Tesi: "Cognitive understanding"

1

Holder, Barbara E. "Cognition in flight : understanding cockpits as cognitive systems /". Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 1999. http://wwwlib.umi.com/cr/ucsd/fullcit?p9945784.

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2

Barnacle, Gemma Elizabeth. "Understanding emotional memory : cognitive factors". Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/understanding-emotional-memory-cognitive-factors(9b13f29e-169a-4dc5-a835-c5d8d7347ac4).html.

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The term Emotional Enhancement of Memory (EEM) describes the better memory of emotional compared to neutral events. When the EEM effect is measured after a delay the modulation model explains this effect very well, citing preferential consolidation of emotional events as the cause. However, the EEM effect can be observed before consolidation, an inexplicable result for the modulation model. Mediation theory offers an alternative explanation of the EEM effect: cognitive factors at encoding contribute to the immediate EEM (iEEM); namely attention, semantic relatedness, and distinctiveness processing (DP). The current research sought to further elucidate the neural underpinnings of DP – said to occur in ‘mixed’ lists of emotional and neutral stimuli – as a significant contributor to the iEEM. This was measured by comparing immediate free recall memory of emotional and neutral stimuli presented in mixed, and pure lists (emotional or neutral stimuli), using a specially formulated stimulus set which controlled for differential semantic relatedness (SeRENS, Chapter 3).Electroencephalography (EEG) and functional magnetic resonance imaging (fMRI) data provided preliminary evidence of neural encoding correlates of the iEEM (Chapter 4 and 5); data which is not predicted by the modulation model. The behavioural EEM effect found in mixed lists was driven by a reduction in neutral memory relative to pure lists; however neural correlates of this effect were minimal. Conversely, successful mixed list emotional encoding (relative to pure list emotional encoding and neutral encoding) correlated with greater neural activity associated with [bottom-up] attention (in P300 and right supramarginal gyrus) and semantic processing (late positive potential and left anterior superior temporal gyrus; EEG and fMRI evidence respectively); although this did not correlate with behavioural measures of memory. This behaviour-neuroimaging discrepancy can be reconciled when one considers the results of Chapter 6: the crucial iEEM behavioural effect of impaired neutral memory was associated with retroactive interference from proceeding emotional stimuli (especially when relational processing resources were depleted); a neural effect that cannot be captured by the current event-related designs. This suggests that what is captured in the neuroimaging data is the mechanism which drives the retroactive interference at the temporal locus of emotional stimulus onset. These results raise the possibility of two disociable EEM effects: the iEEM effect explained by poor neutral memory due to retroactive interference of proceeding emotional stimuli (mediation theory); and the delayed EEM effect explained by preferential emotional stimulus consolidation (modulation model). These explanations can be unified into one model; however further testing would be required to determine the endurance of cognitive contributions to the EEM effect.

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3

Whalen, Alexander Crutchfield. "Ampliative understanding". Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31044.

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Virtue-theoretic accounts of knowledge start by capturing the value of knowledge as an achievement and work from there to develop a full theory of knowledge. But environmental luck, which is compatible with achievements but typically defeats knowledge, introduces some unique challenges for these accounts to overcome. While far from devastating for the virtue-theoretic project, several authors have viewed these worries as an opportunity to shift their focus towards understanding. In the past, understanding has been mostly ignored by epistemologists who considered it to be a psychological state rather than something worth further inquiry. Over the past decade, this view has changed and understanding is quickly becoming a topic of great interest and lively debate. Among the key questions in this debate is the relationship between knowledge and understanding, the role of epistemic luck, and whether understanding has final value as a cognitive achievement. However, the debate is taking place in the absence of a useful theory of understanding that can provide a principled means of addressing these topics. This project aims to help remedy the situation by identifying a kind of understanding, which I call ampliative understanding, that can provide a framework in which the current debate can take place. In staying true to the virtue-theoretic approach, this account of understanding starts by focusing on its value as a cognitive achievement and working from there. On this view, an agent with ampliative understanding will be able to acquire true beliefs in a way that manifests her cognitive abilities. While there are certainly other kinds of understanding that may be of epistemological import, ampliative understanding is able to accommodate our intuitions about the value of understanding and can capture most of the necessary features for understanding that we find in the literature. My hope is that, with the framework of ampliative understanding in place, we can have a debate that is both rigorous and productive.

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4

Mccoy, Karin Johanna M. "Understanding the transition from normal cognitive aging to mild cognitive impairment". [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0008421.

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Thesis (Ph.D.)--University of Florida, 2004.
Typescript. Title from title page of source document. Document formatted into pages; contains 162 pages. Includes Vita. Includes bibliographical references.

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5

Parkin, Lindsay John. "Children's understanding of misrepresentation". Thesis, University of Sussex, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.260822.

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The introduction provides a theoretical analysis of a conceptual link between the ability to predict action based upon a false belief, and the ability to describe the contents of a misrepresenting representational artefact. This justifies an empirical comparison of these two abilities in three and four year old normally developing children, and high functioning children with autism (those having a Verbal Mental Age greater than four years). The first half of the empirical work describes the development and investigation of two procedures that test non-mental misrepresentation (false models and misleading direction signs). These are compared with performance on established false belief tasks to examine both levels of absolute difficulty, and developmental coincedence in task ability. It is found that there is a strong relationship in normally developing children between the ability to pass a false belief task, and to interpret the contents of a misrepresenting artefact. This close relationship is not found in children with autism, where tasks in the mental domain present greater difficulty than, and are unrelated to, the tasks in the non-mental domain. This suggests that the children with autism do not follow the same conceptual developmental course as normal children. Two subsequent experiments examine the abilities of children with autism in understanding the appearance reality distinction. It is found that this group and normally developing children are better at a colour transformation task than a deceptive objects task. An existing suggestion in the literature that children with autism produce a majority of phenomentist errors was not replicated. Experiment 6 exploited children's good performance on the colour transformation task in a new paradigm to produce a genuinely misrepresenting photograph. This task was of equal difficulty and highly correlated with false belief in the normally developing group. For children with autism this task was easier than and uncorrelated with false belief. These findings are discussed in relation to existing theories of normal development and the condition of autism.

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6

Biotti, Federica. "Understanding the cognitive mechanisms of developmental prosopagnosia". Thesis, City, University of London, 2018. http://openaccess.city.ac.uk/21802/.

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Developmental prosopagnosia (DP) is a condition associated with severe difficulties recognising familiar faces, which occurs in individuals with normal intelligence, typical low-level vision, and in the absence of manifest brain injuries. The neuro-cognitive origins of DP are still debated. Cognitive accounts have attributed face recognition deficits to reduced holistic processing of faces (i.e., whereby individual features of faces are integrated into a unified perceptual whole), and mnemonic difficulties, whereby prosopagnosics may be able to form accurate percepts, but are unable to maintain those percepts over time. At the neurological level, differences have been reported in the structural and functional connectivity of occipito-temporal regions which include face selective areas. Chapter 2 of this thesis investigated facial emotion recognition in DP and revealed widespread difficulties recognising facial emotion in individuals with apperceptive profiles of DP (i.e., DPs exhibiting difficulties forming view-invariant structural descriptions of faces at early stages of encoding). Chapter 3 explored body recognition in DP and found evidence of impaired body and object recognition in DP individuals. Moreover, the lack of relationship between observers' object and body recognition performances suggested that body and object recognition impairments in DP may co-occur independently. Chapter 4 investigated the susceptibility to the composite face illusion in two independent samples of individuals with DP and failed to show evidence of diminished composite face effects in both samples. Finally, Chapter 5 considered the contribution of perceptual encoding and short term face memory in DP using a delayed match-to-sample task and found that recognition impairments in prosopagnosics were insensitive to changes in retention interval and viewing angle, supporting an apperceptive characterisation of DP. The implications of these findings for the characterisation of DP and for understanding its underlying cognitive mechanisms, are discussed in Chapter 6.

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7

Mitchell, P. L. "Young children's understanding of varieties of verbal reference". Thesis, University of Liverpool, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.378663.

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8

Graves, Barbara. "A cognitive perspective on expertise in literary understanding". Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=40131.

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This research presents a psychological investigation of the characteristics of literary reading and the expertise associated with it. Specifically, it examines the kinds of knowledge about discourse which highly skilled readers use to generate a representation of a fictional narrative. At the same time it investigates their informal reasoning and the role that authorial intentions play in their interpretive strategies.
To investigate highly skilled literary readers who are trained to look at texts in multi-dimensional ways, this research applied a cognitive model of literary reading to analyze the readers' verbal protocols in terms of discursive patterns and reasoning strategies.
The findings suggest that as student readers gain knowledge and experience, their developing expertise is demonstrated by their ability to generate knowledge representations of the multiple components of a literary text. The construction of an explicit communicative context, however, is a hallmark of literary expertise and is instrumental in their reasoning since it frames the problem space for their text descriptions. Students, in contrast, appear ambivalent about the author-text relationship.

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9

Hill, Roslyn. "Young children's understanding of the cognitive verb forget". Thesis, University of Warwick, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389451.

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10

Fava, Michelle. "Understanding drawing : a cognitive account of observational process". Thesis, Loughborough University, 2014. https://dspace.lboro.ac.uk/2134/16404.

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This thesis contributes to theorising observational drawing from a cognitive perspective. Our current understanding of drawing is developing rapidly through artistic and scientific enquiry. However, it remains fragmented because the frames of reference of those modes of enquiry do not coincide. Therefore, the foundations for a truly interdisciplinary understanding of observational drawing are still inceptive. This thesis seeks to add to those foundations by bridging artistic and scientific perspectives on observational process and the cognitive aptitudes underpinning it. The project is based on four case studies of experienced artists drawing processes, with quantitative and qualitative data gathered: timing of eye and hand movements, and artists verbal reports. The data sets are analysed with a generative approach, using behavioural and protocol analysis methods to yield comparative models that describe cognitive strategies for drawing. This forms a grounded framework that elucidates the cognitive activities and competences observational process entails. Cognitive psychological theory is consulted to explain the observed behaviours, and the combined evidence is applied to understanding apparent discrepancies in existing accounts of drawing. In addition, the use of verbal reporting methods in drawing studies is evaluated. The study observes how drawing process involves a segregation of activities that enables efficient use of limited and parametrically constrained cognitive resources. Differing drawing strategies are shown to share common key characteristics; including a staged use of selective visual attention, and the capacity to temporarily postpone critical judgement in order to engage fully in periods of direct perception and action. The autonomy and regularity of those activities, demonstrated by the artists studied, indicate that drawing ability entails tacit self-knowledge concerning the cognitive and perceptual capacities described in this thesis. This thesis presents drawing as a skill that involves strategic use of visual deconstruction, comparison, analogical transfer and repetitive cycles of construction, evaluation and revision. I argue that drawing skill acquisition and transfer can be facilitated by the elucidation of these processes. As such, this framework for describing and understanding drawing is offered to those who seek to understand, learn or teach observational practice, and to those who are taking a renewed interest in drawing as a tool for thought.

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11

Kolonias, I. "Cognitive vision systems for video understanding and retrieval". Thesis, University of Surrey, 2007. http://epubs.surrey.ac.uk/843661/.

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This thesis addresses the problem of creating computer vision systems that will facilitate high-level, user-friendly interpretation of an observed scene, and which will be readily adaptable to a wide range of computer vision tasks. Hence, the notion of injecting cognitive capabilities to traditional computer vision systems is central to this work. Initially, the requirements of creating a cognitive vision system will be examined. This will lead us to the conclusion that the two main enabling components for such systems are the following: a unified framework for reasoning in the context of the observed scene; and a multi-layered memory architecture that will aid the reasoning framework in recalling and storing all relevant information about the observed scene. Regarding the apparatus used for reasoning in video sequences, it will be argued that it must be characterised by its ability to be applied at all levels of information processing (from raw input data to high-level abstractions concerning the evolution of the observed scene), support and exploit any combination of spatial and temporal dependencies (i.e. context) present among the input data, and deliver good reasoning performance when applied at any categorical domain. On the other hand, the requirements the reasoning engine sets will be used as a guideline for the design of a memory architecture conducive to the former. Therefore, the latter must be able to handle arbitrary input data types, depending on the scope of the current cognition task. It must also allow for both forward and feedback interaction with the reasoning framework, as contextual information extracted from the observed scene at a later stage may assist the reasoning engine in altering a decision made in previous stages - just like humans do when presented with contradicting evidence. To further emulate the mechanisms that enable human cognition, forgetting processes were also embedded in the memory infrastructure. For this particular feature, different layers of memory storage facilitate forgetting at different speeds; the system forgets raw input and low-level feature data very quickly, whereas high-level concepts about the evolution of the observed scene are retained over relatively long term. Finally, the overall proposed system has been implemented and tested on a real-world application - the annotation of broadcast tennis video sequences. In this sample application, the goal was to create a cognitive vision system that would keep track of the score for the duration of the broadcast match, based on the main components described above. The results obtained from processing a set of sequences captured off-the-air indicate that the overall approach achieves far superior results to simply segmenting the video sequence into shots and analysing each one separately, taken out of the context of the match. This demonstrates that the ability to adapt by discovering and exploiting context is paramount to the efficiency of any future computer vision system, and is, in no small part, a feature that sets biological cognitive vision systems apart from their machine-based counterparts.

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12

Squire, Sarah B. "Young children's understanding of division". Thesis, University of Oxford, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343529.

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13

Leekam, Susan Rosemary. "Children's understanding of intentional falsehood". Thesis, University of Sussex, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.236079.

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14

Burdett, Emily Rachel Reed. "Cognitive developmental foundations of cultural acquisition : children's understanding of other minds". Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:30370354-6c07-4279-81b6-a5666f909b4d.

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Psychological research suggests that children acquire cultural concepts through early developing cognitive mechanisms combined with specific cultural learning. An understudied area of cultural acquisition is children’s understanding of non-human minds, such as God. This thesis gives evidence that young children need not anthropomorphize non-human minds in order to understand them. Instead, children have a general “theory of mind” that is tailored through experience to accommodate the various important minds in their cultural environment. The intuitive default is toward super-attributes, making children naturally inclined or “prepared” to acquire god concepts. Four empirical studies were conducted with 75 British and 66 Israeli preschool-aged children. In Study 1, children participated in an ignorance-based theory-of-mind task and were asked to consider the mental states of human and supernatural agents. Children at all ages attributed correct knowledge to the supernatural agents and ignorance to the human agents. In Study 2, children participated in two perception-based theory-of-mind tasks and were asked to consider the perspective of two super-perceiving animals, God, and two human agents. Three-year-olds attributed knowledge to the animals and God and, by age four, children could distinguish among agents correctly. Also, by age four, children recognized that aging limits the perception of human agents but not God’s. In Study 3, children participated in a memory-based theory-of-mind task in which they were asked to consider the memory of God and differently aged agents Children at all ages responded that God would remember something that the children themselves had forgotten. By age five, children responded that a baby and granddad would have forgotten. These results propose that preschool-aged children regard individual constraints when considering mental states. Study 4 focused on children’s notions of immortality. Cultural differences were found. British children attributed immortality to God before correctly attributing mortality to human agents, and Israeli children attributed immortality to God and mortality to humans more consistently than did British children. Collectively, these studies indicate that children do not have to resort to anthropomorphism to reason about non-human agents but instead have the cognitive capacity to represent other types of minds because of early cognitive capacities. It appears that concepts vary in their degree of fit with early-developing human conceptual systems, and hence, vary in their likelihood of successful cultural transmission.

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15

Batamuriza, Florance, Tobias Berg e Tony Hatami. "Strategic understanding : A qualitative study on similarities and differences in perceptions of strategy". Thesis, Jönköping University, JIBS, Business Administration, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-462.

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In today’s society, strategy becomes more important because of the ever fast changing environment. Companies all around the world set strategies, in order to grow and earn a profit, and wish for them to be implemented the way they were intended to be. Therefore, we believe it is important to investigate individuals’ perceptions of firm strategy.

The purpose of this thesis is therefore to investigate individuals’ perception and understanding of firm strategy, and to see how these perceptions show similarities and differences. Our aim is also to see how cognitive mapping in relation to a strategic model can be helpful both for practitioners and researchers.

Collection of primary data was done by interviewing five employees on different hierarchical levels in Company X that is active in multiple different business areas both in Sweden and abroad. The interviews were later analysed with the help of theories such as cognitive structures and maps, and Whittington’s (2001) generic perspective of strategy. This model recognizes four approaches to strategizing, namely Classical, Evolutionary, Systemic and Processual. The two former ones have a Profit-maximizing outcome, while the latter two are Pluralistic in outcome.

During the analysis we found some similarities and differences. It was found that not all employees, individually or together, could be categorised under one specific approach. It is hypothesized that this could be because of the fact that they are at different levels and positions in the company, but they had similar perception on long-term planning as a firm strategy.

The interviewees in Company X have shown different perceptions when relating to strategy. We come to the conclusion that it is important for managers and strategic decision makers that they understand and take the differences and similarities under consideration when delegating and injecting new strategies into a company. We think this could then help them to enhance an understanding of their own strategic organisation.

Although case studies tend to be subjective, this is pointed out as the main limitation of the methodology. The researchers’ interpretation of the interviews lay as the foundation of the analysis and conclusion, and in order to make the study as objective as possible, clear and relevant selection of theories and literature was used to support the claims made in the thesis.

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16

Grover, Lesley Ann. "Comprehension of the manual pointing gesture in human infants : a developmental study of the cognitive and social-cognitive processes involved in the comprehension of the gesture". Thesis, University of Southampton, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.329150.

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17

Zagami, Jason Anthony. "Seeing is understanding : the effect of visualisation in understanding programming concepts". Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/28482/2/Jason_Zagami_Thesis.pdf.

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How and why visualisations support learning was the subject of this qualitative instrumental collective case study. Five computer programming languages (PHP, Visual Basic, Alice, GameMaker, and RoboLab) supporting differing degrees of visualisation were used as cases to explore the effectiveness of software visualisation to develop fundamental computer programming concepts (sequence, iteration, selection, and modularity). Cognitive theories of visual and auditory processing, cognitive load, and mental models provided a framework in which student cognitive development was tracked and measured by thirty-one 15-17 year old students drawn from a Queensland metropolitan secondary private girls’ school, as active participants in the research. Seventeen findings in three sections increase our understanding of the effects of visualisation on the learning process. The study extended the use of mental model theory to track the learning process, and demonstrated application of student research based metacognitive analysis on individual and peer cognitive development as a means to support research and as an approach to teaching. The findings also forward an explanation for failures in previous software visualisation studies, in particular the study has demonstrated that for the cases examined, where complex concepts are being developed, the mixing of auditory (or text) and visual elements can result in excessive cognitive load and impede learning. This finding provides a framework for selecting the most appropriate instructional programming language based on the cognitive complexity of the concepts under study.

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18

Zagami, Jason Anthony. "Seeing is understanding : the effect of visualisation in understanding programming concepts". Queensland University of Technology, 2008. http://eprints.qut.edu.au/28482/.

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Abstract (sommario):

How and why visualisations support learning was the subject of this qualitative instrumental collective case study. Five computer programming languages (PHP, Visual Basic, Alice, GameMaker, and RoboLab) supporting differing degrees of visualisation were used as cases to explore the effectiveness of software visualisation to develop fundamental computer programming concepts (sequence, iteration, selection, and modularity). Cognitive theories of visual and auditory processing, cognitive load, and mental models provided a framework in which student cognitive development was tracked and measured by thirty-one 15-17 year old students drawn from a Queensland metropolitan secondary private girls’ school, as active participants in the research. Seventeen findings in three sections increase our understanding of the effects of visualisation on the learning process. The study extended the use of mental model theory to track the learning process, and demonstrated application of student research based metacognitive analysis on individual and peer cognitive development as a means to support research and as an approach to teaching. The findings also forward an explanation for failures in previous software visualisation studies, in particular the study has demonstrated that for the cases examined, where complex concepts are being developed, the mixing of auditory (or text) and visual elements can result in excessive cognitive load and impede learning. This finding provides a framework for selecting the most appropriate instructional programming language based on the cognitive complexity of the concepts under study.

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19

Lyons, Claire. "Conceptual understanding of subtraction word problems". Thesis, Queen's University Belfast, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241414.

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20

Powell, Lindsey Jane. "Infants' Understanding of Social Affiliation and Behavioral Conformity". Thesis, Harvard University, 2012. http://dissertations.umi.com/gsas.harvard:10626.

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This dissertation engages in two major hypotheses regarding infants' naïve theory of social relationships. First, it proposes that infants may apply a domain-specific understanding to represent and reason about social groups defined by affiliation amongst their members. Second, it argues that infants may have an understanding of the causal role that behavioral conformity plays in promoting affiliation, and that this understanding may help to determine how infants reason about the coalitional social groups referred to in the first hypothesis. Experiments across three chapters address different aspects of these hypotheses. The experiments in Chapter 2 ask whether infants selectively use coalitional groups to make certain sorts of behavioral inferences, in contrast to the inferences they draw regarding other animate and inanimate categories. The experiments in Chapter 3 investigate the role of similarity of appearance in infants' representations of coalitional groups. Finally, the experiments in Chapter 4 look at how infants evaluate behavioral conformity and what they think it indicates about the attitudes of conformers and their targets. Chapter 5 synthesizes this work and discusses how it might apply to the study of imitation in both developmental and comparative fields.
Psychology

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21

Farsari-Zacharaki, Ioanna. "Understanding sustainable tourism policy : conceptual framework and cognitive mapping". Thesis, University of Surrey, 2006. http://epubs.surrey.ac.uk/937/.

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22

O'Connor, Maureen. "Understanding sensemaking in organisational change : a cognitive mapping approach". Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7164/.

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In this thesis I argue for consideration of an anticipatory level of sensemaking that influences how individuals think about and respond to organisational change. In asking how knowledgeable agents understand an altered environment, I adopt a holistic view of organisational and cognitive sensemaking literatures, to produce a sensemaking template identifying four key relational influences: Equilibration, Intentionality, Temporal Context, and Knowledge Structures. The sensemaking template is used to inform the design of an interpretive study. A single local authority in the West Midlands region of England is the setting for the field research which was working to meet increasing demands for local services against a backdrop of austerity budgets and decreasing resources in 2012-2013. I employ cognitive mapping as part of a multi-method approach to identify previously tacit frames of reference used by research participants in making sense of self-selected episodes of change in the organisation. In arguing that organisational change emerges through the enactment of cognitive agency, I use empirical data to expound on a previously invisible sensemaking process that is complex and nuanced, and which offers methodological, theoretical and analytical contributions to knowledge.

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23

Roiser, Jonathan Paul. "Genetic, neurochemical and cognitive factors in understanding unipolar depression". Thesis, University of Cambridge, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.614897.

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24

Liu, Bei. "A Study on High-Level Cognitive Understanding of Images towards Language". Kyoto University, 2018. http://hdl.handle.net/2433/236004.

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25

Le, Mau Tuan. "Towards understanding facial movements in real life". Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/121827.

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Thesis: Ph. D., Massachusetts Institute of Technology, Department of Brain and Cognitive Sciences, 2019
Cataloged from PDF version of thesis. "Some pages in the original document contain text that runs off the edge of the page. See Appendix A - pages 162-171"--Disclaimer Notice page.
Includes bibliographical references (pages 147-159).
It is commonly assumed that there is a reliable one-to-one mapping between a certain configuration of facial movements and the specific emotional state that is supposedly signals. One common way to test this one-to-one hypothesis is to ask people to deliberately pose the facial configurations that they believe they use to express emotions. Participants are randomly sampled, without concern for their emotional expertise, and are given a single emotion word or a single, brief statement to describe each emotion category. They then deliberately pose the facial configuration that they believe they make when expressing instances of this category. Such studies routinely find that participants from different countries show moderate to strong evidence for a one-to-one mapping between an emotion category and a single facial configuration (its presumed facial expression).
In Study 1, we examined the facial configurations posed by emotion experts - famous actors who were provided with a diverse sample of richly described scenarios, full of context. Participants inferred the emotional meaning of the scenarios, which were then grouped into categories. Systematic coding of the facial poses for each emotion category revealed little evidence for the hypothesis that each category has a diagnostic facial expression. Instead, we observed a high degree of variability among expert's facial poses for any given emotion category, and little specificity for any pose. Furthermore, an unsupervised statistical analysis discovered 29 novel emotion categories with moderately consistent facial poses. In Study 2, participants were asked to infer the emotional meaning of each facial pose when presented alone, or when presented in the context of its eliciting scenario.
In fact, the majority of studies designed to test the one-to-one hypothesis ask people from various cultures to judge posed configurations of facial movements, such as a scowl (the proposed facial expression for anger), a frown (the proposed expression for sadness), and so on, on the assumption that these facial configurations, as universal expressions of emotional states, co-evolved with the ability to recognize and read them. These studies routinely show participants one facial configuration posed by multiple posers for each emotion category and observe variable findings, depending on the experimental method used. Our analyses indicated that participants's inferences about the emotional meaning of the facial poses were influenced more by their eliciting scenarios than by the physical morphology of the facial configurations.
These findings strongly replicate emerging evidence that the emotional meaning of any set of facial movements may be much more variable and context-dependent than hypothesized by the common one-to-one view which continues to influence the public understanding of emotion, and hence education, clinical practice, and applications in government and industry. Although more ecologically valid research on how people actually move their faces to express emotion is urgently needed, doing so was immensely difficult without the right tools that support the process of capturing facial data in real life, automatically processing these data, and finally supporting data verification and analysis. We developed a system of technological tools to support the investigations of facial movements during emotional episodes in naturalistic settings with the use of dynamic and longitudinal facial data. We then collected, pre-processed, verified and analyzed data from Youtube using our newly-developed tools.
In particular, we examined two talk show hosts and presented preliminary insights on the answers to questions that were previously very difficult to investigate.
by Tuan Le Mau.
Ph. D.
Ph.D. Massachusetts Institute of Technology, Department of Brain and Cognitive Sciences

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26

Tully, Laura Magdalen. "Cognitive Control of Emotional Information in Schizophrenia: Understanding the Mechanisms of Social Functioning Impairments". Thesis, Harvard University, 2013. http://dissertations.umi.com/gsas.harvard:11105.

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Social functioning impairments are a core, debilitating, and treatment refractory feature of schizophrenia. The mechanisms contributing to these impairments are unknown. Cognitive control mechanisms, mediated by the lateral prefrontal cortex (LPFC), are known to influence response to interpersonal stressors in healthy individuals, thus impairments in these processes may contribute to social deficits. Deficits in cognitive control and lateral prefrontal abnormalities are well-documented in schizophrenia, but the relationship between these deficits and social interactions has received limited attention in the literature. The current dissertation presents a systematic examination of the contribution of the behavioral and neural mechanisms of cognitive control to social functioning impairments in schizophrenia. Three papers are presented.
Psychology

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27

Breukelaar, Isabella. "Understanding The Brain Networks Underlying Cognition". Thesis, The University of Sydney, 2019. http://hdl.handle.net/2123/21109.

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The advancement of magnetic resonance imaging (MRI) has allowed us to begin to explore how brain regions work collectively in order to produce important functions. The cognitive control network (CCN)—involving the dorsolateral prefrontal cortex, the dorsal parietal cortex and the dorsal anterior cingulate cortex—is associated with the production of goal-directed or “cognitive control” behaviors, which are imperative to our intellectual, social and emotional processes. However, how certain properties of this network directly relate to function is yet to be established. This thesis aimed to use structural and functional MRI to examine how changes in this network over time relate to behavioral change in order to better understand the mechanisms of cognitive control. The first three chapters linked task-related functional activity and connectivity in the CCN, structural development of the CCN and intrinsic connectivity of the CCN and a related network (the default mode network (DMN)), to change in behavioral ability over time in healthy controls. Finally, we examined how CCN and DMN activity may vary in mood disorders in which cognitive control function is impaired. Across all three analyses of the CCN in healthy controls we found change in volume, connectivity and activation of the dorsal parietal node to have a relationship with change in behavior. Additionally, all these relationships were independent of age, introducing the possibility that change in this circuitry is being driven by experience-dependent mechanisms. Finally, we found that failure to suppress the DMN, which is typically down-regulated during cognitive tasks, is a common feature of asymptomatic bipolar and unipolar depressive disorders and could relate to cognitive control dysfunction. This work helps in understanding the neural correlates of cognitive control function and, with future work, could aid in the development of targeted treatments to address cognitive control dysfunction.

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28

Buchanan-Barrow, Eithne. "Children's understanding of political concepts". Thesis, University of Surrey, 1996. http://epubs.surrey.ac.uk/843795/.

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Previous examinations of young children's political cognition have mainly followed a socialization framework, through large-scale surveys of children's developing comprehension of the adult political world as a knowledge-goal. However, this research was formulated in the belief that children's political understanding develops as a consequence of their attempts to comprehend the political realities present in their own social environment. Therefore, as the school represents an important micropolitical context in children's lives, this study investigated their understanding of the system of the school. The empirical work reported in this thesis first presents a broad picture of the developmental trends in children's understanding as they attempt to make sense of the school, with their perceptions of such political concepts as power, authority, rules, roles and decision-making exhibiting differences with age. However, further empirical studies, examining the children's thinking for wider influences, suggested that the children's perceptions of the social environment are subject to a very complex pattern of influences, which are not necessarily the consequences of either age or cognitive differences. There was evidence of contextual effects on children's differentiation of school rules and of links between the children's attitudes and the attitudes of both teachers and parents. More importantly, there were indications that the children's perceptions of school were also subject to influences associated with their social categories, such as socio-economic class, gender and birth order. Given the extent and significance of these influences on the children's thinking which were revealed in this research, it is argued that the development of social cognition in children is much too complex for an interpretation based solely on changing cognitive capacities. It is therefore concluded that this study presents compelling evidence in favour of a social representations perspective on the developmental trends in children's political thinking.

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29

Mosher, Lockwood Kimberly. "Metaphor, music and mind understanding metaphor and its cognitive effect /". Cincinnati, Ohio : University of Cincinnati, 2005. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1116947187.

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30

Fernández, Tena Carles. "Understanding Image Sequences: the Role of Ontologies in Cognitive Vision". Doctoral thesis, Universitat Autònoma de Barcelona, 2010. http://hdl.handle.net/10803/5796.

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Abstract (sommario):

La gran importància i omnipresència de la informació digital ha posicionat el vídeo com a vehicle preferent per a transmetre informació, i ha donat lloc a un espectacular creixement en la generació de multimèdia a les xarxes socials i de material de vídeo vigilància. Aquesta situació exigeix tot un seguit de necessitats tecnològiques que han motivat moltes iniciatives de recerca per la millora en la comprensió automàtica del contingut en seqüències de vídeo. Com a resposta, la recerca en sistemes de visió cognitiva estudia sistemes capaços de reconèixer esdeveniments complexos i adaptar-se a diferents tipus d'entorn, tot i fent servir coneixement de diversa naturalesa.
En aquesta tesi ens proposem reconèixer i descriure el contingut de diferents situacions observades en seqüències de vídeo de diferents dominis, i comunicar la informació resultant a usuaris externs per mitjà d'interfícies d'interacció home-màquina avançades. Aquest problema s'aborda mitjançant el disseny dels mòduls d'alt nivell d'un sistema de visió cognitiva que empra models ontològics.
Concretament, ens proposem: (i) fer que el sistema s'adapti a diferents escenaris dins del domini urbà, i aprengui automàticament les característiques semàntiques de les regions que hi apareixen (carretera, vorera, pas de vianants, zones d'espera, pàrquings); (ii) que raoni sobre informació incerta, incompleta o imprecisa, tant de tipus visual (càmeres) com de tipus lingüístic (usuaris); (iii) que generi interpretacions sensates d'esdeveniments complexes a partir de l'anàlisi de dades espai-temps més bàsiques; (iv) que disposi d'interfícies de comunicació natural que puguin solventar les necessitats dels usuaris; i finalment, (v) trobar mecanismes que ens facilitin el disseny, manteniment i extensió dels models implicats, i formes de combinar sinèrgicament totes les tasques descrites en un únic sistema funcional.
Per tal d'avaluar de forma intel·ligent continguts de vídeo és necessari adoptar tècniques avançades de manipulació de la informació. La nostra aproximació opta per seguir els principis dels sistemes de visió cognitiva. Per a fer-ho, utilitzem processos d'aprenentatge basats en inferència sobre models gràfics de Markov per a l'identificació de regions semàntiques en diferents escenaris; conceptualització d'informació provinent de sistemes de seguiment per tal d'obtenir conceptes atòmics en lògica difusa, raonadors que extreuen inferències de combinacions d'aquests conceptes, i arbres de grafs de situació (SGTs) per a interpretar automàticament el contingut de vídeos; processos de pàrsing basats en representació del discurs i semàntica cognitiva per a implementar mòduls de comunicació lingüística, tant per a la generació de frases a partir de predicats com de la comprensió de frases d'usuari per part del sistema; i tècniques de síntesi o augmentació d'escenes per a simulació i representació d'entorns virtuals o augmentats. Adicionalment, demostrem que l'ús d'ontologies per a organitzar, centralitzar, connectar i reutilitzar coneixement és un factor clau a l'hora de materialitzar els nostres objectius.
Els avantatges del sistema descrit es demostren amb un conjunt d'aplicacions que beneficien principalment el camp de la video vigilància, com ara: generació automàtica de descripcions en diverses llengües sobre el contingut de seqüències de vídeo; filtrat i resum d'aquests texts d'acord amb els seus continguts; interfícies de diàleg amb l'usuari que li permetin fer consultes i navegar pels continguts dels vídeos; aprenentatge automàtic de les regions semàntiques presents a un escenari; i eines per a avaluar el funcionament de diferents components i models del sistema, fent servir tècniques de simulació de comportaments i realitat augmentada.
The increasing ubiquitousness of digital information in our daily lives has positioned video as a favored information vehicle, and given rise to an astonishing generation of social media and surveillance footage. This raises a series of technological demands for automatic video understanding and management, which together with the compromising attentional limitations of human operators, have motivated the research community to guide its steps towards a better attainment of such capabilities. As a result, current trends on cognitive vision promise to recognize complex events and self-adapt to different environments, while managing and integrating several types of knowledge. Future directions suggest to reinforce the multi-modal fusion of information sources and the communication with end-users.
In this thesis we tackle the problem of recognizing and describing meaningful events in video sequences from different domains, and communicating the resulting knowledge to end-users by means of advanced interfaces for human-computer interaction. This problem is addressed by designing the high-level modules of a cognitive vision framework exploiting ontological knowledge. Ontologies allow us to define the relevant concepts in a domain and the relationships among them; we prove that the use of ontologies to organize, centralize, link, and reuse different types of knowledge is a key factor in the materialization of our objectives.
The proposed framework contributes to: (i) automatically learn the characteristics of different scenarios in a domain; (ii) reason about uncertain, incomplete, or vague information from visual (camera's) or linguistic (end-user's) inputs; (iii) derive plausible interpretations of complex events from basic spatiotemporal developments; (iv) facilitate natural interfaces that adapt to the needs of end-users, and allow them to communicate efficiently with the system at different levels of interaction; and finally, (v) find mechanisms to guide modeling processes, maintain and extend the resulting models, and to exploit multimodal resources synergically to enhance the former tasks.
We describe a holistic methodology to achieve these goals. First, the use of prior taxonomical knowledge is proved useful to guide MAP-MRF inference processes in the automatic identification of semantic regions, with independence of a particular scenario. Towards the recognition of complex video events, we combine fuzzy metric-temporal reasoning with SGTs, thus assessing high-level interpretations from spatiotemporal data. Here, ontological resources like T-Boxes, onomasticons, or factual databases become useful to derive video indexing and retrieval capabilities, and also to forward highlighted content to smart user interfaces. There, we explore the application of ontologies to discourse analysis and cognitive linguistic principles, or scene augmentation techniques towards advanced communication by means of natural language dialogs and synthetic visualizations. Ontologies become fundamental to coordinate, adapt, and reuse the different modules in the system.
The suitability of our ontological framework is demonstrated by a series of applications that especially benefit the field of smart video surveillance, viz. automatic generation of linguistic reports about the content of video sequences in multiple natural languages; content-based filtering and summarization of these reports; dialogue-based interfaces to query and browse video contents; automatic learning of semantic regions in a scenario; and tools to evaluate the performance of components and models in the system, via simulation and augmented reality.

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31

Fisher, Joanne Dorothy. "A social cognitive approach to understanding the person pet relationship". Thesis, University of Warwick, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246790.

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32

Vargas, Gregory G. "A cognitive categorization-based approach for understanding identity representation online". Thesis, Massachusetts Institute of Technology, 2011. http://hdl.handle.net/1721.1/76994.

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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2011.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 99-100).
Computationally representing social identities using social networking profiles traditionally involves the reduction of identities to fit into simplistic categories such as "friends." In contrast, this thesis proposes that the data structures underlying user identities can be algorithmically processed and interpreted in ways that assist in understanding more nuanced aspects of identity such as "subculture" or"personality" Building upon an interdisciplinary computational identity model developed by Fox Harrell in his NSF-supported Advanced Identity Representation Project, this thesis proposes an algorithm based on theories of cognitive categorization[6, 7] to reveal implicit categories in computational identity systems. The algorithm has been applied to social networking site Facebook and a suite of graphical user interfaces was developed to enable users to explore individual and group identities. In a qualitative study, we found that most of the generated categories coherently represented social groups and would be useful for applications such as expressing the groups' collective identities.
by Gregory G. Vargas.
M.Eng.

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33

LOCKWOOD, KIMBERLY MOSHER. "METAPHOR, MUSIC AND MIND: UNDERSTANDING METAPHOR AND ITS COGNITIVE EFFECT". University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1116947187.

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34

Price, Sara Janet. "Diagram representation : the cognitive basis for understanding animation in education". Thesis, University of Sussex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393212.

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35

Sanchez-Davies, Jennifer. "Understanding characters : a cognitive stylistics of the communication of experience". Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/41210/.

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Over the last decade, research in characterisation has proliferated in (cognitive) stylistics, with investigations exploring the different avenues concerning the conceptualisation and presentation of fictional characters. There is a wealth of theoretical work on the definition of character, yet a weakness lies in the lack of unification of this information into a systematic method of analysis that can holistically represent characters as the unique individuals they are. This thesis sets to fill this hiatus by developing an adaptable, strategic method of analysis to comprehensively represent characters. Beneath fictional characters’ familiar and recognisable exteriors, is an interconnected network of linguistic strategies that encode their identities and situate them in the storyworld. To successfully account for this, I argue that a working knowledge of the different levels involved in communicating character—from the atomistic textual level to macro storyworld level—as well as the reader’s perceptual and cognitive capacities is required. To grasp these different facets, I dovetail their key components in conjunction with reader response data to develop a Character Tracking Model (CTM). Drawing on corpus stylistic techniques, the CTM is designed to render the storyworld spatiotemporally and mentally track characters throughout the narrative, allowing it to reveal the fundamental elements that are the impetus behind character portrayal. To demonstrate the CTM’s potential and flexibility, it is deployed in an analysis of Gavin Extence’s novel The Universe Versus Alex Woods wherein the protagonist experiences an epileptic seizure. I highlight the subtle linguistic patterns and textual cues that communicate the character’s highly subjective seizure experience. I further use the case study to signal how cognitive stylistics can productively be used as a rich resource for exploring the experiences of epileptic seizures; something which has not yet been addressed by cognitive stylistics or in epilepsy research, but has the potential for positive impact in the public health sector. Overall, this thesis presents an integrative application of cognitive stylistics, examining both character and reader to propose a universal way of approaching characters.

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36

Warren, Tessa Cartwright 1974. "Understanding the role of referential processing in sentence complexity". Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/8187.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Brain and Cognitive Sciences, 2001.
Includes bibliographical references (p. 123-128).
Language comprehension requires syntactic, semantic and pragmatic processing. The work presented in this thesis clarifies the role that the resource demands of syntactic and referential processing play in sentence complexity. Results are interpreted within the framework of the Dependency Locality Theory (Gibson, 1998), which provides a hypothesis about how computational resources constrain the process of sentence comprehension. These new results support and further develop the DLT's discourse-based distance metric for computing locality. The experiments presented here were designed to investigate the referential processing load imposed by relating noun phrase (NP) anaphors to their antecedents and to discover the ramifications of increased referential processing load on behavioral measures of language comprehension. Four questionnaire experiments tested the intuitive complexity of doubly nested sentences containing NPs that were differently referentially accessible. These experiments demonstrated that sentences with structural dependencies crossing less accessible referents are judged more difficult than sentences with structural dependencies crossing more accessible referents. They also showed that referential accessibility manipulations had a negligible effect on intuitive complexity in positions that did not interrupt long distance structural dependencies.
(cont.) Five self-paced word-by-word reading experiments elucidated the time course of the complexity ramifications of increased referential processing. Each of these experiments showed that when less accessible referents interrupted long distance structural dependencies, reading times slowed more at the completion of the structural dependency than at the referent itself. From the results of these experiments it is argued that performing referential processing during an incomplete structural dependency makes accessing the representation of the beginning of the dependency more difficult at the dependency's completion. This finding is important to the development of the DLT, expanding it to take both referential and syntactic processing into account when predicting complexity effects. This work also provides new evidence about the relative processing loads incurred by multiple referential processes, new evidence concerning the mechanisms underlying referent accessibility and new evidence about the allocation of resources to different subprocesses of the human language comprehension system.
by Tessa Cartwright Warren.
Ph.D.

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37

Roberts, Rose M. 1971. "Pruning the right branch : working memory and understanding sentences". Thesis, Massachusetts Institute of Technology, 1998. http://hdl.handle.net/1721.1/47888.

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Thesis (Ph.D.)--Massachusetts Institute of Technology, Dept. of Brain and Cognitive Sciences, 1998.
Includes bibliographical references (p. 115-122).
An experiment was conducted to determine whether tests used to assess working memory in different disciplines (neuroimaging, psycholinguistics, neuropsychology) are highly correlated, and thus whether they are equivalent measures of a unitary underlying function. Scores on the different tests (N-back, reading span, backward digit span) did not correlate highly, and were predicted by measures of different hypothesized components of working memory. These results indicate that working memory is best conceived of as a system of multiple, interacting components that contribute to different aspects of task performance, rather than as a single, unified resource, and that currently popular tests of working memory cannot be used interchangeably to measure working memory. A second experiment was conducted to examine the relation between sentence memory and working memory, and to determine whether memory for sentences is a function of the number of clauses in the sentence, or the number of new discourse referents. Subjects heard sentences of different lengths (2 - 5 clauses) and structures (relative clause, sentential complement, double object). Double object sentences contained one additional discourse referent per clause than the other two sentence types.
(cont.) If new discourse referents are the units of sentence memory, performance should be worse on double object sentences. If clauses are the unit of sentence memory, accuracy should be the same for all three sentence types. There were no reliable differences between double object sentences and the other two sentences types, indicating the clauses are the units of sentence memory. Subjects recalled 2-clause sentences highly accurately, and recalled 4-clause and 5-clause sentences poorly. There were large individual differences in the recall of 3-clause sentences. Over half of this variance was accounted for by individual differences in working memory. Measures of two hypothesized working memory components, the central executive and the short-term store, each accounted for independent variance in the sentence memory score.
by Rose M. Roberts.
Ph.D.

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38

Braunschweig, Brandt Benedict. "Measuring shared understanding in software design teams". Thesis, University of Maryland, Baltimore County, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10118999.

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Abstract (sommario):

Background: Software engineering teams must have a shared understanding of the system design in order to work independently but successfully integrate their code. These issues of understanding are important to project success but difficult to investigate with current approaches. Current techniques for investigating shared understanding, such as interviews or questionnaires, are limited by the difficulty of team members to externalize knowledge relevant to shared understanding.

Aims: This research has two goals. The first goal is to identify and validate a measure of shared understanding that researchers can use to investigate issues of shared understanding in software design. The second goal is to evaluate the potential for this measure to be used by practitioners to improve the software design process.

Method: A measure of shared understanding was developed by adapting an approach from the Team Mental Models literature. Five student teams and two industrial teams were recruited to evaluate the measure empirically. The validity of the measure, the significance of the differences in understanding found, and the applicability for design process improvement were investigated using qualitative techniques, including group interviews, observation, and questionnaires.

Results: When ranked by the measure of shared understanding, high ranking design concepts were generally, but not consistently, found to be associated with greater similarity of understanding than low ranking concepts. This supports a finding that the measure is valid, but imprecise. Although no specific misunderstandings were identified within the team, some team members found the discussion, guided by the measured differences, valuable for improving shared understanding generally.

Conclusions: The results support the use of the measure as a tool to investigate shared understanding so long as consideration is given to its limitations. It is premature for practitioners to use the measure to improve the design process. The results are based on only two industrial teams without a history of failures related to shared understanding. Future research should re-evaluate the measurement in different contexts. Guidance is given for additional research to refine the measurement.

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Saphira, Miriam Edna. "Children's understanding of sexual orientation". Thesis, University of Auckland, 1990. http://hdl.handle.net/2292/2043.

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In 1989 New Zealand is considering legislation which will make discrimination against lesbians, transexuals and gay men illegal. To increase children's understanding of sexual orientations educators need to have some knowledge of what children already understand and how children use their information. The three studies address this issue in spite of the difficulties in obtaining permission to ask children about homosexuality. A homophobia questionnaire was administered to 290 first year psychology students. They were also asked to recall their childhood feelings about gay people when they first met a homosexual and first understood the concept of homosexuality. Older women were the least homophobic. A second study was carried out with 5, 7, and 11 year old children in three schools with a family discrimination task. A third of the 11 year olds could label the couples of the same sex as gay, homosexual or lesbian and gave more positive items to the two-parent families. A third study involved 31 children from two-parent families and 32 from lesbian families. Out of the 63 six to ten year olds, 27 could define 'homosexual' and 'gay' and 37 could define lesbian. Twenty could use a strategy to recognise a lesbian. Although social discrimination against non-heterosexual orientations placed some constraints on this research, it yielded preliminary evidence for the emergence of children's understanding of sexual orientations between 7 and 11 years of age.

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40

Rayner, J. Kate. "Clients' experience and understanding of change processes in cognitive analytic therapy". Thesis, University of Sheffield, 2005. http://etheses.whiterose.ac.uk/6073/.

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SECTION 1: LITERATURE REVIEW This paper reviews the qualitative literature exploring the experience of individual psychotherapy and counselling from the client's perspective. It considers the client's experience in three broad phases: pre-therapy feelings on becoming a client, the middle phase of therapy and the ending of therapy. It provides an updated synthesis of the available literature and presents a critique of that literature. The review demonstrates the rich diversity of experiences that are uncovered when exploring therapy from the clients' perspective. SECTION 11: RESEARCH REPORT This paper reports the findings of a qualitative study exploring clients' experiences and understanding of change processes in Cognitive Analytic Therapy (CAT). Using grounded theory methodology the study utilised a three stage design to develop a 'bottom up' theoretical model allowing for constant member validation. Within this process, a total of 15 end of therapy interviews were conducted with nine clients who had received a course of individual CAT. The core conceptual framework, 'doing with' emerged from the analysis and was conceptualised to represent clients' subjective experience of CAT. This framework subsumed four main inter-related themes each interacting and influencing the other; 'being with the therapist', 'keeping it real', 'understanding and feeling' and 'CAT tools'. SECTION III: CRITICAL APPRAISAL The first part of this paper presents a synopsis, with personal reflections, of the research process from its origins to write up. The second part discusses the main learning experiences gained from the study.

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41

Rabe, Matthew Richard. "Understanding the effect of cognitive reference frames on unmanned aircraft operations". Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/107048.

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Abstract (sommario):

Thesis: Ph. D., Massachusetts Institute of Technology, Department of Aeronautics and Astronautics, 2016.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 191-200).
As an ever-greater share of our national military airborne resources transition from manned to unmanned aircraft (UA) the issues associated with unmanned aircraft operations become more and more important. This study seeks to understand the difficulties associated with controlling both the unmanned aircraft and an onboard video sensor. Traditional unmanned aircraft involve multiple operators controlling multiple control displays that are often oriented on misaligned reference frames. One example unmanned aircraft mission includes a target described on a north-up reference frame, such as a map. The pilot plans a flight path, to this target, on a north-up map, but controls the aircraft along that flight path using an aircraft-view reference frame that offers a forward-looking cockpit view. Finally, the sensor operator controls the sensor to point at the target area using a sensor-view reference frame that offers a sensor viewfinder perspective. Any unmanned aircraft operator or team of operators is required to manage tasks across these multiple reference frames (north-up, aircraft-view, and sensor-view). This study investigated several display design techniques that had the potential to reduce the cognitive burden associated with correlating information from multiple reference frames. Orientation aids, reference frame alignment, display integration, and reduced display redundancy were all evaluated with human subject simulator experiments. During four separate experiments, a total of 80 subjects were asked to complete a series of representative unmanned aircraft operational tasks involving target acquisition, imagery orientation, target tracking, and flight path control. A simulator was developed to support this effort and allow for modification of display characteristics. Over all four experiments the reference frame alignment technique reduced basic orientation time and improved target acquisition time along with other performance and workload measures. The currently accepted practice of placing an orientation aid, such as a north arrow, on the displayed sensor video was only significant on the basic imagery orientation task and did not have a significant impact on the more involved target acquisition task. This research introduced a potential benefit of reference frame alignment on unmanned aircraft operations.
by Matthew Richard Rabe.
Ph. D.

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42

Heffernan, Paul Bernard. "A cognitive approach to understanding the growth of technology-based firms". Thesis, University of Cambridge, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.615266.

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43

Longworth, Catherine Elaine. "Understanding the regular past tense in English : a cognitive neuroscience approach". Thesis, University of Cambridge, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.619663.

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44

Slawinska, Malgorzata. "Affective responses to exercise : understanding changes in perceptual and cognitive processes". Thesis, Northumbria University, 2017. http://nrl.northumbria.ac.uk/36133/.

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The severe health implications associated with physical inactivity highlight the need for research aiming to elucidate mechanisms underlying individuals’ experience of exercise. Affective responses to exercise have been identified as a central factor shaping exercise behaviour (Ekkekakis, 2003; Kwan & Bryan, 2010; Williams, et al., 2008). Research identifies that external and internal factors influence affective evaluations of exercise. One external factor influencing the evaluation of affective responses is the environmental stimuli comprising the exercise setting (Antoniewicz & Brand, 2014; DaSilva, et al., 2011). Therefore, study one examined the influence of environmental cues on affective and cognitive responses to exercise in an ecologically valid setting. Results revealed significant interactions between environmental cues and affect, and motivation; this suggests that intra-individual processes may influence exercise behaviour. The thesis subsequently investigated internal processes that influence affective evaluations of exercise; in particular, processes underlying the recall of affective experience (Kahneman, et al., 1993). Study two examined individuals’ recall of exercise related affect over a period of two weeks using a randomised control crossover design. Results indicated that exercise related affect fluctuated over the two-week period with a significant drop at 24 hours post low-to-moderate and high intensity exercise trials. Additionally, recalled affect better predicted anticipatory feelings than affect recorded during exercise. The study also found partial support for the peak and end rule particularly for the high intensity exercise. Extending study two’s findings, study three explored the recall of exercise related affect and anticipatory feelings using an experimental design with a self-paced exercise protocol. The study revealed significant changes across postexercise recall with follow-up measures at 8 and 24 hours indicating a substantial decline in affect. Overall findings revealed that contextual factors promote positive affect when aligned with one’s goals; however discordant contextual cues and goals can thwart positive affective responses. Further, recall of affective experiences of exercise dynamically change over time and recalled affect can predict anticipatory feelings of exercise. Lastly, all studies’ findings emphasise on the imperative role of idiographic analysis in research on affective responses to exercise.

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Hasan, Nadia T. "Understanding Women's Leadership Interests and Goals Using Social Cognitive Career Theory". University of Akron / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=akron1302706677.

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46

Portenstein, Pamela Mae. "BREAKING BREAD, SHAPING UNDERSTANDING: THE ECO-FOOD COMMUNITY AS COGNITIVE SYSTEM". CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/184.

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In this thesis I employ insights from Conversation Analysis and Embodied Cognition Theory to examine the discursive practices of a group of interactants who operate in what I describe as a group cognitive system. While studies on embodied cognition have been done on both individuals and groups involved in various concrete physical tasks and situated cognition studies have been done on many types of socially situated conversations, my aim is to combine these two theoretical frameworks to observe people’s embodied interactions in informal everyday conversation as they engage in ongoing learning processes. My research question revolves around understanding how the group’s shared cognition unfolds and how new paradigms of thought and purpose are generated in the process of their interactional practices. I employ Conversation Analysis methodology in the collection and analysis of data with attention on how learners interact with each other and their environment via verbal communication. In addition, I focus on non-verbal embodied actions as they function to form a cognitive system where new realities are mentally simulated and brought to materiality via information feedback loops.

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47

Gallay, Lillian Hemingway. "Understanding and Treating Creative Block in Professional Artists". Thesis, Alliant International University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3567547.

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Abstract (sommario):

This project provides a broad exploration of factors that can enhance or inhibit creative performance in professional artists, including writers, visual artists, and musicians. Potential causes of the difficulties creative clients contend with are surveyed, as well as a range of interventions to address them. The first section reviews six major factors that can impact artistic creativity (also called Big C or eminent creativity) both positively and negatively, including the relatively stable and enduring factors of artists’ personality traits, cognitive makeup, and psychopathology. This section also reviews more malleable elements of creativity that the therapist may be able to affect directly, namely, motivational orientation, mood, and environmental influences. The second section is an investigation of creative block: its antecedents, phenomenology, and proposed classifications of different types of block. The final section focuses on interventions to facilitate creative performance in artists, both those who are suffering from artist block and those who are seeking to boost their creative achievement more generally. Interventions reviewed include cognitive-behavioral, Gestalt, psychodynamic, meditative, and compassion-focused approaches. In addition, field interviews conducted with psychologists with expertise in the clinical treatment of professional artists are summarized. The project concludes with a discussion of possible reasons for the scarcity of empirical literature on the subject of creative block and potential avenues of exploration for future research.

Keywords: Arts, artists, musicians, writers, creativity, psychotherapy, self-compassion, perfectionism, self criticism.

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48

Chien, Sharon. "Understanding Anger through the Framework of Experiential Avoidance". Thesis, The Chicago School of Professional Psychology, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3643923.

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Abstract (sommario):

This study examined the application of experiential avoidance to understanding anger, a universal emotion that is not presently well-understood despite its pervasiveness in both clinical symptomatology and general experience. Theories including the anger avoidance model (Gardner & Moore, 2008) and the cognitive-neoassociationistic perspective (Berkowitz, 1983) proposed that anger is related to avoidant behaviors and lack of control. Experiential avoidance (EA), a concept introduced in Relational Frame Theory (Hayes, 2004b), describes the avoidance of unpleasant thoughts and negative emotional experiences. Historically, EA has primarily been used to examine anxiety, but may also present a valuable theoretical approach to other emotional experiences, including anger.

To clarify the link between experiential avoidance and anger, correlations between subjects' scores on subtypes of anger and levels of experiential avoidance were examined. A non-clinical sample of 215 graduate students completed the State-Trait Anger Expression Inventory-2 (STAXI-2) and the Acceptance and Action Questionnaire-II (AAQ-II). Scores were analyzed for correlations between levels of experiential avoidance and types of anger experiences. Results suggest that experiential avoidance is related to higher levels of trait anger, increased inward expressions of anger, and decreased control over anger experiences. Implications for research, theory, and clinical approaches to anger and aggression are discussed.

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49

Kneeland, Cara M. "Understanding human decision making with automation using Systems Factorial Technology". Wright State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=wright1629457229414758.

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50

Kliegr, Tomas. "Effect of cognitive biases on human understanding of rule-based machine learning models". Thesis, Queen Mary, University of London, 2017. http://qmro.qmul.ac.uk/xmlui/handle/123456789/31851.

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Abstract (sommario):

This thesis investigates to what extent do cognitive biases a ect human understanding of interpretable machine learning models, in particular of rules discovered from data. Twenty cognitive biases (illusions, e ects) are analysed in detail, including identi cation of possibly e ective debiasing techniques that can be adopted by designers of machine learning algorithms and software. This qualitative research is complemented by multiple experiments aimed to verify, whether, and to what extent, do selected cognitive biases in uence human understanding of actual rule learning results. Two experiments were performed, one focused on eliciting plausibility judgments for pairs of inductively learned rules, second experiment involved replication of the Linda experiment with crowdsourcing and two of its modi cations. Altogether nearly 3.000 human judgments were collected. We obtained empirical evidence for the insensitivity to sample size e ect. There is also limited evidence for the disjunction fallacy, misunderstanding of and , weak evidence e ect and availability heuristic. While there seems no universal approach for eliminating all the identi ed cognitive biases, it follows from our analysis that the e ect of many biases can be ameliorated by making rule-based models more concise. To this end, in the second part of thesis we propose a novel machine learning framework which postprocesses rules on the output of the seminal association rule classi cation algorithm CBA [Liu et al, 1998]. The framework uses original undiscretized numerical attributes to optimize the discovered association rules, re ning the boundaries of literals in the antecedent of the rules produced by CBA. Some rules as well as literals from the rules can consequently be removed, which makes the resulting classi er smaller. Benchmark of our approach on 22 UCI datasets shows average 53% decrease in the total size of the model as measured by the total number of conditions in all rules. Model accuracy remains on the same level as for CBA.

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Tesi sul tema "Cognitive understanding"

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