Relevant bibliographies by topics / Feeling of knowing

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Feeling of knowing'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Feeling of knowing"

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Steinberg, Michael. "Feeling is Knowing." Philosophy Today 52, no. 3 (2008): 289–97. http://dx.doi.org/10.5840/philtoday2008523/411.

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Standish, Paul. "Knowing in Feeling." Philosophy of Education 71 (2015): 301–7. http://dx.doi.org/10.47925/2015.301.

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Mangan, Bruce. "What Feeling Is the “Feeling of Knowing?”." Consciousness and Cognition 9, no. 4 (December 2000): 538–44. http://dx.doi.org/10.1006/ccog.2000.0488.

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Corcoran, Brent. "The Feeling of Knowing." Dialogue: A Journal of Mormon Thought 45, no. 3 (October 1, 2012): 219–26. http://dx.doi.org/10.5406/dialjmormthou.45.3.0219.

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Sanfey, A. G., and J. D. Cohen. "Is knowing always feeling?" Proceedings of the National Academy of Sciences 101, no. 48 (November 22, 2004): 16709–10. http://dx.doi.org/10.1073/pnas.0407200101.

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Flanagan, Owen. "Neuroscience: Knowing and feeling." Nature 469, no. 7329 (January 2011): 160–61. http://dx.doi.org/10.1038/469160a.

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Singh, Sampat P. "Knowing, Understanding, and Feeling." Vikalpa: The Journal for Decision Makers 26, no. 4 (October 2001): 103–12. http://dx.doi.org/10.1177/0256090920010409.

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In this review article, Sampat P Singh reviews two books on organizational leadership titled “Managing Dyadic Interactions in Organizational Leadership” and “Leadership and Power — Ethical Explorations.” Readers can link this review article with the earlier one by the same reviewer titled “Developing Organizational Leadership” which was published in the October-December 2000 (Vol 25, No 4) issue of Vikalpa.
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Järvilehto, Timo. "Feeling as knowing — Part I." Consciousness & Emotion 1, no. 2 (December 31, 2000): 245–57. http://dx.doi.org/10.1075/ce.1.2.04jar.

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The theoretical approach described in a series of articles (Jarvilehto, 1998a,b,c, 1999, 2000) is developed further in relation to the problems of emotion, consciousness, and brain activity. The approach starts with the claim that many conceptual confusions in psychology are due to the postulate that the organism and the environment are two interacting systems (”Two systems theory”). The gist of the approach is the idea that the organism and environment form a unitary system which is the basis of subjective experience. This starting point leads to the conception of emotions as reorganization of the organism-environment system, and entails that emotion and knowledge are only different aspects of the same process. In the first part of the article the general outline of the approach is sketched, and in a subsequent second part (Jarvilehto, 2001) the relations between emotions, consciousness, and brain activity will be discussed in detail.
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Järvilehto, Timo. "Feeling as knowing — Part II." Consciousness & Emotion 2, no. 1 (October 12, 2001): 75–102. http://dx.doi.org/10.1075/ce.2.1.04jar.

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In the latter part of this two-article sequence, the concept of emotion as reorganization of the organism-environment system is developed further in relation to consciousness, subjective experience and brain activity. It is argued that conscious emotions have their origin in reorganizational changes in primitive co-operative organizations, in which they get a more local character with the advent of personal consciousness and individuality, being expressed in conscious emotions. However, the conscious emotion is not confined to the individual only, but it gets its content and the emotional quale in the social context, and in relation to the norms of the given culture. Emotion is fundamentally the process of ascription of meaning to the parts of the world which are relevant in the achievement of results of behavior. Although emotions may be studied as reorganizational processes in the organism-environment system with the help of physiological recordings and behavioral observations, it is argued — in contrast to the mainstream cognitive science — that emotions cannot be localized in the brain, although the brain is important in their generation as a part of the organism-environment system. It is suggested that the parts of the brain most closely related to emotional expression contain neurons subserving functional systems which are formed in early development, and which are therefore most intimately related to reorganizational processes in the organism-environment system.
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Brooks, Gregory, Haopei Yang, and Stefan Köhler. "Feeling-of-knowing experiences breed curiosity." Memory 29, no. 2 (January 22, 2021): 153–67. http://dx.doi.org/10.1080/09658211.2020.1867746.

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Dissertations / Theses on the topic "Feeling of knowing"

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Battersby, Doug. "Knowing and feeling in late modernist fiction : Nabokov, Beckett, Banville, Coetzee." Thesis, University of York, 2017. http://etheses.whiterose.ac.uk/18950/.

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This thesis explores the relationships between knowing and feeling in the fiction of four late modernist writers: Vladimir Nabokov, Samuel Beckett, John Banville, and J. M. Coetzee. My approach is informed by and builds upon Derek Attridge’s claim that literary works are best understood as ‘events’ performed through acts of reading. The thesis shows how these writers’ works explore knowing and feeling both through the description of characters’ experiences and through the cognitive and affective experiences these descriptions give rise to in readers. Capturing this demands a slower and more textually immersed mode of close reading than is customary in academic criticism, and my chapters therefore focus on a single text by each author: Nabokov’s Ada or Ardor (1969), Beckett’s Ill Seen Ill Said (1982), Banville’s Ancient Light (2012), and Coetzee’s Waiting for the Barbarians (1980). The introduction to this thesis argues that contemporary criticism continues to be shaped by the epistemological bias which has been present in literary studies since the heyday of the New Critics. This bias is conspicuously evident in critical accounts of Nabokov, Beckett, Banville, and Coetzee, and the originality of my readings partly derives from the predisposition of other critics prematurely to resolve the cognitive and affective uncertainties generated by these authors’ works. I argue that these writers stage intensely enigmatic feelings which their subjects try to know, and that these experiences of knowing and not knowing are themselves affective. Each chapter examines an epistemological-affective state which is particularly prominent in the author’s work, namely: ambivalence, undecidability, disorientation, and uncertainty. In a coda to the thesis, I suggest that, beyond contributing to critical understanding of Nabokov, Beckett, Banville, and Coetzee, the larger ambition of this study is to argue for and exemplify a mode of close reading which is better able to capture the singularity of aesthetically difficult literary fictions.
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Morson, Suzannah Marie. "Subjective experiences at memory retrieval : the feeling of knowing and beyond." Thesis, University of Leeds, 2013. http://etheses.whiterose.ac.uk/6409/.

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When we fail to retrieve an item from memory we often experience the sensation that we do know the missing item, it just cannot be recalled right now. Memory is more than retrieval or non-retrieval, it also has a number of sensations and experiences associated with it. The aim of this thesis was to examine subjective experiences at retrieval failure and their association with manipulations of memory accuracy. This was achieved by the use of an existing metacognitive judgement, the feeling of knowing (FOK), and by the development of two novel metacognitive measures, the judgement of retrieval failure (JORF) and the global feeling of knowing (GFOK). In addition to experimental manipulations of memory, these judgements were also examined within populations who typically exhibit memory deficits; healthy older adults and patients diagnosed with early stage dementia. Chapter 2 focused on semantic and episodic FOK in ageing, identifying an age-related selective deficit in episodic FOK accuracy. Chapter 2 also observed that FOK accuracy increased in young and older adults in line with increases in recall accuracy over repeated learning trials. Chapter 3 explored manipulations of retention and retrieval, observing reliable changes in FOK magnitude as recall accuracy was affected, while effects on FOK accuracy were not necessarily in agreement with recall performance. Chapter 4 considered the underlying assumptions of the FOK experience, and proposed a new model of FOK based within the signal detection theory framework. Chapter 5 established two novel measures of retrieval failure, JORF and GFOK. These measures were found to be sensitive to manipulations of memory, and also appear to be preserved in patients with early stage dementia. This thesis provides an important extension to the existing literature on the FOK as well as identifying novel directions for metacognitive theory.
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MacLaverty, Stephanie Nicole. "Are age-related differences in episodic feeling-of-knowing accuracy influenced by the timing of the judgment?" Thesis, Atlanta, Ga. : Georgia Institute of Technology, 2008. http://hdl.handle.net/1853/29687.

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Thesis (M. S.)--Psychology, Georgia Institute of Technology, 2008.
Committee Chair: Hertzog, Christopher; Committee Member: Rogers, Wendy; Committee Member: Schumacher, Eric. Part of the SMARTech Electronic Thesis and Dissertation Collection.
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Knoll, Melissa A. Z. Marks. "The Effects of Expertise on the Hindsight Bias." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1242920562.

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Perrotin, Audrey. "Métamémoire : Feeling-of-Knowing en mémoire épisodique et fonctions exécutives dans le vieillissement normal et le mild cognitive impairment." Tours, 2007. http://www.theses.fr/2007TOUR2012.

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Le jugement de Feeling-of-knowing (i. E. , sentiment de savoir) est une fonction de la métamémoire qui permet d'évaluer l'état de sa mémoire lors de la recherche d'une information. L'objectif du travail était d'étudier, avec une approche neurocognitive, la précision des jugements de Feeling-of-knowing concernant les informations stockées en mémoire épisodique. Dans un premier temps, cette capacité a été évaluée au cours du vieillissement normal (Expérience 1) et dans le Mild cognitive impairment (Expérience 2). Les résultats montrent un déclin de la précision du Feeling-of-knowing dans ces deux populations. Dans un second temps, l'objectif était d'identifier les processus cognitifs à l'origine de la précision du Feeling-of-knowing (Expérience 3). Les résultats soulignent le rôle central des fonctions éxécutives, lesquelles agiraient en interaction avec les processus mnésiques. A la lumière de ces constats, des hypothèses pour modéliser le Feeling-of-knowing sont proposées
The Feeling-of-knowing judgment is a metamemory function that allows monitoring one's memory state in the course of the retrieval stage. The objective of the work was to study, through a neurocognitive approach, the accuracy of FOK judgments about information stored in episodic memory. First, this ability was assessing in the course of normal aging (Experiment 1) and in the Mild cognitive impairment (Experiment 2). The results show impaired Feeling-of-knowing accuracy in these two populations. Second, the aim was to identify the cognitive processes underpinning the Feeling-of-knowing accuracy (Experiment 3). The results highlight the central role of executive functioning, which may act in interaction with memory processes. In the lignht of these reports, some hypotheses to a Feeling-of-knowing model are proposed
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Howard, Charlotte Emma. "Memory and metamemory in patients with temporal lobe epilepsy." Thesis, University of Plymouth, 2009. http://hdl.handle.net/10026.1/2257.

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It is well established that patients with temporal lobe epilepsy (TLE) commonly report memory difficulties. The aim of this thesis was to use a novel approach adopting Nelson & Narens' (1990) theoretical framework to investigate whether metacognitive knowledge and memory performance were differentially disrupted in patients with TLE. More specifically, investigating to what extent poor memory in TLE could result from inadequate metamemory monitoring, inadequate metamemory control or both. Experiment I employed a combined Judgement-of-Learning and Feeling-of-Knowing task to investigate whether participants could monitor their memory successfully at both the item-by-item and global levels. The results revealed a dissociation between memory and metamemory in TLE patients. TLE patients presented with a clear episodic memory deficit compared with controls yet preserved metamemory abilities. Experiments 2 and 3 explored the sensitivity approach to examine metacognitive processes that operate during encoding in TLE patients and controls. Both these experiments demonstrated that TLE patients were sensitive to monitoring and control processes at encoding. The final experiment further investigated memory performance by examining the role of lateralisation of the seizure focus using material specific information and the 'Remember-Know' paradigm. The findings from the verbal task provided partial support to the material-specific hypothesis. The results from these experiments are discussed in terms of their association with executive functioning and memory deficits in TLE, and have important implications for future research examining memory and metamemory in TLE patients and other clinical populations.
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Somerville, Jacqueline Gannon. "Development and Psychometric Evaluation of Patients' Perception of Feeling Known by Their Nurses (PPFKN) Scale." Thesis, Boston College, 2009. http://hdl.handle.net/2345/662.

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Thesis advisor: Dorothy Jones
The importance of the nurse-patient relationship to the overall well- being of the person has been explored extensively by nurses. What is largely missing from this knowledge developed to date is the patient's perspective. The purpose of this study was to develop a reliable and valid measure of patients' perceptions of feeling known by their nurses during an acute, surgical, hospital admission. The development of the PPFKN Scale was guided by Newman's theoretical framework of Health as Expanding Consciousness (1994) and data from a qualitative descriptive study conducted in 2003 (Somerville). The current investigation focused on the development and psychometric testing of the PPFKN Scale. The four themes that emerged from the earlier qualitative study were used to guide the development of the 85-item scale. This scale was exposed to a panel of nurse experts to establish inter-rater agreement and content validity, item understandability and readability. The revised scale was piloted with five participants who had experienced an inpatient, surgical admission to determine content validity, item readability and understandability. The revised 77-item scale was then administered to 327 surgical inpatients across seven general care units at a large academic urban medical center. A sample size of 296 completed surveys was analyzed. A four-component solution was devised using Principal Components Analysis with Varimax rotation. This four-component solution accounted for 63.3% variance, with a total scale Cronbach's alpha coefficient of 0.99. A component loading cut-off was set at 0.3 and items not loading at this value on the expected component were dropped. This process resulted in a reliable and valid 48 item PPFKN Scale with four components and a total scale Cronbach's alpha coefficient of 0.98
Thesis (PhD) — Boston College, 2009
Submitted to: Boston College. Connell School of Nursing
Discipline: Nursing
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Sacher, Mathilde. "Impact de la division de l'attention sur le feeling-of-knowing en mémoire épisodique : hypothèse d'une réduction des ressources attentionnelles au cours du vieillissement." Thesis, Tours, 2009. http://www.theses.fr/2009TOUR2007.

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Le Feeling-of-Knowing (FOK) traduit l'expérience subjective de posséder une information en mémoire alors que l'on ne peut pas y accéder actuellement. Le jugement de FOK est une fonction métamnésique permettant d'évaluer l'état de sa mémoire lors de la récupération. Les capacités d'évaluation mnésique sont centrales pour guider la régulation du fonctionnement mnésique. L'objectif de ce travail était d'étudier les mécanismes à la base de la précision des jugements de FOK en mémoire épisodique. Trois expériences ont été menées afin d'examiner les effets de l'âge et de la division de l'attention lors des phases d'encodage, de rappel et de jugements de FOK sur la précision du FOK. Nos résultats révèlent que l'évaluation mnésique est coûteuse en ressources attentionnelles et suggèrent que les différences liées à l'âge sur la précision du FOK seraient dues à une réduction des ressources attentionnelles avec l'âge. La qualité de l'encodage et de l'évaluation mnsésique contribueraient au FOK
Feeling-of-knowing (FOK) represents the subjective experience that information is available in memory while this information cannot be currently accessed. The FOK judgement is a metamemory function that allows monitoring one's memory state in the course of retrieval. The ability to monitor stored information in memory is central to guide the regulation of memory functionning. The aim of this work was to study mechanisms underlying the accuracy of FOK judgements about information stored in episodic memory. Three experiments were conducted in order to examine effects of both aging and divided attention in each phase of an episodic FOK task on metamemory processes. Our findings indicated that monitoring required attentional resources, and supported the idea taht the age-related decline in episodic FOK accuracy was depending on attentional resources limitation associated with aging. The quality of memory encoding and the quality of memory monitoring eem essential to predict accurate FOK
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Shaddock, Ann, and n/a. "Factors affecting metamemory judgements." University of Canberra. Schools & Community, 1995. http://erl.canberra.edu.au./public/adt-AUC20050712.102157.

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Contemporary theories of learning suggest that successful learners are active in the learning process and that they tend to use a number of metacognitive processes to monitor learning and remembering. Drawing on the theoretical framework of Nelson and Narens (1992), the current study examined the effect of certain variables on metamemory processes and on students' ability to recall and recognise learned material. The present study explored the effect of four independent variables on five dependent variables. The independent variables were: 1. degree of learning (responses given until 2 or 8 times correct), 2. judgment of learning (JOL) timing (given immediately after learning session or 24 hours later), 3. retention interval between study and test (2 or 6 weeks), and 4. type of material studied (sentences, in or out of context). The dependent variables were: 1. judgement of learning (JOL), 2. confidence rating, 3. feeling of knowing (FOK), 4. recall, and 5. recognition.. As ancillary analyses, the study explored, firstly, whether gender differences had an effect on meta-level and object-level memory, and secondly, whether students who recalled more also made more accurate metamemory judgements. The effects of the independent variables on recall and recognition were consistent with those found by previous studies. The most interesting new finding of the present study was that students who made JOLs after twenty four hours were more likely to take into account the effect of the interval between learning and testing. Students who made immediate JOLs did not allow for the effect of the time interval on retention. A further new finding was that gender appeared to have had an influence on JOLs. The findings about the effects of timing of JOLs and of gender effects on JOL have implications for metacognitive theory and will stimulate further research. The practical significance of this research, particularly the implications for study skills training for all students, was that educators cannot presume that students will correctly predict what they will recall after six weeks if they make that judgement immediately after learning has occurred. Therefore, the effects of the passage of time on memory, and the efficacy of delaying judgments, should be made explicit. The finding that the manipulation of JOL timing has a significant effect on the accuracy of judgements has implications in the wider area of educational policymaking and for the current debate on competencies and quality assurance. Learning cannot be considered a simple process and when a large component of learning is selfdirected, as it is in tertiary institutions and increasingly in schools, many variables are operating.
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Jönsson, Fredrik. "Olfactory Metacognition : A Metamemory Perspective on Odor Naming." Doctoral thesis, Uppsala University, Department of Psychology, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-5821.

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Although many aspects of odor naming have received attention during the years, the participants' own cognitions (metamemory) about their naming attempts have not. (i) We showed that feeling of knowing (FOK) judgments accompanying odor naming failures are predictive of later recognition (Study I) or retrieval (Study III) of the missing name, but to a lesser degree than equivalent judgments about names of persons. “Tip of the nose” (TON) experiences do predict later odor name recall (Study I), but are otherwise poorly related to any partial activation of other information associated with the odor. (ii) We evaluated two theories proposed to explain the underlying basis of FOK judgments. Correlational analysis showed that FOK judgments about odor names are related to the perceived familiarity of the cue triggering the FOK (cue familiarity theory; Study III). FOK judgments are based on the amount of available information about the sought-for memory (accessibility theory; Study I and III). (iii) We demonstrated that the participants are overconfident in their odor naming attempts (Study I and II). This may to some degree be due to the arousing properties of the odors (Study II), suggesting that emotional variables should be taken into account when researching metamemory. (iv) Our inability to correctly name odors are typically not due to an uniquely poor association between odors and their proper names, but rather due to failures to identify the odors (Study III), that is, failures to retrieve “what it is”. It was also found that TOT experiences are unusual for odor names and more so than for person names. (v) We discuss potential differences between olfactory metamemory and metamemory for other modalities. The TON experience differs from the tip of the tongue (TOT) experience and the predictive validity is lower for metamemory judgments about odor names compared to other modalities.

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Books on the topic "Feeling of knowing"

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J, Bershady Harold, ed. On feeling, knowing, and valuing: Selected writings. Chicago: University of Chicago Press, 1992.

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Artz, Sibylle. Feeling as a way of knowing: A practical guide for working with emotional experience. Toronto: Trifolium Books, 1994.

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Body language 101: The ultimate guide to knowing when people are lying, how they are feeling, what they are thinking, and more. New York: Skyhorse Pub., 2008.

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Kuhlewind, Georg. Feeling Knowing: Collected Essays. Steiner College Press/Saint George Publications, Rudolf, 1993.

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Knowing feeling: Affect, script, and psychotherapy. New York: Norton, 1996.

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Nathanson, Donald L. Knowing Feeling: Affect, Script, and Psychotherapy. Norton & Company, Incorporated, W. W., 1996.

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Media, I. R. B. Summary of Antonio Damasio's Feeling & Knowing. IRB MEDIA, 2021.

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Damasio, Antonio. Feeling and Knowing: Making Minds Conscious. Knopf Doubleday Publishing Group, 2021.

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Feeling as a Way of Knowing. Trifolium Books, 2002.

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Damsio, Antonio. Feeling and Knowing: Making Minds Conscious. Little, Brown Book Group Limited, 2021.

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Book chapters on the topic "Feeling of knowing"

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Mair, Miller. "Feeling and Knowing." In Coming to Know, 113–27. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003272342-9.

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Defoort, Carine. "Knowing, feeling, and active ignorance." In Why Traditional Chinese Philosophy Still Matters, 167–83. New York : Routledge, 2018. | Series: Routledge studies in Asian religion and philosophy ; 22: Routledge, 2018. http://dx.doi.org/10.4324/9781315121246-11.

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Mun, Cecilea. "Knowing Once More, but with Feeling." In Interdisciplinary Foundations for the Science of Emotion, 241–71. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71194-8_9.

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Yoshida, Kensaku. "Knowing vs Behaving vs Feeling: Studies on Japanese Bilinguals." In Language Proficiency, 19–40. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4899-0870-4_3.

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Saona, Margarita. "Seeing, Knowing, Feeling: Conveying Truth and Emotion through Images." In Memory Matters in Transitional Peru, 37–74. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137290175_2.

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Chang, Huang-Ming, Leonid Ivonin, Wei Chen, and Matthias Rauterberg. "Feeling Something without Knowing Why: Measuring Emotions toward Archetypal Content." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 22–31. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-03892-6_3.

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Sanguineti, Vincenzo R. "The Language of the Objective Observer: Gerald Edelman and Neurodarwinism: Antonio Damasio and the Feeling of Knowing." In The Rosetta Stone of the Human Mind, 35–46. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-86415-6_4.

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Dutt, Priyanka, Anastasya Fateyeva, Michelle Gabereau, and Marc Higgins. "Redrawing Relationalities at the Anthropocene(s): Disrupting and Dismantling the Colonial Logics of Shared Identity Through Thinking with Kim Tallbear." In Palgrave Studies in Education and the Environment, 109–19. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79622-8_7.

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AbstractWhat does it mean to respond to the Anthropocenes, plural, when doing science education? Specifically, can we critically engage with the Anthropocene, singular, without responding to the multiplicity in which Indigenous land and its many facets within the global community were at risk of destruction from Man? In this work, we contemplate the urgency of the inclusion of Indigenous philosophies and ways-of-knowing within the arching body politic, giving space to these practices that have been otherwise silenced within and beyond Western colonial frames. We argue that if the ways of thinking and practicing science and science education continue to stem from settler colonialism, capitalism, and toxicity, having previously and continually been responsible for the erasure of Indigeneity, the response within the Anthropocene will be multitudinously harmful. Here, we turn to Dakota scholar, Kim Tallbear, (Native American DNA: Tribal belonging and the false promise of genetic belonging, University of Minnesota Press, 2013) and her work in the intersections of identity, science, settler relations, and Indigeneity with the use of provocative imagery to the innate feeling of and within the Anthropocene(s).
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Templeton, Alan. "My Great Uncle." In Molecular Beams in Physics and Chemistry, 31–35. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63963-1_4.

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AbstractWhen I was a child, my favorite relative without a doubt was my great uncle, Otto Stern, because he nearly always did exactly what he wanted, and he did very little else. Otto lived just 3 km away from us in a beautiful part of North Berkeley that is known for its fine views of San Francisco Bay, its pleasant prewar houses, and its many appealing gardens. I loved exploring Otto’s backyard because he left it completely untended. It gave me the feeling of walking into a fairy tale, far removed from the everyday world of rules and order.
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"Feelings and Feeling-States." In Knowing by Heart, 11–26. Northwestern University Press, 2021. http://dx.doi.org/10.2307/j.ctv1v7zdbg.5.

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Conference papers on the topic "Feeling of knowing"

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Yunyi, Sun, Chen Xi, Bai Ye, and Chen Yiwen. "The Feeling-of -knowing and Feeling-of-not-knowing Judgment under Different Levels of Processing and Memory Materials." In 3rd International Conference on Computer Science and Service System. Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/csss-14.2014.80.

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Litman, Diane, and Kate Forbes-Riley. "Spoken tutorial dialogue and the feeling of another's knowing." In the SIGDIAL 2009 Conference. Morristown, NJ, USA: Association for Computational Linguistics, 2009. http://dx.doi.org/10.3115/1708376.1708416.

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Michalkova, Dominika, Mario Parra Rodriguez, and Yashar Moshfeghi. "Drivers of Information Needs: A Behavioural Study – Exploring Searcher's Feeling-of-Knowing." In ICTIR '22: The 2022 ACM SIGIR International Conference on the Theory of Information Retrieval. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3539813.3545125.

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He, Maxine, Mahshid Mansouri, Yinan Pei, Isaac Pedroza, Christopher M. Zallek, and Elizabeth T. Hsiao-Wecksler. "Clinical Validation Testing Of An Upper Limb Robotic Medical Education Training Simulator For Rigidity Assessment." In 2022 Design of Medical Devices Conference. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/dmd2022-1073.

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Abstract An upper limb robotic training simulator was developed to replicate the haptic feeling of lead-pipe rigidity of the biceps. Rigidity is the increased muscle tone observed during passive movement of a joint. To validate the realism of our training simulator, a clinical validation study was conducted with 11 experienced clinicians. Testing involved two parts: Blinded Assessment followed by Disclosed Assessment. There were 12 randomized trials (4 levels of rigidity with 3 repetitions each) in the Blind Assessment. The participants were asked to rate the rigidity level using the Unified Parkinson’s Disease Rating Scale (UPDRS) in each trial without knowing the selected UPDRS level. During the Disclosed Assessment, participants were informed about the selected level and were asked to closely evaluate the fidelity of each UPDRS level. Participants completed a post-test evaluation questionnaire to rate the simulator’s accuracy in replicating rigidity and its potential as a medical education tool for healthcare students. Results from the first six participants indicated that the simulated muscle resistance magnitude was too high compared to their clinical experience. Therefore, the resistance magnitude was reduced for all 4 UPDRS levels. The second set of five participants reported that the training simulator closely replicated the UPDRS levels of rigidity compared to their clinical experience.
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Lu, Shulan, Devin Pierce, Terry Rawlinson, and Derek Harter. "The Role of High Visual Realism in Reducing Potential Risk Taking in Simulated Environments." In ASME 2011 World Conference on Innovative Virtual Reality. ASMEDC, 2011. http://dx.doi.org/10.1115/winvr2011-5542.

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Virtual environments (VEs) are developed to invoke feelings of presence in the digitally created representations, which leads to people perceiving and enacting actions as they would in corresponding real world environments. Even though significant strides have been made in enhancing the level of realism of virtual systems, there is still a long way to go toward a system that could provide full immersive experiences. Furthermore, the development cycle of a high realism system can be time consuming and costly. On the theoretical side, this desire of achieving the feeling of presence is not always consistent with the body of literature on grounded cognition, where the environment is known to significantly impact the user’s perception and action. Nevertheless, many studies have shown that people reported the feeling of presence even though the VEs they interacted with were far from realistic representations of the actual environments. This raised a question as to what dimensions of the environments are essential in triggering the feelings of presence. Instead of taking the approach where a fairly immersive system is used and a particular variable is investigated to ascertain its effects on the feelings of presence, the approach used in the current work investigated whether people reduce the potential injury to an avatar by starting out with a low to medium visual realism environment and scaling up to a higher visual realism. The results in the current study suggest that compared to enacting actions in the real world with one’s own body, people are more likely to bring injury to an avatar. This indicates that high visual realism may not be the essential ingredient in invoking the feelings of presence that regulate risk taking behaviors. The limitation and the next step of this research are discussed.
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Mutu, Miruna Angela, Camelia Elena Nichita (Vasile), and Iliana Maria Zanfir. "The Impact of the “Zoom Fatigue” Phenomenon and Ways of Managing It." In 2nd International Conference Global Ethics - Key of Sustainability (GEKoS). LUMEN Publishing House, 2021. http://dx.doi.org/10.18662/lumproc/gekos2021/16.

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The context of the COVID 19 pandemic has forced managers and entrepreneurs to review how they run their businesses and guide their employees. The new normality has brought with it a number of challenges and changes that have produced immediate and profound effects both in the way business is conducted, the online negotiations giving a formal and less human character, and in the way the employees perceive the work carried out exclusively online. Research has revealed a new phenomenon called "Zoom Fatigue" which is reflected in the human psyche through exhaustion and burnout, a phenomenon caused by the intensity and long duration of video calls and frequent online meetings. Additional cognitive processes required by video calls, the concentration required to absorb all the information transmitted, the lack of visual breaks, multitasking, as well as the merging of professional activity with the familiar environment from the comfort of our home, have led to psychological consequences, such as pronounced fatigue, exhaustion or irritation. All these effects are felt differently by men and women, the latter suffering more from videoconferencing and online work. At the same time, extroverts were found to be less tired than introverted people, feeling the effects of the "Zoom Fatigue" phenomenon differently. For the proper conduct of work and for the creation of a healthy organizational climate and an ethical organizational culture, the role of managers in knowing employees at a human level is of outmost importance, in order to best manage such situations and to identify appropriate measures for motivation and support aimed in particular at female and vulnerable personnel. Orientation towards setting a precise schedule for organizing video conferencing, recommending to avoid multitasking and reducing on-screen stimulus, setting visual breaks, avoiding the use of video calls in their spare time are some of the measures that managers can implement among their employees.
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Antoci, Diana. "Values and Emotions in Personality System of Adolescents and Youths." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/01.

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This article addresses the problem of identifying relationship between the emotional manifestations of adolescents and young people and dominant values in their personality system in order to establish priorities in the acquisition of the components of the value orientation at the subjects. The age of adolescence is the period of social and emotional development, cognitive and emotional explosion, and psychic and value system formation. Personality formation takes place in the social environment through interrelation with parents, friends, and teachers in different life situations. Adolescents may experience positive and negative emotions of varying intensity. Emotional stability develops gradually through experiences, socialization, cognitive progress, self-knowledge and self-affirmation which are already being formed and are specific to young people. It is important to self-recognize and self-analyse by the subject of his/her own specific emotions, to determine the causes of their occurrence, to know how to regulate the negative ones. The role of emotions is enormous for the human being. The affective sphere is one of fundamental elements for: the fixation of externalized manifestations through the behavioural display of suitable emotions, shaping of attitudes, the development of beliefs and, therefore, values. These components are organized hierarchically, forming the content of value orientation or values orientation. The experimental study carried out with adolescent and young subjects consisted in determining the specificity of emotions and dominant values in adolescence and youth ages, highlighting the dynamics of emotional and value changes, and establishing the relationship between the studied variables. The experiment results provide us with the current information regarding dynamics of the relationship of emotions and values, which, therefore, allows to elaborate new ways of emotions knowing and regulating during adolescence age including youth one. These strategies can be applicable in educational institutions, ensuring by them well-being for all education actors. Well-being means not only feeling well inside, but also to be in well- being created conditions in the environment around us, favouring the wellbeing of all subjects.
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Milad Abbasi, Milad Abbasi, Hossein Salmani Hossein Salmani, Mohammad Fard, and Reza Jazar. "A New Quantitative Criterion for Vibration Comfort Assessment of Vehicles." In FISITA World Congress 2021. FISITA, 2021. http://dx.doi.org/10.46720/f2020-mcf-049.

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A newly introduced comfort indicator was defined as the discomfort criterion (DiC). Based on several real-life driving scenarios and realistic assumptions. This criterion identified the comfort of a vehicle quantitatively, and therefore, it is possible to compare different types of vehicles in terms of ride comfort. The criterion was proposed in accordance with part one of the ISO 2631standard for mechanical vibration and shock evaluation of human exposure to whole-body vibration. Also, road surface conditions were extracted from ISO 8608 for mechanical vibration road surface profiles by applying the power spectral density (PSD) of a specific road class. Knowing that during the ride of a vehicle, occupants are exposed to vibrations from the road surface which causes the feeling of discomfort, reduces working ability, which in the long run can affect health in an adverse manner; a parametric optimization technique was then used to investigate the effects of vibrations on comfort of occupants to maintain oscillations in an acceptable zone in accordance with ISO 2631 standard. In the following, the effectiveness of the proposed measure was investigated throughout the suspension optimization of different vehicle types including electric vehicles which almost doubled the unsprung mass by adding an electric motor to the wheel assembly. In line with this analysis, a spatial oscillatory model of a typical vehicle with eight degrees of freedom was developed and utilized. Then, the root-mean-square value of the weighted vertical acceleration exposure to the driver's seat position was calculated in the range of 1-80 Hz. The exceedance from the reduced comfort limit (in accordance with ISO 2631 standard) and wheel travel of the vehicle were considered as design objectives. Finally, the optimum condition and impact factor of the design variables, i.e. suspension and driver's seat damping coefficients and stiffnesses were investigated. The results of this study showed the effectiveness and convenience of the proposed methodology. Moreover, this study is significant form a boarder perspective as a preliminary framework to develop a vehicle comfort rating system in the near future.
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Jasim Muhammad Hamza, Rana. "The Yazidi Survivors Between the Tragedy of the Genocide and the Reality of the Camps." In Peacebuilding and Genocide Prevention. University of Human Development, 2021. http://dx.doi.org/10.21928/uhdicpgp/33.

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"The camps are a cumulative assembly that does not constitute a sense of belonging and does not constitute a coherent social body. Therefore, the camps were not prepared to meet the needs, and are not suitable for practicing work except in the most limited limits, almost creating a feeling for those who live in them that they are neglected, and that life in the camps reminds the survivors Every day, with what they have lost, they find themselves in a vicious circle. It is clear that the issue of Yazidi women has become a general humanitarian and social issue on the one hand, and a special issue related to women and the forms of kidnapping, rape and violence they have been subjected .to This study seeks to examine the situation of Yazidi girls and women after their return from kidnapping, and about the reality of the services provided to them by some international and local organizations. Based on the importance of documenting these services provided to women and girls in displacement camps, the study focuses on the service frameworks provided to them, as it is an important step in knowing the size of the gap in the protection services provided to them, and the study contributes to identifying the priorities that must be taken into account when developing plans future to achieve better conditions for Yazidi women survivors of violence. The study shows that women are suffering from multiple forms of violations committed against them, as women have suffered a lot from the effects of the control of (ISIS) gangs from kidnapping, rape and forced marriage, as well as forcing them to convert to the Islamic religion, Women still suffer from an unknown fate, as girls and women today have become widows or orphans in situations devoid of protection and support mechanisms. Most of the survivors, whether residing in the camps or residing outside the camps, lack health services, including psychological and social support. This study aims to identify the social and economic conditions that Yazidi women live in the camps, with the identification of the most important services provided to Yazidi women and their effectiveness in covering their needs. Given the 4 importance of this study, we will rely on the case study method, because it reveals to us closely the real and actual conditions of the .Yazidi women's conditions after their return inside the camps"
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Williams, Toiroa. "KO WAI AU? Who am I?" In LINK 2022. Tuwhera Open Access, 2022. http://dx.doi.org/10.24135/link2022.v3i1.180.

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This presentation accounts a journey of the researcher’s practice-led doctoral project, Tangohia mai te taura: Take This Rope. The study involves researching, directing and producing a documentary about historical grievances to exhume stories from a Māori filmmaker’s community that call into question colonial accounts of the 1866 execution of their ancestor Mokomoko, and the preceding murder of the Reverend Carl Sylvius Völkner in 1885. As a consequence of an accusation of murder, Mokomoko was arrested for the crime, imprisoned and hanged, all the while protesting his innocence. In retribution, our people had their coveted lands confiscated by the government, and they became the pariahs of multiple historical accounts. The practice-led thesis study asks how a Māori documentary maker from this iwi (tribe) might reach into the grief and injustice of such an event in culturally sensitive ways to tell the story of generational impact. Accordingly, the documentary Ko Wai Au, seeks to communicate an individual’s reconnection to, and understanding of, accumulated knowledge and experience, much of which is stored inside an indigenous, dispossessed whānau (family), whose whakapapa (genealogy) is interwoven with historical events and their implications. As a member of a generation that has been incrementally removed from history and embodied pain of my whanau, through the study I come seeking my past in an effort to understand and contribute something useful that supports my people’s aspirations and agency in attaining value, healing, and historical redress. This presentation advances a distinctive embodied methodological approach based on whenua (land) and whanau (family). In this approach, the researcher employs karakia (traditional incantations), walking the land, thinking, listening to waiata (traditional songs) and aratika (feeling a ‘right’ way). My position is one of humility and co-creation. I am aware that the rōpū kaihanga kiriata (film crew) with whom I work will be called into the trusting heart of my whānau and we must remain attentive to Māori protocols and sensitivities. Given the responsibility of working inside a Kaupapa Māori research paradigm, methodology and methods are shaped by kawa and tikanga (customary values and protocols). Here one moves beyond remote analysis and researches sensitively ‘with’ and ‘within’, a community, knowing that te ao Māori (the Māori world) is at the core of how one will discover, record, and create.
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Reports on the topic "Feeling of knowing"

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Ahluwalia, Manvir, Katie Shillington, and Jennifer Irwin. The Relationship Between Resilience and Mental Health of Undergraduate Students: A Scoping Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, July 2022. http://dx.doi.org/10.37766/inplasy2022.7.0075.

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Review question / Objective: The aim of this scoping review was to examine what is known about the relationship between the resilience and mental health of undergraduate students enrolled in university or college programs globally. Background: For many undergraduate students, higher education acts as a personal investment in preparation for the workforce, while ultimately allowing students to develop cultural capital (Kromydas, 2017). The transition to university or college is also accompanied by important life changes such as moving to a new campus, meeting new people, and increasing self-efficacy to maintain independent responsibilities (i.e., meeting deadlines, completing household chores, and managing expenses; Henri et al., 2018). As a result, navigating these life changes can contribute to feelings of isolation, as many undergraduate students are disconnected from their friends and families (Diehl et al., 2018). Saleh and colleagues (2017) found that young adults in university or college experience higher levels of stress compared to their non-student counterparts. These stressors are attributed to a more challenging workload compared to that of high school, living with new roommates, and financial concerns (Karyotaki et al., 2020). In the face of these stressors, many undergraduate students are likely to experience mental health challenges either for the first time or in an exacerbated manner, potentially depleting their resilience (Abiola, 2017).
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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, July 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.
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