the new curriculum standards for high school English, the cognitive process of English writing should pay attention to the guidance and shaping of students’ emotional experience and thinking values. Education is inseparable from the development of language and culture, and analyzing the educational ecosystem from an ecological perspective is conducive to further understanding the ecological view of language and culture. This paper focuses on the composition of the language and culture ecological environment and the influence of the language and culture environment on the cognitive process of English writing and appropriately reviews the history of cognitive psychology and ecology and development of knowledge research.
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Holmbeck, Grayson N., Raymond E. Crossman, Mary L. Wandrei, and Elizabeth Gasiewski. "Cognitive development, egocentrism, self-esteem, and adolescent contraceptive knowledge, attitudes, and behavior." Journal of Youth and Adolescence 23, no. 2 (April 1994): 169–93. http://dx.doi.org/10.1007/bf01537444.
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YE, NONG, and GAVRIEL SALVENDY. "Cognitive engineering based knowledge representation in neural networks." Behaviour & Information Technology 10, no. 5 (September 1991): 403–18. http://dx.doi.org/10.1080/01449299108924299.
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Chou, Shihchieh. "Management of system development knowledge: a cognitive approach." Behaviour & Information Technology 30, no. 3 (May 2011): 389–401. http://dx.doi.org/10.1080/0144929x.2010.528451.
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Stanney, Kay M., Joseph Cohn, Laura Milham, Kelly Hale, Rudy Darken, and Joseph Sullivan. "Deriving Training Strategies for Spatial Knowledge Acquisition From Behavioral, Cognitive, and Neural Foundations." Military Psychology 25, no. 3 (May 2013): 191–205. http://dx.doi.org/10.1037/h0094962.
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Panferov, Vladimir, Anastasia Miklyaeva, and Svetlana Bezgodova. "Classification of Sciences and Systematization of Knowledge for the General and Professional Integrative Education Content Design." Education and Self Development 17, no. 2 (June 30, 2022): 219–30. http://dx.doi.org/10.26907/esd.17.2.17.
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The article highlights the need for a new classification of scientific knowledge in order to reform the educational doctrine in modern Russian society. Several reasons explain this position. First, the constantly increasing volume of information leads to the “lag effect” of educational programs in comparison to scientific achievements; the effect of “redundancy” of knowledge cannot be envisioned and learned within the school year. Second, the post-non-classical stage of science is marked by the interdisciplinary nature of any knowledge and a focus on its object, which limits its representation within the framework of classical scientific differentiation and results in the loss of a holistic view of the world, which is unproductive in the context modern man’s cognitive styles. Third, modern education has evolved to a practice-oriented system that helps students adapt to world situations, but it has not altered considerably. The article examines prior classifications of sciences and puts forward a new conceptual model of systematization of knowledge that takes into account society’s educational demands. The anthropic principle underpins the proposed model of classification of sciences and knowledge systematization. This model can be used to create new educational programs based on the logic of integrative education, define constant academic disciplines for general and professional education, the order in which they should be studied, and the possibility of constant modernization of knowledge without expanding the number of academic disciplines. The provided methodology of scientific classification and knowledge systematization is thought to be useful in addressing the pressing issues in current education.
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Henriques, Gregg. "The Tree of Knowledge System and the Theoretical Unification of Psychology." Review of General Psychology 7, no. 2 (June 2003): 150–82. http://dx.doi.org/10.1037/1089-2680.7.2.150.
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The outline for theoretically unified psychology is offered. A new epistemological system is used to provide a unique vantage point to examine how psychological science exists in relationship to the other sciences. This new view suggests that psychology can be thought of as existing between the central insights of B. F. Skinner and Sigmund Freud. Specifically, Skinner's fundamental insight is merged with cognitive neuroscience to understand how mind emerges out of life. This conception is then joined with Freud's fundamental insight to understand the evolutionary changes in mind that gave rise to human culture. By linking life to mind from the bottom and mind to culture from the top, psychology is effectively boxed in between biology and the social sciences.
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Zlatkin-Troitschanskaia, Olga, Judith Jitomirski, Roland Happ, Dimitri Molerov, Jasmin Schlax, Carla Kühling-Thees, Manuel Förster, and Sebastian Brückner. "Validating a Test for Measuring Knowledge and Understanding of Economics Among University Students." Zeitschrift für Pädagogische Psychologie 33, no. 2 (August 2019): 119–33. http://dx.doi.org/10.1024/1010-0652/a000239.
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Abstract. University students' knowledge and understanding of economics have mostly been investigated cross-sectionally; however, longitudinal analyses are needed to determine which factors influence knowledge development and to draw valid conclusions based on test results. In the WiWiKom II project, a quasi-experimental longitudinal study was conducted assessing bachelor students of business and economics over the course of their studies in Germany (N = 39 universities). In this project, running from 2016 – 2019, the test-takers complete the WiWiKom II-test of economic knowledge (adapted TUCE4G and TEL4G items) and a general cognitive ability test (BEFKI 11) at four measurement points, each one year apart. In this paper, we describe the validation of the test instrument based on the data from the first measurement (winter semester 2016/17). We compare students' results on the economic knowledge test and the general cognitive abilities test between first-year students of economic sciences (N = 3,710) and social sciences (N = 1,347) to determine the discriminant validity of the economic knowledge test. The findings from the confirmatory factor analyses presented here show that the items on general cognitive ability and economic knowledge are empirically separable. As expected, there were no differences in the factorial structure between the comparison groups (economic vs. social science students) at the beginning of their studies.
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Carlon, May Kristine Jonson, and Jeffrey S. Cross. "Knowledge tracing for adaptive learning in a metacognitive tutor." Open Education Studies 4, no. 1 (January 1, 2022): 206–24. http://dx.doi.org/10.1515/edu-2022-0013.
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Abstract Adaptive learning is provided in intelligent tutoring systems (ITS) to enable learners with varying abilities to meet their expected learning outcomes. Despite the personalized learning afforded by ITSes using adaptive learning, learners are still susceptible to shallow learning. Introducing metacognitive tutoring to teach learners how to be aware of their knowledge can enable deeper learning. However, metacognitive tutoring on top of cognitive tutoring can lead to unsustainable cognitive loads. Using metacognitive inputs for knowledge tracing was explored for managing cognitive loads. Hidden Markov models (HMM) and artificial neural networks were used to train models on a synthetic dataset created from predetermined learner personas. The models created with metacognitive inputs were compared with the models created without said inputs. The models using metacognitive inputs performed better than the standard models while still following learning intuitions. This indicates that combining knowledge tracing and metacognitive tutoring is a viable option for improving learning outcomes. This is an important finding since online learning, which demands metacognitive skills, is becoming popular for various topics, including those that are challenging even with immediate teacher assistance.
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Grebosz-Haring, Katarzyna, and Martin Weichbold. "Contemporary art music and its audiences: Age, gender, and social class profile." Musicae Scientiae 24, no. 1 (May 14, 2018): 60–77. http://dx.doi.org/10.1177/1029864918774082.
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Contemporary art music (CAM) has experienced significant aesthetic changes in recent decades and has acted as a seismograph for socio-cultural movements. New music festivals have had a significant influence on the development and perception of this music by promoting aesthetic pluralism, introducing new concert formats, and expanding to unusual venues. These movements induce changes in the social patterns of CAM consumers and have an impact on the traditional high culture audience profile. This article relies on audience surveys at three European CAM festivals and draws on Bourdieu’s (1984) and Schulze’s (1992) class and lifestyle concepts in order to explore demographic characteristics and social class in CAM audiences. As the results show, consumption of CAM is still a distinctive practice sustained by an exclusive community having considerable education and “musical capital”. Nevertheless, the festivals show heterogeneity in the age structure and motivational structure of attendees as well as in specific patterns regarding knowledge, experience and active involvement with CAM. The analysis shows that aesthetic pluralism can lead to greater social openness regarding social class affiliation.
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Selnes, Ola A. "Cognitive Systems and Systemic Disease: Internal Medicine for the Neuropsychologist: Medical Neuropsychology, 2nd ed. Ralph E. Tarter, M. Butters, and Sue R. Beers (Eds.). 2001. Hingham, MA: Kluwer Academic/Plenum Publishers. 346 pp., $75.00 (HB)." Journal of the International Neuropsychological Society 9, no. 3 (February 25, 2003): 496–97. http://dx.doi.org/10.1017/s1355617703223158.
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This is the second edition of a book originally published in 1988 as part of the series Critical Issues in Neuropsychology. The editors describe it as expanding the content and updating the rapidly growing literature on the relationship between cognition and systemic (nonneurological) disease. Although most of the chapter titles remain the same, some of the authors are new. Some of the chapters from the first edition, including those on childhood nutritional disorders and on cancer, have been dropped. New additions include chapters titled “Autoimmune Disorders,” “Sleep Disorders,” and “Neurobehavioral Complications of HIV Infection.” While the contents of the book remain clearly focused on the effects of systemic illness on cognition, some chapters, such as the one devoted to neurobehavioral complications of HIV infection, discuss cognitive impairment secondary to presumed primary central nervous system diseases. However, with evolving knowledge of the pathophysiology of HIV-related cognitive impairment, systemic factors are also increasingly being recognized.
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Lin, Chia-Wu, Mei-Chin Kao, and Kuo-I. Chang. "Is more similar, better? Interacting effect of the cognitive-style congruency and tacitness of knowledge on knowledge transfer in the mentor-protégé dyad." Asian Journal of Social Psychology 13, no. 4 (August 5, 2010): 286–92. http://dx.doi.org/10.1111/j.1467-839x.2010.01325.x.
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Koletsi, Maria. "Psychology and Cybernetics." Homo Virtualis 5, no. 1 (May 17, 2022): 1–11. http://dx.doi.org/10.12681/homvir.30312.
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Cyberpsychology is an emerged field in Social Sciences concerned with control and communication of humans and machines focusing on Psychology and Communication Studies. In its generalized form operates as a thematic “umbrella” for all branches of Psychology and Communication employing different methodologies, methods and techniques related to interactive, cognitive and behavioral phenomena that are observed on the internet and social media. As a special science, in the form of Cybernetic Psychology, is focusing on the mechanisms of cognitive control of perception, information and behavior. It targets the programmable simulation of these phenomena; their algorithmic representation and the feedback learning processes that allow adaptation in cyberspace. Issues as integration of everyday life in digital context, management in governance, problem-solving in human-machine interaction, consulting and therapy assistance to practitioners, establish Cyberpsychology and Cybernetic Psychology as areas that contribute and furthering the scientific knowledge of successful or failed human evolutionary processes and strategies. Homo Virtualis as cybernetic organism seeks to maintain and strengthen control over itself, the others and machines, in digital environments, through cognitive, behavioral and affective processes. The paper attempts an introduction to questions regarding the dimensions of the ontological basis of Cybernetic Psychology as foundation of general Cyberpsychology. The special issue “Initiation to Cyber-Psychology: A Students’ Research Anthology” is dedicated to the work of undergraduate students of the Psychology Department of Panteion University of Social and Political Sciences. Students’ papers were prepared within the “Cyberpsychology” course, taught, for the first time as a compulsory, during the spring semester of the academic year 2020-2021.
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Papakostas, Michalis, Akilesh Rajavenkatanarayanan, and Fillia Makedon. "CogBeacon: A Multi-Modal Dataset and Data-Collection Platform for Modeling Cognitive Fatigue." Technologies 7, no. 2 (June 13, 2019): 46. http://dx.doi.org/10.3390/technologies7020046.
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In this work, we present CogBeacon, a multi-modal dataset designed to target the effects of cognitive fatigue in human performance. The dataset consists of 76 sessions collected from 19 male and female users performing different versions of a cognitive task inspired by the principles of the Wisconsin Card Sorting Test (WCST), a popular cognitive test in experimental and clinical psychology designed to assess cognitive flexibility, reasoning, and specific aspects of cognitive functioning. During each session, we record and fully annotate user EEG functionality, facial keypoints, real-time self-reports on cognitive fatigue, as well as detailed information of the performance metrics achieved during the cognitive task (success rate, response time, number of errors, etc.). Along with the dataset we provide free access to the CogBeacon data-collection software to provide a standardized mechanism to the community for collecting and annotating physiological and behavioral data for cognitive fatigue analysis. Our goal is to provide other researchers with the tools to expand or modify the functionalities of the CogBeacon data-collection framework in a hardware-independent way. As a proof of concept we show some preliminary machine learning-based experiments on cognitive fatigue detection using the EEG information and the subjective user reports as ground truth. Our experiments highlight the meaningfulness of the current dataset, and encourage our efforts towards expanding the CogBeacon platform. To our knowledge, this is the first multi-modal dataset specifically designed to assess cognitive fatigue and the only free software available to allow experiment reproducibility for multi-modal cognitive fatigue analysis.
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Martin, Clare, Paul T. Sowden, and Frances Warren. "Connected Creativity." European Psychologist 27, no. 3 (July 2022): 227–36. http://dx.doi.org/10.1027/1016-9040/a000472.
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Abstract. With more than 60% of the world’s population online, how does our rapidly evolving digital world impact creative processes and outcomes? On the one hand, there is the promise of the shared knowledge and ideas of humanity, readily available at our fingertips, providing numerous starting points from which to develop new ideas. On the other hand, we may be overwhelmed by the volume of information, struggle to find and identify quality information to form the basis of a creative thinking process, and instead fall back on common, accepted ideas. Throughout this article, we place creators and creating in the ubiquitous situated context of searching the World Wide Web (i.e., the Web) and consider the implications for a range of everyday creative thinking processes. Research in this area is surprisingly limited, and a number of suggestions are made to take this area forward as the Web becomes an ever-expanding part of our cognitive ecology.
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Grishina, Anastasia Vasilievna, and Abakumova Irina Vladimirovna. "Informational Behavior in the COVID-19 Pandemic: Psychological Predictors." International Journal of Cognitive Research in Science, Engineering and Education 8, Special issue (December 21, 2020): 59–67. http://dx.doi.org/10.23947/2334-8496-2020-8-si-59-67.
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The core problem of the COVID-19 pandemic for psychologists is to find out how people cope with the stress of isolation and the threat of fatal disease. The scale of the pandemical impact on the psychological well-being of an individual has still no knowledge and psychological predictors which the impact depends on need to be identified. This paper presents an empirical study of informational behavior and its psychological predictors in the pandemic. The research was held online in April-May 2020. The total amount of 165 participants, aged from 18 to 66. The subjects were chosen from a randomly selected sample. The participants were asked to estimate their informational consumption in pandemic. Tolerance to ambiguity, hardiness and anxiety was studied in groups distinguished according to changes in informational consumption. The findings of this study indicate a significant correlation between informational behavior and psychological characteristics related to coping with stress. Besides the analysis proved a negative correlation between reactive and personal anxiety and tolerance to ambiguity, hardiness and its components. We have confirmed that increased informational comsumption can be considered as a coping strategy for overcoming the pandemic social isolation among respondents with low hardiness and tolerance to ambiguity. Stable and decreased informational consumption indicates that respondents with high hardiness and tolerance to ambiguity and low state and trait anxiety don’t need to consume information for coping with difficulties of pandemic self-isolation. Future work will concentrate on expanding the list of psychological predictors of informational behavior and studying the features of their interaction in different situations.
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Heersmink, Richard, and J. Adam Carter. "The philosophy of memory technologies: Metaphysics, knowledge, and values." Memory Studies 13, no. 4 (September 13, 2017): 416–33. http://dx.doi.org/10.1177/1750698017703810.
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Memory technologies are cultural artifacts that scaffold, transform, and are interwoven with human biological memory systems. The goal of this article is to provide a systematic and integrative survey of their philosophical dimensions, including their metaphysical, epistemological, and ethical dimensions, drawing together debates across the humanities, cognitive sciences, and social sciences. Metaphysical dimensions of memory technologies include their function, the nature of their informational properties, ways of classifying them, and their ontological status. Epistemological dimensions include the truth-conduciveness of external memory, the conditions under which external memory counts as knowledge, and the metacognitive monitoring of external memory processes. Finally, ethical and normative dimensions include the desirability of the effects memory technologies have on biological memory, their effects on self and culture, and their moral status. While the focus in the article is largely philosophical and conceptual, empirical issues such as the way we interact with memory technologies in various contexts are also discussed. We thus take a naturalistic approach in which philosophical and empirical concepts and approaches are seen as continuous.
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Hampton, James A. "Abstraction and context in concept representation." Philosophical Transactions of the Royal Society of London. Series B: Biological Sciences 358, no. 1435 (July 29, 2003): 1251–59. http://dx.doi.org/10.1098/rstb.2003.1314.
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This paper develops the notion of abstraction in the context of the psychology of concepts, and discusses its relation to context dependence in knowledge representation. Three general approaches to modelling conceptual knowledge from the domain of cognitive psychology are discussed, which serve to illustrate a theoretical dimension of increasing levels of abstraction.
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Lind, Thérèse, Ali Ahmed, Kenny Skagerlund, Camilla Strömbäck, Daniel Västfjäll, and Gustav Tinghög. "Competence, Confidence, and Gender: The Role of Objective and Subjective Financial Knowledge in Household Finance." Journal of Family and Economic Issues 41, no. 4 (March 11, 2020): 626–38. http://dx.doi.org/10.1007/s10834-020-09678-9.
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AbstractWe studied the association of individual differences in objective financial knowledge (i.e. competence), subjective financial knowledge (i.e. confidence), numeric ability, and cognitive reflection on a broad set of financial behaviors and feelings towards financial matters. We used a large diverse sample (N = 2063) of the adult Swedish population. We found that both objective and subjective financial knowledge predicted frequent engagement in sound financial practices, while numeric ability and cognitive reflection could not be linked to the considered financial behaviors when controlling for other relevant cognitive abilities. In addition, both objective and subjective financial knowledge served as a buffer against financial anxiety, while we did not detect similar buffering effects of numeric ability and cognitive reflection. Subjective financial knowledge was found to be a stronger predictor of sound financial behavior and subjective wellbeing than objective financial knowledge. Women reported a lower level of subjective financial wellbeing even though they reported a more prudent financial behavior than men, when controlling for sociodemographics and cognitive abilities. Our findings help to understand heterogeneity in people’s propensity to engage in sound financial behaviors and have implications for important policy issues related to financial education.
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Vislova, Aminat. "From Metaphor in Humanitarian Paradigm to Computer Metaphor in Cognitive Science." Artificial societies 16, no. 4 (2021): 0. http://dx.doi.org/10.18254/s207751800017558-2.
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The article presents an analysis of metaphor in the humanities and computer metaphor in cognitive psychology and cognitive science in general. Issues related to the emergence and role of computer metaphor in the development of cognitive psychology are discussed. The emphasis is placed on the symbolic approach, which was of paramount importance at the initial stage of the development of cognitive psychology. Particular attention is paid to the computer metaphor in solving urgent problems of modeling the brain and cognitive abilities in the field of artificial intelligence (AI). It is concluded that the appeal to metaphors located at the intersection of the humanities and cognitive sciences and denoting various issues of AI modeling are due to the historical contexts of the development of modern science focused on the integration of knowledge of various orientations.
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Aranguren, María. "Influence of previous knowledge in Torrance tests of creative thinking." International Journal of Psychological Research 8, no. 2 (July 1, 2015): 76–90. http://dx.doi.org/10.21500/20112084.1511.
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The aim of this work is to analyze the influence of study field, expertise and recreational activities participation in Torrance Tests of Creative Thinking (TTCT, 1974) performance. Several hypotheses were postulated to explore the possible effects of previous knowledge in TTCT verbal and TTCT figural university students’ outcomes. Participants in this study included 418 students from five study fields: Psychology; Philosophy and Literature, Music; Engineering; and Journalism and Advertising (Communication Sciences). Results found in this research seem to indicate that there in none influence of the study field, expertise and recreational activities participation in neither of the TTCT tests. Instead, the findings seem to suggest some kind of interaction between certain skills needed to succeed in specific studies fields and performance on creativity tests, such as the TTCT. These results imply that TTCT is a useful and valid instrument to measure creativity and that some cognitive process involved in innovative thinking can be promoted using different intervention programs in schools and universities regardless the students study field.
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Nenov, Mihail, Sevil Ivanova, Greta Stoyanova, and Tanya Srebreva. "Application of the PERMA Model in an Innovative STEM Subject – Space Research." Vocational Education 24, no. 3 (June 24, 2021): 276–84. http://dx.doi.org/10.53656/voc22-362pril.
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The article traces the application of the PERMA model in the innovative STEM 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 STEM subject Space Research is based on the PERMA 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.
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TAU, Ramiro, and Alicia María LENZI. "The notion of death as a knowledge and research object in developmental psychology." Schème: Revista Eletrônica de Psicologia e Epistemologia Genéticas 7, no. 1 (September 1, 2015): 47–65. http://dx.doi.org/10.36311/1984-1655.2015.v7n1.p47-65.
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In the present work we analyse the theoretical attention that human sciences have given to prac-tices regarding death in the search for a definition of what is specifically human. We revise fun-damental lines of questioning and perspectives resultant of considering death as a cognitive object. Following this line, we present the general characteristics of several studies in the field of developmental psychology, amongst which we include our own theoretical affiliation regarding the child’s comprehension of death. This perspective is developed within the theoretical frame-work of Piagetian genetic psychology coordinated with Moscovici’s social representations theo-ry, in an attempt to overcome classic dichotomies and to avoid disregarding the specificity of the production of ideas in particular sociocultural contexts.
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Bennett, Winston, George M. Alliger, Erik R. Eddy, and Scott I. Tannenbaum. "Expanding the Training Evaluation Criterion Space: Cross Aircraft Convergence and Lessons Learned From Evaluation of the Air Force Mission Ready Technician Program." Military Psychology 15, no. 1 (January 2003): 59–76. http://dx.doi.org/10.1207/s15327876mp1501_05.
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Bourguignon, Nicolas J., Aparna Nadig, and Daniel Valois. "The Biolinguistics of Autism: Emergent Perspectives." Biolinguistics 6, no. 2 (June 19, 2012): 124–65. http://dx.doi.org/10.5964/bioling.8897.
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This contribution attempts to import the study of autism into the biolinguistics program by reviewing the current state of knowledge on its neurobiology, physiology and verbal phenotypes from a comparative vantage point. A closer look at alternative approaches to the primacy of social cognition impairments in autism spectrum disorders suggests fundamental differences in every aspect of language comprehension and production, suggesting productive directions of research in auditory and visual speech processing as well as executive control. Strong emphasis is put on the great heterogeneity of autism phenotypes, raising important caveats towards an all-or-nothing classification of autism. The study of autism brings interesting clues about the nature and evolution of language, in particular its ontological connections with musical and visual perception as well as executive functions and generativity. Success in this endeavor hinges upon expanding beyond the received wisdom of autism as a purely social disorder and favoring a “cognitive style” approach increasingly called for both inside and outside the autistic community.
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Coley, John D., and Kimberly D. Tanner. "Common Origins of Diverse Misconceptions: Cognitive Principles and the Development of Biology Thinking." CBE—Life Sciences Education 11, no. 3 (September 2012): 209–15. http://dx.doi.org/10.1187/cbe.12-06-0074.
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Many ideas in the biological sciences seem especially difficult to understand, learn, and teach successfully. Our goal in this feature is to explore how these difficulties may stem not from the complexity or opacity of the concepts themselves, but from the fact that they may clash with informal, intuitive, and deeply held ways of understanding the world that have been studied for decades by psychologists. We give a brief overview of the field of developmental cognitive psychology. Then, in each of the following sections, we present a number of common challenges faced by students in the biological sciences. These may be in the form of misconceptions, biases, or simply concepts that are difficult to learn and teach, and they occur at all levels of biological analysis (molecular, cellular, organismal, population, and ecosystem). We then introduce the notion of a cognitive construal and discuss specific examples of how these cognitive principles may explain what makes some misconceptions so alluring and some biological concepts so challenging for undergraduates. We will argue that seemingly unrelated misconceptions may have common origins in a single underlying cognitive construal. These ideas emerge from our own ongoing cross-disciplinary conversation, and we think that expanding this conversation to include other biological scientists and educators, as well as other cognitive scientists, could have significant utility in improving biology teaching and learning.
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Narmour, Eugene. "Our Varying Histories and Future Potential: Models and Maps in Science, the Humanities, and in Music Theory." Music Perception 29, no. 1 (September 1, 2011): 1–21. http://dx.doi.org/10.1525/mp.2011.29.1.1.
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part 1 briefly recounts the influence of social unrest and the explosion of knowledge in both psychology and the humanities circa 1970-1990. As the sciences rely on explicit top-down theories connected to bottom-up maps and models, and whereas the humanities build on bottom-up differences within malleable top-down “theories” (approaches, themes, theses, programs, methods, etc.), the changes in the sciences during this period contrasted sharply with the changes in the humanities. Part 2 discusses in detail how these two social transformations affected the histories of music theory and cognitive music theory. The former fractiously withdrew from its parent organization (AMS), whereas the latter was welcomed into SMPC. Inasmuch as both music theory and cognitive music theory rely on maps and models, Part 3 examines the metatheoretical importance of these terms for music cognition, music theory, and cognitive music theory. Part 4 speculates about the future—how music cognition, cognitive music theory, and music theory contribute to the structure of musical knowledge. The intellectual potential of this unique triadic collaboration is discussed: psychology provides a commanding empirical framework of the human mind, while music theory and cognitive music theory logically model moment-to-moment temporal emotions and the auditory intellections at the core of musical art.
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Plumert, Jodie M. "The Development of Children's Spatial Knowledge: Implications for Geographic Education." Cartographic Perspectives, no. 16 (September 1, 1993): 9–18. http://dx.doi.org/10.14714/cp16.957.
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One of the many challenges facing the education system today is providing children with a better understanding of geography. Increasingly, cartographers and educators have turned to developmental psychologists for information about how children's spatial cognitive development influences their ability to understand and learn about the spatial relations on maps. Central to the process of learning and remembering spatial relations is the ability to organize locations within some kind of spatial structure. Recently, the role that hierarchical organization plays in remembering and reasoning about locations has received increasing attention within the field of cognitive psychology. Studies have shown that both children and adults alike tend to organize locations into regions with nested levels of detail. For example, the location of a toothbrush might be remembered as on the second shelf in the medicine cabinet in the bathroom upstairs, or the location of Iowa City might be known as in the state of Iowa in the Midwest region of the United States. There are, however, limitations in children's ability to make use of hierarchical spatial structures; this has important implications for cartographic education. As a result, younger children may require more visual aids and explicit organizational frameworks when learning and communicating information about locations. The ideas and suggestions presented here about the relations between children's spatial cognitive development and their understanding of geography are aimed at fostering further collaboration between cartographers and developmental psychologists.
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Zeidner, Joseph, Dora Scholarios, and Cecil D. Johnson. "Evaluating Job Knowledge Criterion Components for Use in Classification Research." Military Psychology 15, no. 2 (January 2003): 97–116. http://dx.doi.org/10.1207/s15327876mp1502_1.
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Randles, Theodore J., and Adam Fadlalla. "Knowledge Combustion: A Knowledge Chemistry Approach and a Description of the Process of Information Dissipation." Journal of Information & Knowledge Management 03, no. 04 (December 2004): 373–83. http://dx.doi.org/10.1142/s0219649204000948.
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Weaving concepts from the decision making, information systems, telemedicine, cognitive psychology, and epistemology literatures, we propose a knowledge combustion analogy to explain the relation between information, knowledge, and action. By linking these concepts to engine mechanics, which are well-understood physical systems, the knowledge combustion analogy provides a framework that might extend knowledge management theory. The analogy suggests that different knowledge types are used to extract value from information, which results in insight. This insight culminates in action, and this action produces new insights, to generate systematic action. Hence, the analogy provides a description of the process of information dissipation, which is not well understood. The paper presents specifications for four blends of knowledge, which rely on three types of pragmatic knowledge. Each knowledge blend is designed to fuel a different form of knowledge combustion, and each form of knowledge combustion permits the attainment of a different form of insight. Finally, each knowledge blend requires the application of a different cognitive force to permit its combustion, and we propose that these fuel and force specifications must be satisfied for the effective dissipation of information. In developing these fuel and force specifications, we introduce a new approach to knowledge management thinking, which we call knowledge chemistry, and provide a conceptual framework that highlights two characteristics of knowledge, its substance and its force. We believe that organizations can increase their knowledge capital by determining ways to take advantage of the different characteristics and functions of knowledge described in this paper.
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Shishkin, Viktor. "Nanobioeconomy as a Factor of Innovative Development of Russia." Moscow University Economics Bulletin 2016, no. 2 (April 30, 2016): 87–106. http://dx.doi.org/10.38050/01300105201625.
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The present work deals with development of new post-industrial knowledge economy, as the higher level of development of economic matter. Economic science is gaining a new cognitive form in connection with intensive development and humanization of economic knowledge, complement and expand it at the expense of biology, physiology, psychology, physics, mathematics and other Sciences. Cognitive economy, as one of the areas of existence of the new knowledge economy, based on the discoveries and achievements of science and cognitive abilities of the person directly involved in identifying, obtaining and registration of new economic knowledge necessary to further its (knowledge) reproduction. Identified new creative area economic whom knowledge — nanobioeconomy, combining progressive reproduction biotechnology wealth of biomass of plant and animal origin with the analysis of the behavior of the human person in the process of production and economic activity. Identified key economic structure of the new economy — nanobiocluster as regional meso-economic functional system, described his organization, principles of operation, characterized by its economic efficiency; on this basis, developed a new innovative antirecessionary entrepreneurship strategy.
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Phua, Dong Haur, and Nigel CK Tan. "Cognitive Aspect of Diagnostic Errors." Annals of the Academy of Medicine, Singapore 42, no. 1 (January 15, 2013): 33–41. http://dx.doi.org/10.47102/annals-acadmedsg.v42n1p33.
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Diagnostic errors can result in tangible harm to patients. Despite our advances in medicine, the mental processes required to make a diagnosis exhibits shortcomings, causing diagnostic errors. Cognitive factors are found to be an important cause of diagnostic errors. With new understanding from psychology and social sciences, clinical medicine is now beginning to appreciate that our clinical reasoning can take the form of analytical reasoning or heuristics. Different factors like cognitive biases and affective influences can also impel unwary clinicians to make diagnostic errors. Various strategies have been proposed to reduce the effect of cognitive biases and affective influences when clinicians make diagnoses; however evidence for the efficacy of these methods is still sparse. This paper aims to introduce the reader to the cognitive aspect of diagnostic errors, in the hope that clinicians can use this knowledge to improve diagnostic accuracy and patient outcomes. Keywords: Affective influence, Analytical, Diagnostic errors, Heuristics, Reflective practice
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Walters, Glenn D., and Dorothy L. Espelage. "Cognitive Impulsivity as a Mediator of the Parental Knowledge-Childhood Aggression Relationship." Journal of Early Adolescence 41, no. 8 (January 4, 2021): 1255–68. http://dx.doi.org/10.1177/0272431620983447.
Full textAbstract:
In a previous study, reactive criminal thinking or cognitive impulsivity mediated the relationship between parental knowledge and delinquency. This study sought to determine whether cognitive impulsivity also mediated the relationship between parental knowledge and childhood aggression. A path analysis was performed on a sample of 438 early adolescent boys ( n = 206) and girls ( n = 232) from the Illinois Study of Bullying and Sexual Violence using three waves of non-overlapping data. As predicted, cognitive impulsivity mediated the relationship between parental knowledge and childhood aggression, but cognitive insensitivity did not. The results of this study provide ongoing support for the general conceptual argument that childhood aggression parallels delinquency in certain respects and that parental knowledge deters both future delinquency and childhood aggression by reducing the cognitive impulsivity that is central to the behavioral patterns of delinquency and childhood aggression.