Literatura académica sobre el tema "Cognitive processe"
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Artículos de revistas sobre el tema "Cognitive processe"
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Jurayeva, Mokhinur S. "CHILDREN OF PRESCHOOL AGE DEVELOP COGNITIVE PROCESSES AND CRITICAL COGNITION AND DEVELOP EFFECTIVE REFLEXIVE ACTIVITIES". Oriental Journal of Education 02, n.º 01 (1 de mayo de 2022): 130–36. http://dx.doi.org/10.37547/supsci-oje-02-01-20.
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In ontogenesis, the period from 3 to 7 years is the age period of the kindergarten. Taking into account that there are very rapid qualitative changes in the psychology of preschool children, it is possible to divide the pre-school age into 3 periods (3-4 years), the junior preschool period (4-5 years), the junior kindergarten period (6-7 years), and the senior kindergarten period into 6-7 years. The child in the process of development begins a relationship with the world of subjects and phenomena created by the generation of personality. The child actively mastered and mastered all the achievements that humanity has achieved. Basically, from this period, the independent activity of the child begins to intensify. The education given to children of kindergarten age is a period of mastering their complex movements, formation of elementary hygiene, cultural and labor skills, development of speech and formation of the R with the first bud of social morality and aesthetic taste.
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Gamoneda Lanza, Amelia. "Desaprendizaje e inestabilidad. Perspectivas para una teoría cognitiva de la lectura poética". Signa: Revista de la Asociación Española de Semiótica 28 (28 de junio de 2019): 105. http://dx.doi.org/10.5944/signa.vol28.2019.25043.
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La lectura poética explora técnicas que rescatan procesos cognitivos básicos y aún no automatizados que todo aprendizaje lector activa. Asimismo, la lectura poética sostiene e incentiva los estados de inestabilidad cognitiva por los que ha de pasar cualquier proceso mental. Se configuran así estrategias cognitivas de desaprendizaje de automatismos y de irresolución de interpretaciones que tienen como resultado el extrañamiento y la complejidad, y que se analizarán en el contexto de un poema de Baudelaire.This poetic reading explores techniques which rediscover basic cognitive processes which up to now have not been automated and which all readers draw upon. At the same time, the poetic reading sustains and incentivizes the state of cognitive instability through which every mental process passes. In this way the article shows cognitive strategies of unlearning of methods already learned and strategies of maintaining irreconcilable interpretations which result in estrangement and complexity, and which will be analyzed in the context of a poem by Baudelaire.
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Furs, L. A. "COGNITION AND COGNITIVE DYNAMICS". Voprosy Kognitivnoy Lingvistiki, n.º 3 (2021): 52–58. http://dx.doi.org/10.20916/1812-3228-2021-3-52-58.
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The article considers the principle of cognitive dynamics in the knowledge construction. This principle underlies various modification processes during the processing of knowledge by human consciousness and emphasizes the processuality of his mental activity. The procedural nature of cognitive dynamics is provided by a person’s ability to process knowledge on the basis of associative links and patterns of cause-and-effect relationships. This principle is associated with the procedural function of metamemory and is activated when there is a complication of the structures of static declarative knowledge. The procedural function is represented by the metonymic, metaphorical and metaphtonymic construction of knowledge. In turn, the metaphtonymic model is characterized by metonymic or metaphorical expansion. The operation of the principle of cognitive dynamics is illustrated by examples when a lexeme implements a secondary function in a context, when a linguistic unit is used as a part of a phraseological unit, as well as in the processes of modifying the categorial meaning of a verb and in the course of constructing evaluative knowledge represented by a syntactic construction. It also takes place in the construction of a polymodal text. The processes of cognitive dynamism reflect the features of a person’s cognitive operations to process knowledge transmitted in communication. They reveal the connection of language with perception, memory, thinking, human experience, which, in turn, allows to show the specificity of human cognitive activity, which is not accessible to direct observation. In general, the configuration of knowledge as a result of cognitive dynamism is a complex process regulated by both cognitive and metacognitive parameters.
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Trincas, Roberta y Mauro Meleddu. "La relazione tra processi emotivi e processi di controllo cognitivo: i meccanismi di conflitto e interazione". RICERCHE DI PSICOLOGIA, n.º 2 (junio de 2012): 243–80. http://dx.doi.org/10.3280/rip2011-002005.
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Nell'ultimo decennio si č sviluppato notevolmente lo studio della relazione tra processi emotivi e processi di controllo cognitivo e, attualmente, č stata sottolineata la similaritŕ tra questi due processi. Pensiamo, per esempio, allo sviluppo dei modelli del doppio processo nell'ambito di studio delle emozioni (Barrett et al., 2007), secondo cui i processi emotivi comprendono forme di elaborazione automatica e controllata cosě come i processi cognitivi. In accordo con questa prospettiva, risulta necessario chiarire alcune questioni fondamentali sulla similaritŕ tra emozioni e processi cognitivi e sui loro meccanismi di interazione. Le ricerche sull'argomento si sono interessate a due aspetti, uno riguarda il ruolo dei processi di controllo cognitivo nella regolazione emotiva, l'altro si focalizza sull'influenza delle emozioni sui processi di controllo del pensiero e del comportamento. L'obiettivo di questa rassegna critica della letteratura č di approfondire quest'ultimo filone di ricerca considerando, in particolare, la prospettiva secondo cui gli stati emotivi sarebbero attivati automaticamente e, conseguentemente, interferirebbero sull'esecuzione di compiti che richiedono controllo esecutivo (Gray, 2004; Zelazo, 2006). A tal fine, verrŕ delineata una prospettiva teorico/metodologica che integra i principali modelli teorici e le ricerche appartenenti a questo ambito di studi delle scienze cognitive.
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Rodrigues, Marcelo Couto Jorge, Lucas Savassi Figueiredo, Claudio Andre Barbosa De Lira, Lorenzo Laporta y Gustavo De Conti Teixeira Costa. "Cognitive processes in small-sided games (Procesos cognitivos en pequeños juegos)". Retos 44 (1 de febrero de 2022): 897–906. http://dx.doi.org/10.47197/retos.v44i0.90369.
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Team sports are played in highly unpredictable environments, in which players’ cognitive processes are critical to successful Decision Making. Thus, it is important that training settings provide players a variety of game situations that will allow them to develop the cognitive processes related to their Decision-Making capacity. Accordingly, it is crucial to understand how to develop the cognitive processes to optimize teaching-learning processes and increase sports performance. Therefore, the aim of this point of view is to discuss the adoption of Small-Sided Games (SSGs) to develop cognitive processes related to Decision Making (perception, knowledge, and decision) considering the coaches' role in this process. Indeed, the multiple possibilities of modification of the SSGs lead to more opportunities to develop players’ cognitive processes, since they rely more often on memory, knowledge, and decision towards solving the ever-changing situations experienced in the game. Hence, we propose that coaches have an important role in evaluating the players’ needs and proposing the use of SSGs and their different manipulations. These diverse games are expected to promote practice variability and favor an unpredictable environment with several tactical experiences that represent a greater cognitive demand. In other words, since the processes related to Decision Making need to be activated more often and in different ways during diverse situations experienced in SSGs, players are provided with more opportunities to develop their cognitive processes.
Resumen. Los deportes de equipo se practican en entornos muy imprevisibles, en los que los procesos cognitivos de los jugadores son fundamentales para tomar decisiones acertadas. Por ello, es importante que los entornos de entrenamiento ofrezcan a los jugadores múltiples posibilidades de juego, que les permitan desarrollar los procesos cognitivos relacionados con su capacidad de Toma de Decisiones. En consecuencia, es crucial entender cómo desarrollar los procesos cognitivos para optimizar los procesos de enseñanza-aprendizaje y aumentar el rendimiento deportivo. Por esta razón, el objetivo del presente punto de vista es discutir la adopción de los Pequeños Juegos (PJ) para el desarrollo de los procesos cognitivos relacionados con la Toma de Decisiones (percepción, conocimiento y decisión), teniendo en cuenta el papel de los entrenadores en este proceso. Así, las múltiples posibilidades de modificación de los PJ conducen a una mayor exigencia cognitiva a los jugadores, ya que éstos se apoyan con mayor frecuencia en los procesos perceptivo-cognitivos de memoria, conocimiento y decisión hacia la resolución de las situaciones siempre cambiantes que se viven en el juego. En este sentido, proponemos que el entrenador tenga el importante papel de analizar las necesidades de los alumnos y utilizar los PJ y sus diferentes manipulaciones. Se espera que estos juegos diversos promuevan la variabilidad de la práctica y favorezcan un entorno imprevisible con varias experiencias tácticas que representen una mayor demanda cognitiva. En otras palabras, dado que los procesos relacionados con la Toma de Decisiones necesitan ser activados más a menudo y de diferentes maneras durante los diversos PJ, se facilita el desarrollo de los procesos cognitivos.
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G. B., Najimova y Kartbaeva N. "Cognitive Linguistics In Language Learning Process". American Journal of Social Science and Education Innovations 02, n.º 12 (31 de diciembre de 2020): 407–12. http://dx.doi.org/10.37547/tajssei/volume02issue12-70.
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Cognitive linguistics is concerned with language in use, viewing language as a social phenomenon rather than simply a series of rules and structures. It is on this sense that this paper addresses the specific and essential roles of it in the English classroom from the perspective of cognitive linguistics. The article deals with the contribution of cognitive linguistics to the learning process with miming and body language.
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Lima, Camila Santos de Castro e., Carla Galvão Spinillo, Katherine Marjorie Mendonça de Assis, Vital Amorim Vital, Ivana Figueiredo de Oliveira Aquino y Ana Emilia Figueiredo Oliveira. "Análise dos elementos gráfico-informacionais das animações educacionais em Saúde na Educação a Distância (EaD) | Analysis of the graphic-information elements of the educational animations in health in the distance education". InfoDesign - Revista Brasileira de Design da Informação 16, n.º 3 (17 de noviembre de 2019): 400–418. http://dx.doi.org/10.51358/id.v16i3.771.
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Com o crescimento da demanda de cursos à distância, percebe-se a importância de produzir objetos de aprendizagem de qualidade. Estes são materiais educacionais que servem para apoiar e aperfeiçoar o processo de ensino-aprendizagem, através do uso de recursos multimídia. Entre estes está a animação, que no contexto educacional é um objeto de aprendizagem utilizado para representar situações abstratas, instruções, conteúdos, processos e procedimentos, de uma forma mais confortável e que exija menos esforço cognitivo. Dessa forma, percebe-se que, com o aumento dos cursos na modalidade EaD, incluindo a área da saúde e do uso de animações no contexto da educação, é necessário que haja o aperfeiçoamento destes materiais e a necessidade de verificar se estes objetos educacionais, em seus aspectos gráficos-informacionais, obedecem a princípios e teorias cognitivas que tratem do processo de aprendizado. Este trabalho tem como objetivo verificar se os aspectos gráfico-informacionais das animações em saúde na modalidade EaD obedecem ao princípio da Teoria Cognitiva do Aprendizado Multimídia. Como metodologia, foi realizado um estudo analítico dos aspectos gráfico-informacionais de seis animações, utilizando um protocolo baseado nos princípios da Teoria Cognitiva do Aprendizado Multimídia e um protocolo de análise gráfica. Na análise foram observados os aspectos da animação voltados aos princípios da Teoria Cognitiva do Aprendizado Multimídia e as variáveis de apresentação da animação. Como resultados obtidos, foram geradas análises e sínteses das animações, propostas para implementação e foram observados padrões nas animações.*****As the demand for distance learning courses grows, the importance of developing quality learning objects is perceived. These are the educational materials that support and improve the teaching-learning process through the use of multimedia resources. Among these resources, it’s the animation which is a learning object that is used to represent abstract situations, instructions, contents, processes and procedures in learning context, through a more comfortable way and with less cognitive effort. In this way, with the growth of distance learning courses in the health area and the increase of educational animations uses its improvement and verify if those educational objects on their graphic-informational aspects obey the Cognitive Multimedia Learning Theory are necessary. As a methodology, an analytical study of graphic-informational aspects was made. In the analysis was observed aspects of Cognitive Multimedia Learning Theory in the animations and the variables of animation presentation. As results analysis and summary about the animations also proposals for improvements and animations pattern were observed.
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Yoo, Aspen H. y Anne G. E. Collins. "How Working Memory and Reinforcement Learning Are Intertwined: A Cognitive, Neural, and Computational Perspective". Journal of Cognitive Neuroscience 34, n.º 4 (5 de marzo de 2022): 551–68. http://dx.doi.org/10.1162/jocn_a_01808.
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Abstract Reinforcement learning and working memory are two core processes of human cognition and are often considered cognitively, neuroscientifically, and algorithmically distinct. Here, we show that the brain networks that support them actually overlap significantly and that they are less distinct cognitive processes than often assumed. We review literature demonstrating the benefits of considering each process to explain properties of the other and highlight recent work investigating their more complex interactions. We discuss how future research in both computational and cognitive sciences can benefit from one another, suggesting that a key missing piece for artificial agents to learn to behave with more human-like efficiency is taking working memory's role in learning seriously. This review highlights the risks of neglecting the interplay between different processes when studying human behavior (in particular when considering individual differences). We emphasize the importance of investigating these dynamics to build a comprehensive understanding of human cognition.
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Cavanagh, Patrick. "The cognitive impenetrability of cognition". Behavioral and Brain Sciences 22, n.º 3 (junio de 1999): 370–71. http://dx.doi.org/10.1017/s0140525x99272020.
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Cognitive impenetrability is really two assertions: (1) perception and cognition have access to different knowledge bases; and (2) perception does not use cognitive-style processes. The first leads to the unusual corollary that cognition is itself cognitively impenetrable. The second fails when it is seen to be the claim that reasoning is available only in conscious processing.
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Ianì, Francesco. "Il corpo nella psicologia cognitiva". PSICOTERAPIA PSICOANALITICA, n.º 1 (junio de 2022): 157–72. http://dx.doi.org/10.3280/psp2022-001012.
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Per definizione, la psicologia cognitiva sembra occuparsi di tutto ciò che non ha a che fare con il corpo: processi cognitivi, rappresentazioni mentali, tracce mnestiche etc. Nel presente articolo, l'autore cerca di evidenziare come invece, al-meno nelle ultime due decadi, il corpo sia entrato prepotentemente al centro del dibattito di tutte quelle discipline che ruotano attorno alla scienza cognitiva. La nascita della cosiddetta Embodied Cognition (EC) ha rappresentato per certi aspetti una piccola rivoluzione che ha mutato in modo radicale, quanto meno all'interno di specifici domini, il modo di intendere la mente. Pur in un'ottica critica, l'autore mira ad evidenziare come uno dei più grandi meriti dell'EC consista nell'aver minato alle fondamenta alcuni assunti insiti nella psicologia cognitiva, quali la netta distinzione tra conoscenza procedurale e dichiarativa, tra percezione e azione, e quella più generale tra l'ambiente percepito e le strutture cognitive at-traverso il quale esso viene rappresentato. L'autore mira a evidenziare come l'EC abbia quindi permesso di evidenziare l'estrema flessibilità, epistemologica e operativa, delle funzioni cognitive e la loro dipendenza dall'azione e dal corpo, distin-guendosi così da diverse teorizzazioni precedenti in cui il primato del ruolo del lin-guaggio non era mai stato messo in discussione.
Tesis sobre el tema "Cognitive processe"
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Dutra, Elaine Cristina Pereira. "Tradução e Cognição: Interfaces". Universidade Federal do Espírito Santo, 2009. http://repositorio.ufes.br/handle/10/3704.
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Previous issue date: 2009-03-31A presente pesquisa procura elencar os estudos da tradução relacionando-os aos campos da psicologia, antropologia, biologia, linguística cognitiva e literatura. Nosso objetivo é o de demonstrar a relação que existe entre a teoria do protótipo e a tradução. Ao início, explicitamos as correntes teóricas que versam sobre aquisição e aprendizagem de primeira e segunda línguas, bilinguismo, formação do tradutor, tipos de tradução, competências linguísticas relacionadas à tradução. O texto aborda e relaciona os processos psicológicos cognitivos ao ato de traduzir: introspecção, percepção, abstração, memória, pensamento, conceptualização. Apresentamos os papéis do efeito prototípico e da equivalência tradutiva, relacionando-os e conceituando-os, concluindo que há níveis de equivalência mais ou menos aceitáveis (efeito de gradiência/ prototípico) segundo o julgamento do tradutor e que há traços invariáveis (protótipos) que são percebidos e perpetuados por leitores e tradutores. Para corroborar a hipótese, analisamos textos traduzidos, buscando o efeito e a presença do protótipo e concluímos que este é o de maior ocorrência, o que reflete a rede de construções conceituais que norteia os processos de pensamento e de memória do tradutor.
This research attempts to relate translation studies to psychology, anthropology, biology, cognitive linguistics and literature. Our objective is to demonstrate the relationship between the theory of prototype and translation. To do so, we discuss the current theoretical focus on the acquisition and learning of the first and second languages, bilingualism, the training of the translator, types of translation, and the linguistic competence related to translation. We also present the psychological cognitive processes in the act of translate: introspection, perception, abstraction, memory, thought, conceptualizing. We present the role of the prototype effect and of equivalence in translation, relating them and evaluating them, concluding that there are levels of equivalence more or less acceptable (gradient effect / prototypical) according to the judgment of the translator and that there are invariable lines (prototypes) that are perceived and perpetuated by readers and translators. So as to corroborate with the hypothesis, we analyze translated texts, seeking the effect and the presence of the prototype and we conclude that the basic level is of the highest occurrence, and reflects the net of constructions that guide the translator’s thought and memory.
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González-André, María del Carmen. "Del cos viscut al cos representat. Correlació entre acció, representació i cognició". Doctoral thesis, Universitat Autònoma de Barcelona, 2020. http://hdl.handle.net/10803/671123.
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La psicomotricitat s’ha anat construint, des de les aportacions de la medicina i la neuropsicologia, com una disciplina que busca crear un entorn adient per atendre als infants dins d’un espai que afavoreix l’acompanyament del seu itinerari maduratiu des de la vivència del seu cos i des del moviment.
Amb independència de les línies d’abordatge i del camp concret d’actuació, són moltes i molt variades les contribucions a partir de les quals s’ha anat construint aquesta disciplina (Lapierre (1977); Aucouturier (1977); Muniáin (1977); Le Bouch (1984); Franc (1993); Berruezo (2000); Arnaiz et al., (2001); Serrabona (2002); Martínez-Mínguez et al., (2017)).
Per la seva vinculació amb aquesta Tesi, hem cregut necessari centrar-nos en les aportacions de Lapierre i Aucouturier (1985). Aquests autors han destacat la importància de l’acompanyament i la consideració de la dimensió afectiva i fantasmàtica de l’infant en les sessions de psicomotricitat, proporcionant, d’aquesta manera, un dispositiu mitjançant el qual l’adult articula estratègies pedagògiques respecte a aquesta intervenció en l’àmbit educatiu.
Tanmateix, és l’obra d’Aucouturier (2004) la que ens ha servit com a marc específic del nostre treball. Efectivament, és dins la Pràctica Psicomotriu d’Aucoutourier (PPA) que s’ha situat la nostra recerca. Concretament, hem volgut explorar la correlació existent entre la fase de representació, entesa com el moment en el qual es mobilitzen les emocions i els afectes, i la millora dels processos cognitius en infants de tres anys.
D’altra banda, el doble paper de l’autora (com a psicomotricista i com a investigadora) ens va fer optar pel paradigma ecològic per a la recerca sobre la pròpia pràctica, en un intent d’explorar els efectes reals de la pràctica educativa tal com succeeix a la sala de psicomotricitat.
Així, es va optar per situar la recerca en el centre a on exercia com a psicomotricista l’autora (una escola concertada del centre de Barcelona). Més concretament, el programa de psicomotricitat del nivell de P3 durant el curs 2017-2018 va ser l’escenari a on es va aplicar un disseny quasiexperimental en el que cadascun dels tres grups classe (A, B i C) va constituir-se com a grup experimental independent, segons el criteri que s’explica més endavant. A partir d’aquí, a l’inici del curs (i fent funcions de pretest) es va passar la Bateria Cognitiva del Test de Merrill-Palmer, que es va repetir (com a posttest) al final del període docent. Durant les dinou setmanes que van separar aquests dos moments, es va desenvolupar el programa d’intervenció, que consistia en la aplicació del programa de psicomotricitat pels tres grups. Aquest programa es va desenvolupar de manera idèntica, amb l’excepció de la freqüència amb la qual es va dur a terme la fase de representació: 0%, 50% i 100% als grups A, B i C respectivament.
De manera paral·lela i per poder disposar de dades qualitatives, es va dur a terme una bitàcola de representacions que va recollir i organitzar tots els productes realitzats durant les fases de representació. Igualment, i per tal de tenir constància del desenvolupament de les sessions i dels incidents crítics que es poguessin haver generat, es va elaborar un diari de sessions.
Els resultats obtinguts mitjançant els diferents instruments semblen indicar que una freqüència del 100% en la realització de la representació a les sessions de psicomotricitat, ha tingut efectes positius, tant sobre bona part dels processos cognitius, com sobre la qualitat de les representacions fetes i el seu grau de correspondència amb la realitat.La psicomotricidad se ha ido construyendo, desde las aportaciones de la medicina y la neuropsicología, como una disciplina que busca crear un entorno adecuado para atender a los niños dentro de un espacio que favorece el acompañamiento de su itinerario madurativo desde la vivencia de su cuerpo y desde el movimiento. Con independencia de las líneas de abordaje y del campo concreto de actuación, son muchas y muy variadas las contribuciones a partir de las que se ha ido construyendo esta disciplina (Lapierre (1977); Aucouturier (1977); Muniáin (1977) ; Le Bouch (1984); Franco (1993); Berruezo (2000); Arnaiz et al., (2001); Serrabona (2002); Martínez-Mínguez et al., (2017)). Por su vinculación a esta Tesis, hemos creído necesario centrarnos en las aportaciones de Lapierre y Aucouturier (1985). Estos autores han destacado la importancia del acompañamiento y la consideración de la dimensión afectiva y fantasmática del niño en las sesiones de psicomotricidad, proporcionando, de esta manera, un dispositivo mediante el cual el adulto articula estrategias pedagógicas respecto a esta intervención en el ámbito educativo. Sin embargo, es la obra de Aucouturier (2004) la que nos ha servido como marco específico de nuestro trabajo. Efectivamente, es en la Práctica Psicomotriz de Aucoutourier (PPA) que se ha situado nuestra investigación. Concretamente, hemos querido explorar la correlación existente entre la fase de representación, entendida como el momento en el que se movilizan las emociones y los afectos, y la mejora de los procesos cognitivos en niños de tres años. Por otro lado, el doble papel de la autora (como psicomotricista y como investigadora) nos hizo optar por el paradigma ecológico para la investigación sobre la propia práctica, en un intento de explorar los efectos reales de la práctica educativa tal como sucede en la sala de psicomotricidad. Así, se optó por situar la investigación en el centro dónde ejercía como psicomotricista la autora (una escuela concertada del centro de Barcelona). Más concretamente, el programa de psicomotricidad del nivel de P3 durante el curso 2017 hasta 2018 fue el escenario donde se aplicó un diseño cuasiexperimental en el que cada uno de los tres grupos clase (A, B y C) se constituyó como grupo experimental independiente, según el criterio que se explica más adelante. A partir de aquí, al inicio del curso (y haciendo funciones de pre-test) se pasó la Batería Cognitiva del Test de Merrill-Palmer, que se repitió (como post-test) al final del periodo docente. Durante las diecinueve semanas que separar estos dos momentos, se desarrolló el programa de intervención, que consistía en la aplicación del programa de psicomotricidad para los tres grupos. Este programa se desarrolló de manera idéntica, con la excepción de la frecuencia con la que se llevó a cabo la fase de representación: 0%, 50% y 100% a los grupos A, B y C respectivamente. De manera paralela y para poder disponer de datos cualitativos, se llevó a cabo una bitácora de representaciones en la que se recogió y se organizaron todos los productos realizados durante las fases de representación. Igualmente, y para tener constancia del desarrollo de las sesiones y los incidentes críticos que pudieran haberse generado, se elaboró un diario de sesiones. Los resultados obtenidos mediante los diferentes instrumentos parecen indicar que una frecuencia del 100% en la realización de la representación en las sesiones de psicomotricidad, ha tenido efectos positivos, tanto sobre buena parte de los procesos cognitivos, como sobre la calidad de las representaciones hechas y el su grado de correspondencia con la realidad.
Psychomotricity has been built, from the contributions of medicine and neuropsychology, as a discipline that seeks to create a suitable environment to care for children within a space that favors the accompaniment of their journey of maturity from the experience of their body and movement. Independently of the lines of approach and the specific field of action, there are many and very varied contributions from which this discipline has been built (Lapierre (1977); Aucouturier (1977); Muniáin (1977) ; Le Bouch (1984); Franco (1993); Berruezo (2000); Arnaiz et al., (2001); Serrabona (2002); Martínez-Minguez et al., (2017)). Because of their link to this Thesis, we have thought necessary to focus on the contributions of Lapierre and Aucouturier (1985). These authors have highlighted the importance of accompaniment and the consideration of the affective and phantasmatic dimension of the child in psychomotricity sessions, providing, in this way, a device through which the adult articulates pedagogical strategies with respect to this intervention in the educational field. However, it is the work of Aucouturier (2004) that has served as the specific framework for our work. Indeed, it is in Aucoutourier’s Psychomotor Practice (PPA) that our research has been situated. Specifically, we wanted to explore the correlation between the representation phase, understood as the moment when emotions and affects are mobilised, and the improvement of cognitive processes in three-year-old children. On the other hand, the author’s double role (as a psychomotorist and as a researcher) made us opt for the ecological paradigm for researching practice itself, in an attempt to explore the real effects of educational practice as it happens in the psychomotor room. Thus, we chose to situate the research in the centre where the author worked as a psychomotricist (a state-subsidised school in the centre of Barcelona). More specifically, the psychomotricity programme at P3 level during the 2017 to 2018 academic year was the setting where a quasi-experimental design was applied in which each of the three class groups (A, B and C) was constituted as an independent experimental group, according to the criteria explained below. From here, at the beginning of the course (and doing pre-test functions) the Cognitive Battery of the Merrill-Palmer Test was passed, which was repeated (as a post-test) at the end of the teaching period. During the nineteen weeks that separate these two moments, the intervention programme was developed, which consisted of the application of the Psychomotricity programme for the three groups. This programme was developed in an identical way, with the exception of the frequency with which the representation phase was carried out: 0%, 50% and 100% to groups A, B and C respectively. In parallel and in order to have qualitative data, a representation log was carried out in which all the products made during the representation phases were collected and organized. Likewise, and in order to have a record of the development of the sessions and the critical incidents that may have been generated, a session diary was drawn up. The results obtained by means of the different instruments seem to indicate that a frequency of 100% in the performance of the representation in the psychomotricity sessions has had positive effects, both on a good part of the cognitive processes, as well as on the quality of the representations made and their degree of correspondence with reality.
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Rudkin, Susan. "Executive processes in visual and spatial working memory tasks". Thesis, University of Aberdeen, 2001. http://digitool.abdn.ac.uk/R?func=search-advanced-go&find_code1=WSN&request1=AAIU140973.
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The main aim of the thesis was to investigate the nature of the cognitive mechanisms which underlie performance on specific visuo-spatial working memory tasks, with the emphasis on exploring the extent of central executive involvement. This research began with an attempt to investigate performance on two standard visual and spatial tasks in a small sample of mild-to-moderate AD patients, and compare this with performance on two adapted versions of the tasks (Experiments 1 & 2). The tasks were adapted to increase the ecological validity, but this adaptation appeared to alter the demands of the tasks, which prevented their further investigation as useful alternatives. The following experiments concentrated on investigating visual and spatial working memory in healthy populations. Experiments 3, 4, 5 and 6 employed a dual-task paradigm, whereby specific visual and spatial working memory tasks were combined with tasks assumed to involve executive processes. Experiments 3, 4 and 5 employed oral random digit generation as an executive task. The results of Experiments 3 and 5 indicated that visuo-spatial tasks which involve sequential processing show more interference with random digit generation than visuo-spatial tasks which involve simultaneous processing. The findings of Experiment 4 suggested that, when both item and order information are presented (i.e. with sequential presentation), subsequent recall or visuo-spatial material is attention demanding regardless of whether item only, order only, or both item and order information are required in response. These findings appear to indicate that visuo-spatial tasks which involve sequential processing require executive resources to a greater extent than visuo-spatial tasks which involve simultaneous processing. However, oral random generation is a sequential task, and requires the maintenance of serial order (in order to produce a random sequence). Therefore an alternative interpretation could be that the sequential nature of the oral random generation task gave rise to the pattern of selective impairment on sequential visuo-spatial tasks, rather than more general executive load.
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Mallek, Maroua. "Expertise en sport de balle dans des tâches de poursuite virtuelle : importance de l'implication des processus perceptivo-moteurs". Thesis, Normandie, 2019. http://www.theses.fr/2019NORMC221/document.
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L’objectif de ce travail était d’identifier certains des déterminants perceptivo-cognitfs et/ou perceptivo-moteurs de l’expertise dans les sports de balle dans des environnements virtuels. Des joueurs de tennis et de basket avec différents niveaux d’expertise ont été testés au cours d’une première partie expérimentale comportant deux études de jugements perceptivo-cognitifs et une étude de poursuite visuo-manuelle. Les résultats n’ont pas montré de différence liée à l’expertise dans les tâches de jugements perceptivo-cognitifs, mais seulement dans la tâche de poursuite visuo-manuelle. Ce résultat questionne sur le rôle des représentations (ou des modèles internes) dans le développement de l’expertise et met en avant l’importance des régulations perceptivo-motrices pour discriminer l’expertise. Sur la base de ces résultats et afin d’explorer davantage l’expertise dans le registre perceptivo-moteur, une seconde partie expérimentale comportant trois expérimentations a été réalisée en utilisant des tâches de poursuite visuo-manuelle. Les résultats révèlent des capacités d’adaptation et de régulation du mouvement supérieures des experts particulièrement dans les situations où les trajectoires sont peu prévisibles. Les résultats obtenus au cours de cette thèse permettent en définitive de mettre en évidence que les tâches de poursuite visuo-manuelle aussi schématiques soient-elles, sont discriminantes de l’expertise en sport de balle. Ils soulignent des perspectives de développement des environnements virtuels pour tester et entraîner les experts dans le registre perceptivo-moteurThe aim of this thesis is to identify the perceptual-cognitive and perceptual-motor determinants of expertise in ball sports in virtual environments. Tennis and basketball players with different levels of expertise were tested. To this purpose, the first experimental part contained two perceptual judgment studies and a visuomotor tracking study. Results did not show any difference between experts and non-experts in perceptual judgment tasks, but only in the visuomotor tracking task. Results raise some questions about the role of representations (or internal models) in the development of expertise. Results highlight the importance of perceptual-motor regulations to discriminate expertise. In order to explore more deeply the perceptual-motor process of expertise, a second experimental part involving three experiments was performed using visuomotor tracking tasks. Results reveal higher adaptation and regulation abilities of experts, particularly in the most constraint periods of tracking. This finding highlights that the visuomotor tracking tasks can discriminate expertise in ball sports. The present thesis reveals the potential of virtual environments to test and train perceptual-motor processes of experts
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Corso, Luciana Vellinho. "Dificuldades de leitura e na matemática : um estudo dos processos cognitivos em alunos da 3ª a 6ª série do ensino fundamental". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2008. http://hdl.handle.net/10183/15661.
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A co-ocorrência entre as dificuldades na leitura e na matemática é freqüente indicando que processos cognitivos comuns subjacentes a tais dificuldades possam estar deficitários. Este estudo procurou compreender e identificar as relações entre as dificuldades na leitura e na matemática em 79 alunos brasileiros do 3º ao 6º ano do Ensino Fundamental. Os alunos foram divididos em quatro grupos: com dificuldades na leitura (DL), com dificuldades na matemática (DM), com dificuldades nas duas áreas (DLM) e sem dificuldades (controle). Avaliamos o perfil cognitivo dos grupos por meio de tarefas que envolveram: processamento fonológico (memória fonológica de dígitos, frases e relatos, consciência fonológica e velocidade de processamento), senso numérico, memória de trabalho (componente executivo central), e estratégias de contagem e de recuperação da memória. O grupo de alunos com dificuldades na leitura e na matemática evidenciou problemas que abrangem o processamento fonológico, o senso numérico e o componente executivo central da memória de trabalho. Tal resultado sugere que todas estas habilidades desempenham um importante papel no aprendizado eficiente da leitura e da matemática. Os alunos com DL apresentaram baixo desempenho nas tarefas de consciência fonológica e velocidade de processamento de letras, e números e letras. Os alunos com DM mostraram desempenho significativamente inferior na tarefa de memória de relatos e de recuperação de fatos da memória. Este grupo utilizou estratégias de contagem imaturas, mas não evidenciou dificuldades com o senso numérico, como foi previsto. O estudo indica que a Teoria dos Dois Fatores oferece uma importante contribuição para se compreender a coexistência de dificuldades na leitura e na matemática. No entanto, em concordância com Hopkins e Lawson (2006), nossos resultados sugerem um avanço na teoria, fornecendo papel de destaque à velocidade de processamento. Os resultados do estudo oferecem uma importante implicação educacional: a necessidade de se incluir, ao longo do Ensino Fundamental, tarefas escolares voltadas para o desenvolvimento do processamento fonológico e do senso numérico, habilidades estas ainda pouco conhecidas pela escola brasileira.The co-occurrence between the difficulties in reading and mathematics is frequent, indicating that common cognitive processes underlying these difficulties may be impaired. This study sought to understand and identify the relationship between the difficulties in reading and mathematics in 79 Brazilian students from the 3rd to the 6th year of elementary school. The students were divided into four groups: difficulties in reading (RD), difficulties in mathematics (MD), difficulties in both areas (MD-RD) and the ones without difficulties (control). We assessed the cognitive profile of the groups by means of tasks involving: phonological processing (phonological memory of digits, sentences and short stories, phonological awareness and processing speed), number sense, working memory (central executive component), counting strategies and arithmetic fact retrieval. Students with difficulties in reading and mathematics showed problems that range from phonological processing to number sense and working memory tasks. Such a result suggests that all these abilities play an important role in efficient learning in reading and mathematics. Students with reading difficulties showed a significantly lower performance in the phonological awareness, the letter processing speed and numbers and letters processing speed tasks. Students with mathematics difficulties showed significantly lower performance in the short stories memory task and retrieval of memory facts. This group used immature counting strategies, but showed no difficulties with number sense, as hypothesized. The study indicates that the Two-Factor Theory offers an important contribution to understanding the coexistence of difficulties in reading and mathematics. However, in agreement with Hopkins and Lawson (2006), our results suggest a breakthrough in the theory, providing a prominent role to the processing speed. The results provide an important educational implication: the need to include, throughout the elementary school, tasks aiming at the development of phonological processing and number sense, which are still little known by Brazilian schools.
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Canto, Cristina. "Descendência japonesa e o bom desempenho em matemática: uma reflexão sobre as causas". Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-02032009-151542/.
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O bom desempenho dos descendentes de japoneses em matemática não é novidade para a maioria das pessoas. As interpretações sobre as causas desse resultado podem, no entanto, ser divergentes. Com a intenção de desmistificar algumas concepções sobre tal tema iniciamos esta pesquisa. Para fundamentar tal intenção, buscamos inicialmente um levantamento de dados estatísticos que caracterizassem nosso ponto de partida, recorrendo aos bancos de dados de instituições responsáveis pelos vestibulares de duas das maiores universidades públicas do país a USP e a UNESP (respectivamente, a FUVEST e a VUNESP). Tal levantamento confirmou amplamente a sensação inicial, no que se refere ao desempenho diferenciado dos descendentes de japoneses. A partir daí, partimos em busca dos motivos que poderiam justificar os fatos observados. Nossa hipótese foi a de que os fatores culturais envolvidos seriam decisivos na interpretação de tal desempenho. Mesmo tendo tal perspectiva como ponto de partida, transitamos por variados territórios, em que a discussão sobre características genéticas ou inatas se fazia presente, amealhando argumentos que justificassem a hipótese inicial. Em tal busca, Keith Devlin e seu livro O Gene da Matemática desempenharam um papel fundamental. Tendo por base os fatos apresentados nesse livro, perceberemos também que não se trata de desconsiderar as capacidades biológicas inatas, e sim de entender que, no caso da aprendizagem de matemática, tais capacidades são partilhadas por todos os seres humanos, de modo análogo ao que ocorre com a competência para aprender a língua materna. Voltando-nos então para a discussão sobre a influência da cultura sobre o processo cognitivo, buscamos entender o modo como os elementos culturais influenciam a valorização da educação, favorecendo especificamente a relação entre os estudantes e a matemática. Em sua vida escolar no Japão, ou transcendendo fronteiras, como no caso dos descendentes de japoneses que vivem no Brasil os alunos educados segundo tais princípios desenvolvem sentimentos e relações afetivas favoráveis com a escola, revelando uma grande influência da cultura na formação pessoal. Na história do Japão, buscamos o modo como certos fatores, como a fragilidade geográfica e os parcos recursos naturais, foram importantes elementos que contribuíram para a valorização da educação. No caso específico dos descendentes nipo-brasileiros, podemos perceber que alguns elementos culturais originais, como o respeito à hierarquia, a ética do débito, a religiosidade, que aparecem fortemente na constituição do ser japonês, apesar de transformados pela assimilação de traços característicos da cultura brasileira, ainda apresentam resíduos importantes em seus descendentes. Complementarmente, um novo fator aparece fortemente como motivador dos alunos descendentes de japoneses, no Brasil: a busca da ascensão econômica, e conseqüentemente profissional, por meio da educação faz com que esses alunos atuem com bastante empenho em prol desse projeto de vida. Tais sentimentos impulsionam os alunos no sentido de valorizar o esforço, a vontade, a dedicação ao enfrentarem as naturais dificuldades encontradas em seu percurso escolar. Concluímos nosso percurso com a expectativa de haver evidenciado o peso decisivo dos elementos culturais na interpretação dos resultados diferenciados obtidos entre nós pelos descendentes de japoneses.The good performance of Japanese descendents in mathematics is not new to most of the people. Nevertheless, the interpretations about the causes of this result can be divergent. We start this research in order to demystify some conceptions about this theme. To base this intention, at first we looked for a collection of statistical data that characterized our starting point, we fell back upon the data banks of institutions responsible for the entrance examinations of the two largest public universities in the country USP and UNESP (FUVEST and VUNESP, respectively). Such collection widely confirmed the initial sensation regarding the differentiated performance of the Japanese descendents. From this, we started the search for the reasons that could justify the facts observed. Our hypothesis was that the cultural factors involved would be decisive in the interpretation of such collection. Even having such perspective as starting point, we moved through varied territories where the discussion about the genetic or innate characteristics was present, building arguments that justified the initial hypothesis. In such search, Keith Devlin and his book The Math Gene performed a fundamental role. Having as base the facts presented in this book, we will also realize that it is not the question to disregard the innate biological capacities but to understand that in the case of the mathematics learning, such capacities are present in all human beings, in an analogue way to what occurs with the competence to learn the mother tongue. Turning to the discussion about the culture influence on the cognitive process, we tried to understand the way how the cultural elements influence the valorization of the education, promoting, specifically, the relationship between students and the mathematics. In their school life in Japan, or overseas, as the case of the Japanese descendents who live in Brazil the students educated according to such principles develop feelings and favorable affective relations with the school, revealing a great influence of the culture in the personal upbringing. In the history of Japan, we searched the way how certain factors, as the geographical fragility and the scarce natural resources were important elements that contributed to valorization of the education. In the specific case of the Nipo-Brazilian descendents, we can apprehend that some original cultural elements, such respect to the hierarchy, the debt ethics, the religious disposition which strongly appear in the constitution of the Japanese being, despite changed by the assimilation of characteristic traits of the Brazilian culture, they still present important remnants from their descendents. As a complement, a new factor appears strongly as motivation of the Japanese descendent students, in Brazil: the search of economic ascension, and consequently, professional, by means of education make these students act with much devotion on this project of life. Such feelings stimulate the students in the sense of value the effort, the will, the dedication when facing the natural difficulties found in his school life. We concluded our study with the expectative of having shown clearly the decisive weight of cultural elements in the interpretation of the differentiated results obtained among us by the Japanese descendents.
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Seki, Hélio Yasuki. "Um estudo interdisciplinar da maturidade corporativa para adoção de projetos tecnologicamente viáveis". Pontifícia Universidade Católica de São Paulo, 2009. https://tede2.pucsp.br/handle/handle/18232.
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Previous issue date: 2009-04-14The term maturity is used in psychology, sociology, biology, technology and other areas of human knowledge. However, a definition related to contemporary needs, in terms of paradigm ruptures that move in the intersections from the Knowledge Age to the Awareness Age, is the focus of this research. In contemporary times, the thinking being , whose thinking ability makes them different from other beings, becomes the main agent to be researched. Consequently, we tried to reach what this research called Corporate Maturity. Departing from the result that was presented in the surveys carried out by the Project Management Institute PMI (an international non-profit entity pioneer in the congregation of professionals of areas related to project management), that there were high levels of failure in technologically feasible projects we tried to find out the relationship between maturity and failure . The immaturity of the thinking being has been defined as the catalyst of the failure experienced by the organizations. Through an interdisciplinary approach, an emerging theory based on the Grounded Theory methodology is suggested, a research methodology over the qualitative paradigm, known as empirical data founded theory. Data were extracted from field work in multiple cases and through the software NVIVO, which consolidated their categorization and saturation and permitted the outlining of a possible emerging theory. Hopefully this paper will help new ones to come up, considering the retraction of the failure rate in the adoption of technologically feasible projects.
O termo maturidade é utilizado na psicologia, na sociologia, na biologia, na tecnologia e outras áreas do conhecimento humano. Entretanto, uma definição atinente às necessidades contemporâneas, no que diz respeito ao rompimento dos paradigmas que trafegam nas intersecções da era do conhecimento para a era da consciência, é o foco desta pesquisa. No contemporâneo, o "ser pensante", cuja capacidade de pensar o diferencia de outros seres, torna-se o principal agente a ser pesquisado. Por conseguinte, procurou-se chegar ao que esta pesquisa denomina maturidade Corporativa. Partindo-se do fator altos índices de insucesso em projetos tecnologicamente viáveis apresentadas nas pesquisas realizadas pelo Project Management Institute - PMI, entidade internacional sem fins lucrativos e pioneiros na congregação de profissionais de áreas relacionadas à gerência de projetos, buscou-se a relação entre a maturidade e insucesso . Definiu-se a "imaturidade" do ser pensante, como o catalisador do insucesso experimentado pelas organizações. Por meio de uma abordagem interdisciplinar, sugere-se uma teoria emergente baseada no método Grounded Theory, um método de pesquisa sob o paradigma qualitativo, conhecida como teoria fundamentada em dados empíricos. Os dados foram extraídos de pesquisa de campo em casos múltiplos e, através do software NVIVO, o qual alicerçou a categorização e a saturação dos mesmos que permitiu o delineamento de uma possível teoria emergente. Espera-se que, com esta pesquisa, novas venham a surgir, tendo em vista a retração do índice de insucesso na adoção de projetos tecnologicamente viáveis
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Lacombe, Octavio. "Diagramas digitais: pensamento e gênese da arquitetura mediada por tecnologias numéricas". Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/16/16136/tde-09082006-143023/.
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Esta tese procura compreender o papel da mediação das tecnologias numéricas nos procedimentos (pensamento e gênese) da arquitetura. Parte do pressuposto que o suporte digital, espaço virtual e interativo para a criação do projeto, é conseqüência da evolução gradual dessas tecnologias no fluxo contínuo das transformações culturais. Entendendo esse fluxo como processo, localiza na segunda metade do século XX a emergência de uma nova racionalidade apoiada nos termos relação, sistema e organização no lugar dos termos modernos função, estrutura e ordem. O pensamento diagramático, a analogia e o dialógico e experimental priom (material/procedimento) caracterizam procedimentos que, assumindo diferentes configurações, possibilitam o reconhecimento de uma arquitetura maquínica.The thesis intend to understand the mediation of the numerical technologies on architectural procedures (thought and gênesis). It supposes that the digital support as a virtual and interactive space for design is resulting of a gradual evolution of these technologies undergoing through the continuous flux of cultural transformations. It locates at the XX century second half the emergence of a new racionality based on the terms relation, system and organization replacing the modern concepts of function, structure and order. Diagrammatic thought, analogy and the experimental and dialogical priom (material/procedure), enable the recognition of a machinic architeture.
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D'Alessandro, Marco. "Cognitive Modeling of high-level cognition through Discrete State Dynamic processes". Doctoral thesis, Università degli studi di Trento, 2002. http://hdl.handle.net/11572/290039.
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Modeling complex cognitive phenomena is a challenging task, especially when it is required to account for the functioning of a cognitive system interacting with an uncertain and changing environment. Psychometrics offers a heterogeneous corpus of computational tools to infer latent cognitive constructs from the observation of behavioral outcomes. However, there is not an explicit consensus regarding the optimal way to properly take into account the intrinsic dynamic properties of the environment, as well as the dynamic nature of cognitive states. In the present dissertation, we explore the potentials of relying on discrete state dynamic models to formally account for the unfolding of cognitive sub-processes in changing task environments. In particular, we propose Probabilistic Graphical Models (PGMs) as an ideal and unifying mathematical language to represent cognitive dynamics as structured graphs codifying (causal) relationships between cognitive sub-components which unfolds in discrete time. We propose several works demonstrating the advantage and the representational power of such a modeling framework, by providing dynamic models of cognition specified according to different levels of abstraction.
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D'Alessandro, Marco. "Cognitive Modeling of high-level cognition through Discrete State Dynamic processes". Doctoral thesis, Università degli studi di Trento, 2021. http://hdl.handle.net/11572/290039.
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Modeling complex cognitive phenomena is a challenging task, especially when it is required to account for the functioning of a cognitive system interacting with an uncertain and changing environment. Psychometrics offers a heterogeneous corpus of computational tools to infer latent cognitive constructs from the observation of behavioral outcomes. However, there is not an explicit consensus regarding the optimal way to properly take into account the intrinsic dynamic properties of the environment, as well as the dynamic nature of cognitive states. In the present dissertation, we explore the potentials of relying on discrete state dynamic models to formally account for the unfolding of cognitive sub-processes in changing task environments. In particular, we propose Probabilistic Graphical Models (PGMs) as an ideal and unifying mathematical language to represent cognitive dynamics as structured graphs codifying (causal) relationships between cognitive sub-components which unfolds in discrete time. We propose several works demonstrating the advantage and the representational power of such a modeling framework, by providing dynamic models of cognition specified according to different levels of abstraction.
Libros sobre el tema "Cognitive processe"
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J, Simon Tony y Halford Graeme S, eds. Developing cognitive competence: New approaches to process modeling. Hillsdale, N.J: L. Erlbaum, 1995.
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N, Osherson Daniel y Gleitman Lila R, eds. An invitation to cognitive science. 2a ed. Cambridge, Mass: MIT Press, 1995.
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R, Gleitman Lila y NetLibrary Inc, eds. An invitation to cognitive science: Thinking. 2a ed. Cambridge, Mass: MIT Press, 1995.
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The continuity of mind. Oxford: Oxford University Press, 2007.
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G, Lister Richard y Weingartner Herbert, eds. Perspectives on cognitive neuroscience. New York: Oxford University Press, 1991.
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Hunt, R. Reed. Fundamentals of cognitive psychology. 6a ed. Boston: McGraw-Hill, 1999.
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1927-, Ellis Henry C., ed. Fundamentals of cognitive psychology. 7a ed. Boston: McGraw-Hill Higher Education, 2004.
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The student's guide to cognitive neuroscience. New York, NY: Psychology Press, 2006.
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The student's guide to cognitive neuroscience. 2a ed. London: Psychology Press, 2010.
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Understanding cognitive science. Malden, Mass: Blackwell, 1998.
Buscar texto completoCapítulos de libros sobre el tema "Cognitive processe"
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Malim, Tony. "Introduction to Cognitive Processes". En Cognitive Processes, 1–10. London: Macmillan Education UK, 1994. http://dx.doi.org/10.1007/978-1-349-13133-4_1.
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Malim, Tony. "Attentional Processes". En Cognitive Processes, 11–34. London: Macmillan Education UK, 1994. http://dx.doi.org/10.1007/978-1-349-13133-4_2.
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Malim, Tony. "Perception". En Cognitive Processes, 35–88. London: Macmillan Education UK, 1994. http://dx.doi.org/10.1007/978-1-349-13133-4_3.
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Malim, Tony. "Memory Processes". En Cognitive Processes, 89–136. London: Macmillan Education UK, 1994. http://dx.doi.org/10.1007/978-1-349-13133-4_4.
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Malim, Tony. "Thinking and Language". En Cognitive Processes, 137–79. London: Macmillan Education UK, 1994. http://dx.doi.org/10.1007/978-1-349-13133-4_5.
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Martin-Rodilla, Patricia. "Cognitive Processes". En Digging into Software Knowledge Generation in Cultural Heritage, 123–25. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-69188-6_8.
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Chung, Christie y Ziyong Lin. "Cognitive Processes". En Encyclopedia of Gerontology and Population Aging, 1–5. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-69892-2_1091-1.
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Borghini, Gianluca, Pietro Aricò, Gianluca Di Flumeri y Fabio Babiloni. "Cognitive Processes". En Biosystems & Biorobotics, 57–70. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58598-7_4.
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Chung, Christie y Ziyong Lin. "Cognitive Processes". En Encyclopedia of Gerontology and Population Aging, 1067–71. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-22009-9_1091.
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Pöchhacker, Franz. "Cognitive Processes". En Introducing Interpreting Studies, 117–35. 3a ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003186472-9.
Texto completoActas de conferencias sobre el tema "Cognitive processe"
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Lucena, Daniel Araújo de, Isabel Dillmann Nunes, Rivanilson Da Silva Rodrigues y Danyel Rocha de Oliveira Souza. "Adaptações em atividades de Pensamento Computacional para estimulação cognitiva em idosos". En Simpósio Brasileiro de Informática na Educação. Sociedade Brasileira de Computação, 2020. http://dx.doi.org/10.5753/cbie.sbie.2020.1533.
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O envelhecimento é um processo que geralmente conduz a perda de capacidades cognitivas, entretanto há um apelo social para que sejam oferecidas condições de manter-se cognitivamente saudável, mesmo na senescência. Este artigo conecta o Pensamento Computacional à estimulação cognitiva por meio de atividades desplugadas que foram adaptadas ao público idoso. A partir de uma pesquisa de estimulação cognitiva, constatou-se que a intervenção baseada em atividades desplugadas de Pensamento Computacional produziu estatisticamente uma melhoria de desempenho superior ao treino cognitivo elaborado por um psicólogo.
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Benami, Oren y Yan Jin. "Creative Stimulation in Conceptual Design". En ASME 2002 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2002. http://dx.doi.org/10.1115/detc2002/dtm-34023.
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Conceptual design is a process of creating functions, forms and behaviors. Although cognitive processes are utilized in the development of new ideas, conventional methodologies do not take human cognition into account. However, it is conceivable that if one could determine how cognitive processes are stimulated, then more effective conceptual design methods could be developed. In this paper, we develop a Cognitive Model of Creative Conceptual Design to capture the relationship between the properties that stimulate cognitive processes and the design operations that facilitate cognitive processes. Through cognitive modeling, protocol analysis, and cognitive experiments, this research showed that designers exhibit patterns of creative design behavior, and that these patterns can be captured and instilled into the design process, to promote creativity.
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Correa-Ghisays, Patricia, Joan Vicent Sánchez-Ortí, Vicent Balanzá-Martínez, Joan Vila-Francés y Rafael Tabarés Seisdedos. "Neuroplasticidad y deterioro cognitivo en trastornos mentales graves desde un enfoque neuropsicológico". En 22° Congreso de la Sociedad Española de Patología Dual (SEPD) 2020. SEPD, 2020. http://dx.doi.org/10.17579/sepd2020p004.
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La neuroplasticidad se puede definir como la capacidad del sistema nervioso para responder a estímulos intrínsecos o extrínsecos reorganizando su estructura, función y conexiones. El avance en la compresión de este tipo de conectividad y los mecanismos de adaptación del sistema nervioso, desde las moléculas hasta las conexiones sinápticas, las redes neuronales y el comportamiento humano, ha ido generando una nueva perspectiva en la investigación del funcionamiento cerebral y sus mecanismos de recuperación de regeneración. En los últimos años, los investigadores han buscado mecanismos subyacentes a esta capacidad, identificando posibles factores epigenéticos, biomarcadores y algunos procesos cognitivos relacionados, con el fin de determinar diagnósticos eficaces, prevención y pronóstico de la enfermedad y desarrollar terapias más potentes para mejorar el funcionamiento cognitivo y social, y la calidad de vida de las personas afectadas por trastornos mentales graves (TMG) como el trastorno depresivo mayor (TDM), el trastorno bipolar (TB) y la esquizofrenia (EZ), y el de otras con enfermedades crónicas que cursan con deterioro cognitivo como la diabetes mellitus tipo 2 (DMT2). Se han identificado terapias prometedoras, intervenciones neurofarmacéuticas y estimulación cerebral, que permiten optimizar el funcionamiento de estas personas, sin embargo, su eficacia para estimular la capacidad neuroplástica como tal o impedir su deterioro, sigue siendo muy limitada. La memoria, el aprendizaje, y funciones ejecutivas como la memoria de trabajo, la velocidad de procesamiento de la información y la flexibilidad cognitiva son dominios cognitivos que posibilitan que el ser humano pueda hacer cambios en su organismo para adaptarse a un entorno variable, por tanto se les podría relacionar directamente con la neuroplasticidad humana. Por esto, los nuevos métodos para evaluar y estimular la neuroplasticidad humana, además de la identificación e intervención sobre marcadores y mecanismos biológicos, deberían incluir en sus protocolos aquellos procesos cognitivos que dependen de la experiencia. El objetivo general de este trabajo fue describir la neuroplasticidad de personas con DMT2, TDM, TB, y EZ, en comparación con controles sanos (CS), desde un enfoque neuropsicológico, por medio de la evaluación de funciones cognitivas asociadas directamente a la neuroplasticidad humana como la memoria, el aprendizaje y la flexibilidad cognitiva. Se incluyeron 135 participantes: 30 con EZ, 41 con TB y 34 con TDM de acuerdo con los criterios del DSM-5 y un grupo de 30 CS; los cuales fueron evaluados en dos momentos distintos a lo largo de un año de seguimiento. Además de evaluar el estado clínico y el funcionamiento social, se utilizó una amplia batería para evaluar el funcionamiento cognitivo, seleccionando para los análisis las variables de interés: 1) Memoria (inmediata, a corto plazo y a largo plazo) evaluada con el TAVEC, 2) Aprendizaje evaluado con el subtest Dígitos-Directo del Wais-III y la variable V3-RI-AT del TAVEC; 3) Funciones ejectivas: a) Memoria de trabajo evaluada con el subtest Dígitos-Inverso del Wais-III y el TMT-B, b) Velocidad de procesamiento evaluada con el subtes Clave de Números del Wais-III y el TMT-A, c) Flexibilidad cognitiva evaluada con el WCST. Los resultados mostraron un funcionamiento cognitivo superior en el grupo de CS, permaneciendo estable en ambos momentos. Los grupos con diagnóstico de TMG tuvieron puntuaciones más bajas que los CS, con pocas diferencias significativas entre ellos. En la mayoría de las variables, las personas con TB y con EZ tuvieron puntuaciones medias similares, en comparación con las de las personas con TDM; estos hallazgos se mantienen a lo largo del tiempo. Se puede concluir que existe evidencia para sugerir que las funciones cognitivas asociadas a la neuroplasticidad se preservan a lo largo del tiempo en una población normal, mientras que en las personas adultas diagnosticadas con TMG se presenta un deterioro cognitivo estable, relacionado con una menor neuroplasticidad, y se comporta de manera similar e inferior en los grupos diagnosticados con EZ y BD que en personas con TDM.
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Murphy, Alexander R., Bryan C. Watson, Megan E. Tomko, Ethan C. Hilton y Julie S. Linsey. "A Review of Design-Related Literature Concerning Cognitive Processes, Prototyping Strategies, and Modeling Processes". En ASME 2021 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/detc2021-66994.
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Abstract In industry and academia, designers and engineers use prototyping at various stages in the design process to evaluate progress, archive process, assess viability, and communicate mental models to a team. Cognitive processes not only play a huge role during the design process, but also have causal relationships with various prototyping strategies. However, these causal relationships are not well understood in the design field. This paper presents a review of design-field literature related to cognitive processes, prototyping strategies, and modeling processes to identify literature consensus, consolidate experimental results, and expose gaps in the literature. After analysis of the literature, Fixation, Team Cognition, Iterative Prototyping, and Rapid Prototyping are the most well researched areas, especially when compared to their effects on cognitive processes. Sunk Cost, Requirement Relaxation, and Expertise are areas that could be better understood. The relationships between relevant cognitive processes, prototyping strategies, and modeling processes are consolidated into a data visualization that invites researchers and novices alike to explore the field of design in a fresh way that could spark new research endeavors or provoke interest in the field. This literature review and analysis reveals trends in design research through a novel approach with an emphasis on cognition, as well as provides a consolidated cannon of work that gives a sense of what has already been done on these topics and what is still left to explore.
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Silvennoinen, Johanna y Pertti Saariluoma. "Emotional Information Space in Designing AI Technologies". En Intelligent Human Systems Integration (IHSI 2022) Integrating People and Intelligent Systems. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001057.
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Current and future AI design needs to recognize the intertwined nature of cognition and affect to design more human-like intelligent systems. The majority of current AI design focuses on cognitive information processes and knowledge. However, human action and human-like actions must also consider the emotional aspects of the environment. We present the concept of emotional information space, which incorporates all issues within a certain environment with cognitively appraised affective meanings and the ability to encode these information contents into designing emotionally intelligent technologies.
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Calpin, Nicole y Jessica Menold. "The Cognitive Costs of Design Tasks: The Evolution of Cognitive Load in Design and Its Relationship With Design Outcomes". En ASME 2022 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/detc2022-89995.
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Abstract Problem solving can be a cognitively intensive undertaking; as design is characterized by ambiguity and unknowns, design problems in particular can be cognitively expensive. Few studies examine the evolution of cognitive load during the engineering design process and the linkages between sub-dimensions of cognitive load and design task outcomes. To address this issue, the goal of this work is to establish a relationship between cognitive load, design task, and design outcomes. Twenty participants were recruited to perform a design task where their mental workload was recorded at each stage of the design process. Their ideation and prototype outcomes were then evaluated to determine if there is a relationship between cognitive load, design task, and design outcomes. Results suggest that there is a significant difference in cognitive load experienced by the designer during each stage of the design process and while cognitive load is correlated with idea generation design outcomes, it may not be tied to prototyping design outcomes.
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Souza, Adriana y Diamantino Freitas. "A Fala Sintetizada de Expressões Matemáticas: Um Estudo para melhoria do Processo Cognitivo do Estudante com Deficiência Visual". En Simpósio Brasileiro de Informática na Educação. Sociedade Brasileira de Computação - SBC, 2022. http://dx.doi.org/10.5753/sbie.2022.225721.
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A fala sintetizada de conteúdos matemáticos ainda apresenta desafios para estudantes que fazem uso dos leitores de tela, entre os quais podemos citar, as pausas inadequadas e as longas saídas auditivas, o que dificulta a memorização desse tipo de conteúdo. Nesse estudo realizamos dois experimentos com o objetivo de identificar e analisar processos capazes de reduzir a sobrecarga cognitiva da fala sintetizada de expressões matemáticas codificadas em MathML. O primeiro experimento visou verificar as dificuldades encontradas pelos estudantes com deficiência visual, além de analisar um modelo de pausas proposto. O segundo experimento buscou compreender os processos cognitivos para memorização de expressões matemáticas, através da técnica de rastreamento ocular de pessoas videntes. Embora alguns resultados não tenham sido conclusivos, a pesquisa mostrouse relevante, pois aponta direções que podem minimizar a carga mental e, consequentemente melhorar o processo cognitivo do estudante na leitura de expressões matemáticas.
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Merlin, Silvia, Maira Oliveira, Luciana Cassimiro, Isabella Avolio, Eduardo Tres, Ricardo Nitrini y Sonia Brucki. "FOLLOW UP OF THE PERSONALITY CHARACTERISTICS AND COGNITIVE EVOLUTION OF ELDERLY PEOPLE IN LONGITUDINAL FOLLOW-UP". En XIII Meeting of Researchers on Alzheimer's Disease and Related Disorders. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1980-5764.rpda068.
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Background: Some psychological and personality characteristics of individuals, seem to determine behavioral patterns that are associated with better health throughout life and, consequently, prevent the progression of early cognitive changes to dementia. Objective: Identify factors that interfere in the evolution of cognitive disorders. Methods: Volunteers were evaluated clinically and for personality characteristics and neuropsychological testing. Follow-up occurred over two years from the initial assessment, and participants’ cognitive categories were re-analyzed every six months to observe variation in the same. Results: Of the 102 subjects, 65 remained at follow-up. The sample was composed predominantly of women (65%), white (74%), with a mean age of 78 (±7.5) years and 12 (±4.8) years of education. Throughout the process, 23% of cognitively normal 15% of subjective cognitive decline, and 27% of non-amnestic mild cognitive impairment individuals worsened cognitively. In the same period, 15% of the non-amnestic mild cognitive impairment and 31% of the amnestic mild cognitive impairment improved in cognitive ratings. Observed that older ages present greater cognitive worsening, and that very low indices of the personality trait Openness present associations with cognitive worsening. Conclusion: The factors most associated with cognitive change in this group of elderly people were age and aspects of openness of personality that are associated with cognitive reserve.
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Escobar-Pérez, Jazmine y Aura Nidia Herrera Rojas. "Video Games and Cognitive Science for the Design and Evaluation of Statistical Problem Solving in Elementary School Children". En Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t10d1.
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Video games have reemerged in the teaching-learning processes and their use is beginning to extend also to evaluation, because of their potential to create a playful environment and generate a context of authentic evaluation. However, they must have the psychometric characteristics of quality and be based on theories of learning and cognitive science to make correct inferences from the scores obtained. This paper presents the design of a video game set in a pre-Columbian world to evaluate the solution of statistical problems in children, based on the model of hierarchical cognitive diagnosis. The instrument will allow obtaining information that helps the teacher to identify which attributes their students have and which ones are still to be built in order to solve statistical problems. Los videojuegos han resurgido en los procesos de enseñanza-aprendizaje y su uso se empieza a extender también a la evaluación, por su potencial para crear un ambiente lúdico y generar un contexto de evaluación auténtica. Sin embargo, deben contar con las características psicométricas de calidad y basarse en teorías del aprendizaje y de la ciencia cognitiva para poder hacer inferencias acertadas a partir de los puntajes obtenidos. Se presenta el diseño de un videojuego ambientado en un mundo precolombino para evaluar la solución de problemas estadísticos en niños, basado en el modelo de diagnóstico cognitivo jerárquico. El instrumento permitirá obtener información que ayude al maestro a identificar cuáles atributos tienen sus alumnos y cuáles les falta por construir para poder solucionar problemas de estadística.
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Milovanovic, Julie, Mo Hu, Tripp Shealy y John Gero. "Evolution of Brain Network Connectivity in the Prefrontal Cortex During Concept Generation Using Brainstorming for a Design Task". En ASME 2020 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/detc2020-22563.
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Abstract The research results presented in this paper explore the temporal changes in central regions of the prefrontal cortex (PFC) during design brainstorming. Design mobilizes a range of cognitive processes such as problem analysis and framing, concept generation, decision-making, visual reasoning and creative problem solving. Concept generation is supported by an iteration of divergent and convergent thinking. The process of brainstorming focuses primarily on divergent thinking. Measurement techniques from neuroscience were used to quantify neurocognitive activation during concept generation using brainstorming during a design task. Correlations in brain activation were used with graph theory to describe brain network connectivity and present the temporal evolution of network centrality in the PFC during brainstorming. The results reveal shifts of network centrality between the right, medial, and left PFC, suggesting possible shifts in the dominant cognitive functions between divergent and convergent thinking during design brainstorming. The alternations of centrality and connectivity between hemispheres provides a consistent mapping with the theory of dual reasoning process in prior design cognition studies. This empirical study with ten graduate engineering students offers initial results to further explore connections between brain network connectivity and cognitive processes when brainstorming during a design task. It provides new evidence to examine existing theories of design.
Informes sobre el tema "Cognitive processe"
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Bernheim, B. Douglas y Antonio Rangel. Addiction and Cue-Conditioned Cognitive Processes. Cambridge, MA: National Bureau of Economic Research, noviembre de 2002. http://dx.doi.org/10.3386/w9329.
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Kosslyn, Stephen M. DURIP - Computational Modeling of Cognitive Processes. Fort Belvoir, VA: Defense Technical Information Center, marzo de 1990. http://dx.doi.org/10.21236/ada219934.
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Соловйов, Володимир Миколайович, Наталя Володимирівна Моісеєнко y Олена Юріївна Тарасова. Complexity theory and dynamic characteristics of cognitive processes. Springer, enero de 2020. http://dx.doi.org/10.31812/123456789/4143.
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The features of modeling of the cognitive component of social and humanitarian systems have been considered. An example of using entropy multiscale, multifractal, recurrence and network complexity measures has shown that these and other synergetic models and methods allow us to correctly describe the quantitative differences of cognitive systems. The cognitive process is proposed to be regarded as a separate implementation of an individual cognitive trajectory, which can be represented as a time series and to investigate its static and dynamic features by the methods of complexity theory. Prognostic possibilities of the complex systems theory will allow to correct the corresponding pedagogical technologies. It has been proposed to track and quantitatively describe the cognitive trajectory using specially transformed computer games which can be used to test the processual characteristics of thinking.
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Hwang, Chanmi G. y Ling Zhang. Applying Cognitive Operations in Collaborative Apparel Design Process. Ames (Iowa): Iowa State University. Library, enero de 2019. http://dx.doi.org/10.31274/itaa.8380.
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Soloviev, Vladimir, Natalia Moiseienko y Olena Tarasova. Modeling of cognitive process using complexity theory methods. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3609.
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The features of modeling of the cognitive component of social and humanitarian systems have been considered. An example of using multiscale, multifractal and network complexity measures has shown that these and other synergetic models and methods allow us to correctly describe the quantitative differences of cognitive systems. The cognitive process is proposed to be regarded as a separate implementation of an individual cognitive trajectory, which can be represented as a time series and to investigate its static and dynamic features by the methods of complexity theory. Prognostic possibilities of the complex systems theory will allow to correct the corresponding pedagogical technologies.
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Young, Michael J. A Cognitive Architecture for Human Performance Process Model Research. Fort Belvoir, VA: Defense Technical Information Center, noviembre de 1992. http://dx.doi.org/10.21236/ada261040.
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Ackerman, Phillip L. Cognitive Modeling and Task Analysis: Basic Processes and Individual Differences. Fort Belvoir, VA: Defense Technical Information Center, noviembre de 1999. http://dx.doi.org/10.21236/ada375949.
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Rosenbluth, David. Resource Analysis of Cognitive Process Flow Used to Achieve Autonomy. Fort Belvoir, VA: Defense Technical Information Center, marzo de 2016. http://dx.doi.org/10.21236/ad1006453.
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Idrisova, Zh V., M. V. Vagapova y S. Kh Alikhadzhiev. ACTIVATION OF COGNITIVE ACTIVITIES OF FUTURE BACHELORS IN THE EDUCATIONAL PROCESS. Ljournal, 2019. http://dx.doi.org/10.18411/4525-7575-3575-54254.
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McGee, Steven, Amanda Durik y Jess Zimmerman. The Impact of Text Genre on Science Learning in an Authentic Science Learning Environment. The Learning Partnership, abril de 2015. http://dx.doi.org/10.51420/conf.2015.2.
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A gap exists between research on learning and research on interest. Cognitive researchers rarely consider motivational processes, and interest researchers rarely consider cognitive process. However, it is essential to consider both since achievement and interest are in fact intertwined. In this paper we (1) discuss a theoretical model that intertwines cognitive and interest development, (2) describe how that model informed the development of educational materials, and (3) report on the results of the cognitive components of a randomized research study examining the impact of text genre on learning and interest. In our prior analyses, we examined the effects of text characteristics (i.e., narrative or expository genre) on situational interest. We found that students with higher levels of prior individual interest preferred the narrative versions of text whereas students with lower levels of prior individual interest preferred the expository versions of text. In this paper, we examine the impact of text characteristics on student learning. The results of this research showed that contrary to prior research, there was no significant difference in comprehension based on text characteristics. These results provide evidence that is possible to differentiate instruction based students' prior interest without sacrificing learning outcomes.