Academic literature on the topic 'Externally supported cognition'
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Journal articles on the topic "Externally supported cognition"
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Bundy, Donald AP, Lesley J. Drake, and Carmen Burbano. "School food, politics and child health." Public Health Nutrition 16, no. 6 (November 1, 2012): 1012–19. http://dx.doi.org/10.1017/s1368980012004661.
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AbstractObjectiveAn analysis undertaken jointly in 2009 by the UN World Food Programme, The Partnership for Child Development and the World Bank was published as Rethinking School Feeding to provide guidance on how to develop and implement effective school feeding programmes as a productive safety net and as part of the efforts to achieve Education for All. The present paper reflects on how understanding of school feeding has changed since that analysis.DesignData on school feeding programme outcomes were collected through a literature review. Regression models were used to analyse relationships between school feeding costs (from data that were collected), the per capita costs of primary education and Gross Domestic Product per capita. Data on the transition to national ownership, supply chains and country examples were collected through country case studies.ResultsSchool feeding programmes increase school attendance, cognition and educational achievement, as well as provide a transfer of resources to households with possible benefits to local agricultural production and local market development. Low-income countries exhibit large variations in school feeding costs, with concomitant opportunities for cost containment. Countries are increasingly looking to transition from externally supported projects to national programmes.ConclusionsSchool feeding is now clearly evident as a major social programme in most countries with a global turnover in excess of $US 100 billion. This argues for a continuing focus on the evidence base with a view to helping countries ensure that their programmes are as cost-effective as possible. Clear policy advice has never been more important.
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Mento, Giovanni, Vincenza Tarantino, Antonino Vallesi, and Patrizia Silvia Bisiacchi. "Spatiotemporal Neurodynamics Underlying Internally and Externally Driven Temporal Prediction: A High Spatial Resolution ERP Study." Journal of Cognitive Neuroscience 27, no. 3 (March 2015): 425–39. http://dx.doi.org/10.1162/jocn_a_00715.
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Temporal prediction (TP) is a flexible and dynamic cognitive ability. Depending on the internal or external nature of information exploited to generate TP, distinct cognitive and brain mechanisms are engaged with the same final goal of reducing uncertainty about the future. In this study, we investigated the specific brain mechanisms involved in internally and externally driven TP. To this end, we employed an experimental paradigm purposely designed to elicit and compare externally and internally driven TP and a combined approach based on the application of a distributed source reconstruction modeling on a high spatial resolution electrophysiological data array. Specific spatiotemporal ERP signatures were identified, with significant modulation of contingent negative variation and frontal late sustained positivity in external and internal TP contexts, respectively. These different electrophysiological patterns were supported by the engagement of distinct neural networks, including a left sensorimotor and a prefrontal circuit for externally and internally driven TP, respectively.
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Simons, Jon S., Richard N. A. Henson, Sam J. Gilbert, and Paul C. Fletcher. "Separable Forms of Reality Monitoring Supported by Anterior Prefrontal Cortex." Journal of Cognitive Neuroscience 20, no. 3 (March 2008): 447–57. http://dx.doi.org/10.1162/jocn.2008.20036.
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Reality monitoring refers to the process of discriminating between internally and externally generated information. Two different tasks have often been used to assess this ability: (a) memory for perceived versus imagined stimuli; and (b) memory for participant- versus experimenter-performed operations. However, it is not known whether these two reality monitoring tasks share neural substrates. The present study involved use of a within-subjects functional magnetic resonance imaging design to examine common and distinct brain mechanisms associated with the two reality monitoring conditions. The sole difference between the two lay in greater activation in the medial anterior prefrontal cortex when recollecting whether the participant or the experimenter had carried out an operation during prior encoding as compared to recollecting whether an item had been perceived or imagined. This region has previously been linked with attending to mental states. Task differences were also reflected in the nature of functional connectivity relationships between the medial anterior and right lateral prefrontal cortex: There was a stronger correlation in activity between the two regions during recollection of self/experimenter context. This indicates a role for the medial anterior prefrontal cortex in the monitoring of retrieved information relating to internal or external aspects of context. Finally, given the importance of reality monitoring to understanding psychotic symptoms, brain activity was related to measures of proneness to psychosis and schizotypal traits. The observation of significant correlations between reduced medial anterior prefrontal signal and scores on such measures corroborates these theoretical links.
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Toribio, Josefa. "Ecological content." Pragmatics and Cognition 5, no. 2 (January 1, 1997): 253–81. http://dx.doi.org/10.1075/pc.5.2.04tor.
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The paper has a negative and a positive side. The negative side argues that the classical notions of narrow and wide content are not suitable for the purposes of psychological explanation. The positive side shows how to characterize an alternative notion of content (ecological content) that is suitable for those purposes. This account is supported by (a) a way of conceptualizing computation that is constitutively dependent upon properties external to the system and (b) empirical research in developmental psychology. My main contention is that an adequate computational explanation of the behavior involved in cognitive activities should invoke a concept of content that can capture the intimate dynamical relationship between the inner and the outer. The notion of content thus reaches out to include the set of skills, abilities and know-hows that an agent deploys in a constantly variable environment. The assumption underlying my attempt to characterize this ecological notion of content is that cognition is better understood when treated as embedded cognition and that the idea of cognitive significance ought to be cashed out in non-individualistic and pragmatic terms.
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Keller, Sebastian, Stefan Rumann, and Sebastian Habig. "Cognitive Load Implications for Augmented Reality Supported Chemistry Learning." Information 12, no. 3 (February 24, 2021): 96. http://dx.doi.org/10.3390/info12030096.
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This paper presents a study about augmented-reality-based chemistry learning in a university lecture. Organic chemistry is often perceived as particularly difficult by students because spatial information must be processed in order to understand subject specific concepts and key ideas. To understand typical chemistry-related representations in books or literature, sophisticated mental rotation- and other spatial abilities are needed. Providing an augmented reality (AR) based learning support in the learning setting together with text and pictures is consistent with the idea of multiple external representations and the cognitive theory of multimedia learning. Using multiple external representations has proven to be beneficial for learning success, because different types of representations are processed separately in working memory. Nevertheless, the integration of a new learning medium involves the risk to hinder learning, in case of being not suitable for the learning topic or learning purpose. Therefore, this study investigates how the AR-use affects students’ cognitive load during learning in three different topics of organic chemistry. For this purpose also the usability of AR learning support is considered and the possible reduction of the influence of the mental rotation on learning success will be investigated.
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Brynjulf Hjertø, Kjell, Jan Merok Paulsen, and Saku Petteri Tihveräinen. "Social-cognitive outcomes of teachers’ engagement in learning communities." Journal of Educational Administration 52, no. 6 (August 26, 2014): 775–91. http://dx.doi.org/10.1108/jea-07-2013-0074.
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Purpose – The purpose of this paper is to seek to investigate Etienne Wenger's theory of social learning in a community of practice by modeling two simultaneous aspects of teachers’ collaborative learning: their engagement in close-knit internal groupings and engagement with colleagues that work externally to the core group. These two learning processes are related to two social-cognitive outcomes: teachers’ organizational commitment and their sense of impact. Design/methodology/approach – The study investigated a field sample of 246 individual teachers from ten Finnish primary schools. Hypotheses were developed and tested by using multiple regression and structural equation modeling. Findings – The results indicate that local engagement supports teachers’ organizational commitment. However, this form of collaborative learning behavior did not support their sense of impact. Moreover, external engagement with trusted colleagues supported sense of impact but not organizational commitment. Research limitations/implications – The study reinforces the importance of teachers’ engagement in communities of practice. Specifically, the results suggest two specific social-cognitive outcomes related to two different learning processes situated in teachers’ community of practice. It would be highly valuable to replicate this study in various multi-level settings. Practical implications – The study highlights teachers’ engagement in communities of practice as a source of their motivational basis and their commitment. Findings recommend school leaders to facilitate internal and external learning communities. Originality/value – The study provides empirical evidence regarding the partial relationships between teachers’ local and external learning engagement and the social-cognitive outcomes of these forms of learning behaviors.
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Barone, David F. "Introduction to Symposium on Constructing Self with Others." Review of General Psychology 1, no. 4 (December 1997): 323–25. http://dx.doi.org/10.1037/1089-2680.1.4.323.
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The notion that the self is interpersonally embedded can be found throughout psychology's history. This article presents convergent work from different areas of contemporary psychology that supports and elaborates this notion. M. Baldwin's (1997) experimental work in social cognition demonstrates that self-evaluation varies with the relational schema that is activated. C. R. Snyder and R. L. Higgins (1997) present a social–cognitive personality theory of how people maintain their self theories to satisfy internal and external audiences. S. J. Blatt, J. S. Auerbach, and K. N. Levy's (1997) object-relations theory of the role of mental representations of self and others in psychopathology is supported by research that changes in these representations are associated with improvement in psychotherapy. J. Martin and J. Sugarman's (1997) social–cognitive theory of counseling and psychotherapy as conversational reconstructions of self theories also has research support and raises the issue of whether the self is agentic if socially constructed.
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Woodyatt, Jessica J., Daniel N. Allen, Grace Goodwin, Nina Paul, Christine Salva, and Gregory Strauss. "A-172 Evaluating Associations Between the Five Negative Symptom Domains and Cognition in Schizophrenia." Archives of Clinical Neuropsychology 37, no. 6 (August 17, 2022): 1328. http://dx.doi.org/10.1093/arclin/acac060.172.
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Abstract Objective: Recently, factor analysis has supported a five-factor model of negative symptoms in schizophrenia (anhedonia, avolition, alogia, asociality, and blunted affect). Associations between these unique negative symptom domains and neurocognition are yet to be examined. The following study investigates relationships between the five distinct negative symptoms and cognitive functioning. Methods: Outpatients diagnosed with schizophrenia (n=245) were assessed during periods of clinical stability for negative symptom severity using the Brief Negative Symptom Scale (BNSS). The MATRICS Consensus Cognitive Battery (MCCB) was used to assess seven domains of neurocognition, including processing speed, working memory, verbal learning, visual learning, reasoning, problem solving, and social cognition. To evaluate external correlates, the five-domain negative symptoms were correlated with measures of neurocognition. Results: Greater negative associations were found between the five negative symptom domains with processing speed, attention, working memory, social cognition, and overall MCCB scores. Correlational analyses demonstrated the strongest negative relationships between the domain of attention with alogia and blunted affect. Conclusions: The present study examined unique associations between cognitive abilities and the five negative symptom domains. Strong negative associations were found between negative symptoms and distinct measures of neurocognition, indicating a unique variance in cognitive performance correlates with severity of negative symptoms. Results suggest greater severity of negative symptoms is associated with greater impairments in select neurocognitive domains. Further research using analytic approaches would offer additional support for this hypothesis. Findings have implications for developing differential treatments targeting the five negative symptom domains separately, as they may have distinct underlying pathophysiological and neurocognitive mechanisms.
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Donald, Merlin. "Précis ofOrigins of the modern mind: Three stages in the evolution of culture and cognition." Behavioral and Brain Sciences 16, no. 4 (December 1993): 737–48. http://dx.doi.org/10.1017/s0140525x00032647.
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AbstractThis book proposes a theory of human cognitive evolution, drawing from paleontology, linguistics, anthropology, cognitive science, and especially neuropsychology. The properties of humankind's brain, culture, and cognition have coevolved in a tight iterative loop; the main event in human evolution has occurred at the cognitive level, however, mediating change at the anatomical and cultural levels. During the past two million years humans have passed through three major cognitive transitions, each of which has left the human mind with a new way of representing reality and a new form of culture. Modern humans consequently have three systems of memory representation that were not available to our closest primate relatives: mimetic skill, language, and external symbols. These three systems are supported by new types of “hard” storage devices, two of which (mimetic and linguistic) are biological, one technological. Full symbolic literacy consists of a complex of skills for interacting with the external memory system. The independence of these three uniquely human ways of representing knowledge is suggested in the way the mind breaks down after brain injury and confirmed by various other lines of evidence. Each of the three systems is based on aninventivecapacity, and the products of those capacities – such as languages, symbols, gestures, social rituals, and images – continue to be invented and vetted in the social arena. Cognitive evolution is not yet complete: the externalization of memory has altered the actual memory architecture within which humans think. This is changing the role of biological memory and the way in which the human brain deploys its resources; it is also changing the form of modern culture.
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Yu, Yanqiu, Phoenix Kit-han Mo, Jianxin Zhang, Jibin Li, and Joseph Tak-fai Lau. "Validation of the Chinese Version of the Revised Internet Gaming Cognition Scale among Adolescents in China: Maladaptive Cognitions as Potential Determinants of Internet Gaming Disorder." International Journal of Environmental Research and Public Health 17, no. 1 (December 31, 2019): 290. http://dx.doi.org/10.3390/ijerph17010290.
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Maladaptive gaming cognitions are important determinants of Internet gaming disorder (IGD). Based on a systematic review, a 4-factor Internet gaming cognition scale (IGCS) was previously developed and cross-cultural validation of IGCS is warranted. The present study assesses the validation of the IGCS and its revised version, the Chinese version of Revised IGCS (C-RIGCS), among adolescents in China. Altogether, 755 students were recruited from junior middle schools in Guangzhou and Chengdu, China. The psychometric properties of the C-RIGCS were assessed by using appropriate statistical methods. The 4-factor model of the original IGCS was not supported by confirmatory factor analysis (CFA). In the split-half sub-samples, exploratory factor analysis suggested a 3-factor model for C-RIGCS, which was confirmed by CFA. The C-RIGCS and its three subscales showed satisfactory internal reliability, test-retest reliability, content validity, and absence of ceiling and floor effects (except on one case). Besides, the C-RIGCS and its three subscales were significantly correlated with external variables including IGD, gaming time, impulsivity, and self-control, and perceptions that Internet gaming is the primary source of self-esteem and social acceptance. The C-RIGCS proposed a new 3-factor model that showed satisfactory psychometric properties. It can be applied to understand maladaptive gaming cognitions of adolescent IGD.
Dissertations / Theses on the topic "Externally supported cognition"
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Preece, Krystle Kuzia. "Relations Among Classroom Support, Academic Self-Efficacy, and Perceived Stress During Early Adolescence." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3295.
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The purpose of this study was to gain insight into the relations between support, academic self-efficacy, and stress during the transition into middle school. Research suggests that early adolescents experience an increase in stress across the middle school transition (e.g., Chung, et al., 1998), due to a mismatch between the individuals' developmental needs and the environment (Eccles et al., 1993). Stress has been found to be a risk factor for mental health disorders among adolescents (Grant et al., 2003). The current study examined if teacher and classmate support and academic self-efficacy served as external and internal resources for buffering stress by analyzing data from 142 young adolescents from an economically and racially diverse longitudinal sample. The current study examined: (a) the relations between support from teachers and classmates, academic self-efficacy, and stress; (b) patterns of change across the middle school transition; (c) the extent to which support from teachers and classmates is associated with stress in fifth and sixth grades; (d) the extent to which academic self-efficacy moderated the relation between support and stress, and (e) whether there were group differences (i.e., gender, race, and/or gender x race). Teacher support was negatively associated with perceived stress during sixth grade, while classmate support was a not significant correlate. There was not significant change over time in any of the key variables (i.e., teacher and classmate support, academic self-efficacy, and perceived stress). Regression results indicated that teacher and classmate support served different roles as academic self-efficacy moderated the relations between classroom support and perceived stress among fifth grade students. Teacher support was negatively related to perceived stress among sixth grade students. The only group difference found was that female sixth grade students reported higher levels of teacher support than male students did. Implications for school psychologists and future directions for research are also addressed.
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Nass, Julia Diane. "Perceptions of the appraisal system for teachers held by heads of departments at selected primary schools in the East London region, Eastern Cape Province." Diss., 2017. http://hdl.handle.net/10500/23996.
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This dissertation of a limited scope focuses on the Heads of Departments’ perceptions of the
Integrated Quality Management System for teachers at selected quintile 5 Primary Schools in
the East London Region of the Eastern Cape Province. It reveals the positive and negative
aspects of the staff appraisal system, its implementation and purpose, as well as views on its
improvement.
By means of a qualitative case study and the Cognitive Evaluation Theory as theoretical
framework, the researcher has determined that the Performance Measurement component of
the appraisal system has a detrimental effect on the intrinsic motivation of teachers and that it
should be separated from the Developmental Appraisal.
Individual interviews with the Heads of Departments revealed the need for revising the
assessment rubric in order for Performance Measurement to be conducted effectively.Educational Leadership and Management
M. Ed. (Education Management)
Books on the topic "Externally supported cognition"
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Figdor, Carrie. Concluding Summary. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198809524.003.0010.
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Chapter 10 provides a summary of the argument of the book. It elaborates some of the benefits of Literalism, such as less conceptual confusion and an expanded range of entities for research that might illuminate human cognition. It motivates distinguishing the questions of whether something has a cognitive capacity from whether it is intuitively like us. It provides a conceptual foundation for the social sciences appropriate for the increasing role of modeling in these sciences. It also promotes convergence in terms of the roles of internal and external factors in explaining both human and nonhuman behavior. Finally, it sketches some of the areas of new research that it supports, including group cognition and artificial intelligence.
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Magri, Tito. Hume's Imagination. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/oso/9780192864147.001.0001.
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Abstract This book proposes a new and systematic interpretation of the nature, function, structure, and importance of the imagination in Book 1, Of the understanding, of Hume’s Treatise of Human Nature. The proposed interpretation has deeply revisionary implications for Hume’s philosophy of mind and for his naturalism, epistemology, and stance to scepticism. The book remedies a surprising blind spot in Hume scholarship and contributes to the current, lively philosophical debate on imagination. Hume’s philosophy, if rightly understood, gives suggestions about how to treat imagination as a mental natural kind, its cognitive complexity and variety of functions notwithstanding. Hume’s imagination is a faculty of inference and the source of a distinctive kind of ideas, which complement our sensible, mental representation of objects. Our cognitive nature, restricted to the representation of objects and of their relations, would leave ordinary and philosophical cognition seriously underdetermined and expose us to scepticism. Only the non-representational, inferential faculty of the imagination can put in place and vindicate ideas like causation, body, and self, which support our cognitive practices. The book reconstructs how Hume’s naturalist inferentialism about the imagination develops this fundamental insight. Its five parts deal with the dualism of representation and inference; the explanation of generality and modality; the production of causal ideas; the production of spatial and temporal content and the distinction of an external world of bodies and an internal one of selves; and the replacement of the understanding with imagination in the analysis of cognition and in epistemology.
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Allen, Colin, Peter M. Todd, and Jonathan M. Weinberg. Reasoning and Rationality. Edited by Eric Margolis, Richard Samuels, and Stephen P. Stich. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195309799.013.0003.
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The article explores five parts of Cartesian thought that include individualism, internalism, rationalism, universalism, and human exceptionalism demonstrating the philosophical and psychological theories of rationality. Ecological rationality comes about through the coadaptation of minds and their environments. The internal bounds comprising the capacities of the cognitive system can be shaped by evolution, learning, or development to take advantage of the structure of the external environment. The external bounds, comprising the structure of information available in the environment, can be shaped by the effects of minds making decisions in the world, including most notably in humans the process of cultural evolution. The internal constraints on decision-making including limited computational power and limited memory in the organism and the external ones include limited time push toward simple cognitive mechanisms for making decisions quickly and without much information. Human exceptionalism is one of the strands of Residual Cartesianism that puts the greatest focus on language and symbolic reasoning as the basis for human rationality. The invention of symbolic systems exhibits how humans deliberately and creatively alter their environments to enhance learning and memory and to support reasoning. Nonhuman animals also alter their environments in ways that support adaptive behavior. Stigmergy, an important mechanism for swarm intelligence, is the product of interactions among multiple agents and their environments. It is enhanced through cumulative modification, of the environment by individuals.
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Przekop, Peter. Professionally Directed Non-Pharmacological Management of Chronic Pain (DRAFT). Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190265366.003.0016.
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This chapter is a complement to Chapter 15, concentrating on the non-pharmacological approaches to chronic pain. It features a discussion on the utility of mind-body therapies, psychosocial treatments, and technology-based therapies in the context of recovery through 12-Step programs and other mutual support groups. Such settings are commonly poorly receptive to medication management of either pain or addiction; the availability of other approaches can bridge the gap, leading to effective management of both. The therapies discussed include “movement” therapies, such as internal qi gong, tai chi, yoga, and martial arts. Healing touch, reiki, external qi gong, and acupuncture are examples of “energy” therapies, requiring an intercessor. Among the psychosocial treatments are motivational interviewing, cognitive restructuring, cognitive behavioral therapy, acceptance-based cognitive therapy, operant training, hypnosis, relaxation training, and mindfulness/meditation. Addressed as procedures are massage, chiropractic and osteopathic manipulations, trans-epidermal nerve stimulation (TENS), and transcranial magnetic stimulation (TMS).
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Domhoff, G. William. Dreaming Is an Intensified Form of Mind-Wandering, Based in an Augmented Portion of the Default Network. Edited by Kalina Christoff and Kieran C. R. Fox. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190464745.013.7.
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This chapter argues that dreaming is an intensified form of mind-wandering that makes use of embodied simulation. It further hypothesizes that the neural network that enables dreaming is very likely an augmented portion of the default network. This network is activated whenever there is (1) a mature and intact neural substrate that can support the cognitive process of dreaming; (2) an adequate level of cortical activation; (3) an occlusion of external stimuli; (4) a cognitively mature imagination system (a necessity indicated by the virtual lack of dreaming in preschoolers and its relative paucity until ages 8–9); and (5) the loss of conscious self-control, which may be neurologically mediated in the final step in a complex process by the decoupling of the dorsal attentional network from the anterior portions of the default network. If this testable theory proves to be correct, then dreaming may be the quintessential cognitive simulation.
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Craik, Fergus I. M. Remembering. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192895226.001.0001.
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The book sets out Fergus Craik’s view of human memory as a dynamic activity of mind and brain. In this account, remembering is understood as a system of active cognitive processes, similar to the processes underlying attending, perceiving, and thinking. The book therefore extends and elaborates the concept of “levels of processing” proposed by Craik and Lockhart (1972). Thus, encoding processes are essentially the mental activities involved in perceiving and understanding, and retrieval is described as the partial reactivation of these same processes. It is further suggested that “memory traces” are represented by a hierarchically organized system of analyzers, modified, sharpened, and differentiated by encounters with successive events. This account proposes that episodic and semantic memory should be thought of as levels in a continuum of specificity rather than as separate systems of memory. The book also covers Craik’s views on working memory and on changes in memory as a function of aging. In the latter case the losses are attributed largely to a difficulty with the self-initiation of appropriate encoding and retrieval operations, compensated by support from the external environment. There is a short chapter on the cognitive neuroscience of human memory, and a final chapter bringing the ideas together. The book covers the development of these ideas, illustrated substantially by experiments from Craik’s own laboratory, and also by empirical and theoretical contributions from other researchers. The final product is a broad account of current ideas and findings in contemporary memory research but viewed from Craik’s personal theoretical standpoint.
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Hill, Christopher S. Perceptual Experience. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/oso/9780192867766.001.0001.
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Abstract This book offers an account of perceptual experience—its intrinsic nature, its engagement with the world, its relations to mental states of other kinds, and its role in epistemic norms. One of the book’s main claims is that perceptual experience constitutively involves representations of worldly items. A second claim is that the relevant form of representation can be explained in broadly biological terms. After defending these foundational doctrines, the book proceeds to give an account of perceptual appearances and how they are related to the objective world. Appearances turn out to be relational, viewpoint dependent properties of external objects. There is also a complementary account of how the objects that possess these properties are represented. Another major concern is the phenomenological dimension of perception. The book maintains that perceptual phenomenology can be explained reductively in terms of the representational contents of experiences, and it uses this doctrine to undercut the traditional arguments for dualism. This treatment of perceptual phenomenology is then expanded to encompass cognitive phenomenology, the phenomenology of moods and emotions, and the phenomenology of pain. The next topic is the various forms of consciousness that perceptual experience can possess. A principal aim is to show that phenomenology is metaphysically independent of these forms of consciousness, and another is to de-mystify the form known as phenomenal consciousness. The book concludes by discussing the relations of various kinds that perceptual experiences bear to higher level cognitive states, including relations of format, content, and justification or support.
Book chapters on the topic "Externally supported cognition"
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Siderits, Mark. "The External World." In How Things Are, 127–46. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197606902.003.0008.
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The Yogācāra school of Mahāyāna Buddhism denies the existence of external objects, holding that only mental entities are ultimately real. This chapter examines the arguments developed by Yogācāra philosophers for that thesis, as well as objections raised by Buddhist realists. It begins with examination of Buddhist arguments against physicalism, which were principally aimed at the Cārvāka school of Indian materialism. It then discusses the route to idealism by way of the representationalist theory of sense perception that was supported by a time-lag argument. Idealism as such was subsequently supported by appeal to parsimony, as well as by considerations to do with infinite divisibility, and arguably by the claim that physical objects and cognitions are never grasped separately.
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Schäfke, Werner. "Medieval Icelandic Legal Treatises as Tools for External Scaffolding of Legal Cognition." In Distributed Cognition in Medieval and Renaissance Culture, 44–65. Edinburgh University Press, 2019. http://dx.doi.org/10.3366/edinburgh/9781474438131.003.0003.
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This chapter examines the medieval Icelandic law book Grágás as it is contained in the medieval manuscripts Staðarhólsbók (AM 334 fol.) and Konungsbók (GKS 1157 fol.), and explores in what ways the two manuscripts can be considered to function as external tools of legal cognition. The aim of the chapter is to explore how the modern concept of distributed cognition can aid us in understanding historical phenomena, in this case, the function of two medieval Icelandic codices containing collections of laws. The chapter outlines what lines of thought and reasoning the examined medieval codices support when used for finding relevant legal norms or charting applicable law. In order to clarify the relation of the historical development of distributed legal cognition and its textual tools, the chapter’s conclusion compares the Grágás manuscripts to an early modern Icelandic legal manuscript (AM 60 8vo), and to modern statute collections. This comparison shows how the distribution of legal cognition to textual tools slowly developed within the textual culture of a formerly predominantly oral society without a significant domestic administrative literacy.
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Hannafin, Michael J., Richard E. West, and Craig E. Shepherd. "The Cognitive Demands of Student-Centered, Web-Based Multimedia." In Cognitive Effects of Multimedia Learning, 194–216. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-158-2.ch011.
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This chapter examines the cognitive demands of student-centered learning from, and with, Web-based multimedia. In contrast to externally-structured directed learning, during the student-centered learning, the individual assumes responsibility for determining learning goals, monitoring progress toward meeting goals, adjusting or adapting approaches as warranted, and determining when individual goals have been adequately addressed. These tasks can be particularly challenging in learning from the World Wide Web, where billions of resources address a variety of needs. The individual, in effect, must identify which tools and resources are available and appropriate, how to assemble them, and how to manage the process to support unique learning goals. We briefly analyze the applicability of current cognitive principles to learning from Web-based multimedia, review and critically analyze research and practice specific to student-centered learning from Web-based multimedia, and describe implications for research.
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Newman, Dianna L. "The Impact of Multi-Media Videoconferencing on Children's Learning." In Videoconferencing Technology in K-12 Instruction, 227–39. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-331-9.ch017.
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The use of videoconferencing as a means of bringing external informal educators into the K-12 classroom is an area of increasing interest in the field of education. To date, however, few studies have documented the impact of the process on students’ cognitive and affective outcomes. This chapter presents findings from a series of studies that compared student outcomes for those who received technology-supported videoconferencing with those who did not receive videoconferencing. Findings indicate that students who participated in videoconferencing had higher scores on cognitive indicators, were more motivated to learn the material, and were more interested in learning about related topics.
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Fein, Elizabeth. "The Summer of Adventure." In Living on the Spectrum, 25–52. NYU Press, 2020. http://dx.doi.org/10.18574/nyu/9781479864355.003.0002.
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This chapter chronicles a summer of clinical ethnography at a camp for youth with Asperger’s syndrome and related autism spectrum conditions, run by a close-knit community of live-action role-playing (LARP) gamers aiming to be inclusive of neurodiversity. Within this alternative culture with its alternative norms, the neurodevelopmental differences associated with Asperger’s took on new and valued meanings and manifestations. The chapter reviews predominant theories about cognition in autism (theory of mind, executive function, and weak central coherence), depicting these attributes not as individual deficits but as collaborative engagements with the physical, cultural, and symbolic materials of the surrounding world. Autism, the chapter proposes, is characterized by a heightened reliance on external systems of organization to create a sense of experiential coherence and to fend off existential threats of meaninglessness and chaos. LARP games offer one such system of organization through their framework of stable, shared narratives, and genre conventions. These resources support interpersonal coordination, bringing together people who share relevant cognitive characteristics into a tenuous but deeply valued community.
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Hart, Trevor A., Julia R. G. Vernon, and Nathan Grant Smith. "Sexual Health Interventions for HIV-Negative Sexual Minority Men." In Handbook of Evidence-Based Mental Health Practice with Sexual and Gender Minorities, edited by John E. Pachankis and Steven A. Safren, 313–38. Oxford University Press, 2019. http://dx.doi.org/10.1093/med-psych/9780190669300.003.0014.
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This chapter reviews sexual health HIV-prevention interventions for HIV-negative sexual minority men, focusing on interventions with empirical support with an emphasis on interventions with support from randomized controlled trials. Most interventions focus on condomless anal sex, with the goal of reducing HIV acquisition, although interventions vary in terms of format (individual, group, or online), target age and ethnicity, and outcomes. A much smaller literature exists for sexual health beyond preventing HIV. Research is needed to further test the efficacy and external validity of sexual health interventions, including with older men who have sex with men. Many of the interventions discussed in this chapter use techniques that are familiar to therapists who employ cognitive–behavioral therapy (CBT). There is also a need for further work that uses the therapeutic modalities employed by most mental health professionals who practice within an empirically supported therapy orientation, such as CBT, interpersonal therapy, or behavioral therapies.
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Drabick, Deborah A. G., and Jill Rabinowitz. "Heterogeneity in Dementia and Mild Cognitive Impairment." In Vascular Disease, Alzheimer's Disease, and Mild Cognitive Impairment, 129–45. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190634230.003.0007.
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Mild cognitive impairment (MCI) and dementia such as Alzheimer’s disease and vascular dementia are heterogeneous conditions that are associated with a chronic course and impairments across a multitude of neurobiological and neuropsychological domains. Until relatively recently, much research has relied on variable-centered techniques (e.g., structural equation modeling, factor analysis, regression) to delineate and study these conditions. This chapter presents evidence of the potential benefits of using person-centered procedures (e.g., latent class analysis) for identifying more homogeneous subgroups of individuals with MCI or dementia that may have distinct correlates, courses, and potential responses to interventions. The research reviewed in this chapter indicates that these strategies permit clinicians and investigators to (a) identify subgroups of individuals who differ in the frequency and/or quality of signs and symptoms, correlates, course, or outcomes, and (b) externally validate and provide support for the predictive validity of these subgroups. Steps for conducting latent class/profile analysis are presented, as well as indices used in selecting the best-fitting model. Implications for assessment, intervention, and future research are provided.
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"Cognitive Support in Computerized Science Problem Solving: Eliciting External Representation and Improving Search Strategies." In The Role of Communication in Learning To Model, 141–68. Psychology Press, 2014. http://dx.doi.org/10.4324/9781410606280-13.
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Pachankis, John E., Audrey R. Harkness, Skyler D. Jackson, and Steven A. Safren. "Module 8: Emotion Exposures for Countering LGBTQ-Related Stress." In Transdiagnostic LGBTQ-Affirmative Cognitive-Behavioral Therapy, edited by John E. Pachankis, Audrey R. Harkness, Skyler D. Jackson, and Steven A. Safren, 233–54. Oxford University PressNew York, 2022. http://dx.doi.org/10.1093/med-psych/9780197643303.003.0013.
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Abstract This chapter focuses on confronting both internal triggers and external triggers and provides the client with opportunities to increase their tolerance of emotions while allowing for new learning to occur. It reviews the concept of emotion exposures and how they can support learning and lasting change. It also discusses bodily feelings, how they relate to emotions and LGBTQ-related stress, and the therapist’s role in guiding the client in engaging their bodily feelings, in and out of session. The therapist helps clients who fear their bodily feelings to understand how avoiding bodily feelings maintains maladaptive emotional responses. This chapter covers introducing emotion exposures, building an emotion exposure ladder, and designing and completing an in-session emotion exposure.
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"Cognitive Architecture With Episodic Memory." In Reductive Model of the Conscious Mind, 243–82. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5653-5.ch008.
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The authors chose a provocative title for this book. In this provocation, there is an incentive for those who would like to understand what consciousness is. Their goal was to explain the phenomenon, which is perhaps even harder to understand than the emergence of life from inanimate matter. Through this work, they developed and described a reductive model of conscious mind named motivated emotional mind. Although the basis for episodic memory are real events that were observed by the agent, memorized episodes can also be generated in the agent's mind. The working memory supports explanation of the meaning of the whole scene by combining the meanings of its constituent elements and their relations. The observed scenes are stored in the episodic memory. An agent can build its value system to assess the significance of observed events and later use it to influence its behavior and its emotional states. Only the conscious being has the ability to remember episodes from its experiences. The conscious system must be able to imagine a hypothetical situation and plan its activities. Because episodic memories require the structures of the hippocampus or its equivalent, if the body has a hippocampus, it is potentially conscious. Working memory is responsible for temporarily storing information that has been perceived in the environment or retrieved from long-term memory. It is important for reasoning, decision-making, and behavioral control. It records stimuli processed in the deeper layers of the brain. In addition, working memory combines temporary storage and manipulates selected information to support cognitive functions. Embodied intelligence architecture discussed in this chapter is aimed at building an intelligent and conscious machines and its ability to learn is recognized as the most important feature of intelligence. Authors show that embodied minds contain certain memory structures, and it is through them that machines can be conscious. The organization of brain structures and their functions constitute a functional, reductive model of the conscious mind, called motivated emotional mind. Different functional blocks of this architecture process information simultaneously, sending interrupt signals to direct attention, change plans, monitor activities, and respond to external threats and opportunities. They also provide a conscious agent with personal memories, accumulated knowledge, skills, and desires, making the agent act fully autonomously. What is needed to build embodied, conscious machines? First of all, their sensing must be based on the observations and predictions of results of their own actions in the real world. This requires the development of sensorimotor coordination integrated with the machine value system. The second requirement is the development of learning methods and control of the robot's movements. This includes the development of motoric functions, activators, grippers, methods of movement, and navigation. The chapter ends with predictions for future development of conscious robots and elaboration on the life and death cycles for conscious minds.
Conference papers on the topic "Externally supported cognition"
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Zimonina, Yulia, Ruslan Isaev, and Aleksandr Podvesovskiy. "The Subsystem of Data Exchange within the Decision Support System Based on Cognitive Modeling “IGLA”: Architecture and Implementation Features." In International Conference "Computing for Physics and Technology - CPT2020". ANO «Scientific and Research Center for Information in Physics and Technique», 2020. http://dx.doi.org/10.30987/conferencearticle_5fd755bf7df3d1.35307822.
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The article considers the architecture and implementation features of the data exchange subsystem as part of the decision support system based on fuzzy cognitive models "IGLA", developed with the participation of the authors. The subsystem supports importing data about the structure and parameters of the cognitive model from external applications, as well as exporting data about the cognitive model and the results of its structural-target and scenario analysis. In addition, the subsystem implements a report building module that accumulates the results of building and analysing a cognitive model in a single document, which can serve as a technical template for the corresponding publication, if necessary.
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Namura, Saki, Taro Kanno, Kazuo Furuta, Yingting Chen, and Daichi Mitsuhashi. "Exploring quantitative indicators for monitoring resilient team cognition." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002052.
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Many human factors researchers have explored the cognitive and behavioral factors that affect team performance through behavioral and verbal protocol analyses. These studies primarily used qualitative analyses of observable behaviors and utterances, which makes it difficult to capture the dynamic and resilient team cooperation process directly. Therefore, it is necessary to develop quantitative indicators or measures to assess dynamic processes in team behavior and communication. Once such appropriate indicators or measures are developed, we can compare the performance of different teams quantitatively and find the features of team cognition that support good performance. In the study of complex problem solving, several studies calculated the entropies of utterances from the results of a qualitative analysis of team communication to detect phase changes in complex problem solving (Wiltshire and Butner, 2017). In addition to entropy, this study calculates the Kullback–Leibler divergence (KL) of utterances in segments for the entire team process to identify dynamic features and irregular segments in team communication. We applied the information theory to quantify the features of utterances in segments for the entire team process to find dynamic features and irregular segments in team communication. We analyzed the utterance data of a three-person team working on a task that required dynamic role assignment and collaboration. We first analyzed the turn-taking and communication contents and then visualized them using recurrence plots to visually find sequential patterns. We then calculated the Kullback–Leibler divergence (KL) and plotted it with sliding windows to analyze the dynamic features in team communication. The results showed that the bias of the content increased with disturbances, which suggests that the proposed indices can be used to capture speech distortions caused by external disturbances.
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Appolonia, Lorenzo, M. Chiara Ceriotti, Daniela Lattanzi, Antonio Mazzeri, and Barbara Scala. "Studi sul recupero delle superfici decorate dell’architettura delle facciate della Cavallerizza e del Castello di San Giorgio in Palazzo Ducale di Mantova." In FORTMED2020 - Defensive Architecture of the Mediterranean. Valencia: Universitat Politàcnica de València, 2020. http://dx.doi.org/10.4995/fortmed2020.2020.11496.
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Studies on the recovery of the decorated surfaces of the architecture of the facades of the Cavallerizza and the Castle of San Giorgio in the Ducal Palace of MantuaThe contribution aims to present the path of knowledge on the external surfaces of the Courtyard of the Cavallerizza and the Castle of San Giorgio in Palazzo Ducale in Mantua, the subject of an upcoming conservation project. In particular, the results emerged through the autopsy and stratigraphic survey of areas selected by sample, relating to the technique of execution and the constituent materials of the finishes. From this survey, the characteristics of the original structure have been defined so as to have a clear relationship with respect to integration or degradation. At the same time, following specific evidence and to support the cognitive operations carried out in situ, in-depth diagnostic investigations were carried out in order to support and clarify the contents detected previously by interpreting the scientific data on the nature of the materials and the degradation present. The re-elaboration and critical analysis of the data acquired through various in-depth techniques, as well as providing indications for intervening on the causes of degradation, has supported the designers in the development of intervention methods and in the choice of the most suitable materials for conservation, based on the state of conservation of the nearby areas and the interfaces with the substrate. The scientific data have been compared with the historiographic information in order to have an objective comparison.
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Elkefi, Safa, Onur Asan, and Tina W F Yen. "Using Human factors approach to evaluate patient-centered cancer care." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002186.
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Patient-centered care (PCC) approaches are critical for the delivery of high-quality care in cancer care where the therapeutic alliance between patients and the oncologists is frequent over extended periods of time. The concept of patient-centered care has received increased attention since the publication of the 2001 Institute of Medicine (IOM) report Crossing the Quality Chasm. In this study, we create and evaluate a new framework for patient-centered care in cancer using human factors approaches. Many initiatives focused on developing technologies that help foster PCC by increasing patients’ access to information and facilitating self-monitoring and patient convenience. This paper makes an important contribution to the literature by historically examining the evolution of the definitions of care approaches from disease-centered care focusing on curing the diseases to patient-centered care satisfying patients’ needs to person-centered care. Instead of treating people like victims of diseases, this model recognizes their need for more than one professional to support them emphasizing their capabilities and potential to improve their own health by themselves. It also provides a different and complementary way to the visit-oriented approach furnishing more accessible and continuous care over time, Our contribution also covers summarizing the existing measures adopted to measure its components and finally suggests a socio-technical framework based on the human factors approach to measuring PCC effectiveness. Our approach to measuring PCC is grounded in the conceptual framework we are suggesting that evaluates the effectiveness of patient-centered care based on a socio-technical perspective. We link the cognitive perception of patients towards PCC (Cognitive Sensory Input) to their exposure to external factors (Exposure) that may affect their (Cognition) behavior. A holistic approach recognizing health care as a dynamic socio-technical system in which sub-elements interact with each other remains necessary to better understand the system and its constraints in cancer care. We use a case study to emphasize the importance and need of such a human factors-based framework in providing a better quality of care and improving health outcomes. Achieving high-quality care is a complex pursuit in any setting especially for cancer care and improving the patient journey requires an integrated system of care and productive interactions among many system levels. By understanding the work system components, the design and integration of tasks, technology, and clinical processes can be reviewed to better support the respective needs of individuals while optimizing system performance. A supportive work environment and a highly engaged workforce are highly correlated with improved quality of patient-centered care and hospital performance. At the population level, case managers, navigators, quality officers, and administrators may track outcomes across patients.This framework can help organize clinical interventions that aim to control cancer patients’ behavior from a patient-centered perspective. It can also help technology designers by giving them insight into how patient-centeredness in the design of health informatics can impact cancer patients’ behavior. In addition, patient-centered designs can enhance technology acceptance among cancer patients making it easier to adopt technology for follow-up reasons by involving human factors and ergonomics principles in order to ensure successful results.
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Yan, Ming, Lucia Rosa Elena Rampino, Caruso Giandomenico, and Huimin Zhao. "Implications of Human-Machine Interface for Inclusive Shared Autonomous Vehicles." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002488.
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Autonomous Vehicles (AVs), also known as self-driving cars, driverless cars, or robot cars, can perceive their environment and drive safely with little or no human inputs. Under the support of engineering, information science, anthropology, AVs have developed rapidly at the technical level, demonstrating to reduce human error operations and lessening road usage to save time. In the future, users will always be more released from driving tasks Self-driving vehicles can be more advantageous and feasible in public transportation than in private ones. Therefore, shared buses and logistics vehicles have been trial operation in various countries nowadays. Moreover, this technology will enable road traffic for people who cannot drive due to various physical and cognitive impairments. Therefore, inclusivity is often cited as one of the main reasons for promoting user acceptance of this technology, and it is fundamental in its application. Inclusive design can be achieved by identifying and addressing as many barriers to the Human-Machine Interface (HMI) as possible, focusing on human factors inside and outside the self-driving vehicle. It can enable groups with different needs to interact comfortably with the AVs and the traffic environment. Specifically, within a shared autonomous vehicle, we focus on transferring vehicle control between multiple users, reducing human error, and improving system availability. In addition, for many non-driving-related tasks (NDRT) derived from the gradual improvement of autonomous driving, the design of interactive devices and processes suitable for different groups and their cognition, the usability and comfort of the system will be improved, as well as the user experience. Concerning the scenes outside the vehicle, the impact of different types of external HMIs on the user experience of other user groups (e.g., young, old, cognitive, or physical disabilities, Etc.) attracted more attention from scholars. At the same time, communication channels and interfaces established between users and AVs will become more prominent on an inclusive basis. Consequently, HMI is essential for functional and inclusive driving automation, guaranteeing an efficient and satisfactory interaction between the automated system and different users.This paper provides an overview of the HMI challenges in shared driving automation from an inclusive design perspective, summarizing existing research on the role of HMIs in shared autonomous vehicles. The authors identified the fundamental changes in the way the user interacts with the car in shared autonomous vehicles using a systematic literature review including the following four steps: 1) identification of purposes and research questions of the literature review 2) definition of a literature search strategy by identifying a combination of sequential and iterative search queries; 3) analyze the retrieved articles compiling a concept matrix for each of them. As a result, relevant literature related to the research topic was selected; 4) identifying research gaps and inconsistent research results to make tacit domain meta-knowledge explicit. The paper will contain the analysis and discussion of the obtained data. Finally, the paper will discuss the future challenges for promoting a deeper exploration of inclusivity of HMIs for autonomous vehicles, also proposing the research avenues practical to increase the user's acceptance of this technology.
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Perfetto-Demarchi, Ana Paula, Cleuza Fornasier, Bernabé Hernandis Ortuño, and Elingth Simoné Rosales Marquina. "O uso do dispositivo ID-Think no compartilhamento de conhecimento." In Systems & Design: Beyond Processes and Thinking. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.2400.
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Considering that the great advantage of an organization today is the knowledge it has, and how it manages this knowledge, this article reports the application of the IDThink device in a fashion organization's manufacturing sector for its validation. This device applies knowledge management through the skills and attitudes of the design thinker. The device shown here is to assist the process of innovation in organizations by using some design thinkers skills in the knowledge explicitation and externalization. To Brown (2009) design thinking begins with the skills that designers have learned over time as: To align the human being´s needs with the technological resources available in the organization; Intuition; The ability to recognize patterns; Build ideas that have both emotional significance and functional; The ability to question their surroundings and be empathetic and; The ability to express otherwise than in words or symbols. This last is one of the most important designer skills. The designer uses the drawing process also as a critical process, as discovery. He uses drawing as a means of materializing, imagination, or discovery of something that he cannot built in his mind, and as a mean of communication with others, facilitating collaboration on projects. The IDThink device is an external, temporary repository for ideas, with which the designer interacts, and this externalization supports the necessary dialogue that it has between the problem and the solution, which minimizes the cognitive stress when dealing with quantities and complexities of knowledge to be process internally. The identification of concepts and their positioned graphical representation facilitates decision-making, the sharing of knowledge of everyone involved in the organization management, and observation of systemic functioning of the company, focusing on indicators that it judged suitable. The use of visual codes, which will be available throughout the process, allows the team to navigate the process without losing their train of thought. Also allows us to observe the evolution of the environment and its influence in the organization to assist in corrective actions. The nature of the research was exploratory, with lineation by ex-post-fact, using a strategy of ethnography, through non-participant interviews and observation. After applying, the researchers understood the need to adapt the External System of the IDThink device so that it includes an amount of knowledge needed to the visualization of the organization's management and / or the development of new products.DOI: http://dx.doi.org/10.4995/IFDP.2016.2400
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Koishi, Tomoya, Keiichi Watanuki, and Kazunori Kaede. "Effects of Field-of-View Expansion Using a Wide-field HMD on Active Linear Motion." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001798.
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Field-of-view (FOV) expansion is a technology that exceeds the limits of the human FOV, which is approximately covers 200° horizontally and 130° vertically, by compressing and presenting out-of-field images obtained from a wide-angle camera on a head-mounted display (HMD). Previous studies have focused on improving the search efficiency of the human FOV and detecting hazards not covered by blind spots by expanding the visible range; their effectiveness has only been examined in static situations. Therefore, the effect of FOV expansion in dynamic situations, such as during walking and exercise, has not been fully investigated and elucidated. Therefore, we attempted to investigate the characteristics of FOV expansion in dynamic situations that utilized peripheral vision by using a wide-field HMD. Among these, we focused on human motion perception during straight-line motion, which is closely related to human vision.In daily life, we perform linear movements such as walking and driving. In such movements, the human body acquires various types of information from its receptors to understand its own motion and position in relation to the outside world. This cognitive function is called self-motion perception, and visual motion information is the largest component of it. Therefore, there are many cases wherein visual information is manipulated to create an illusion of relative distance and speed to the external world, thereby enhancing motor sensation and altering walking patterns.Returning to the principle of FOV expansion, it is a method of presenting visual information beyond the limits of a defined human FOV. Therefore, the visual distance to external objects and the motion of the external objects change significantly in the FOV during FOV expansion. Utilizing this property, we believe that motion perception can be intentionally manipulated during straight-line walking. In addition, since the effects on perception propagate to the psychological states and physical control of the individual, walking in the state of an expanded visual field may induce mental elevation and improve their motor skills. If these characteristics can be clarified, the technology of visual field expansion can be applied not only to searching for entities and detecting danger but also to improving motion support and gait control.Based on the above, this study aims to investigate whether there are any differences, among normal walking, walking with FOV expansion, and walking with FOV expansion under different angles, in terms of perception, emotion, and gait. Perception and emotion were subjectively evaluated using a questionnaire, and the gait pattern was analyzed using body coordinate information obtained by motion capture. To expand the visual field, we constructed an FOV expansion system using a wide-field head-mounted display (HMD), two omnidirectional cameras, and a control PC. The results of the experiment indicated that the greater the expansion of the FOV, the faster the subject perceived their own walking speed. In addition, there was one case wherein the faster the perceived walking speed was, the shorter the perceived walking distance was. These results suggested that FOV expansion could create the illusion of increased athletic performance.
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Kröll, Martin, and Kristina Burova-Keßler. "Use of AI tools in learning platforms and the role of feedback for learning." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001504.
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The digital transformation in the world of work has profound effects on the processes of career orientation and the transition between school and work. Together with international partners from Bulgaria, Germany, Greece, Spain, Italy and Hungary, a digital mentoring concept to secure the employability of young people has been or is being investigated in the three-year EU project "Career 4.0". The focus is on the further development of a personal development plan with the help of which the young people can reflect on their future employment opportunities. Compared to other teaching-learning situations, this is a learning process that is open to development without a predetermined true or false, as is usually the case with mathematical tasks, for example. This places special demands on the mentors when it comes to assessing which forms of feedback are particularly beneficial for the young people and which prove to be less beneficial.Within the framework of the EU project, empirical studies were carried out which came to the conclusion that the quality of the feedback that mentors give to mentees is assessed very dif-ferently by these groups of participants. The mentees see considerable potential for improve-ment when it comes to the quality of the feedback from the mentors. In contrast, the mentors themselves are not as critical of their activities in giving feedback. Over 60 mentees and over 30 mentors have participated in the empirical study so far.The starting point for the study is the meta-analysis of the research team around Hattie et al. (2016). They differentiate between the following forms of feedback: (1) task-related, (2) pro-cess-related, (3) self-regulation-related and (4) person- or self-related feedback. According to the evaluation of their meta-analysis, the second and third forms of feedback have the greatest effect on learning outcomes.Furthermore, scientific studies have shown that the acceptance of feedback depends on numerous influencing factors, which can be assigned to four areas: Characteristics of (1) the feedback message, (2) the feedback source, (3) the feedback recipient and (4) the feedback context. The effect of feedback can be related to three levels, following the psychology of lear-ning: (1) cognitive (e.g. closing competence gaps), (2) metacognitive (e.g. supporting self-assessment and self-awareness) and (3) motivational level (e.g. promoting readiness). How the feedback recipients (here: the young people) ultimately deal with the feedback also depends on their causal attribution, i.e. which reasons they see as causal for their progress or the failure of their actions. If, for example, they attribute their inadequate task performance to environmental factors, e.g. difficult and unfair tasks or disproportionate time pressure, or if they see the reasons in themselves, e.g. in their lack of commitment or insufficient skills, this has very different effects on the effects of the feedback. Among other things, this can lead to a "self-esteem distortion" if, for example, negative results are primarily attributed to external circumstances. The research project is also investigating the extent to which AI tools can help to make feed-back even more effective and efficient for learners. In order to provide IT and AI solutions (such as adaptive learning systems, learning analytics, intelligent CBR recommendation sys-tems) to support the giving of feedback, e.g. with the help of a learning platform, it is advantageous and necessary to make the feedback process transparent by using a process mo-delling approach and to work out individual process steps.Hattie, J. & Timperley, H. (2007): The Power of Feedback, in: Review of Educational Research Vol. 77, No. 1, 81-112.London, M. & McFarland, L. (2010): Assessment Feedback. In J. Farr & N. Tippins (Hrsg.), Employee Selection (S. 417-436). New York, London: Routledge.Narciss, S. (2013). Designing and Evaluating Tutoring Feedback Strategies for digital learning environments on the basis of the Interactive Tutoring Feedback Model. Digital Education Review, (23), 7–26.