Bibliografías temáticas / Cognitive distance

Literatura académica sobre el tema "Cognitive distance"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 20 de febrero de 2023

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Artículos de revistas sobre el tema "Cognitive distance"

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Ankomah, Paul K. y John L. Crompton. "Tourism cognitive distance". Annals of Tourism Research 19, n.º 2 (enero de 1992): 323–42. http://dx.doi.org/10.1016/0160-7383(92)90084-3.

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Hanyu, Kazunori y Yukio Itsukushima. "Cognitive Distance of Stairways". Environment and Behavior 27, n.º 4 (julio de 1995): 579–91. http://dx.doi.org/10.1177/0013916595274007.

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Baujard, Corinne y Eric Lahargoue. "Cognitive Organizations and Distance Learning". Journal of Information Technology and Application in Education 3, n.º 2 (2014): 84. http://dx.doi.org/10.14355/jitae.2014.0302.05.

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Bertiz, Yasemin y Aslıhan Kocaman Karoğlu. "Distance Education Students’ Cognitive Flexibility Levels and Distance Education Motivations". International Journal of Research in Education and Science 6, n.º 4 (19 de septiembre de 2020): 638. http://dx.doi.org/10.46328/ijres.v6i4.1022.

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This study was conducted to examine the relationship between distance education students’ cognitive flexibility levels and their distance education motivations. In the study, cognitive flexibility levels and distance education motivations were also investigated in terms of several variables (gender, age, computer and internet usage time, time spent weekly in distance learning environment and frequency of participation to synchronized classes). The participants of the study consisted of 615 students enrolled in the Turkish Language course which is carried out at a private university in Istanbul. Cognitive Flexibility Scale (Altunkol, 2011) and e-Learning Motivation Survey (Yıldırım, 2012) were employed for data collection. Study results revealed that there is a low level of positive relationship between cognitive flexibility levels of distance education students and their distance education motivations. Time spent in distance learning environment and the frequency of participation to synchronized classes are found as the factors that affect students’ distance education motivation. Computer usage time is found as the only factor that affects students’ cognitive flexibility level. There is not a significant relationship found between gender, age and internet usage time for cognitive flexibility and distance education motivation.
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Laasch, Craig. "Cognitive Strategies and Long-Distance Running". Imagination, Cognition and Personality 14, n.º 4 (junio de 1995): 317–32. http://dx.doi.org/10.2190/ukg1-7w12-66a5-7aq7.

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Long-distance runners utilize either a dissociative cognitive strategy, an associative cognitive strategy, or a combination of both of these strategies, one at a time, at various times while training or racing. Although research findings have indicated that these athletes are able to switch between these two strategies depending on their given running situation, no explanation has been offered as to how this switching is achieved. This article suggests that runners use automaticity and parallel processing in order to accomplish this function. The use of association and dissociation for running-induced pain tolerance is also addressed.
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Nooteboom, Bart, Wim Van Haverbeke, Geert Duysters, Victor Gilsing y Ad van den Oord. "Optimal cognitive distance and absorptive capacity". Research Policy 36, n.º 7 (septiembre de 2007): 1016–34. http://dx.doi.org/10.1016/j.respol.2007.04.003.

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Rousseau, Ronald, Raf Guns, A. I. M. Jakaria Rahman y Tim C. E. Engels. "Measuring cognitive distance between publication portfolios". Journal of Informetrics 11, n.º 2 (mayo de 2017): 583–94. http://dx.doi.org/10.1016/j.joi.2017.03.001.

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Nooteboom, Bart, Wim Vanhaverbeke, Geert Duysters, Victor Gilsing y Ad Van Den Oord. "OPTIMAL COGNITIVE DISTANCE AND ABSORPTIVE CAPACITY." Academy of Management Proceedings 2005, n.º 1 (agosto de 2005): L1—L6. http://dx.doi.org/10.5465/ambpp.2005.18783564.

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Wuyts, Stefan, Massimo G. Colombo, Shantanu Dutta y Bart Nooteboom. "Empirical tests of optimal cognitive distance". Journal of Economic Behavior & Organization 58, n.º 2 (octubre de 2005): 277–302. http://dx.doi.org/10.1016/j.jebo.2004.03.019.

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Aguilar-Arguello, Samuel, Daniel Gerhard y Ximena J. Nelson. "Distance assessment of detours by jumping spiders". Current Zoology 66, n.º 3 (10 de septiembre de 2019): 263–73. http://dx.doi.org/10.1093/cz/zoz044.

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Abstract To take an indirect route (detour) in order to reach a specific target requires complex cognitive processes. Yet more demanding, from the cognitive point of view, is when the goal is only visible at the beginning of the detour. In spiders from the family Salticidae, vision is a key sensory modality mediating navigation and prey search. Their acute vision allows them to perform complicated detours, possibly as a consequence of the multitude of potential routes in their typically complex 3-dimensional habitats. We used a 4-route choice test, in which routes differed in being either short or long and in the presence or absence of a lure of a prey item, to investigate route assessment in 2 salticid species, Trite planiceps and Marpissa marina. Although both species showed evidence of motivation to follow lured-routes, judging by the number of times they re-oriented toward them while detouring, we found that Trite chose short routes in preference to long routes, but did not prefer the lured-routes. In contrast, Marpissa exhibited random route choice, although it oriented toward lured-routes more often than control routes (lure absent). Our results suggest that decision-making processes about which route to take occurs before embarking on a route, but this is cognitively challenging. Spiders exhibited cognitive limitations in which the lack of visibility of the goal affected success. However, the severity of cognitive limitations depended on species. We suggest that variability in spatial ability across the Salticidae may be related to the habitat complexity inhabited by each species.
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Tesis sobre el tema "Cognitive distance"

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簡國治 y Kwok-chee Joshua Kan. "Cognitive distance scaling methodologies: a comparative study". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31208629.

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Kan, Kwok-chee Joshua. "Cognitive distance scaling methodologies : a comparative study /". [Hong Kong] : University of Hong Kong, 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12434401.

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Vann, Bugmann Davi. "Retrieval, action and the representation of distance in cognitive maps". Thesis, University of Plymouth, 2003. http://hdl.handle.net/10026.1/2301.

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This thesis examines the context effects on retrieval, and the influence of action on the representation of distance in cognitive maps. It is proposed that bias in distance estimation is a function of the contexts of retrieval that trigger the representation of action in memory during evaluation tasks. The proposal is consistent with embodied cognition evidence that suggests that actions are implicitly a part of the representation, and will be naturally extracted as part of the retrieval process. The experimental work presented examines two different contextual cues; the frequency of visitation to landmarks, and the importance of activity performed at landmarks. Each cue primes differently the conceptualisation of landmarks prior to making distance estimation. This priming facilitates memory access, which fleshes out relevant spatial information from cognitive maps that are used in distance estimation and route description. This proposal was examined in a series of four experiments that employed structured interviews. Participants had to rate landmarks based on frequency of visitation criteria or importance of activity criteria, or both. They then made verbal distance estimations and route descriptions. The results found implicate the involvement of action representation. The involvement of action in cognitive process was empirically investigated in three further experiments. A new methodology was developed featuring the use of a blindfold, linguistic descriptions, and control of actual movements. Blindfolded participants learned new environments through verbal descriptions by imagining themselves walking in time with the metronome beats. During turns, they were carefully moved. Following instructions, they performed an action at mid-route. Their memories for the newly learned environments were tested through recalls and measured again with the metronome beats. The results found were consistent with explanations based on network-map theory. They implicate attentional processes as an intrinsic part of the cognitive mechanism, and the strings of the network-map as the actual motor program that executes the movement. These results are discussed in relation to the nature of cognitive maps.
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Raap, Eric R. "The Influence of Spatial Distance Priming on Test Anxiety and Judgments". TopSCHOLAR®, 2013. http://digitalcommons.wku.edu/theses/1238.

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This paper examined the effects of distance priming on test anxiety and judgment. Research suggests that individuals’ perceived distance can impact their affect and judgments, which sheds light on the principle of “distance equals safety” (Williams & Bargh, 2008). Taking an exam invokes both cognitive and emotional anxiety, such as worry, panic, and tension. It is hypothesized that the distance priming may reduce test anxiety—particularly, the emotionality aspect—as well as perceived test difficulty. The results showed that, counter to the hypotheses, there was no significant difference among the three priming groups in their emotional test anxiety or perceived test difficulty. There is a significant correlation between ACT score and cognitive test anxiety, supporting past literature that as one’s intellectual ability increases, their cognitive test anxiety decreases. Further research needs to be conducted to replicate the efficacy of the priming method by Williams and Bargh (2008) and to use more effective ways of provoking performance anxiety.
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Miller, Benjamin Alan. "Distance Effects in Similarity Based Free Categorization". CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/238.

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This experiment investigated the processes underlying similarity-based free categorization. Of particular interest was how temporal distance between similar objects affects the likelihood that people will put them into the same novel category. Participants engaged in a free categorization task referred to as binomial labeling. This task required participants to generate a two-part label (A1, B1, C1, etc.) indicating family (superordinate) and species (subordinate) levels of categorization for each object in a visual display. Participants were shown the objects one at a time in a sequential presentation; after labeling each object, they were asked to describe the similarity between that object and previous objects by selecting one of five choices from a drop down menu. Our main prediction was that temporal distance should affect categorization, specifically, that people should be less likely to give two identical objects the same category label the farther apart they are shown in the display. The primary question being addressed in this study was whether the effects of distance are due to a decreased likelihood of remembering the first object when labeling the second (what we refer to as a stage 1 or sampling effect) or to factors during the actual comparison itself (a stage 2 or decision effect)? Our results showed a significant effect of distance on both the likelihood of giving identical objects the same label as well as on the likelihood of mentioning the first object when labeling the second object in an identical pair. Specifically, as the distance between two identical objects increased, the likelihood of giving them the same label, as well as mentioning their similarity, both decreased. Importantly, the decreased probability of giving the second object the same label seemed entirely due to the decreased probability of remembering (sampling) the first object, as indicated by the menu responses. These results provide strong support for the idea that the effect of temporal distance on free categorization is mainly due to stage 1 factors, specifically to its effect on the availability of the first instance in memory when labeling the second. No strong evidence was found in this experiment supporting a separate distance effect at the comparison-decision stage (i.e., stage 2).
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Rocci, Randy L. "A cognitive and pedagogical evaluation framework for computer-based training". Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03sep%5FRocci.pdf.

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Thesis (M.S. in Information Technology Management)--Naval Postgraduate School, September 2003.
Thesis advisor(s): Thomas Housel, Tony Ciavarelli, Steven Pilnick. Includes bibliographical references (p. 123-126). Also available online.
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Vanijdee, Alisa. "Language learning strategy use, interaction with self-instructional materials, and learner autonomy of Thai distance language learners". Thesis, University of Reading, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365377.

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Sotsky, Vladislav. "Représentation ergonomique d'informations pour la formation à distance (FAD)". Université Louis Pasteur (Strasbourg) (1971-2008), 2007. https://publication-theses.unistra.fr/restreint/theses_doctorat/2007/SOTSKY_Vladislav_2007.pdf.

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La thèse ayant pour sujet la représentation ergonomique d'informations pour la formation à distance (FAD) présente un panorama des travaux dans les trois domaines principaux: l'ergonomie, la conception du site Web pour la FAD et la psychologie cognitive appliquée à la présentation de l'information sur l'écran. L'approche pluridisciplinaire a notamment permis d'examiner la correspondance de l'interface homme-machine aux critères ergonomiques et d'expliquer les processus cognitifs qui déterminent le comportement des utilisateurs, leur choix de la stratégie de recherche d'informations et des particularités de leur interprétation. La partie théorique de la recherche est consacrée aux aspects de la conception et l'utilisation des sites Web pour le but d'apprentissage et aux questions de l'évaluation de leur efficacité. La méthodologie d'évaluation proposée dans ce cadre est utilisée dans la partie expérimentale qui a pour objectif de montrer le rôle du facteur humain lors de l'évaluation de l'efficacité des moyens d'apprentissage mis à la disposition des élèves
The thesis on ergonomic presentation of information for e-Learning introduces a panorama of works in the three main areas: ergonomics, web design for e-Learning and cognitive psychology applied to the presentation of information on the screen. The multidisciplinary approach allowed to examine the correspondence of the man-machine interface to the ergonomic criteria and to explain the cognitive processes which determine the behaviour of the users, their choice of the strategy of the information research and the features of its interpretation. The theoretical part of the research is dedicated to the aspects of design and usage of web sites for e-Learning purposes and to the questions of evaluation of their effectiveness. The methodology of evaluation suggested in this context is used in the experimental part whose purpose is to show the role of the human factor during the evaluation of the effectiveness of the means of study made available to the users
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Sotsky, Vladislav Keith Bernard Monakov Vladimir. "Représentation ergonomique d'informations pour la formation à distance (FAD)". Strasbourg : Université Louis Pasteur, 2007. http://eprints-scd-ulp.u-strasbg.fr:8080/secure/00000810/01/SOTSKY2007.pdf.

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Ruiz, Dominguez German Alonso. "Caractérisation de l'activité de conception collaborative à distance : études et effets de synchronisation cognitive". Grenoble INPG, 2005. http://www.theses.fr/2005INPG0137.

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La coopération est un aspect important dans les équipes de conception. L'ingénierie concourante a fait que les organisations industrielles évoluent d'une approche séquentielle à une approche intégrée pour réaliser ses processus de conception. Ainsi les processus de conception se reélisent de plus en plus à distance, ou les concepteurs sont répartis dans des endroits différents. Pour étudier cette problématique, cette thèse analyse l'activité de conception à distance. En particulier, elle s'attache à la caractérisation des activités de conception et à la modélisation du phénomène d'intercompréhension à travers des objets. A partir des résultats deux propositions sont faites : d'une part, un modèle d'activité qui prend en compte les aspects collectifs et cognitifs de la conception et d'autre part, un cadre pour l'analyse et le développement des outils pour l'assistance de l'activité collective de conception
Co-operation is an important issue in design teams. Concurrent engineering made that the industrial organisations evolve from a sequential approach to an integrated approach to carry out their design processes. Thus design processes are carried out more and more in a distributed way, where designers are in different places. To study these problems, this thesis anal yzes the distributed design activity. Ln particular it sticks to the characterization of design activities and the modelling of shared understanding phenomena through objects. From results two proposals are made : on one hand, a model of activity which takes into account the collective and cognitive aspects of design, and on the other hand, a framework for the anal ysis and the development of support tools for the collective activity of design
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Libros sobre el tema "Cognitive distance"

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Sanders, William R. Collective staff training in a virtual learning environment. Alexandria, Va: U.S. Army Research Institute for the Behavioral and Social Sciences, 2002.

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Roy, Kalyan, Rupak Goswami, Sudarshan Dutta, Krishnendu Ray, Sukamal Sarkar, Kaushik Brahmachari, Manoj Nanda et al. Researching From a Distance: Mapping COVID-19 and Cyclonic Storm Affected Agri-Food Systems by Integrating Qualitative Research and Fuzzy Cognitive Mapping. 1 Oliver’s Yard, 55 City Road, London EC1Y 1SP United Kingdom: SAGE Publications, Ltd., 2022. http://dx.doi.org/10.4135/9781529604092.

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R, Cocking Rodney y Renninger K. Ann, eds. The development and meaning of psychological distance. Hillsdale, N.J: L. Erlbaum, 1993.

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Polyakova, Anna, Tat'yana Sergeeva y Irina Kitaeva. The continuous formation of the stochastic culture of schoolchildren in the context of the digital transformation of general education. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1876368.

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The material presented in the monograph shows the possibilities of continuous teaching of mathematics at school, namely, the significant potential of modern information and communication technologies, with the help of which it is possible to form elements of stochastic culture among students. Continuity in learning is considered from two positions: procedural and educational-cognitive. In addition, a distinctive feature of the book is the presentation of the digital transformation of general education as a way to overcome the "new digital divide". Methodological features of promising digital technologies (within the framework of teaching students the elements of the probabilistic and statistical line) that contribute to overcoming the "new digital divide": artificial intelligence, the Internet of Things, additive manufacturing, machine learning, blockchain, virtual and augmented reality are described. The solution of the main questions of probability theory and statistics in the 9th grade mathematics course is proposed to be carried out using a distance learning course built in the Moodle distance learning system. The content, structure and methodological features of the implementation of the stochastics course for students of grades 10-11 of a secondary school are based on the use of such tools in the educational process as an online calculator for plotting functions, the Wolfram Alpha service, Google Docs and Google Tables services, the Yaklass remote training, the Banktest website.<url>", interactive module "Galton Board", educational website "Mathematics at school". It will be interesting for students, undergraduates, postgraduates, mathematics teachers, as well as specialists improving their qualifications in the field of pedagogical education.
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Lasker, G. E. Advances in education: A working model of educational process, cognitonics and cognitive mechanism in education, education for sustainable development, an open Ph.D. program in distance education, e-commerce and e-marketing on e-platform, the procedure for founding a non-public university, the remuneration system in educational services, standards of education in non-public universities. Tecumseh, Ont: International Institute for Advanced Studies in Systems Research and Cybernetics, 2008.

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1963-, Conceição-Runlee Simone, ed. Creating a sense of presence in online teaching: How to "be there" for distance learners. San Francisco: Jossey-Bass, 2010.

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A, Barab Sasha, Kling Rob y Gray James H, eds. Designing for virtual communities in the service of learning. New York: Cambridge University Press, 2004.

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Ely, Timothy C., Jennie Hinchcliff y Amanda C. Roth Clark. Cognitive Distance: The Bookworks and Thoughtforms of Timothy C. Ely. San Francisco Center for the Book, 2022.

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Scharf, Miri y Shmuel Shulman. Closeness, Distance, and Rapprochement in Sibling Relationships. Editado por Jeffrey Jensen Arnett. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199795574.013.28.

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The chapter discusses the nature of sibling relationships during emerging adulthood and the interplay between developmental processes and sibling relationships. Past unresolved conflicts and continuous rivalry might lead to conflictual and alienated relationships. However, greater maturity and separate residence might induce a kind of rapprochement. Emerging adults’ acknowledgment of their need to maintain family bonds, combined with greater emotional and cognitive maturity, might enable them to reconstruct their siblinghood. Family structure, history, personality, and culture contribute to the intensity and quality of sibling relationships. Considering the challenges young people face in the current societal context, siblings are among the closet kin to whom one can turn in stressful conditions. The authors present narratives of emerging adults demonstrating possible factors that influence the sibling bond, the possible influence of culture and more distal variables (sibling relationships of the respondents’ parents), and suggestions for future research and implications for practice.
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Designing for Virtual Communities in the Service of Learning (Learning in Doing: Social, Cognitive and Computational Perspectives). Cambridge University Press, 2004.

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Capítulos de libros sobre el tema "Cognitive distance"

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Werth, Paul. "Conditionality as cognitive distance". En On Conditionals Again, 243. Amsterdam: John Benjamins Publishing Company, 1997. http://dx.doi.org/10.1075/cilt.143.14wer.

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West, Richard E., Janette R. Hill y Liyan Song. "Cognitive Perspectives on Online Learning Environments". En Handbook of Distance Education, 107–21. Fourth edition. | New York : Routledge, 2019. | Previous edition: 2013.: Routledge, 2018. http://dx.doi.org/10.4324/9781315296135-10.

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Hiraga, Masako K. "DEFERENCE as DISTANCE". En Cultural, Psychological and Typological Issues in Cognitive Linguistics, 47. Amsterdam: John Benjamins Publishing Company, 1999. http://dx.doi.org/10.1075/cilt.152.06hir.

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Dutta, Paramartha y Asit Barman. "Distance Signature for Recognizing Human Emotions". En Cognitive Intelligence and Robotics, 21–45. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3883-4_2.

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Thompson, Nancy J., Robin E. McGee y Elizabeth Reisinger Walker. "Distance Delivery of Mindfulness-Based Cognitive Therapy". En Mindfulness-Based Cognitive Therapy, 7–18. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29866-5_2.

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Waliński, Jacek Tadeusz. "Space and time in medium-mediated expressions of distance". En Human Cognitive Processing, 229–40. Amsterdam: John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/hcp.54.12wal.

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Gao, Yang, Zhen Wang y Shan Fu. "An Object Distance Detection Method for Driving Performance Evaluation". En Engineering Psychology and Cognitive Ergonomics. Cognition and Design, 292–303. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49183-3_23.

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Dutta, Paramartha y Asit Barman. "Distance-Shape Signature Duo for Determination of Human Emotion". En Cognitive Intelligence and Robotics, 93–123. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3883-4_5.

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Dutta, Paramartha y Asit Barman. "Distance-Texture Signature Duo for Determination of Human Emotion". En Cognitive Intelligence and Robotics, 125–76. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3883-4_6.

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Dutta, Paramartha y Asit Barman. "Human Emotion Recognition from Distance-Shape-Texture Signature Trio". En Cognitive Intelligence and Robotics, 235–61. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3883-4_8.

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Actas de conferencias sobre el tema "Cognitive distance"

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Shu, Hong, Geoffrey Edwards y Cuihong Qi. "Cognitive distance". En Multispectral Image Processing and Pattern Recognition, editado por Jun Shen, Sharatchandra Pankanti y Runsheng Wang. SPIE, 2001. http://dx.doi.org/10.1117/12.441665.

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Gonzalez, Claudia Jaquelina, Nola Catalina Alanis y Ernesto Octavio López. "Cognitive Biophilia". En ICDEL 2019: 2019 the 4th International Conference on Distance Education and Learning. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3338147.3338175.

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Li, Wei, Ke Li, Xiang Meng, Feng Wang, Yan Chen y Kangshun Li. "Using Distance Landscape Strategy for RGV Dynamic Scheduling Problem". En 2019 IEEE 18th International Conference on Cognitive Informatics & Cognitive Computing (ICCI*CC). IEEE, 2019. http://dx.doi.org/10.1109/iccicc46617.2019.9146042.

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Huang, Yuan-Ko. "Parallelizing Shortest Average-Distance Query Processing". En 2018 1st International Cognitive Cities Conference (IC3). IEEE, 2018. http://dx.doi.org/10.1109/ic3.2018.000-1.

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Ondas, Stanislav y Jozef Juhar. "Distance-based dialog acts labeling". En 2015 6th IEEE International Conference on Cognitive Infocommunications (CogInfoCom). IEEE, 2015. http://dx.doi.org/10.1109/coginfocom.2015.7390572.

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Chong, Alex y Kok Wai Wong. "On the Fuzzy Cognitive Map attractor distance". En 2007 IEEE Congress on Evolutionary Computation. IEEE, 2007. http://dx.doi.org/10.1109/cec.2007.4424805.

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Macarthur, Victoria y Owen Conlan. "Modeling higher-order cognitive skills in technology enhanced distance learning". En 2010 4th International Conference on Distance Learning and Education (ICDLE). IEEE, 2010. http://dx.doi.org/10.1109/icdle.2010.5606049.

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Chmielewska, Katarzyna, Weronika Ciskowska, Daria Glazik, Dominika Marcinek, Karolina Wojciechowska y Attila Gilanyi. "Learnability - are we Ready for Distance Learning?" En 2020 11th IEEE International Conference on Cognitive Infocommunications (CogInfoCom). IEEE, 2020. http://dx.doi.org/10.1109/coginfocom50765.2020.9237881.

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Qi, Cuihong, Hong Shu y Aiping Xu. "Formal Properties of Cognitive Distance in Geographical Space". En 16th International Conference on Artificial Reality and Telexistence--Workshops (ICAT'06). IEEE, 2006. http://dx.doi.org/10.1109/icat.2006.66.

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Kim, Nam-Gyoon. "The Size Distance Invariance Hypothesis and Binocular Size Perception". En Annual International Conference on Cognitive and Behavioral Psychology. Global Science & Technology Forum (GSTF), 2015. http://dx.doi.org/10.5176/2251-1865_cbp15.34.

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Informes sobre el tema "Cognitive distance"

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Yoon, Byung. Narrowing the Cognitive Distance Between Engineers and Customers: A Novel Approach, Based on Fuzzy Cognitive Mapping. Portland State University Library, febrero de 2020. http://dx.doi.org/10.15760/etd.7285.

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Bykova, Tatyana B., Mykola V. Ivashchenko, Darja A. Kassim y Vasyl I. Kovalchuk. Blended learning in the context of digitalization. [б. в.], junio de 2021. http://dx.doi.org/10.31812/123456789/4441.

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The realities of digitalization require changes in strategies for choosing educational technologies. The modern educational process is not possible without the use of digital technologies. Digital technologies have led to the arising and development of blended learning. However, its effectiveness is determined not only by technology. The human factor receives special attention in this direction. Analysis of the World Development Report 2016: Digital Dividends allows us to identify digital competence as a necessary condition for the successful use of digital technologies, and hence blended learning. Learning interactions designing in the process of implementing blended learning requires timely diagnosis of the level of digital competence. A popular tool for this is the Digital Competence Framework for Citizens. To clarify the peculiarities of its use was made an analysis of the experimental implementation results of blended learning in the industrial training in sewing for intended masters. During the research, it was revealed that the most important digital competence areas for the variable learning establishment in the training of future professionals are Information and data literacy, Communication and collaboration and Problem solving. In addition, competence for area Problem solving conduce to increase the level of competence for all other areas. The level of digital competence of the subjects mainly coincide to the characteristics of basic and secondary levels. The obtained data clarified the reasons for the difficulties, decrease motivation and cognitive activity that occur among students using distance courses-resources learning designed for blended learning. Thus, the use of the Digital Competence Framework for Citizens at the initial stage of implementing blended learning can make a rational choice of strategies for combining face-to-face and distance learning technologies.
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Huang, Xinxin y Shin-Ichi Izumi. Neural Alterations in Interpersonal Distance (IPD) Cognition and its Correlation with IPD Behavior: A Systematic Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, julio de 2021. http://dx.doi.org/10.37766/inplasy2021.7.0074.

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Kharkivska, Alla A., Liudmyla V. Shtefan, Muntasir Alsadoon y Aleksandr D. Uchitel. Technology of forming future journalists' social information competence in Iraq based on the use of a dynamic pedagogical site. [б. в.], julio de 2020. http://dx.doi.org/10.31812/123456789/3853.

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The article reveals scientific approaches to substantiating and developing technology to form social information competence of future Iraqi journalists based on using a dynamic pedagogical site. After pre-interviewing students of the Journalism Faculty at Al-Imam Al-Kadhim University College for Islamic Sciences in Baghdad, the authors came to the conclusion there are issues on defining the essence of social information competences. It is established that the majority of respondents do not feel satisfied with the conditions for forming these competences in the education institutions. At the same time, there were also positive trends as most future journalists recognized the importance of these professional competences for their professional development and had a desire to attend additional courses, including distance learning ones. Subsequently, the authors focused on social information competence of future journalists, which is a key issue according to European requirements. The authors describe the essence of this competence as an integrative quality of personality, which characterizes an ability to select, transform information and allows to organize effective professional communication on the basis of the use of modern communicative technologies in the process of individual or team work. Based on the analysis of literary sources, its components are determined: motivational, cognitive, operational and personal. The researchers came to the conclusion that it is necessary to develop a technology for forming social information competence of future journalists based on the use of modern information technologies. The necessity of technology implementation through the preparatory, motivational, operational and diagnostic correction stages was substantiated and its model was developed. The authors found that the main means of technology implementation should be a dynamic pedagogical site, which, unlike static, allows to expand technical possibilities by using such applications as photo galleries, RSS modules, forums, etc. Technically, it can be created using Site builder. Further research will be aimed at improving the structure of the dynamic pedagogical site of the developed technology.
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