Gotowe bibliografie tematyczne / Fundamental cognitive processes

Gotowa bibliografia na temat „Fundamental cognitive processes”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 1 lutego 2022

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Artykuły w czasopismach na temat "Fundamental cognitive processes"

McLaughlin, Anne Collins, i Vicky E. Byrne. "A Fundamental Cognitive Taxonomy for Cognition Aids". Human Factors: The Journal of the Human Factors and Ergonomics Society 62, nr 6 (21.05.2020): 865–73. http://dx.doi.org/10.1177/0018720820920099.

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Objective This study aimed to organize the literature on cognitive aids to allow comparison of findings across studies and link the applied work of aid development to psychological constructs and theories of cognition. Background Numerous taxonomies have been developed, all of which label cognitive aids via their surface characteristics. This complicates integration of the literature, as a type of aid, such as a checklist, can provide many different forms of support (cf. prospective memory for steps and decision support for alternative diagnoses). Method In this synthesis of the literature, we address the disparate findings and organize them at their most basic level: Which cognitive processes does the aid need to support? Which processes do they support? Such processes include attention, perception, decision making, memory, and declarative knowledge. Results Cognitive aids can be classified into the processes they support. Some studies focused on how an aid supports the cognitive processes demanded by the task (aid function). Other studies focused on supporting the processes needed to utilize the aid (aid usability). Conclusion Classifying cognitive aids according to the processes they support allows comparison across studies in the literature and a formalized way of planning the design of new cognitive aids. Once the literature is organized, theory-based guidelines and applied examples can be used by cognitive aid researchers and designers. Application Aids can be designed according to the cognitive processes they need to support. Designers can be clear about their focus, either examining how to support specific cognitive processes or improving the usability of the aid.

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Patil, Anuya, i Katherine Duncan. "Lingering Cognitive States Shape Fundamental Mnemonic Abilities". Psychological Science 29, nr 1 (8.11.2017): 45–55. http://dx.doi.org/10.1177/0956797617728592.

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Why are people sometimes able to recall associations in exquisite detail while at other times left frustrated by the deficiencies of memory? Although this apparent fickleness of memory has been extensively studied by investigating factors that build strong memory traces, researchers know less about whether memory success also depends on cognitive states that are in place when a cue is encountered. Motivating this possibility, neurocomputational models propose that the hippocampus’s capacity to support associative recollection (pattern completion) is biased by persistent neurochemical states, which can be elicited by exposure to familiarity and novelty. We investigated these models’ behavioral implications by assessing how recent familiarity influences different memory-retrieval processes. We found that recent familiarity selectively benefitted associative memory (Experiment 1) and that this effect decayed over seconds (Experiment 2), consistent with the timescale of hippocampal neuromodulation. Thus, we show that basic memory computations can be shaped by a subtle, biologically motivated manipulation.

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Troncoso, Leandro Dri Manfiolete, Sandra Soledad Troncoso Robles Dri Manfiolete i Sergio Alejandro Toro-Arévalo. "Procesos educativos vivenciados en la práctica social mecánica de bicicleta (Educational processes experienced in the social mechanical bicycle practice)". Retos, nr 38 (11.12.2019): 102–8. http://dx.doi.org/10.47197/retos.v38i38.74280.

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El objetivo de esa investigación es comprender los procesos educativos vivenciados en la práctica social mecánica de bicicleta. Fue empleado el abordaje fenomenológico epistémico 4E Cognition de los procesos cognitivos encarnados, situados, extendidos y enactivos. Para los procedimientos metodológicos, entrevistamos seis mecánicos de bicicleta latinoamericanos teniendo como criterios de inclusión el trabajo formal o informal con mecánica de bicicleta, la experiencia con ciclismo utilitario, deportivo o recreativo y acciones político-pedagógicas cicloactivistas. En el análisis discursivo, emergieran las unidades de significado: a) Enseñanza-aprendizaje laboral; b) Influencia tecnológica en el ciclismo; c) Salud y cuidado al pedalear que sustentan la categoría general “Mecánica de bicicleta como proceso cognitivo-educativo”. Consideramos la práctica social mecánica de bicicleta fundamental para el fenómeno bicicultura con efectos directos a la realidad ciudadana con la promoción de procesos educativos para la movilidad urbana. Abstract: The objective of this research is to understand educational processes experienced in the social mechanical practice of bicycle. The 4E Cognition phenomenological epistemic approach, which focuses on embodied, situated, extended, and enactive cognitive processes. As a methodological procedure, six Latin-Americans bicycle mechanics were interviewed. Inclusion/exclusion criteria were as follows: previous formal or informal work in bicycle mechanics, experience with utilitarian, sport, or recreational cycling, and cycloactivist political-pedagogical actions. In the analysis of the discourse, the following units of meaning emerged: a) Work teaching-learning; b) Technological influences on cycling; c) Health and care when pedaling; these units form the general category "Bicycle mechanics as a cognitive-educational process". We consider social mechanical bicycle practice as a fundamental bicycle culture phenomenon having direct effects on citizen's life as it promotes educational processes for urban mobility.

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Newton, Olivia B., Stephen M. Fiore i Joseph J. LaViola. "An External Cognition Framework for Visualizing Uncertainty in Support of Situation Awareness". Proceedings of the Human Factors and Ergonomics Society Annual Meeting 61, nr 1 (wrzesień 2017): 1198–202. http://dx.doi.org/10.1177/1541931213601782.

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This paper discusses an approach for the development of visualizations intended to support cognitive processes deemed fundamental in the maintenance of Situation Awareness under conditions of uncertainty. We integrate ideas on external cognition from the cognitive sciences with methods for interactive visualization to help cognitive engineering examine how visualizations, and interacting with them, alter cognitive processing and decision-making. From this, we illustrate how designers and researchers can study principled variations in visualizations of uncertainty drawing from extended and enactive cognition theory.

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Sousa, Francisco Alencar de, Vivaldo Medeiros Santos, Amanda Juliane da Silva Branco, Carmen Regina de Souza Franco, Luciana Takahashi Carvalho Ribeiro, Rogério Santos da Silva Nogueira, João Rafael Ferraz i in. "Radiologia e ciência cognitiva: os avanços tecnológicos e a neurociência". Revista Remecs - Revista Multidisciplinar de Estudos Científicos em Saúde 3, nr 5 (30.12.2018): 43. http://dx.doi.org/10.24281/reremecs2526-2874.2018.3.5.43-53.

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O presente artigo é uma tentativa de reflexão sobre a relevância da radiologia no processo de transformação nos estudos das ciências cognitivas, a partir da segunda metade do século XIX. Desta forma, procurou-se explorar os procedimentos produzidos pela tecnologia de mapeamento do cérebro, como sendo fator fundamental no entendimento de como são as funções cerebrais e como o cérebro aprende. Para esta reflexão, o objetivo é trazer os processos de desenvolvimento técnico e teórico de equipamentos da radiologia que foram capazes de contribuir para os estudos das ciências cognitivas. Partiu-se da hipótese de que só a partir do desenvolvimento da área de radiologia que foi possível o avanço nos estudos das funções do cérebro. Espera-se que tais reflexões abram caminhos para novas pesquisas que pretendem explicar aptidões mentais como a linguagem, a memória e análises mais profundas, para descrever como os processos neuropsicológicos produzem o estado cognitivo.Descritores: Radiologia, Ciência Cognitiva, Tecnologia, Cérebro. Radiology and Cognitive Science: technological Advances and neuroscienceAbstract: The present article is an attempt to reflect on the relevance of radiology in the process of transformation in the studies of cognitive sciences, from the second half of the XIX century. In this way, we tried to explore the procedures produced by brain mapping technology, as a fundamental factor in understanding how brain functions are and how the brain learns. For this reflection, the objective is to bring the processes of technical and theoretical development of radiology equipment that were able to contribute to the studies of the cognitive sciences. It was hypothesized that only from the development of the radiology area that it was possible to advance in the studies of brain functions. It is hoped that such reflections will open the way to new research that seeks to explain mental abilities such as language, memory and deeper analysis to describe how neuropsychological processes produce cognitive status.Descriptors: Radiology, Cognitive Science, Technology, Brain. Radiología y ciencia cognitiva: avances tecnológicos y neurocienciaResumen: El presente artículo es un intento de reflexión sobre la relevancia de la radiología en el proceso de transformación en los estudios de las ciencias cognitivas, a partir de la segunda mitad del siglo XIX. De esta forma, se buscó explorar los procedimientos producidos por la tecnología de mapeo del cerebro, como siendo factor fundamental en el entendimiento de cómo son las funciones cerebrales y cómo el cerebro aprende. Para esta reflexión, el objetivo es traer los procesos de desarrollo técnico y teórico de equipos de radiología que fueron capaces de contribuir a los estudios de las ciencias cognitivas. Se partió de la hipótesis de que sólo a partir del desarrollo del área de radiología que fue posible el avance en los estudios de las funciones del cerebro. Se espera que tales reflexiones abran caminos para nuevas investigaciones que pretenden explicar aptitudes mentales como el lenguaje, la memoria y análisis más profundos, para describir cómo los procesos neuropsicológicos producen el estado cognitivo.Descriptores: Radiología, Ciencia Cognitiva, Tecnología, Cerebro.

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Sousa, Franciso Alencar de, Vivaldo Medeiros Santos, Amanda Juliane da Silva Branco, Carmen Regina de Souza Franco, Luciana Takahashi Carvalho Ribeiro, Rogério Santos da Silva Nogueira, João Rafael Ferraz i in. "Radiologia e ciência cognitiva: os avanços tecnológicos e a neurociência". Revista Remecs - Revista Multidisciplinar de Estudos Científicos em Saúde 3, nr 5 (30.12.2018): 43. http://dx.doi.org/10.24281/rremecs2526-2874.2018.3.5.43-53.

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Sousa, Francisco Alencar de, Vivaldo Medeiros Santos, Amanda Juliane da Silva Branco, Carmen Regina de Souza Franco, Luciana Takahashi Carvalho Ribeiro, Rogério Santos da Silva Nogueira, João Rafael Ferraz i in. "Radiologia e ciência cognitiva: os avanços tecnológicos e a neurociência". Revista Remecs - Revista Multidisciplinar de Estudos Científicos em Saúde 3, nr 5 (30.04.2019): 43. http://dx.doi.org/10.24281/revremecs2526-2874.2018.3.5.43-53.

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Karkischenko, N. N., Yu V. Fokin, L. A. Taboyakova, O. V. Alimkina i M. M. Borisova. "New Biomedical Approaches in Information and Cognitive Technologies of Psychopathology Modeling". Journal Biomed 16, nr 3 (3.09.2020): 35–38. http://dx.doi.org/10.33647/2074-5982-16-3-35-38.

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Analysis of intracentral brain relationships, cognitive and psychopathological processes in animals by means of pharmacological modulation is an optimal method of cognition, determining the possibilities of correlation with similar processes in humans. New methods and approaches to biomodulation of psychopathologies, based on the principles of pharmaco-EEG standardization using fast Fourier-transformed brain electrograms and elements of systemic behavior, allow to identify quantitative parameters of fundamental mechanisms of neuropsychoactive agents in the cat brain.

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Holsworth, Michael. "Assessing Low-level Cognitive Processes of Word Recognition". Vocabulary Learning and Instruction 9, nr 2 (2020): 55–62. http://dx.doi.org/10.7820/vli.v09.2.holsworth.

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A fundamental skill required for vocabulary development is word recognition ability. According to Perfetti (1985), word recognition ability relies on low-level cognitive processing skill to be automatic and efficient in order for cognitive resources to be allocated to high-level processes such as inferencing and schemata activation needed for reading comprehension. The low-level processes include orthographic knowledge, semantic knowledge, and phonological awareness. These low-level processes must be efficient, fluent, and automatic in second language readers in order for them to achieve the ultimate goal of reading comprehension. This article briefly describes the concept of word recognition, its relation to vocabulary, and three tests that were designed to measure the three components of word recognition (orthographic, semantic, and phonological knowledge) in a longitudinal study that investigated the effects of word recognition training on reading comprehension.

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Johnson, Patrick S., Jeffrey S. Stein, Rochelle R. Smits i Gregory J. Madden. "PRAMIPEXOLE-INDUCED DISRUPTION OF BEHAVIORAL PROCESSES FUNDAMENTAL TO INTERTEMPORAL CHOICE". Journal of the Experimental Analysis of Behavior 99, nr 3 (22.02.2013): 290–317. http://dx.doi.org/10.1002/jeab.21.

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Rozprawy doktorskie na temat "Fundamental cognitive processes"

Woodcock, Elizabeth Ann Psychology Faculty of Science UNSW. "Effects of environmental enrichment on fundamental cognitive processes in rats and humans". Awarded by:University of New South Wales. Psychology, 2004. http://handle.unsw.edu.au/1959.4/20488.

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This thesis examined whether it is possible to enhance core elements of the information processing system with specific forms of environmental stimulation. The first series of experiments demonstrated that a preweaning environmental enrichment procedure that provided 60 minutes of daily multisensory stimulation accelerated the development of long-term contextual memory and enhanced inhibitory processing in young rats. That is, whilst stimulated and non-stimulated rats exhibited long-term memory of a context at 26 days of age, only stimulated rats showed this ability at 18 days of age. In addition, stimulated rats showed a faster rate of extinction of long-term contextual memory at 21 days of age, which was taken as evidence of enhanced inhibitory learning (i.e., context ??? no US) in these rats. Subsequent experiments with adult rats demonstrated that a combination of preweaning multisensory stimulation and postweaning rearing in an enriched environment improved the (1) specificity of long-term contextual memory, (2) speed of contextual information processing, and (3) availability of attentional resources. More specifically, enriched-reared rats demonstrated superior ability to discriminate between two similar contexts in comparison to standard-reared rats. In addition, enriched-reared rats showed superior memory of a context when there was limited time available to form a memory of that context. This finding was taken to indicate that rats that receive environmental enrichment are able to process contextual information more rapidly. Finally, standard-, but not enriched-, reared rats showed less conditioning to a discrete stimulus when it was presented in combination with a stronger stimulus during training compared to when it was presented by itself. The finding that enriched-reared rats did not show this overshadowing effect suggests that these rats have greater availability of attentional resources to divide between two stimuli that are competing for attention. The experiments with rats were followed by two experiments with children that investigated the effects of a computerised cognitive training procedure on information-processing speed. These experiments demonstrated that 30-minutes per weekday of training in rapid decision-making for three to five weeks improved children???s performance on two tests of processing speed (i.e., a choice reaction time and odd-man-out task). In addition, the speeded training improved children???s ability to sustain their attention and inhibit impulsive responses on a continuous performance test (Test of Variables of Attention). The cognitive training procedure had no effect on children???s performance on a measure of fluid intelligence (Raven???s Standard Progressive Matrices). The results of the experiments reported in this thesis suggest that a number of fundamental cognitive processes can be modified by environmental conditions that place increasing demands on the information-processing system. A neurobiological model, focusing on myelin, axon diameter, and the glutamatergic, glucocorticoid, noradrenergic, and cholinergic systems, was proposed in order to explain the observed effects of environmental stimulation on cognition in children and rats. The rationale for attempting to enhance fundamental cognitive processes was that improving these processes should ultimately improve general intellectual functioning. With respect to this aim, the correlational data from the present experiments with children revealed promising trends towards greater improvements on the tests of fundamental cognitive processes in those children in the training group with slower processing speed at the start of the intervention. This finding suggests that cognitive training may be even more effective at enhancing processing speed and other fundamental cognitive processes in children with intellectual impairments???who reportedly have slower processing speed than normal children. However, the extent to which training-related improvements in fundamental cognitive processes generalise to improvements in general cognitive functioning is unclear. That is, there is insufficient evidence that processing speed and other fundamental cognitive processes are causally related to intelligence. It is therefore essential that future cognitive training research is mindful of related developments within the intelligence and information processing literature.

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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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Arroyo, Margarete. "Processos cognitivos e estilos musicais : fundamentos para uma educação musical intercultural". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 1991. http://hdl.handle.net/10183/143438.

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Esta dissertação articula-se sobre dois pontos: a diversidade de culturas musucais com as quais se convive na sociedade contemporânea, tanto a nível nacional quanto a nível internacional e sua presença na educação musical, e os processos cognitivos presentes nos estilos musicais como um fundamento para uma educação musical intercultural. Esta concepção educacional é colocada como proposta para a superação de alguns problemas apresentados pela educação musical no Brasil: adequação à realidade contemporânea nacional e mundial e necessidade de fundamentação teórica. Estudos e propostas sobre uma educação musical intercultural são expostos juntamnete com as perspectivas de Leonard Meyer e Mary Louise Serafine a respeito de procesos cognitivos presentes na criação, compreensão e fruição dos estilos musicais. A contraposição deses dois conjuntos de ideias mostrou que os proessos cognitivos presentes nos estilos constituem-se em fundamentação para uma educação musical intercultural. Algumas estratégias são sugeridas para a consecução da concepção educacional resultante dos dois potnos que nortearam este trabalho.

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Pedroso, Filho Carlos Eduardo Santoro. "Fundamentos em desenvolvimento de softwares educacionais de bioquimica e fisiologia abrangendo diferenças nos processos cognitivos". [s.n.], 2007. http://repositorio.unicamp.br/jspui/handle/REPOSIP/314116.

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Orientadores: Eduardo Galembeck, Francesco Langone
Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Biologia
Made available in DSpace on 2018-08-11T09:33:01Z (GMT). No. of bitstreams: 1 PedrosoFilho_CarlosEduardoSantoro_M.pdf: 6111185 bytes, checksum: 3757bcf249d968c6bc91721905d98214 (MD5) Previous issue date: 2007
Resumo: A escola que freqüentamos, baseia-se no modelo educacional predominante no nosso país, o da educação homogênea. Se lembrarmos de algumas situações vividas por nós, durante nossa vida escolar, podemos encontrar indícios de que a educação homogênea não atinge a todos de forma igual e eqüitativa. Assim, este estudo propõe uma metodologia para estudo da teoria de estilo de aprendizagem individual no ambiente computacional, voltado ao uso de softwares educacionais. Para isso foram construídos dois softwares educacionais NEUROX 2004 e Enzyme, que possuem diferentes componentes como textos, imagens, animações e simulações. Os softwares desenvolvidos possuem mecanismos de coleta e armazenamento de dados que podem ser utilizados para avaliação do perfil de utilização dos mesmos pelos usuários. Os dados coletados podem ser submetidos à avaliação estatística, permitindo portanto a definição de padrões de uso dos programas relacionando o perfil dos usuários e componentes dos softwares mais acessados. Nos resultados obtidos foi possível identificar alguns padrões de uso, indicando que a metodologia desenvolvida permite estudar relações entre características individuais e uso dos softwares. A metodologia desenvolvida permite aplicações para a melhor compreensão de como diferentes usuários interagem com softwares educacionais, auxiliando no desenvolvimento dos mesmos bem como em sua avaliação de uso
Abstract: Not informed.
Mestrado
Fisiologia
Mestre em Biologia Funcional e Molecular

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Cassiano, Patricia Machado Domingues. "Recognição e criatividade, como cognição inventiva, nos processos de interação em uma sala de aula do ensino fundamental". Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/59/59137/tde-31102011-095833/.

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A criatividade é um tema de crescente interesse no meio acadêmico, oriundo de uma demanda da sociedade capitalista voltada para a criação. Estudos recentes criticam a concepção tradicional de criatividade, fundamentando-se na diferença entre o conceito de invenção e criatividade e afirmando que esta se limita a solucionar os problemas impostos pela sociedade, enquanto a primeira se propõe a um movimento de problematização das formas cognitivas. O presente trabalho pretende investigar a criatividade como cognição inventiva, mediada por experiências de interação num determinado contexto, caracterizando a forma de criação em relação ao mundo e a si mesmo. O objetivo geral da pesquisa é conhecer como a criatividade se produz na sala de aula, investigando em quais momentos ela se aproxima de uma cognição inventiva e em quais momentos ela se limita a uma reprodução cognitiva. A pesquisa foi desenvolvida numa Escola Municipal de Ensino Fundamental, localizada na periferia de um município no interior de São Paulo. Participaram da pesquisa uma professora e 35 alunos de uma sala de aula de uma quarta série do Ensino Fundamental, além dos profissionais da escola que participam do contexto e cotidiano institucional. Trata-se de uma pesquisa de metodologia qualitativa de inspiração etnográfica, utilizando observações participantes videogravadas como o principal instrumento. Entrevistas formais e informais, análise da produção do professor e da produção dos alunos em sala de aula e informações institucionais adicionais também foram utilizadas. A coleta de dados realizou-se no período das aulas, à tarde. Foram realizadas 60 observações, num total de aproximadamente 100 horas. As observações aconteceram no período de março a dezembro, percorrendo quase todo o ano letivo escolar. Estabeleceu-se como critério de classificação do material coletado o seu conteúdo. Desse modo, dividiu-se o material em dois grandes grupos. O primeiro refere-se ao plano molar ou macropolítico e propõe-se a analisar o contexto institucional e as atividades que aconteceram fora da sala de aula observada, abrangendo o espaço físico, os aspectos pedagógicos gerais e os profissionais da escola. O segundo refere-se ao plano molecular ou micropolítico e destina-se a focar os acontecimentos da sala de aula observada, englobando as rotinas, rituais e suas atividades. Os resultados sugerem que as atividades desenvolvidas, tanto no contexto institucional quanto na sala de aula, privilegiam as situações de recognição e são pautadas pelas relações de controle e poder. Desse modo, quase não há espaço para a invenção e para a aprendizagem significativa.
Creativity is a topic of growing interest in the academy coming from a capitalist society geared towards creation. Recent studies have criticized the traditional conception of creativity, basing on the difference between the concept of \"invention\" and \"creativity\", saying that creativity is a merely solution of the problems imposed by society, while invention aims at a motion questioning of the cognitive ways. This research aims to investigate creativity, cognition as invention, mediated by interaction experiences in context, characterizing the form of creation for the world and himself. The main objective of the research is to understand how creativity happens in the classroom, investigating in what time it approaches of an inventive cognition and when it merely is recognition. The research was conducted in a Hall Elementary School, located on the outskirts of a city in São Paulo. The survey was conducted in a municipal school of elementary school, located on the outskirts of a city in São Paulo. The study included 01 teacher and 35 students of a specific fourth grade classroom besides the staff of the school that participates in this institutional context. This is an ethnographic study of qualitative methodology. Videotaped participant observation was the main tool. Formal and informal interviews, analysis of output of the teacher, the production of students in the classroom, and additional institutional information were also used. The collect of the data took place during classes in the afternoon. Were made 60 observations, adding approximately 100 hours. The observations took place during the period from March to December, covering almost the entire school year. It was established as a criterion for classification of material collected their content. Thus, the material was divided into two major groups. The first refers to molar or macro-political level and proposes to examine the institutional context and the activities that took place outside the classroom and observed physical space, the pedagogical aspects and the school professionals. The second group refers to the molecular plane or micropolitical and focuses on events in the classroom observed. It covers the routines, rituals and activities that favored some possibility of invention. The results suggest that activities in both of the institutional context, as in classroom situations are recognitional and are guided by relations of power and control. Thus, there is a little space for invention and for meaningful learning.

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Fittipaldi, Cláudia Bertoni. "Jogar para ensinar - Jogar para aprender: o jogo como recurso pedagógico na construção de conceitos escolares e desenvolvimento de habilidades cognitivas, no Ensino Fundamental I". Pontifícia Universidade Católica de São Paulo, 2007. https://tede2.pucsp.br/handle/handle/16298.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Based on the social-historical theory in Psychology, this study investigated if games can be an important pedagogical resource, when the aim is to promote the construction of school scientific concepts and the development of cognitive abilities of children attending Elementary School I, in interaction with more experienced partners. The subjects of the research were four 10-years-old boys, all of them on the 4th grade of basic schooling. They were involved in playing two games, both with each other and with the researcher. The results showed that when the students previous knowledge and abilities are considered, the children, even those considered as poor students, can elaborate new scientific concepts and a new and more abstract cognitive structure. The conclusion is that games must be incorporated in the teachers pedagogical practice, since they allowed rich interactions at the classroom level
Esta pesquisa fundamentou-se nos pressupostos teóricos da psicologia sócio-histórica e investigou se o jogo pode constituir-se em recurso pedagógico capaz de promover a construção de conceitos escolares e o desenvolvimento de habilidades cognitivas em crianças do Ensino Fundamental I, em interação com parceiros mais experientes. Para tanto, quatro estudantes de dez anos, alunos da quarta série do Ensino Fundamental da rede pública jogaram dois jogos entre si e com a pesquisadora. Os dados do estudo indicaram que, ao jogar com o apoio de uma mediação que considera os conhecimentos e habilidades prévias dos sujeitos (Nível de Desenvolvimento Real), mesmo aqueles considerados como alunos fracos passaram a apresentar não só novos conceitos científicos como, também, uma nova estrutura conceitual. Nesse sentido, o estudo concluiu que o jogo é um recurso importante no processo de aprendizagem-desenvolvimento de alunos, na medida em que permite ao professor e aos alunos uma interação mais rica e profícua

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Almeida, Paulo Nunes de. "Língua portuguesa e ludicidade: ensinar brincando não é brincar de ensinar". Pontifícia Universidade Católica de São Paulo, 2007. https://tede2.pucsp.br/handle/handle/14465.

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This study presents a panorama of the use of ludic activities in the Portuguese language teaching and learning and emphasizes the use of games and plays at school in order to improve children s knowledge about their mother tongue and their roles in society. In order to achieve its goals, it presents the origins of the word ludic, its historical aspects and the Process of Cognitive Development formulated by Piaget. It also presents some ludic activities to be used at school to facilitate the Portuguese language teaching in a way children effectively learn school subjects and feel comfortable and motivated to learn. As a theoretical feature, this study is based on de Brougère (2002), Brunner (1974, 1977, 1986 and 2001), Chateau (1987), Freire (1977, 1983 and 1989), Piaget (1973 and 1990), Piaget & Inhelder (1974 and 1968), Snyders (1974, 1988 and 1993), Vygotsky (1987, 2000 and 2001)
O presente trabalho apresenta um panorama do uso de atividades lúdicas no ensino e aprendizagem de Língua Portuguesa e enfatiza o uso de jogos e brincadeiras na escola, com o intuito de aumentar o conhecimento das crianças acerca de sua língua-mãe e de seus papéis no seio da sociedade em que vivem. Para tanto, apresenta as origens da palavra lúdico e seu uso na educação e, em seguida, fornece informações acerca das fases de desenvolvimento das crianças, segundo a teoria piagetiana. Apresenta, também, algumas atividades lúdicas que podem ser utilizadas na escola para facilitar o ensino de Língua Portuguesa, de forma que a criança apreenda os conteúdos escolares relativos à aprendizagem da língua português e se sintam motivadas durante o processo de aprendizagem. Como ferramenta teórica, abarca, sobretudo, os estudos de Brougère (2002), Brunner (1974, 1977, 1986 e 2001), Chateau (1987), Freire (1977, 1983 e 1989), Piaget (1973 e 1990), Piaget & Inhelder (1974 e 1968), Snyders (1974, 1988 e 1993), Vygotsky (1987, 2000 e 2001)

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NOBRE, João Paulo dos Santos. "Transtorno do déficit de atenção e hiperatividade: um estudo de rastreamento entre escolares de Castanhal/PA". Universidade Federal do Pará, 2016. http://repositorio.ufpa.br/jspui/handle/2011/8990.

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CNPq - Conselho Nacional de Desenvolvimento Científico e Tecnológico
O transtorno do Déficit de Atenção e Hiperatividade (TDAH) é uma condição atípica do desenvolvimento, caracterizada pela tríade desatenção, hiperatividade e impulsividade. É considerado um transtorno de alta incidência entre crianças em todo o mundo, com prevalência estimada de 5% a 7%, com maior predominância no sexo masculino. Embora haja uma concordância quanto a sua alta incidência, os estudos epidemiológicos não encontram convergência quanto a esta taxa. Apesar disso, é possível observar consensos entre estes estudos, como por exemplo, que o TDAH implica em prejuízos em diversas áreas da vida, sendo mais comum no desempenho acadêmico, nas relações sociais e familiares. O tratamento envolve atenção psicopedagógica, psicoterapia e em alguns casos, utilização de fármacos. O objetivo com este estudo foi realizar o rastreamento de características do TDAH entre escolares da rede municipal de Castanhal no Pará, estado da região amazônica. Participaram desta pesquisa 39 professores do ensino fundamental, do 1° ao 9° ano, de três escolas municipais, que responderam a escala Escala Swanson, Nolan e Pelham - SNAP IV acerca do comportamento de 279 alunos sorteados, frequentaram as aulas no ano letivo de 2015. Além disso, foram utilizados os dados do Índice de Desenvolvimento da Educação Básica (IDEB) do ano letivo 2015. Os resultados indicam taxa de prevalência de TDAH em 57 (20,43%), dos quais 41 (71,93%) eram do sexo feminino e 16 (28,07%) do sexo masculino. Em relação a apresentação, a de maior ocorrência foi Desatenção, 14 (24,56%), Combinado e 9 (15,79%) Hiperatividade. Obteve-se, ainda, correlação positiva entre TDAH e Atraso Escolar, do Total de 57 participantes com TDAH, 42 (73,61%) apresentaram atraso escolar enquanto dos 222 considerados sem TDAH, 81 (36,49%). Estes dados corroboram com a literatura que aponta o TDAH como um quadro clínico com impacto negativo em áreas diversas da vida de quem o possui, sendo uma das áreas mais afetadas a vida acadêmica.
The Attention Deficit Hyperactivity Disorder (ADHD) is an atypical condition of development, characterized by the triad of inattention, hyperactivity and impulsivity. A high incidence among children disorder worldwide, with an estimated prevalence of 5% to 7% in this population is considered, reaching predominantly. Although there is agreement when its high incidence, epidemiological studies worldwide do not find agreement on its impact. Nevertheless, it is possible to observe consensus among these studies, such as that ADHD involves losses in several areas of functioning, is more common in academic performance implications, the establishment of appropriate social relationships and family relationships. The treatment involves psychopedagogic attention psychotherapy and in some cases, use of medications. The aim of this study was to trace characteristic of ADHD among students of Castanhal municipal network in Pará, State of the Amazon region. The study gathered 39 elementary school teachers, comprising the 1st to 9th, three municipal schools responding to scale Scale Swanson, Nolan and Pelham - SNAP IV about the behavior of 279 randomly selected students enrolled and attended classes in the academic year 2015. In addition, data from the Basic Education Development Index were used (IDEB) of the school year 2015. The results of this study indicate prevalence of ADHD in 57 (20.43%) of which 41 (71.93%) were female and 16 (28.07%) were male. Regarding the presentation type, the most frequent was Inattention, 14 (24.56%) Combined type and 9 (15.79%) Hyperactivity. Obtained also a positive correlation between ADHD and School Delay from Total 57 participants with ADHD, 42 (73.61%) had school delay while the 222 considered without ADHD, 81 (36.49%). These data corroborate the literature pointing ADHD as a clinical condition with a negative impact in many areas of life of its own, one of the areas most affected academic life.

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Woodcock, Elizabeth Ann. "Effects of environmental enrichment on fundamental cognitive processes in rats and humans /". 2004. http://www.library.unsw.edu.au/~thesis/adt-NUN/public/adt-NUN20040707.055844/index.html.

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Książki na temat "Fundamental cognitive processes"

Lipe, Saundra K. Critical thinking in nursing: A cognitive skills workbook. Philadelphia: Lippincott Williams & Wilkins, 2004.

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Bara, Bruno G. Cognitive Pragmatics. Redaktor Yan Huang. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199697960.013.14.

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Cognitive pragmatics focuses on the mental states and, to some extent, the mental correlates of the participants of a conversation. The analysis of the mental processes of human communication is based on three fundamental concepts: cooperation, sharedness, and communicative intention. All of the three were originally proposed by Grice in 1975, though each has since been refined by other scholars. The cooperative nature of communication is justified by the evolutionary perspective through which the cooperative reasoning underlying a conversation is explained. Sharedness accounts for the possibility of comprehending non-standard communication such as deceit, irony, and figurative language. Finally, communicative intention presents the unique characteristic of recursion, which is, according to most scientists, a specific trademark of humans among all living beings.

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Butz, Martin V., i Esther F. Kutter. Cognitive Science is Interdisciplinary. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780198739692.003.0002.

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Cognitive Science has come a long way – even the old Greeks have put forward intricate thoughts about what our minds can know and what seems inaccessible. This chapter addresses the historical development of cognitive science. The fundamental homunculus and qualia problems are introduced, and tentative answers from embodied cognitive science are sketched-out. A look at biology emphasizes that our bodies and brains are evolutionarily shaped, making us ready to develop our minds. Psychologically, minds develop and adapt given environmental feedback, striving to optimize behavior. Only by means of constructive, generative processes, however, can a behavior-oriented “understanding” of the environment develop. These “understanding”-oriented structures also make our mind language ready. Finally, in order to comprehend how the human mind actually comes into being, based on the considered principles, it is necessary to pursue functional, computational, and where possible, algorithmic and hardware perspectives in the sense of David Marr’s three levels of understanding.

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Poppe, Andrew, i Angus W. MacDonald III. Cognitive Neuroscience Approaches to Personality Disorders. Redaktorzy Christian Schmahl, K. Luan Phan, Robert O. Friedel i Larry J. Siever. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780199362318.003.0004.

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This chapter describes a cognitive neuroscience approach to understanding the psychological and neural processes that underlie personality and behavior. It explicates the utility of the cognitive neuroscience approach and the fundamental principles of the methods and how to interpret the findings. The chapter reviews the different neuroimaging tools and approaches that can be used to investigate brain structure and function. In doing so, it provides detailed information about what each method measures and how issues to consider when evaluating these measurements and their functional significance. The chapter provides the reader an appreciation of how understanding brain structure and function in vivo can serve as a bridge between molecular/genetic and symptom-based data to enrich the pathophysiology of personality disorders.

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(Editor), Sal Soraci, i Kimiyo Murata-Soraci (Editor), red. Visual Information Processing (Perspectives on Fundamental Processes in Intellectual Functioning). Praeger Publishers, 2003.

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Janoff-Bulman, Ronnie. Rebuilding Shattered Assumptions after Traumatic Life Events. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780195119343.003.0014.

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This chapter discusses coping processes in the context of traumatic life events that discredit previously held assumptions. It outlines fundamental assumptions, the ways by which traumatic experiences can shatter assumptions, coping processes to rebuild assumptions (automatic processes, and motivated cognitive strategies), and the legacy of tempered disillusionment and appreciation that traumatic experiences can cause.

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O'Callaghan, Claire, i Muireann Irish. Candidate Mechanisms of Spontaneous Cognition as Revealed by Dementia Syndromes. Redaktorzy Kalina Christoff i Kieran C. R. Fox. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190464745.013.6.

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The capacity to engage in spontaneous self-generated thought is fundamental to the human experience, yet surprisingly little is known regarding the neurocognitive mechanisms that support this complex ability. Dementia syndromes offer a unique opportunity to study how the breakdown of large-scale functional brain networks impacts spontaneous cognition. Indeed, many of the characteristic cognitive changes in dementia reflect the breakdown of foundational processes essential for discrete aspects of self-generated thought. This chapter discusses how disease-specific alterations in memory-based/construction and mentalizing processes likely disrupt specific aspects of spontaneous, self-generated thought. In doing so, it provides a comprehensive overview of the neurocognitive architecture of spontaneous cognition, paying specific attention to how this sophisticated endeavor is compromised in dementia.

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Lipe, Saundra, i Sharon Beasley. Critical Thinking in Nursing: A Cognitive Skills Workbook. Lippincott Williams & Wilkins, 2003.

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Zbikowski, Lawrence M. Questions, Answers, Questions. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190653637.003.0007.

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This chapter provides a summary for the volume as a whole and discusses prospects for a cognitive grammar of music going forward. The first portion of the chapter reviews the main questions explored over the course of the book and the answers provided by the theoretical framework that has been set out. The second portion of the chapter sets out three ways a cognitive grammar of music might be furthered: first, through empirical research on processes of categorization, memory function, and analogies involving dynamic processes, all of which are connected with musical understanding; second, through an exploration of the relationship between the familiar constructs of music theory (like intervals, scales, and chords) and the sonic analogs for dynamic processes fundamental to musical grammar; and, third, through a continued investigation into the ways musical materials shape humans’ cultural interactions.

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Goldberg, Adele E. Constructionist Approaches. Redaktorzy Thomas Hoffmann i Graeme Trousdale. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780195396683.013.0002.

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This chapter highlights the fundamental assumptions shared by all constructionist approaches, distinguishing them from mainstream generative grammar. In particular, phrasal constructions, like traditional lexical items, are learned pairings of form and function. Grammar does not involve any transformational or derivational component. Phrasal constructions, words, and partially filled words (aka morphemes) are related in a network in which nodes are related by inheritance links. Languages are acknowledged to vary in wide-ranging ways; the cross-linguistic generalizations that do exist are explained by domain-general cognitive processes or by the functions of the constructions involved.

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Części książek na temat "Fundamental cognitive processes"

Mantonakis, Antonia, i Reid Hastie. "Surprising Fluency: Bruce Whittlesea’s Contributions to Our Understanding of the Role of Fundamental Adaptive Cognitive Processes". W Constructions of Remembering and Metacognition, 201–14. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230305281_15.

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Navaitienė, Julita, i Eglė Stasiūnaitienė. "The Goal of the Universal Design for Learning: Development of All to Expert Learners". W Inclusive Learning and Educational Equity, 23–57. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_2.

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AbstractOver the past 10 years, every learner’s ability to achieve the highest level of learning success has become quite an important topic. The Universal Design for Learning (UDL) sets a goal to allow all learners to achieve their optimal learning experience that matches inclusive education. Learners who can assess their own learning needs set their personal learning goals, and monitor their progress are termed the expert learners (McDowell. Developing expert learners: a roadmap for growing confident and competent students. Corwin, 2019). This chapter focuses on theoretical backgrounds for expert learners’ paradigm. It starts from fundamental constructivist theories and moves towards the theory of self-regulation and cognitive neuroscience approach. It concentrates on the theory of self-determination, which, in our opinion, validates in the best way the nature of the expert learners’ development. Implementation of the Universal Design for Learning allows all learners to access, participate in, and progress in the general-education curriculum. This chapter presents the specific profile of the expert learners covering their main characteristics and qualities and revealing the essence of the UDL framework. Educators could use the profile as the educational guidelines conductive to understand how the process of becoming the expert learner proceeds.

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Bijlsma, Tom. "What’s on the Human Mind? Decision Theory and Deterrence". W NL ARMS, 437–54. The Hague: T.M.C. Asser Press, 2020. http://dx.doi.org/10.1007/978-94-6265-419-8_23.

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AbstractIndeed, deterrence, as Freedman and Mazarr recount in this volume in respectively Chaps. 10.1007/978-94-6265-419-8_1 and 10.1007/978-94-6265-419-8_2, aims to dissuade an opponent from taking undesirable actions. Clear communication of demands (a red line for instance), coupled with a credible threat to inflict pain if necessary, and demonstration of resolve are some obvious essential elements for creating effective deterrence. Success crucially also depends on whether the opponent receives the intended signal, interprets it as intended, and has the perception that the message is congruent with reality, i.e., that the opponent can make good on her threats. Success furthermore assumes that the demands communicated are acceptable. If those prerequisites exist, theory suggests a rational actor will back down, after weighing the benefits of the envisioned actions versus the potential costs that may result when the threat is executed. This chapter offers a synthesis of insights that have appeared since the 1980s that fundamentally challenge that assumption of rationality. This contribution about the workings of the human mind concerns the various filters and cognitive shortcuts that colour the incoming stream of information and the processes to digest it and come to a decision.

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Wang, Yingxu, i Guenther Ruhe. "The Cognitive Process of Decision Making". W Selected Readings on Strategic Information Systems, 237–50. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-090-5.ch016.

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Decision making is one of the basic cognitive processes of human behaviors by which a preferred option or a course of actions is chosen from among a set of alternatives based on certain criteria. Decision theories are widely applied in many disciplines encompassing cognitive informatics, computer science, management science, economics, sociology, psychology, political science, and statistics. A number of decision strategies have been proposed from different angles and application domains such as the maximum expected utility and Bayesian method. However, there is still a lack of a fundamental and mathematical decision model and a rigorous cognitive process for decision making. This article presents a fundamental cognitive decision making process and its mathematical model, which is described as a sequence of Cartesian-product based selections. A rigorous description of the decision process in real-time process algebra (RTPA) is provided. Real-world decisions are perceived as a repetitive application of the fundamental cognitive process. The result shows that all categories of decision strategies fit in the formally described decision process. The cognitive process of decision making may be applied in a wide range of decision-based systems such as cognitive informatics, software agent systems, expert systems, and decision support systems.

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Wang, Yingxu. "Formal Descriptions of Cognitive Processes of Perceptions on Spatiality, Time, and Motion". W Transdisciplinary Advancements in Cognitive Mechanisms and Human Information Processing, 201–13. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-553-7.ch011.

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Recent researches in both cognitive informatics and computational intelligence are interested in the human perceptual senses of spatiality, time, and motion, which are fundamental cognitive life functions according to the Layered Reference Model of the Brain (LRMB). This paper presents the cognitive process of human perceptual senses on spatiality, time, and motion. The sense of spatiality is investigated into the coordinate system, orientations, and cognitive maps, followed by the development of the mathematical model and the cognitive process of human spatial senses. The sense of time with the biological clocks, cognitive clocks, and their mathematical models are analyzed in order to explain the cognitive process of human time sense. On the basis of the formal models of senses of spatiality and time, the sense of motion is modeled as a complex sense incorporating both of spatiality and time. Then, the cognitive, mathematical, and process models of the sense of motion are rigorously established. This work provides a theoretical framework for the rigorous implementation of the intelligent behaviors of cognitive computers, autonomous agent systems, and robots in cognitive informatics and computational intelligence.

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Wang, Yingxu. "On the Cognitive Processes of Human Perception with Emotions, Motivations, and Attitudes". W Selected Readings on the Human Side of Information Technology, 141–53. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-088-2.ch008.

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An interactive motivation-attitude theory is developed based on the Layered Reference Model of the Brain (LRMB) and the object-attributerelation (OAR) model. This paper presents a rigorous model of human perceptual processes such as emotions, motivations, and attitudes. A set of mathematical models and formal cognitive processes of perception is developed. Interactions and relationships between motivation and attitude are formally described in real-time process algebra (RTPA). Applications of the mathematical models of motivations and attitudes in software engineering are demonstrated. This work is a part of the formalization of LRMB, which provides a comprehensive model for explaining the fundamental cognitive processes of the brain and their interactions. This work demonstrates that the complicated human emotional and perceptual phenomena can be rigorously modeled and formally treated based on cognitive informatics theories and denotational mathematics.

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Wang, Yingxu. "On the Cognitive Processes of Human Perception with Emotions, Motivations, and Attitudes". W Human Computer Interaction, 685–97. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-87828-991-9.ch046.

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Jana, Tarun Kanti. "Role of Non-Traditional Machining Equipment in Industry 4.0". W Machine Learning Applications in Non-Conventional Machining Processes, 203–14. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3624-7.ch013.

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The manufacturing industry is undergoing drastic changes owing to a steep rise in business competition and growing complexities in other business perspectives. The highly turbulent market is characterized by ever-increasing mass customization, wide volume-mix, shorter lead time, and low cost, which along with varieties of internal disturbances have complicated the business stability. The multi-agent-based systems comprising of fundamental entities called agents and characterized by autonomy, cooperation, and self-organizing abilities have already made remarkable breakthrough to deal with the challenges through increased robustness, scalability, and enhanced adaptability through their dynamic capabilities. The decision-making ability of the agents can be augmented if equipped with cognitive abilities like that of human beings. The chapter discusses cyber-physical production system (CPPS) to realize cognitive manufacturing in non-conventional machining environments.

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"Homo Informaticus". W Informing View of Organization, 48–81. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2760-3.ch002.

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This chapter discusses the concept of homo informaticus—the individual organization member that performs complex cognitive processes, engages in decision making and satisfying of informing needs, and designs and evaluates information systems. Discussed are cognitive processes of thinking, feeling, perceiving, memorizing/memory recalling, and learning. These cognitive processes are involved in the fundamental informing process that starts with perception of external data, continues with applying knowledge to data, and ends with inferring information (meaning). Homo informaticus is typified based on Karl Jung's psychology and Kolb's learning styles. The discussion also addresses cognitive limitations. Memory is limited in volume and content, perception is prone to illusions, and thinking is susceptible to biases. These limitations influence the outcomes of informing, learning, and decision making.

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Ogata, Takashi. "Kabuki as Multiple Narrative Structures". W Computational and Cognitive Approaches to Narratology, 391–422. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0432-0.ch016.

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This chapter seeks to undertake a comprehensive survey and analysis of “kabuki” to aim to explore a narrative generation-reception and narrative production-consumption model of “kabuki” from the viewpoint of an information system, and in particular, a narrative generation system. A fundamental concept of the modeling is “multiplicity,” or multiple narrative structures. In addition, the author associates the model to the concept of the “Geino Information System: GIS,” representing a system model in which multiple narrative generation and production mechanisms or processes are included. This chapter also presents introductory knowledge on “kabuki”, including the history and basic terms, as background for the discussion.

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Streszczenia konferencji na temat "Fundamental cognitive processes"

Azevedo Monteiro, Bruno Miguel, Helder Silva i Rubén Tortosa. "Harnessing User Knowledge In The Construction Of Rating Flows: The Design Of A Collaborative System Applied To Academic Repositories". W Systems & Design: Beyond Processes and Thinking. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.3308.

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The artifacts developed over several ages, such as libraries, encyclopedias, and databases, show the cultural evolution of information systems. Compiling, organizing and visualizing information is a task carried out by mankind for thousands of years. The added difficulty in effectively communicating information in various sectors and services of our society reveals that an efficient communication of information is of the utmost importance in the current network society. The glut of information is directly related to the fact that the information that we are exposed, is not subject to a filtering and organization process. This reveals an urgency to develop strategies that not only prioritize the organization and searching, but also increase the efficiency of the communication process, in order to promote an efficient framework in the user’s cognitive and perceptual field. Therefore the task of designing complex information systems in an accessible manner, currently represents an important goal and an imperative task of the Design/er (Wurman, 2001), (Bonsiepe, 1997; 2000) (Rheingold, 2005), (Thackara, 2006), (Wright, 2008), (Castells, 2010), (Gleick, 2011), (Lima, 2011; 2014), (Meirelles, 2013), (Börner, 2010; 2014; 2015). The publication and the querying of articles, papers, journals, books, are an integral part of the research process. However, the querying and information visualization process in a scientific academic repository often proves to be a hard and inefficient task, because the wide range of results hardly fits in the user’s specific subject. However, if we equate that the knowledge objects are accessed by a significant number of users with a specific interest in a topic, and in the course of their research, each user handles a significant amount of results. It is then possible to consider the existence of a hierarchical and relational structure of evidences that emerges from the relationship established between the users, their specific interests and knowledge in a topic and the querying performed. Therefore, it is fundamental to consider the user’s experience and the leading role that it represents in the information filtering process.This paper aims to present key insights on the information glut problematic and proposes a new approach/system applied to the academic scientific repositories. A collaboration system is designed, in order to filter and visualize the rating flows based in the user’s experience, instead of the usual citation "object" centered approach. The focus of this work is to describe one part of the system, that is the experimental implementation of an interactive hierarchical structure.DOI: http://dx.doi.org/10.4995/IFDP.2016.3308

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Cha, Jianzhong, i Wei Guo. "The Methodology and Environment for Modeling and Implementation in Concurrent Engineering". W ASME 1993 Design Technical Conferences. American Society of Mechanical Engineers, 1993. http://dx.doi.org/10.1115/detc1993-0292.

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Abstract The Concurrent Design, characterized with the integration of a large scale information and knowledge environment in a Computer Integrated Manufacturing System (CIMS), will involve multidiscipline and multidomain of knowledge. This will lead to the difficulty to implement the concurrent design with the nature of complexity, integrality and systematicity in design process, which caused by the above mentioned knowledge integration. This paper, based on the fundamental theory of design processes and adopted the knowledge processing theory and techniques offered by Intelligence Engineering, has investigated: the descriptive models which represent the general framework of concurrent design processes; the cognitive models that highlights the reasoning aspect performed by group of human experts from multidisciplines in concurrent design process; the prescriptive model which is prepared for being used in an computerized automated concurrent design system; the computable model represented with the object-oriented method, which can be executed in the computer world for automated concurrent design. Also this paper developed an engineering environment of analyzing, modeling and implementing with an architecture of Integrated Intelligent Unit, borrowed from the theory of Intelligence Engineering. In a separate paper, the authors apply the above methodology to a concrete concurrent design on a mechanical system to show the feasibility and advantages of the proposed method.

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Ибахаджиева, Лайса Алиевна, i Марьям Руслановна Хакимова. "FUNDAMENTALS OF COGNITIVE AND COMMUNICATIVE DEVELOPMENT IN EARLY CHILDREN UNDER DYSONTOGENESIS". W Сборник избранных статей по материалам научных конференций ГНИИ «Нацразвитие» (Санкт-Петербург, Март 2021). Crossref, 2021. http://dx.doi.org/10.37539/mar314.2021.40.43.012.

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Когнитивное развитие включает как количественные, так и качественные изменения, которые происходят в когнитивных психических процессах из-за возраста, влияния окружающей среды и собственного опыта ребенка. Совместно с познавательным развитием в раннем периоде происходит процесс бурного развития речи. Ребенок становится не только партнером по общению, но и транслятором. Коммуникативное и познавательное развитие неразрывно связаны как при условиях онтогенеза, так и при условиях дизонтогенеза. Cognitive development includes both quantitative and qualitative changes that occur in cognitive mental processes due to age, environmental influences and their own experience of the child. Together with cognitive development in the early period, the process of rapid development of speech takes place. The child becomes not only a communication partner, but also a translator. Communicative and cognitive development are inextricably linked both under conditions of ontogenesis and under conditions of dysontogenesis.

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Lazarevich, Anatoly Arkadievich. "Digital transformation in the focus of transdisciplinarity of philosophical knowledge". W 4th International Conference “Futurity designing. Digital reality problems”. Keldysh Institute of Applied Mathematics, 2021. http://dx.doi.org/10.20948/future-2021-6.

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From the perspective of interdisciplinary and transdisciplinary synthesis, there was studied the conceptual and methodological certainty of the existing approaches to understanding digital transformation. The author proceeds from the fact that digital transformation is not only the new technology (artificial intelligence, blockchain, data analysis, Internet of things etc.), but also a deep transformation of the basics of life, the structure of organizations and enterprises, society as a whole. In other words, it is a fundamental transformation of traditional models of life organization, construction, and development of a new reality, which is not always tolerant to humans. Thus, digital transformation is considered as essential characteristic of the modern era, the formation of which was influenced by a number of factors of social dynamics. The key factors are informatization and total digitalization. These processes caused formation of new sociality, which was different from the previous types of civilizational development with a sharp increase of the role of temporal and artificial component in the structure of social-biological evolution. In conditions of intensive social dynamics, choice remains an essential characteristic of new sociality. At the same time, the subjective side of social choice is changing: it is not an atomic personality, group, institution, but a high tech social practice taken from the point of view of the system of interaction of agents that realize the social-economic expediency in line with intensive innovation transformation. There is substantiated the increasing importance of modern social-humanitarian knowledge as conceptual-categorical and methodological base of reflection and prediction of the processes of formation of new sociality. In the structure of scientific-methodological reflection, there is actualized the transdisciplinary status of philosophical knowledge and its potential in connection with new instrumental-technical capabilities of cognitive practice.

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Valenti, Rita, Sebastiano Giuliano i Emanuela Paternò. "Una rappresentazione digitale del castello Eurialo per l’indagine storico-interpretativa". W FORTMED2020 - Defensive Architecture of the Mediterranean. Valencia: Universitat Politàcnica de València, 2020. http://dx.doi.org/10.4995/fortmed2020.2020.11526.

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A Digital representation of Euryalus fortress: a historical interpretive studyIt is clear that concepts and cognitive processes aimed at putting forward fortified systems in their relation with the territory and with the surrounding landscape, establish inextricably interwoven “interests” and a consequent osmotic hysteresis between their emergence and disappearance into the deepest part of the earth. The logic behind the defensive structures of Euryalus fortress is particularly interesting. The fortress designed during the Greek period and located on the top of Epipolae hill, represented a strategic fortification for the city’s defence. Therefore, it is reasonable to think about a sequence of emerging or disappearing empty spaces; a semantic vacuum to be filled with logical-subjective interpretations pertaining to those who visit the place. The conceptual framework provides knowledge and documentation meant as indispensable supporting instruments to understand Dionysius I and Archimedes’ thoughts where the integration of people and environment forms the basis of the close iterative connection among nature, artifice and landscape. The research takes this direction implementing innovative technological systems trying to go beyond in order to achieve virtual reconstruction processes, even if partial, of the fortress. Survey, thus, can be applied as an instrument for the knowledge of historical heritage which once converted into digital heritage is a support for the reconstruction of lost ancient scenarios. Actually, the implementation of innovative systems allows an easy-to-use data viewing which supports the interpretive phase, the archiving, consultation and dissemination of survey products. In particular, the survey of the fortress with integrated methodologies (both instrumental and photogrammetric) provides not only a fundamental basis for the documentation of the fortress conditions but also provides a basis for the collection of reconstructive hypotheses formulated by researchers who have been involved with the structure so far. Interactions among archaeology, history, geomorphology and technology make history and a past renowned glory come alive with the common spirit of coming up to a strong synergy between the past and the future destiny of the place.

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Rojas-Barahona, Cristian A., Carla E. Förster Marín, Francisco Aboitiz i Jorge Gaete. "ARE THERE DIFFERENCES IN THE DEVELOPMENT OF THE EXECUTIVE FUNCTIONS OF CHILDREN WITH A TYPICAL AND ATYPICAL DEVELOPMENT STIMULATED BY A GAME ON A TABLET?" W International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact072.

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"Introduction: Executive functions (EF) are developed early, building a fundamental basis of higher cognitive processes in adulthood (Garon et al., 2008). There are studies with children of typical development (Passolunghi et al., 2006; Welsh et al., 2010) that have demonstrated the key role of EF, such as working memory, inhibitory control, planning and attentional flexibility, in initial literacy and precalculus. What is still unclear is whether these EF can be stimulated early and if it has any effect on their development. At the same time, it is known that children with atypical development, such as ADHD, have deficiencies in the development of EF (Barkley, 1997). Early stimulation of EF in this type of population will have the same effects as in a typical development population? The objective of the study is to evaluate the effect of a stimulation program of the EF (working memory, inhibitory control, planning and attentional flexibility), by means of a tablet digital game, in the development of the EF of preschool children with and without symptoms of ADHD, of socioeconomically disadvantaged sectors. Method: Two groups, control (CG) and intervention (IG) were selected at random, both were evaluated twice (before and after). In total there were 408 participants, 212 with typical development and 196 with atypical development. The IG was exposed to a digital game of EF through a tablet during 12 sessions (in the classroom). Results: The main results show differences in favor of IG in the different EF evaluated, both for children with and without ADHD symptoms, with the exception of attentional variable for which no differences were observed. There are differences in the effect of EF among children evaluated. Discussion: These differences and their possible implications in the educational and social environment are discussed."

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Tommasi, Francesco, Andrea Ceschi, Marija Gostimir, Marco Perini i Riccardo Sartori. "GAME-BASED TRAINING: AN EFFECTIVE METHOD FOR REDUCING BEHAVIORAL-FINANCE BIASES". W International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end049.

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Nowadays, being able to understand and infer reasonable conclusions based on great amounts of numerical information represents a key competence to succeed both in education and work. Numeracy is defined as the ability to understand, think, and reason using numbers and math concepts. Such a competence is key in the field of behavioral-finance where individuals manage numerical information to face important choices. Indeed, numeracy is fundamental to analyze data and to make predictions on the likelihood of future events. Moreover, research shows that individuals who score high on numeracy report higher ability in creating alternative options when it turns to make decisions. Building on the computer-supported collaborative learning and on the technology acceptance model, this study aimed to evaluate the efficacy of different interventions to reduce psychological biases related to numerical information processes in a group of university students (N = 800). Specifically, we devised two training interventions based on the two educational approaches, i.e., the computer-supported collaborative learning and on the technology acceptance model. Participants were randomly assigned to one of the two conditions, and -post measures were collected after the interventions to assess their numerical information processing ability. Moreover, post-training results were compared with the results of a control group. Results of a one-way ANOVA showed that in the control group reported the highest incidence of numeracy biases. Our preliminary findings support the main literature on the use of technological instruments and distant training as keys to develop cognitive and operational competences. Such results are limited since we were unable to collect -pre-measures of participants’ numeracy biases. Overall, the present contribution provides initial insights into how different kind of technology-based trainings can be effective to reduce biases referred to numerical information processing.

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Ali-Qureshi, Zulfiqar. "System of System Based Sociotechnical Complexity Challenges in Product and Process Design". W ASME 2011 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/detc2011-48543.

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Unique characteristic of system of system based product life cycle challenges evolves different level of systems. This means the product design system and process level system consideration are very important besides the system level issues for product and process development which are part of systems of system. These core issues include the physical elements, assembly process and its related cognitive elements of component to that particular assembly and its process at Sub system level which are fundamental of System of system in holistic perspective of new product and process design. Any system level change or variety affects the next adjacent system in the same product as a member of same family of a system of system. In this paper the aspect of Hybrid electric car battery has been explored to reduce the system of system level sociotecnical complexity in product design. In this context, the affect of changeability in the assembly system level has been explored and DFA analysis and the complexity Index of the product at physical structure, assembly process and cognitive system level been discussed to draw analogy for making an understanding of similar nature of the system in platform based product and process family development.

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Sanches, Maria Celeste de Fátima, Bernabé Hernandis Ortuño i Sergio Regis Moreira Martins. "Projetar a Forma: uma proposta de ferramenta metodológica para o direcionamento da sintaxe visual no design de moda". W Systems & Design: Beyond Processes and Thinking. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.3269.

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O enfoque deste artigo, recorte de pesquisa de doutoramento desenvolvida em parceria entre (identificação das instituiçoes omitida para revisão), aborda o âmbito do ensino de projeto em graduações de design de moda. Com ênfase na investigação de metodologias para gerir o processo projetual, propõe estratégias facilitadoras da sintaxe visual para a configuraçao de artefatos de vestuário de moda. Para isso, parte de uma pesquisa exploratória, de base bibliográfica e documental, em que se analisa o sistema de interações construído entre vestimenta e usuário, para demonstrar que as relações estabelecidas no sistema corpo-artefato-ambiente se distribuem em fatores de adaptação física, expressão individual e representação social. Deste modo, situa o vestuário de moda como um espaço de vivências sensoriais que produz significações e enfatiza a dimensão estético-simbólica como quesito essencial no planejamento da experiência de uso deste tipo de produto. Tal perspectiva corrobora a relevancia de ferramentas metodológicas que propiciem a síntese de códigos expressivos para guiar a composição formal, com vistas à articulação entre as dimensões material e informacional do artefato projetado, uma vez que a informação (conteúdo) é transmitida pela sintaxe dos elementos da configuração (forma). Sobre esta plataforma, o artigo relata as bases teóricas, a proposição e a aplicação de uma ferramenta destinada à geração de conceitos formais na prática projetual do design de moda. A explanação integra fundamentos acerca da gestão sistêmica do projeto, do pensamento visual e das técnicas de síntese imagética, para examinar apreciações em campo e discutir a efetividade da referida ferramenta. Os resultados reforçam a hipótese de que a combinação de métodos que exploram o pensamento visual pode facilitar a visão sistêmica do processo projetual, auxiliando os estudantes na percepção das diversas variáveis que influenciam a composição formal de um produto e, por conseguinte, na síntese de relações sintático-semânticas para impulsionar a geração formal. Ainda que os resultados se refiram às aplicações práticas no universo acadêmico do design de moda, as mesmas estratégias poderiam ser estendidas a outras experimentações, visto que as ferramentas de síntese visual favorecem a percepção de conexões simultâneas e, como meio de organização cognitiva, facilitam a expressão de abstrações e a síntese de conceitos.DOI: http://dx.doi.org/10.4995/IFDP.2016.3269

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Kurakawa, Kei. "A Conceptual Design Information Structure and its Formation Process Based on Protocol Analysis of the Design Meeting in CAD Models Which Affect Interoperability". W ASME 2001 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2001. http://dx.doi.org/10.1115/detc2001/cie-21226.

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Abstract This paper reports the models of the designer’s thought process based on a protocol analysis from the viewpoint of design information structure and its formation process, which can be a fundamental part of practical design support tools. A series of four design meetings in a company, with intervals of several weeks, were observed to derive these models. The models consist of information elements derived from the cognitive design problem-solving process, and represent the conceptual design process by the derivation relationship among the information elements. The scenario is considered as an important information element to promote the evolution of product design. The proposed models are proven by protocol analysis with statistics and a transitional view of the coding scheme based on the models.

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Raporty organizacyjne na temat "Fundamental cognitive processes"

Ruff, Grigory, i Tatyana Sidorina. THE DEVELOPMENT MODEL OF ENGINEERING CREATIVITY IN STUDENTS OF MILITARY INSTITUTIONS. Science and Innovation Center Publishing House, grudzień 2020. http://dx.doi.org/10.12731/model_of_engineering_creativity.

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The troops of the national guard of the Russian Federation are equipped with modern models of weapons, special equipment, Informatization tools, engineering weapons that have artificial intelligence in their composition are being developed, " etc., which causes an increase in the requirements for the quality of professional training of future officers. The increasing complexity of military professional activities, the avalanche-like increase in information, the need to develop the ability to quickly and accurately make and implement well-known and own engineering solutions in an unpredictable military environment demonstrates that the most important tasks of modern higher education are not only providing graduates with a system of fundamental and special knowledge and skills, but also developing their professional independence, and this led to the concept of engineering and creative potential in the list of professionally important qualities of an officer. To expedite a special mechanism system compact intense clarity through cognitive visualization of the educational material, thickening of educational knowledge through encoding, consolidation and structuring Principle of cognitive visualization stems from the psychological laws in accordance with which the efficiency of absorption is increased if visibility in training does not only illustrative, but also cognitive function, which leads to active inclusion, along with the left and right hemispheres of the student in the process of assimilation of information, based on the use of logical and semantic modeling, which contributes to the development of engineering and creative potential.

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