To see the other types of publications on this topic, follow the link: Fundamental cognitive processes.
Journal articles on the topic 'Fundamental cognitive processes'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Fundamental cognitive processes.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
McLaughlin, Anne Collins, and Vicky E. Byrne. "A Fundamental Cognitive Taxonomy for Cognition Aids." Human Factors: The Journal of the Human Factors and Ergonomics Society 62, no. 6 (May 21, 2020): 865–73. http://dx.doi.org/10.1177/0018720820920099.
Full textAbstract:
Objective This study aimed to organize the literature on cognitive aids to allow comparison of findings across studies and link the applied work of aid development to psychological constructs and theories of cognition. Background Numerous taxonomies have been developed, all of which label cognitive aids via their surface characteristics. This complicates integration of the literature, as a type of aid, such as a checklist, can provide many different forms of support (cf. prospective memory for steps and decision support for alternative diagnoses). Method In this synthesis of the literature, we address the disparate findings and organize them at their most basic level: Which cognitive processes does the aid need to support? Which processes do they support? Such processes include attention, perception, decision making, memory, and declarative knowledge. Results Cognitive aids can be classified into the processes they support. Some studies focused on how an aid supports the cognitive processes demanded by the task (aid function). Other studies focused on supporting the processes needed to utilize the aid (aid usability). Conclusion Classifying cognitive aids according to the processes they support allows comparison across studies in the literature and a formalized way of planning the design of new cognitive aids. Once the literature is organized, theory-based guidelines and applied examples can be used by cognitive aid researchers and designers. Application Aids can be designed according to the cognitive processes they need to support. Designers can be clear about their focus, either examining how to support specific cognitive processes or improving the usability of the aid.
2
Patil, Anuya, and Katherine Duncan. "Lingering Cognitive States Shape Fundamental Mnemonic Abilities." Psychological Science 29, no. 1 (November 8, 2017): 45–55. http://dx.doi.org/10.1177/0956797617728592.
Full textAbstract:
Why are people sometimes able to recall associations in exquisite detail while at other times left frustrated by the deficiencies of memory? Although this apparent fickleness of memory has been extensively studied by investigating factors that build strong memory traces, researchers know less about whether memory success also depends on cognitive states that are in place when a cue is encountered. Motivating this possibility, neurocomputational models propose that the hippocampus’s capacity to support associative recollection (pattern completion) is biased by persistent neurochemical states, which can be elicited by exposure to familiarity and novelty. We investigated these models’ behavioral implications by assessing how recent familiarity influences different memory-retrieval processes. We found that recent familiarity selectively benefitted associative memory (Experiment 1) and that this effect decayed over seconds (Experiment 2), consistent with the timescale of hippocampal neuromodulation. Thus, we show that basic memory computations can be shaped by a subtle, biologically motivated manipulation.
3
Troncoso, Leandro Dri Manfiolete, Sandra Soledad Troncoso Robles Dri Manfiolete, and Sergio Alejandro Toro-Arévalo. "Procesos educativos vivenciados en la práctica social mecánica de bicicleta (Educational processes experienced in the social mechanical bicycle practice)." Retos, no. 38 (December 11, 2019): 102–8. http://dx.doi.org/10.47197/retos.v38i38.74280.
Full textAbstract:
El objetivo de esa investigación es comprender los procesos educativos vivenciados en la práctica social mecánica de bicicleta. Fue empleado el abordaje fenomenológico epistémico 4E Cognition de los procesos cognitivos encarnados, situados, extendidos y enactivos. Para los procedimientos metodológicos, entrevistamos seis mecánicos de bicicleta latinoamericanos teniendo como criterios de inclusión el trabajo formal o informal con mecánica de bicicleta, la experiencia con ciclismo utilitario, deportivo o recreativo y acciones político-pedagógicas cicloactivistas. En el análisis discursivo, emergieran las unidades de significado: a) Enseñanza-aprendizaje laboral; b) Influencia tecnológica en el ciclismo; c) Salud y cuidado al pedalear que sustentan la categoría general “Mecánica de bicicleta como proceso cognitivo-educativo”. Consideramos la práctica social mecánica de bicicleta fundamental para el fenómeno bicicultura con efectos directos a la realidad ciudadana con la promoción de procesos educativos para la movilidad urbana. Abstract: The objective of this research is to understand educational processes experienced in the social mechanical practice of bicycle. The 4E Cognition phenomenological epistemic approach, which focuses on embodied, situated, extended, and enactive cognitive processes. As a methodological procedure, six Latin-Americans bicycle mechanics were interviewed. Inclusion/exclusion criteria were as follows: previous formal or informal work in bicycle mechanics, experience with utilitarian, sport, or recreational cycling, and cycloactivist political-pedagogical actions. In the analysis of the discourse, the following units of meaning emerged: a) Work teaching-learning; b) Technological influences on cycling; c) Health and care when pedaling; these units form the general category "Bicycle mechanics as a cognitive-educational process". We consider social mechanical bicycle practice as a fundamental bicycle culture phenomenon having direct effects on citizen's life as it promotes educational processes for urban mobility.
4
Newton, Olivia B., Stephen M. Fiore, and Joseph J. LaViola. "An External Cognition Framework for Visualizing Uncertainty in Support of Situation Awareness." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 61, no. 1 (September 2017): 1198–202. http://dx.doi.org/10.1177/1541931213601782.
Full textAbstract:
This paper discusses an approach for the development of visualizations intended to support cognitive processes deemed fundamental in the maintenance of Situation Awareness under conditions of uncertainty. We integrate ideas on external cognition from the cognitive sciences with methods for interactive visualization to help cognitive engineering examine how visualizations, and interacting with them, alter cognitive processing and decision-making. From this, we illustrate how designers and researchers can study principled variations in visualizations of uncertainty drawing from extended and enactive cognition theory.
5
Sousa, Francisco Alencar de, Vivaldo Medeiros Santos, Amanda Juliane da Silva Branco, Carmen Regina de Souza Franco, Luciana Takahashi Carvalho Ribeiro, Rogério Santos da Silva Nogueira, João Rafael Ferraz, et al. "Radiologia e ciência cognitiva: os avanços tecnológicos e a neurociência." Revista Remecs - Revista Multidisciplinar de Estudos Científicos em Saúde 3, no. 5 (December 30, 2018): 43. http://dx.doi.org/10.24281/reremecs2526-2874.2018.3.5.43-53.
Full textAbstract:
O presente artigo é uma tentativa de reflexão sobre a relevância da radiologia no processo de transformação nos estudos das ciências cognitivas, a partir da segunda metade do século XIX. Desta forma, procurou-se explorar os procedimentos produzidos pela tecnologia de mapeamento do cérebro, como sendo fator fundamental no entendimento de como são as funções cerebrais e como o cérebro aprende. Para esta reflexão, o objetivo é trazer os processos de desenvolvimento técnico e teórico de equipamentos da radiologia que foram capazes de contribuir para os estudos das ciências cognitivas. Partiu-se da hipótese de que só a partir do desenvolvimento da área de radiologia que foi possível o avanço nos estudos das funções do cérebro. Espera-se que tais reflexões abram caminhos para novas pesquisas que pretendem explicar aptidões mentais como a linguagem, a memória e análises mais profundas, para descrever como os processos neuropsicológicos produzem o estado cognitivo.Descritores: Radiologia, Ciência Cognitiva, Tecnologia, Cérebro. Radiology and Cognitive Science: technological Advances and neuroscienceAbstract: The present article is an attempt to reflect on the relevance of radiology in the process of transformation in the studies of cognitive sciences, from the second half of the XIX century. In this way, we tried to explore the procedures produced by brain mapping technology, as a fundamental factor in understanding how brain functions are and how the brain learns. For this reflection, the objective is to bring the processes of technical and theoretical development of radiology equipment that were able to contribute to the studies of the cognitive sciences. It was hypothesized that only from the development of the radiology area that it was possible to advance in the studies of brain functions. It is hoped that such reflections will open the way to new research that seeks to explain mental abilities such as language, memory and deeper analysis to describe how neuropsychological processes produce cognitive status.Descriptors: Radiology, Cognitive Science, Technology, Brain. Radiología y ciencia cognitiva: avances tecnológicos y neurocienciaResumen: El presente artículo es un intento de reflexión sobre la relevancia de la radiología en el proceso de transformación en los estudios de las ciencias cognitivas, a partir de la segunda mitad del siglo XIX. De esta forma, se buscó explorar los procedimientos producidos por la tecnología de mapeo del cerebro, como siendo factor fundamental en el entendimiento de cómo son las funciones cerebrales y cómo el cerebro aprende. Para esta reflexión, el objetivo es traer los procesos de desarrollo técnico y teórico de equipos de radiología que fueron capaces de contribuir a los estudios de las ciencias cognitivas. Se partió de la hipótesis de que sólo a partir del desarrollo del área de radiología que fue posible el avance en los estudios de las funciones del cerebro. Se espera que tales reflexiones abran caminos para nuevas investigaciones que pretenden explicar aptitudes mentales como el lenguaje, la memoria y análisis más profundos, para describir cómo los procesos neuropsicológicos producen el estado cognitivo.Descriptores: Radiología, Ciencia Cognitiva, Tecnología, Cerebro.
6
Sousa, Franciso Alencar de, Vivaldo Medeiros Santos, Amanda Juliane da Silva Branco, Carmen Regina de Souza Franco, Luciana Takahashi Carvalho Ribeiro, Rogério Santos da Silva Nogueira, João Rafael Ferraz, et al. "Radiologia e ciência cognitiva: os avanços tecnológicos e a neurociência." Revista Remecs - Revista Multidisciplinar de Estudos Científicos em Saúde 3, no. 5 (December 30, 2018): 43. http://dx.doi.org/10.24281/rremecs2526-2874.2018.3.5.43-53.
Full textAbstract:
O presente artigo é uma tentativa de reflexão sobre a relevância da radiologia no processo de transformação nos estudos das ciências cognitivas, a partir da segunda metade do século XIX. Desta forma, procurou-se explorar os procedimentos produzidos pela tecnologia de mapeamento do cérebro, como sendo fator fundamental no entendimento de como são as funções cerebrais e como o cérebro aprende. Para esta reflexão, o objetivo é trazer os processos de desenvolvimento técnico e teórico de equipamentos da radiologia que foram capazes de contribuir para os estudos das ciências cognitivas. Partiu-se da hipótese de que só a partir do desenvolvimento da área de radiologia que foi possível o avanço nos estudos das funções do cérebro. Espera-se que tais reflexões abram caminhos para novas pesquisas que pretendem explicar aptidões mentais como a linguagem, a memória e análises mais profundas, para descrever como os processos neuropsicológicos produzem o estado cognitivo.Descritores: Radiologia, Ciência Cognitiva, Tecnologia, Cérebro. Radiology and Cognitive Science: technological Advances and neuroscienceAbstract: The present article is an attempt to reflect on the relevance of radiology in the process of transformation in the studies of cognitive sciences, from the second half of the XIX century. In this way, we tried to explore the procedures produced by brain mapping technology, as a fundamental factor in understanding how brain functions are and how the brain learns. For this reflection, the objective is to bring the processes of technical and theoretical development of radiology equipment that were able to contribute to the studies of the cognitive sciences. It was hypothesized that only from the development of the radiology area that it was possible to advance in the studies of brain functions. It is hoped that such reflections will open the way to new research that seeks to explain mental abilities such as language, memory and deeper analysis to describe how neuropsychological processes produce cognitive status.Descriptors: Radiology, Cognitive Science, Technology, Brain. Radiología y ciencia cognitiva: avances tecnológicos y neurocienciaResumen: El presente artículo es un intento de reflexión sobre la relevancia de la radiología en el proceso de transformación en los estudios de las ciencias cognitivas, a partir de la segunda mitad del siglo XIX. De esta forma, se buscó explorar los procedimientos producidos por la tecnología de mapeo del cerebro, como siendo factor fundamental en el entendimiento de cómo son las funciones cerebrales y cómo el cerebro aprende. Para esta reflexión, el objetivo es traer los procesos de desarrollo técnico y teórico de equipos de radiología que fueron capaces de contribuir a los estudios de las ciencias cognitivas. Se partió de la hipótesis de que sólo a partir del desarrollo del área de radiología que fue posible el avance en los estudios de las funciones del cerebro. Se espera que tales reflexiones abran caminos para nuevas investigaciones que pretenden explicar aptitudes mentales como el lenguaje, la memoria y análisis más profundos, para describir cómo los procesos neuropsicológicos producen el estado cognitivo.Descriptores: Radiología, Ciencia Cognitiva, Tecnología, Cerebro.
7
Sousa, Francisco Alencar de, Vivaldo Medeiros Santos, Amanda Juliane da Silva Branco, Carmen Regina de Souza Franco, Luciana Takahashi Carvalho Ribeiro, Rogério Santos da Silva Nogueira, João Rafael Ferraz, et al. "Radiologia e ciência cognitiva: os avanços tecnológicos e a neurociência." Revista Remecs - Revista Multidisciplinar de Estudos Científicos em Saúde 3, no. 5 (April 30, 2019): 43. http://dx.doi.org/10.24281/revremecs2526-2874.2018.3.5.43-53.
Full textAbstract:
O presente artigo é uma tentativa de reflexão sobre a relevância da radiologia no processo de transformação nos estudos das ciências cognitivas, a partir da segunda metade do século XIX. Desta forma, procurou-se explorar os procedimentos produzidos pela tecnologia de mapeamento do cérebro, como sendo fator fundamental no entendimento de como são as funções cerebrais e como o cérebro aprende. Para esta reflexão, o objetivo é trazer os processos de desenvolvimento técnico e teórico de equipamentos da radiologia que foram capazes de contribuir para os estudos das ciências cognitivas. Partiu-se da hipótese de que só a partir do desenvolvimento da área de radiologia que foi possível o avanço nos estudos das funções do cérebro. Espera-se que tais reflexões abram caminhos para novas pesquisas que pretendem explicar aptidões mentais como a linguagem, a memória e análises mais profundas, para descrever como os processos neuropsicológicos produzem o estado cognitivo.Descritores: Radiologia, Ciência Cognitiva, Tecnologia, Cérebro. Radiology and Cognitive Science: technological Advances and neuroscienceAbstract: The present article is an attempt to reflect on the relevance of radiology in the process of transformation in the studies of cognitive sciences, from the second half of the XIX century. In this way, we tried to explore the procedures produced by brain mapping technology, as a fundamental factor in understanding how brain functions are and how the brain learns. For this reflection, the objective is to bring the processes of technical and theoretical development of radiology equipment that were able to contribute to the studies of the cognitive sciences. It was hypothesized that only from the development of the radiology area that it was possible to advance in the studies of brain functions. It is hoped that such reflections will open the way to new research that seeks to explain mental abilities such as language, memory and deeper analysis to describe how neuropsychological processes produce cognitive status.Descriptors: Radiology, Cognitive Science, Technology, Brain. Radiología y ciencia cognitiva: avances tecnológicos y neurocienciaResumen: El presente artículo es un intento de reflexión sobre la relevancia de la radiología en el proceso de transformación en los estudios de las ciencias cognitivas, a partir de la segunda mitad del siglo XIX. De esta forma, se buscó explorar los procedimientos producidos por la tecnología de mapeo del cerebro, como siendo factor fundamental en el entendimiento de cómo son las funciones cerebrales y cómo el cerebro aprende. Para esta reflexión, el objetivo es traer los procesos de desarrollo técnico y teórico de equipos de radiología que fueron capaces de contribuir a los estudios de las ciencias cognitivas. Se partió de la hipótesis de que sólo a partir del desarrollo del área de radiología que fue posible el avance en los estudios de las funciones del cerebro. Se espera que tales reflexiones abran caminos para nuevas investigaciones que pretenden explicar aptitudes mentales como el lenguaje, la memoria y análisis más profundos, para describir cómo los procesos neuropsicológicos producen el estado cognitivo.Descriptores: Radiología, Ciencia Cognitiva, Tecnología, Cerebro.
8
Karkischenko, N. N., Yu V. Fokin, L. A. Taboyakova, O. V. Alimkina, and M. M. Borisova. "New Biomedical Approaches in Information and Cognitive Technologies of Psychopathology Modeling." Journal Biomed 16, no. 3 (September 3, 2020): 35–38. http://dx.doi.org/10.33647/2074-5982-16-3-35-38.
Full textAbstract:
Analysis of intracentral brain relationships, cognitive and psychopathological processes in animals by means of pharmacological modulation is an optimal method of cognition, determining the possibilities of correlation with similar processes in humans. New methods and approaches to biomodulation of psychopathologies, based on the principles of pharmaco-EEG standardization using fast Fourier-transformed brain electrograms and elements of systemic behavior, allow to identify quantitative parameters of fundamental mechanisms of neuropsychoactive agents in the cat brain.
9
Holsworth, Michael. "Assessing Low-level Cognitive Processes of Word Recognition." Vocabulary Learning and Instruction 9, no. 2 (2020): 55–62. http://dx.doi.org/10.7820/vli.v09.2.holsworth.
Full textAbstract:
A fundamental skill required for vocabulary development is word recognition ability. According to Perfetti (1985), word recognition ability relies on low-level cognitive processing skill to be automatic and efficient in order for cognitive resources to be allocated to high-level processes such as inferencing and schemata activation needed for reading comprehension. The low-level processes include orthographic knowledge, semantic knowledge, and phonological awareness. These low-level processes must be efficient, fluent, and automatic in second language readers in order for them to achieve the ultimate goal of reading comprehension. This article briefly describes the concept of word recognition, its relation to vocabulary, and three tests that were designed to measure the three components of word recognition (orthographic, semantic, and phonological knowledge) in a longitudinal study that investigated the effects of word recognition training on reading comprehension.
10
Johnson, Patrick S., Jeffrey S. Stein, Rochelle R. Smits, and Gregory J. Madden. "PRAMIPEXOLE-INDUCED DISRUPTION OF BEHAVIORAL PROCESSES FUNDAMENTAL TO INTERTEMPORAL CHOICE." Journal of the Experimental Analysis of Behavior 99, no. 3 (February 22, 2013): 290–317. http://dx.doi.org/10.1002/jeab.21.
Full text
11
KUVICH, GARY, and LEONID PERLOVSKY. "COGNITIVE MECHANISMS OF THE MIND." New Mathematics and Natural Computation 09, no. 03 (October 3, 2013): 301–23. http://dx.doi.org/10.1142/s1793005713400097.
Full textAbstract:
Successes of information and cognitive science brought a growing understanding that mind is based on intelligent cognitive processes, which are not limited by language and logic only. A nice overview can be found in the excellent work of Jeff Hawkins "On Intelligence." This view is that thought is a set of informational processes in the brain, and such processes have the same rationale as any other systematic informational processes. Their specifics are determined by the ways of how brain stores, structures and process this information. Systematic approach allows representing them in a diagrammatic form that can be formalized and programmed. Semiotic approach allows for the universal representation of such diagrams. In our approach, logic is just a way of synthesis of such structures, which is a small but clearly visible top of the iceberg. However, most of the efforts were traditionally put into logics without paying much attention to the rest of the mechanisms that make the entire thought system working autonomously. Dynamic fuzzy logic is reviewed and its connections with semiotics are established. Dynamic fuzzy logic extends fuzzy logic in the direction of logic-processes, which include processes of fuzzification and defuzzification as parts of logic. This extension of fuzzy logic is inspired by processes in the brain-mind. The paper reviews basic cognitive mechanisms, including instinctual drives, emotional and conceptual mechanisms, perception, cognition, language, a model of interaction between language and cognition upon the new semiotic models. The model of interacting cognition and language is organized in an approximate hierarchy of mental representations from sensory percepts at the "bottom" to objects, contexts, situations, abstract concepts-representations, and to the most general representations at the "top" of mental hierarchy. Knowledge instinct and emotions are driving feedbacks for these representations. Interactions of bottom-up and top-down processes in such hierarchical semiotic representation are essential for modeling cognition. Dynamic fuzzy logic is analyzed as a fundamental mechanism of these processes. In this paper we are trying to formalize cognitive processes of the human mind using approaches above, and provide interfaces that could allow for their practical realization in software and hardware. Future research directions are discussed.
12
Ojeda, N., J. Peña, D. J. Schretlen, P. Sánchez, E. Aretouli, E. Elizagárate, J. Ezcurra, and M. Gutiérrez. "Hierarchical structure of the cognitive processes in schizophrenia: the fundamental role of processing speed." Schizophrenia Research 135, no. 1-3 (March 2012): 72–78. http://dx.doi.org/10.1016/j.schres.2011.12.004.
Full text
13
Arrighi, Roberto, Fortunato Tito Arecchi, Alessandro Farini, and Carolina Gheri. "Cueing the interpretation of a Necker Cube: a way to inspect fundamental cognitive processes." Cognitive Processing 10, S1 (December 2, 2008): 95–99. http://dx.doi.org/10.1007/s10339-008-0244-9.
Full text
14
Burmeister, Sabrina S., and Yuxiang Liu. "Integrative Comparative Cognition: Can Neurobiology and Neurogenomics Inform Comparative Analyses of Cognitive Phenotype?" Integrative and Comparative Biology 60, no. 4 (August 19, 2020): 925–28. http://dx.doi.org/10.1093/icb/icaa113.
Full textAbstract:
Synopsis A long-standing question in animal behavior is what are the patterns and processes that shape the evolution of cognition? One effective way to address this question is to study cognitive abilities in a broad spectrum of animals. While comparative psychologists have traditionally focused on a narrow range of organisms, today they may work with any number of species, from frogs to birds or bees. This broader range of study species has greatly enriched our understanding of the diversity of cognitive processes among animals. Yet, this diversity has highlighted the fundamental challenge of comparing cognitive processes across animals. An analysis of the neural and molecular mechanisms of cognition may be necessary to solve this problem. The goal of our symposium was to bring together speakers studying a range of species to gain a broadly integrative perspective on cognition while at the same time considering the potentially important role of neurobiology and genomics in addressing the difficult problem of comparing cognition across species. For example, work by MaBouDi et al. indicates that neural constraints on computing power may impact the cognitive processes underlying numerical discrimination in bees. A presentation by Lara LaDage demonstrated how neurobiology can be used to better understand cognition and its evolution in reptiles while Edwards et al. identify the cerebellum as potentially important in the performance of the complex process of nest building. We see that molecular approaches highlight the contributions of the prefrontal cortex and hippocampus to cognitive phenotype across vertebrates while, at the same time, identifying the genes and cellular processes that may contribute to evolution of cognition. The potentially important role of neurogenesis and synaptic plasticity emerge clearly from such studies. Still unanswered is the question of whether molecular tools will contribute to our ability to discriminate convergent/parallel evolution from homology in the evolution of cognitive phenotype.
15
Perlovsky, Leonid, and Gary Kuvich. "Machine Learning and Cognitive Algorithms for Engineering Applications." International Journal of Cognitive Informatics and Natural Intelligence 7, no. 4 (October 2013): 64–82. http://dx.doi.org/10.4018/ijcini.2013100104.
Full textAbstract:
Mind is based on intelligent cognitive processes, which are not limited by language and logic only. The thought is a set of informational processes in the brain, and such processes have the same rationale as any other systematic informational processes. Their specifics are determined by the ways of how brain stores, structures, and process this information. Systematic approach allows representing them in a diagrammatic form that can be formalized. Semiotic approach allows for the universal representation of such diagrams. In that approach, logic is a way of synthesis of such structures, which is a small but clearly visible top of the iceberg. The most efforts were traditionally put into logics without paying much attention to the rest of the mechanisms that make the entire thought system working autonomously. Dynamic fuzzy logic is reviewed and its connections with semiotics are established. Dynamic fuzzy logic extends fuzzy logic in the direction of logic-processes, which include processes of fuzzification and defuzzification as parts of logic. The paper reviews basic cognitive mechanisms, including instinctual drives, emotional and conceptual mechanisms, perception, cognition, language, a model of interaction between language and cognition upon the new semiotic models. The model of interacting cognition and language is organized in an approximate hierarchy of mental representations from sensory percepts at the “bottom” to objects, contexts, situations, abstract concepts-representations, and to the most general representations at the “top” of mental hierarchy. Knowledge Instinct and emotions are driving feedbacks for these representations. Interactions of bottom-up and top-down processes in such hierarchical semiotic representation are essential for modeling cognition. Dynamic fuzzy logic is analyzed as a fundamental mechanism of these processes. Future research directions are discussed.
16
Hirsch, Moshe. "Cognitive Sociology, Social Cognition and Coping with Racial Discrimination in International Law." European Journal of International Law 30, no. 4 (November 2019): 1319–38. http://dx.doi.org/10.1093/ejil/chaa003.
Full textAbstract:
Abstract Cognitive science is the interdisciplinary study of mental processes involved in the acquisition, classification, organization and interpretation of knowledge in the human environment as well as the decision taken on the appropriate action based upon it. The point of departure is that people do not directly sense information; cognitive processes mediate between sensory input from the environment and behaviour. These cognitive processes are influenced by neurological, psychological, socio-cultural and other factors. In recent years, there has been growing scholarly interest in the study of cognitive sociology, focusing on the interactions between culture and cognition. This stream in sociological literature draws upon and complements cognitive psychological literature. The prohibition on discrimination constitutes one of the fundamental rules in international human rights law, but studies reveal that racial discrimination is pervasive and persistent in many states. Non-compliance with this international legal rule is significantly related to cognitive processes through which people acquire and interpret incoming information about other people. Racial groups are socially constructed and deeply ingrained socio-cognitive biases feed and reproduce racially discriminatory behaviour. These biased mental processes, however, are not inevitable and may change over time. Effective struggle against racial discrimination requires that international legal mechanisms also address the socio-cognitive infrastructure that facilitates and sustains racial discrimination. Consequently, this study also discusses some international legal strategies aimed at mitigating cognitive biases and enhancing compliance with treaties prohibiting racial discrimination.
17
Petracca, Enrico, and Shaun Gallagher. "Economic cognitive institutions." Journal of Institutional Economics 16, no. 6 (April 6, 2020): 747–65. http://dx.doi.org/10.1017/s1744137420000144.
Full textAbstract:
AbstractThis paper introduces the notion of ‘cognitive’ institution and discusses its relevance to institutional economics. Cognitive institutions are conceptually founded on the philosophy of mind notion of extended mind, broadened to also include the distinctly social, institutional, and normative dimensions. Cognitive institutions are defined as institutions that not just allow agents to perform certain cognitive processes in the social domain but, more importantly, without which some of the agents' cognitive processes would not exist or even be possible. The externalist point of view of the extended mind has already had some influence in institutional economics: Arthur Denzau and Douglass North first introduced the notion of institution understood in terms of ‘shared mental models’, and relatedly philosopher Andy Clark introduced the notion of ‘scaffolding institution’. We discuss shared mental models and scaffolding institutions and go a step further by showing that the notion of cognitive institution can capture more fundamental and salient aspects of economic institutions. In particular, we focus on the market as an economic cognitive institution.
18
Ramey, Tatiana, and Paul S. Regier. "Cognitive impairment in substance use disorders." CNS Spectrums 24, no. 1 (December 28, 2018): 102–13. http://dx.doi.org/10.1017/s1092852918001426.
Full textAbstract:
Cognitive impairments in substance use disorders have been extensively researched, especially since the advent of cognitive and computational neuroscience and neuroimaging methods in the last 20 years. Conceptually, altered cognitive function can be viewed as a hallmark feature of substance use disorders, with documented alterations in the well-known “executive” domains of attention, inhibition/regulation, working memory, and decision-making. Poor cognitive (sometimes referred to as “top-down”) regulation of downstream motivational processes—whether appetitive (reward, incentive salience) or aversive (stress, negative affect)—is recognized as a fundamental impairment in addiction and a potentially important target for intervention. As addressed in this special issue, cognitive impairment is a transdiagnostic domain; thus, advances in the characterization and treatment of cognitive dysfunction in substance use disorders could have benefit across multiple psychiatric disorders. Toward this general goal, we summarize current findings in the abovementioned cognitive domains of substance use disorders, while suggesting a potentially useful expansion to include processes that bothprecede(precognition) andsupersede(social cognition) what is usually thought of as strictly cognition. These additional two areas have received relatively less attention but phenomenologically and otherwise are important features of substance use disorders. The review concludes with suggestions for research and potential therapeutic targeting of both the familiar and this more comprehensive version of cognitive domains related to substance use disorders.
19
Condray, Ruth, and Stuart R. Steinhauer. "The residual normality assumption and models of cognition in schizophrenia." Behavioral and Brain Sciences 25, no. 6 (December 2002): 753–54. http://dx.doi.org/10.1017/s0140525x02240133.
Full textAbstract:
Thomas & Karmiloff-Smith’ (T&K-S’) argument that the Residual Normality assumption is not valid for developmental disorders has implications for models of cognition in schizophrenia, a disorder that may involve a neurodevelopmental pathogenesis. A limiting factor for such theories is the lack of understanding about the nature of the cognitive system (modular components versus global processes). Moreover, it is unclear how the proposal that modularization emerges from developmental processes would change that fundamental question.
20
Balakrishnan, J. D. "Decision processes in discrimination: Fundamental misrepresentations of signal detection theory." Journal of Experimental Psychology: Human Perception and Performance 25, no. 5 (1999): 1189–206. http://dx.doi.org/10.1037/0096-1523.25.5.1189.
Full text
21
Kozulin, Alex. "Same Cognitive Performance, Different Learning Potential: Dynamic Assessment of Young Adults With Identical Cognitive Performance." Journal of Cognitive Education and Psychology 9, no. 3 (January 1, 2010): 273–84. http://dx.doi.org/10.1891/1945-8959.9.3.273.
Full textAbstract:
The dynamic assessment (DA) paradigm asserts that the level of a person’s current cognitive performance (often operationalized as problem solving) does not necessarily coincide with his or her learning potential. For the most part learning potential assessment procedures have been used to uncover a “hidden” cognitive potential of low-performing students. Such an orientation diverted the attention of DA researchers from a more fundamental question regarding the difference between learning and problem-solving processes in all individuals, including children and adults with normative development. In the present study the DA learning processes in individuals with an identical level of problem solving were analyzed. Special attention was paid to DA based on worked-out examples; a possible impact of the features of various examples was investigated. The results indicate that young adults with similar problem-solving performance have very different learning abilities. The comprehensiveness of worked-out examples seems to be important for individuals with medium problem-solving performance, but irrelevant for those with higher performance. DA research should pay more attention to the studies focusing on curriculum-based learning processes.
22
Light, Gregory A. "Probing cortico-cortical interactions that underlie the multiple sensory, cognitive, and everyday functional deficits in schizophrenia." Behavioral and Brain Sciences 27, no. 6 (December 2004): 799. http://dx.doi.org/10.1017/s0140525x04340185.
Full textAbstract:
Schizophrenia patients exhibit impairments across multiple clinical, cognitive, and functional domains. A fundamental abnormality of the timing and/or efficiency of neural processes across disparate brain regions (i.e., cortico-cortical communications) may underlie many of the deficits in schizophrenia. Because gamma synchrony is temporally correlated with many cognitive processes, probing patterns of gamma activation may shed light on the functional integrity of neural circuits in schizophrenia and related disorders.
23
Wilpert, Bernhard. "Psychology and Design Processes." European Psychologist 10, no. 3 (January 2005): 229–36. http://dx.doi.org/10.1027/1016-9040.10.3.229.
Full textAbstract:
Abstract. The most fundamental issue for any design is to pursue a strategy that guarantees that the final design product matches user expectations in terms of the product's usability, functionality, and requisite user competencies. This presentation illustrates this problem in reference to three separate but interrelated major themes: (1) the design of highly complex sociotechnical systems with high hazard potential; (2) the processes of everyday product design in teams; (3) the theoretical aspects of design and creative problem finding/solving. The first theme articulates the specific difficulties arising from the usual conflicts between purely technology-driven demands and the need to integrate the cognitive and action capacities, limitations, and needs of the human operator into the ultimate facility in order to guarantee system safety and reliability. What is called for here is more than a dialog between engineering sciences and psychology, but a genuine active cooperation of diverse disciplines in all design stages. The second theme addresses the social psychological processes of everyday product design under conditions of distributed decision making and the cooperative demands of diverse groups with heterogeneous professional socialization, divergent competencies, and diverse interests. The concluding section reflects on the theoretical dimensions of creativity and design. It discusses the research evidence concerning the social and organizational conditions under which innovative design solutions may be generated such as cognitive competencies and strategies, leadership, and organizational arrangements.
24
Kaneko, Takaaki, and Masaki Tomonaga. "The perception of self-agency in chimpanzees ( Pan troglodytes )." Proceedings of the Royal Society B: Biological Sciences 278, no. 1725 (May 4, 2011): 3694–702. http://dx.doi.org/10.1098/rspb.2011.0611.
Full textAbstract:
The ability to distinguish actions and effects caused by oneself from events occurring in the external environment is a fundamental aspect of human cognition. Underlying such distinctions, self-monitoring processes are often assumed, in which predicted events accompanied by one's own volitional action are compared with actual events observed in the external environment. Although many studies have examined the absence or presence of a certain type of self-recognition (i.e. mirror self-recognition) in non-human animals, the underlying cognitive mechanisms remain unclear. Here, we provide, to our knowledge, the first behavioural evidence that chimpanzees can perform self/other distinction for external events on the basis of self-monitoring processes. Three chimpanzees were presented with two cursors on a computer display. One cursor was manipulated by a chimpanzee using a trackball, while the other displayed motion that had been produced previously by the same chimpanzee. Chimpanzees successfully identified which cursor they were able to control. A follow-up experiment revealed that their performance could not be explained by simple associative responses. A further experiment with one chimpanzee showed that the monitoring process occurred in both temporal and spatial dimensions. These findings indicate that chimpanzees and humans share the fundamental cognitive processes underlying the sense of being an independent agent.
25
Dong, Andy, and Ann Heylighen. "Central coherence and the shaping of expertise in design: evidence from designers with autism spectrum conditions." Artificial Intelligence for Engineering Design, Analysis and Manufacturing 32, no. 3 (May 28, 2018): 321–30. http://dx.doi.org/10.1017/s089006041700066x.
Full textAbstract:
AbstractThis paper proposes to contribute to our understanding of the fundamental cognitive processes essential to designing by exploring the experiences of people who have different information processing behaviors to those found in most people. In particular, we focus on people with autism spectrum conditions (ASC) because they are known to have information processing behaviors that are both maladaptive and exceptional. Central to our study is the question: what can we learn from people with ASC about cognitive processes essential to designing? The scholarship on cognitive behaviors associated with the autism spectrum and narratives on the experiences with design practice by individuals with ASC are discussed in relation to cognitive processes associated with designing. In turn, the individuals commented upon the analysis of cognitive processes associated with designing in light of their personal experiences with design practice. We conclude that the weak central coherence theory of autism provides a useful prediction of the cognitive processes necessary for expertise in design, and that both the framework for expertise in design and the way it is studied may require updating.
26
Šimleša, Milija, Jérôme Guegan, Edouard Blanchard, Franck Tarpin-Bernard, and Stéphanie Buisine. "The Flow Engine Framework: A cognitive model of optimal human experience." Europe’s Journal of Psychology 14, no. 1 (March 12, 2018): 232–53. http://dx.doi.org/10.5964/ejop.v14i1.1370.
Full textAbstract:
Flow is a well-known concept in the fields of positive and applied psychology. Examination of a large body of flow literature suggests there is a need for a conceptual model rooted in a cognitive approach to explain how this psychological phenomenon works. In this paper, we propose the Flow Engine Framework, a theoretical model explaining dynamic interactions between rearranged flow components and fundamental cognitive processes. Using an IPO framework (Inputs – Processes – Outputs) including a feedback process, we organize flow characteristics into three logically related categories: inputs (requirements for flow), mediating and moderating cognitive processes (attentional and motivational mechanisms) and outputs (subjective and objective outcomes), describing the process of the flow. Comparing flow with an engine, inputs are depicted as flow-fuel, core processes cylinder strokes and outputs as power created to provide motion.
27
Hirsch, Joy, Diana Rodriguez Moreno, and Karl H. S. Kim. "Interconnected Large-Scale Systems for Three Fundamental Cognitive Tasks Revealed by Functional MRI." Journal of Cognitive Neuroscience 13, no. 3 (April 1, 2001): 389–405. http://dx.doi.org/10.1162/08989290151137421.
Full textAbstract:
The specific brain areas required to execute each of three fundamental cognitive tasks-objects naming, same-different discrimination, and integer computation-are determined by whole-brain functional magnetic resonance imaging (fMRI) using a novel techinque sptimized for the isolation of neurocognitive systems. This technique (1) conjoins the activity associated with identical or nearly identical tasks performed in multiple sensory modalities (conjunction) and (2) isolates the activity conserved across multiple subjects (conservation). Cortical regions isolated by this technique are, thus, presumedassociated with cognitive functions that are both distinguished from primary sensory processes and from individual differences. The object-naming system consisted of four brain areas: left inferior frontal gyrus, Brodmann's areas (BAs) 45 and 44; left superior temporal gyrus, BA 22; and left medical frontal gyrus, BA 6. The same-different discrimination system consisted for three brain areas: right inferior parietal labule, BA 40; right precentral gyrus, BA 6; and left medial frontal gyrus, BA 6. The integer computation system consisted of five brain area: right middle frontal gyrus, BA 6; right preecentral gyrus, BA 6; left inferior parietal lobule, BA 40; left inferior frontal gyrus, BA 44; and left medial frontal gyrus, BA 6. All three neurocognitive systems shared one common cortical region, the left medial frontal gyrus, the object-naming and integer computation systems shared the left inferior frontal gyrus, and the integer computation and same-different dicrimination systems shared the right precetral gyrus. These results are consistent with connectionist models of cognitive processes where specific sets of remote brain areas are assumed to be transiently bound together as functional units to enable these functions, and further suggest a superorganization of neurocognitive systems where single brain areas serve as elemets of multiple functional systems.
28
Chevalier, Nicolas, Shaina Bailey Martis, Tim Curran, and Yuko Munakata. "Metacognitive Processes in Executive Control Development: The Case of Reactive and Proactive Control." Journal of Cognitive Neuroscience 27, no. 6 (June 2015): 1125–36. http://dx.doi.org/10.1162/jocn_a_00782.
Full textAbstract:
Young children engage cognitive control reactively in response to events, rather than proactively preparing for events. Such limitations in executive control have been explained in terms of fundamental constraints on children's cognitive capacities. Alternatively, young children might be capable of proactive control but differ from older children in their metacognitive decisions regarding when to engage proactive control. We examined these possibilities in three conditions of a task-switching paradigm, varying in whether task cues were available before or after target onset. RTs, ERPs, and pupil dilation showed that 5-year-olds did engage in advance preparation, a critical aspect of proactive control, but only when reactive control was made more difficult, whereas 10-year-olds engaged in proactive control whenever possible. These findings highlight metacognitive processes in children's cognitive control, an understudied aspect of executive control development.
29
Stajkic, Bojana, and Kaja Damnjanovic. "The road to Nobel prize is paved with the conceptualisations of rationality from homo economicus to homo heuristicus." Theoria, Beograd 61, no. 2 (2018): 147–62. http://dx.doi.org/10.2298/theo1802147s.
Full textAbstract:
In this paper we present the main psychological conceptions of rationality: unbounded rationality, bounded rationality, optimization under constraints, and ecological rationality. We show how these concepts directed the research questions, and how they shaped psychological models of complex cognitive processes. In its symbolic tradition, for more than a century, the psychology, as a fundamental cognitive science, has been focused on the question of how the environment is represented in the cognitive system, how the cognitive system operates with those information, and, ultimately, what are the outcomes of these processes. The basis on which the research efforts focusing on complex cognitive processes, such as judgment, decision-making, and reasoning - are rooted in is the stance of authors, and psychological models regarding rationality. The conceptualizations of rationality are, at the beginning of the psychological research, implicit, because they are taken from a normative approach, and the research focus is on the outcome of cognitive processes, while the functions and the processes themselves are neglected. Later, as the research diverge from the normative approach, the psychological conceptualization of rationality becomes more explicit and subjective, and more nested in the environment, and the empirical studies aim to describe the structure and dynamics of complex cognitive processes.
30
Stankov, Lazar. "Turtles All the Way Down: From g to Mitochondrial Functioning." Journal of Intelligence 8, no. 2 (May 21, 2020): 23. http://dx.doi.org/10.3390/jintelligence8020023.
Full textAbstract:
Geary (2018, 2019) theorizes that the efficiency of mitochondrial functioning is the fundamental biological mechanism that affects the organism as a whole and is common to all brain and cognitive processes [...]
31
Bancroft, Jeff, and Yingxu Wang. "A Computational Simulation of the Cognitive Process of Children Knowledge Acquisition and Memory Development." International Journal of Cognitive Informatics and Natural Intelligence 5, no. 2 (April 2011): 17–36. http://dx.doi.org/10.4018/jcini.2011040102.
Full textAbstract:
The cognitive mechanisms of knowledge representation, memory establishment, and learning are fundamental issues in understanding the brain. A basic approach to studying these mental processes is to observe and simulate how knowledge is memorized by little children. This paper presents a simulation tool for knowledge acquisition and memory development for young children of two to five years old. The cognitive mechanisms of memory, the mathematical model of concepts and knowledge, and the fundamental elements of internal knowledge representation are explored. The cognitive processes of children’s memory and knowledge development are described based on concept algebra and the object-attribute-relation (OAR) model. The design of the simulation tool for children’s knowledge acquisition and memory development is presented with the graphical representor of memory and the dynamic concept network of knowledge. Applications of the simulation tool are described by case studies on children’s knowledge acquisition about family members, relatives, and transportation. This work is a part of the development of cognitive computers that mimic human knowledge processing and autonomous learning.
32
Morato, Edwiges Maria, and Ingedore Villaça Koch. "Linguagem e cognição: os (des)encontros entre a lingüística e as ciências cognitivas." Cadernos de Estudos Lingüísticos 44 (August 24, 2011): 85–92. http://dx.doi.org/10.20396/cel.v44i0.8637066.
Full textAbstract:
In this article we try to contextualize the relations between Linguistics and Cognitive Sciences from a pragmatic-discursive standpoint. For this purpose, we proceed with a critical study of the streams that, in Linguistics, postulate a close relation between language and cognition, concerning some fundamental notions such as communication, use and context. Finally we list the theoretical bases upon which a conceptual bridge betweeen language and cognition can be established: a relation of mutual constitutiveness, which necessarily passes through the processes of signification and in which discourse intervenes.
33
Shapiro, Arthur G., and Kai Hamburger. "Grouping by Contrast: Figure – Ground Segregation is Not Necessarily Fundamental." Perception 36, no. 7 (July 2007): 1104–7. http://dx.doi.org/10.1068/p5733.
Full textAbstract:
A central tenet of Gestalt psychology is that the visual scene can be separated into figure and ground. The two illusions we present demonstrate that Gestalt processes can group spatial contrast information that cuts across the figure/ground separation. This finding suggests that visual processes that organise the visual scene do not necessarily require structural segmentation as their primary input.
34
Krzewniak, Daria. "The importance of the vehicle driver’s cognitive processes in shaping road safety." Scientific Journal of the Military University of Land Forces 200, no. 2 (June 15, 2021): 285–302. http://dx.doi.org/10.5604/01.3001.0014.9785.
Full textAbstract:
The article addresses road traffic safety. The issue constitutes a contemporary and fundamental social problem. That is because over 1.3 million people die on roads annually globally, while in Poland alone about 3,000 people. The article aims to discuss the factors influencing road safety, emphasizing the human factor and its complexity. A hypothesis was made that the efficiency and nature of cognitive processes affect human activity during road traffic. The method of analyzing the subject literature and the available statistical data and the method of synthesis were used to verify the formulated hypothesis. The text presents the characteristics of the most important cognitive processes and attempts to analyze their significance for the proper functioning of the person driving the vehicle. It is an issue that requires particular emphasis in the process of building road safety. Scientific research and social practice indicate that a significant proportion of road accidents result from inappropriate reception of stimuli from the environment and storage, transformation, and use of information, i.e., broadly understood disorders of cognitive processes.
35
Kass, Jason, Beth Harland, and Nick Donnelly. "Abstracting the Set: Monet’s Cathedrals and Stable Mental Concepts from Serial Pictorial Artworks." Art & Perception 3, no. 2 (2015): 139–50. http://dx.doi.org/10.1163/22134913-00002030.
Full textAbstract:
The ability to form stable mental representations (or concepts) from a set of instances is fundamental to human visual cognition and is evident across the formation of prototypes, from simple pseudo-random dot patterns through to the recognition of faces. In this paper we argue that the cognitive and perceptual processes that lead to the formation of stable concepts are also important in understanding spectatorship of a certain class of serial artworks that are composed of multiple discrete but related pictures. This article considers the processes that enable the formation of stable mental representations in relation to a series of paintings of Rouen Cathedral by Claude Monet. The implications of understanding these processes for the spectatorship of this class of serial artworks are discussed.
36
Pothos, Emmanuel M., and Jerome R. Busemeyer. "Can quantum probability provide a new direction for cognitive modeling?" Behavioral and Brain Sciences 36, no. 3 (May 14, 2013): 255–74. http://dx.doi.org/10.1017/s0140525x12001525.
Full textAbstract:
AbstractClassical (Bayesian) probability (CP) theory has led to an influential research tradition for modeling cognitive processes. Cognitive scientists have been trained to work with CP principles for so long that it is hard even to imagine alternative ways to formalize probabilities. However, in physics, quantum probability (QP) theory has been the dominant probabilistic approach for nearly 100 years. Could QP theory provide us with any advantages in cognitive modeling as well? Note first that both CP and QP theory share the fundamental assumption that it is possible to model cognition on the basis of formal, probabilistic principles. But why consider a QP approach? The answers are that (1) there are many well-established empirical findings (e.g., from the influential Tversky, Kahneman research tradition) that are hard to reconcile with CP principles; and (2) these same findings have natural and straightforward explanations with quantum principles. In QP theory, probabilistic assessment is often strongly context- and order-dependent, individual states can be superposition states (that are impossible to associate with specific values), and composite systems can be entangled (they cannot be decomposed into their subsystems). All these characteristics appear perplexing from a classical perspective. However, our thesis is that they provide a more accurate and powerful account of certain cognitive processes. We first introduce QP theory and illustrate its application with psychological examples. We then review empirical findings that motivate the use of quantum theory in cognitive theory, but also discuss ways in which QP and CP theories converge. Finally, we consider the implications of a QP theory approach to cognition for human rationality.
37
Stephenson, Lisa J., S. Gareth Edwards, and Andrew P. Bayliss. "From Gaze Perception to Social Cognition: The Shared-Attention System." Perspectives on Psychological Science 16, no. 3 (February 10, 2021): 553–76. http://dx.doi.org/10.1177/1745691620953773.
Full textAbstract:
When two people look at the same object in the environment and are aware of each other’s attentional state, they find themselves in a shared-attention episode. This can occur through intentional or incidental signaling and, in either case, causes an exchange of information between the two parties about the environment and each other’s mental states. In this article, we give an overview of what is known about the building blocks of shared attention (gaze perception and joint attention) and focus on bringing to bear new findings on the initiation of shared attention that complement knowledge about gaze following and incorporate new insights from research into the sense of agency. We also present a neurocognitive model, incorporating first-, second-, and third-order social cognitive processes (the shared-attention system, or SAS), building on previous models and approaches. The SAS model aims to encompass perceptual, cognitive, and affective processes that contribute to and follow on from the establishment of shared attention. These processes include fundamental components of social cognition such as reward, affective evaluation, agency, empathy, and theory of mind.
38
Vlasceanu, Madalina, Karalyn Enz, and Alin Coman. "Cognition in a Social Context: A Social-Interactionist Approach to Emergent Phenomena." Current Directions in Psychological Science 27, no. 5 (September 18, 2018): 369–77. http://dx.doi.org/10.1177/0963721418769898.
Full textAbstract:
The formation of collective memories, emotions, and beliefs is a fundamental characteristic of human communities. These emergent outcomes are thought to be the result of a dynamical system of communicative interactions among individuals. But despite recent psychological research on collective phenomena, no programmatic framework to explore the processes involved in their formation exists. Here, we propose a social-interactionist approach that bridges cognitive and social psychology to illuminate how microlevel cognitive phenomena give rise to large-scale social outcomes. It involves first establishing the boundary conditions of cognitive phenomena, then investigating how cognition is influenced by the social context in which it is manifested, and finally studying how dyadic-level influences propagate in social networks. This approach has the potential to (a) illuminate the large-scale consequences of well-established cognitive phenomena, (b) lead to interdisciplinary dialogues between psychology and the other social sciences, and (c) be more relevant for public policy than existing approaches.
39
Suárez Moya, William Andrey. "Visualización espacial en hombres y en mujeres. Un estudio de caso. / Spatial visualization in men and women. A case study." Hexágono Pedagógico 6, no. 1 (November 23, 2015): 66. http://dx.doi.org/10.22519/2145888x.660.
Full textAbstract:
En el aprendizaje de la geometría, es necesario reconocer el desarrollo cognitivo y los procesos fundamentales que se realiza mediante procesos como la visualización, tales como la demostración. En los resultados del siguiente estudio de caso se establece una comparación entre géneros, haciendo un contraste teórico y experimental para su posterior análisis y balance final, precisando en las habilidades visuales de hombres y mujeres respectivamente.Abstract.In learning geometry, it is necessary to recognize the cognitive development and the fundamental processes is done through processes such as visualization, such as the demonstration. The results of following case, study a comparison established genres, making a theoretical and experimental contrast for further analysis and final balance, showing the visual skills of men and women respectively.
40
Robinson, Peter. "Individual differences, cognitive abilities, aptitude complexes and learning conditions in second language acquisition." Second Language Research 17, no. 4 (October 2001): 368–92. http://dx.doi.org/10.1177/026765830101700405.
Full textAbstract:
Individual differences in resource availability, and the patterns of cognitive abilities they contribute to, are important to:• explaining variation between learners in the effectiveness of second language (L2) instructional treatments;• describing differences in implicit, incidental and explicit L2 learning processes; and• explaining child-adult differences in acquisition processes, and therefore to any general theory of second language acquisition (SLA).In this article I describe a framework for research into the effects of cognitive abilities on SLA which is based on four interlocking hypotheses. These hypotheses are drawn from research in psychology, education and SLA and, where possible, I present evidence to support each of them. The hypotheses are:1) the Aptitude Complex Hypothesis;2) the Ability Differentiation Hypothesis;3) the Fundamental Difference Hypothesis; and4) the Fundamental Similarity Hypothesis.The hypotheses, and the relationships between them, define an Aptitude Complex/Ability Differentiation framework for further examining the influence of individual differences in cognitive abilities on SLA, and for developing a theoretically motivated measure of language learning aptitude. I argue that such research should adopt the interactionist approach described by Snow (1994) to identifying individual difference/learning condition interactions at a number of levels. I illustrate some of these interactions.
41
Frensch, Peter A., and Dennis Rünger. "Implicit Learning." Current Directions in Psychological Science 12, no. 1 (February 2003): 13–18. http://dx.doi.org/10.1111/1467-8721.01213.
Full textAbstract:
Implicit learning appears to be a fundamental and ubiquitous process in cognition. Although defining and operationalizingimplicit learning remains a central theoretical challenge, scientists' understanding of implicit learning has progressed significantly. Beyond establishing the existence of “learning without awareness,” current research seeks to identify the cognitive processes that support implicit learning and addresses the relationship between learning and awareness of what was learned. The emerging view of implicit learning emphasizes the role of associative learning mechanisms that exploit statistical dependencies in the environment in order to generate highly specific knowledge representations.
42
Druzhinin, A. S. "The Semiotic Essence of Grammatical Construction." MGIMO Review of International Relations, no. 5(26) (October 28, 2012): 210–14. http://dx.doi.org/10.24833/2071-8160-2012-5-26-210-214.
Full textAbstract:
The article explores the peculiarities of semiosis of grammatical construction from the perspective of modern studies into cognitive linguistics. Setting out the bio-socio-cultural sign theory fundamental for this research, the author defines a grammatical construction as a complex representation of mental images and offers a model of cognitive processes connected with its functioning in language and discourse as illustrated by the example of a Subjunctive Mood form.
43
Mikaelian, H. H. "Psychology of Computer Use: IV. Effects of Video Display Units on Fundamental Visual Processes: Temporal Resolution." Perceptual and Motor Skills 66, no. 3 (June 1988): 951–62. http://dx.doi.org/10.2466/pms.1988.66.3.951.
Full textAbstract:
Measures of two-pulse resolution (2PR) using foveally and peripherally viewed targets were obtained before and after reading videotext and print. Three pulse durations (25, 250, and 300 msec) were used. The results showed that (a) 2PR on the fovea is about a fourth of that on the periphery, (b) peripheral 2PR increases following reading videotext, and (c) no appreciable effects occur following reading print.
44
Kovaleva, A. V. "Neurocognitive aspects of timing and sensorimotor synchronization." Современная зарубежная психология 9, no. 2 (2020): 82–92. http://dx.doi.org/10.17759/jmfp.2020090207.
Full textAbstract:
The article presents a review of the neurocognitive studies of time perception, timing, and sensorimotor synchronization. These fundamental abilities of humans and animals are an essential component of many cognitive processes: speech, memory, attention, planning, and forecasting. Violations of the processes of timing and sensorimotor integration and synchronization accompany some disorders in the motor and cognitive spheres: speech and language problems, autism, ADHD, neurodegenerative diseases, memory disorders. Many brain structures are involved in the implementation of timing processes: motor cortex, cerebellum, basal ganglia, some brain stem structures. The emotional valence and arousal of stimuli change the subjective perception of their duration. It is important to note the positive role of training time and rhythm perception and movements to rhythmic sounds and music in the rehabilitation process.
45
Davou, Bettina. "Interaction of Emotion and Cognition in the Processing of Textual Material." Meta 52, no. 1 (March 12, 2007): 37–47. http://dx.doi.org/10.7202/014718ar.
Full textAbstract:
Abstract Cognitive psychology and cognitive science have only recently come to acknowledge that human beings are not “pure” cognitive systems, and that emotions may be more than simply another form of cognition. This paper presents recent theoretical issues on the interaction of cognition with emotion, drawing on findings from evolutionary, neurobiological and cognitive research. These findings indicate that emotions have a fundamental and, often, universal importance for human cognitive functioning. Advanced cognitive processing, such as the processing required for text comprehension and translation, most of the time follows after a first, primary appraisal of the emotional impact of the information on the reader. This type of appraisal is momentary, non-conscious and non-cognitive, and is carried out by some system in the organism that functions with its own distinctive rules, different from those of the cognitive system. Emotional appraisal of the information sets the mode in which the organism (including its cognitive processes) will operate. Evidence suggests that negative emotions can instantly and non-consciously increase processing effort and time and decrease cognitive capacity, while on the other hand, positive emotions generally increase cognitive resources and expand attention and creativity. This implies that both cognitive processing of textual information, as well as its outcome, are influenced not only by the interpreters cognitive skill or by the emotional features of the text per se (the emotional impact that the writer has attempted to generate), but also (and perhaps most importantly) by the subjective emotional significance that the information has for each individual interpreter.
46
Rachlin, Howard. "Pain and behavior." Behavioral and Brain Sciences 8, no. 1 (March 1985): 43–53. http://dx.doi.org/10.1017/s0140525x00019488.
Full textAbstract:
AbstractThere seem to be two kinds of pain: fundamental “sensory” pain, the intensity of which is a direct function of the intensity of various pain stimuli, and “psychological” pain, the intensity of which is highly modifiable by such factors as hypnotism, placebos, and the sociocultural setting in which the stimulus occurs.Physiological, cognitive, and behavioral theories of pain each have their own view of the nature of the two kinds of pain. According to physiological theory and cognitive theory, “psychological” pain and “sensory” pain are both internal processes, with the former influencing the latter as central processes influence peripheral processes. According to behavioral theory, “sensory” pain is a reflex (a respondent) while “psychological” pain is an instrumental act (an operant). Behavioral theory claims that neither kind of pain is an internal process — that both are overt behaviors.Although both physiological theory and cognitive theory agree with common sense that pain is internal, they disagree with commonsense intuitions at other points. They are no better at explaining the subjective experience of pain than is behavioral theory. They have not generated treatments for pain that are superior to those generated by behavioral theory. There is no basis for the frequent claim by antibehaviorist philosophers and psychologists that behaviorism, because it cannot explain pain, is less capable of explaining mental phenomena than physiology or cognition.
47
Kominek, Andrzej. "Bezmyślny język. Zakłócenia zjawisk poznawczych u osób z autyzmem." Poradnik Językowy, no. 1/2021(780) (January 31, 2021): 7–23. http://dx.doi.org/10.33896/porj.2021.1.1.
Full textAbstract:
In the presented paper, I am making an attempt to demonstrate the most important, in my opinion, characteristics of the language used by people with autism as ones arising directly from disrupted or completely different cognitive processes taking place in their minds. Such individuals lack, in the fi rst place, the fundamental cognitive skill being the awareness of their own and other people’s mental acts. The absence or insuffi ciency of the theory of mind gives rise to disorders in acquiring the linguistic worldview, inability to decode fi gurative meanings, failure to use langue in order to maintain contact, and failure to speak of language itself, and many more. Autistic people are characterised by the metonymic cognitive style, which uses the potential of the so-called systemising skills. Instead of thinking of other people, what to say to them and what should be said to them, people with autism think of the things that do not require familiarity with the theory of mind and are not as complex as humans. Keywords: autism – theory of mind – idiolectal worldview – language functions – metaphor – metonymic cognitive style
48
Karpik, Alexander P., Dmitry V. Lisitsky, Aleksey G. Osipov, and Vyacheslav N. Savinykh. "GEOINFORMATIONAL-COGNITIVE REPRESENTATION OF TERRITORIAL RESOURCES." Vestnik SSUGT (Siberian State University of Geosystems and Technologies) 25, no. 4 (2020): 120–29. http://dx.doi.org/10.33764/2411-1759-2020-25-4-120-129.
Full textAbstract:
The relevance of the study lies in considering the new content and features of a unified geospatial support for the economy and the life of society in the context of digital transformation. The aim of the work is to present the essence, fundamental points, new views and approaches to geospatial activities. Methods of formal logical analysis, linear programming, theory of matrix games with nature are used. A formal interpretation of the assessment and use of territorial resources as objects of a single geospatial activity is proposed. From the standpoint of the structural-functional approach, the essential characteristics of ensuring the life of society with geo-information and geosciences are considered. A formal-logical analysis of ideas about life in the surrounding geospace is given in order to optimize the use of its resources on the basis of an all-encompassing geospatial perspective. The concept of "geofragment" is introduced as an elementary unit of geospace, in which sectoral and / or natural processes take place and objects of different sectoral spaces interact. The role of geospatial knowledge is substantiated and an integrated approach to the processes of preparing spatial solutions for territory management based on a combination of geoinformation and geocognitive spaces is proposed. Geospatial activity in the territorial discourse is becoming an independent factor in the management of territories to ensure the life of society, based on the optimization of the distribution (redistribution) of territorial resources through the complex interaction of industries and clusters. This activity provides geodata, geo-information and geosciences for the diverse processes of interaction between industrial spaces and nature within the framework of a common physical geospace.
49
BURLAKOVA, IRINA I., and LARISA V. GUBANOVA. "INFLUENCE OF CLASSICAL COGNITIVE THEORIES ON THE LEARNING PROCESS." Cherepovets State University Bulletin 5, no. 98 (2020): 109–14. http://dx.doi.org/10.23859/1994-0637-2020-5-98-8.
Full textAbstract:
Classical cognitive learning theories are based on the position of the leading and determining role of cognitive processes in learning, which makes it possible to combine various ideas, approaches and research methods in an eclectic way. The analysis of the cognitive approach in educational psychology in the United States allowed us to establish the main directions in it, which are presented in detail in the article. The described cognitive theories can be successfully applied in modern learning conditions, since the development of active thinking becomes a fundamental task of education in the period of modernization and the search for effective ways to optimize the assimilation of a large amount of material and transformation of theoretical knowledge into practical skills.
50
Thomsen, Knud. "The Ouroboros Model, Proposal for Self-Organizing General Cognition Substantiated." AI 2, no. 1 (February 26, 2021): 89–105. http://dx.doi.org/10.3390/ai2010007.
Full textAbstract:
The Ouroboros Model has been proposed as a biologically-inspired comprehensive cognitive architecture for general intelligence, comprising natural and artificial manifestations. The approach addresses very diverse fundamental desiderata of research in natural cognition and also artificial intelligence, AI. Here, it is described how the postulated structures have met with supportive evidence over recent years. The associated hypothesized processes could remedy pressing problems plaguing many, and even the most powerful current implementations of AI, including in particular deep neural networks. Some selected recent findings from very different fields are summoned, which illustrate the status and substantiate the proposal.