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Автор: Grafiati
Опубліковано: 8 червня 2024

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Статті в журналах з теми "Ecological and cognitive approach":

1

Armour-Thomas, Eleanor, and Sharon-Ann Gopaul-McNicol. "Bio-Ecological Approach to Cognitive Assessment." Cultural Diversity and Mental Health 3, no. 2 (1997): 131–44. http://dx.doi.org/10.1037/1099-9809.3.2.131.

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2

Withagen, Rob, and Claire F. Michaels. "An ecological approach to cognitive (im)penetrability." Behavioral and Brain Sciences 22, no. 3 (June 1999): 399–400. http://dx.doi.org/10.1017/s0140525x99592029.

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We offer an ecological (Gibsonian) alternative to cognitive (im)penetrability. Whereas Pylyshyn explains cognitive (im)penetrability by focusing solely on computations carried out by the nervous system, according to the ecological approach the perceiver as a knowing agent influences the entire animal-environmental system: in the determination of what constitutes the environment (affordances), what constitutes information, what information is detected and, thus, what is perceived.
3

Shamay-Tsoory, Simone G., and Avi Mendelsohn. "Real-Life Neuroscience: An Ecological Approach to Brain and Behavior Research." Perspectives on Psychological Science 14, no. 5 (August 13, 2019): 841–59. http://dx.doi.org/10.1177/1745691619856350.

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Owing to advances in neuroimaging technology, the past couple of decades have witnessed a surge of research on brain mechanisms that underlie human cognition. Despite the immense development in cognitive neuroscience, the vast majority of neuroimaging experiments examine isolated agents carrying out artificial tasks in sensory and socially deprived environments. Thus, the understanding of the mechanisms of various domains in cognitive neuroscience, including social cognition and episodic memory, is sorely lacking. Here we focus on social and memory research as representatives of cognitive functions and propose that mainstream, lab-based experimental designs in these fields suffer from two fundamental limitations, pertaining to person-dependent and situation-dependent factors. The person-dependent factor addresses the issue of limiting the active role of the participants in lab-based paradigms that may interfere with their sense of agency and embodiment. The situation-dependent factor addresses the issue of the artificial decontextualized environment in most available paradigms. Building on recent findings showing that real-life as opposed to controlled experimental paradigms involve different mechanisms, we argue that adopting a real-life approach may radically change our understanding of brain and behavior. Therefore, we advocate in favor of a paradigm shift toward a nonreductionist approach, exploiting portable technology in semicontrolled environments, to explore behavior in real life.
4

Coppola, Silvia, Cristiana D'Anna, Valeria Minghelli, and Rodolfo Vastola. "Ecological dynamics approach in physical education to promote cognitive skills development." Journal of Human Sport and Exercise 19, no. 3 (April 23, 2024): 792–802. http://dx.doi.org/10.55860/k7ynwe36.

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The aim of this paper is to carry out a theoretical transposition of the principles of the ecological dynamic approach in the field of physical and sports education, aimed at defining educational approaches capable of promoting an effective acquisition of cognitive skills, through the practice of physical activity and sport. Physical education, according to an ecological dynamics perspective, considers the performer a complex adaptive system, which interacts with the environments in a functionally integrated way, underlining the interrelationship between motor processes, cognitive and perceptive functions. The cognitive area of Life Skills (Cognitive Life Skills, CLS), divided by the WHO, into decision making, problem solving, creative thinking and critical thinking processes, can be framed as an intrinsic part of goal-directed behaviour influenced by functional constraints determined by individual-environment interaction. Therefore, physical and sport activity practiced according to the principles of the ecological dynamic approach can be configured as an elective tool to promote the development of cognitive skills. In this article, the relevant theories of ecological dynamics are discussed and recent empirical data on the perceptual-cognitive processes which are activated through the practice of physical education and sport are described to underline the potential of such practices for the development of cognitive skills. The development of this specific theoretical transposition represents a starting point for the definition and experimentation of ecological dynamic interventions designed with the aim of investigating the effects of physical and sporting activity on the development of cognitive skills for life.
5

Fiedler, Klaus, and Michaela Wänke. "The Cognitive-Ecological Approach to Rationality in Social Psychology." Social Cognition 27, no. 5 (October 2009): 699–732. http://dx.doi.org/10.1521/soco.2009.27.5.699.

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6

Moreau, David, and Andrew R. A. Conway. "The case for an ecological approach to cognitive training." Trends in Cognitive Sciences 18, no. 7 (July 2014): 334–36. http://dx.doi.org/10.1016/j.tics.2014.03.009.

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7

Moreau, David, Alexandra B. Morrison, and Andrew R. A. Conway. "An ecological approach to cognitive enhancement: Complex motor training." Acta Psychologica 157 (May 2015): 44–55. http://dx.doi.org/10.1016/j.actpsy.2015.02.007.

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8

Lo Presti, Patrizio. "An ecological approach to normativity." Adaptive Behavior 24, no. 1 (January 5, 2016): 3–17. http://dx.doi.org/10.1177/1059712315622976.

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9

Guerra, Nancy G., Paul Boxer, and Tia E. Kim. "A Cognitive-Ecological Approach to Serving Students with Emotional and Behavioral Disorders: Application to Aggressive Behavior." Behavioral Disorders 30, no. 3 (May 2005): 277–88. http://dx.doi.org/10.1177/019874290503000303.

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In this article we present a cognitive-ecological model for understanding and preventing emotional and behavioral difficulties and propose directions for school-based intervention programs, particularly with aggressive children. In the cognitive-ecological framework, intervention efforts should target certain cognitive skills (e.g., skills that encourage attention to multiple cues in a setting) and knowledge structures (e.g., normative beliefs about appropriate responses to conflict) across multiple contexts that change over time (e.g., classroom, peer, school, family). We also emphasize the importance of coordination among contextual influences so that children learn consistent, cross-context standards that encourage prosocial and socially competent behavior. Practitioners working with students who exhibit emotional and behavioral difficulties should strive to integrate efforts at modifying cognition as well as context in the service of promoting behavioral change that maintains over time and across situations.
10

Duan, Pei, Shengdong Chen, Heng Zhang, and Fuchun Zhang. "Grain for Green Project in farmers’ minds: perceptions, aspirations and behaviours in eco-fragile region, Xinjiang, China." International Journal of Climate Change Strategies and Management 13, no. 2 (June 4, 2021): 191–207. http://dx.doi.org/10.1108/ijccsm-06-2020-0069.

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Purpose This study aims to focus on the analysis of the internal mechanism of farmers’ ecological cognition and the behaviour of Grain for Green Project (GGP), and the further relationship between ecological cognition and ecological aspiration, proposing climate change strategies and management from the perspective of farmers. Design/methodology/approach Theory of planned behaviour and social exchange theory were used to construct a theoretical framework and an ecological cognition under the influence of external factors, the aspiration and the behaviour of GGP, using ecological fragile areas in Bazhou and Changji, Xinjiang of 618 peasant households’ survey data. The structural equation model and Heckman two-step model were applied to analyse the relationship between ecological cognition and ecological aspiration of farmers, the impact of peasant households’ ecological cognition and aspiration to the behaviour of GGP and the influence factors of GGP behaviour. Findings This research’s results show that the three characterizations of ecological cognitive variables, attitude towards the behaviour (AB), subjective norms (SN) and perceived behaviour control (PBC), have significant positive impact on farmers’ GGP ecological aspiration. The comprehensive impact path coefficients of ecological cognition are PBC (0.498) > SN (0.223) > AB (0.177). Also, income change is a moderating variable, which has a significant moderating effect on the influence of AB and SN on ecological aspiration. Further, farmers’ ecological cognition has an influence on the behaviour of GGP, and the change of farmers’ income has a significant positive effect on farmers’ choice of returning farmland to forests. Practical implications The ecological protection policy suggestions and countermeasures can be drawn from the research conclusions, adapted to China’s ecologically fragile regions and even similar regions in the world to response the climate change. Originality/value Combining the theory of planning behaviour and social exchange, this paper empirically analyses the path of farmers’ ecological cognition and ecological aspiration, as well as the influencing factors.
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Дисертації з теми "Ecological and cognitive approach":

1

Webster, Hayley Monique, and n/a. "An Ecological Approach to the Prevention of Anxiety Disorders during Childhood." Griffith University. School of Applied Psychology, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030807.105928.

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Research shows that anxiety disorders are common and problematic in children. Treatment studies demonstrate that cognitive-behavioural interventions for children can successfully minimise these problems. Further, when implemented as early intervention or prevention programs, these interventions can prevent the onset of anxiety problems in 7 to 14 year olds and reduce existing levels of anxiety. This type of preventive approach has enormous potential for improving community mental health in a low cost model of service delivery. Yet, to develop this as a viable service model, these programs need to be evaluated under 'real world' conditions as opposed to specialist university clinical teams. In this research, the long-term effectiveness of an ecological model of the prevention of anxiety disorders for children was conducted. In the first study, teachers (N = 17) were trained intensively in the principles of anxiety and the FRIENDS anxiety prevention program (Barrett, Lowry-Webster & Holmes, 1999). Measures were taken of the PROXIMAL effects of training on the knowledge and self-efficacy of participating teachers at two points in time. Compared to teachers in a control group (N= 17) and a group comprised of psychologists regarded as experts in the FRIENDS anxiety program (N= 22), trained teachers demonstrated significant increases in the levels of knowledge and self-efficacy at time two. These increases approached levels exhibited by experts in terms of knowledge, and were not significantly different from experts in their levels of self-efficacy to implement the FRIENDS program following training. This study also explored the quality or fidelity of program implementation by these trained teachers (INTERMEDIATE EFFECTS). Results demonstrated that trained teachers implemented the program with high levels of integrity in accordance with the FRIENDS intervention manual. The second study sought to investigate the outcomes for participating children in terms of actually preventing and reducing existing levels of anxiety. Also of interest was the impact this intervention had on levels of depression. Participants were 594 children aged 10-13 years from 7 schools in Brisbane Australia. Children, and parents reported on children's social, emotional and behavioural characteristics at three-assessment points over 12 months. Results were examined universally (for all children) and for children who scored above the clinical cut-off for anxiety at pre-test. Results revealed that children in the FRIENDS intervention group reported fewer anxiety symptoms regardless of their risk status at posttest. In terms of reported levels of depression, only the high anxiety group who completed the FRIENDS intervention evidenced significant improvements at posttest. The results indicated that intervention gains were maintained over a period of 12 months, as measured by self-reports and diagnostic interviews. Moreover, evidence of a prevention effect was also demonstrated, with a significantly greater percentage of children in the control group progressed to "at risk" or "remained at risk" compared to children in the intervention group. Additionally, 85% of children in the intervention group who were scoring above the clinical cut-off for anxiety and depression were diagnosis free in the intervention condition at 12-month follow-up, compared to only 31.2% of children in the control group. Implications of these findings are examined, alongside limitations of the study and directions for future research.
2

Webster, Hayley Monique. "An Ecological Approach to the Prevention of Anxiety Disorders during Childhood." Thesis, Griffith University, 2003. http://hdl.handle.net/10072/365682.

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Research shows that anxiety disorders are common and problematic in children. Treatment studies demonstrate that cognitive-behavioural interventions for children can successfully minimise these problems. Further, when implemented as early intervention or prevention programs, these interventions can prevent the onset of anxiety problems in 7 to 14 year olds and reduce existing levels of anxiety. This type of preventive approach has enormous potential for improving community mental health in a low cost model of service delivery. Yet, to develop this as a viable service model, these programs need to be evaluated under 'real world' conditions as opposed to specialist university clinical teams. In this research, the long-term effectiveness of an ecological model of the prevention of anxiety disorders for children was conducted. In the first study, teachers (N = 17) were trained intensively in the principles of anxiety and the FRIENDS anxiety prevention program (Barrett, Lowry-Webster & Holmes, 1999). Measures were taken of the PROXIMAL effects of training on the knowledge and self-efficacy of participating teachers at two points in time. Compared to teachers in a control group (N= 17) and a group comprised of psychologists regarded as experts in the FRIENDS anxiety program (N= 22), trained teachers demonstrated significant increases in the levels of knowledge and self-efficacy at time two. These increases approached levels exhibited by experts in terms of knowledge, and were not significantly different from experts in their levels of self-efficacy to implement the FRIENDS program following training. This study also explored the quality or fidelity of program implementation by these trained teachers (INTERMEDIATE EFFECTS). Results demonstrated that trained teachers implemented the program with high levels of integrity in accordance with the FRIENDS intervention manual. The second study sought to investigate the outcomes for participating children in terms of actually preventing and reducing existing levels of anxiety. Also of interest was the impact this intervention had on levels of depression. Participants were 594 children aged 10-13 years from 7 schools in Brisbane Australia. Children, and parents reported on children's social, emotional and behavioural characteristics at three-assessment points over 12 months. Results were examined universally (for all children) and for children who scored above the clinical cut-off for anxiety at pre-test. Results revealed that children in the FRIENDS intervention group reported fewer anxiety symptoms regardless of their risk status at posttest. In terms of reported levels of depression, only the high anxiety group who completed the FRIENDS intervention evidenced significant improvements at posttest. The results indicated that intervention gains were maintained over a period of 12 months, as measured by self-reports and diagnostic interviews. Moreover, evidence of a prevention effect was also demonstrated, with a significantly greater percentage of children in the control group progressed to "at risk" or "remained at risk" compared to children in the intervention group. Additionally, 85% of children in the intervention group who were scoring above the clinical cut-off for anxiety and depression were diagnosis free in the intervention condition at 12-month follow-up, compared to only 31.2% of children in the control group. Implications of these findings are examined, alongside limitations of the study and directions for future research.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Applied Psychology
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3

Hill, Kimberley M. "Understanding drinking behaviour : affordances and an ecological approach to cognition." Thesis, Oxford Brookes University, 2014. https://radar.brookes.ac.uk/radar/items/2d2380a9-6c2a-44bc-afac-f0d3a5d7bc1d/1/.

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Alcohol misuse is a public health concern. Many social cognition models explain drinking behaviour using a limited representational model of cognition. Gibson’s Ecological approach does not require representation. Meaning exists at the interplay of brain, body and environment in terms of affordances. Contemporary ideas about Ecological psychology and affordances could be used to understand how individual-environment relations extend and constrain opportunities for consuming alcohol. This research programme comprised three studies: i. Affordances for Drinking Behaviour: A Non-Participant Observation Study in Licensed Premises. A functional, affordance-based approach was used to identify the array of affordances, or action opportunities, observed to be relevant to alcohol consumption in seven UK licensed premises. This study illustrated the normative and functional qualities of these drinking environments for drinking behaviour from the perspective of an independent observer. ii. Individual Perceptions of Alcohol-Related Affordances: Photo- Elicitation Interviews and Phenomenology. Twelve students viewed fifty photographs of a range of licensed premises, describing the function that occurrences had for their drinking behaviour. Interpretative Phenomenological Analysis provided an insight into first-person drinking experiences, supporting the alcohol-related affordances identified by the first study and providing an insight into why these were taken up by participants. iii. Alcohol-Related Affordances and Group Subjectivities: A Q- Methodology Approach. 40 students participated in a Q-Methodology study which combined statements from the previous two studies. Four patterns of subjectivity were uncovered. Most participants were aware of alcohol-related affordances, but believed their drinking behaviour to be autonomous. Others were conscious of influences, but compliant to these effects. Some were unaware, acting unanimously with the group, while others were concerned with carrying out behaviour considerate for the context. The findings of this research programme have implications for psychology and, as a global theory of behaviour, provide a more robust theoretical perspective on behavioural determinants for a range of health behaviours.
4

Silva, Silvia Leticia da. "O efeito da experiência, do conhecimento e da habilidade na tomada de decisão do passe do futsal a partir das relações interpessoais angulares." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/39/39132/tde-02022015-074627/.

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A tomada de decisão diz respeito a um componente essencial para o desempenho de inúmeras habilidades motoras, principalmente aquelas que envolvem julgamentos e escolhas. Duas correntes teóricas se destacam nesse âmbito: uma, com foco nos níveis de experiência e conhecimento dos indivíduos e, outra, na percepção de variáveis físicas que refletem a coordenação interpessoal. No presente estudo ambas foram consideradas conjuntamente. Investigou-se como indivíduos de diferentes níveis de experiência, conhecimento e habilidade decidiam sobre o passe de bola com base em relações interpessoais angulares. Ângulo foi escolhido como variável coletiva em razão de capturar as relações interpessoais em situações de passes e interceptação de passes. Foram filmados dois jogos de futsal com jogadores experientes e inexperientes entre 13 e 14 anos de idade. As relações interpessoais angulares foram compostas por: ângulo A, interação de vetores ligando o portador da bola com seu marcador e seu companheiro de time; e, ângulo B, interação de vetores ligando o portador da bola com seu companheiro de time e o marcador dele. Essas relações angulares também foram consideradas em relação à taxa de mudança com base em velocidade e variabilidade. Todas as medidas foram calculadas com base nos deslocamentos dos jogadores adquiridos por meio do software TACTO, em relação às coordenadas x e y, numa frequência de 25 Hz. Os dados foram analisados através do teste U de Mann-Whitney, considerando-se o nível de significância de p<=0,05. Os resultados obtidos referentes aos níveis de experiência e de conhecimento não revelaram diferenças significativas em nenhuma das variáveis angulares. Já com relação ao nível de habilidade, diferenças significativas foram encontradas somente para a velocidade angular (B). No que diz respeito à efetividade do passe, os resultados revelaram que independente dos níveis de experiência, conhecimento e habilidade, os passes efetivos foram realizados com base no ângulo (B). Os resultados permitem concluir que os jogadores, independente dos níveis de experiência e de conhecimento, utilizaram as mesmas relações interpessoais angulares para realização do passe, e que o ângulo (B) foi aquele que influenciou na eficiência do passe
The decision-making is an essential component for the performance of a number of motor skills, meanly for those that involve judgments and choices. Two theoretical perspectives highlight in this context: one focusing on the levels of experience and knowledge of individuals, and another, on the perception of physical variables that reflect the interaction between individuals and their environments. In the present study both of them were considered together. We investigated how individuals with different levels of experience, knowledge and skill decided on the pass of the ball based on angular interpersonal interactions. The angle was chosen as collective variable due it be able to capture the interpersonal relationships in situations of passing and intercepting of passing. Two futsal games were filmed with experienced and inexperienced players between 13 and 14 years old. The angular interpersonal relationships were: angle A, passing vector angle to the ball carriernearest defender\'s vector; and angle B, vector angle to the ball carrier-teammate\'s nearest defender\'s vector. These angular relationships were also considered in relation to their rate of change based on velocity and variability. All measures were calculated based on the displacements of the players relative to the x and y coordinates, which were acquired through the TACTO software in a frequency of 25 Hz. The data have been analysed by the U teste of Mann-Whitney considering the level of significance p<=0.05. The results obtained related to the levels of experience and knowledge haven´t revealed significant differences in none of the angular variables. But considering the level of skill, significant differences have been found only towards the angular velocity (B). Regarding the effectiveness of the pass the results showed that despite the levels of experience, knowledge and skill, the effective pass been carried out based on angle (B). The results allow concluding that players, regardless of level of experience and knowledge, used the same angular interpersonal relationships for performing the pass. In addition, that the efficiency of passing was influenced by the angle (B)
5

Padrão, Gonçalo. "Towards an ecological approach to understanding the neurophysiological bases of human error-monitoring." Doctoral thesis, Universitat de Barcelona, 2014. http://hdl.handle.net/10803/283999.

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To err is certainly human. Detect and correct our errors are fundamental during our interaction with the outside world. Therefore, understanding the nature of the brain mechanisms involved in the flexible evaluation of human action and the adaptive changes that follow behavioral imperceptions is a basic goal of modern cognitive neuroscience. The study of the brain mechanisms of error-monitoring has advanced enormously during the last two decades, mostly due to the discovery of specific electrophysiological signals and neural networks that are sensitive to error commission, but also to conflicting, unexpected and undesired events, all requiring the implementation of cognitive control processes in order to optimize performance. Neuroimaging studies, for instance, have associated error-monitoring with the activity of a widespread network of brain regions, wherein the medial prefrontal cortex is a key neural hub for regulative aspects of action monitoring and cognitive control. Electrophysiological studies have also identified a family of negative ERP signals in medial-frontal regions which appear to be mainly orchestrated by neural oscillatory theta activity. This field has provided the grounding for a very interesting research program regarding high-order cognitive control, decision-making and learning processes. It is worth mentioning, though, that most of this research program has been mainly focus on the examination of action slips in fairly simple force-choice reaction time paradigms. In these contexts errors reflect no deliberated actions caused by perceptual or attentional lapses. However, in real life situations error forms are so widespread and its causes so diverse that a crucial challenge for cognitive neuroscientists concerns the development of methods and paradigms that allow the study of the neural bases of error-monitoring in broad ecological contexts that reproduce the complexity of everyday life situations in which humans are likely to commit errors. The present dissertation aims at providing new alternatives and contributions regarding this issue by addressing novel questions, developing new toolkits and bringing new ideas to study well described neural dynamics of error-monitoring in more extended and ecological contexts in which humans interact. Throughout this research I have combined electrophysiological tools, fundamentally event-related potentials (ERPs) and time-frequency analysis, with novel experimental paradigms in order to provide answers to questions that all over these years have remained elusive and difficult to address experimentally. This Thesis is composed by four studies which taking together put forward for consideration several ideas. First, there is a substantial amount of visual inputs that are processed outside the focus of overt attention, and not available for conscious access, that still activates mechanisms in medial prefrontal control networks related to conscious and attentional processes. Neural theta oscillatory activity may stand as a neurobiological mechanism by which the medial-frontal networks monitor and regulate inappropriate actions that are automatically triggered by environmental information to which we remain oblivious. Second, practice leads to functional changes in neurophysiological signatures associated with error-monitoring and error-awareness processes, which are crucial during the acquisition of new motor skills and learning. Third, self-generated errors and errors related to agency violations are evaluated by distinct neural networks. The medial-frontal cortex is crucial for the evaluation of the correctness of ones actions while the parietal cortex seems to be more involved in providing a coherent sense of the agency, or sense of control, over ones actions. Finally, different thresholds of error-tolerance in humans are related to different decisional processes and distinct patterns of cortical activity during the monitoring of redundant error feedback information in contexts involving rule-based decisions. These differences may reflect the externalization of distinctive cognitive schemas and standards of self-reinforcement to cope with errorful information in contexts requiring complex decision-making processes. I believe that the findings forward in this dissertation are important to validate current neurophysiological evidences and theories regarding human error processing and cognitive control processes and may offer a great contribution to understand the extent and depth to which the human error-monitoring system can be studied extended and ecological contexts.
El estudio de los mecanismos cerebrales implicados en el procesamiento de los errores ha avanzado enormemente en las últimas dos décadas debido al descubrimiento de señales electrofisiológicas específicas y redes neuronales sensibles a la comisión de errores, pero también a eventos conflictivos o no deseados, que requieren la implementación de conductas compensatorias y procesos de control cognitivo con el fin de optimizar el rendimiento. Estudios de neuroimagen y electrofisiológicos han revelado que la detección de errores está asociada a la actividad de una amplia red de regiones cerebrales, en que se destaca la corteza medial prefrontal, que son coordenados por actividad neuronal oscilatoria de baja frecuencia en theta. Sin embargo, la mayor parte de esta investigación se ha centrado en la exploración de errores en tareas de tiempo de reacción que requieren acciones bastante simples. Pero en la vida real los errores tienen varias formas y sus causas pueden ser tan diversas que es vital el desarrollo de paradigmas más ecológicos que reproduzcan la complejidad de la vida cotidiana en la que los seres humanos son propensos a cometer errores. La presente tesis doctoral tiene como objetivo proporcionar nuevas alternativas y contribuciones con respecto a este tema, abordando nuevas cuestiones y desarrollando nuevos paradigmas para estudiar la compleja dinámica de los mecanismos cerebrales relacionados con la monitorización de errores y la consecuente implementación de acciones adaptativas en contextos más ecológicos y generales que abarquen la complejidad de nuestras interacciones con el ambiente. A lo largo de esta investigación he combinado herramientas clásicas en neurociencia cognitiva de electrofisiología, PEs y análisis tiempo-frecuencia, con nuevos paradigmas experimentales con el fin de dar respuestas a algunas preguntas que en todos estos años han permanecido esquivos y difíciles de abordar experimentalmente. Esta tesis está compuesta por cuatro estudios que en conjunto aportaran nuevas ideas hasta el momento intangibles. En primer lugar, hay una cantidad sustancial de información procesada fuera de nuestro foco atencional y no disponible a nuestra consciencia, que influencia nuestras acciones y, consecuentemente, puede activar mecanismos de la corteza medial prefrontal tradicionalmente relacionados con procesos conscientes de control. En segundo lugar, el entrenamiento conduce a cambios funcionales en mecanismos neurofisiológicos asociados a la monitorización automática de errores y procesos inherentes a la evaluación consciente de errores, funciones cerebrales cruciales en la adquisición de nuevas habilidades motoras y del aprendizaje. En tercer lugar, errores autogenerados y errores relacionados con disfunciones en el control de agencia de nuestras acciones son evaluadas por redes neuronales distintas. Por último, diferentes umbrales de tolerancia al error en los seres humanos están relacionados con diferentes procesos de toma de decisiones y distintos patrones de actividad cortical relacionados con la evaluación de resultados negativos informativos sobre el resultado de nuestro desempeño. Estas diferencias pueden expresar la externalización de distintos esquemas cognitivos y normas de auto-refuerzo en contextos que requieren procesos de toma de decisiones complejas. Las ideas presentadas en esta tesis son importantes para validar pruebas neurofisiológicas actuales y teorías sobre el procesamiento de errores y adyacentes procesos de control cognitivo. Además ofrecen una gran contribución para futura investigación en la medida en que permiten comprender el alcance y la profundidad con la cual los sistemas cerebrales implicados en la monitorización de nuestras acciones pueden estudiarse de una forma más ecológica.
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Headrick, Jonathon Jeffs. "Affective learning design: A principled approach to emotion in learning." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/89755/1/Jonathon_Headrick_Thesis.pdf.

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This PhD project set out to explore the role of emotion during learning in sport, focusing on how actions, emotions and cognitions interact under the influence of constraints. Key outcomes include the development of the theoretical concept - Affective Learning Design, and a new tool for assessing the intensity of emotions during learning - the Sport Learning and Emotions Questionnaire. The findings presented in this thesis provide both theoretical and practical implications discussing why emotion should be considered in the design of learning environments in sport.
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Prashant, Arvind pala. "Approche ecologique de l’’evaluation de la memoire episodique dans le vieillissement normal et les neuropathologies." Thesis, Bordeaux 2, 2013. http://www.theses.fr/2013BOR22121/document.

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A ce jour, nous savons peu de choses sur la manière dont la mémoire épisodique quotidienne, visuellement riche et complexe en termes d’éléments contextuels, est affectée par le vieillissement normal contrairement aux connaissances acquises dans le domaine du vieillissement sur la mémoire épisodique verbale ou visuelle au moyens des tests traditionnels ou des procédures de laboratoire comme le paradigme de rappel libres multi-essais (e.g., utilisé par le California Verbal Learning Test). La présente thèse s’est par conséquent attachée à implémenter ce paradigme traditionnel de rappels libres multi-essais d’évaluation de la mémoire épisodique au sein d’un dispositif RV simulant une visite dans un appartement, le HOMES test (Human Objet Memory of Everyday Scenes test). Cette procédure permet de dériver des indices d’apprentissage, de catégorisation, d’interférence proactive, de bénéfice de la reconnaissance comparée au rappel libre, et de fausses reconnaissances. A cela, nous nous sommes intéressés aux relations entre la mémoire quotidienne et l’action à travers l’effet denavigation active.A l’aide d’études comparatives, nous avons retrouvé le profil mnésique classiquement observé avec le test « papier-crayon », excepté pour l’interférence proactive qui n’est pas observée comme augmentée chez les participants âgés. En effet, des scores de rappel réduits,un bénéfice accru de la reconnaissance, une sensibilité augmentée aux fausses reconnaissances, et des capacités de regroupements sémantiques sont obtenus. Chez les jeunes adultes avec traumatisme crânien (étude 1), un profil identique est observé alors qu’un profil bien différent est obtenu auprès des patients avec maladie Alzheimer (étude 2) avec notamment un tableau associant des déficits plus marqués et des capacités de catégorisation altérées. Les études 3 et 4 adressant l’effet de navigation active chez le sujet jeune et âgé, ont mis en évidence un effet bénéfique de la navigation active sur la reconnaissance chez les deux groupes de sujets. Par contre, la navigation active diminuait les fausses reconnaissances des jeunes mais augmentait celles des âgés. Nous discutons les résultats de ces études sur la mémoire quotidienne à travers les hypothèses de déficit-item spécifique et du déclin fronto-exécutif du vieillissement normal
To this day, very little is known about the way aging affects everyday episodic memory, which is a visually and contextually rich and complex memory. However, episodic memory is traditionally assessed using verbal tasks which are lacking such complexity. One of them, the California Verbal Learning Test (CVLT) uses the multi-trial free recall paradigm that we also implemented in the Human Object Memory of Everyday Scenes test using virtual reality to simulate a visit in an apartment (the HOMES test).This procedure allowed us to assess multiple memory processes such as learning, semantic clustering, proactive interference, recall versus recognition, and false recognitions. We also wanted to investigate the relationship between everyday memory and action through active navigation and its effects on each of these processes. We showed the typical profile of older adults usually obsereved using traditional paper-pencil tests on most of the memory indices except for proactive interference, which was not increased. In fact, older adults showed a reduced free recall performance despite a preserved learning ability across trials, a benefit from recognition but also a higher susceptibility to false recognitions. TBI patients (study 1) showed a profile similar to that of older adults, but patients with Alzheimer disease were impaired on all of the HOMES indices (study 2). Studies 3 and 4 examined the beneficial effect of active navigation in younger and older adults’ everyday memory and showed that that recognition was the measure that benefited the most in both age groups. In contrast, older adults while active navigation decreased false recognitions in younger adults, it actually increased false recognitions in older adults. Our results on everyday memory are discussed in terms of item-specific deficit and executive deficit hypotheses in normal aging
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Amdahl, Per, and Per Chaikiat. "Personas as Drivers : - an alternative approach for creating scenarios for ADAS evaluation." Thesis, Linköping University, Department of Computer and Information Science, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-8621.

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Research and development on vehicle safety has lately started to direct its focus towards how to actively support the driver and make it easier for her to drive safely through letting Advanced Driver Assistance Systems (ADAS) have effect on how the driver interacts with the vehicle and the surrounding traffic. This requires research on both how the driver and vehicle perform in different situations, in terms of psychology, cognition and individual differences. In addition, physical limitations and requirements of the driver and the vehicle must be taken into account. Therefore scenarios for evaluation of these systems are required. In the area of user-centered design a rather new method, Personas, is being adopted. This thesis tries to explore if the Persona method is a viable tool for creating scenarios for such evaluations. Experiences after completing this work imply that personas indeed is a viable way to include aspects and raise issues concerning individual variability and situational context in ADAS scenarios.

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Lascoutx, Ruiz Alfredo. "A Politico-Ecological Approach of Transitional Spaces In Social Ecological Systems." Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/41987.

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As spatial properties that systems theoretically have, Socio-Ecological Systems are characterized by dynamism and mobility, therefore, are subject to changes in the space they occupy in the biosphere. In land ecosystems, these changes are understood as processes of evolution over time, or the result of extreme natural events, or transformation of the natural space induced by human activities. These spatial changes produce effects on the land surface and groundwater of ecosystems colonized or penetrated by elements, individuals or populations belonging to other ecosystems. These are the so-called Transitional Spaces between ecosystems. Throughout the continuous geographical space, these spatial transitions affect human and not human ecosystems in different ways. Given their ambiguous characteristics and their indefinite temporal location between urban, rural or natural spaces, transition spaces deserve to be investigated in order to know their properties and functions within the cartography that represents complex socio-ecological systems. The research is conducted from a particular perspective of Political Ecology. For this I proceed to develop an epistemological exercise on the political ecology syntagma in order to approach its concept and object of study as a hybrid discipline between social sciences and natural sciences. Interdisciplinarity as a practice, a dialectic vision regarding anthropocentrism, environmental perception as a method for an ontology of human ecology, The ecosystem as a unit of spatial analysis. These would be some of the characteristics of my ecological-political perspective. But what does transitional space mean for political ecology and what does it add to its theory? The question led me to seek the integral concept of ecosystem and to support myself in the General Systems Theory to analyze the notions of boundary and external environment as part of the classic concept of system. At that point, the notion of transitional spaces emerges implicit when recognizing the dynamic spatiality of other existing systems. v Since the research is not linear but interdisciplinary and convergent, a brief anthology of geographic and socio-spatial political thought is presented in order to connect the issue of transitional spaces with the point of view of the social sciences. Various socio-geographical, deterministic, anthropocentric, Darwinian, Marxist, modernist theories give an overview of the issues related to space and nature. With the emergence of the spatial turn, new concerns for political sociology, geography and environmental sciences are explained by the phenomenon of urban growth at the global level. In the same way, I introduce the topic of ecological spaces, specifically the concept of Ecotone, the space of transition between diverse natural ecosystems. The use of the notion of ecotone is based precisely on the perspective of the concept of political ecology developed previously. This, in turn, will allow me to introduce the FLACAM methodology into the research, which among its components has the virtue of identifying and analyzing the spatial phenomenon of physical and social Interfaces, that is, spaces of transition within human ecosystems. Several graphics and charts show the potential properties and functions of different kind of existing interfaces and ecotones. My proposal converges in using these concepts as planning tools for transitional spaces identified as Rurban Regions and metropolitan areas. A final reflection on the need for spatial research on global urban expansion and the theoretical and pragmatic advantages of the concept of intermediate cities closes the main body of the investigation.
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Atherton, J. Alan. "Supporting remote manipulation : an ecological approach /." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd3145.pdf.

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Книги з теми "Ecological and cognitive approach":

1

Anderson, Joseph D. The reality of illusion: Ecological approach to cognitive film theory. Carbondale: Southern Illinois U.P., 1998.

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2

Anderson, Joseph. The reality of illusion: An ecological approach to cognitive film theory. Carbondale: Southern Illinois University Press, 1996.

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Joseph, Anderson. The reality of illusion: An ecological approach to cognitive film theory. Carbondale: Southern Illinois University Press, 1996.

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4

Kathleen, Malley-Morrison, ed. International perspectives on family violence and abuse: A cognitive ecological approach. Mahwah, N.J: Lawrence Erlbaum Associates, 2004.

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5

Falkowski, Andrzej. A similarity relation in cognitive processes: An ecological and information processing approach. Delft, the Netherlands: Eburon Delft, 1995.

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6

A, Block Alan. Occupied reading: Critical foundations for an ecological theory. New York: Garland Pub., 1995.

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7

Ulric, Neisser, Winograd Eugene, Fivush Robyn, and Hirst William, eds. Ecological approaches to cognition: Essays in honor of Ulric Neisser. Mahwah, N.J: Lawrence Erlbaum Associates, 1999.

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8

Faaborg, John. Ornithology: An ecological approach. Englewood Cliffs, N.J: Prentice-Hall, 1988.

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9

Brunas-Wagstaff, Jo. Personality: A cognitive approach. London: Routledge, 1998.

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10

Tomlinson, Geoff. Depression: A cognitive approach. Bicester: Speechmark, 2003.

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Частини книг з теми "Ecological and cognitive approach":

1

Erlwein, Alfredo, Iván Oliva, Felix Fuders, and Pablo J. Donoso. "Towards a Transdisciplinary Ecological Economics: A Cognitive Approach." In Ecological Economic and Socio Ecological Strategies for Forest Conservation, 3–17. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-35379-7_1.

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2

Pinna, Simone. "Ecological Approach and Dynamical Approach." In Extended Cognition and the Dynamics of Algorithmic Skills, 39–51. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-51841-1_3.

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3

Ayadi, Maroua, Nouha Arfaoui, and Jalel Akaichi. "Immersive Analytics for the Ecological Cognitive Stimulation Approach." In Communications in Computer and Information Science, 55–68. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93596-6_4.

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4

Williams, J. Michael. "Everyday Cognition and the Ecological Validity of Intellectual and Neuropsychological Tests." In Cognitive Approaches to Neuropsychology, 123–41. Boston, MA: Springer US, 1988. http://dx.doi.org/10.1007/978-1-4684-5577-9_7.

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Turner, Alasdair, Chiron Mottram, and Alan Penn. "An Ecological Approach to Generative Design." In Design Computing and Cognition ’04, 259–74. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-1-4020-2393-4_14.

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6

Panieri, Giuliana, Zeynep Sancak Sert, Filip Maric, Margherita Paola Poto, and Emily Margaret Murray. "The Ocean Senses Activity Book: Enriching Ocean Literacy Through a Multisensory Approach." In Emotional and Ecological Literacy for a More Sustainable Society, 121–35. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-56772-8_6.

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AbstractThis chapter outlines the development of “The Ocean Senses Activity Book” integrating a multisensory approach to ocean education for pupils and the general public. Originating from an expedition in the Arctic Ocean, the project aimed to cultivate more effective cognitive approaches to ocean literacy education and communication. It bridged the gap between scientific exploration and public engagement, immersing learners in a multisensory, experiential educational experience. This innovative approach intended to enhance understanding and foster a deeper connection to ocean science, transcending traditional cognitive methodologies. The book’s development is traced from the conceptualisation stage before and during the expedition, where scientists, educators, and creative professionals collaborated to design learning activities engaging the human senses. The development process involves interdisciplinary collaboration across multicultural and multilingual settings, ensuring an inclusive and immersive experience for diverse audiences.
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Smith, John A. "An ecological approach to representation and language." In Emotions, Embodied Cognition and the Adaptive Unconscious, 156–72. First Edition. | New York : Routledge, 2020. | Series: Complexity in social science: Routledge, 2020. http://dx.doi.org/10.4324/9780429398339-14.

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8

Barnett, Ronald. "Realizing the World-Class University: An Ecological Approach." In Evaluating Education: Normative Systems and Institutional Practices, 269–83. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7598-3_16.

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AbstractThe ‘world-class university’ has become a trope of two rivalrous perspectives. On the one hand, it is used by cross-national and national organizations and institutions (and their leaders) to promote global positioning and achievement. On the other hand, it is deployed as a target of critique by scholars, it being observed that the term – ‘world-class university’ – presses interests, of cognitive capitalism, institutional entrepreneurialism and hierarchy amongst universities. Much less evident in these rivalrous discourses is an attempt to derive a way of holding onto the term – ‘world-class university’ – that retains links with core values of the university itself, such as those of reason, inquiry, understanding, and learning. I wish to use my chapter to mount such an inquiry and to do so by deploying an ecological approach. The university is interconnected with the world in manifold ways, through multiple ecosystems, but those ecosystems –such as those of knowledge, learning, social institutions, persons, the economy, culture and the natural environment – are impaired. Accordingly, could it not be suggested that a ‘world-class university’ would be one that draws on its resources in advancing the wellbeing of the major ecosystems of the world? Such a university would be a university in a class-of-and-for-the-world.
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Pick, Anne D. "Perceptual learning, categorizing and cognitive development." In Evolving explanations of development: Ecological approaches to organism–environment systems., 335–70. Washington: American Psychological Association, 1997. http://dx.doi.org/10.1037/10265-009.

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10

You, Jacqueline Jing. "Designing and Implementing Ecological Models in Organisation Studies: Fuzzy Cognitive Mapping Approach (FCM)." In Faith Traditions and Practices in the Workplace Volume II, 159–78. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-09540-5_8.

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Тези доповідей конференцій з теми "Ecological and cognitive approach":

1

Raiola, Gaetano, and Felice Di Domenico. "Approaches to motor learning: Cognitive approach versus ecological dinamyc one." In Journal of Human Sport and Exercise - 2021 - Winter Conferences of Sports Science. Universidad de Alicante, 2021. http://dx.doi.org/10.14198/jhse.2021.16.proc3.65.

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Chen Xing, Yun Zhang, Xiuchao Wang, Jinhui Yuan, and Danmin Miao. "An environmental psychology approach: Measuring the individual's cognitive and affective response to ecological designed military camp." In 2016 IEEE International Conference on Multimedia & Expo Workshops (ICMEW). IEEE, 2016. http://dx.doi.org/10.1109/icmew.2016.7574724.

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3

Yan, Qike, Feng Cheng, Hui Wu, and Junzhou He. "Design of Ecological Interface for Nuclear Power Plant Based on Cognitive Work Analysis." In 2022 29th International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/icone29-93115.

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Abstract Nuclear power plant accidents are an important public safety issue, and most accidents occur mainly due to unexpected events of the operator. However, traditional nuclear plant interfaces do not provide operators with the ability to resolve unexpected events. As an interface design method, ecological interface design can improve the situational awareness of operators and is widely used in nuclear power plants and other fields. At the same time, in order to improve the adaptability of the interface structure change, this paper introduces a formative method — Cognitive Work Analysis (CWA). This approach aims to describe the given constraints acting on a complex system from different perspectives and structural levels in order to better show how the system operates, and traditionally consists of five stages: Work Domain Analysis (WDA, which create a set of models that describe how complex systems work and then use those models to guide system design), Control Task Analysis (ConTA, which Build models for known repetitive tasks), Strategy Analysis (StrA, which observe known repetitive activity in more detail), Social Organization & Cooperation Analysis (SOCA, which designed to address team communication and cooperation constraints and boundary conditions), and Worker Competencies Analysis (WCA, which describe the level of cognitive control required by the operator to accomplish different system functional goals and tasks). This article will discuss the framework for the use of these five stages at the ecological interface.
4

Oliveira, Jorge, Pedro Gamito, Beatriz Rosa, Dina Bértolo, Jéssica Ribeiro, Tatiana Sousa, Diogo Morais, Fernando Ferreira, and Paulo Lopes. "Ecologically-oriented approach for cognitive assessment in the elderly." In the 4th Workshop. New York, New York, USA: ACM Press, 2016. http://dx.doi.org/10.1145/3051488.3051501.

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Nefedev, S. "SOCIO-ECOLOGICAL ASPECTS OF INFORMATION AND COMMUNICATIVE EFFECTS." In Man and Nature: Priorities of Modern Research in the Area of Interaction of Nature and Society. LCC MAKS Press, 2021. http://dx.doi.org/10.29003/m2585.s-n_history_2021_44/51-62.

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The article, from the standpoint of the «memetic» and «network» paradigms, examines the factors, mechanisms and socio-ecological consequences of information and communication influences. The phenomenon and mechanisms of information infection, the role of meme-viral influences in the processes of socio-cultural evolution are analyzed. The prospects for the development of effective research and socio-performative methods and technologies based on the joint use of the principle of viral information and communication influences and the «network» approach are studied. The ways of determining the intensity of «information infection» of the social space and the degree of «cognitive damage» of the population are discussed. It is shown that important socio-ecological problems of an information civilization are: the problem of uncontrollable side effects of information and communication influences and a tendency to the loss of human-centeredness (dehumanization) of network forms of social organization and control over them by a person.
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Chung, Jun-Ki, Bharat Singh, Alok Singh Sengar, K. Ranjit Singh, C. Mukuntharaj, and M. P. Karnik. "Embedded Cognition in Virtual Environments: An Ecological Approach to AI Study." In 2023 International Conference on Advances in Computation, Communication and Information Technology (ICAICCIT). IEEE, 2023. http://dx.doi.org/10.1109/icaiccit60255.2023.10466057.

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7

Gielo-Perczak, Krystyna. "Multi-Method Systems Modeling and Analysis: Is It Possible to Apply Holistic Design, Linking the Physical and Cognitive Aspects?" In Applied Human Factors and Ergonomics Conference (2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001260.

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The objective of this study is to present relevant data which would support proposed taxonomy and methodology in physical-cognitive based control models of human performance. This approach can be applied directly to the development of emerging worker/user body systems with equal emphasis on biomechanical and cognitive performance. The worker’s biomechanical and physiological responses and functions are not imposed by the environment but are established by the system itself. Thus, there is an emerging need for the concept of a human system with perceptive insight into the complexity of the mutual relationships of the human biomechanical measures and cognitive factors. The description of human operators/users should reflect the biomechanical measures of fatigue and the complexity of brain activity, which includes cognition and the dynamic process of knowing. Many system control problems arise from a lack of attention to the interactions among different human system components in relation to the work/activity environment. In order to predict the ecological connectivity there is an arising necessitation to model the mutual relationships of environment, perception, body sensors and task. The proposed method can be represented in terms of control-theoretical features for quantitative predictions in the various work environment behaviors.
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Cornejo, Stuart Duncan Haffenden. "Towards Ecological, Embodied and User-Centric Design in Auditory Display." In The 24th International Conference on Auditory Display. Arlington, Virginia: The International Community for Auditory Display, 2018. http://dx.doi.org/10.21785/icad2018.016.

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Auditory display research has been criticised over a perceived lack of progress in tackling key issues relating to usability and user-experience. However, emerging trends in design-thinking present new tools for addressing the usability concerns that have long beleaguered this field of inquiry. In this paper, we provide an in-depth analysis on the emergence of design-based approaches in auditory display research by mapping out the progression of current research in the field. Through an ecological and embodied approach to perception and cognition, we then evaluate user-centric design strategies as tools for better understanding complex design spaces and improving usability. We then present a discussion to elucidate the benefits to auditory display research of employing usercentric design strategies for future projects.
9

Korchagin, Oleg N., and Diana V. Navasardyan. "The role of library-type cultural institutions in ensuring sustainable socioeconomic development of the Russian Federation." In The libraries and ecological education: Theory and practice. Russian National Public Library for Science and Technology, 2022. http://dx.doi.org/10.33186/978-5-85638-255-5-2022-111-116.

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The article analyzes the role of library institutions in achieving sustainable state socio-economic development at the present stage. The conditions for the transitionto sustainable development in the activities of the relevant cultural institutions are studied, directions for modernization are proposed, based on the specifics of the activity, available opportunities, current tasks and development prospects. The research methods were: analysis and synthesis, deduction and induction, systematic approach, structural-functional method, classification, abduction method, content analysis method, special legal methods of cognition: formal legal, historical legal, comparative legal.
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Videla, Ronnie. "STEAM Apps: Weaving numerical and geometric comprehension with the fingers." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.73.

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STEM and STEAM education promote integration between science, technology, engineering, math, and the arts. The latter aims to promote deep and collaborative learning of students, through the integration of the curriculum in K-12 science education. STEAM promotes the embodiment of cognition through learning by doing. The enactive and ecological approaches to cognition presented auspicious evidence for the role of incarnation and gesture in learning with digital technology. This work aims to provide design and concept evidence on the scope of enactive and ecological approaches within the framework of STEAM learning with digital and emerging technologies focused on the concept of tissue. We place ourselves epistemologically from the embodied design for the development of educational technology centered on "learning is moving in some way" following Dor Abrahamson who reveals the enactive and ecological approaches to learning science. Also, we are framed in Claudio Aguayo's UX and UI user experience designs with emerging technologies. In the case of digital technologies, we pay special attention to learning mathematics through the knowledge of numbers and operations with the fingers. To do this, we present a prototype of Apps inspired by Nathalie Sinclair's Touchcounts and Touchtimes, with variations in haptic perception for the emergence of numbers and operations through touching and tracing movements with the fingers on the touch screen. Regarding emerging technologies, we rely on augmented reality and virtual reality. In the case of augmented reality, we focus on learning science and geometry through the spider web. The idea is that students can see the different planes of a spider web and identify different regular and irregular geometric figures, as well as explore the architecture of the web and its properties. In relation to virtual reality, we focus on Mapuche textile art (indigenous people of southern Chile) where we explore the characteristic fabrics of the culture within the “ruca” (characteristic home of the Mapuches). First, students design Mapuche textile fabrics from geometric patterns, applying symmetry and fractals. Then with virtual reality glasses, they can navigate inside the ruca to learn details of its architecture and the fabrics most used by the Mapuche culture. Our STEAM approach to app development consists of an integrated learning ecosystem that enhances digital and immersive experiences for learning about math, science, and art using engineering and technology. Finally, we can conclude that our approach describes education as a process of cognitive assembly embodied in perception and guided action with different types of artifacts through digital affordances. We highlight the role of the disciplinary integration of Science, Technology, Engineering, Arts and Mathematics to understand and strategically reveal the scientific cultural potential of our native people "Los Mapuches".

Звіти організацій з теми "Ecological and cognitive approach":

1

Morkun, Volodymyr S., Сергій Олексійович Семеріков, and Svitlana M. Hryshchenko. Use of the system Moodle in the formation of ecological competence of future engineers with the use of geoinformation technologies. Видавництво “CSITA”, 2016. http://dx.doi.org/10.31812/0564/718.

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At present the information and communication technologies in education can be a catalyst in solving important social problems connected with increasing the educational resources and services availability and quality, real and equal opportunities in getting education for citizens despite their residence, social status and income. One of the most important education tasks is to develop students’ active cognitive attitude to knowledge. Cognitive activity in universities is a necessary stage in preparing for further professional life. The solution of task of formation of ecological competence of mining profile engineer requires the reasonable selection of the means of information and communication technologies conducing formation of ecological competence. Pressing task is constructive and research approach to preparation of future engineers to performance of professional duties in order to make them capable to develop engineering projects independently and exercise control competently. The relevance of the material covered in the article, due to the need to ensure the effectiveness of the educational process in the preparation of the future Mining Engineers. We analyze the source with problems of formation of ecological competence. The article focuses mainly general-purpose computer system support learning Moodle, which allows you to organize individual and collective work of students to master the specialized course teaching material used in teaching special course "Environmental Geoinformatics" in the implementation of educational research.
2

Covington, W. Wallace, and Leonard F. DeBano. Sustainable ecological systems: Implementing an ecological approach to land management. Ft. Collins, CO: U.S. Department of Agriculture, Forest Service, Rocky Mountain Forest and Range Experiment Station, 1994. http://dx.doi.org/10.2737/rm-gtr-247.

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3

McNeil, Jeffrey A. A Cognitive Approach to COIN: Countering Dangerous Beliefs. Fort Belvoir, VA: Defense Technical Information Center, May 2009. http://dx.doi.org/10.21236/ada502966.

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4

Hoff, Karla, and Joseph Stiglitz. Equilibrium Fictions: A Cognitive Approach to Societal Rigidity. Cambridge, MA: National Bureau of Economic Research, March 2010. http://dx.doi.org/10.3386/w15776.

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5

Illiashenko, Oleg, Valeriy Mygal, Galyna Mygal, and Olga Protasenko. Convergent approach to dynamic systems safety–cognitive aspects. Peeref, April 2023. http://dx.doi.org/10.54985/peeref.2304p1803003.

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6

Allen, Barbara H. Ecological type classification for California: the Forest Service approach. Berkeley, CA: U.S. Department of Agriculture, Forest Service, Pacific Southwest Forest and Range Experiment Station, 1987. http://dx.doi.org/10.2737/psw-gtr-98.

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7

Boehm-Davis, Deborah A., Wayne D. Gray, Leonard Adelman, Sandra Marshall, and Robert Pozos. Understanding and Measuring Cognitive Workload: A Coordinated Multidisciplinary Approach. Fort Belvoir, VA: Defense Technical Information Center, September 2003. http://dx.doi.org/10.21236/ada417743.

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

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Lehto, Gary. A cognitive-behavioral approach to the control of dream content. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3049.

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Bijwaard, Govert E., Mikko Myrskylä, Per Tynelius, and Finn Rasmussen. Education, cognitive ability and cause-specific mortality: a structural approach. Rostock: Max Planck Institute for Demographic Research, August 2016. http://dx.doi.org/10.4054/mpidr-wp-2016-007.

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